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Tag: school

  • Our Favorite Digital Notebooks and Smart Pens

    Our Favorite Digital Notebooks and Smart Pens

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    Do you take a lot of notes? Whether you’re in school or working in a job that requires lots of jotting down ideas, you may opt for typing notes on a laptop, but physically writing something down helps you remember and learn more. Putting real pen to paper also just feels good. However, having a digital backup is convenient for on-the-go organization and studying.

    There are E Ink tablets, smart pens, and notebooks made to save digital files of your handwritten notes or drawings. You can save files as PDFs, images, and Word Docs, or transcribe them to a text file in Google Docs to make all your notes searchable. Some of these devices can record too, which is great for lectures and interviews. If your notes need an upgrade, we recommend giving these a try. Be sure to check out our Best Dorm Essentials guide, as well as our Best Tablets, Best Laptop Backpacks, and Best Totes guides.

    Updated April 2024: We’ve added the Boox Note Air3 C and Supernote Nomad as new picks. We’ve also added notes about Kobo’s newest e-reader with writing capabilities, the Kobo Libra Colour.

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    Medea Giordano, Nena Farrell

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  • The evolving requirements of a K-12 school network

    The evolving requirements of a K-12 school network

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    Key points:

    Every time a parent sends their child to school, there’s a list of things they expect their child to remain safe from. That list probably includes protection from bullies, injuries during gym class, and probably rotten cafeteria food. In 2023, the internet is likely near the top of those concerns.

    As the school year began this year, the White House announced several initiatives to curb cyberattacks on K-12 schools. This was in response to a 2022-2023 school year that saw eight major cyberattacks in American K-12 schools, four of which caused classes to halt or caused the school to shut down for good. 

    In response to this news, K-12 IT managers in the U.S. have taken a holistic approach to cybersecurity. This is especially true as more schools take advantage of WAN, or wide-area network, tools to support the expanding nature of classroom (or outside of the classroom) instruction. If school IT staff want their security plans to be successful and at the right scale, they’ll need security tools that account for a host of possibilities and, therefore, are based on zero-trust standards.

    A more popular target

    The rise in cyberattacks on schools came on the back of the pandemic as remote learning forced many school districts to “expand” the classroom, thereby (unintentionally) expanding the attack surface for bad actors. Now that many schools are back in the classroom, students may no longer be remotely logging onto computers for class instruction. However, they may still need to remotely access school websites or learning modules for homework, group assignments, or to check their grades.

    A wider attack surface puts sensitive information such as student health information, parents’ personal information, student addresses, and faculty and staff information at risk. Also, even if students are accessing the internet at school, one wrong move could endanger sensitive information and cost the district a lot of money. The federal government reported that successful cyberattacks in 2022 ranged from $50,000 to $1 million in damages. With many districts across the country strapped for resources, a loss in this range could have significant consequences. 

    Types of attacks

    To avoid the consequences of a cyberattack, it may help school administrators to know how cyberattacks usually originate. The U.S. Government Accountability Office notes four popular methods that bad actors use for cyberattacks:

    Phishing: An attempt to access data or resources through a fraudulent solicitation in an email or on a website.

    Ransomware: The use of malicious software to block access to computer or data systems. Usually, during these attacks the attacker requests a fee to release access back to the target of the attack.

    Distributed denial-of-service attacks: The use of multiple machines operating together to overwhelm a target, thereby preventing or impairing the authorized use of networks, systems or applications. 

    Video conferencing disruptions: Attacks that disrupt teleconferences or online classrooms with malicious content. This usually includes pornographic images, hate images or speech, and threatening language. 

    Protecting a school from these attacks, or at the very least minimizing the damage, requires an in-depth network strategy with a zero-trust approach to cybersecurity at a K-12 school.

    A wireless WAN and zero-trust approach  

    As the classroom expands for many schools–with more students accessing virtual classrooms at home, doing work on school-provided laptops, and even using school bus Wi-Fi to do work–it’s become more pertinent for IT administrators to prioritize network security as much as possible. 

    A growing number of schools are realizing that wireless WAN (WWAN), or the use of public or private cellular routers or adapters as a key component of their WAN infrastructure, is a great way to enhance connectivity at the network edge and make sure there is as little interruption as possible to the many ways in which classroom instruction has evolved. Even with greater connectivity opportunities with a WWAN, there still exist the security concerns plaguing many schools. This is why a zero-trust approach to WWAN is so important for students, teachers, and the IT personnel that manage school networks. 

    By default, zero-trust cybersecurity solutions give IT managers the power to decide who gains access to school networks. Also, even if a member of the school is authorized, the right network solution will allow IT managers to decide where each user can go in the network. Compare this to more traditional virtual private network (VPN) solutions, which require complex configurations and, by default, give everyone access to the entire network.

    There are also specific security features that school IT managers should look for in their WWAN approach. For example, role-based internet filtering allows the IT manager to dictate where a student can go whilst on the school network and, thereby, filter the content to which they are exposed. Also, the right solution will isolate virtual meetings in the cloud, which prevents hackers from gaining sensitive information through a virtual meeting, even if they somehow obtain credentials to get into a meeting.

    Speaking of isolation, security features such as remote browser isolation airgaps user devices from the internet. This means even if a student or faculty member falls for a phishing attempt, that attack will not result in access to the school network.  

    It’s also important that IT managers look for WWAN solutions that aren’t complicated to deploy or manage. In many cases, K-12 schools don’t have massive IT teams with multiple experts to manage the various IT concerns that can happen throughout the day. A WWAN solution that is comprehensive but not complicated to manage allows IT managers to prioritize the online safety of the school without having anything fall through the cracks. 

    A secure learning experience  

    Many schools have implemented security measures to make sure unwanted guests don’t enter their school. They in turn dictate who can enter the building once class has started and who can’t. In fact, even students need permission to be in certain places once class has started. While the use of WAN tools can enhance school networks, IT personnel should approach cybersecurity with the level of fervor that administrators approach students’ and faculty’s physical security.

    With a zero-trust solution, K-12 IT managers can have more control over who enters the figurative doors of their network. This helps promote a scalable network and a safe online environment, no matter where learning occurs. 

    Latest posts by eSchool Media Contributors (see all)

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    Robin Manke-Cassidy, Cradlepoint

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  • Transgender rights vs. parent rights. California goes to court to settle school divide

    Transgender rights vs. parent rights. California goes to court to settle school divide

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    Supporters of a proposed November ballot initiative wanted the all-important title of their measure to reflect their beliefs, a name like “Protect Kids of California Act.” But Atty. Gen. Rob Bonta saw things differently when his office chose the name signature gatherers must use: “Restricts Rights of Transgender Youth.”

    Among its provisions, the initiative in question — which has not yet qualified for the ballot — would require schools to notify parents if a child changed gender identification unofficially or in schools records, such as a roll sheet.

    With a May 28 deadline to submit signatures — and 25% of the way to the goal — initiative backers must use the state’s description, which they say is hindering their effort. They have sued the state, claiming the initiative was “branded with a misleading, false, and prejudicial title” A hearing is set for April 19.

    The litigation is one of several high-profile legal jousts in California’s education culture wars over policies that have taken hold mostly in a few deep red, inland or rural areas. In addition to parent notification, activists and conservative school board members have approved restrictions on library books and curriculum. The Newsom administration and its allies — including the attorney general and the state education department — have pushed back aggressively. Now, opposing sides are facing off in courtrooms with broad implications for state and local school policies.

    “There are long-standing questions about what’s the role of the school versus what’s the role of the parents, and that’s true with regard to parent notification but it’s also true with regard to curriculum like sex education, for instance, or talking about LGBT issues in the classroom,” said Morgan Polikoff, a professor at USC’s Rossier School of Education.

    In addition to the court case over the ballot name, partisans have taken each other to court over locally approved parental notification policies — or the lack of them.

    Supporters believe parents have a fundamental right to be involved in all aspects of their children’s lives, especially on matters as consequential as gender identification. More broadly, proponents hope to energize a Republican and conservative religious voting base while attracting centrist voters, especially parents, for electoral wins down the road.

    Democratic officials contend that blanket parental notification policies violate student privacy and civil rights enshrined in state law and the education code and that the near universal outing of transgender students to parents would put some children at serious risk.

    The Chino Valley and Temecula school districts, both led by conservative boards, are being sued to rescind their parent-notification policies. In Escondido and Chico, however, it’s conservatives who have filed the litigation against state and local policies they consider too liberal and even immoral — casting themselves as protectors of the long-term interests of students they see as at risk of being drawn into a transgender lifestyle.

    Other Southern California school districts where such issues are playing out have included Orange Unified and Placentia-Yorba Linda Unified in Orange County and Murrieta Valley Unified in Riverside County. A similar scenario has unfolded in Rocklin Unified and Dry Creek Joint Elementary, north of Sacramento, and the Anderson Union High School District in Northern California.

    Collectively, these school systems represent a tiny fraction of the more than 1,000 in California, which is why a statewide initiative implanting their values in the state constitution could have such a sweeping effect.

    What’s in a name?

    Court battles over the names and descriptions of ballot measures occur periodically, with the law requiring that the attorney general affix a neutral title. At least 10 lawsuits sought changes to the descriptions of half a dozen ballot measures presented to voters in November 2020.

    In the case of the proposed ballot measure related to transgender youth, supporters object not only to Bonta’s title but also a summary of the initiative that they contend in court documents is “inaccurate, blatantly argumentative, and prejudicial.” They said a title that includes “protecting students” could appeal to voters. One that focuses on limiting an individual’s rights might not.

    The measure would also ban children‘s medical treatment or surgery to address gender dysphoria — distress caused when an individual’s biological sex does not match that person’s gender identity. It also would bar transgender students born as biological males from participating in girls sports, including at the college level. And it would delete an education code that allows students to participate in sports “irrespective of the gender listed on the pupil’s records.”

    The current name, Restricts Rights of Transgender Youth, has made it harder to get signatures and attract donors to pay for signature-gathering, said lead proponent Jonathan Zachreson, who must collect 546,651 signatures from registered votes. He said he is reasonably confident the measure will qualify.

    “Talking to our volunteers, we realized it did have a detrimental impact,” said Zachreson.

    In a statement, the attorney general’s office defended its title and summary: “We take this responsibility seriously and stand by our title and summary for this measure. However, we cannot comment on pending litigation.”

    Defenders of the attorney general’s language include parent and former teacher Kristi Hirst, leader of Our Schools USA, which is based in Chino and has attempted to counter the right-wing activists.

    “The people screaming for ‘parental rights’ are trying to take rights away from my kids while telling me how to raise them,” Hirst said.

    Chino Valley, a hot spot

    Chino Valley Unified is at the center of litigation over its parent-notification policy, which resulted in a lawsuit led by Bonta. In a preliminary ruling, San Bernardino County Superior Court Judge Michael A. Sachs said the policy was discriminatory because it specifically targeted students who identify as transgender.

    Under it, for example, parents were to be notified of any request by a student “to use pronouns that do not align with the student’s biological sex or gender listed on the student’s birth certificate or other official records.” The same notification rules applied to the use of bathrooms or participation in sports.

    Sachs wrote in his January ruling that these policies “on their face, discriminate on the basis of sex.” In California, transgender individuals are a protected class against whom discrimination is not permitted. The judge noted that a straight male student who wanted to use a different name would not be subject to the policy.

    In March, the Chino Valley Board of Education revised the policy, expanding it to all students. Under the revised policy, if any student “requests a change to their official or unofficial records, parents/guardians shall be notified to ensure that parents/guardians are informed and involved in all aspects of their child’s education.”

    In other words, if a straight male student named William suddenly decided he wanted to be called Robert, his parents would be notified.

    The revised notification rules apply to a potentially huge number of situations, requiring an alert to parents whenever their child “participates in school-sponsored extracurricular and cocurricular activities or team(s) immediately or as soon as reasonably possible.”

    For instance, if a child joins a club, parents would be told. The policy, if followed, will keep administrators busy making many notifications to parents, a few of which would pertain to transgender students, the original aim of the policy.

    “The updated policy maintains the district’s original requirement that school administrators notify parents within three days if their child requests changes to their official or unofficial records, but removed language from the policy requiring staff to notify parents when a student requests to use facilities or pronouns that differ from their sex at birth,” according to Liberty Justice Center, a firm with a national profile that has offered pro bono legal assistance and helped map out a legal strategy for Chino Valley and districts with like-minded school boards.

    There’s a hearing to set a trial date in early May.

    Different ruling in Temecula

    The parent-notification policy approved by the Temecula Board of Education was essentially the same as the original version in Chino Valley. And Temecula also was sued — not by the state but by the local teachers union, individual teachers, students and parents.

    But in this case, Riverside County Superior Court Judge Eric Keen did not stop the policy from going into effect. He concluded, at least preliminarily, that the rules applied equally to all students and were “gender neutral.”

    That lawsuit also alleges the board majority is hostile toward LGBTQ+ topics and students — citing the board’s refusal to adopt state-approved curriculum for elementary schools that included a brief, optional passage in fourth grade about former San Francisco County Supervisor Harvey Milk, the state’s first openly gay elected official.

    A threatened fine by Gov. Gavin Newsom prompted the board to approve the curriculum, which had been recommended by teachers and administrators and was in line with state learning standards.

    The issue is not over. The board voted to move this fourth-grade lesson on California civil rights movements to the end of the year, to give time to find an “age-appropriate curriculum” that could be substituted in place of “sexualized topics of instruction.”

    The lesson in question includes paragraphs noting that LGBTQ+ individuals and groups fought for civil rights, including the right to marry, but has no discussion of sex.

    That Temecula teacher-led suit also seeks to overturn the district policy to restrict the teaching of critical race theory, which examines the extent to which racial inequality and racism have been systemically embedded in American institutions.

    Critical race theory has been another culture-war flashpoint across the nation. The Temecula list of banned concepts embodies common conservative assertions, including that teachers use critical race theory to make white students feel guilty about being white. Many education experts consider this characterization of how teachers have been dealing with the topic of race to be inaccurate and incomplete.

    Amanda Mangaser Savage, an attorney with the firm Public Counsel, which is pursuing the litigation against the Temecula school district, said she knows of no other California school system involved in litigation over critical race theory.

    The lawyers who filed the case are preparing an appeal of the court’s ruling.

    More to come

    In a lawsuit involving the Escondido school district in San Diego County, a judge has issued a preliminary ruling allowing two teachers to opt out of a district student privacy policy, giving the teachers the freedom to notify parents about a change in their child’s gender identity. The case is ongoing.

    In Chico, a parent lost a suit for damages over the school district not informing her about her child’s gender-identity issues. The ruling is being appealed.

    Book restrictions also could be headed toward litigation, especially in light of a new state law limiting bans and censorship, according to advocates on both sides. So far, Chino Valley may be the only California school district to approve a policy that allows parents to flag books that contain “sexually obscene content considered unsuitable for students,” which would trigger the book’s immediate removal until the issue has been decided through a formal public hearing.

    Conservatives say their goal is to remove sexually explicit and profane materials from school libraries, especially at the lower grade levels. Opponents portray these efforts as part of a campaign to enforce conservative religious beliefs in schools and to make LGBTQ+ students and their stories invisible within the school community.

    One legal strategy used by conservative activists has been to submit public records requests to school systems — to search out policies and practices to which they object.

    A Glendale teacher faced a death threat after records obtained this way indicated that she may have shown a gay pride video to students.

    Los Angeles Unified, the nation’s second-largest school system, is the subject of a lawsuit for failing to turn over public records in the time frame required by law.

    The group Center for American Liberty said that, starting in 2022, it requested documents related to critical race theory, transgender ideology and Marxism, as well as “certain financial records” related to COVID-relief funds “to give parents greater insight into what LAUSD school officials are teaching their children.”

    “Nearly two years later, the LAUSD has given us almost nothing,” the organization stated. “This is illegal.”

    A school district spokesperson said the district would have no comment on this pending litigation.

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    Howard Blume

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  • Meet the Winners—Dr. Kellie Wilks, Chief Technology Officer, of Ector County Independent School District, TX (ECISD)

    Meet the Winners—Dr. Kellie Wilks, Chief Technology Officer, of Ector County Independent School District, TX (ECISD)

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    The CoSN Withrow CTO Award recognizes an exceptional district CTO who serves as a true technology champion and whose leadership has been transformative for their school system. The award honors Frank Withrow, a pioneer and champion of K-12 education technology.

    “It’s nice to be recognized,” said Dr. Kellie Wilks, Chief Technology Officer, ECISD. “I humbly accept this award on behalf of the whole Technology division. Everyone I have worked with has contributed to my success and to the things I have been able to do.”

    Dr. Wilks has a long-standing history of supporting ECISD. She was involved in the Raising Blended Learners Grant and the Math Innovation Zones Grant, as well as initiatives to bridge the digital divide. She is a collaborative leader who has developed partnerships in the community that encourage shared best practices and provide opportunities for all students.

    Kevin Hogan
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    Want to share a great resource? Let us know at submissions@eschoolmedia.com.

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    Kevin Hogan

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  • School-home communication remains a challenge for many districts

    School-home communication remains a challenge for many districts

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    Key points:

    One-third of parents say they feel uninformed about their child’s progress in school, and less than 40 percent receive regular communication around supporting their child’s academic success, according to a survey from edtech solution company SchoolStatus.

    The lack of clarity around school-home communications is cause for concern, given that 77 percent of families surveyed in the 2024 School-Family Communications Report recognize the importance of school-home communication.

    Attendance also emerged as a critical factor for student success, with 88 percent of families across all grades considering it essential.

    Underscoring the urgency of these findings, the Biden-Harris Administration recently identified two-way school-home communication and addressing chronic absenteeism as top priorities for improving overall student achievement in 2024. This highlights an opportunity for districts to leverage survey findings to enhance collaboration with families and improve communication effectiveness on these issues.

    The survey collected insights from diverse K-12 families on school communication preferences and the relevancy, inclusivity, and accessibility of current communications.

    Streamlined, accessible digital communications channels
    K-12 families are grappling with technology and information overload, emphasizing a desire for a single, user-friendly school-home communications solution.

    • 62 percent of respondents expressed that having a central communications hub would simplify their connection with their child’s school
    • 72 percent of respondents favor emails and 70 percent prefer texts, highlighting that strong digital communication is key for engagement

    Frequent, relevant, and actionable communications on ptudent Progress
    The survey illuminated a clear need for improvement in ensuring information accessibility and understanding, as well.

    • 69 percent of families want daily (48 percent) or weekly (21 percent) communication on their children’s academic progress, but only 52 percent currently receive updates at that frequency
    • 45 percent reported that school communications are not frequent enough
    • 42 percent indicated insufficient information is provided by the school
    • 53 percent expressed that information shared by their children’s school is not always easy to access and understand

    Positive, Proactive Communication about Attendance
    Attendance emerged as a critical aspect of student success, with K-12 families expressing the importance of proactive, positive messaging.

    • Over 45 percent of families only receive communication about the importance of attendance after their child misses school
    • Over 70 percent of families believe positive updates celebrating good attendance or improvements in attendance are helpful

    “At a time when K-12 districts and educators are facing academic setbacks, chronic absenteeism, and more, districts have a significant opportunity to enhance collaboration with families to address these critical issues and support student success,” said SchoolStatus founder and CEO Russ Davis. “Families want to be involved in their child’s education, and for them to fully participate, they need relevant, accessible, and actionable information.” 

    Material from a press release was used in this report.

    Laura Ascione
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    Laura Ascione

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  • A tip of the thinking cap to all the awesome teachers out there! (32 Photos)

    A tip of the thinking cap to all the awesome teachers out there! (32 Photos)

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    My dad, brother, sister-in-law, and wife are all teachers, so my opinion on how amazing they are might be a tad bit biased. So don’t take my word for it, just check out what other people have to say about the incredible teachers and professors in their lives.

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    Stephen

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  • Intuit Launches Intuit for Education and Announces Goal to Help 50M Students Become Financially Literate, Capable, and Confident by 2030

    Intuit Launches Intuit for Education and Announces Goal to Help 50M Students Become Financially Literate, Capable, and Confident by 2030

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    MOUNTAIN VIEW, Calif.–( BUSINESS WIRE)–new survey published today found that 85% of US high school students are interested in learning about financial topics in school. To close the gap in financial literacy, Intuit Inc. (Nasdaq: INTU), the global financial technology platform that makes Intuit TurboTaxCredit KarmaQuickBooks, and Mailchimp, today launched Intuit for Education, a new financial literacy program that provides high school teachers and students with free personal and entrepreneurial finance courses. The company also launched the Intuit Hour of Finance Challenge to challenge schools to spend one hour on financial education during Financial Literacy Month in April.

    “Without personal finance knowledge, students struggle to make informed financial decisions, jeopardizing their long-term financial success after graduating,” said Dave Zasada, vice president of Education and Corporate Responsibility at Intuit. “We know that financial education works. Our survey shows that 95% of students who receive financial curriculum at school find it helpful. As an organization that has been powering prosperity globally for 40 years, Intuit recognizes our unique opportunity and set a goal to help 50 million students become more financially literate, capable, and confident by 2030.”

    Intuit for Education

    Available now, Intuit for Education is a free financial literacy program for US high school educators that offers a flexible, interactive curriculum leveraging real-world tools. Intuit for Education includes comprehensive personal and entrepreneurial finance courses, and features interactive lessons and simulations powered by Intuit products such as TurboTax, QuickBooks, Credit Karma, and Mailchimp. By providing educators with easy-to-use resources to teach essential skills like budgeting, saving, managing credit, and understanding basic finances, the company aims to prepare students to make smart financial choices. Intuit has set a goal to help 50 million students become financially literate, empowered, and confident through their use of Intuit for Education content by 2030. Intuit for Education includes more than 150 hours of curriculum that is customizable and supports educators by offering free live and on-demand professional development for educators, including webinars and podcasts.

    Hour of Finance Challenge

    As part of Intuit for Education, Intuit today announced its first-ever Intuit Hour of Finance Challenge to encourage all schools to spend one hour on financial education during Financial Literacy Month in April. The challenge includes plug-and-play lesson plans based on Intuit for Education curriculum, and an online game designed to teach critical financial concepts such as taxes, credit, and investments. Intuit Prosperity Quest is an interactive online game that makes financial education fun and relevant for students. This nationwide challenge gives schools a chance to compete against each other to win a celebration worth up to $25,000, $50,000, or $100,000, depending on the school size.

    For more information on these free nationwide programs, visit Intuit.com/education. To learn more and sign up your school for the Intuit Hour of Finance Challenge, visit intuit.com/houroffinance.

    Intuit Financial Education Survey

    To better understand the experiences of high school students and their relationship with personal finances, Intuit surveyed 2,000 U.S. high school students between March 15 and March 25, 2024. The survey revealed that 95% of students who receive financial education at school find it helpful, and 85% of all high school students surveyed want financial education at school. To learn more about the insights from Intuit’s Financial Education survey and Intuit for Education, visit the Intuit blog.

    About Intuit

    Intuit is the global financial technology platform that powers prosperity for the people and communities we serve. With approximately 100 million customers worldwide using products such as TurboTaxCredit KarmaQuickBooks, and Mailchimp, we believe that everyone should have the opportunity to prosper. We never stop working to find new, innovative ways to make that possible. Please visit us at Intuit.com and find us on social for the latest information about Intuit and our products and services.

    eSchool News Staff
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    ESchool News Staff

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  • School staff abused 7-year-old with autism, lawsuit says. ‘Don’t let them hurt me mom’

    School staff abused 7-year-old with autism, lawsuit says. ‘Don’t let them hurt me mom’

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    The parents of an elementary school student say they found bruises covering their daughter’s arms when she came home from school crying in early October. As she showed her father, he also saw “finger marks” and scratches, according to a new lawsuit.

    “They hurt me,” Paisley Dohse told her parents, explaining she had been held down, according to the lawsuit filed April 2 in federal court in Houston, Texas.

    Kimberly Pittard and Christopher Dohse said they believe the bruises they noticed Oct. 6, and again on Oct. 13 — when their daughter also had deep scratches resulting in scabs — came from staff at Oakland Elementary School in Fort Bend County.

    “What really upsets me more so than anything is that we asked about the bruises numerous times,” Pittard told McClatchy News. “We were always shifted that it was not the time or place to talk about when that happened, where that happened, that they investigated it and looked into it and found nothing wrong.”

    Pittard and Dohse, her husband, are represented by attorney Martin Jay Cirkiel of Cirkiel Law Group, which provided photos to McClatchy News showing bruises and scratches on Paisley.

    Throughout the fall 2023 semester, the lawsuit says staff “unnecessarily physically restrained” Paisley, who was 7 years old and diagnosed with autism, a speech impairment, anxiety and “related behavioral issues.”

    Describing methods that “bordered on torture,” the suit says staff held a pillow over Paisley’s face, forced her to lie on the floor with her hands behind her back and made her stay still inside a square on the floor and punished her if she didn’t.

    She once was locked in a storage closet as punishment, according to the lawsuit, which says school district staff had also locked her inside a police car to “scare the child straight.”

    Around the time, Paisley was having “increased emotional reactions and worsening behavioral reactions” due to bullying from fellow classmates, resulting in staff increasingly restraining her, the lawsuit says. On one occasion, a classmate had punched Paisley, according to Pittard.

    Though the school had created a behavioral plan for Paisley, staff never addressed the bullying, and instead hurt her while restraining her, according to the lawsuit.

    Pittard and Dohse are suing the Fort Bend Independent School District on multiple causes of action, including for violations of their daughter’s constitutional rights and violating the Americans with Disabilities Act. The Fort Bend ISD, however, said in a statement to McClatchy News that “the allegations made were found to be unsubstantiated.”

    Pittard, who is a contracted social worker, told McClatchy News she has high-functioning autism and anxiety and recalled her own struggles growing up.

    “When I saw my daughter coming home feeling lower than I felt, I was at a loss for words … I said I don’t care what amount of money it costs to fight for our daughter, we need to fight to lobby for change,” Pittard said.

    Paisley and her parents.
    Paisley and her parents. Cirkiel Law Group

    School district’s response

    The Fort Bend ISD told McClatchy News in a statement that privacy laws limit the district’s ability to disclose “important details.”

    “In instances like this, the school district wishes to share details that would provide clarity, but unfortunately, we cannot,” the district said. “Please know we investigated allegations in this case fully and impartially.”

    The Fort Bend ISD Police Department and the district’s human resources teams reviewed “video footage and evidence, statements from all pertinent staff members, date and time verifications plus other ascertainable information,” according to the district.

    Along with not being able to verify any of the accusations, the district said, “an investigation by Child Protective Services also ruled out any findings of abuse or neglect by district staff.”

    Texas Department of Family and Protective Services spokesperson Melissa Lanford confirmed to McClatchy News that CPS “thoroughly investigated the family’s allegations.”

    The department “cannot discuss specific details of investigations” because of confidentiality laws, Lanford said.

    “At the conclusion of our investigation, CPS sent letters of our findings to the parents and Oakland Elementary school,” Lanford said.

    McClatchy News has not viewed the letter as of April 5 after requesting a copy of it from Pittard and Dohse’s legal counsel on April 4.

    ‘Don’t let them kill me’

    Pittard and Dohse have since pulled Paisley out of school and the district is providing her with “Home School Services,” according to the lawsuit.

    Whenever the family drives past the school with Paisley in the car, she is terrified, the suit says.

    “Please don’t let them hurt me mom please don’t let them hurt me,” Paisley has said, according to the lawsuit.

    Now she occasionally has nightmares, Pittard told McClatchy News.

    “I have a little girl who used to sleep in her bed that won’t leave our bedroom,” Pittard said.

    She said Paisley wakes up in the middle of the night, saying “please don’t let them hurt me, don’t let them kill me.”

    Pittard is unable to enroll Paisley in another school until the lawsuit is resolved, she explained.

    She said the school’s director of special education once suggested Paisley be transferred to an alternative school in a Behavior Support Services setting.

    “We said, no, we’re not being forced to move our child,” Pittard said.

    The lawsuit seeks an unspecified amount in damages, including for “loss of equal access to educational opportunities,” physical pain, medical expenses, mental anguish and more.

    Pittard said Paisley, who is very smart and loves to help others, has one specific wish.

    “Mommy,” she recalls her saying, “I don’t want anybody to feel like this.”

    Paisley and her parents.
    Paisley and her parents. Cirkiel Law Group

    Julia Marnin is a McClatchy National Real-Time reporter covering the southeast and northeast while based in New York. She’s an alumna of The College of New Jersey and joined McClatchy in 2021. Previously, she’s written for Newsweek, Modern Luxury, Gannett and more.

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  • Look Who’s Talking: Superintendent Susan Enfield on the Changing Role of Leadership in Schools

    Look Who’s Talking: Superintendent Susan Enfield on the Changing Role of Leadership in Schools

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    Title: Leading in Service to Schools: Every Leader Matters

    School districts are in a precarious state. Post-pandemic, institutions are still grappling with learning recovery, teacher shortages, and other societal struggles. Never have those in positions of management been so vital. Susan Enfield has been there. And in her opening keynote, she intends to help. She indulged eSchool News with some starting points. Susan delves into lessons learned with the rapid deployment of technology during COVID, the necessity of equitable access to devices and digital resources for students, and the importance of embracing discomfort to foster innovation. Have a listen:

    Dr. Susan Enfield is the former superintendent for the Washoe County School District in Reno, Nevada. Prior to this, Dr. Enfield spent a decade serving as superintendent for Highline Public Schools outside Seattle, Washington. Under her leadership, Highline worked to deliver on its promise to know every student by name, strength and need so they graduate prepared for the future they choose.

  • Another Milestone

    Another Milestone

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    I started at 370lb on March 22nd 2023. I was 24 and had never been below 300lb since middle school. Just a little past the 1 year mark and I’m 25 and almost into the 240s now. My ultimate goal is 185 and it feels more achievable than ever before. It still doesn’t feel real, I can fit into regular Large clothing sizes now, granted they’re still snug but they won’t be in another 20lb or so. A year ago I was almost fitting just right into 4XL.

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  • Montgomery County Educational Service Center Launches Telehealth Partnership With Cartwheel

    Montgomery County Educational Service Center Launches Telehealth Partnership With Cartwheel

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    DAYTON, OHIO – The Montgomery County Educational Service Center (MCESC) today announced a partnership with mental health provider  Cartwheel to bring students and families rapid access to mental health care via telehealth with Ohio-licensed clinicians.

    “Post-COVID, mental health challenges have gone up significantly across the country and in Montgomery County. Long waitlists for care have impacted students, families, and school staff,” said Amy Anyanwu, Assistant Superintendent, Montgomery County Educational Service Center. “It’s crucial to recognize that students grappling with deep sadness or anxiety shouldn’t be turned away or endure a four to six-month wait to see a therapist. Every child deserves timely access to the support they need during such challenging times. Our community health partners are doing what they can, but they are outnumbered. With our Cartwheel partnership, we’re taking one more step to get students access to the care they need when they need it.”

    The partnership comes as youth mental health needs reach an all-time high in Montgomery County, Ohio and across the nation. According to the Montgomery County Board of Alcohol, Drug Addiction, and Mental Health Services (ADAMHS),  more than 20% of young people are experiencing a mental health disorder. In Ohio, suicide is now the  second leading cause of death among youth. These mental health challenges have also  spilled over into the classroom, for example by increasing chronic absenteeism and disciplinary issues such as suspensions and expulsions. 

    Nationwide, according to the  Centers for Disease Control and Prevention, the share of high school students feeling persistently sad or hopeless increased by 40%, and the share creating a suicide plan increased by 44% compared to prior decades. Over the past decade, suicide rates among youth have  increased by 57% overall. 

    Four districts in Montgomery County have already joined the program, including Kettering, Miamisburg, Brookville, and Jefferson Township. Approximately 15,000 students across 27 schools in these districts can now access mental health services they wouldn’t otherwise have due to waitlists, insurance issues, language availability, transportation, and other barriers. Cartwheel’s services help address a range of common mental health conditions, from anxiety, depression, and executive functioning challenges, to loss and grief, stress, sleep issues, technology use, trauma, and more. The Montgomery County Educational Service Center has room to add a few districts to the partnership for the upcoming school year. 

    “Our goal for partnering with MCESC and Cartwheel is to support our families in filling the gap between when mental health services are needed and when a student is actually connected to a provider. Our parents were consistently telling us that mental health support in our area was difficult to navigate and took an inordinate amount of time to access. Because of the long wait time, students were not getting the help they needed. Within a short period, we are helping to close the gap – and Cartwheel has been instrumental in that effort. Since January, we’ve already referred 30 students,” said Kathleen Lucas, Director of Student Services at Miamisburg City School District

    Cartwheel’s program works as follows:

    1. Cartwheel works with each school to customize a referral process that fits seamlessly into their current system of mental health support.
    2. Once a referral is made, Cartwheel contacts the family within two days to schedule a one-hour virtual intake assessment with a licensed therapist. 
    3. After the first session, students can join ongoing weekly therapy sessions for up to 6 months. Sessions are held via a secure telehealth platform during the day as well as evenings, weekends, school breaks, and through the summer. 
    4. If requested by the student and family, Cartwheel’s team of psychiatrists and psychiatric nurse practitioners can also support medication evaluation and management. 
    5. For students who need more than 6 months of care, Cartwheel’s team of bilingual case managers assists families with referrals for longer-term services.
    6. For students who are too young to join telehealth sessions, their parents can meet one-on-one with a Cartwheel therapist for guidance sessions on how best to support their child. 

    Since Cartwheel accepts all major Ohio insurance plans, including Medicaid, services are free or low cost for the vast majority of families. 

    “I’ve been a clinical social worker for 30 years and am excited to support students in Montgomery County who are struggling with anxiety, depression, stress management, trauma, and life transitions,” said Kristin Rinehart, an Ohio-licensed therapist and Clinical Supervisor at Cartwheel currently working with students in Miamisburg, Kettering, Brookville, and Jefferson Township school districts.

    Cartwheel’s services also help address record rates of  chronic absenteeism, with 26.8% of students in Ohio chronically absent during the 2022-23 school year, up from 16.7% in the 2018-2019 school year. 

    “Mental health services delivered via telehealth can be highly effective in helping students manage anxiety around attending school, which when left unaddressed leads to  school refusal, school avoidance, and chronic absenteeism,” said Dr. Juliana Chen, Chief Medical Officer and Ohio-licensed child-adolescent psychiatrist at Cartwheel. “We’re excited to partner with Montgomery County Educational Service Center and local school districts to address these challenges.” 

    As part of the program, districts are also receiving clinical consultations, parental education on mental health topics such as depression and anxiety, and ongoing case management to support students with longer-term or more specialized care needs. A clinically licensed Program Manager from Cartwheel is available to consult with school staff on student cases, family engagement, and staff professional development. 

    About Montgomery County Educational Service Center

    The Montgomery County Educational Service Center (MCESC) is a premier provider of high-quality, cost-effective, education services in Ohio. The MCESC serves 16 public school districts in Montgomery County and more than 130 educational entities in counties across the state of Ohio. MCESC provides direct student support services to districts as well as training for educators to improve teaching and learning and to develop teacher and administrative leadership. For more information, visit  https://www.mcesc.org/.

    About Cartwheel

    Cartwheel is the trusted mental health partner to schools, delivering rapid access to care for students and helping schools build stronger mental health programs that catch kids before they fall. Our evidence-based mental health program is designed around the entire school community. Our licensed therapists and child psychiatrists are diverse, culturally sensitive, and committed to affordable care for everyone—including uninsured families and those covered by Medicaid. Kids shouldn’t just aspire to get out of bed and drag themselves to class. They should be able to experience joy. They deserve to envision and build a life they’re excited to live. For more information, visit  www.cartwheel.org

    eSchool News Staff
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  • Powerful unions allege schools are misusing arts education money, demand state intervention

    Powerful unions allege schools are misusing arts education money, demand state intervention

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    Powerful unions have joined forces with former Los Angeles schools Supt. Austin Beutner to call for state intervention to stop what they allege is the misuse of voter-approved funding to expand arts education in California.

    In a letter to Gov. Gavin Newsom and other state officials, Beutner and the unions claim that some school districts are taking funding, approved by voters in November 2022, to expand arts education and are using it for other purposes. This year that funding totals $938 million.

    The unions that signed the letter are California Teachers Assn., the largest state teachers union, and CFT, the other major statewide teachers union. Also signing the letter are the largest unions in the L.A. Unified School District: Local 99 of Service Employees International Union, which represents the greatest number of non-teaching school employees, and United Teachers Los Angeles, the second-largest teachers union local in the nation. Other unions include Teamsters Local 572, which also represents L.A. school district workers, and the teachers union for Oakland Unified.

    “Some school districts in California are willfully violating the law by using the new funds provided by Prop. 28 to replace existing spending for arts education at schools,” the letter states.

    Under the new law, the money must be used by schools to increase arts programs and each school can decide how best to add on to their programs. The arts windfall is drawn from the state’s general fund — at an amount equal to 1% of all money spent on schools serving students in transitional kindergarten through 12th grade. Thus the money is ongoing and will generally increase each year.

    The letter lists no specific examples and does not name districts that are suspected by unions of being in violation of the law. Beutner said there is concern that whistleblowers could become targets for retaliation.

    The unions and Beutner are calling on the state to require that districts certify within 30 days “that Prop. 28 funds have not been used to supplant any existing spending for arts education at any school.” In addition, the signatories want the state to require school districts to list “additional arts and music teachers” employed by each school district in the current school year and “how that compares” to the prior year.

    “We say more means more,” said UTLA President Cecily Myart-Cruz. “That means every student at every school in the entire state, and that also has to translate to more educators and classified workers in every school.”

    Beutner authored Proposition 28 after he left L.A. Unified in June 2021 and voters subsequently approved the ballot measure by a nearly two-thirds margin. Students were to benefit starting in the current school year.

    The text of Prop. 28, points to research that the overwhelming majority of public schools “fail to provide a high-quality course of study across arts disciplines” and that “access to arts education is worse for high-poverty schools,” adding that “the cause of the steady decline in arts and music education is directly linked to inadequate and unstable funding of such programs.”

    If misuse of the Prop. 28 funding is or becomes widespread, “instead of hiring about 15,000 additional teachers [statewide] and aides, the funds would instead be used to pay for existing programs,” the letter states. “This means millions of children will miss out on the arts education voters promised them.”

    The letter was sent to the governor late Friday, according to its authors. Neither the governor’s office nor the California Department of Education, which also received the letter, had an immediate response.

    Although the letter does not name a school district, Myart-Cruz singled out L.A. Unified as one transgressor, probably one among many.

    “LAUSD is supplanting Prop. 28,” Myart-Cruz said. “And I can only bet that districts across the state are doing the same thing.”

    She said the union is trying to gather documentation but that the school system has been slow to provide requested information.

    In two recent school board meetings, David Hart, the district’s chief business officer, said the district is abiding by legal requirements.

    “I feel very confident that we are not, in any way, stepping afoul of the intended supplement versus supplant,” Hart told board members in response to a question on Feb. 20. “I will acknowledge that there is school-by-school variance.”

    The budget at one L.A. school, Dixie Canyon Elementary in Sherman Oaks, has been cited by Prop. 28 advocates as an example of alleged misuse of the funding.

    At that school, the issue was raised by Audrey Lieberstein, a parent leader in the PTA and the school’s governing councils, who provided school budget documents and copies of correspondence with L.A. Unified to The Times.

    In her emails to district officials, Lieberstein noted that last year’s school budget set aside $48,766 for a two-day-a-week arts teacher. There was no such provision in this year’s budget, according to the budget documents. An additional budget document she said she obtained from the principal shows the arts position being paid for by Prop. 28 funds.

    Lieberstein sees this situation as a violation. The Prop. 28 money, she said, should have been in addition to what the school spent in the prior year.

    Dixie Canyon had 610 students last year and a poverty rate of about 25%. Per the state funding formula, that would add up to a Prop. 28 budget of about $78,000 — in addition, presumably, to the $48,766 already provided for a teacher at the school part-time as well as other previous funds used for materials.

    In a Feb. 16 email to Lieberstein, North Region Supt. David Baca disagreed with her interpretation of what the school was entitled to, suggesting — as did Hart at the board meeting — that the law requires increased district-wide spending, but doesn’t specify what must happen at each school.

    “Proposition 28 stipulates that funds be used to increase funding of arts education programs within school districts. While this may differ school-to-school, the law assesses the overall expenditures and investments at the district level,” Baca wrote. “We are thrilled to share that Los Angeles Unified has increased investments in arts education programming.”

    The letter to the state takes issue with such an interpretation, without citing a specific school:

    “At least one school district claims that it is not supplanting funds for arts education because the total amount being spent by the district has increased. Again, this is not a correct understanding of the law. The law clearly states that every public school will receive increased funds for arts and music education. Prop. 28 allocates a certain amount of funding to each and every school to make this possible.”

    Contacted about Dixie Canyon and the parent’s documentation, L.A. Unified said in a statement that it had no additional explanation beyond Baca’s.

    Spokesperson Shannon Haber said that arts spending levels “meet and exceed legal requirements specific to Prop. 28.” She added that Supt. Alberto Carvalho has directed staff to provide a “comprehensive multi-layered scan of all investments and expenditures that will further expand opportunities for greater efficacy in arts education.”

    Beutner reviewed the Dixie Canyon correspondence at the request of The Times and said that, based on his preliminary review, the district appears to be violating the law at that school.

    Beutner also noted examples of school districts that appear to be using the new arts money properly, including the systems in Santa Monica, Compton and Bakersfield.

    Decoding the potential misuse of funds could prove complicated. For one, under the law schools don’t have to spend the money this year. Valid reasons for not spending the money could include the inability to hire a teacher, or the need to purchase equipment or provide training. Schools have three years to spend the money but aren’t supposed to sit on it just for the sake of doing so, Beutner said.

    Per state requirements, school districts already must certify annually that their spending has been appropriate and report additional information. Schools also must create a spending plan. But the state has not posted specific deadlines in its guidance.

    The letter, in essence, is seeking to tighten up and expedite the first version of an accountability system.

    Beutner said it was important not to wait, because it will be hard to claw back for students money that has already been misspent.

    Lieberstein told school officials she wants students to benefit fully from the arts infusion.

    “I’m simply trying to understand the law and how it’s being carried out for all of our kids,” Lieberstein wrote in a Feb. 17 email to the district. “If there was a mistake in allocation or interpretation, then perhaps the schools have a chance at getting back their original source of arts funding and having Prop. 28 in addition as the law intended! This would be a big win for our public schools and help instill faith in the district.”

    If you have concerns about how your school or school district is using Proposition 28 funds or related news tips or documents, please contact howard.blume@latimes.com.

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    Howard Blume

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  • Enrollment in VHS Learning’s Flexible Self-Paced Courses Soars by Over 400%

    Enrollment in VHS Learning’s Flexible Self-Paced Courses Soars by Over 400%

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    Boston – Across the nation, flexible self-paced learning is capturing the interest of students and their families due to the flexibility it offers. That interest is reflected in the ever-increasing popularity of VHS Learning’s flexibly paced courses. The number of students enrolled in at least one of VHS Learning’s Flexible self-paced course offerings increased by 430% between the 2022-23 and 2023-24 academic years.

    The flexible self-paced courses remove the restrictions of set semester and school-year start dates, allowing students to create customized academic schedules. VHS Learning first offered flexible self-paced courses during the 2022-23 academic year. At that time, 221 students enrolled. In the 2023-24 academic year, the number enrollees rose to 1,172, including almost 200 students that have signed up for VHS Learning’s new Flexible self-paced half-credit courses.

    Flexible Self-paced courses are available in three categories:

    • Advanced Placement (AP)® courses
    • Full-credit non-AP® courses
    • Half-credit non-AP® courses

    Students can enroll in Flexible self-paced Advanced Placement® courses (both half-credit and full-credit) any Monday from September through December to be ready for the AP® exams in May. The remaining full-credit courses (non-AP®) are available to start any Monday, September through February. For both AP® and full-credit Flexible self-paced courses, students must complete their work by the end of the school year, meaning students who enroll later will progress through the material at a faster pace.

    The new Flexible self-paced half-credit category allows for enrollment on a rolling basis year-round. It includes courses like Personal Finance, Cybersecurity, and Chinese Language and Culture. Students have up to 20 weeks to complete the course.

    The Flexible self-paced AP® full-credit courses have proved the most popular option for students. Between the 2022-23 and 2023-24 academic years, enrollment rose 476%, from 135 to 778 students. Flexible self-paced full-credit courses (excluding AP®) were the second most popular option, with enrollment rising 473%, from 51 to 292 students, during the same period.

    “The soaring enrollments in our Flexible self-paced courses show that we’re meeting a very important need,” said Carol DeFuria, President & CEO of VHS Learning. “These Flexible self-paced options are teacher-led courses that give students the flexibility to enroll at the time that best suits their academic schedule. For many students, it’s a winning combination.”

    About VHS Learning

    VHS Learning is a nonprofit organization with almost 30 years of experience providing world-class online programs to students and schools everywhere. More than 500 schools around the world take advantage of VHS Learning’s 200+ online high school courses — including 29 AP® courses, credit recovery, and enrichment courses — to expand their programs of study. VHS Learning is accredited by Middle States Association Commission on Elementary and Secondary Schools (MSA-CESS) and the Accrediting Commission for Schools, Western Association of Schools and Colleges (ACS WASC). Courses are approved for initial eligibility by NCAA. For more information about VHS Learning please visit https://www.vhslearning.org/ and follow on Twitter at @VHSLearning.

    eSchool News Staff
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  • Ready, set, safe: Communication and technology for school safety

    Ready, set, safe: Communication and technology for school safety

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    Key points:

    With school-associated violence at a record high, there is an urgent responsibility for school leaders to protect the safety of students, teachers, and staff. As the 2023 – 2024 academic year concludes this spring, school leaders will have the opportunity to review safety protocols and adopt new tools to foster a safe and secure learning environment for years to come. By prioritizing critical components like best-of-breed communication technology, school leaders can ensure their integrated safety plan will help minimize emergencies and significantly contribute to the academic growth and wellbeing of students and staff.

    Create an emergency communication plan for proactive safety 

    Communication is one of the most important components of school safety. Having a fast and reliable way to disseminate information will lead to quicker response times for day-to-day operations and is vital for threat assessment, developing a plan of action, and responding to emergencies. While having a communication plan is crucial for every school, it’s important to remember that there is no one-size-fits-all solution. School leaders must consider the unique features of the school, weighing factors like building and campus size, access to cellular service, needs of the student and staff populations, and even the established or unique chain of command.

    Also, key to a solid communication plan is ensuring the active involvement and participation of teachers and staff. Because teachers are the authority figures closest to students, it’s important to keep their needs in mind when developing a safety strategy.  What do they need to feel prepared and equipped to respond? Addressing the unique needs of teachers will help ensure everyone is on the same page and ready to safeguard the school community.

    Improve your safety plan with effective communication tools

    Because effective communication is critical to for safety plans, leaders must adopt tools that enable teachers and staff to maintain constant and immediate contact. By prioritizing factors such as speed, reliability, and ease of use, schools can introduce tools that support safety while also fostering a strong and connected school community. 

    Digital communication tools such as text message alerts are one of the most common modes of communication for schools, with 82 percent of K-12 schools using them for emergency notifications. While there is no doubt that texting is quick and user-friendly, vulnerability associated with cell service and Wi-Fi disruptions can lead to serious miscommunications, and even worse, delayed emergency response times.

    More reliable communication tools like two-way radios offer the same speed and user-friendliness without the unpredictability of a cell connection or internet. Given that radio frequencies can penetrate walls and navigate complex buildings, school staff will benefit from constant contact, facilitating the smooth coordination of safety protocol and emergency response. Radios can also serve an important role in maintaining daily operations, such as school drop off and pick up. With this, teachers and bus drivers can easily communicate and ensure students enter and leave school grounds in the safest way possible.

    Maintaining safety technology with routine testing and training

    When strengthening the safety measures at your school, it is important to not only integrate effective communication tools, but to also evaluate your technological infrastructure regularly. Consistent testing, battery replacements, and software updates are fundamental to ensure that your systems remain effective over time. Introducing a routine maintenance schedule is one of the simplest ways to get this done.

    Equally important is providing regular school safety technology training to teachers and staff. Doing so helps ensure a seamless response in the face of an emergency, while also reducing future safety risks. User-friendly technologies like two-way radios make it easy to train educators of all skill levels, enabling them to immediately contribute to the safety of your school. As school safety technology evolves, having a well-informed staff becomes critical for maintaining a secure learning environment.

    Another simple way to elevate your school’s safety measures is by staying up to date with the latest safety tools and trends. This can be achieved through active participation at industry trade shows, seminars, and training sessions. By taking this proactive approach, school leaders can refine their protocols, learn from industry experts, share best practices with peers, and find new ways to strengthen their safety measures.

    Safeguard the school community with weather alert technology

    In addition to security and safety-related emergencies that make headlines, weather is another uncontrollable factor that demands attention from schools and their districts when it comes to proactive emergency management. To stay informed of weather conditions, school districts can always monitor local news and forecasts, but the most accurate source remains the National Weather Service. In those instances when districts cannot disseminate weather information to schools, weather radios are a near failproof solution for receiving severe weather alerts. Simply keeping a weather radio in the school’s main office can be enough to keep staff in the loop and prepared in the face of severe weather.

    The power of preparedness

    Above all measures a school can take, preparedness stands at the forefront of school safety. By investing in advanced communication tools and technology, schools can position themselves ahead of potential dangers and cultivate a positive academic environment. This commitment to preparedness not only ensures safety for the upcoming school year but sets the foundation for safety in the years to come.  

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  • Former theater teacher in Kannapolis is facing allegations of sex crimes involving student

    Former theater teacher in Kannapolis is facing allegations of sex crimes involving student

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    A former theater teacher at a Kannapolis high school is facing multiple charges for alleged sexual miscoduct with a student.

    A former theater teacher at a Kannapolis high school is facing multiple charges for alleged sexual miscoduct with a student.

    Getty Images/iStockphoto

    A former theater teacher at A.L. Brown High School in Kannapolis was arrested March 19 on felony charges alleging he had inappropriate communication with a 15-year-old student, a press release said.

    The Kannapolis Police Department investigated after receiving information about Jordan Correll’s alleged misconduct the day before his arrest, police said.

    The investigation led police to allege inappropriate communication and sexual acts by Correll toward the student.

    Ashley Forrest, a spokesperson for the school district, confirmed Correll, 29, was employed as a theater teacher from August 2020 until March 19. She said he was no longer employed by the school district when the arrest was made.

    “Kannapolis City Schools continues to work closely with the Kannapolis Police Department and we are unable to comment further as they conduct their investigation,” Forrest said in a statement. “The district wants to reassure our community that we remain dedicated to maintaining a safe and respectful environment for all.”

    Correll was charged with indecent liberties with a student, four counts of indecent liberties with a child, and two counts of statutory sex offense with a child less than or equal to 15 years of age.

    He was being held in the Cabarrus County Jail with bond set at $1 million.

    Related stories from Charlotte Observer

    Jeff A. Chamer is a breaking news reporter for the Charlotte Observer. He’s lived a few places, but mainly in Michigan where he grew up. Before joining the Observer, Jeff covered K-12 and higher education at the Worcester Telegram & Gazette in Massachusetts.

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  • Student ‘emergency expelled’ from Klein ISD after loaded gun found at Klein Cain High School

    Student ‘emergency expelled’ from Klein ISD after loaded gun found at Klein Cain High School

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    HARRIS COUNTY – A student has been ‘emergency expelled’ from Klein ISD after reportedly bringing a loaded gun to campus.

    In an email to parents, representatives for the district said a loaded handgun was recovered at the school after administrators and district police received an anonymous tip.

    The student was immediately located and detained, and no injuries were reported.

    “The student has been emergency expelled from the district and is facing felony charges. The safety and well-being of our students and staff are our top priorities, and we will continue to work closely with local law enforcement and school administration to ensure a secure learning environment for all,” the email said in part.

    This is a developing story. Check back for updates.

    Copyright 2024 by KPRC Click2Houston – All rights reserved.

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    Faith Braverman

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  • Friday 5: The pivotal role of school libraries

    Friday 5: The pivotal role of school libraries

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    Key points:

    School libraries have evolved from stereotypical hush-hush environments to bustling resource centers where students not only learn to locate and evaluate information, but where they develop critical skills guided by digital media specialists.

    Let’s take a look at what makes libraries such critical parts of the school environment:

    Why do libraries matter?

    Study after study has shown that effective library programs can increase student literacy and test scores and create more equitable student outcomes. Having access to the skills needed to decode text and other media impacts our students now and forever. Literacy can make or break their school performance and enhance their career and civic participation. All our students should have access to a school library and a certified librarian to help improve reading levels and foster critical thinking and source analysis. There are many types of school libraries–here’s why they’re all essential.

    What is the purpose of a school library?

    As we examine elementary school library best practices, we realize the true purpose of a school library is not limited to one specific idea. Rather, a school library serves myriad purposes for students, teachers, and even community members. Here are four key ways librarians are leading digital transformations to meet the varied needs of all who use them.

    What are the characteristics of a library?

    Library innovations in the 21st century include building a space that students actually want to inhabit, which is imperative to facilitating their learning and curiosity when it comes to reading. In some cases, that means out with the stuffy, shush-filled library, and in with the coffee shop vibes. Because as long as a student simply enters the space–even if it’s just to hang out–that gives us the opportunity to make a connection with them. Discover 5 functions of a school library here.

    What makes an effective school library?

    When you think of a school librarian, what comes to mind? Is it shelving, stamping, and shushing? That’s the stereotype you’re probably most familiar with. Librarians are so much more than this, though. They’re the keepers of the information, the resource kids use to explore new lands through the turning of pages–but their role as librarians is one that has historically been misunderstood. Because as times have changed, technology has advanced, and student needs have evolved–so, too, has the role of the librarian. Here’s why librarians are essential, and why the importance of the school library for students can’t be overstated.

    What are the three key roles of school librarians?

    School librarians play a critical role in teaching and learning, research, and sharing information. Gone are the days when a school librarian’s job was defined by shushing, rocking, and reading.  While reading out loud and building a love of literacy is still a foundational part of their job in a school, school librarians in the school media center wear many, many hats and touch many lives in the course of a day’s work. Here are 10 reasons to love your school librarians.

    Laura Ascione
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  • Student mental health is still suffering–how should we address it?

    Student mental health is still suffering–how should we address it?

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    Key points:

    Between March 2020 and March 2021, K-12 schools in the U.S. saw an unprecedented influx in federal government aid, totaling nearly $190 billion. This funding aimed to help students recover both academically and emotionally from the pandemic. School districts across the country utilized these grants to hire counselors, social workers, psychologists, and other care providers. In theory, this should have been transformative; however, the available workforce wasn’t large enough to meet the demand, and traditionally underserved and rural districts faced the brunt of this shortage.

    Subsequent follow-up funding has been deployed by the federal government in a necessary step to increase the workforce of care providers. As these funding opportunities come to a close, many districts are still left struggling to adequately address their students’ mental health needs.

    According to the CDC, more than one in three high school students experienced poor mental health during the pandemic, but in reality, the rate of U.S. students struggling with these challenges was rising even before COVID. The pandemic’s disruption to students’ schooling and development only exacerbated mental health issues, resulting in worsening anxiety, depression, and behavioral issues. As funds such as ESSER come to a close, schools that were able to increase care teams or introduce new mental well-being initiatives are now facing a funding cliff. The impact of this is predictable: Students will suffer as staff and programs are cut. To address this problem, the U.S. education system must look to alternative solutions.

    Expanding beyond traditional approaches

    Counselors, social workers, and school psychologists are the most impactful front-line resources available for supporting student mental well-being; however, these professionals are saddled with huge caseloads and demands beyond their normal purview. For example, according to a 2020 survey of 7,000 school counselors, many were required to serve as substitute teachers, perform temperature checks, and take on other tasks as a result of the COVID-19 crisis. To improve mental health support to students, we have to expand our narrow perception of what care can look like.

    Looking beyond a traditional western medicine approach, school districts should consider adopting solutions such as peer-to-peer counseling, where students who have been trained can meet to support one another and address personal, social, or emotional challenges. Peer-to-peer counseling empowers students to become stakeholders in their mental health while also providing benefits such as cultural relevance, early intervention, crisis prevention, and social-emotional skill development. This effective strategy is strongly advocated for by California’s Children Trust, which has worked tirelessly over the past few years to make peer-to-peer support reimbursable for California schools through Medi-Cal, the state’s Medicaid program.

    Additionally, utilizing a community-based collaborative care model can further bolster a school system’s mental health resources. This type of approach is not meant to replace the role of trained mental health professionals, but it can provide Multi-Tiered System of Supports (MTSS) Tier 1 and 2 for large student populations. An effective initiative of this kind may look like inviting vetted community leaders to come in and offer culturally-tailored support, a resource that’s frequently lacking in schools. When coupled with other solutions, community-based care approaches can play a central role in improving student mental well-being.

    Embracing technology

    While in-person methods such as professional counseling, peer-to-peer programs, and community-based collaborative care models present a range of benefits, an immediate and ready solution exists for K-12 to effectively close the gaps in its mental health resources: digital mental health products.

    Technology is accessible and readily complements care providers, and dozens of culturally competent and evidence-based products are successfully being utilized in school districts. These digital products can complement in-school care providers with treatment plans and access to telehealth, assessment tools, screening, tracking, and preventative technologies, which provide education, awareness, peer support, and other non-clinical approaches.

    While effective technology solutions exist, the majority of schools face barriers to adopting and utilizing them. Figuring out how to fund product implementation, choosing which products to trust, and understanding exactly what types of student mental health concerns need to be addressed are common obstacles voiced by school systems.

    Proper resource allocation can help ensure a brighter future

    While there are currently several mental health-focused technology products available, investment for these types of innovations is still lacking. With federal funding drying up, large VC-backed companies that haven’t previously worked in the education sector are beginning to enter the scene, and oftentimes, these companies are driven by interests that don’t meet the needs of the students they are meant to be serving.

    The key to supporting school systems, and ultimately students, is to harness the power of culturally-competent and age-appropriate solutions that entrepreneurs with lived experiences are developing while also supporting school systems by helping them identify, adopt, and utilize these transformative products.

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    David Ball

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  • University of St. Thomas offers a degree for students with learning differences

    University of St. Thomas offers a degree for students with learning differences

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    The University of St. Thomas offers a two-year program designed specifically for students who have learning differences that may interfere with academic success in a traditional collegiate setting.

    Dr. Tera Torres, founder of the Associate of Applied Science in Pragmatic Studies program, joined KPRC 2 News Today at 10 alongside a current student, Nick Nilson, to talk about the program. You can watch the entire interview above.

    You can learn more about the program on their website.

    What’s the degree plan?

    According to their website, using Universal Design for Learning (UDL) as an instructional modality, students in this program will spend 12-15 hours per week in the classroom with a cohort of 12-15 students, which allows for more personalized instruction.

    The Associate of Applied Science in Pragmatic Studies prepares and influences socially responsible citizens who will transform and sustain communities. Graduates will possess the knowledge, skills, and dispositions needed to meet postsecondary goals and increase employment outcomes. Graduates will also demonstrate that learning differences will no longer be an obstacle for success.

    Requirements:

    According to their website, admission to the program requires high school completion and a current full and individual psychoeducational evaluation (FIE) that indicates an IQ within 2 standard deviations of the mean of standard scores.

    Applicants must show reading, writing, and math levels at a fourth-grade level or better (using standardized assessment tools). They also need one recommendation letter from a non-family member who has direct knowledge of the applicant’s academic skills and community citizenship.

    An interview between the program faculty/staff and the student applicant is also required for admission.

    Information from all data sources (FIE, recommendation letter, interview, and high school transcript verifying completion) are used for admissions decisions and for educational planning purposes.

    How much does it cost?

    Tuition for this program is $393 per credit hour.*

    While scholarships are not offered for this program, federal and state financial aid may be available for those who qualify. Learn more about FAFSA and TASFA.

    Copyright 2024 by KPRC Click2Houston – All rights reserved.

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    Kendyl Turner

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  • CAUGHT ON CAMERA: Cleveland Middle School investigating after teacher seen manhandling student

    CAUGHT ON CAMERA: Cleveland Middle School investigating after teacher seen manhandling student

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    An investigation in underway after a teacher was recorded grabbing and pulling on a young male student at Cleveland Middle School.

    The incident reportedly took place on March 1.

    The teacher captured in the video is seen yanking the student towards him by the back of his shirt. After attempting to push the child to the ground, the teacher is seen grabbing the child’s leg and forcing him to the floor. Then, the boy is lifted off the ground by his shirt before the video cuts.

    Cleveland Independent School District said they are aware of the incident, and the staff member has been removed from the campus and is no longer working with CISD.

    The district has not released a statement but said appropriate action will be taken once the investigation concludes.

    Copyright 2024 by KPRC Click2Houston – All rights reserved.

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    Michael Horton

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