Key points:

• Esports programs are inclusive and offer students learning opportunities
• How scholastic esports opens up college pathways
• How to build diversity, equity, and inclusion with scholastic esports
• For more news on esports, visit eSN’s Digital Learning hub

Academic esports programs aren’t simply a group of students sitting in a classroom playing video games. Rather, teams and tournaments promote collaboration, critical thinking, communication skills, and offer inclusive environments that welcome students from all backgrounds and with all abilities.

How can schools create esports programs and teams?

Conversations around the benefits of esports have centered on collegiate and secondary levels, but recently, the conversation has expanded to include elementary esports, too. Like any new venture, this is something that takes time to fully understand. The beauty is that there is a room full of experts to journey alongside their teacher. It is incredibly powerful when the classroom is flipped and students have an opportunity to share their passions and expertise with their teacher. Here are 6 tips to start an elementary program.

Where are esports tournaments held?

Esports tournaments can be held in any number of places, including online platforms, sponsor locations, community centers, or in schools. There are many resources out there from educators who have been working to build academic programs globally. One of these resources, the North American Scholastic Esports Federation, focuses specifically on the scholastic implementation of esports, with free curriculum modules created by educators through their scholastic fellows program. Learn more about the basics of esports program creation and tournaments.

Is esports a good career?

Esports is a solid move in an academic career–and, if you put in the work, in a professional career as well. Programs instill important leadership, critical thinking, and communication skills that students will carry with them throughout their education. As we look at examples in schools and the real world, we realize just how much potential these programs have for students. When schools invest in esports teams, they’re investing in high-level hardware that also integrates into STEM and STEAM programs, which means students wind up having more opportunities to get hands-on experience and learn in-demand skills for careers. Many of the skills that students develop by participating in esports also translate to STEAM and STEM career tracks, according to UC Irvine research. Here’s how esports careers help students thrive.

How do I participate in esports tournaments?

You can participate in esports tournaments by finding leagues in your school district and jumping in. Often, program directors will offer tips and best practices when it comes to creating your own program in your school or district. An elementary program that meets young learners’ needs should include considerations for learning space design and high-quality furnishings. Here’s how to get started.

What do esports players do?

The benefits of esports are well documented. A significant body of research has found that students who participate in these organizations benefit from increased emotional regulation, academic achievement, and graduation rates. Competitions have made their way into the hearts and minds of students and youths across the country. An increasing number of schools are launching clubs and competition teams as extracurricular activities that appeal to a broad range of students and can excite fans and viewers all over the world. For institutions of learning, particularly schools that compete for student enrollment, having an established esports program or team can help them stand out the same way a good football or volleyball team can attract both student athletes and fans. Some colleges have even begun offering full scholarships to talented players. Here’s what players can do once they leave K-12 schools.

Editor’s note: This story originally appeared on CoSN’s blog and is reposted here with permission.

Key points:

• CTOs should maintain critical relationships for efficient school technology processes
• The journey to digital sustainability: A CIO’s perspective
• How to direct a districtwide tech transformation on a budget
• For more news on district CTOs, visit eSN’s IT Leadership hub

One of our jobs as CTOs is developing great relationships with other district leaders. IT touches every aspect of the modern K-12 district, and our success, as well as the success of the district, relies on our ability to build and maintain these relationships.

All relationships are important, but the ITS and Facilities relationship cannot be overstated. From the simplest ‘thorns in our sides’ to the most wicked challenges, our relationship with the facilities leaders can pay off in big ways.

Simple  example – IU5 and the generator

IU5 is a service agency. We provide professional development and other services for districts at our main facility. Our Executive Director was unhappy when we had to send hundreds of teachers and administrators home during a power outage. We were in the process of bidding a generator for just the data center. After the power event, we were instructed to ensure the entire facility could stay powered up for an extended period. We initially worked with facilities to solve the problem, and in 2004, the Caterpillar generator was installed. Jump ahead 19 years, and we were experiencing inconsistent startups (30-40 second blackouts before the generator would start and provide power) when power failure events happened. The maintenance company was having difficulty isolating the problem. Through collaboration with facilities, we captured multiple data points about what was happening from the point of failure until the generated power was active. This data proved instrumental in finding the problem and finding a resolution. Teamwork is fantastic–especially when the relationship is conducive to making it happen instantly.

A complex example – Curtis and the “Not a Tornado”

On August 10, 2023, at about 10:30 pm, the central part of Wichita Falls was hit by what is being labeled as a microburst. It looks pretty similar to a tornado in damage capability. It removed most of the roof and toppled a wall at our alternative education center only three working days before the start of the 23-24 school year. Phones started ringing around 11:00 pm that same evening, and those relationships that had been built before that event were put to the test. I’m proud that the trust relationship between Technology, Maintenance, and Fixed Assets was already strong. This allowed us to trust one another’s judgment and rapidly move toward a common goal. On Friday morning, while the rest of the staff was at Convocation, these three teams were hard at work stripping all the salvageable equipment from the damaged campus. We were then able to coordinate together to rebuild that campus completely at a previously abandoned location. There were simultaneous efforts from Warehouse personnel delivering items to the “new” campus, Technology installing networking, classroom, and security hardware, Maintenance performing last-minute repairs, and Fixed Assets rounding up surplus items to complete the puzzle. We had this empty campus up and running again for the start of school on Wednesday. The timely coordination required focus, grit, and respect for the needs of each department. This could have never been accomplished between silos or dysfunctional leadership. So put in the effort today to build those bridges between other departments and leaders, for you never know when a “Not a Tornado” could roll through your own life.

Build the relationship now

These examples are some of the many reasons that having a solid relationship with your facilities team is essential to the successful technology support of any school organization. However, you do not want to wait for an emergency to build the relationship. Make a concerted effort to build those relationships now so they will be there when needed.

New York City, NY – In the Footsteps of History, an adventure-based educational platform is proud to announce the release of its newest immersive learning game, In the Footsteps of Matthew Henson, which was made in partnership with 3D experts, Ultisim.

This learning module illuminates the remarkable journey of Matthew Henson, an African American explorer who achieved a monumental feat in the early 20th century by becoming the first person to reach the North Pole. Despite this groundbreaking accomplishment, Henson’s name is often overshadowed by that of his better-known companion, Admiral Robert Peary.

 “My family and I are so proud to see my great-grandfather’s legacy being carried forward in this way, says Aviaq Henson. “It’s truly inspiring to see how his adventures and discoveries are being shared with the younger generation. It’s such a good reminder of the importance of passing down these untold stories.”

“This immersive game takes inspiration from Henson’s historic expedition to the top of the world, allowing players to embark on a thrilling journey through the Arctic wilderness, engaging with the northernmost Inuit community of Greenland, who played an important role in the expedition,” says CEO of In the Footsteps of History , Denis Belliveau, an Emmy nominated filmmaker, Explorers Club member, and the creator, writer, and director of the game.

In the Footsteps of History’s immersive Journeys, presented by world-famous explorers, fill a much-needed role in an often challenging subject to teach. The program’s unique mix of documentary-quality videos and cutting-edge, web-based 3D games and simulations https://prod-demo.itf-ibn-battuta-build.pages.dev/, provide a valuable teaching tool for building knowledge, expanding world views, and fostering respect for other cultures.

“We believe it’s essential to highlight the accomplishments of individuals like Matthew Henson, whose remarkable feats deserve recognition,” said Richard Boyd, CEO of QuestSIM, funders of In the Footsteps of History’s new 3D simulations. “This educational simulation game aims to provide educators and students with a deeper understanding of Henson’s legacy and the importance of recognizing diverse perspectives in historical narratives.”

In the Footsteps of History’s programs are designed to work on existing classroom technology with no downloads required and offer standards-aligned lesson plans that spark meaningful discussions in the classroom with measurable outcomes. For more information on In the Footsteps of History’s  journeys, and to access free trials, visit  https://inthefootsteps.org/free-trial/

About In the Footsteps of History
In the Footsteps of History is a tech-forward social studies enrichment program based on journeys of discovery, comprising 3D gaming, activities, and optional VR delivered through beautifully crafted modules that enrich any World History, Global Studies, Economics, Geography, or Ancient History curriculum. For demos and free trials, visit  https://inthefootsteps.org

About UltiSim
QuestSim is proudly created by UltiSim, a company powered by a unique combination of leading-edge gaming technology, learning simulation, and artificial intelligence expertise. Based in Chapel Hill, North Carolina, UltiSim was founded by executives from Lockheed Martin and IBM with deep backgrounds in computer gaming, building fully immersive 3D simulation experiences that solve real-world problems. UltiSim empowers companies to transition from static two-dimensional data to interactive, three dimensional, real-time data visualization, and analytics. UltiSim creates new opportunities for businesses through AI-powered simulations for immersive training, collaboration, and customer insight. Learn more by visiting  https://www.ultisim.com

Baldwin, NY – Youth mental health is a crisis nationwide. Many are struggling to manage the stress and complications of everyday life. Studies show that students who are healthy both physically and mentally are more likely to excel in all aspects of academic achievement, including academic performance, education behavior, and cognitive skills and attitudes.

As a part of an ongoing initiative to enhance the health and wellness resources available to its students and families, the Baldwin Union Free School District (UFSD) is proud to launch the Baldwin Schools Wellness Center and to be among the first school districts in the nation to establish such a resource directly on campus at no cost to families.

In partnership with PM Pediatric Care and located at the Baldwin Middle School, the Baldwin Schools Wellness Center provides immediate access to behavioral health care and resources dedicated to mental wellness for students from elementary through high school, with convenient and flexible hours during and after school. This innovative, collaborative approach to connected care is key to supporting students’ whole health needs while optimizing their learning experiences.

“Nurturing the ‘whole child’ continues to be a key focus for the Baldwin School District,” said Dr. Shari L. Camhi, superintendent of schools for Baldwin School District. “We understand that to provide a well-rounded, high-quality education, we must first ensure our student’s emotional wellness. The Baldwin Schools Wellness Center, under a grant from former Congresswoman Kathleen Rice, is a significant step in this direction, benefiting not only our district and therefore, the Baldwin community. Through this new resource, we will foster a positive and nurturing environment that promotes emotional and academic well-being for everyone involved. We are extremely proud to be among the first school districts in the nation to offer such comprehensive services at no cost to our families directly onsite. Thank you to our Board of Education, administrators, the Pupil Services department, all of our staff who helped bring this to fruition, as well as our partners at PM Pediatric Care. We look forward to seeing the Baldwin Schools Wellness Center’s continued success.”

Additional services offered through the Baldwin Schools Wellness Center include:

• On-site, licensed pediatric and adolescent behavioral health professionals offering evidence-based therapeutic care;
• A team of school nurses, counselors, and district personnel to deliver quality mental and behavioral health services;
• Crisis consultation and management, individual and group therapy, creative arts therapy, assessment and behavioral interventions, and professional development for school personnel; and
• Safe and comfortable counseling rooms, mindfulness area, transition room, and academic tutoring space.

“I’m delighted to be part of the opening of the Baldwin Schools Wellness Center,” said Dr. Jeanne Marconi, Vice President of Clinical Integration and School Health at PM Pediatric Care. “Our commitment to bridging the gap in mental and behavioral healthcare between home and school extends beyond the walls of our PM Pediatric Care offices and into the heart of the communities we serve. The Baldwin Schools Wellness Center takes an innovative approach and allows us to help build an ecosystem of connected care between school, therapy, caregivers, community, and pediatricians. We are honored to join hands with the Baldwin School district in providing expert therapeutic interventions for students in a way that meets their personal needs.”

About Baldwin UFSD

The Baldwin Union Free School District (UFSD) is an award-winning K-12 public school district located on Long Island in Baldwin, NY. With a total enrollment of approximately 4500, the district consists of seven schools, a career and technical program, and a universal pre-kindergarten program. Baldwin UFSD has received recognition for its innovative and rigorous academic programs, numerous partnerships, and redesigned classrooms, and prides itself on helping students become future-ready. Some of the district’s innovative initiatives encompass the school-to-career-based programs—e.g., 8^th Grade Pre-Academies and 9^th–12^th Grade Academic Academies—a community college partnership, an extensive catalog of dual credit and Advanced Placement (AP) courses, a 6-12 ELA (English Language Arts) and social studies curriculum tied to news literacy, the Senior Experience course, as well as nationally recognized arts and athletics. The district’s graduation rate is currently 99%. Baldwin UFSD embraces its diverse community and school motto, “We are innovative. We are inclusive. We are involved. We are Baldwin.” For more information, visit  www.baldwinschools.org or connect on Facebook ( BaldwinSchools), Instagram ( Baldwin_Schools) and LinkedIn ( BaldwinSchools).

PM Pediatric Care School Health

PM Pediatric Care is the nation’s largest provider of specialized pediatric urgent care with nearly 80 locations in more than 15 states. Established as a premier alternative to a children’s emergency department, the organization has since grown into a robust network of world-class pediatric healthcare initiatives, including comprehensive behavioral health services in communities and schools. PM Pediatric Care’s School Health program works with school districts to bridge the gap between school, home, primary care pediatricians, and behavioral health providers. They aim to support students’ whole health needs and optimize learning by offering flexible appointments during and after the school day. The program provides students with access to licensed and credentialed healthcare professionals, improving attendance and supporting academic success. For more information about PM Pediatric Care, visit pmpediatriccare.com.

Key points:

• Smart policy decisions are needed to support bilingual education
• 5 practical ways to support English learners in the classroom
• 3 things to consider when designing digital learning experiences
• For more news on learning with edtech, visit eSN’s Digital Learning hub

Millions of students within the United States public school system are non-native English speakers. As this figure continues to grow year over year, true bilingual education is becoming more vital to equitably support student success.

How do we ensure students achieve proficiency with the English language while receiving a rich and comprehensive education? One that affirms and celebrates their identities and helps them learn about and understand others?

Today’s technology presents us with answers. Thanks to computer-driven translation, AI, and advanced classroom tools, we stand to put every student on a path to success with the English language and beyond.

The numbers behind bilingual education

Within three decades, the number of households speaking a language other than English has nearly tripled from 23 million to 68 million. In states like California, Texas, New Mexico, and Nevada, these numbers are even more drastic, with 44 percent, 36 percent, 33 percent, and 31 percent of their populations speaking a different language at home.

As expected, this is reflected in the United States’ student population, which also grew in non-native English learners over the last 10 years. In 2020, one survey found that approximately 5 million public school students were English learners–that’s over 10 percent of students. Again, Texas has about 20 percent of those students, California has 17 percent, 16 percent are in New Mexico and 13 percent are in Nevada.

Bilingual education’s impact

With 1 in every 10 students experiencing a lack of English proficiency, millions are at risk for struggles with reading and writing comprehension, reduced academic achievement, and less rigorous tracks of study, which lead to increased dropout rates, and lowered educational attainment and human capital.

Bilingual education has been shown to not only increase native language proficiency but English proficiency as well, as the ultimate goal should be to build mastery in both languages. If a large contingent of the United States population were to not have English proficiency, they would suffer. Some studies have suggested that non-native language speakers struggle to access effective healthcare, while others have found increases in negative interactions.

It should be recognized that bilingual education lifts all boats. In a world that is now so connected, those who speak multiple languages have much to gain. These speakers are more competitive in the workplace, see more job opportunities, and even are found to have better brain health.

Further and especially in these new days of AI, human-to-human connection, communication, and collaboration have and will only become more paramount.

Where edtech steps in

While the student population speaking languages other than English within the U.S. has rapidly grown over the last three decades, technology has advanced even faster. Now, edtech can support bilingual education in a way impossible before.

Smart investments in technology not only improve education for bilingual and non-native English speakers but also help make educators themselves more efficient and impactful, effectively preparing all students for the future.

Building bilingual materials

It’s uncommon for educational materials to be authored for non-English speakers in the native language of the user. It comes down to a simple return on investment calculation, as the number of users is too low compared with the larger market for a publisher to produce these materials in a cost-effective manner.

Educational content within the U.S. is typically written in English, and then translated into other languages as needed. Largely human-driven, this process is error-prone,  resource-heavy, slow, and costly. Since this process is so intensive, curricula available in languages other than English were typically limited to the most common, specifically Spanish, even though there are far more others that need to be served.

Today’s computer-driven translation and AI translation can translate a text with incredible accuracy in a matter of minutes. Then, human translators can check for accuracy, add relevant context, and run quality control, significantly reducing production costs and increasing the effectiveness of the text.

With cost and resource savings, more time can be dedicated to improving the quality of these texts, ultimately improving how the curriculum in languages other than English flows into and improves English learning, to create truly bilingual students.

Technology can also assist in solving the issue of the limited number of languages available. There are over 350 languages used within the United States, according to the U.S. Census Bureau, making it one of the most language-diverse countries in the world. In fact, 21.6 percent of the population reports speaking a language other than English at home. Outside of English and Spanish, Chinese, Tagalog, Vietnamese, and Arabic are the most common. There are also Native North American dialects like Navajo, Yupik, Dakota, Apache, Keres, and Cherokee.

Because AI and machine learning can translate far more quickly, it is significantly less costly to create content in any given language, adding to the number of curricula offered in languages other than English.

Many make the mistake of believing that bilingual education means that you are separately teaching students in different languages forever. This is not true. Real bilingual education is developing a path that gently brings learners who speak languages other than English down the path to full English instruction, developing proficiency in both languages as their education progresses.

With this in mind, producers of high-quality core curricula are already offering a comprehensive set of resources and strategies to support bilingual education. Both EL Education and Illustrative Mathematics, national nonprofit publishers of K-12 curriculum, include the development of English language proficiency within their curricula.

The benefits of rapid translation go beyond the walls of the classroom as well. Parents and/or guardians, of course, want to be updated on the progress of their children and what they are learning. In the past, limited-English or non-English households may have struggled with understanding assignments, feedback, or grading. Now, not only is the curriculum more accessible, but translation and chat capabilities power direct parent-to-teacher communication in any given language.

Better assessments and educational outcomes

We can lean on technology to do more than recreate texts. Through the use of AI and large language models, it is possible to efficiently generate standards-aligned assessments in foreign languages as well.

As with content, most assessments and standardized tests are simply translated directly from English into another language. Imagine how difficult it would be to try and learn something that wasn’t translated perfectly to your native language, and then try to take a test that wasn’t translated well either.

Again, technology can drive English language translations, leaving the final quality assurance and relevancy check to instructional experts. When both the learning and testing materials are correctly reflected in the right language, with the right cultural context, and delivered in a relevant way, testing becomes far more reliable.

Take today’s state standardized tests as an example. What we’ve learned is that most are not actually testing for a skillset, but really just test how prepared you are for a standardized test. These test procedural fluency and general background knowledge more than skill and ability.

A study found that on average, English-learning students score approximately 46 percent lower on high school reading tests and 31% below on high school mathematics tests. But this is not because of lack of skill; it’s for a lack of proficiency in standardized testing.

Students with experience in standardized testing and general background knowledge typically perform the best, whereas those with a lack of context underperform. True bilingual education equips non-native English speakers with the tools they need to perform on standardized testing. On a macro level, this provides more accurate insights into state, district, and school performance.

More support for educators

Perhaps one of the most important ways technology can benefit bilingual education is by supporting teachers. Educators are burdened enough, and while 62 percent of U.S. schools have at least some English-learning students, not all teachers are properly equipped to provide equitable education.

Thankfully, we are at a place where edtech can significantly reduce the cognitive load placed on teachers. Tools like digital assessments and grade books can automatically grade assignments and assessments, including those in other languages, alleviating the stress of grading across dialects.

Classroom technology provides easier access to curriculum in multiple languages, making it easier to navigate, utilize, and distribute. These technologies can give teachers their time back, reducing their burden and allowing them to spend more time with students.

Digital tools such as digital assessments, grade books, and learning management systems enable teachers to efficiently manage classroom activities and personalize instruction for diverse learners. Moreover, technology-integrated professional development programs empower educators to enhance their pedagogical practices and effectively implement bilingual curriculum frameworks.

But educators still require support, and with savings in materials and time, school leaders need to make an investment in teacher training. The bilingual population will only continue to grow, so the right investments need to be made to support teachers in their roles.

Technology can support here too–with tools that integrate professional learning and curriculum together, educators can become more proficient at teaching the bilingual curriculum, leading to more successful students.

Policy is a key player

Bilingual education will only continue to grow, but we need to look at it as a strength to support and develop. One of the great things about the United States of America is its cultural mix, diversity, and willingness to open its doors to others.

Another great aspect of the U.S. is the partnerships between the public and private sectors. In the case of bilingual education, the private sector has responded. Technology companies have, and will continue to, build products to support classrooms, but ultimately there is a policy call that must be made on the public end.

Effective bilingual education requires a comprehensive policy framework that supports the needs of diverse learners and promotes equity in education. Edtech plays a pivotal role in informing policy decisions by providing policymakers with data-driven insights into the efficacy of bilingual education initiatives.

By leveraging technology-enabled assessment data and analytics, policymakers can identify areas of improvement, allocate resources effectively, and develop evidence-based policies that promote educational equity and excellence. Moreover, partnerships between the public and private sectors enable the co-creation of innovative solutions that address the evolving needs of bilingual learners and educators.

While edtech is currently transforming the landscape of bilingual education, we won’t reach an optimal level of benefit until smart policy decisions are made in the name of bilingual education. Those in decision-making capacities at every level must recognize this as a high need and know that the problem cannot solve itself. Policymakers need to open the door to allow edtech providers to make an impact.

The time is now to make smart investments into the right curricula and tools to support educators and students. Educators need to be unburdened, and students need to be put on a path to success.

Key points:

• Visitor management is an increasingly large part of school safety policy
• 4 considerations for school safety solutions
• How to start solving your school bullying problem
• For more news on school safety, visit eSN’s Educational Leadership hub

One crucial aspect of school safety is monitoring who comes on and off campus, including visitors. Visitor management can be tricky, because school campuses tend to have various points of access. In recent years, schools have put in the effort to advance all safety measures within schools, including visitor management. In fact, recent research by Pew Research Center found that 98 percent of schools require visitors to check in and wear a badge. 

Schools can emphasize their protection of students and staff by requiring visitors to wear a visitor-specific safety badge that can monitor their location while on campus. Opposed to staff safety badges, which only provide location information once an alert is initiated to maintain staff privacy, the visitor badge will monitor the visitor’s location in real-time while on school grounds.

Visitor management solutions can monitor all visitors, including but not limited to parents, volunteers, contractors, and vendors, and can flag whether any visitor is not allowed on school grounds. Through my experience as a former educator and superintendent, I have identified the following five ways to keep K-12 schools safer with better visitor management strategies:

Conduct visitor screening

School visitations occur on a daily basis; therefore, they should be streamlined and made safer for students and staff through protocols and procedures. In previous years, schools may have had little to no set program when it came to recording the visitors in schools. In today’s more modern times with technological advancements, there are more steps that can be taken to ensure a safer school environment. Running background checks on visitors prior to allowing them to enter the campus is one of these important steps. Through screening of visitors, schools can confirm the reasoning and relationships behind the visitor’s attendance at the school. In addition, this screening can also allow for a custom banned persons list. This is to protect the students and staff from individuals who put them at risk.

Have technology in place for instant alerts about visitors

There are many levels of sophistication when it comes to visitor management systems. Instant alerts can offer insights to campus staff on the status of visitors within the school. Through discreet notifications, administrators can be made aware of who is attempting to visit the school. For example, if someone on the custom banned persons list is trying to enter the school, a school resource officer can be made aware through a discreet notification without the visitor knowing that others are being alerted. These awareness notifications can also be made through emails and SMS text messages.

Provide secure student releases

When students are being picked up early from school, there is an early dismissal, or any situation that could possibly alter a student’s typical routine at school, there should be safety measures in place to ensure they are being released in a way approved by their parent or guardian. These unordinary releases should also be a time to conduct background checks on the adults picking up students to confirm that these individuals are allowed to and that the child will be safe.

Utilize detailed reporting for all visitor activities

All data related to the visitor management system should be recorded and accessible to all staff through any internet-connected device to minimize mistakes that could impact a student’s safety. When there are many moving parts in a school system, it is crucial to have a point of reference when referring to a child’s location for their safety. Your school safety system should have one location where this information lives. Within your recorded data, all hours of visitors and staff within the building should be recorded down to the minute–this includes for teachers, substitutes, other staff members and volunteers. In the case of an emergency, you want to be sure that all people within the building are accounted for.

All available data should be taken into consideration when a visitor is checking in. It is important that mandatory reviews of photos and background checks are taken at every single visitor check-in, regardless of whether the handling staff members recognize or know the visitors. The banned persons list is likely to change, therefore, procedures should be followed during each individual check-in.

If a staff member is ever uncertain of a visitor-related situation, they should be able to have immediate access to visitor reports. The main purpose of this is not fully for convenience but also to save time in a situation that could possibly be a safety emergency.

Integrate visitor locating systems with other campus systems

Whether you are looking to add visitor management to your current system or are looking for a completely new product, it is crucial that your selection goes with any other student information systems you have implemented within your school. The synchronization will ensure higher adoption from staff, convenience for all parties involved, and increased cross references amongst student information. Syncing student meetings, daily attendance, and time codes directly to your SIS is crucial for a successful visitor engagement element within your plan.

School safety plans are developed through careful planning and evaluation of individual schools’ needs and challenges. There is no ‘one size fits all’ approach to handling visitor management, so a comprehensive safety plan should consist of data-driven and human-based checks. Once a safety plan is developed and approved, ensuring buy-in and understanding from those who will enforce the plan is critical. A strong strategy for handling visitor management will help to avoid unnecessary oversights and ensure the safety of students. 

The Social Institute, whose mission is to empower millions of students to navigate their social world — including social media and technology — in positive, healthy, and high-character ways, released its 2024 Student Insights Report: How Social Media, Tech, and Current Events Impact Student Well-Being. This report reflects insights shared by more than 29,000 students in TSI’s Annual Student Survey and more than one million responses from its K-12 collaborative learning platform, #WinAtSocial — making it the largest data set of its kind, spanning grades 3 – 12 in schools across the U.S., Canada, and Puerto Rico.

Each year, The Social Institute asks students nationwide to share insights into trending apps, positive ways to navigate common but complex social situations, everyday challenges faced online and off, and what adults should know about well-being, social media, and technology. Educators can use the insights to gain a deeper understanding of their students, helping them to improve school culture and community well-being.

Among this year’s key findings:

• The majority of students are getting their first smartphone at 11 years old
• 73% of students say social media is the most popular way to get news
• 87% of 9th – 12th graders say social media helps them explore hobbies and interests
• 60% of 6th – 8th graders say that social media helps them learn social skills
• 61% of 3rd – 5th graders say social media helps them do well in school

“These insights are invaluable for educators, because the better you understand students, the more effectively you can empower them to navigate their social world — including social media and technology — to fuel their health, happiness, and future success,” said Laura Tierney, Founder and CEO of The Social Institute. “As a team of digital natives and educators, we have seen first-hand how this ever-changing, complex world of technology impacts students.”

Other key student findings include:

• 48 percent of 6th-grade students said they would speak up if a family member is using their phone while driving
• 49 percent of 7th-grade students say they feel the need to respond to a text within 10 minutes of receiving it, or even sooner
• 64 percent of 10th-grade students say their social media profile genuinely reflects who they are

The survey also asked students how they would respond to certain situations on social media, such as dealing with explicit content and navigating mean behavior in group chats. To learn more and view the full 2024 Report, including more insights, visit https://app.hubspot.com/documents/7235441/view/723211956?accessId=cf7165.

YouScience®, the leading technology provider dedicated to solving the skills gap crisis for students and employers, and Black Girls Do STEM, a 501c3 nonprofit organization empowering Black girls to achieve equitable Science, Technology, Engineering and Math (STEM) representation, today announced the release of the 2024 Black Students and STEM Report. This new report reveals that Black students across the nation possess the aptitudes for in-demand STEM careers, but lack interest in pursuing them. This indicates that a significant career exposure gap exists, likely due to underrepresentation in STEM careers. 

The career exposure gap is measured by the difference between a student’s aptitudes and interests, and identifies which careers a student hasn’t been exposed to and which ones might be a good fit. Most notably, the 2024 Black Students and STEM Report found:

• A 75% exposure gap in Advanced Manufacturing
• A 57% exposure gap in Health Science
• A 56% exposure gap in Finance
• A 53% exposure gap in Architecture & Construction
• A 51% exposure gap in Computers & Technology

The 2024 Black Students and STEM Report combines data from YouScience and Black Girls Do STEM to highlight Black student career exposure gaps for in-demand STEM careers and the importance of programs that address the gaps. The report analyzed anonymized data from 328,000 Black U.S. middle and high school students who took YouScience’s Aptitude and Career Discovery tool from 2019 to 2023. This is the only scientifically-backed tool to apply computerized performance measures of aptitudes, interests, and AI-powered algorithms to activities that help identify best-fit career matches of all students, regardless of race or gender.

Historically, there has been limited Black representation in STEM-related fields. As of 2021, 9% of the STEM workforce was Black, which was an increase from 7% in 2011. While this growth is positive, new solutions are needed to help Black students explore STEM-related education and careers earlier.

“As a Black woman in STEM, I have seen first-hand the lack of representation for women, especially Black women, in these in-demand career fields.  However, I have long felt that the solution to this lies within redefining education for Black students through access to identity affirming informal learning environments; so they understand the full scope of their aptitudes, and also the full scope of what careers are possible.” said Cynthia Chapple, Founder and CEO of Black Girls Do STEM. “Working with YouScience has confirmed that notion by truly showcasing the possibilities for our students based on their unique, individual aptitudes.”

While both Black male and female students have aptitude for STEM careers, the report found that significant exposure gaps exist for female students in particular:

• 88% more Black female students have an aptitude for careers in Advanced Manufacturing than interest
• 73% more Black female students have more aptitude for careers in Computers & Technology than interest
• 72% more Black female students have an aptitude for careers in Architecture & Construction than interest

“For decades, Black students have encountered inequities that have impacted their pathways in education and then career. It’s imperative to recognize that Black students possess the aptitude for all STEM careers, but the glaring exposure gap remains a formidable challenge due to resource deficiencies and lack of representation. By bridging the exposure gaps and doing so earlier in education, society can help Black students understand all of the opportunities available to them and connect them with education and career pathways and programs that can foster even more skills and understanding,” said Edson Barton, Founder and CEO of YouScience. “One of the most notable programs helping to bridge the gap for students is Black Girls Do STEM. This organization and Cynthia Chapple are working diligently to provide female students with the opportunity to learn, create and build confidence in their abilities to pursue STEM careers.”

To access the complete findings from the 2024 Black Students and STEM Report as well as recommendations from YouScience and Black Girls Do STEM on how to address the career exposure gaps in STEM, click here.

Connected Nation (CN) has partnered with Utah Education Network (UEN) to release the fifth iteration of the Utah School Technology Inventory, a statewide report that compiles critical data about technology usage and gaps in UEN schools. The national nonprofit has collaborated with UEN for nearly a decade to track how technology is used in Utah’s school districts and charter schools, and the access teachers and students have to digital materials, devices and platforms. The inventory once again had a 100% participation rate.

“Starting in 2015 through 2023, UEN’s partnership with Connected Nation has conducted these inventories in the fall every other year,” said UEN Senior Project Manager Cory Stokes. “Completing these inventories helps leaders at the state, district and school levels make better decisions based on data to improve, enhance and support technology in education.”

UEN chose the nonprofit to develop the data collection portal and lead the inventory effort. They collected more than 82,600 data points, representing 1,034 schools across Utah. The final report provides a comprehensive summary of the Utah school system and an overview page for every school district and charter school in the state.

“School districts use these reports to determine how they are currently using technology funds to support their students and teachers,” said Stokes. “The data provides and accounts for how technology is supporting and helping to meet the needs of students and teachers in public education.”

The inventory found that, statewide, 7 out of 10 schools (70%) report that they deploy mobile learning devices such as laptop or tablet computers to students on a 1:1 basis. 

Other key findings include:

• Device-to-student ratio increased since 2015 but remain the same between the 2021 and 2023.
• Google Chromebooks remain the most popular computing device for students, with schools reporting that more than 594,000 Chromebooks are made available to students statewide.
• Nearly 2 out of 5 Utah schools (38%) offer mobile learning devices on a 1:1 basis and allow students to take those devices home, maintaining a similar rate from 2021 (39%).

“UEN’s focus has always been to provide equitable network services and resources to all students in Utah, regardless of where they live, how they participate in school and how they most effectively learn,” said Stokes. “This was all made possible through the School Technology Inventory report.” 

Read the 2023 Utah School Technology Inventory Report.

About the Utah Education Network: UEN is part of the Utah Education and Telehealth Network (UETN), which connects all Utah school districts, schools, and higher education institutions to a robust network and quality educational resources. UEN is one of the nation’s premier education networks.

About Connected Nation: The national nonprofit’s mission is to improve lives by providing innovative solutions that expand access, adoption and use of high-speed internet and its related technology to all people. They work with consumers, local community leaders, states, technology providers and foundations to develop and implement technology expansion programs with core competencies centered on a mission to improve digital inclusion for people and places previously underserved or overlooked. For more information, please visit connectednation.org.

DENVER ( BUSINESS WIRE)–MindSpark Learning®, a nonprofit organization specializing in extraordinary learning experiences, conducted vital market research to understand evolving needs for professional growth and development. The research, titled “The State of Professional Learning”, reveals valuable insights into professionals’ learning goals and preferences.

The State of Professional Learning reveals crucial insights that could significantly impact a company’s retention, productivity, and innovation. Three key trends emerge from the research: collaborative professional development (PD) encourages teamwork and knowledge sharing, adaptive PD fosters quick adaptation to changing environments, and stewardship PD promotes proactive problem-solving for community challenges. MindSpark offers tailored recommendations to address these trends, providing practical advice for unique professional development needs.

For years, MindSpark has served professionals with learning experiences that help them solve their most urgent problems. The State of Professional Learning is a testament to their commitment to understand and solve market needs.

“At MindSpark, we are dedicated to supporting professionals with the tools and knowledge they need to thrive in today’s evolving landscape. This research reflects our commitment to understanding the complex needs of individuals seeking professional development and shaping learning experiences that propel them towards success. We are excited to see how these insights will contribute to professionals’ continuous growth,” said MindSpark CEO Kellie Lauth.

To view MindSpark’s State of Professional Development research, visit https://www.mindspark.org/state-of-professional-learning.

About MindSpark Learning

MindSpark Learning® (MindSpark) is a nonprofit that activates educators to solve society’s biggest challenges by providing transformative professional learning experiences. MindSpark creates and facilitates professional development opportunities using a foundation of innovation, inclusion, wellbeing, and workforce literacy. MindSpark has impacted over 90K educators and 2.7M students in all 50 states including D.C., as well as 88 countries. MindSpark nurtures meaningful relationships with more than 1K industry and community partners. For more information, please visit www.mindspark.org.

Key points:

• Very soon, districts must closely examine the edtech they use and compare it with budget realities
• How to ensure edtech ROI? Ask these 4 questions
• For school leaders, routine decisions aren’t so routine
• For more news on district edtech use, visit eSN’s District Management hub

For much of the past 12 years, Casey Rimmer sometimes felt like a “dream killer” when it came to the edtech tools used in her district. As the executive director of curriculum and instruction for Union County Public Schools, a district of over 41,000 students outside Charlotte, N.C., she was often tasked with letting teachers know why a potential new tool wasn’t approved for use.

Lately, though, the district has flipped the script. Now they ask teachers to check the tool’s data privacy policy and age requirements when making a request, so they have a better understanding of why a tool is—or isn’t—a good fit. When teachers feel part of the discussion, it often leads to productive conversations, she explains. 

“We’re doing a lot of work around helping teachers to understand the different processes and what they need to do if they want to bring something into their classroom. Whether it’s a free resource or an edtech product, there’s still some kind of criteria” that needs to be met.

The new policies are part of a wider effort to strengthen and streamline the district’s “edtech ecosystem,” the collection of core and supplemental tools that teachers can use. And Union County is far from alone. In the coming months, many districts will be taking a close look at the edtech they use, especially as it relates to current budget realities.

Making tough choices

Later this year, the final round of federal pandemic funding, known as Elementary and Secondary School Emergency Relief (ESSER), will expire, leaving school budgets uncertain in many districts. Funds they have come to rely on for staffing and technology will end in September if not allotted. (If funds are allotted, however, districts can request an extension to use them through March of 2026 in some cases). 

For many districts, the relief funding was significant. San Antonio’s district has received $100 million over the past three years, which it used to boost staffing and help combat pandemic-related learning loss. 

Given that schools were forced into online learning, many districts used those funds to invest in edtech—in hardware like laptops and Wi-Fi hotspots but also in edtech software. The most recent Edtech Top 40 Report notes that districts access an average of nearly 2,600 edtech tools annually, a number that has swelled in the past few years as companies offered free access to their tools during the pandemic and districts spent their relief funding. 

With these funds drying up, districts may face some difficult choices. But they may also see it as an opportunity to reassess their technology use and how to maximize the resources they do have, according to education experts speaking on a recent webinar, “Take Control of EdTech: How to Manage an Effective Digital Ecosystem,” put on by Instructure, the company behind both the Canvas learning management system and the edtech evaluation and management tool LearnPlatform.

“School districts are really having to take a hard look at what the critical parts of this ecosystem are,” said Tal Havivi, the managing director of research and development at ISTE, on the webinar. One way to think of it is as a “strategic culling,” he explains, as districts square budget realities with whether tools are truly meeting their needs. 

How to assess your edtech

Assessing whether a district should continue using—and paying for—a tool is dedicated work involving backend data collection and surveying teachers and students for their thoughts. But both practices can reveal useful insights. 

Core curriculum products can be quantitatively assessed by looking at whether they are helping meet district goals around student learning. In other words, can you tie the tool’s use to improved reading or math scores?

But “there’s also a qualitative piece around each of these tools,” said Melissa Loble, Instructure’s chief academic officer, speaking on the same webinar. “Is this the right experience that represents our district and our goals? Does it help teachers create a deeper connection with their students, address areas of deficiencies, or engage students in new areas that they might be interested in?”

Crucially, collecting good data around edtech use can help districts see the overall picture, she said. And feedback from teachers and students can help contextualize these patterns even further.

That tracks with what Union County has found. Rimmer explains that the district uses LearnPlatform to keep track of its tech use and start conversations. “As a district, we can monitor what our top 10 [most used] products are,” she said. “I want our top 10 products to be those products that we invest in: We invest money, we invest time, we invest in professional learning. Sometimes, I can see maybe some free products creeping up there.”

When core tools aren’t getting used, Rimmer digs in and finds out why. Teachers might not feel comfortable using the tool with students yet, or it could be that they haven’t had enough training. That’s a simple enough fix. But other times, teacher avoidance can signal larger questions about whether the tool is a good fit overall.

“Sometimes they’re great products, and we have to say the product—even though it’s an amazing, robust tool that does amazing things for other schools and districts—maybe it’s not doing that for us,” she said.  

The good news is that teachers are more invested than ever in the edtech they’re using with students, and more willing to experiment with new tools, adds Loble. 

“I still see investment—districts wanting to build ecosystems—but they need to do it where they can have the most effective or the largest return on investment, with reduced funding coming in,” she said. “We use dollars to try everything. We’ve tried it out. Now we’re going to pick what’s going to be the most important [for us].”

Key points:

• Now is the time to evaluate budgets and lay groundwork for the future
• How to find the right edtech tools for public schools
• Act now to avoid financial disasters after COVID relief funding ends
• For more news on district budgeting, visit eSN’s Education Leadership page

The final chapters of Elementary and Secondary School Emergency Relief (ESSER) funding are drawing near.

The imminent end of ESSER funding has pushed school districts to a critical juncture, compelling them to confront budget deficits for the upcoming 2024-2025 school year before the “fiscal cliff” hits in 2025-2026.

For three years, school districts nationwide have relied on a temporary financial cushion to soften the blow from the pandemic. When that safety net disappears, they will be up against higher expenses and dwindling revenue.

Every day of delay means inefficiently spending or leaving money on the table altogether. As districts navigate this budget season, tough decisions loom regarding staff reductions and cuts to essential resources that have supported students’ learning and well-being.

Superintendents and school boards are at a critical moment, reassessing how to allocate remaining funds and adopt a new approach to operations.

What lies ahead of the fiscal cliff

As school districts approach the September 2024 deadline to exhaust their ESSER funds, a sobering realization is setting in. With schools having collectively used $60 billion in ESSER funds for each of the past two years, they must now prepare for future budget planning without it.

With this impending budget crunch, many districts find themselves in the uncomfortable position of needing to “right-size” their budgets.

While there were some one-time purchases, the reality now is that some dollars spent were not sustainable in the long run.

A substantial chunk of ESSER funding went towards expanding personnel, with 44 percent of districts’ spent funds going towards staffing needs, covering expenses like salaries and benefits for extra personnel. This included hiring more support and administrative staff, investing in professional development, and deliberately alleviating the post-pandemic workload by bringing in additional hands that they wouldn’t have otherwise afforded.

As districts prepare for the 2025-2026 budget, many will realize that changes are necessary to offset the increased expenses they took on.

Restructuring district operations with long-term solutions

Support staff roles at the district level, deemed as ‘nice to haves’ rather than essential, will likely be restructured as districts adjust to a leaner operational model. Due process clerk roles such as administrative assistants and paperwork facilitators are already seeing reductions.

In the coming years, the final funding decisions made by current district leaders will serve as a litmus test to determine if they have proactively addressed the internal capacity needed at the system level to support their chosen allocation of funds.

Will they prioritize short-term fixes, or will they root their decisions in sustainability? These next two years will reveal whether leaders have laid a solid foundation for success or if their choices were merely temporary patches without lasting impact.

The path for district superintendents

As districts chart their budgetary course, it’s imperative to pause and contemplate three things: Where are you now, where do you want to go, and how will you get there?

The answer to these questions lies in assessing the readiness of your teams – do you have the right people in place, equipped with the time and technology to make the investment worthwhile?

Where are you now?

Take a moment to define your current state.

From the special education department to the superintendent’s office, educators at every level feel the burden of limited resources and time constraints. While increasing either may seem unattainable, first clarify the top priorities—not just what seems ideal for the time being.

Daily workloads often hinder us from pausing to pinpoint these priorities, let alone communicate them to school communities. However, without a clear understanding of what’s working and what’s not, staff and resource cuts will be felt even more.

Where do you want to go?

Consider how to strengthen educator recruitment and combat turnover.

Educators are responsible for bringing their best to the table, but it’s up to the district to equip them with the tools they need to thrive. Without proper support, engagement, and resources, educators risk burnout, which could lead to sudden departures, impeding the district’s growth as it rushes to fill vacancies.

Recruitment and retention efforts require more than just one-time investments; they demand sustainable systems and robust processes. This includes ongoing professional development initiatives rather than fleeting, one-day training sessions.

To attract and keep highly-qualified staff, the districts can opt for quick fixes and superficial technology solutions, which often entail extensive and costly training or ‘set it and forget it’ implementation. Alternatively, they can choose to foster lasting partnerships with vendors who support their growth, celebrating successes and driving progress towards long-term goals.

How will you get there?

Lose the survival mode mentality and play the long game.

In the aftermath of the pandemic, districts understandably adopted a cautious approach to fund allocation, prioritizing proven outcomes over risky endeavors. The reactive decisions made during the crisis were necessary for maintaining educational continuity, yet the persistent workload across administrative roles and special education teams, compounded by reduced staffing and increased stress, underscores the need for a new approach.

Continuing to operate in survival mode risks overlooking opportunities to lay the groundwork for sustainable systems beyond the fiscal cliff–systems that will yield lasting benefits to staff, educators, and the students they serve.

Choosing the right educational technology to partner with may seem like a gamble, but it can also be a game-changer.

Technology solutions that streamline administrative tasks, coupled with continuous professional development programs and innovative teaching methods, can empower educators to do more with less.

Sustainability beyond the fiscal cliff

Now is the time to seize the opportunity and lay the groundwork for the future. District leaders should embrace final ESSER dollars for shedding systemic “clutter” in ways that better serve students in the long run.

The reality is that the tenure of a superintendent and the term of a school board member are finite. However, visionary leaders understand the importance of investing in system structures and support that will endure long after they’re gone. By acting now–and recognizing that effective implementation is a gradual process, not a quick fix–they leave behind a legacy of positive impact that will benefit students and educators for years to come.

North Carolina based QoreInsights announced today the launch of a MicroGrant program where they will award three schools with free site wide licenses for unlimited use of their AI-enabled personalized professional learning platform, The Classroom Education Plan© (CEP). The granted award will begin in fall 2024 and extend until the end of the 2025 school year. It includes support for on-boarding and professional learning to ensure the success of the initiative. The total approximate value of the three awards is over $30,000.

The Classroom Education Plan© (CEP) supports teachers and coaches helping them to improve their core instructional practice. CEP uses a job-embedded professional learning approach, coach-support that utilizes AI to guide
every teacher to targeted evidence-based instructional strategies, tracks impact, and enables real-time insights into student progress and well-being. “Millions of educators across the nation echo the same need: to provide teachers with high-quality professional learning that translates to measurable improvement in student achievement, engagement, and well-being,” said Dr. Toni Shub, Founder and CEO of QoreInsights. “We developed CEP to create equity for both teacher and student learning. CEP uses learning engineering and a decision support system to equitably guide every teacher to the most impactful evidence-based instructional methods for their specific classroom to address whole-child student needs, including feelings of safety and internalizing behaviors.”

Three elementary schools will be selected to become QorePremium Partners and will receive CEP licenses for all general education K-6 teachers at the awarded sites (administrators and coaches are free). Schools will be able to award teachers up
to 36 job-embedded continuing education credits!

This innovative and engaging platform includes an entire school year of personalized needs assessments (3x per year) that elevate teacher and student voice, custom-ranked, evidence-based instructional strategies for every classroom, and an easy-to-use, teacher-designed progress monitoring system. Additionally educators will receive expert guidance for coaching evidence-based strategies and effectively leading PLCs, Administrator dashboards to see teacher engagement, needs assessments, strategies selected, and impact on student learning and well-being
and responsive technical support from QoreInsights’ customer success team.

The AI-Enabled Personalized Professional Learning MicroGrant is open to any learning institution serving K-6 students. Winners will be selected based on their vision for involving their learning community and creative plans for
engaging all members, school wide.

For further information about the grant, go to
https://qoreinsights.com/qoreinsights-microgrant-2024/

ABOUT QOREINSIGHTS:
QoreInsights, an education technology company, stands at the forefront of educational advancement, uniquely fusing technology, pedagogy, and learning sciences to transform the educational landscape. Our flagship product, the Classroom Education Plan© (CEP), an AI-driven SaaS platform, is a job-embedded, continuous professional learning and coach-support system. We take pride in our diverse, multidisciplinary team that applies learning sciences to teaching and learning, enabling deep and innovative collaboration between product
developers, educators, researchers, learning engineers, and AI experts. With a strong commitment to continuous improvement and to fostering equity in education through the ethical and responsible use of AI, QoreInsights has partnered with AI ENGAGE Institute and Vanderbilt University as research partners. For more information, visit the QoreInsights website and follow QoreInsights on LinkedIn for
updates. For more information, contact Dr. Toni Shub at info@qoreinsights.com.

Key points:

• Educators can use students’ innate desire to learn for deeper classroom engagement
• Friday 5: Strategies to promote student success
• Insights from educators: Priorities for 2023-2024
• For more news on teaching trends, visit eSN’s Innovative Teaching hub

As an educator, I have always been fascinated by my students’ innate curiosity. From an early age, they have an insatiable desire to learn. Anyone who spends time around young children will find themselves peppered with questions, questions, questions! “Why is the sky blue?”, “Why do my fingers get wrinkly in the water?”, “Why do dogs wag their tails?” This natural inquiry can be a powerful force for education. So, it’s a little disappointing when modern teaching tools and strategies ignore–or subvert–this incredible curiosity.      

Education doesn’t have to be guided by rigid definitions and practices. We can make a transition from linear, hierarchical teaching into a richer, more experiential way of learning.

It all begins by making four simple shifts towards deeper inquiry:

1. Curiosity: If we want to foster student curiosity, teachers will first need to step away from the idea that our job is to tell students how they are “supposed” to do something. Instead, we want to encourage students to be thinkers and problem solvers. One simple way to make this happen is with the Mystery Learning Targets strategy. Post learning targets on the wall — but hide a few key words. Students will engage more acutely when they need to figure out what the exact target might be, and you’ll be able to preserve an element of mystery!
   
2. Choice: When we open up choice to students, we allow them to determine which path they want to follow and how they’ll figure things out as they go. One useful strategy for introducing choice into lessons is with Choice Boards or Learning Menus. These increase student ownership by providing students with a bingo board or learning menu filled with intellectually rich activities. Simply allow students to choose which activities to complete to fill out their boards.       
   
3. Explanation: We want students to construct their understanding by explaining their thinking, and we want to encourage that explanation in innovative, creative ways. One way to do this is by having students make a mascot that represents something you’re learning about. Have students explain the symbolism behind their mascot as a way of probing their understanding of the subject. This encourages them to dig down into their learning and consider the information from multiple angles.
   
4. Cognitive Load: Cognitive Load is about shifting the majority of thinking to our students. We don’t want to overwhelm them, but we do want to encourage them to start investing in their own learning. A good strategy for accomplishing this is to have students record or create lessons that could be used to teach the same content to next year’s students. Not only can this provide you with useful assets to help other students learn, but it reinforces the learning students have when they think about how to teach it to others.

When we recognize the potential of inquiry learning to cultivate and capitalize on student curiosity, it opens an entirely new horizon of possibilities on the landscape of education. Let’s not let this precious resource go to waste. Let’s build classrooms where students can embrace their innate curiosity and creativity. In doing so, we create a world where the promise of discovery lies around every corner.

This article originally appeared on Vernier’s blog and is reposted here with permission.

On April 8, 2024, a total solar eclipse will be visible over the United States, starting in Texas. This upcoming eclipse event is an exciting opportunity to incorporate phenomenon-based learning into your instruction and engage your students through inquiry.

Here are some tips for making the most out of this rare occasion as you study it with your students.

1. Never look directly at the sun, except if you are in the path of totality during the few minutes of totality

Look at the sun only through special filters or glasses designed specifically for that purpose. Do not use welding glasses or any other dark glasses, unless they are specifically made for looking at the sun. 

View a Total Eclipse with Glasses
Wear the glasses to look at the sun in the time leading up to the total eclipse, take them off just briefly during totality, then put the glasses back on. Totality will last up to four minutes, but the duration will vary by location. The brightness of the sky will dim to a point where planets may start to become visible. As totality ends, you will see what is called the Diamond Ring (the first rays of light from the sun sneaking by the side of the moon). This signals that it is time to put the eclipse glasses back on.

View a Partial Solar Eclipse with Glasses
Much of the US will have partial eclipses during this event. If you are in a region with a partial eclipse, be sure to never look at the sun without eclipse glasses.

Watch an Eclipse with a Solar Projector
Another way to safely watch the eclipse is to make a solar projector or pinhole camera. These systems project the image of the sun on a white screen, and you can safely look at it as much as you like. There are lots of great plans for how to set this up on the internet. Learn how to make a pinhole camera here.

Learn more about eye safety from NASA here.

2. Be prepared

If you are in the region of totality, eclipse day will be a day you will never forget. Plan ahead to make sure you leave lots of time to get to the location you have selected. There will be lots of people traveling to the zone of totality, and there may be major traffic jams.

If you want to sound knowledgeable about the eclipse, familiarize yourself with these terms:

• First Contact
• Second Contact
• Third Contact
• Fourth Contact
• Sunspots
• Corona
• Prominences
• Bailey’s Beads
• Shadow Bands
• Diamond Ring

It takes at least an hour from First Contact, when the moon first starts obscuring the sun, until totality (or the peak of the partial eclipse, if you are not in the zone of totality). You then have the same amount of time after the eclipse until the sun is completely unblocked.

There are many opportunities to investigate this phenomenon: temperature changes as the eclipse proceeds, wind speed variations as totality approaches, sky color changes as totality approaches, animal behavior changes, and more. You and your students will be very excited during totality and the time just before. It is easy to make mistakes in that situation, so practice taking data in a “trial run” before eclipse day.

3. Study the light level

As the moon gradually blocks more and more of the sun, you would certainly expect to see an associated change in the light level. Is there a direct relationship between the reading and the fraction of the sun that is visible?

• Visible light level measured with Go Direct^® Light and Color Sensor or Light Sensor
• UVA measured with Go Direct Light and Color Sensor or UVA Sensor
• Total solar radiation with Go Direct Pyranometer or Pyranometer
• Light color with Go Direct Light and Color Sensor

Compare the light levels before and after the total eclipse. The data above were collected in Oregon during the 2017 total eclipse. The eclipse was at totality at 10:18 am (PDT), and the sun continued to rise throughout the duration of the eclipse. The sun angle was 41 degrees at totality and greater after totality. Levels were higher after the eclipse, especially the UV levels because there is less atmosphere to dissipate the sun’s UV rays as the sun’s angle increases.

4. Investigate emission spectra

You often hear that the sky gets bluer as totality approaches during an eclipse. Is it really true? Use the Go Direct SpectroVis^® Plus Spectrometer with the Vernier Spectrophotometer Optical Fiber to collect an emission spectrum every few minutes as the eclipse proceeds and compare.

On a (rare) sunny day in March in Oregon, we captured an emission spectrum to demonstrate how to collect emissions spectra during an eclipse. Data were collected by pointing the optical fiber down at a piece of white paper on the ground. By varying the distance from the paper to the optical fiber, you can vary the intensity of the spectrum.

Sample data collected with the Go Direct SpectroVis Plus Spectrophotometer

When collecting data with the Go Direct SpectroVis Plus Spectrophotometer, the sample time was changed to 15 ms from the default 50 ms to avoid maxing out the reading at some wavelengths. To do this, choose Set Up Sensors from the Experiment menu. Choose the spectrophotometer, and then change the sample time.

The emission spectrum you see plotted is not a calibrated emission spectrum. That is, because the intensity at wavelength A is double the intensity at wavelength B, we cannot say that the energy delivered at wavelength A is double that delivered at wavelength B. The intensity is really a combination of how much light there is at that wavelength and how sensitive the detector is to that wavelength. If you always use the same instrument, you can compare the relative intensities at different wavelengths. For example, the widely reported phenomenon of the sky turning bluer as the eclipse approaches totality should show up in these spectra. The relative height of the blue intensities should increase as compared to the red wavelength intensities.

5. Examine temperature changes

Since we are interested in air temperature in this case, a sensor that responds quickly to changes in air temperature would be best. The Go Direct Surface Temperature Sensor or Surface Temperature Sensor will work best for this application.

The data above were collected during the 2017 total eclipse in Oregon.

6. Compare the wind speed.

During a total eclipse, you often get changes in temperature and there can be wind speed changes, as well. Use the Go Direct Weather System to measure the wind speed in one direction only. Mount the sensor on a tripod (not included) and orient it so that it points into the wind.

7. Take pictures

First, make sure that you never look through a camera directly at the sun. Don’t even point your camera toward the sun without a solar filter on it. You could damage your eyes.

• Be sure to bring a tripod to steady and mount your camera.
• Except during the brief period of totality, only photograph the sun through a filter designed specifically for that purpose.
• During totality, do not use a filter.
• Use a long focal length lens.
• Consider taking photos or even a video of the excited people around you during the eclipse.

The tremendous variation in light levels before and during the eclipse can make photography challenging, so don’t forget to enjoy the experience. There will be plenty of great photos available after the event from professional photographers. You might want to concentrate on capturing photos or videos of the excited people around you during the eclipse.

Share your data and pictures with us!

We encourage you to collect data and send it to us. It will be interesting to compare data taken by different student/teacher groups in different regions of the country. You can also post data and results on social media with the hashtag #VernierEclipse

Are you ready for the 2024 total solar eclipse? Explore Vernier eclipse resources.

Related:
For more news on STEM, visit eSN’s STEM & STEAM hub
Launching a districtwide computer science program for all grades
5 helpful hacks for managing a STEM classroom

Classworks®, an award-winning special education and tiered intervention platform, is validated by the National Center on Intensive Intervention (NCII) as an evidence-based reading intervention. The best-in-class program is listed on the  Academic Intervention Tools Chart and joins Classworks Universal Screener and Progress Monitoring in the company’s highly rated, NCII-validated offerings.

“We are excited to see Classworks Reading Intervention added to our portfolio of NCII-validated resources. For 20 years, districts across the country have used Classworks individualized interventions as an essential component of their DBI processes with  tremendous results,” says Melissa Sinunu, Classworks president and chief operating officer. “The recent focus on literacy across the country makes it more important than ever for districts to have access to evidence-based, impactful reading resources. We are proud that Classworks meets NCII’s rigorous technical standards for inclusion.”

NCII is a nationally recognized organization whose mission is to “support the implementation of intensive intervention for students with severe and persistent learning and social, emotional, or behavioral needs using data-based individualization (DBI).” For the Academic Intervention Tool review, NCII’s Technical Review Committee examined study quality and design, psychometric reliability of study measures, and outcome measures, among other qualifications. Classworks Reading Intervention received convincing and partially convincing evidence in the categories of Study Design, Participants, and Broader Measures.

“Douglas County Schools has used Classworks as part of its tiered intervention process since 2019. Knowing that a respected organization like NCII lists Classworks as an evidence-based resource reiterates that we made the right decision to make this high-quality tool available to our students. It’s so important that our teachers have the peace of mind and confidence that the programs they are using are valid, reliable, and effective. Kudos to Classworks for making the list,” says Dr. Kacia Thompson, director of extended learning and MTSS, Douglas County Schools, GA, and president of The Student Support Team Association for Georgia Educators (SSTAGE). 

‍‍About Classworks‍

Classworks leverages technology and evidence-based learning practices to transform how school districts support students’ academic, social-emotional, and behavioral needs. Our CASE-endorsed, comprehensive Special Education and Multi-Tiered System of Supports (MTSS) solution includes academic screeners, math and reading interventions, specially designed instruction, progress monitoring, and powerful data. Classworks Universal Screener and Progress Monitoring Assessments are validated by the National Center on Intensive Intervention (NCII).

Key points:

• Every student can be a math person—we just need the right resources
• Friday 5: STEAM education in action
• How this middle school teacher gets students to challenge themselves in math
• For more news on math learning, visit eSN’s STEM & STEAM hub

Say what you will about the universality of numbers and symbols; I’d politely argue that it does not follow that mathematics is a universal language. The problem for many struggling math students is that often those “universal” numbers and symbols hide in surrounding contexts of unfamiliar vocabulary, settings, and narratives.

As math educators, we can help those students by finding ways to relate their classroom learning to more recognizable cultural frames of reference that are authentic to the range of experiences in the room. In the process, math can actually become a universal thread to connect many types of content and learners. Number sense and quantities are some of the very few things that tie us together in a common experience.

Through my own work in the classroom with students and educators, I’ve discovered a few key ways to change the narrative around math.

Math is joyful!

Math should be an exciting space to be in, one that’s connected to experiences outside of the textbook or classroom. It should be joyful. But for multilingual students like me whose native language is not English, the math classroom can be a daunting place.

I’m a first-generation Dominican American. My mother’s emphasis on speaking Spanish in our home was one of the best things to happen to me—because of her decision, I’m bilingual today. But although I was a stellar student academically, I struggled in math. The linguistic supports I received in other content areas were not as present during math, in large part because of the assumption that math is a universal language.

Despite these experiences, I found my love for math as I became an elementary teacher after earning a master’s degree in education. My years as a classroom teacher and instructional math coach showed me that math not only is fun, and can be found everywhere, but every single person is capable of learning and excelling in the subject.  

Through my years in the classroom, I saw many students who reminded me of my early learning self–cautious and or apprehensive of math and their abilities to learn it. While educators provide many scaffolds to help our students learn math, we need to make sure that we integrate content and language into those frameworks. We should teach—and students should learn—them simultaneously.

Every student can be a math person

As a society we’ve considered math a gatekeeper to opportunities. Excel in math and you can pursue a wealth of STEM and other rewarding careers.

Unfortunately, we’ve also conveyed the idea that “some people are not innately math people.” This mindset and belief system could not be further from the truth. In many cases, struggling students simply have not had equitable access to math due to language barriers, underperforming schools, socio-economic issues, or other challenges. But we now have a wealth of resources and proven methodologies to ensure that every student knows and believes from the beginning that they are, in fact, a math person.

Instead of being an opportunity-killing gatekeeper, math can be the bridge builder, a pathway to choice and opportunity, and the thread that connects students to richer learning and life experiences.

Relate math to your students’ cultural frameworks

Educators can start by employing a culturally sustaining pedagogy, tapping into the unique experiences that each learner brings into the classroom. We must invite our students into the learning process as their whole selves, complete with their individuality, differences, and cultural diversity. Then we need to relate the math to each student’s cultural frame of reference, encouraging them to develop (and sustain) their own cultural and mathematical identities while seeing themselves as capable learners.

Utilizing digital learning tools to help improve and support meaningful student participation in math discussions is a key way to bridge this gap. Incorporating translanguaging during class can also encourage students to use their full linguistic repertoire to navigate the content. Language is complex, and we know that navigating it doesn’t always adhere to the silos of one or two. Students may know more or need more help than they’re able to express in any single language.

Math connects content and learners

All students benefit from storytelling and other integrating techniques; relevant and thought-provoking conversations elevate student voices and engage learners. Using storytelling during math instruction can:

• Provide context and make numbers on a page come to life. Math isn’t just 2 + 2 = 4. It’s two baskets for a four-point lead at halftime.
• Bridge mathematical learning to a world beyond the classroom. Teachers can help students see how math animates science, history, music, social studies, art, and sports.
• Restore, affirm, and sustain positive mathematical identities.

In teaching math, we also can’t lose sight of early numeracy. We need to be aware of unfinished learning–not every student comes into class at grade level; taking the time to learn about the whole child and their unique points of view will go a long way in nurturing their joy for learning and, in particular, mathematics.

Key points:

• Schools still rely on E-rate funds to upgrade and protect their technology infrastructures
• Will cybersecurity receive E-rate funding?
• 3 ways the E-rate program helps level up learning
• For more news on the E-rate, see eSN’s IT Leadership hub

When the Federal Communications Commission’s E-rate program first emerged in 1996, only 14 percent of the nation’s K-12 classrooms were connected to the internet. Since then, the program has transformed to help schools and libraries connect to high-speed broadband. Today, nearly three-quarters of K-12 school districts provide internet bandwidth at a minimum rate of 1 megabit per second, according to the 2023 Report on School Connectivity.

Despite making significant technological advances over the past two decades, schools still rely on E-rate funds to upgrade and protect their technology infrastructures. However, many districts find it challenging to engage in long-term planning without outside consultation or tools that help them evaluate their programs and stay abreast of the latest E-rate policy changes. Keeping up with comment cycles and changing requirements can open new opportunities for students and library patrons.

Bringing connectivity to school buses

After seeking input from the public, the FCC has issued new guidance for applicants seeking to outfit their school buses with Wi-Fi service. In December 2024, the E-rate program’s Eligible Services List for Funding Year 2024 was issued, which includes school bus Wi-Fi equipment and services as eligible for Category One funding. USAC, the E-rate program administrator, also provided specific guidance for the application process for this service.

Although E-rate has issued guidance for school bus Wi-Fi, including off-site hotspots into the program is still up for consideration.

Hotspots remain a hot topic

The FCC issued a Notice of Proposed Rulemaking (NPRM) late last year to make off-campus Wi-Fi hotspot services eligible for E-rate program discounts. During the initial comment period, the Commission received more than 60 comments, showing mixed support for making Wi-Fi hotspot services eligible for E-rate discounts. While commenters agreed students need access to off-campus internet services, they disagreed about ways to support that need. Some felt that E-rate laws should not include at-home internet connectivity. Others expressed concerns about the potential cost of adding hotspot service to the E-rate program.

Funds For Learning estimates that adding hotspot services to E-rate would increase the total demand for E-rate funds by 6.67 percent, or nearly $198 million; however, integrating hotspot support into the E-rate program would enhance remote learning capabilities and support the FCC’s commitment to educational equity. The increase would keep E-rate funding below the program’s $4.456 billion cap.

Limited time left to influence school and library cybersecurity

In November 2023, the FCC proposed the creation of a Schools and Libraries Cybersecurity Pilot Program—separate from the E-rate program—and sought comments on ways to fund enhanced cybersecurity and advanced firewall services for E-rate applicants. Under this proposal, interested schools and libraries would apply to participate in a pilot (or trial) program to receive funding for advanced cybersecurity projects.

Throughout the comment period, the Commission received nearly 40 comments from individuals and organizations who agreed that the FCC should move forward with the pilot, citing the critical need for advanced cybersecurity protections in schools. However, commenters stated they felt the three-year pilot needed to be shorter and its $200 million proposed budget should be higher. They also suggested the FCC refrain from narrowing the types of products, services, and technologies eligible for the program.

In comments Funds For Learning submitted to the FCC in January, we expressed our support for a shorter pilot window. We also proposed a higher $312 million pilot budget,  based on the average cost per participant for robust cybersecurity outlined in our 2021 E-rate Cybersecurity Cost Estimate report developed in conjunction with the Consortium for School Networking (CoSN). We also encouraged the FCC to empower applicants to use innovative and technologically enhanced solutions to protect their networks. Reply comments for the cybersecurity NPRM ended in February 2024.

Is your school or library prepared for E-rate Funding Year 2024?

Potential E-rate program applicants risk losing millions each year due to shortfalls in their E-rate processes and the need for insight into the FCC’s regulatory guidance. With the E-rate filing window now open through March 27, 2024, organizations must quickly evaluate their needs and complete eligible funding requests.

With the right data, school leaders can make informed decisions that maximize their budgets. New analytics and management tools can help service providers and school leaders manage their E-rate funds, meet critical application deadlines, and plan for the future.

The E-rate program continues to grow to meet the changing technology needs of schools and libraries due to the overwhelming number of voices expressing their needs and concerns with connectivity and cybersecurity. Continue to share your voice, and together, we can continue to improve the technology needs of schools, libraries, and our students.

Key points:

• The K-12 school library is a critical part of the learning environment
• 5 digital tools for school libraries
• How one district used federal funds to boost its digital library
• For more news on school libraries, visit eSN’s Innovative Teaching hub

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 21^st 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.

Key points:

• Collaboration and critical thinking skills will be vital once students move beyond the classroom
• PBL isn’t used enough–let’s change that
• Insights from educators: Priorities for 2023-2024
• For more news on PBL, visit eSN’s Innovative Teaching hub

Project-based learning (PBL) helps prepare students for college and beyond by actively engaging them in meaningful, relevant projects. In many situations, students will work on these projects for weeks or months at a time, which helps them develop deeper content knowledge when attempting to answer complex questions and resolve real-world problems.

With advances in digital tools, many teachers are finding that using edtech tools in PBL enhances projects by providing direct access to greater sources of information and by allowing students to collaborate more easily. Some believe that leveraging the right technology is one of the best ways to support students during PBL activities.

Using technology, students can communicate and collaborate in so many new ways. Edtech tools also enable students to learn beyond the four walls of the classroom, providing them with so many more opportunities to enhance their critical thinking skills and understand real-world situations.

Collaboration in PBL

Collaboration is an essential element in PBL. In the real world, students will often be required to collaborate with others to achieve their personal and professional goals. It’s important to teach students the art of effective collaboration when using the PBL approach.

Some refer to this as supporting a project learning community (PLC). When students work together, they foster a shared sense of responsibility that better supports their achievement. With a PLC, students can learn how to listen better, they can learn how to be a team player and share in each other’s success, and they learn how to hold themselves and others accountable. These are all important skills to have when moving beyond the classroom and into the real world.

Edtech tools to enhance critical thinking and collaboration in PBL

The best way to support PLCs when using the PBL approach is to invest in the right classroom tools. This will help you maximize the effectiveness of the PBL method by enabling students to work better together in harmony.

Below are some edtech tools to use when engaging students in PBL:

PBL Project Designer

PBLWorks, one of the leaders in the development of high-quality project-based learning, has created a tool to assist teachers when planning PBL projects. The PBL Project Designer walks teachers through each step when designing a project, offering them tips, instructional ideas, and links to resources.

Collaboration Tools

Collaboration tools are perhaps the most important when utilizing PBL. These tools can significantly improve project outcomes by enhancing communication, critical thinking, and innovations. Some useful team collaboration tools include:

• Asana
• Slack
• Wrike
• Lucidspark
• Microsoft Teams
• InVision

These tools offer something unique, whether it’s helping with project management, communication, visual creation, or whiteboarding. These are some of the best tools available today and are already used by some of the top companies across various industries to help their teams collaborate. 

Google

The Google platform also offers numerous project-based learning tools that work well in the classroom setting when students are working together on projects. For example, Google Classroom can be used to create project materials. Google Docs and the Explore feature make it easy for students to create documents for their projects and easily cite their work.

In Google Sheets, the Explore feature can also be used to analyze data for projects using machine learning technology. Google Earth and Google MyMaps are great features to help students when they are working on projects where they need to explore geographical or even environmental data.

Google Meet is an excellent collaboration tool that allows students to easily connect through secure messaging and video conferencing.

Translating PBL into real-world solutions

Another benefit of using edtech in the classroom with PBL is that it can also inspire and enable students to turn their project experiences into real-world solutions, such as coming up with their own ideas for a tech startup.

With so much technology and innovation at the tip of their fingers, many students have gone on to develop their own startups. Some of the most successful technology companies began at home or in a garage, such as Amazon, Microsoft, and Google.

Wrapping up

PBL is a powerful teaching method that can help better prepare students for their future. With so many new tools and technologies available today, there are countless ways teachers can enhance the PBL experience, fostering greater collaboration and critical thinking skills that will be vital to success once students move beyond the classroom.

Key points:

• Varied mental health supports can help students to become stakeholders in their well-being
• Empowering staff and students with a sense of belonging
• Schools are key to solving mental health equity gaps
• For more news on student mental health, visit eSN’s SEL & Well-Being hub

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.

Written by Jen Easterly, Director, Cybersecurity and Infrastructure Security Agency

Last month marks six years since 17 students and faculty senselessly lost their lives and 17 others were injured when a mass murderer entered Marjory Stoneman Douglas High School in Parkland, Florida and started shooting. Since that horrific day, 124 more Americans have been killed and 331 injured on campuses across the country in 189 separate school shootings—almost 3 shootings a month since Parkland. This is simply unacceptable, and it must stop.

Last month, I joined Education Secretary Cardona to not only remember, but also to walk in the shoes of those who lost their lives at Marjory Stoneman Douglas High School building 1200. I had the privilege of talking with the parents of Alex Schachter, Gina Montalto, Luke Hoyer, Jaime Guttenberg, and Alyssa Alhadeff, beautiful students with the brightest of futures ahead of them, and Debbi Hixon, the wife of Athletic Director Chris Hixon, who gave his life rushing into the building to save hundreds of students that day.

With daunting courage and grace, the families of these victims have turned one of the most devastating and traumatic experiences imaginable into action. They founded organizations, such as Stand with Parkland, Safe Schools for Alex, Make Our Schools Safe, and Orange Ribbons for Jaime and have tirelessly worked with everyone from the local school district, the district attorney, law enforcement, state and local officials, and the federal government to not only raise awareness of school safety, but also to make our schools safer. 

And while there have been notable improvements since the Parkland tragedy, the work continues. My visit reinforced my belief that every student and educator has the right to learn and teach in an environment that is safe, supportive, and free from any threat of violence. CISA, in collaboration with families of the Parkland victims, took action to formalize and strengthen our commitment to school safety in the wake of the tragedy by establishing the School Safety Task Force (SSTF) in 2019, our dedicated school safety program that creates resources and products to address the most pressing issues and threats confronting K-12 communities. Through our SSTF, we manage the Federal School Safety Clearinghouse, an interagency collaboration among the Departments of Education, Health and Human Services; Homeland Security; and Justice that bring the full resources from across the federal government together to strengthen the security of our nation’s schools.

As part of our work with the Clearinghouse, we manage SchoolSafety.gov, a comprehensive repository of more than 600 federal and state resources, programs, tools, evidence-based practices, and actionable recommendations across key school safety topics. A lot of our discussion while visiting Parkland was around building cultures of safety within our schools and local communities—a key focus of the resources available on the website.

School safety is not just the job of school administrators or school resource officers. We need to be thinking about how we can truly empower and engage all members of the community in safety efforts—creating positive, safe, and trusting environments; improving school physical security measures; providing appropriate training on emergency procedures and protocols; increasing mental health supports and resources; and implementing trauma-informed approaches to the educational setting.

Being in Parkland and hearing from students and faculty who were there that day and who live with the experience day in and day out underscored how important a school culture is that empowers students to come forward if they have concerns about safety. When schools are made aware of these potential threats, they can effectively intervene with the appropriate resources and support. To help schools create these cultures, CISA partnered with the U.S. Secret Service National Threat Assessment Center to develop the K-12 Bystander Reporting Toolkit. This toolkit, which was released last May, offers simple strategies and guidance K-12 schools can use to implement and enhance safety reporting programs and encourage bystander reporting.

We’ve also focused on the physical security of our nation’s schools. We’ve developed evidence-based tools that K-12 schools can use to evaluate and improve physical security. The K-12 School Security Guide Product Suite helps schools assess their unique needs and identify and prioritize actions to bolster physical security. This approach brings together different parts of school security that had traditionally been siloed to detect, delay, and respond to threats and risks so there is no single point of failure. CISA’s subject matter experts in the field – our Protective Security Advisors – are also available to help schools assess their security vulnerabilities and come up with a plan to be better prepared for emergencies.

Finally, during a roundtable after our walkthrough of the school, we talked about the impact that financial resources can have on the security posture of a school. However, the grants landscape can be difficult to navigate. To help schools locate and access the federal funding that’s available to them, SchoolSafety.gov developed the Grants Finder Tool. This tool compiles and organizes existing federal school safety-related grants in one centralized location and provides direction to help schools find the grant programs most relevant or applicable to their individual needs.

My visit to Parkland had a profound impact on me as a parent, as a public servant, and as a member of the broader school safety community; I will carry this experience and these conversations with me for the rest of my life. 

To those impacted by school violence, we honor the memories of your loved ones tragically taken too soon, and we stand in partnership with you to ensure that families and communities across our country do not have to endure this pain and loss ever again.

To the survivors and the families that lost loved ones at Marjory Stoneman Douglas High School six years ago today: we remain inspired and deeply moved by your actions, and by your efforts to turn your pain into progress and purpose. We are also grateful to the dedicated state and local officials for the invaluable on-the-ground work you do on the front lines of school safety. We are honored to work side-by-side with you for a safer and more secure nation.

As I reflect on all that we’ve accomplished in the six years since the Parkland tragedy, I also recognize that we have much, much more to do. The whole of CISA is steadfast in its commitment to making K-12 schools safer and more secure each day.