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:

• 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.

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.

This article on the science of reading originally appeared on Purdue University’s site and is reposted here with permission.

Key points:

• The science of reading refers to a vast body of research exploring how children learn to read
• States need to strengthen reading instruction policies
• How we can improve literacy through student engagement
• For more news on the science of reading, visit eSN’s Innovative Teaching hub

Purdue University has begun work to improve the reading abilities of K-12 students in Indiana by strengthening teacher preparation using science-based methods. The work is funded in part by a $1.5 million grant from Lilly Endowment Inc. awarded to Purdue in August as part of Lilly Endowment’s Advancing the Science of Reading in Indiana initiative, which launched in 2022.

The science of reading refers to a vast body of research that explores how children learn to read and includes explicit, systematic and cumulative instruction methods focused on phonics, phonemic awareness, fluency, vocabulary, comprehension, and writing and oral language. Purdue is one of 28 Indiana colleges and universities that received grants from Lilly Endowment to support efforts that integrate science of reading-aligned principles into teacher preparation programs.

From working with external consultants to diving deeper into the research on the science of reading to surveying former students about science of reading concepts, faculty across three campuses in the Purdue system — West Lafayette, Northwest and Fort Wayne — as well as two colleges, the College of Education and the College of Health and Human Sciences (HHS), are collaborating to bring together their diverse perspectives and elevate literacy teacher preparation at the university.

Six months in, the Purdue faculty have already made strides in their initial planning for revamping the curriculum. In early fall, the faculty gathered to review the results of a survey that would allow them to assess how prepared alumni and preservice teachers felt about literacy. Beyond the survey, the team met with external consultants and partnered with The Reading League Indiana to develop a common understanding of the science of reading and evaluate how this information would take shape in curriculum adjustments.

Purdue’s interdisciplinary approach is overseen by Jenna Rickus, vice provost for teaching and learning, and the grant is co-led by Christy Wessel Powell, associate professor of literacy education and the director of the Center for Literacy and Language Education and Research, and Catherine (Cammie) McBride, professor of human development and family science and HHS associate dean for research. Mary Ann Cahill, associate dean of professional programs and director of the School of Education and Counseling at Purdue Northwest, serves as the campus lead for Purdue Northwest, and Holly Hullinger-Sirken, clinical associate professor of elementary education, serves as the campus lead for Purdue Fort Wayne.

“We are grateful to Lilly Endowment and the state of Indiana for their proactive support for literacy education,” Wessel Powell said. “It’s vital to have these resources that we can put toward improving the ways that teachers are able to work with students and to know there is a long-term commitment toward these goals.”

The funds are being used toward faculty’s collaboration efforts to enrich their curriculum through science-based literacy methods in elementary education, special education and early childhood education. Their work spans five main goals:

• Refining science of reading content in the coursework of Purdue’s undergraduate education licensure programs.
• Creating stacked credentials for undergraduate and graduate students as well as offerings for current teachers.
• Creating an online repository of scientific research related to reading and writing.
• Providing professional development to faculty across all Purdue colleges, campuses and programs related to literacy.
• Making connections to state leadership by providing research-grounded resources on literacy.

Those working on the grant will continue to meet regularly in the spring to begin the process of restructuring and planning courses that will bolster the curriculum and better equip future teachers with an in-depth understanding of the science of reading. This spring, the team will also begin developing professional development workshops for all Purdue faculty involved in teaching reading and writing across Purdue campuses as well as begin to build an online repository of resources to which faculty can refer.

“Ultimately, what we hope is that the courses that are being used to train the teachers are better aligned with the science of reading and that the teachers make use of all their different skills-building to be better teachers and help the kids to read better,” McBride said.

Hullinger-Sirken noted that now is an important time to look at literacy, not only because the education landscape looks different since the COVID-19 pandemic but also to accommodate the various needs of Indiana children.

“There has been a lot of attribution to post-COVID, but we also know that we have a very diverse population of students in the state of Indiana, and we know that when it comes to literacy, there’s a lot of different components that play into how proficient a student can be with their literacy skills,” Hullinger-Sirken said. “It is our responsibility as educators and professionals to ensure that no student lacks any of those skills and that we are doing our due diligence to provide them with that. I think this grant comes at an opportune time because it gives us some of the resources and the attention to really focus on that specific goal.”

To meet the needs of Indiana’s diverse population, the grant has also brought in faculty such as associate professor Trish Morita-Mullaney, who specializes in English language learning, to focus on what is distinct about language and literacy learning for English language learners.

The grant’s 33 faculty members have experienced the cross-disciplinary element of Purdue’s work, which many noted has proved fruitful in allowing them to share their knowledge and pool resources.

“I really think the early childhood component; the developmental part; and the speech, language, and hearing sciences faculty and what they can contribute just make this a more inclusive and ultimately more useful approach to teacher training,” McBride said.

Grace Pigozzi, assistant professor of elementary and early literacy, explained it can be easy in higher education to get into a day-to-day routine and become siloed, so the opportunity of the grant allowed faculty to see the ways the Purdue University system works together and can make a difference in literacy education.

“For this opportunity to exist, we had to figure out who we were as an entity, and for me, that’s been the most amazing part,” Pigozzi said. “Now, knowing everyone and being able to have these funds to guide us as we’re doing this very difficult work is a kind of solace.”

As part of the grant, Chenell Loudermill, clinical professor in the Department of Speech, Language, and Hearing Sciences, organizes outside consultants to fulfill the professional development component. She noted this offers faculty on the grant the opportunity to not only learn from each other but also think outside the box by exploring expertise outside of the university in areas such as psychology, education, communication sciences and disorders, neuroscience, and more.

“The interdisciplinary approach taken by Purdue University is what is needed to move the teaching of reading and writing forward in Indiana,” Loudermill said.

The faculty shared that having Purdue contribute to Lilly’s initiative to advance the science of reading will allow the university to increase its impact on Indiana children and teachers. This funding by Lilly Endowment and Purdue’s work within it complement a statewide effort by the Indiana Department of Education to improve reading achievement in K-12 schools by helping current teachers implement science of reading-aligned principles in their classrooms.

“We’re a land-grant institution, so this is right in our wheelhouse,” Wessel Powell said. “I can see that we have so many opportunities for synergy and to expand how we affect the entire state.”

Key points:

• Making summer reading a year-round project is critical part of a learning strategy
• States need to strengthen reading instruction policies
• How we can improve literacy through student engagement
• For more news on literacy, visit eSN’s Innovative Teaching hub

When I began teaching English as a second language (ESL), I had anywhere from seven to 13 different languages in my classroom because our district was in an area with a lot of recent immigration. It was an entry point for me to begin thinking about what a rich profession teaching is, along with how students develop their early reading skills, especially when they are learning multiple languages at once.

Today, I am the director of Literacy First, a program that the University of Texas launched almost 30 years ago with the mission of teaching students to read in the early grades. Literacy First fulfills its mission by offering a variety of support services, with a particular focus on achieving successful outcomes for growing readers, including one-to-one literacy interventions, teacher and staff training, instructional coaching, data-centered advising, and bilingual and culturally sustaining reading resources and interventions. One of the things I’ve learned a great deal about along the way is how to run an effective summer reading program for emergent bilingual students.

Here are three best practices that are effective regardless of the languages your students speak at home.

1. Encourage students to read at home by embracing their home language.

At Literacy First, we’ve always taught in Spanish. In fact, ours is the only program of its kind in the country that does early reading intervention and Tier II instruction in Spanish. We know from a couple decades of research that when children learn to read in their primary language, they are able to learn to read in additional languages more effectively.

If a teacher works on foundational skills such as phonological awareness, phonemic awareness, decoding, fluency, and comprehension in Spanish with a student who is more comfortable in that language, those skills will transfer, building better English results over time and offering that student all the amazing assets that come with being bilingual.

It’s also important to remember that the majority of emergent bilingual students in the United States are actually simultaneous language learners already. Many of them were born in the U.S., and all of them now live here in this English-oriented country. Most of them aren’t starting from zero, so I suggest a nuanced approach to thinking about the strengths students bring with them. What is their full linguistic repertoire? How can we assess and understand those strengths across languages to teach more effectively? Ultimately, it means understanding that bilingualism is the goal rather than English proficiency alone, and that means there is no hurry to jump to English without instruction in other languages. Students will make progress—even on their ability to read in English—as they develop their home language skills.

Students in Texas schools speak more than 120 languages, with 88 percent coming from a Spanish language background. Beyond formal summer school that teaches multilingual development and encourages families to nurture home languages, access to books in those languages or books that reflect students’ cultural backgrounds (such as those in the Capstone virtual library) can also support their reading development.  

2. Provide a constantly refreshed diet of new books.

When I worked at Austin Independent School District, we really latched onto this study from literacy intervention expert James Kim that found students in grade 6 could beat the summer slide by reading just five books over the summer. Today in Austin, there’s still a campaign telling students and families to “Beat the summer slide, take the 5 book dive,” as they distribute books all over the city. Even that small number of books has a big impact, especially for students who don’t have access to enrichment opportunities.

If you’re looking at younger students, however, they really need more like five books each week, and they need to be voraciously gobbling down those books. They need appropriate reading material at their fingertips in any way possible. Sixth graders need chunky chapter books, but younger kids are going to read books that are sometimes just two or three dozen pages long. I also see with my own younger children that when we get back from the library, only 10 of the 20 books we brought back are actually interesting to them, and sometimes only one is engaging enough to read with a parent and then later on their own. Younger children really need a constantly refreshed diet of new books.

Weekly trips to the library are a great way to give them new books, but not all parents have the time or opportunity to visit the library regularly. Digital libraries are also an excellent solution that doesn’t require anyone to leave the house. My kids’ school district offers PebbleGo, which they love because it has a huge selection of books and articles, and because it provides built-in support, such as word definitions and the ability to switch between English and Spanish.

3. Build in touchpoints to maintain momentum.

It’s important to build excitement about your summer reading program before school is out. No matter how well that goes, however, students’ reading momentum will slow down after the first few weeks of summer. To keep students and their families focused on reading, be sure to have a few touchpoints planned. Mailing out a few more books is a great option, and a book bus that travels around the district can be a fantastic way to bring members of the school community together during the summer. Teachers who have strong relationships—and shared language backgrounds—with their students can be instrumental in encouraging and inspiring them to read over the summer by sending planned messages or convening events. However, teachers’ efforts should be compensated and supplemented by school, district, and community support.  

When I was with Austin ISD, we partnered with a local bookstore that did some promotional work for us and offered discounts to families. We also partnered with the libraries within the district as well as a digital library provider to ensure students had a vast library at their fingertips, no matter where they were. The donations and other help from those partners were really instrumental in making our summer reading programs work.

Finally, many schools wait until spring to plan their summer reading program, but making it a year-round project is the most effective way to make sure your students have as many books as you can get into their hands, give yourself time to build excitement, check in to maintain momentum, and help all of your students avoid the summer slide, no matter what language they speak at home.

Key points:

• The science of reading is key in student achievement–here’s what it is
• Implementing the science of reading ‘one bite at a time’
• How to improve literacy through the science of reading
• For more news on the science of reading, see eSN’s Innovative Teaching hub

While high-quality literacy instruction has remained a cornerstone of education leaders’ priorities, this year, the science of reading has dominated classrooms and discussions around instructional strategies.

In short, according to the National Center on Improving Literacy, the science of reading is “research, over time, from multiple fields of study using methods that confirm and disconfirm theories on how children best learn to read.”

Teaching based on this research includes phonemic awareness, phonics, fluency, vocabulary, and comprehension. It is not a specific program or intervention or phonics-based programs that drill phonics skills. And, as with all research, the science of reading is evolving–there is much more to be learned.

Here’s a look at some of the latest research, thoughts, and strategies, directly from classroom experts and industry veterans:

In districts across the country, educators are continuing to support students with post-pandemic learning recovery. Many students are still reading below the level appropriate for their grade–roughly one-third of fourth graders in the United States read at or below what’s considered the basic level. And unfortunately, even before the pandemic, reading achievement has been low over the past several decades. Here are 4 simple steps to help educators begin implementing the science of reading.

Conversations about the science of reading are happening primarily with elementary and early childhood educators. Those conversations are preventing further literacy injustice and disenfranchisement. But how are we addressing the ways that the system has failed our secondary students when they first learned to read? Here’s how a middle school ELA teacher is learning to support the students in her class who were passed along without receiving the literacy instruction they needed.

Maryland’s Prince George’s County Public Schools is supporting all K-3 teachers with science of reading resources and practices. Educators are diving into the integration of the science of reading and the teaching of science using digital resources. This work, which was started through conversations with the Mississippi Department of Education, was recently presented to the district’s PreK- 3 teachers. Prince George’s County K-3 teachers are exploring three instructional ideas: Using video segments to build understanding of science concepts, using science words for phonological awareness and phonics activities, and developing digital activities to integrate background knowledge building and literacy skills. Learn more about the district’s work.

Educators across the country have been discussing the science of reading and working to align their materials and practices to this research into how students learn to read. In the coming year, that broad trend will continue, with a shift to looking beyond knowledge building as schools, districts, and states begin improving capacity and creating systems aligned to the science of reading. Here, Kari Kurto, National Science of Reading Project Director at the Reading League, takes a look at a few specific predictions about what that could look like in 2024 for policymakers, schools and districts, educators, and publishers. At the state level, policymakers and decision-makers will continue to develop guidance around the science of reading and evidence-aligned practices. Many states that have recently begun this work start with initiatives focused on building knowledge, which is a great first step. In the new year, more administrators and other educators will focus not just on building knowledge and ensuring their materials are aligned to the science of reading, but they will go beyond to examine hiring practices, multi-tiered systems of support, assessments, the science of learning and implementation, and more. Learn more about how different stakeholders will champion the science of reading.

A new NCTQ report, State of the States: Five Policy Actions to Strengthen Implementation of the Science of Reading, highlights five key policy actions states should take to strengthen teachers’ reading instruction and examines the extent to which states focus on them. The five policy actions are: Setting specific, detailed reading standards for teacher prep programs; reviewing teacher prep programs to ensure they teach the science of reading; adopting a strong elementary reading licensure test, requiring districts to select a high-quality reading curriculum; and providing professional learning for teachers and ongoing support to sustain the implementation of the science of reading. Read more about how states can strengthen literacy instruction training.

Key points:

• Use “hooks” to captivate students’ attention and foster excitement for learning
• Student engagement requires more than edtech tools
• PBL isn’t used enough–let’s change that
• For more news on teaching trends, visit eSN’s Innovative Teaching hub

Learning is a dynamic process, one in which learners must be actively engaged. However, studies suggest that a significant percentage of students feel disengaged in their learning, posing a challenge for educators. As teachers strive to adapt their instructional methods to nurture student curiosity and drive deeper student engagement, the principles outlined in Teach Like A Pirate offer valuable insights. 

A few years ago, I read the book Teach Like A Pirate by Dave Burgess, and the ideas resonated with me and changed my perspective on instructional practices. In his book, Burgess emphasizes the importance of Passion, Immersion, Rapport, Ask/Analyze, Transform, and Enthusiasm (P.I.R.A.T.E.) in teaching. Central to this approach are the hooks – strategies that captivate students’ attention and foster excitement for learning. Here, we explore five effective hooks I’ve shared with the educators I support that are inspired by the book, along with specific examples of their implementation: 

1. The Mystery 

Creating a sense of intrigue and anticipation can significantly enhance student engagement. Simple yet effective strategies, such as presenting a mystery box or revealing half of an image, encourage students to speculate, discuss, and inquire. By tapping into their curiosity, educators can stimulate deeper learning experiences. 

Within their K-12 platform–Discovery Education Experience–the team at Discovery Education has created an entire section on Instructional Hook Strategies as part of their Spotlight On Strategies resources. Two examples that I implemented in my classroom, were Half of the Picture and Half the story.  

Present students with half of an image and prompt them to speculate on the missing portion. For example, show only the right half of an image of soldiers and ask students to guess what the soldiers are preparing for.  

Zoom in on a projected image, revealing only a portion to students. Prompt them to guess what it could be, gradually zooming out to unveil the full image. These strategies encourage curiosity and critical thinking, setting the stage for deeper exploration of the day’s lesson. 

2. The Technology Hook 

The use of technology can be a hook in itself, but it can also be combined with most of the other hooks to amplify the learning experience. The mystery hook could be applied when connecting to experts, authors, or other classes. Students could try to guess who they will be meeting with or where they are from.  

Technology not only engages students but also offers opportunities for alternative assessments that encourage creativity and individuality. By incorporating alternative assessment formats, students can demonstrate their understanding in unique ways. For instance, when prompted with questions such as ‘Were the colonists justified in rebelling against the British?’, one reserved student expressed her thoughts in a British accent during an audio recording. This unexpected approach not only revealed her personality but also showcased her depth of understanding. Such personalized assessments serve as catalysts for further exploration of students’ interests and capabilities. 

Embracing alternative assessment methods not only fosters deeper engagement but also unlocks students’ creativity and individuality. Projects using platforms like Flip,  Garageband, Russel Tarr’s ClassTools Fakebook page, Matt Miller’s Ditch That TextBook templates, and Ryan O’Donnell’s Creative Ed Tech site offer innovative ways for students to showcase their understanding while connecting to their interests. 

By harnessing these resources, educators empower students to demonstrate mastery authentically, fostering deeper engagement and meaningful learning experiences. 

3. The Kinesthetic Hook  

Engaging students through movement is a powerful strategy that enhances active participation and deepens learning experiences. By incorporating kinesthetic hooks into teaching practices, educators can create dynamic and immersive environments that promote collaboration and critical thinking.  

Gallery walks provide a transformative approach to traditional presentations, fostering active participation and deeper learning experiences. Rather than passively listening to student presentations over multiple class periods, gallery walks utilize both classroom and hallway spaces as dynamic learning resources. This setup encourages students to actively engage by moving around and interacting with various materials. 

During gallery walks, students have the opportunity to explore a variety of resources, including posters, QR codes linked to slide presentations, and informational materials. This station-like setup allows students to interact with multimedia content such as text resources, video clips, and presentations, thereby enhancing their understanding and retention of the material. 

By offering a multisensory approach, gallery walks engage students on multiple levels, catering to diverse learning preferences and fostering a deeper connection with the content. As an educator who has transitioned from traditional presentations to gallery walks, I have observed firsthand the transformative impact of this approach. It ignites greater student engagement and enthusiasm for learning, ultimately leading to more meaningful educational experiences. 

4. The Safari Hook  

Scavenger hunts and interactive challenges offer exciting avenues for students to apply their knowledge while fostering independent learning and problem-solving skills. Utilizing tools like Google Forms, educators can craft digital scavenger hunts with self-assessing questions, promoting engagement and autonomy in learning. Incorporating elements of gamification, such as unlocking clues or prizes, enhances motivation and bolsters learning outcomes. 

For instance, digital photo activities like the alphabet photo book engage elementary students in identifying letters by capturing images around the school. This approach extends beyond traditional assessments, allowing educators to assess various skills and knowledge through student-generated content. 

Another hook is bringing the Amazing Race into the classroom. Educators can leverage Google Forms and response validation questions to create unique challenges at each ‘Pit Stop.’ By incorporating QR codes for easy access and navigation, educators immerse themselves in the activity, gaining valuable insights into students’ engagement and understanding. 

Alternatively, activities like BreakoutEDU provide a thrilling experience by presenting students with clues to open locks and reveal hidden treasurers. Platforms like  Flippity.net offer flexibility in designing scavenger hunts, replacing physical locks with digital counterparts and providing endless possibilities for creative challenges. 

Regardless of the chosen activity, participants of all ages delight in the opportunity to move around and engage in thought-provoking challenges, reinforcing learning in an interactive and enjoyable manner. 

5. The Picasso Hook 

Visual storytelling and sketchnoting are powerful tools for comprehension and creativity. With touchscreen devices and digital whiteboards, students can create visual representations of concepts, enhancing understanding and fostering creativity. Sketchnoting allows students to capture information from text, video, or presentations using drawings, facilitating better retention and understanding through visual connections. 

Technology makes sketchnoting accessible to students of all skill levels. For instance, touchscreen devices like iPads enable students to use apps like Freeform for drawing. Additionally, tools like QuickDraw by Google assist students in generating visual content by predicting drawings and offering clip-art style options. 

Digital notebooks offer another avenue for visual expression. Students can use templates in Google Slides, PowerPoint, or Keynote to add information, take notes, and include images to support their understanding. Tools like Google Drawing can be used to annotate images or create hand-drawn copies, allowing students to personalize their learning experience and showcase their understanding effectively. 

Incorporating these hooks into instructional practices not only revitalizes classroom experiences but also cultivates a deeper connection between students and learning. By stimulating curiosity, fostering creativity, and promoting active participation, educators can create dynamic and immersive learning environments that inspire a lifelong love for learning. 

This story was originally published by Chalkbeat. Sign up for their newsletters at ckbe.at/newsletters.

Wisconsin is creating a new literacy office and hiring reading coaches. Ohio is dedicating millions to a curriculum overhaul. Indiana is requiring new teacher training.

Dozens of states are moving to align their teaching practices with the science of reading, a body of research on how children learn that emphasizes explicit phonics instruction alongside helping students build vocabulary and knowledge about the world. But a national policy group says many states still have significant work to do to ensure strong reading instruction.

A new report from the National Council on Teacher Quality finds that half of states don’t set specific standards telling teacher prep programs what future educators should know about teaching reading, and 28 states cede their authority over teacher prep programs to outside accrediting agencies with vague guidelines. A similar number of states administer weak licensure tests, the report said, creating uncertainty about how well prepared teachers are.

Meanwhile, just nine states require that districts adopt high-quality reading curriculum, NCTQ’s analysis found. Only three of those — South Carolina, Tennessee, and Virginia — require districts to choose curriculum from a state-approved list and cover the cost for districts.

NCTQ President Heather Peske hopes the report can serve as a roadmap for states looking to improve reading instruction.

“We cannot continue to accept the reading outcomes that we’ve been seeing,” she said.

Last year, NCTQ’s review of hundreds of teacher preparation programs found that thousands of educators graduate every year unprepared to teach children how to read, or trained using debunked literacy instruction strategies.

Some of the states that got good ratings from NCTQ in its new report have been at it for years. Mississippi passed its first reading law a decade ago. Colorado stepped up regulation of its teacher prep programs five years ago.

Other states NCTQ called out for their weak policies are just getting started. Illinois is poised to adopt a new literacy plan this year. New York Gov. Kathy Hochul just announced a major new literacy initiative. New Jersey Gov. Phil Murphy highlighted early literacy in his State of the State speech.

NCTQ makes five main recommendations. States should set well-defined standards for how teacher prep programs teach reading, review those programs thoroughly, use a rigorous licensing test that includes all components of how students learn to read, require that districts use high-quality curriculum, and provide ongoing training and support.

These types of policies often face pushback from school districts, universities, and teachers unions that see politicians infringing on educators’ authority and autonomy.

In Colorado, some school districts initially resisted state curriculum guidelines. Others struggled to find approved curriculum that felt culturally responsive. In Illinois, political opposition and lack of state funding means the new literacy plan has no teeth. In Ohio, Reading Recovery, a popular but increasingly disfavored reading program, is suing the state for banning certain methods of teaching.

NCTQ’s reports have also come in for criticism for their technical and narrow view of good teaching, for being incomplete, or for not relying on the right data — Peske said states had multiple opportunities to review the latest report and offer corrections. Other advocacy groups have laid out different priorities for reading instruction.

Melinda Person, president of the New York state teachers union, is excited the governor wants to invest $10 million in teacher training aligned with the science of reading. But she’s cautious about calls to get every district to adopt curriculum that meets a currently undetermined standard. She fears that state-approved lists could be influenced by lobbying or force districts to abandon good programs developed by local educators.

“Teaching a child to read is a very complex task,” Person said. “Don’t oversimplify this. It is brain science. Hundreds of studies are pointing us in this direction, but they are not pointing us to ‘buy this curriculum.’”

Data lacking on curriculum in school districts

Twelve states received “strong” ratings overall in NCTQ’s report, including Colorado, Florida, Tennessee, Texas, and Virginia.

NCTQ categorized 16 states as having “weak” reading policies, including Illinois, New York, and New Jersey, while three states — Maine, Montana, and South Dakota — were marked as “unacceptable” because they had few or no state-level reading policies.

An analysis by Education Week found that 32 states and the District of Columbia have adopted new reading laws since 2013, but NCTQ found many of these states still had major gaps in teacher preparation or curriculum.

States with strong oversight of teacher prep programs lost points for having weak standards, and states with strong standards lost points for weak oversight. More than half of states, NCTQ found, review the syllabi of teacher preparation programs, but just 10 include literacy experts in the process.

Most teacher prep programs don’t devote at least two instructional hours to how to teach English learners to read in an unfamiliar language or to supporting struggling readers, NCTQ’s analysis found. Even fewer programs provide opportunities for student teachers to practice those skills.

Meanwhile, 21 states don’t collect any data on the curriculum their districts use, nearly half offer no guidance on picking curriculums that serve English learners, and a third offer no guidance on how to use curriculum to support struggling readers. Even in states that value local control, Peske said states have a duty to offer guidance, and many administrators likely would welcome it.

NCTQ’s analysis does not address third-grade retention policies that have been adopted in 13 states. Nor did NCTQ’s report address universal screeners that look for warning signs of reading difficulties such as dyslexia.

Advocacy groups like JerseyCAN have made universal screeners and parental notification key parts of their platform. “Parents cannot ring the alarm or participate in this goal effectively if they don’t know where their children stand,” Executive Director Paula White said.

Linking new policies to test scores can be challenging. Mississippi students’ growth on national exams has been touted as a “miracle.” But students there still have lower test scores than students in some more affluent states with weaker policies.

New York and New Jersey governors elevate literacy

New Jersey received a weak rating from NCTQ due to inadequate standards for teacher prep programs, no requirement that elementary teachers have reading training, and no curriculum requirements or even guidelines for local districts.

White, the JerseyCAN leader, said she hopes the state is turning the corner after years in which people told her “we got this, we’ll do it on our own,” or “We’re already doing what you want us to do, so why should we expend energy on state policy or legislation?”

In neighboring New York, NCTQ gave the state some credit for strong state oversight of teacher prep. But the state lost points because reading standards aren’t specific enough. Nor does New York require districts to adopt high-quality curriculum — its powers are limited under state law.

Hochul’s push on literacy comes as New York City is months into its own reading overhaul, with schools required to adopt one of three approved curriculums. It’s not clear yet how the state might encourage districts using low-quality curriculum to make different choices. State officials are also developing a plan to incorporate more science of reading into teacher prep programs.

Judy Boksner, a literacy coach and reading specialist at P.S. 28 in the Bronx, recalls the “aha moment” she experienced after getting trained in the science of reading on her own time. She said the approach helps more students more reliably than the methods she was previously trained to use, but it can be slow at first.

Curriculum and training requirements are good, Boksner said, but schools still need ongoing support, including literacy coaches.

“In all these curriculums, they have tasks in them. We don’t know if they’ve all been tested in the field. Some of the tasks are so hard for kids, and if you don’t train your teachers well, kids will still struggle,” Boksner said.

Illinois on verge of adopting new literacy plan

In giving Illinois a “weak” rating, NCTQ found the state has set good standards for teacher preparation programs, but called for more oversight to ensure programs are following through. And NCTQ labeled as “unacceptable” Illinois’ lack of any guidance around high quality curriculum.

The report comes just as Illinois is finalizing a literacy plan to help school districts revamp how students are taught to read. After a two-year legislative fight, advocates successfully passed a bill last year that requires the Illinois State Board of Education to write a literacy plan, create a rubric for school districts to grade curriculum, and offer professional development to teachers.

But the new law does not mandate school districts adopt a phonics-based approach that’s key to the science of reading. Other ideas, such as reading grants and an approved curriculum list, didn’t survive the political process.

“There are really no mandates on school districts,” said Stand for Children Illinois Executive Director Jessica Handy, a literacy advocate who helped write the 2023 bill and negotiated with lawmakers. “I think reading grants would be one way to get buy-in from school districts and get more people thinking about how they can accelerate their progress to improve literacy curriculum.”

Education advocates hope to see $45 million from $550 million in new state funding go towards regional literacy coaches and state board staff that work just on literacy — and Stand is working on a new bill that Handy hopes strengthens the literacy plan.

Chalkbeat is a nonprofit news site covering educational change in public schools.

Related:
How we can improve literacy through student engagement
The science of reading, beyond phonics
For more news on literacy, visit eSN’s Innovative Teaching hub

This post originally appeared on the Christensen Institute’s blog and is reposted here with permission.

Key points:

• Teaching trends will impact K-12 learning in myriad ways this year
• Student engagement requires more than edtech tools
• Insights from educators: Priorities for 2023-2024
• For more news on teaching trends, visit eSN’s Innovative Teaching hub

As we move through the beginning of 2024, parent power, rethinking assessments, and career and technical education (CTE) for every student are some of the trends rippling through K-12 education.

Here are six top trends for educators, parents, and policymakers to understand.

1. The rise of homeschooling

It’s not new to note that homeschooling has grown significantly over the last few years since the start of the pandemic and diversified even more. Even mainstream media has picked up on the trend and called it the fastest-growing segment of schooling. My read is slightly different. The news should be that the growth in homeschooling from the pandemic is proving much stickier than people originally expected it to be. But the breakneck growth has slowed. It may even be declining.

2. Parent power

The bigger trend is that parents are feeling much more empowered to make choices about their children’s education. Not only are they choosing homeschooling, but more families are also choosing other alternative forms of schooling, such as private schools, charter schools, virtual schools, microschools, and a variety of hybrid homeschooling arrangements in which parents are stitching together their child’s schooling from a range of options.

Parents are also exerting themselves within schools by advocating for changes in curriculum and instruction—whether that’s to move to reading instruction in line with the evidence of how students become good readers, or in the way the books in a school library reflect a community’s values.

But broadly speaking, this parent-power movement is creating a flourish of different schooling arrangements as parents want to ensure their children make progress in their development. A big question for this movement will be the sustainability of the supply of microschools and other educational options. Many of the microschools that have popped up are small co-ops that a single teacher, who is disaffected with their public school, decided to create. Will these communities be sustainable in the long run? It’s unclear at best. For-profit and nonprofit companies are also continuing to grow to fuel the microschool movement—from Wildflower School’s Montessori microschools to Acton Academy and Kaipod Learning.

3. Education savings accounts

Related to the parent-power trend is the growth of education savings accounts (ESAs)—with 13 states now having such policies. ESAs are not vouchers. They are a much deeper form of supporting educational choice in which the state funds a savings account, and a family is allowed to spend the dollars in that account on a wide range of educational goods and services. That’s different from a voucher, which is essentially a ticket for one kind of educational service—a school—and you either use it or lose it. With an ESA, there is an incentive for a family to shop for value and save money until they find the right service for their child—they can spend the dollars across school tuition, piano lessons, online courses, equine therapy, and more. ESAs are popular among people with different political beliefs. But they have largely been passed in right-leaning states to this point. There is an ongoing discussion about the accountability for these dollars, with some arguing that parents making choices is the ultimate accountability, whereas others want to see more traditional measures of accountability put in place.

4. Challenges for traditional school districts

Many traditional school districts are continuing to struggle given this context. They’ve lost students, particularly in urban and high-poverty districts, to other schools. They’ve shrunk because there are fewer students thanks to a broader demographic decline in new births that began in 2008 and hasn’t changed. They’ve struggled with chronic absenteeism.

What’s behind many of these struggles is a one-size-fits-all mindset that clashes with education pluralism and parents’ more active desires for customized support and schooling models to ensure that their children make progress. Moreover, a compliance mindset that pervades many districts has further hindered them. That mindset can be seen in many districts’ immediate action to ban generative artificial intelligence, not explore how it could help them achieve their goals for each student.

What should schools do? That’s the topic of my book, From Reopen to Reinvent. But the shorthand is they should be creating autonomous educational offerings where they can lean into the drive for customization and rethink schooling.

5. Portrait of a graduate and rethinking assessment

An increasing number of states have moved to create portraits of a graduate—what they believe students should know and be able to do upon graduation. These measures are much broader than just the standards underlying required graduation requirements. But they are also, to this point, largely aspirational. They aren’t backed by assessments that verify a student has mastered the competencies underlying such portraits. That’s part of what’s creating a window for rethinking assessment more broadly. The Carnegie Foundation in partnership with ETS, New Meridian, Schoolhouse.world, and others are seeking to take advantage. I hope that this movement will open a larger window for mastery-based, or competency-based, learning, such that we prioritize the success of every single child, not just the few who can keep up with the lockstep pace of schooling.

6. CTE for all

There is a growing realization that the “college-for-all” movement of the last several decades has not served all students well. Many students who start bachelor’s degree programs do not complete them. When they leave college with student debt, the outcomes are horrendous. There is a growing recognition that we need to bring back career and technical education, but that it must not repeat the mistakes of vocational education, which was often a tracked system based on race. Instead, the path forward should be to make sure all students experience meaningful work-based learning as part of their middle and high school experiences. These experiences can help them start to learn about different career options; build their sense of what they like and dislike about them; understand what it takes to do certain careers—the path, the time, the money; and build social capital so they can go out and seize the opportunities that speak to them. As dual enrollment increasingly blurs the lines between high school and college, we should also make sure that meaningful work-based learning experiences become part of middle and high school for all students—and that they can then make informed choices about their post-high school pathway.

Key points:

• A new report urges policymakers to help students develop career-ready skills at each level of education
• 3 lessons on perseverance from a honey badger
• Are you tackling the durable skills challenge?
• For more news on career-ready skills, visit eSN’s Innovative Teaching page

This article was originally published by SREB and is reposted with permission.

Communication, teamwork and problem-solving are clear priorities among success skills that employers seek, according to a new report by the Southern Regional Education Board.  

The Skills Employers Demand: An Analysis of the Research summarizes 10 years of studies, from 2013 to 2023, and analyzes job postings in the 16 SREB states.  

The report is designed to help educators and policymakers as they integrate these skills into what students learn in K-12, dual enrollment and postsecondary education. SREB’s Dual Enrollment Initiative includes a focus on skills for careers of the future.  

Success skills ─ sometimes called soft, durable, non-technical or employability skills ─ are personal qualities that advance careers and increase productivity. 

“At a time when we’re all learning how AI can do routine tasks, these are the qualities that set humans apart from machines,” said SREB President Stephen L. Pruitt. 

The most sought-after success skills across industries were remarkably consistent in academic and business studies: 

• Communication, oral and written 
• Teamwork and collaboration 
• Problem solving and critical thinking 

Supervision and management also emerged as a top skill in health care and STEM industries, where SREB predicts the largest workforce gaps in Southern states.  

“There is growing demand for these success skills, which are associated with higher earnings, adaptability, career progression, resilience and productivity,” said Courtney Leidner, SREB research analyst and author of the study.

For Educators and Policymakers
Promising Strategies to Build Success Skills  

“Building a plan to change instruction and integrate these skills into all programs of study is an important step,” said Dale Winkler, SREB senior vice president for school improvement. “SREB is committed to helping states and schools tailor strategies for their local areas.” 

Many SREB states are working to incorporate success skills into what students learn, from K-12 through postsecondary education. In addition to course standards, research suggests these strategies: 

• Tailor success skills to high-demand industries in your state or community by examining local job data.  
• Develop a cohesive approach across K-12, two-year and four-year colleges. 
• Use widely recognized credentials with clear criteria from reputable organizations. Credentialing can show employers that high school or college students have passed skills assessments.  
• Offer project-based and work-based learning experiences. 

Work-based learning allows students to learn to function in the workplace through mentoring, internships, apprenticeships or on-the-job training. It can begin in earlier grades with guest speakers, workplace tours and job shadowing 

Project-based learning, where students learn through practice and feedback on authentic, concrete projects, may be particularly effective in developing collaboration, adaptability and management skills. 

Key points:

• The Talents Unlimited model and edtech resources play a role in this educator’s strategy
• 5 of the biggest education trends in 2024
• Edtech tools to beat our state of emergency in reading and math achievement
• For more news on instructional strategies, visit eSN’s Innovative Teaching hub

Keeping gifted students focused and engaged in learning can be challenging. They complete tasks quickly, are often motivated to dig deeper into a subject, and are prone to boredom if not sufficiently challenged. This can lead to disengagement, especially for gifted students.

To better support my gifted and talented students, I have integrated the Talents Unlimited approach into my classroom practice. The Talents Unlimited approach to education was created by Dr. Calvin Taylor, who researched the thinking skills people need to be successful in the world of work. Specifically, the Talents Unlimited model identified the following five key thinking abilities that lead to success: Productive Thinking, Communication, Forecasting, Decision Making, and Planning. Nurturing and expanding these talents can help students develop creative and problem-solving skills.

Here are some examples of how I am helping my gifted students by combining the Talents Unlimited approach and using Discovery Education Experience to ensure engagement for all students no matter their learning level:

Productive Thinking

Productive Thinking refers to a student’s ability to think up many, varied, and unusual or one-of-a-kind ideas. To support my students’ ability to undertake Productive Thinking, I use the Z Chart, which is one of Discovery Education’s research-based Spotlight on Strategies. The Z Chart is a graphic organizer that helps students summarize information using linguistic and nonlinguistic representations. The Z Chart strategy provides a quick way to present ideas. One of the best parts is that it works well as an individual reflection tool and as a tool for cooperative groups to use when discussing a jigsaw activity. This makes sure that students across abilities can dive deep into a topic together or through self-directed learning.

Communication

• The Communication skills Talents Unlimited seeks to develop are:
• Giving many, varied, single words to describe something.
• Giving many, varied, single words to describe feelings.
• Thinking of many, varied things that are like another thing in the form of a simile
• Letting others know that you understand how they feel.
• Making a network of ideas using many, varied, and complete thoughts.
• Telling your feelings and needs without using words.

Discovery Education Experience’s DEmystified series features short videos (most are around two minutes long) that answer questions in a plain and simple, straightforward fashion. I use these videos to model several excellent communication skills addressed by Talents Unlimited.

For example, when my students watch the video “Characteristics of Stars,” I challenged them to complete the simile “Stars are as hot as _________.” Students brainstormed about things that may be hot in order to compare to the heat of stars. These are perfect for grabbing attention as a hook into a unit of study, a brain break, or even a rainy-day recess!

Forecasting

The Forecasting Component of the Talents Unlimited framework asks students to think of many, varied and unusual ideas to examine cause and effect by answering one of two questions: What might have caused…? and What might happen if…?

I address this component of the Talents Unlimited framework using Discovery Education Experience’s Life Skills Channel. For example, I have shared with my 2nd grade students the video entitled “Bang the Drums”, which is a story about the passion of making music. Following the video, the class discussed and described the effects of finding our own passions, and what steps need to be taken to pursue our own passions.

In addition, there are videos on goal setting, which helps students see the importance of setting realistic goals. In both cases, my students have a great opportunity to think through essential forecasting as it relates to their own lives.

Planning

Talents Unlimited seeks to help students develop their planning skills, and their ability to discern and the steps necessary to develop a comprehensive plan to carry out a decision.

To support the growth of student’s planning abilities, I utilize Discovery Education’s Virtual Field Trips (VFTs) to transport my students beyond the classroom. Before the “trip” my class and I discuss what things we would need to bring with us if we were actually going on a trip to one of the VFT destinations. Together, we have traveled to places like the Arctic, and Washington, D.C.

We then talk about what we are planning to do on the trip, the order of the steps they need to take to do them, and we identify potential problems. These projects can become very detailed. For instance, for my 6th graders planned “trip” to Washington, D.C., they created detailed budgets and researched flights, lodging, and food. After the field trip they used their communication talent and created travel brochures to encourage others to visit Washington, D.C.

Decision Making

Helping students build their decision capabilities is the most complex challenge of using the Talents Unlimited framework. It involves helping students think of things they could do, which are called alternatives. Then students develop questions that serve as a guide between choosing alternatives, then they weigh those questions to make decisions, and ultimately, support that decision with varied reasons.

To support the development of my students’ decision-making skills, I have created a simple chart that I use for decision making lessons. Students will consider each alternative and apply it to the criteria in a process called weighing. This will lead them to the final decision. Finally, they give reasons for reaching this decision.

I have used two Discovery Education channels, National Parks, and Sharks, to teach with this talent. Discovery Education’s channel on the national parks has informational videos about several of the parks. After viewing a few of these, we completed a decision-making activity about deciding which park to visit. The alternatives were three of the parks: Yellowstone, Everglades, and Olympic. The criteria for visiting each included: Liking the temperature there, the proximity of the park to home, and if there are things there that students would like to see. After weighing these, students could arrive at a decision on which park to visit. There are many other videos that this model could be applied to. Another of my 4th grade’s favorites is the Shark Channel, where we have used decision making to determine the most dangerous shark.

I am a firm believer in using the Talents Unlimited framework and Discovery Education can be used with all students in any grade level. Students of any age and ability level will enjoy activities like these and develop some critical thinking skills along the way.

Key points:

• A new report details the challenges, trends, and tools influencing education
• 5 of the biggest education trends in 2024
• Technology is key to educating the next generation
• For more news on edtech trends, visit eSN’s Innovative Teaching page

Teacher retention, learner agency, and, yes, generative AI are among the Hurdles (challenges), Accelerators (mega-trends) and Tech Enablers (tools) impacting education innovation for the year ahead as outlined in CoSN‘s 2024 global Driving K-12 Innovation report.

CoSN’s Driving K-12 Innovation Advisory Board–made up of 140+ global educators and IT professionals–has selected three top Hurdles, Accelerators, and Tech Enablers impacting education technology for the coming year. This year’s top topics shifted more from 2023 to 2024 than they have in any of the past five cycles of the project, underscoring a turning point in education and emphasizing the need for collaborative efforts.

“The best aspect of the annual Driving K-12 Innovation report is not to tell education leaders ‘the answer’ about K-12 innovation today. Rather, it is a thoughtful framework for thinking about innovation focused on Hurdles, Accelerators and Tech Enablers,” said Keith R. Krueger, CEO of CoSN. “Too often edtech stalwarts start with the technology when advocating innovation. CoSN flips that tendency and starts with the ‘why’ (Hurdles).”

To deliver extraordinary student outcomes, the three most important Hurdles and Accelerators for schools to address in the year ahead are:

Hurdles

Roadblocks that force schools to slow down, prepare themselves and make a leap.

• Attracting & Retaining Educators and IT Professionals. Hiring and keeping school staff is a significant problem for school systems; many educators are experiencing social and emotional burnout, as well as low pay compared to other sectors, causing them to set aside their passion for teaching and leave the field.
• Ensuring Cybersecurity & Safety Online. Teaching, learning and conducting business in education with digital tools is now a baseline requirement for teachers, students and administrators. Schools must be proactive in building systems to protect and empower educated users to safely learn and grow with digital technologies.
• Scaling Innovation & Inertia of Education Systems. Schools are challenged to engage in and effectively scale innovation — adapting what is working well and scaling it out across a school, district or state/country.

 Accelerators

Real-world megatrends or catalysts that help motivate and increase the speed of innovation.

• Changing Attitudes Toward Demonstrating Learning. There is a rising groundswell of discussion around assessing, documenting, communicating and assigning value to student learning — as well as relating this learning to higher education, vocational training, career pathways and living in the real-world.
• Building the Human Capacity of Leaders. Strengthening the professional community of schools and providing opportunities for educators and all K-12 professionals to learn and master new skills can open the door to innovative practices that can enhance student experiences.
• Learner Agency. It’s all about students as leaders in their learning; reconceptualizing their role from that of “student” to that of “learner.” When immersed in a strong learning environment, learners could transform from order-takers to innovators.

The three most important Tech Enablers for schools to leverage in 2024 are:

Tech Enablers

The tools that grease the wheels for schools to surmount Hurdles and leverage Accelerators.

• Generative Artificial Intelligence (Gen AI). Generative artificial intelligence has emerged as a transformative force in education, changing both how students learn and what they need to learn. As school systems worldwide explore the benefits and challenges of this technology, they are both developing and seeking expert guidance to meet the urgent need for policies and processes that ensure the safe, effective and responsible use of Gen AI for all stakeholders.
• Analytical & Adaptive Technologies. Analytics refers to the process of analyzing data collected about student learning and the opportunity to leverage data to inform instructional decision making. Adaptive technologies are tools that adapt to the student based on their interactions with the technology.
• Rich Digital Ecosystem. Connecting systems or digital environments can form powerful digital ecosystems for enabling student learning and/or supporting education administration. These interconnected systems of online and virtual spaces can span formal school settings and beyond.

This press release originally appeared online. CoSN gratefully acknowledges its sponsors for supporting the Driving K–12 Innovation series: HP and Palo Alto Networks.

Key points:

• The exposure gap limits students’ motivation to strive for in-demand careers
• Helping students navigate college majors
• To foster young talent, employers need to share their social capital
• For more news on career readiness, visit eSN’s Innovative Teaching page

Students have the aptitudes (or natural talents) for the nation’s most in-demand career fields –including healthcare, manufacturing, technology, and finance– but they are not inclined to pursue those occupations due to a profound lack of exposure, according to The 2024 State of the Future U.S. Workforce Report from tech provider YouScience, which aims to solve the skills gap crisis for students and employers.

The report includes analysis of anonymized data from more than 540,000 YouScience Aptitude & Career Discovery assessments completed by U.S. middle and high school students across all 50 states in 2023.

In the assessments, students completed a series of science-backed brain games to discover their aptitudes, interests, and matching best-fit careers. The analysis found that:

• 39 percent of students have an aptitude for careers in Health Science
  • A field where employment for jobs such as health information technologists and medical registrars is projected to grow 16 percent in the next decade
• 32 percent of students have an aptitude for careers in Computers & Technology
  • A field where employment for jobs such as computer and information research scientists is projected to grow 23 percent in the next decade
• 30 percent of students have an aptitude for careers in Agriculture & Natural Resources
  • A field where employment for jobs such as agricultural and food science technician is projected to grow 5 percent in the next decade.
• 29 percent of students have an aptitude for careers in Advanced Manufacturing
  • A field where employment for jobs such as industrial engineers is projected to grow 12 percent in the next decade

While students possess the aptitudes for occupations in these key areas, the findings highlight a significant exposure gap that is preventing these students from pursuing education pathways toward those career fields:  

• 75 percent more students have an aptitude for careers in Computers & Technology than interest
• 66 percent more students have an aptitude for careers in Advanced Manufacturing than interest
• 48 percent more students have an aptitude for careers in Agriculture & Natural Resources than interest
• 43 percent more students have an aptitude for careers in Health Science than interest

“Our report highlights a crucial issue in education today: the exposure gap. Students have untapped potential for in-demand occupations but lack a clear understanding of their skills and how they align with careers. Failing to address this deprives students of valuable insights into their aptitudes and their connection to the evolving world,” said Edson Barton, Founder and CEO of YouScience. “In an era of rapid economic and technological changes, it’s essential for students to grasp their full range of abilities. This understanding empowers them to confidently prepare for the future and pursue specific career pathways. It also enables our society to make education and career opportunities more equitable for all students.”

The findings of The 2024 State of the Future U.S. Workforce Report also prove that students –regardless of gender and race– have the necessary aptitudes to fill the skills gap plaguing many industries today and well into the future. Key takeaways include:

• 87 percent more female students have an aptitude for careers in Computers & Technology than interest
• 73 percent more Black students have an aptitude for careers in Advanced Manufacturing than interest
• 69 percent more Hispanic students have an aptitude for careers in Computers & Technology than interest
• 54 percent more male students have an aptitude for careers in Health Science

This press release originally appeared online.

Key points:

• Today’s students deserve modern tech tools that suit their learning styles and tendencies
• 5 of the biggest education trends in 2024
• 65 predictions about edtech trends in 2024
• For more news on edtech trends, visit eSN’s Innovative Teaching page

It’s 2024! Chalkboards, heavy textbooks, and other analog tools of the past have no place in today’s schools. Over the last few decades, applied technology in the classroom has grown by leaps and bounds. This dovetails nicely with the fact that today’s students are full digital natives who instinctively know their way around smart devices.

Of course, there’s more to education technology than allowing computers in the classroom. School administrators should be continually on the lookout for emerging technologies that can increase student engagement, retain knowledge, and make learning more accessible.

What new technology is out there and being tested in the classroom?

Once upon a time, the school computer lab was a mysterious room frequented by tech enthusiasts and hobbyists. Today, teachers and students have complete access to smartphones, tablets, or laptops in all classes. As a result, we’re seeing a variety of new technology being tested and used in the classroom to support different learning styles.

Cloud technology

Cloud-based software means computers take up less space than they once did. It also enables schools to trade desktop computers for more portable devices like tablets and laptops.

In addition, students can open cloud-based apps on any school computer and retrieve their saved files by logging into their accounts. If permitted by the school IT administrator, students can even work on their projects at home via remote web logins.

Finally, cloud technology fuels remote learning, which helped save education during the shutdown days of the COVID-19 pandemic. It continues to reduce missed days and downtime due to inclement weather or other disruptions. Instead, students and teachers can meet online and continue their work through files available on the cloud.

Hybrid classes

Before COVID, remote learning was an option for college students who couldn’t attend classes in person. Online and offline learning were two distinct systems: one was entirely remote, while the other was in-person and attendance-based.

However, advances in computer and network technology have enabled educational systems to adopt a hybrid learning model. Those who are able will meet in person, while others attend virtually through the class videoconference portal.

Hybrid classes offer numerous benefits. For instance, it gives teachers the flexibility to create a customized approach to learning. Both teachers and students who have health issues can safely attend class. And for students, it makes school more accessible and affordable and reduces absenteeism.

Active learning

Lectures and memorization are taking a back seat to active learning. Classroom technology such as tablets, virtual reality (VR), and interactive whiteboards make learning more engaging.

For instance, VR headsets offer unique hands-on training without the cost or risk. By modeling real-world scenarios, students can get in hours of practice time under strict supervision. The virtual environment also gives them unlimited opportunities to get a procedure right.

Tablets and interactive smartboards also encourage active learning through games, competitions, and role playing. To be successful, active learning depends heavily on the student’s participation. New technology enables students to participate in the way that’s most comfortable for them.

What existing tried-and-true technology delivers the best learning experience?

A critical part of the modern learning process relies on the hardware used in the classroom. Chalkboards and dry-erase markers are alien to preschoolers who already know how to use touchscreens. Similarly, a bulb projector and a VHS player are far more distracting than the HD-quality video screens kids have at home.

Students need classroom devices that reflect what they see in the real world, such as smartphones, tablets, and laptops. Modern technology in the classroom demands advanced equipment that digital natives are familiar with.

The continued drop in prices for LED and touchscreen technologies has led to the popularity of smart TVs and interactive whiteboards in the classroom. Aside from their relative affordability, interactive touchscreens offer the best learning experiences for students who grew up using smartphones and tablets at home.

Touchscreen technology lets teachers and students engage in active learning to the fullest. Multi-touch capabilities allow the entire class to participate in group activities that promote collaboration and cooperation while fostering competition. More importantly, students are far more attentive when they use touchscreen technology. Better engagement means they’ll learn more and retain the knowledge longer.

Considerations for managing technology in the classroom

Interactive touchscreens and other edtech hardware are significant investments for school districts. As such, they require care and maintenance like any other piece of equipment. At the same time, smart devices are prone to hacking attempts by both bored students and outside parties. Acquire reliable device management software to safeguard this investment and secure your classroom technology.

Software-driven devices require constant updates to the operating system (OS), firmware, and installed applications. But updating and maintaining every device in every classroom can prove inefficient and time-consuming. Instead, device management software can perform updates and maintenance remotely to just one or two devices or the entire fleet. It can also schedule updates after class hours to minimize disruptions. This means units are always updated and ready to serve.

In addition, a robust device manager can secure each device from unauthorized users by assigning varying access levels to end users. For instance, students can only run and operate official learning apps and will have no access to the OS and student files. Instructors can access the content management system and edit student performance reports. Meanwhile, administrators can check student and teacher profiles, monitor learning modules, and gather data on device use. These are valuable sources of insights that can help improve school performance in the future.

More importantly, device management software can protect devices from unwanted attention. Reports of unauthorized attempts to log in will be met with bans and device shutdowns. When threatened with data theft, admins can simply shut down devices remotely or initiate data wipe procedures. If devices go missing, admins can use geolocation services to find them.

Education technology in the classroom is here to stay

Today’s students deserve modern technologies that suit their learning styles and tendencies. Digital natives in particular need an educational system that uses their natural medium of instruction. This means using smart devices like tablets, laptops, and interactive whiteboards to encourage participation and boost engagement.

For schools and school districts, upgrading learning facilities and equipment is a matter of making wise investment choices. When acquiring smart education technology equipment, make room in the budget for proper device managers to keep everything in order. Doing so will ensure that teachers and students alike get the most out of the classroom technology.

Key points:

• Literacy advocates can provide students with this foundation for a lifetime of learning
• States need to strengthen reading instruction policies
• How we can improve literacy through student engagement
• For more news on literacy, visit eSN’s Innovative Teaching page

The most effective advocacy programs often begin with a personal passion to make a difference.

When former National School Library Program of the Year librarian Marge Cox retired, she began volunteering at Youth Haven, a shelter designed to help abused and neglected children and teens in Southwest Florida. “I got involved with Youth Haven after a former Collier County Public Schools employee contacted me and said Youth Haven needed my skill set,” Cox told me. “They had boxes of books that had been donated to them and wanted to create a library. I had retired at the end of the 2020 school year and had been praying for God to show me my next adventure.”

Youth Haven had boxes of donated books but no centralized collection. So, Cox began organizing the books into a library and established a Makerspace for the students at Youth Haven. “The youth who are there have had a difficult life and Youth Haven provides a safe environment for them. I appreciate that I can play a small part in their lives, by helping them have easy access to books and activities. Books and youth are my passion, because I believe literate people are better citizens, happier individuals, and more of an asset to their communities.”

Speaking of committing retirement to getting books in the hands of learners of all ages, former Wisconsin school librarian Susy Siel has built 12 libraries on Eleuthera Island in The Bahamas. Siel visited the out islands with her parents for decades and discovered first-hand the need, like in many rural communities, for high-quality libraries stocked with current books and new computers. 

So, Siel took matters into her own hands and created Freedom to Read, Inc. “Our mission is to change lives through free access to literacy,” Siel said. “I have witnessed the power that the availability of books and computers/internet have on people’s lives. By advocating for literacy here in The Bahamas we can foster a better sense of community, while simultaneously assisting individuals to reach their goals… whether personal or in the workforce. When people can seek and find information, they are empowered. Their voice is elevated. Their ability to make changes in policy, law and their own lives is enhanced.”

Whether it’s individuals with a passion project or organizations that exist exclusively to help connect students with books, it takes a village to advocate for literacy. Recently, Follett Content Solutions partnered with Amazon in the Community to deliver 5,500 books to students in the greater Seattle area. And in conjunction with PageAhead, another Seattle-based children’s literacy program, we’ve delivered as many as 150,000 books to kids each year for the past few years, many from low-income families, to help promote summer reading and build home libraries.

Between Seattle, Naples, and the Bahamas, there are advocacy villages everywhere, filled with educators like Hannah Irion-Frake, a third-grade teacher in Pennsylvania who spends her career advocating for and creating readers. “I provide training for teachers in my district in science-based literacy practices,” Irion-Frake said. “Teachers with deep knowledge about best practices for literacy are better equipped to make a difference for their students. And there is no greater accomplishment, in my opinion, than teaching a child to read.”

Teaching students to read happens in the classroom and library every day. It happens through community and business partnerships. It happens through full time jobs or second acts in life. 

In 2010, when I came to work for the family business for my second career act, I put on a new hat as the president of the Follett Educational Foundation. While the Foundation still issues scholarships, this year we are piloting a program to help Native American students in the Chicagoland area build their home libraries. The National School Board Association reports that population of students performed two to three grade levels below their white peers in reading and math.

This issue is close to the heart of 4^th generation Follett family member Steve Waichler, whose family adopted Native children and made a significant contribution to the Foundation with a focus on improving literacy outcomes for Native American students. Waichler says, “Personally, I think of this a memorial fund for my sister, Leslie, who died when she was two years old. She was the first of my Native Sisters, and we wouldn’t have the large, blended family we have today, if she hadn’t died. We want this gift to honor the Native half of our family.”

Literacy advocacy can come in many shapes and sizes. Yolanda Williams, a sixth-grade teacher in Atlanta, Georgia says, “I advocate literacy for every student in my program by creating literacy lessons that encompass strong phonics instruction, vocabulary, independent reading, teacher-led small groups, and differentiated instruction. Literacy is not coloring, worksheets, and workbooks. Literacy is an engaging and a hands-on experience.” 

As community members and literacy advocates, we all can provide students with this foundation for a lifetime of learning.

Cox says, “My parents were educators and I remembered they had used their retirement to continue to positively impact the community. I believe educators help society and I wanted to do something in my retirement that made a difference for others. I just didn’t know what that would look like.”

What does it look like for you?

As for the Follett Educational Foundation’s Native American student literacy program, we too are still figuring out exactly what that’s going to look like. We have big dreams of building school libraries in tribal schools. But we’re starting with a smaller project this spring, where we will deliver 120 backpacks of age-appropriate Native language books to kindergarten through 12^th grade students in Chicago.  

Established in the 1960s, the Follett Educational Foundation has issued millions of dollars in college scholarships to the students of Follett team members. Now that the Follett family no longer owns the businesses, the trustees of the Foundation are transitioning the Foundation to its next act … literacy… which is wholly in line with the legacy of our family business. While the Foundation still issues scholarships in memory of the founding four Follett brothers, this year we are piloting a program to help Native American students in the Chicagoland area build their home libraries.

The Nation’s Report Card began to sound the alarm about the academic underperformance of American Indian and Alaska Native students in 1994. Today, the National School Board Association reports that population of students performed two to three grade levels below their white peers in reading and math. This issue is close to the heart of 4^th generation Follett family member Steve Waichler, whose family adopted Native children and made a significant contribution to the Foundation with a focus on improving literacy outcomes for Native American students. Waichler says, “Personally, I think of this a memorial fund for my sister, Leslie, who died when she was 2 years old. She was the first of my Native Sisters, and we wouldn’t have the large, blended family we have today, if she hadn’t died. We want this gift to honor the Native half of our family as well as our Follett legacy.”

The most effective advocacy programs often begin with a personal story like the Waichler family’s inspiration. When former National School Library Program of the Year librarian Marge Cox retired, she began volunteering at Youth Haven, a shelter designed to help abused and neglected children and teens in Southwest Florida. “I got involved with Youth Haven after a former Collier County Public Schools employee contacted me and said Youth Haven needed my skill set,” Cox told me. “They had boxes of books that had been donated to them and wanted to create a library. I had retired at the end of the 2020 school year and had been praying for God to show me my next adventure.”

Youth Haven had boxes of donated books but no centralized collection. So, Cox began organizing the books into a library and established a Maker Space for the students at Youth Haven. “The youth who are there have had a difficult life and Youth Haven provides a safe environment for them. I appreciate that I can play a small part in their lives, by helping them have easy access to books and activities. Books and youth are my passion, because I believe literate people are better citizens, happier individuals, and more of an asset to their communities.”

Speaking of committing retirement to getting books in the hands of learners of all ages, former Wisconsin school librarian Susy Siel has built twelve libraries on Eleuthera Island in The Bahamas. Siel visited the out islands with her parents for decades and discovered first-hand the need, like in many rural communities, for quality libraries stocked with current books and new computers. 

So, Siel took matters into her own hands and created Freedom to Read, Inc. “Our mission is to change lives through free access to literacy,” Siel said. “I have witnessed the power that the availability of books and computers/Internet have on people’s lives. By advocating for literacy here in The Bahamas we can foster a better sense of community, while simultaneously assisting individuals to reach their goals… whether personal or in the workforce. When people can seek and find information, they are empowered. Their voice is elevated. Their ability to make changes in policy, law and their own lives is enhanced.”

Whether it’s individuals with a passion project or organizations that exist exclusively to help connect students with books, it takes a village. Recently, Follett Content Solutions partnered with Amazon in the Community to deliver 5,500 books to students in the greater Seattle area. And in conjunction with PageAhead, another Seattle-based children’s literacy program, we’ve delivered as many as 150,000 books to kids each year for the past few years, many from low-income families, to help promote summer reading and build home libraries.

Between Seattle, Naples, and the Bahamas there are teachers like Hannah Irion-Frake, a third-grade teacher in Pennsylvania who lives her passion project day in and day out, spending her career advocating for and creating readers. “I provide training for teachers in my district in science-based literacy practices,” Irion-Frake said. “Teachers with deep knowledge about best practices for literacy are better equipped to make a difference for their students. And there is no greater accomplishment, in my opinion, than teaching a child to read.”

Literacy advocacy can come in many shapes and sizes. Yolanda Williams, a sixth-grade teacher in Atlanta, Georgia says, “I advocate literacy for every student in my program by creating literacy lessons that encompass strong phonics instruction, vocabulary, independent reading, teacher-led small groups, and differentiated instruction. Literacy is not coloring, worksheets, and workbooks. Literacy is an engaging and hands-on experience.” 

Teaching students to read happens in the classroom and library every day. It happens through community and business partnerships. It happens through full time jobs or second acts in life. 

Cox says, “My parents were educators and I remembered they had used their retirement to continue to positively impact the community. I believe educators help society and I wanted to do something in my retirement that made a difference for others. I just didn’t know what that would look like.”

As for the Follett Educational Foundation’s Native American student literacy program, we too are still figuring out exactly what that’s going to look like. We have big dreams of building school libraries in tribal schools. But we’re starting with a smaller project this spring, where we will deliver 120 backpacks of age-appropriate Native language books to kindergarten through 12^th grade students in Chicago.  

As important as it is to connect a student with a book, giving them the opportunity to choose what they are going to read is even more powerful. And as educators, each of you can help your students discover the next book they will fall in love with. As community members and literacy advocates, we too can provide students with this foundation for a lifetime of learning.

What’s your next act?

Key points:

• Choosing edtech designed with ergonomics in mind makes a big difference for students
• How to focus on classroom accessibility
• How to create inclusive learning environments
• For more news on learning design, visit eSN’s Innovative Teaching page

Students are spending more and more time using digital devices, both in and outside of school. In fact, the amount of time teenagers spend in front of screens per day for entertainment alone is equivalent to that of someone with a full-time job!¹ While those numbers might be lower for younger children, when in-school technology use is factored in, the total time adds up quickly.

Almost three-quarters of educators believe that physical comfort while using edtech has an impact on student engagement.² And, over half of students report discomfort when using laptops³. Ergonomic problems are likely contributing to discomfort and sapping engagement in today’s schools.

The good news is that adopting a few simple habits, making some minor adjustments to the learning space, and choosing edtech designed with ergonomics in mind can make a big difference for students, boosting their engagement, well-being, and motivation. So, here are some of the ergonomic best practices schools can adopt to improve comfort for students, both in the classroom and at home.

Take a break

Taking breaks–even short ones ⁴–has been shown to help reduce stress and end-of-day fatigue, and to increase concentration and engagement.⁵ For example, educators could set a timer to remind students to get up, stretch, move around, relax and talk to one another for a few minutes before resuming learning, or integrate breaks organically between changes in subjects or activities. It may seem counter-intuitive, but regular breaks could help students stay engaged and learn more effectively throughout the day.

Be kind to your eyes

Just like the rest of our body, our eyes need breaks, too–frequently! Eyes work best when they’re taking in information in 3D, and from a variety of distances. But, working at a screen means that eyes are absorbing information in 2D and from a fixed distance, making them work harder. Over time, this can lead to discomfort, making it more difficult for students to concentrate.

To give eyes a well-deserved break, try implementing the 20-20-20 rule: every 20 minutes, have students look at something 20 feet away (something happening outside, or even just the other side of the classroom) for 20 seconds (enough time to hum the chorus of their favorite song). This can help eye muscles relax, preventing the onset of eye fatigue, especially during long screen sessions.⁶

Designating a student to be in charge of eye breaks for the day, or for a certain activity, can also help give them a sense of responsibility and ownership over their learning.

Lift it up

On average, the human head weighs about 12 lbs, and our spine, neck, and shoulders can easily support that weight–as long as we’re looking straight ahead. But when we look down–for example, at a laptop or tablet sitting on a desk or in our lap–our head tilts downwards by about 10-15 degrees. That may not seem like much, but with gravity it means that our neck and shoulders now have to support about double that weight! And, the lower down we look, the more weight they’ll need to support.^7,8 While students’ heads might weigh less, their spines and muscles are also smaller and still developing, so the additional strain is still likely to be felt.

The solution to avoiding these potentially harmful downward neck postures is simple…lift the tablet, or laptop, up whenever possible or practical–for example, when watching videos or reading. Tablet cases with built-in stands are a good first step, but lifting the tablet or laptop up so that the top of the screen is at eye level–for example, using a laptop stand, or even just a pile of books–is even better. With the head and neck in a more neutral position, students are likely to be more comfortable and will be able to better focus on the content and learning. For even more ergonomic benefit, try keeping the screen about an arm’s length away to decrease eye strain.

Think ahead

Ergonomic changes could mean the difference between student engagement and disengagement. And ergonomic demands change from one activity to the next. For example, students doing activities like sketching or note-taking on a tablet might benefit from a stylus designed to fit different hand sizes and support different levels of motor skill development, creating a more comfortable and more effective experience than using a stylus designed for adults or their finger. Similarly, headsets optimized for smaller heads can help students hear without discomfort or the worry that the headset will fall off or shift if they move around, allowing them to focus on their task.

And, it’s important to remember that ergonomic demands can change from one activity to the next–while a tablet flat on the table may be appropriate for sketching or note taking to avoid awkward wrist and hand postures, it should be supported on a stand and lifted up to eye level for watching videos or listening to audio content to relieve strain on the neck and shoulders.

Considering what different students are doing most often and when lets educators adjust the solutions they offer to suit those activities. Making learning with edtech comfortable is easy once you know what to do, and a little forethought around ergonomics can go a long way toward making students happier, healthier, more focused, and more engaged.

1 The Common Sense Census: Media Use by Tweens and Teens – https://www.commonsensemedia.org/sites/default/files/research/report/8-18-census-integrated-report-final-web_0.pdf

2 Logitech and EdWeek Research Center. (2022) The Ergonomics Equation. Logitech. https://www.logitech.com/en-us/education/education-center/whitepaper/ergonomic-equation.html

3 Harris, Courtenay & Straker, Leon. (2000). Survey of physical ergonomics issues associated with school childrens’ use of laptop computers.International Journal of Industrial Ergonomics. https://doi.org/10.1016/S0169-8141(00)00009-3

4 https://www.bbc.com/worklife/article/20190312-the-tiny-breaks-that-ease-your-body-and-reboot-your-brain

5 https://www.microsoft.com/en-us/worklab/work-trend-index/brain-research

6 https://www.aao.org/eye-health/tips-prevention/computer-usage

7 Assessment of stresses in the cervical spine caused by posture and position of the head – https://pubmed.ncbi.nlm.nih.gov/25393825/ 

8 https://www.theguardian.com/lifeandstyle/shortcuts/2014/nov/24/text-neck-how-smartphones-damaging-our-spines

This post on CTE Month originally appeared on iCEV’s blog and is reposted here with permission.

Key points:

• CTE is a valuable experience for students–here’s how to highlight opportunities
• Voters skeptical of college, more supportive of CTE
• Companies go to high schools for career training
• For more news on CTE, visit eSN’s Innovative Teaching hub

As a career and technical education (CTE) teacher, you know the importance of preparing students for the workforce–no matter which CTE career cluster or pathway they follow.

But how do you express that importance to your students, school, and community?

That’s where CTE Month comes in!

Every February, students, educators, and administrators raise awareness of CTE programs by celebrating CTE month.

So how can you celebrate CTE Month and show support for your program?

These are the five best ways you and your students can join in:

1. Share the facts about CTE
2. Invite visitors to see your CTE program in action
3. Increase involvement in career and technical student organizations
4. Spread the word on social media
5. Make CTE Month official in your city

After reading, you’ll have plenty of ideas on how to celebrate CTE month and get your students excited about their future careers!

1. Share the Facts about CTE

Knowing the facts about CTE — and sharing those facts — is a key part in celebrating CTE Month. It’s a great idea to start by sharing basic information about CTE as a whole. In addition, read up on information that pertains specifically to the career cluster your program falls under.

But where can you find this information? There’s three great places to start.

First, the Association for Career & Technical Education (ACTE) has fact sheets that you can download and share in a heartbeat. The documents include lots of data and even some infographics to make a lasting impression about CTE!

In addition, Advance CTE has fact sheets all about what CTE is, how it works, and more that show its benefits. Combined with your passion for CTE, this data can help turn you become an extraordinary advocate!

Once you’ve got the information down, it’s important to find people to share it with. That’s where the next idea comes in!

2. Invite Visitors to See Your CTE Program

A great way to spread the word and show off your CTE program is to host visitors. Visits can increase awareness of the importance of CTE and help others understand the opportunities CTE provides for your students and the community.

While you can invite just about anyone to come check it out, it’s smart to start with business leaders and local policymakers. These individuals are great references for hiring your future graduates and empowering your CTE program with funding.

To plan and conduct a visit to your classroom, you can follow a nine-step process created by the ACTE.

But visits are just the beginning. You have a golden opportunity to take your celebration and advocacy to the next level by getting your students more involved!

3. Increase Involvement in Career and Technical Student Organizations

A career and technical student organization (CTSO) is an extracurricular group for students in CTE pathways to further their knowledge and skills by participating in activities, events, and competitions.

As the National Coordinating Council for Career and Technical Student Organizations (NCC-CTSO) says:

“CTSOs extend teaching and learning through innovative programs, business and community partnerships and leadership experiences at the school, state and national levels.

CTSOs are a powerful avenue for helping our nation address key challenges such as workforce development, student achievement, economic vitality and global competitiveness.”

There are nine CTSOs currently authorized:

• Business Professionals of America (BPA)
• DECA
• Educators Rising
• Family, Career and Community Leaders of America (FCCLA)
• Future Business Leaders of America – Phi Beta Lambda (FBLA-PBL)
• Future Farmers of America (FFA)
• HOSA – Future Health Professionals
• SkillsUSA
• Technology Student Association (TSA)

Encourage CTE students who haven’t yet joined to learn more about CTSOs by sharing the benefits of joining with them. You can find information on each organization on the CTSO website.

This doesn’t just get students involved in CTE — it also encourages them to celebrate CTE Month themselves. The more students are invested, the more of a positive impact they can have on your community!

One other way students can get involved is through the next idea on our list — spreading the word on social media.

4.  Spread the Word on Social Media

Talking about CTE Month on social media is one of the easiest and most powerful ways to make an impact.

You can celebrate on social media by sharing CTE facts, information about your CTE programs, highlighting CTSOs, and more.

Use each social media platform in different ways to celebrate and spread the word. Try finding related groups, pages, and hashtags to connect with others in the CTE community and amplify your reach.

For some ideas, the ACTE has a page dedicated to social media advocacy with tips, hashtags, and other information you and your students can use to really make an impact via social media!

Want to do even more as an advocate for CTE? The last item on our list will make the biggest impact of all for your community!

5.  Make CTE Month Official in Your City

If you want full-fledged support of CTE in your city (or even state), encourage your policymakers to designate February as CTE Month.

Pushing for recognition of CTE month shows your community that you and your local government have an interest in modern education.

By getting CTE Month officially proclaimed in your city, you introduce an entire city to the benefits and importance of CTE.

Local businesses, broadcasters, and citizens can all get involved in promoting a form of education that benefits everyone!

Start Celebrating CTE Month Today!

As a Career and Technical Education (CTE) teacher, you want to champion the importance of CTE to your students and your community. Celebrating CTE Month in February is a terrific way to raise awareness about your field, gain support from policymakers and community leaders, and get your students excited about future opportunities.

You can start celebrating CTE Month by choosing one item on this list to start making a difference for CTE in your community.

Key points:

• Real-time captioning is a critical accommodation for students
• Leveraging student data to improve IEPs
• Transitioning to a workload approach in K-12 special education
• For more news on accessibility, visit eSN’s Innovative Teaching page

In recent years, the education sector has rapidly adopted captioning, driven not only by its positive impact on comprehension and inclusive learning but also by the necessity of adhering to accessibility standards and providing accommodations for diverse learning styles.

While K-12 schools and higher-ed institutions have spent considerable effort adhering to accessibility standards (and should be applauded for that effort), one in four lawsuits in education center around accessibility. Thus, the focus on captioning–a requirement in K-12 and higher education–has intensified.

As technology advances, we have seen other tools arise, including summarized transcription. Given the choice between summarized transcription and real-time captioning, it’s crucial to understand which is right for your organization.

Summarized transcription: What and why

Summarized transcription, a form of “speech-to-text services,” provides “meaning-for-meaning” transcriptions by summarizing the essence of a discussion or other spoken content. This service aims to convey a speaker’s intended meaning in as few words as possible so that a reader can quickly understand the information and participate in the discussion. Because it’s meant for quick comprehension, it is measured in terms of how closely the content captures the speaker’s intended meaning but doesn’t take into account the precise words.

Summarized transcript transcribers are often trained in text-condensing strategies. They offer real-time summarized transcripts for lectures, meetings, and live events, either remotely or in the classroom.

Real-time captioning: When and why

Real-time captioning is performed by professionally trained captioners, automated speech recognition (ASR), or a combination of the two. Unlike summarized transcription, real-time captioning delivers verbatim, “word-for-word” transcriptions in real-time. Since word-for-word transcription aims to capture every word spoken in a discussion, the accuracy of real-time captions is meticulously measured in terms of word error rates and formatted error rates. Word error rate represents the percentage of incorrect words, while formatted error rate considers errors in punctuation, grammar, speaker identification, non-speech elements, capitalization, and other notations.

While there is currently no definitive legal requirement for live captioning accuracy rates, the industry standard for closed captioning on recorded content is 99 percent, providing some context as to where live accuracy rates should be.

Real-time captions can be delivered to students in several ways. If the student is in person, they can receive captions on a second screen, such as a tablet or laptop. Alternatively, real-time captions can be delivered remotely through solutions like Communication Access Realtime Translation, or CART, catering to students’ preferences.

Despite being more expensive due to the intensive training of stenographers and voice writers, real-time captioning is often necessary as an accommodation for students who are d/Deaf or Hard of Hearing, ensuring an equal experience as required under the Americans with Disabilities Act (ADA).

What to select

The decision to use a real-time captioning service or a summarized transcription service ultimately depends on a student’s needs and preferences, as these two tools, while serving similar purposes, have distinct applications.

Meaning-for-meaning transcription caters to consumers who prioritize the overall meaning of what is spoken over the verbatim details. For students who want to understand the overall gist of a discussion rather than every single word, summarized transcription can be a great option – an academic SparkNotes, if you will!

Hard-of-hearing students, who can hear some or most spoken content but may need reinforcement from written text, might prefer using meaning-for-meaning transcription. Conversely, d/Deaf students might opt for real-time captioning as a necessary accommodation.

It’s important to remember that the benefits of real-time captioning or transcription extend beyond those who are d/Deaf or hard of hearing. Students with Attention Deficit Disorder, for instance, often find that captioning provides the reinforcement they need to stay focused during and after class.

Simply put: Real-time captioning is an essential accommodation, while summarized transcription serves as a valuable study tool that cannot replace captions as an accommodation.

The value of both for fully inclusive learning environments

While summarized transcription serves as a valuable study resource, it falls short of providing the “equal experience” mandated by the ADA. The true strength lies in strategically integrating tools like real-time captioning and summarized transcription. This not only aligns with Universal Design for Learning (UDL) principles but also showcases a commitment to inclusive education.

By incorporating real-time captioning, educational institutions demonstrate a dedication to ensuring that students with hearing impairments can fully engage with live educational content. Simultaneously, the use of summarized transcription aids in streamlining access to essential course material, supporting effective studying and knowledge retention.

Both of these technologies contribute to the creation of a more inclusive and supportive learning environment. Embracing these technologies demonstrates a commitment to addressing diverse learning needs and ensuring that all students have the opportunity to excel academically. As educational practices continue to evolve, the integration of these tools will play a crucial role in promoting equal access to educational content and enhancing the overall learning experience for students.

Key points:

• Giving students a voice plays a key role in developing agency
• How to support student agency
• 4 tips for using data to differentiate instruction
• For more news on student voice, visit eSN’s Innovative Teaching page

Social-emotional skills are fundamental for success in school and in life. But how can we ensure that all students learn these valuable lessons so they can have positive relationships with each other, support one another and make good decisions?

Empowering students to take charge of their own social-emotional development through self-directed learning and assessment can pave the way for better relationships, improved well-being and enhanced academic achievements. For this to be effective, students must have  a voice in their social-emotional skill development, enabling them to reflect on their skills, leverage their strengths, recognize opportunities for growth, and identify their support systems. 

Encourage self-direction, provide robust systems of support

Opportunities for self-direction are relatively easy to integrate into instruction, but we need to recognize that students will need different levels of support to develop their sense of agency.  Here’s the idea: We can teach students to identify what is meaningful to them, to set goals and then determine the individual steps they need to get there. Then, we can help students identify potential challenges they might encounter and the support systems they can draw on to navigate these challenges. Students will have more success becoming self-directed when supported within a positive and caring learning environment.

For example, consider a student who is struggling because of too many competing priorities. They might be challenged to manage responsibilities at home, school, after-school activities, and a part-time job. As a first step, educators must see each student as a valued participant in the learning process and take time to understand each student’s context. With this understanding, educators can teach students the specific skill of creating a schedule that takes into account each of their responsibilities and allow for downtime. Then, we can teach students the skills they need, such as prioritizing, problem-solving, asking for help, and communicating proactively to resolve conflicts. Giving students the opportunity to practice these skills within a supportive environment is critical for success.

Extending support beyond the classroom

While classrooms play a pivotal role in social-emotional development, a broader community effort is essential. Schools, as integral parts of communities, create positive and safe learning environments. But there are many hours of out-of-school time for students. Sports teams, community groups, and faith-based organizations also offer ways for students to develop their sense of agency. 

For example, in Boise, where I live, there is an organization called One Stone. It’s a student-driven nonprofit that empowers student voice and provides high school students with opportunities to drive their learning, practice relevant 21st century skills, and engage in purpose-driven and passion-based learning. One program they offer is Project Good, in which students work together in groups on community service projects they identify, shape and carry out. Students get to engage and work on an issue that is meaningful to them, and through the process, they learn skills like collaboration, planning, social awareness, problem-solving and the power of collective action.

Social and emotional development is a lifelong pursuit 

We know from multiple studies that when schools create positive learning environments and explicitly teach social-emotional skills, students achieve better outcomes. That’s why it’s so important to infuse social and emotional skill development throughout students’ school careers.

With a focus on social-emotional skills, we also need to be more intentional in preparing students for life outside of school by helping them become more self-directed in their own development. During the school day, so much of students’ lives are scheduled and directed for them. But when students go off to college or join the workforce, they have more freedom and responsibility without the oversight they’ve been accustomed to.  

And, as the economy changes, jobs change and we need to prepare graduates for jobs that don’t even yet exist. How do we do that? By identifying some of the core life skills they will need as they continue to navigate a rapidly evolving world. There is a need for more emphasis on teaching skills such as flexibility, collaboration, self-directed learning and communication, which, according to a recent study, are some of the most important skills for over 40 percent of all workers. 

Most importantly, agency and self-determination are highly associated with a person’s overall well-being and happiness. These social and emotional skills are critical for navigating life’s challenges and feeling empowered to bring about change. We are most in need of strong social and emotional skills during times of adversity, but that is also when we are the most challenged to draw on them. Empowering students to take charge of their social and emotional development, both in and outside of the classroom, sets the stage for a lifelong pursuit of well-being.

Giving students a voice plays a key role in developing agency. Accomplishing this requires a dual focus on self-directed learning while providing robust support systems. Through a collaborative effort involving schools, communities and families, students can be well prepared for the future and lead fulfilling lives.