Key points:

• Districts must adopt innovative solutions that meet students’ unique needs
• Crafting technology-driven IEPs
• Special education staffing shortages put students’ futures at risk
• For more news on school therapy services, visit eSN’s Innovative Teaching hub

The pandemic’s impact on our children’s development continues to reveal itself in classrooms across America. As districts and schools nationwide struggle to find qualified therapists, particularly speech-language pathologists and board-certified behavior analysts (BCBAs), there’s a growing demand for these specialized professionals. Speech-language pathologist positions are projected to grow by 18 percent from 2023 to 2033, while BCBA jobs will have a 22 percent growth rate over the next decade.

This surge stems partially from COVID-19’s lingering effects. Many children missed crucial language development opportunities during key formative years, as mask-wearing limited their ability to observe mouth movements and naturally acquire speech skills. Simultaneously, we’re identifying more students needing support than ever before. Rising diagnoses of autism, which  currently affects about one in 54 children, have further amplified the need for both speech and behavioral therapy services in educational settings.

Providing flexible support solutions for schools

Districts are seeking flexible and effective solutions to address these growing needs. One approach proving particularly effective is offering a flexible scheduling model with occasional virtual opportunities, with a distinct preference for in-person support whenever possible. Schools are also increasingly implementing multi-tiered systems of support (MTSS), which extend therapeutic interventions beyond traditional one-on-one sessions.

I’ve found that group therapy and structured peer interactions, led by experienced therapists, help students develop vital social and behavioral skills. This is especially important for adolescents and teenagers entering high school–they may have missed critical social development opportunities during the pandemic and now need additional support to navigate both academic and social challenges.

Another major hurdle for districts is funding these essential services. By leveraging flexible staffing solutions, schools can access high-quality therapists at a lower overall cost. Rather than hiring full-time staff and bearing the financial burden of benefits like retirement and health insurance, schools can engage professionals on an as-needed basis, whether for a few days a week or during specific evaluation periods. This approach ensures that schools provide targeted support without the complexities of full-time employment contracts.

Creative approaches to staffing, compliance, and related therapy services  

This flexible model benefits not only schools but also therapists themselves. Professionals who prefer part-time work in school districts and prefer to work full time can expand their experience in various practice settings such as outpatient facilities and early intervention or specialty centers, creating a full-time job across multiple settings and expanding their knowledge and experience. This approach creates a win-win situation, ensuring consistent and high-quality services for students without the financial strain of full-time staffing for districts.

Additionally, school-related therapy services should always be tailored to the school environment, focused on the child maximizing their access to and participation in their education. When providers have experience in how this model works and appropriately educate all involved in the student’s success, not only does the student progress and have a higher achievement of their goals, the cost of service decreases due to quicker goal attainment and accurate frequency recommendations.  

Beyond staffing, districts also need the technology to help them stay compliant with regulatory requirements. This includes accurately documenting and billing therapy minutes and aligning all services with HIPAA and FERPA regulations.  If the provider of these services understands these regulations and partners with the district for solutions, this will help minimize the administrative burden and risk for school districts.

As the demand for specialized therapy services in schools continues to rise, districts must adopt innovative solutions that meet students’ unique needs. By embracing flexible staffing models, leveraging technology for streamlined service delivery, and tailoring therapy to the educational environment, districts can provide consistent and effective support for all students. These strategies not only address immediate therapy shortages but also ensure students receive the targeted help they need to thrive academically and socially, fostering a more inclusive and supportive learning environment for all.

Key points:

• Edtech tools support student learning while boosting engagement
• 5 vocabulary strategies powered by technology
• Edtech tools for station rotation in early learning
• For more on edtech tools, visit eSN’s Digital Learning hub

Have you ever wondered what it takes to be a brilliant scientist? I’ve wondered about this myself on a few occasions. One might assume that the most desirable skills for someone entering a STEM field would be things like vast scientific knowledge or a laser-like attention to detail. However, when I polled a group of local scientists for their opinion, these qualities appeared in only 15 percent of the responses. Instead, they prioritized qualities like curiosity, creativity, and most of all, teamwork.

As a longtime STEM educator, I’ve come to understand the value of teamwork, both within the classroom and beyond. Teamwork is essential for building students’ social-emotional intelligence. It allows students to make responsible choices, build healthy relationships, and explore diverse ideas. Collaboration is also essential to human scientific progress. Nearly every great advancement in human history involved multiple people working together to accomplish a common goal. That’s why I’ve made a point of seeking out the best edtech tools for fostering teamwork and communication among my students.

Here are just four edtech tools that can help transform teamwork in the classroom:

1. Padlet: One of my first go-to tools is Padlet–it’s super easy to use and works great for grades 3-12. Students can post text, images, or videos, making it perfect for brainstorming, digital discussions, and sharing resources. I especially like using it for collaborative timelines, maps, and peer feedback. Best of all, it can be used for free, while larger subscriptions remain affordable. 
   
2. Whiteboard: Whiteboard is ideal for grades K-12 and works especially well for drawing, images, and math symbols. Unlike Padlet, it’s not free–but the features are worth it. I’ve used it for activities like labeling parts of a lightbulb, where students can draw, type, and share without the pressure of presenting. It’s a fun, low-stress way to get the whole class working together.
   
3. FigJam: This edtech tool is like an endless digital canvas where students can make their own space and enjoy tons of creative features. I’ve used FigJam for hosting class debates, project planning, and even facilitating games. Students can even record their voices to analyze poetry or break down famous speeches. No matter how you use it, FigJam gets kids talking, thinking, and working together.
   
4. Parley: Parley is excellent for leading structured conversations in grades 3-12. The tool comes with real-time tracking of student contributions and engagement while also allowing for individual or group feedback. This is the tool for the teacher looking to host a Socratic seminar or robust classroom debates.The main drawback is that students need to be comfortable with text-based communication. As such, it might be best to employ this edtech tool in more advanced classrooms.   

While the landscape of education is always changing, the pursuit of knowledge will forever remain a group project. By integrating these edtech tools into my lessons, I cultivate an environment of curiosity and collaboration where every student feels heard. This gives them the skills and confidence to not only meet the challenges of the classroom, but also those awaiting them in adulthood. So, let’s take advantage of these edtech tools, and help our students take their first steps into a bold, STEM-filled future.

Key points:

• Virtual reality career training helps students focus on their future
• How 3 districts reimagined high school and the future of work
• How CTE supports college and career readiness
• For more news on career training, visit eSN’s Innovative Teaching hub

Education is a cornerstone for personal growth and economic success, but for students in juvenile detention facilities, it serves a deeper purpose, equipping students with the skills they’ll need to make positive choices and achieve their goals.

A large part of setting students up for success involves connecting them with career training and experiences that allow them to explore their skills and interests. This enables them to envision successful career paths they can work towards before and after their release.

In Connecticut, Bridgeport Public Schools and the Connecticut Department of Children and Families/Juvenile Justice Education Unit are working together to support continued student learning at the Bridgeport Juvenile Residential Center, readying students for success by connecting them to work experiences and helping them develop transferrable skills through career training.

The initiative uses Transfr VR goggles to help students access vocational training modules, which make students’ project-based learning more tangible and relevant–and can help meet the needs of an evolving job market. 

Bringing this learning to students offers a unique and individualized experience that equips students with skills and a foundational knowledge of different vocational careers. 

One of the program’s main goals is to connect students with vocational exposure and lower recidivism, aligning students with a focus on their future and the opportunities to succeed, said John Tarka , assistant superintendent in the Connecticut Department of Children & Families/Juvenile Justice Education Unit.

The Transfr goggles “really presented a very engaging learning opportunity,” he said. “The goggles provide a way for students to get very unique exposure to these vocational and work opportunities that they wouldn’t have in a regular setting.”

Students use the goggles during their project-based learning class period, where they can earn vocational credits and can choose from more than 40 career exploratory programs.

“We’re excited to have the VR goggles so our students can experience what they would not have in a community high school,” said Ca’Tisha Howard, a Bridgeport Public Schools administrator in the Bridgeport Residential Center program.

After working through the program logistics, Tarka and Howard found their priorities for students aligned in a shared vision around the vocational program: a program that helps students ultimately identify career paths and pursue those paths after their release.

Exposure to the vocational programs ensures students learn more than English, math, science, and social studies–they’ll be able to explore what they might want to do after they return to their community schools.

“They’ll get to explore if they want to be an auto mechanic,” Howard said. “If they want to assist a doctor in surgery, they’re able to participate in these experiences. We had a student who wanted to be a veterinary technician; he removed a tick from a dog’s ear. Some of the kids were interested in construction and [the goggles gave them experiences navigating] scaffolding, cranes, and steel beams.”

As students try different training modules, they can identify where they might like to pursue careers.

“Our ultimate goal is for students to choose a career pathway and follow through with it while they’re in high school,” Howard said. “Research has shown that those students who use the goggles and have this type of training tend to perform better, in some instances, than those students who were actually physically present in the vocational classroom with the equipment.”

Students training with virtual reality often feel more connected to the content, display increased confidence, and learn faster, according to recent research.

“While they’re in detention, a part of their life and freedom are put on hold,” Tarka said. “They leave the detention center with a certificate they can use to obtain a job.”

In the future, Howard and Tarka envision building partnerships with community businesses and organizations to help students find employment once they’re released, creating stronger supports to ensure student success.

“The bigger goal is to have a number of different resources, so that if I have a student being released tomorrow, we can say, ‘OK, here are the areas where you’ve performed really well with the goggles–let’s call our contacts and see about getting you a job,’” Howard said.

During an upcoming career day, students in the center, who are age 12-18 and who all have opportunities to use the Transfr goggles, will meet community partners and begin to map out a plan for what their lives might look like after release.

“Students will have opportunities to talk to these people; they can present themselves in a certain way and obtain a job, so the community doesn’t look at it like it’s jail. These kids are in a detention setting. But look at all the opportunities they have,” Howard said.

Along with Howard’s encouragement, support from classroom teachers leads students to examine their actions, what choices led them to the detention center, and how they can make better choices when they’re released.

“This is truly educational reform work in the sense that we’re not just giving students new opportunities, but we’re also changing the narrative of what people think kids in jail are doing,” Tarka said. “Everybody says people deserve a second chance, but they don’t really know what they looks like and they might not want to embrace it any more than just a conversation.”

“Our unit really works to reintegrate the students back into their home schools and home communities–we really look to support them in their re-entry into the community,” Tarka said.

Key points:

• Research can shed light on the best strategies for increased math achievement
• What research says about how students learn math
• NAEP scores shed light on how the pandemic impacted student learning
• For more news on math learning, visit eSN’s Innovative Teaching hub

After results from the 2024 NAEP were released, it became evident that students are struggling with math achievement. Amid disappointing and stagnant scores, district leaders are looking for a solution that addresses the heart of the issue: How do students learn best?

The answer may lie in research-based approaches that leverage neuroscience to align math instruction with how the brain naturally processes information.

Focusing on how students learn can be the impetus for positive change.

“How can we teach better?” is a great question, but there’s a fundamentally better question: “How do we learn?” says Nigel Nisbet, VP of content creation at MIND Education. “Once you flip that paradigm and stop thinking so much about what you’re doing and how you can teach better–all of which is good to think about–you start asking what learning actually looks like and what mechanisms are there for us to learn. It turns out that a lot of our assumptions about how we think learning happens are not right, and there are better ways of doing things.”

To learn more about how neuroscience plays a critical role in math achievement, click here.

Key points:

• Students’ contributions matter for the collective learning of everyone in the room
• 3 pillars for building a positive classroom culture
• Why support for students and a strong school culture are key
• For more news on classroom culture, visit eSN’s Innovative Teaching hub

As educators, we know that small moves make a big difference, but I personally hadn’t thought about the impact of just one word. Having conducted well over a thousand observations of K-12 teachers over the last 15 years, I have noticed there is one piece of feedback I have given more than any other–and it involves a seemingly minor word change. 

Multiple times in any class period, teachers call on students to contribute to the lesson of the day. Sometimes they will cold call students, while other times they will ask students to share what they learned after they’ve had a chance to read the assigned material or discuss it with their classmates in groups. When they do this, the vast majority of teachers I have observed start off by saying, “Tell me…,” as in “Tell me why we should conjugate the verb in that way,” or “Tell me what the author means by that,” or even, “Tell me what you think of what your classmate said.” 

When I observe this, the feedback I give is simple: I ask them to replace “me” with “us”: “Tell us.” 

This one-word change signals to students that their contributions matter not just for the teacher’s approval, but for the collective learning of everyone in the room. Saying “Tell Us,” instead of “Tell me,” validates each student’s role as both a learner and giver of knowledge.

It is shockingly difficult for most teachers to alter their language in this manner. Observation after observation, I continue to hear the echo of “Tell me” from hallway to hallway, classroom to classroom.  I believe that this habit is deeply ingrained in traditional classroom structures where teachers are seen as the controllers rather than the facilitators of the classroom. I have incorporated this particular linguistic shift into my work with other educators at Relay Graduate School of Education.

I gave the feedback to a teacher who was shocked at how many times she said “Tell me,” when she looked back at the video. In our next meeting, she told me that she had been focused on making the shift and could already feel a palpable difference in how kids spoke to her and each other.

“Tell me” indicates that I, the teacher, have asked a question and want an answer. I want to judge what has been said. That judgment might be positive or negative, affirming or critiquing, but regardless the judgment is solely mine. I’m the one who is going to be looking at the student when they talk, and I also expect that they will look at me. At this stage, I am probably not thinking that much about the other students because I have asked the participating student to tell me…and me alone.

“Tell us,” on the other hand, means that I, the teacher, want the student to share their thoughts with the entire class. I want to start a conversation, but I also want the student to look at their classmates and communicate the information to them directly. I want them to be audible enough for everyone to hear them, not just me. Each student should know that their voice matters–not just because they happen to be answering my question but because we all have something to learn from what they say.

Many teachers want their classrooms to feel like a community, where students learn from each other and care about what the others are saying. Noble intentions like these are made possible primarily through the little decisions we make in our interactions with individual students.

Every word matters.

Once teachers embrace ‘Tell us,’ small but deliberate moves can reinforce this shift in student discourse. Here are a few strategies to make this shift in language as impactful as possible:

• Intentionally time when you call on a student to tell us. Only call on a student to “Tell us,”  after every student has an opportunity to engage. As Anita Archer and Spencer Kagan have written extensively about, every question should be an opportunity for every student to respond. At the same time, teachers will need to elevate certain voices for the whole class to hear, whether it’s to showcase strong thinking, elevate different perspectives, or highlight a misconception. To meet both needs–ensuring that all students participate while also elevating key voices–give all students time to think, write, or talk before selecting one or more students to share. Then, say “Tell us _____.”
• Be intentional with your movements. When you call on someone to “tell us _____,” move away from the speaker and look around the class. This encourages the student to speak audibly because they realize they aren’t talking directly to you. It also encourages them to make eye contact with those around them, as they are now talking to the entire class instead of you. 
• Motion to the class as you speak. When saying, “Tell us_____,” simply moving one arm from one side of your body to the other–much as a preacher might speak to a congregation–visually communicates that the class is being invited to listen. It is also an invitation for the speaker to be attentive to communicating with the entire class.

If we want students to see learning as a shared experience, we must be intentional in the language we use. What small shifts can you make today to build a more inclusive and collaborative classroom–one where every voice truly matters? 

The next time you ask a question in your classroom, consider pausing for a moment before speaking. Will you say, “Tell me’ or will you say ‘Tell us?’”

Key points:

• States are investing in career-connected learning (CCL) to boost employability
• 5 ways kids will learn about careers in 2025
• How CTE supports college and career readiness
• For more news on career-connected learning, visit eSN’s Innovative Teaching hub

Abraham Maslow’s Hierarchy of Needs is a fundamental psychological theory that explains human motivation. At its base are physiological and safety needs, followed by love and belonging, esteem, and self-actualization at the peak. While this theory is universally recognized for understanding personal growth in human development, it can also be applied to an individual’s educational journey.

Had Maslow been an educator, he might have reconsidered the foundation of our education system to one that would align student aptitudes and interests to sustain the rapidly changing workforce. Consider the phrase, “If you give a man a fish, he will be hungry tomorrow. If you teach a man to fish, he will be richer forever.” It could be applied here, too. If we pair students’ strengths and aptitudes with in-demand careers through personalized learning, we are ensuring the success of our students and tomorrow’s workforce, thus realigning motivation and fulfilling the individuals Hierarchy of Needs.

States have begun investing in career-connected learning (CCL) to connect learning to career pathways as a means to boost employability and inevitably support businesses and the local economy.

Students are rarely guided toward career paths that match their aptitudes (or natural talents). But if our districts began doing so, we would likely see higher levels of employment and job satisfaction, and lower economic instability and gaps in the job market. This could ultimately impact our communities and the national economy at large.

While work is being done, there is still plenty to do as the career exposure gap grows, particularly in IT, manufacturing, finance, and more. It’s time for educational stakeholders–policy, K-12 decision makers, guidance counselors and parents alike–to rethink how we prepare young people for their futures.

The foundation: Addressing basic needs first

It has become ever so clear that every student, starting as early as junior high, should have the opportunity to take an aptitude assessment. Researchers have identified that students’ natural aptitudes solidify by age 14, forming the foundation for understanding what they’re inherently good at. If Maslow were designing today’s educational experience, this would be the starting point–helping students discover their strengths and setting the stage for growth.

Students’ ability to learn, and therefore their level of education, has always shown to have direct correlations to their physical well-being and sense of security. Often, students feel discouraged and unengaged in their coursework because it doesn’t connect to their innate strengths, making it harder to feel confident in their abilities and motivated to tap into potential future pathways for employment. 

When these foundational supports are provided, students are likely to feel ready to explore career opportunities and develop the workplace-ready skills needed in today’s economy.

Building confidence: Belonging and self-esteem in education

Students thrive when they feel a sense of belonging–both in the classroom and in the broader community. They also need to build self-esteem by experiencing achievement, recognition, and purpose. Connecting education with natural aptitudes and real-world career experiences can foster this sense of belonging and achievement.

Encouraging students to participate in internships, apprenticeships, or mentorship programs can bridge the connection between their talents and real-world job opportunities. This fosters a sense of community and a personal identity tied to their future careers and success. CCL helps students understand that they have valuable contributions to make, both in school and beyond, which often leads to students taking ownership of their educational journeys.

Path to self-actualization: Unlocking career potential

At the pinnacle of Maslow’s hierarchy is self-actualization. Students are no longer just attending school to pass tests–they are actively seeking knowledge and skills to help them achieve their dreams. Students are often more motivated when they see the relevance of their learning, especially when they understand how it connects to their future aspirations.

Tech solutions have helped districts provide personalized career assessments and work-based learning experiences for students, which empowers them to explore their career interests in-depth. When we offer students opportunities for hands-on exploration and real-world application, they find greater fulfillment in their educational experiences and a stronger desire to achieve higher learning goals.

The crisis: How the current system is failing to meet Maslow’s vision

Most high school graduates (75 percent) do not feel prepared to make college or career decisions after graduation.

Simultaneously, 40 percent of employers stated that educational institutions do not sufficiently prepare students for their future careers, and 90 percent emphasized the need for stronger partnerships between K-12 schools and postsecondary institutions.

Despite the clear benefits of linking education to career pathways, more often schools solely focus on academic success, neglecting the broader skills students need to thrive in the workforce. And CCL is frequently seen as a nice-to-have, rather than an essential piece of education. The growing career exposure gap is evidence of this disconnect.

Closing this disconnect begins with helping people understand where to invest in their skills. 

A new model: Career-connected learning as the solution

By ensuring basic needs are met, fostering belonging and esteem, and unlocking students’ potential, we equip students with the real-world skills they need to succeed. CCL benefits every student and should be seen as an essential part of education, not just a nice-to-have.

Personalized learning platforms, aptitude assessments, career identification, and skill-based learning tools provide the foundation for this transformation. But it’s the convergence among educators, employers, policymakers, and technology providers that will ultimately ensure that every student has the opportunity to realize their full potential. 

My final thoughts: Maslow would remind us that education isn’t just about filling students’ heads with knowledge–it’s about inspiring them to dream, grow, and discover their limitless opportunities. This vision offers not just hope for individual students, but economic benefits for society as a whole.

Key points:

• New graduation requirements let schools redefine what it means to be truly prepared for the future
• 5 ways kids will learn about careers in 2025
• Online learning in high school helps students explore career pathways
• For more on workforce readiness, visit eSN’s Innovative Teaching hub

Across the country, education is on the brink of significant change. As schools, districts, and policymakers grapple with the realities of a rapidly evolving workforce that requires discipline-specific knowledge, high-tech know-how, and hands-on skills, there is a growing recognition that the traditional approaches to preparing students for the real world no longer suffice. 

This shift brings uncertainty and anxiety for district leaders here in Indiana. Change can be intimidating, especially when the stakes are as high as the future success of our students. Yet, this moment also holds immense potential to redefine what it means to truly ready them for a workplace that is continually reinventing itself.

To confront the challenges future-focused schools face, we’re sharing our approach from two distinct, but complementary, perspectives. One, from the superintendent of Eastern Hancock Schools, a small, rural district in Indiana that is deeply rooted in its community and focused on creating opportunities for students through strong local partnerships. The other, from the president and CEO of Project Lead The Way (PLTW), a national nonprofit organization that provides schools with innovative, hands-on, project-based STEM curriculum designed to develop critical skills and knowledge, while preparing students for careers beyond the classroom. 

While we work in different contexts, our shared mission of preparing students and educators for an ever-changing world unites us. Together, we aim to highlight the excitement and possibility that change can bring when approached with readiness and purpose.

Redefining what it means to be ready

The jobs of tomorrow will demand far more than technical knowledge. As industries transform at warp speed, accelerated by AI, automation, and other technological advancements, many of today’s students will enter careers that don’t yet exist. 

Preparing them for this reality requires educators to focus on more than just meeting academic benchmarks or prepping for the next standardized test. It demands fostering critical thinking, collaboration, communication skills, and, perhaps most importantly, confidence–characteristics many employers say are lacking among today’s graduates.

At Eastern Hancock, this preparation begins by creating opportunities for students to connect their learning to real-world applications. The district’s robust work-based learning program allows juniors and seniors to spend part of their day in professional placements across industries, such as construction, healthcare, engineering, and education, where they receive hands-on training. These experiences not only provide exposure to potential careers but also help students develop soft skills, including teamwork and problem-solving, that are critical for success in any field.

We also know that when students have earlier access to STEM learning and concepts, they are more inclined to pursue a STEM-driven career, such as computer science and engineering. Students in PLTW programs tackle meaningful problems as capable contributors, such as designing prototypes to address environmental issues, exploring biomedical innovations, and solving arising problems like cybersecurity and information safety.

Preparation, however, is about more than providing opportunities. Many students dismiss career paths because they lack the self-assurance to see themselves thriving in those roles. Both Eastern Hancock and PLTW work to break down these barriers–helping students build self-esteem, explore new possibilities, and develop confidence in chosen fields they may have once considered out of reach.

Empowering educators to lead with confidence

While students are at the heart of these changes, educators are the driving force behind them. For many teachers, however, change can feel overwhelming, even threatening. Resistance to new approaches often stems from a fear of irrelevance or a lack of preparation. To truly transform education, it is essential to support teachers with the resources, tools, and confidence they need to thrive in evolving classrooms.

PLTW’s professional development programs equip educators with training that builds their capacity to lead transformative learning experiences. Teachers leave PLTW sessions with practical strategies, a renewed sense of purpose, and the self-assurance to inspire their students through immersive classroom experiences.

At Eastern Hancock, the promise of growth drives efforts to support educators through professional development that aligns with their goals and the district’s vision. Teachers collaborate to set meaningful objectives, fostering a culture of innovation and shared purpose. This approach ensures that educators feel prepared not only to guide students but also to grow alongside them.

Blending a local approach and national reach illustrates how schools and organizations at every level can work together to address the shared challenge of preparing and supporting educators for the future. By empowering teachers with the tools and confidence they need, both Eastern Hancock and PLTW demonstrate how readiness can ripple outward to transform entire communities.

Delivering on the promises of education

Indiana’s reimagined graduation requirements offer schools the chance to redefine what it means to be truly prepared for the future. At Eastern Hancock, we’ve seen how aligned values–like those we share with PLTW–can inspire new ways of thinking about career readiness. We’re both deeply committed to ensuring students are equipped with the skills, experiences, and confidence they need to thrive in an unpredictable world.

Change may cause anxiety, but it also creates opportunities for innovation, growth, and excitement. When educators, students, and communities embrace readiness, the future of education becomes a source of hope and possibility-for Indiana and for the nation.

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

This story about Alabama graduation requirements was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the Hechinger newsletter.

In a corner of Huffman High School, the sounds of popping nail guns and whirring table saws fill the architecture and construction classroom.

Down the hall, culinary students chop and saute in the school’s commercial kitchen, and in another room, cosmetology students snip mannequin hair to prepare for the state’s natural hair stylist license.

Starting this fall, Alabama high school students can choose to take these classes–or any other state-approved career and technical education courses–in place of upper level math and science, such as Algebra 2 or chemistry.

Alabama state law previously required students to take at least four years each of English, math, science and social studies to graduate from high school. The state is now calling that track the “Option A” diploma. The new “Option B” workforce diploma allows students to replace two math and two science classes with a sequence of three CTE courses of their choosing. The CTE courses do not have to be related to math or science, but they do have to be in the same career cluster. Already, more than 70% of Alabama high school students take at least one CTE class, according to the state’s Office of Career and Technical Education/Workforce Development.

The workforce diploma will give students more opportunities to get the kind of skills that can lead to jobs right after high school, legislators said. But there’s a cost: Many universities, including the state’s flagship University of Alabama, require at least three math credits for admission. The workforce diploma would make it more difficult for students on that track to get into those colleges.

The law passed in 2024 alongside a spate of bills aimed at boosting the state’s labor participation rate, which at 58% as of January remained below the national rate of 63%. Simply put, Alabama wants to get more of its residents working.

The new diploma option also comes at a time when public perception of college is souring: Only 36% of U.S. adults have a lot of confidence in higher education, according to a 2024 Gallup poll. Just 43% of Alabama high schoolers who graduated in 2023 enrolled in one of the state’s public colleges the following fall.

“The world of higher education is at a crossroads,” said Amy Lloyd, executive director of the education advocacy nonprofit All4Ed and former assistant secretary for the Office of Career, Technical, and Adult Education at the U.S. Department of Education. “Americans are questioning the value of the return on their investment: Is it worth my money? Is it worth my time?”

Counselors play key role as students weigh trade-offs

One recent afternoon in Huffman High School’s architecture class, a few students in bright yellow safety vests were measuring a wall they had built. At the end of the semester, the project will culminate in a tiny home.

Lucas Giles, a senior, started taking architecture his sophomore year as a way to “be able to fix things around the home without having to call other people,” he said. The new workforce diploma option won’t apply to him since he’s graduating this year, but he said he likely would have opted for it to fit more architecture classes into his schedule–that is, until he learned it would make it harder for him to attend college and study engineering.

“I wouldn’t have the credits,” Giles realized.

Students who earn a workforce diploma and end up wanting to go to college after all can enroll in community colleges, or aim for state colleges that have less stringent admissions requirements, said Alabama education chief Eric Mackey. The key to the new diploma will be ensuring school counselors are properly advising students, he added.

“That’s where the counselor comes in and says, ‘If you want to be a nurse, then yes, you need the practical stuff at the career tech center–taking blood pressure and trauma support–but you also need to be taking biology, physiology, chemistry and all those things, too,‘” Mackey said.

Because the diploma only makes sense for a specific subset of students–those who do not plan to go to a four-year college that requires more math or science and who cannot otherwise fit CTE classes in their schedule–counselors have a huge role to play in guiding students. As of 2023, there were 405 students for every counselor in Alabama’s public schools, well over the recommended ratio of 250 to 1.

Mackey said the state added career coaches in recent years to ease the counseling workload, but in many districts there is just a single coach, who rotates among schools.

Samantha Williams, executive director of the nonprofit Birmingham Promise, fears the workforce diploma may shut off students’ options too early. Birmingham Promise helps students in Birmingham City Schools pay college tuition and connects them to internship opportunities while in high school.

“Do you really think that all of our school districts are preparing students to know what they want to do” by the time they’re in high school, Williams asked.

Williams also worries that lower-performing students might be steered to this diploma option in order to boost their schools’ rankings.

Students who opt for the workforce diploma will not have their ACT test scores included in their schools’ public reports. Legislators decided that schools should not have to report standardized test scores for students who did not have to take the requisite math and science classes.

“The concern a lot of people voiced was ‘Hey, isn’t everyone just going to place the kids who are underperforming in the workforce diploma so their ACT scores don’t bring down the whole?‘” Williams said. “There’s a strong perverse incentive for people to do that.”

Speaking to the state’s Board of Education last fall, Mackey warned the “furor of the state superintendent will come down on” anyone who tries to redirect students toward the workforce diploma because of low ACT scores.

Career and technical education courses already popular

At Headland High School in rural Henry County, Alabama, every student takes at least one CTE course, according to Principal Brent Maloy. The most popular classes, he said, are financial management and family consumer science.

“We don’t force them in–everybody registers themselves, they pick their own classes,” Maloy said. “But there’s just about a zero percent chance that a kid’s not going to have a career tech class when they graduate.”

The school has hosted information sessions for parents and students about the new diploma option ahead of next school year. In a poll of rising juniors and seniors, 20% said they would like to pursue a workforce diploma, and another 30% said they might be interested. Maloy is anticipating about 25% of students will actually opt in to the pathway.

Most graduates of Headland enroll in a two-year school after graduation anyway, Maloy said, and the workforce diploma won’t hinder that. But the high school has only one counselor for its 450 students, and making sure students fully understand this diploma pathway–and its limitations–is likely to add pressure and extra responsibilities on counselors with heavy workloads.

“There’s so much pressure on our secondary counselors already just to make sure that all of the boxes are checked before graduation. It’s going to put an extra box for them to check,” Maloy said.

Ultimately, state businesses and industries want this change, said Mackey, who started his career as a middle and high school science teacher.

“They were saying, ‘We really need students with skills over, say, calculus,‘” Mackey said. “That doesn’t mean some students don’t need calculus–we want to still offer those higher math courses and higher science courses.”

But, reflecting on his own experience as a high school science teacher, “I can tell you that every student doesn’t need high school chemistry,” Mackey said.

Career pathways don’t always align with industry demands

The chamber of commerce in Mobile, Alabama, is one group that advocated for the workforce diploma. Career tech classes are a good way for students to better learn what they want to do before graduating high school, and they are also an avenue for students to get skills in high-wage industries prevalent in Alabama, said Kellie Snodgrass, vice president of workforce development at the Mobile Chamber.

Less than half of high school graduates in the region end up enrolling in college after graduation, Snodgrass said, and only 20% of high-wage jobs in Mobile require a college degree. A large chunk of jobs in the state, and in Mobile in particular, are in manufacturing.

“It’s terrible when a student goes away to college and comes back and can’t find a job, when we have thousands of open jobs here,” Snodgrass said.

In an emailed statement, Trevor Sutton, the vice president of economic development at the Birmingham Business Alliance, said the diploma option was a “win for the state of Alabama” that would allow students a chance to learn both “hard and soft skills like communication and time management.”

At least 11 states have embraced policies that give students flexibility to use career tech courses for core academic credits, according to a review from the Education Commission of the States.

Like Alabama, Indiana also made changes to its diploma requirements in 2024. After more than a year of public debate, the state created three graduation pathways that are meant to lead to college admissions, the workforce, or enlistment in the military. Those changes will be effective for students in the Class of 2029, or current eighth graders.

Having industry buy-in on career tech programs is important, said Lloyd with All4Ed, because most students will need either an industry or postsecondary credential to land a job with a comfortable wage.

“The reality is a high school diploma is not enough in today’s labor market to have a guaranteed ticket to the middle class,” Lloyd said.

The problem, Lloyd said, is most K-12 industry credentials have little use to employers. Only 18% of CTE credentials earned by K-12 students in the U.S. were in demand by employers, according to a 2020 report from the Burning Glass Institute.

The key in Alabama will be ensuring students are going into career pathways that line up with job demand, Snodgrass said. Out of the more than 33,000 CTE credentials Alabama high school students earned in 2023, only 2% were in manufacturing, which is one of the state’s highest need areas.

Still, attitudes toward high school CTE courses–once largely thought of as classes for students who struggled academically–have improved significantly over the years. And many schools offer CTE programs like aerospace, robotics, or conservation that could help students get into high-demand undergraduate programs at universities.

“We’re increasingly blurring the lines between what has been historically siloed in people’s minds in terms of career education versus academic education,” Lloyd said. “Those are very often one and the same.”

This story about Alabama high school requirements was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the Hechinger newsletter.

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

For more news on CTE and career readiness, visit eSN’s Innovative Teaching hub.

Key points:

• The workforce is evolving–students must demonstrate AI literacy for success
• A new era for teachers as AI disrupts instruction
• 5 ways kids will learn about careers in 2025
• For more news on AI competency, visit eSN’s Digital Learning hub

AI skills are evolving from a “nice to have” to a necessity for students who hope to enter the workforce as competitive prospective employees.

The Digital Education Council, which focuses on education and innovation through collaboration between higher-ed institutions and the workforce, has outlined an AI Literacy framework that takes a human-centered approach to AI literacy.

The framework prioritizes the importance of human skills, including as critical thinking, creativity, and emotional intelligence, and offers higher-ed institutions structured guidance around creating AI literacy approaches that will equip individuals with key foundational AI competencies and industry-specific applications.

While the framework is targeted to higher education, K-12 students are developing AI skills and will need competencies as they enter higher education or the workforce.

The Digital Education Council defines AI literacy as “the essential knowledge and skills needed to understand, interact with, and critically assess AI technologies. AI literacy includes the ability to use AI tools effectively and ethically, evaluate their output, ensure humans are at the core of AI, and adapt to the evolving AI landscape in both personal and professional settings.”

Organized around five dimensions of AI literacy, each dimension features three competency levels to define and characterize mastery.

Dimension 1: Understanding AI and data; how does AI work?

• Competency level 1: AI data and awareness
• Competency level 2: AI and data in action
• Competency level 3: AI and data optimization

Dimension 2: Critical thinking and judgment

• Competency level 1: Question AI output
• Competency level 2: Evaluate AI output
• Competency level 3: Challenge AI output

Dimension 3: Ethical and responsible use

• Competency level 1: Understand risks
• Competency level 2: Apply responsible practices
• Competency level 3: Shape responsible practices

Dimension 4: Human centricity, emotional intelligence, and creativity

• Competency level 1: Awareness of human-AI interaction
• Competency level 2: AI as a collaborative tool
• Competency level 3: Develop human-centered AI practices

Dimension 5: Domain expertise

• Competency level 1: Applied AI awareness
• Competency level 2: AI application in professional contexts
• Competency level 3: Strategic AI leadership

Key points:

• Every student will have a career someday, but no two paths are the same
• How CTE supports college and career readiness
• 5 ways kids will learn about careers in 2025
• For more news on career paths, visit eSN’s Innovative Teaching hub

A few weeks ago, I had the opportunity to judge a middle school competition for a
Career and Technical Student Organization (CTSO). While I used to be deeply involved in CTSOs as an advisor and teacher, stepping into an administrator role has allowed me to continue engaging with students in a new way–judging events and witnessing their enthusiasm firsthand.

This year, I judged the middle school career research event, which allows students to explore careers of interest by completing a career interest survey, researching a field, and presenting key details such as education requirements, job outlook, salary, and what a typical workday looks like.

The range of careers students presented was impressive and included jobs like
animators, hospice nurses, and lawyers. However, the most popular job by far was
being a doctor. Not just general practitioners–these middle schoolers aimed high and discussed specialties like cardiology, neurosurgery, psychiatry, plastic surgery, and anesthesiology.

While their ambition is inspiring, it raises important questions for educators, such as:

• What are alternative careers in a student’s field of interest?
• Is this career path truly the right fit for the student?
• What problems are students interested in solving?
• What are the student’s strengths, and how do they translate into a career?

Starting career exploration early

Elementary school: Building awareness

During my judging experience a few weeks ago, I met students who said they knew their career path since they were eight or nine. Not because they deeply researched it but because they were exposed to a job or career early in life. One student wanted to be a pediatric therapist because their sibling received those services. Another wanted to be a hospice nurse because her mother worked in hospice care.

In elementary school, highlighting a variety of careers to younger students is key.
Educators can introduce students to more careers by:

• Inviting guest speakers from different professions to the classroom
• Organizing field trips to businesses or organizations so students can see firsthand what a typical day looks like
• Developing community engagement opportunities where students can meet
  professionals in different fields

The goal is to make career exploration fun, help students break away from what they know or are familiar with, and allow them to recognize their skills and interests while keeping their options open.

Middle school: Expanding exploration

As students progress to middle school, career exploration should become more
structured. Educators can help by encouraging students to:

• Take career interest inventory assessments to align careers with their strengths and interests
• Research career clusters to understand how different careers connect and what pathways exist
• Set short and long-term goals while exploring high school and postsecondary options
• Understand their learning styles, which can influence their career choices. For example, kinesthetic learners might excel in hands-on professions like carpentry or welding

Many middle school students in the competition chose medical careers. They
seemed to understand the demanding path ahead, which starts with an
undergraduate degree and ends with fellowships, totaling 12 to 14 years of school
and training. However, a common trend emerged:

• Nearly every student wanted or planned to attend Harvard or Yale University, showing that many think an Ivy League degree is the only path to success
• Meanwhile, their career interest survey results told a different story about what jobs would be a good fit. Many students had top matches in agriculture, biology, business, and sales, with “doctor” ranking much lower
• Despite this, the students ignored their top-ranked careers and chose “doctor” because of societal expectations or prestige

Instead of discouraging students, educators should broaden their perspective by:

• Giving them opportunities to gain real-world experience through volunteering, internships, and job shadowing. This can help students determine if a career is a good fit before investing years into it
• Encouraging them to embrace flexibility. Most students will shift career interests along the way. Educators should make students aware of other opportunities to help with this

High school: Preparing for the future

By high school, students should have a clearer understanding of their career path, but they should also keep their options open. High school students should be encouraged to:

• Select relevant courses, certifications, and electives
• Participate in clubs and extracurricular activities
• Pursue internships, volunteer opportunities, or part-time jobs in their field of interest
• Develop soft skills like communication, leadership, and critical thinking

While it’s great to see students aiming high, a realistic perspective is just as critical. Success is not limited to one path. If a student’s goal is to help people, they could consider careers in social work or physical therapy instead of being a doctor. Instead of a cardiologist, they could explore medical research, public health, or hospital administration.

Shift focus to inspire the future workforce

Every student will have a career someday, but no two paths are the same. By shifting the focus from “What do you want to be when you grow up?” to “What problems do you want to solve?” educators can help students connect their passions with meaningful career opportunities.

The key is to guide, not dictate. Encourage exploration, provide real-world exposure, and help students remain flexible in their ambitions.

Success isn’t just about titles or prestige, it’s about finding the right fit and a fulfilling path.

Key points:

• Students need modern models to succeed in today’s changing world
• Districts are turning to innovative models to ensure student success
• The League of Innovative Schools pilots cutting-edge models in districts
• For more news on high school innovation, visit the eSN Resource Center

If students are to graduate prepared to succeed as they pursue higher education or join the future-ready workforce, high schools must evolve–and innovative districts are ready to meet the challenge.

Forward-thinking educators in the Digital Promise League of Innovative Schools are reimagining what high school looks like, restructuring the workday, moving from grading systems to competency-based systems, and prioritizing personalized learning pathways.

Mineola High School in Long Island (NY) features a structured but flexible mix of teacher-led workshops and seminars, asynchronous independent learning, and career training. This combination ensures students have time to explore their interests and build skills that will help them find success in life.

Vermont’s Bellows Free Academy Fairfax High School ditched the traditional letter grading system and move to a system where students earn scores based on their attainment of standards-based proficiencies. The move resulted in students no longer asking what their grades are, and instead, asking what skills they’re learning and how those skills apply to the real world around them.

At Bostonia Global, a charter school in California’s Cajon Valley Union School District, students come to deeply understand their strengths and interests through the district’s World of Work, a comprehensive K-12 career development and assessment curriculum and framework. The framework ensures that every student is able to articulate who they are and what they want to contribute to the world.

For a detailed look at how these districts are reimagining high school, click here.

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

During a quiz about plate tectonics, two students whisper in the back of my room. I notice but stay quiet. I have one chance to redirect them. Forty-seven seconds into their conversation, with my back to them, I spin around, make eye contact, and say, “I know, right?”

They pause mid-sentence, shocked. “How did you hear us?”

“This may come as a surprise, but when the room is silent, I can hear you whisper.”

Teachers often seem to have eyes in the back of their heads. They respond to a murmured question in a class full of conversation. They can tell if someone’s skipping class a floor away by reading faces in the room. Cognitive scientists call the ability to filter signals from noise the cocktail party effect. Teachers sometimes call it radar, and we use it every day.

Thirteen years in, I credit this radar with much of my success as a teacher. But it’s not instinctual. It’s something anyone can develop with practice and coaching, and my radar used to be terrible. As I gained experience, I lost sight of my growth trajectory. I lost sight, specifically, of how teachers develop the radar necessary for classroom management. And that made it harder to help new teachers grow their own skills when they asked for help.

That was until I got into birdwatching.

Birdwatching is astonishingly multisensory. Your eyes scan for the slightest disturbances in a still forest. Was that a wing flapping or an acorn falling? When the wind and rain pick up, you peer more vigorously, discerning the types of motion that leaves and branches make when pressed by different forces.

Simultaneously, you’re listening for calls and knocks that distinguish one bird from another. Was that one bird or two? Was that the same bird I just heard a half mile back? Novel sounds became distinct notes. It’s the feeling of hearing a song, and suddenly recognizing it’s a familiar tune.

These sights and sounds meld with texts, guides, and knowledge about what species are likely in an area and when they migrate. Could that actually be a rose-breasted grosbeak at this time of year? Is that pecking more likely to be a red-bellied woodpecker or a northern flicker? A birder filters what to attend to and what to ignore.

How can anyone learn this? For me, it took authentic practice and constant feedback from experienced birders. I realized that I was basically re-learning radar. And it’s changed the way I look at my early days of teaching.

For most teachers, student teaching is their most valuable preparatory experience, and a strong program gives them armor against burnout. But most education majors only get 10-15 weeks of it, and those in alternative pipelines typically get even less. States minimally regulate student teaching, so quality is scattershot.

But if we don’t prepare and support new teachers consistently, we’re just driving them back out of the classroom door. Fixing this will take time. Meanwhile, what can early career teachers do to get better faster, and how can experienced teachers help? Here are three strategies that birding made clear to me.

The first is to practice noticing things in the classroom. On a birdwatching trail, I learned to slow down for every slight movement and sound. I perceived things I didn’t know I could notice. It works in the classroom, too – just name what you observe aloud. The new kicks, the haircut, their posture. Statements of fact build the muscles of radar.

Second, observe as many other teachers as possible. My birding skills improved by moving beyond my backyard, to lakeshores and prairies and thickets. If I could start my teaching career again, I would request professional development days to observe beyond my content area, grade level, and even my school. This exposes you to new approaches to familiar challenges. You see what’s possible.

Third, I was lucky to have a trusted mentor who saw the teacher I could be, even when I was at my worst. Just as I need pointers when I misidentify a feather or call while birding, early teachers grow and sustain themselves with great coaching. A good mentor is the equivalent of an additional year of experience. But even though long-term retention of high-quality teachers pays for itself, not all schools invest in coaching. If that’s the case, look for educators you feel trust and affinity with. Ask them to observe you, give you feedback, or watch footage of you teaching. Experienced teachers want to work in a building filled with other great teachers, and they’ll share what they know to make that possible.

Today’s teaching force is less experienced than ever, with a widening gap between veteran teachers and new ones. Anyone entering the classroom deserves the support and experience they need to thrive in spite of those headwinds. Birdwatching reminded me of our collective responsibility to sustain all of us in this work because none of us gets better alone. We rely on the support and guidance of those with experience. And for most, it starts with classroom management. Let’s stop treating preparation as an afterthought. Instead, let’s invest in our early career teachers so they have the skills to rebuild our profession and build longterm careers in the classroom.

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

For more news on classroom management, visit eSN’s Innovative Teaching hub.

Key points:

• Building a data-literate school culture takes time and intention
• We are all digital immigrants now
• Data-informed decision-making in education: A comprehensive approach
• For more news on data literacy, visit eSN’s Innovative Teaching hub

While digital literacy has become an aspirational cornerstone of modern education, the exponential growth of data-driven decision-making across industries reveals critical gaps that demand a stronger focus on data literacy. Digital literacy provides foundational technical competencies, but data literacy is necessary to equip students with the analytical frameworks needed to responsibly navigate our quantified world.

In today’s technology-rich classrooms, digital literacy is becoming a foundational skill–students are learning to navigate devices, use educational software, and collaborate online. But as we prepare students for the future, it’s no longer enough for them to simply use technology. They must learn how to understand and interpret data that drives so many aspects of their lives.

This is where data literacy comes in. While digital literacy is about accessing and sharing information through digital tools, data literacy is about making sense of the information those tools produce and using it wisely. For K-12 educators, building students’ data literacy is not a “nice-to-have.” It is essential.

Our classrooms are data-rich, but are we data-literate?

Whether we realize it or not, data is everywhere in our schools. Every test score, attendance log, learning app, or digital assignment generates data. Teachers use data dashboards to track student progress. Schools use analytics to identify at-risk students or allocate resources. Students, too, interact with data daily, whether analyzing graphs in math class or using feedback from educational platforms to guide their learning.

However, using digital tools does not automatically mean students, or educators, understand the quality, context, or implications of the data they see. Students may know how to make a chart in Google Sheets, but do they understand what story the data tells? Do they know how to question a graph they see on social media? Can they understand the difference between correlation and causation? This gap is what separates digital literacy from data literacy, and it’s a gap we urgently need to close in K-12 education.

What is data literacy for K-12 learners?

Data literacy in a school context means more than reading charts or calculating averages. The National Center for Education Statistics (NCES) published a Forum Guide to Data Literacy, which articulates the processes to create data-literate schools, but does not directly outline the skills of data literacy itself. The authors would posit the following are the necessary core skills for data literacy:

• Understanding how data is collected, and by whom
• Asking questions about what data does (and doesn’t) show
• Analyzing patterns and drawing evidence-based conclusions
• Recognizing bias in data collection or interpretation
• Considering the ethical use of data, especially personal information

When students are data literate, they’re equipped to make informed decisions, evaluate claims, and engage as thoughtful citizens in a data-driven world. In other words, they’re not just passive consumers of information, they’re critical thinkers.

Why it matters for K-12 teachers

As educators, we regularly interact with data, benchmark scores, reading levels, engagement analytics from edtech tools, and state test results. Data is only helpful if we can interpret it accurately and use it effectively to support learning. The same goes for students. As artificial intelligence, personalized learning platforms, and algorithm-driven content become more common in classrooms, students must understand how data influences what they see and how they are assessed. Teaching data literacy helps students succeed academically and develop the civic skills they’ll need to navigate the wider world.

Integrating data literacy into K-12 curriculum

The good news? You don’t need to be a data scientist to teach data literacy. And it doesn’t require a separate course. You can build it into existing coursework.

In math, students can move beyond computation to analyze real-world datasets. They can explore questions like, “What trends do we see in this data?” or “What might be missing from this information?”

In science, students can design simple investigations, collect data, and consider variability and bias in their experiments.

In ELA, students can critique the use of data in argumentative texts or analyze how data is used to persuade in advertisements or media.

In social studies, students can interpret historical or demographic data, question sources, and discuss how data is used to shape policy.

What’s important is creating opportunities for students to question, reason, and reflect–core components of both critical thinking and data literacy.

Professional learning for educators

Just as we strive to be lifelong learners, we need time and support to develop our own data literacy skills. Many of us were trained to teach content, not to analyze student data or model data reasoning in the classroom. Professional development focused on data literacy can help us feel more confident using student data for instruction, identifying meaningful trends, and teaching students how to critically examine information. Educators need to be given the necessary resources to support the development of data literacy, including the technology tools, time, and fiscal resources to be successful.

Schools and districts can support this work by embedding data literacy into ongoing training, not just tech integration workshops. Coaching, co-teaching models, and collaborative inquiry teams can also build teacher capacity and create shared language around data use.

Data ethics and student agency

There’s another layer of data literacy that’s especially relevant in today’s digital age: ethics. Students’ data is collected constantly, from learning platforms, devices, and even classroom tools. Yet many students aren’t aware of how this data is used or what rights they have. Teaching students to think critically about data means helping them ask:

• What personal data am I sharing–and who has access to it?
• How can data be used to help or harm individuals or groups?
• What responsibilities do we have when interpreting or presenting data?

These conversations help build data literacy and digital citizenship and student agency. It empowers students to ask hard questions and make informed choices–skills that are essential well beyond the classroom.

The road ahead

Building a data-literate school culture takes time and intention. It requires rethinking what we teach, what data we share with students, and how we engage with information ourselves. The payoff is worth it. We will create students who are more confident, more critical, and more capable of navigating the world around them.

As K-12 educators, we’ve already done the hard work of integrating digital tools into learning. Now it’s time to go further. Let’s help our students not only use technology but understand and question the data behind it. Let’s prepare them not just to function in a digital society, but to lead in it.

Key points:

• SkillsUSA competitions help students learn what employers will expect of them
• How CTE supports college and career readiness
• Online learning in high school helps students explore career pathways
• For more news on careers and CTE, visit eSN’s Innovative Teaching hub

The most effective way for students to learn career-ready skills in fields such as advanced manufacturing and robotics is by applying these skills in the context of authentic projects and real-world scenarios.

For 60 years, SkillsUSA has provided these types of hands-on learning opportunities for students in the form of regional, state, and national competitions–and participants in these contests have gained valuable career experience.

A nonprofit organization for career and technical education (CTE), SkillsUSA serves more than 413,000 middle school, high school, and college students and instructors nationwide. The organization is best known for its skills competitions that bring students together to network with industry professionals and test their abilities in more than 100 career fields.

When students take part in SkillsUSA competitions, they compete with students in the state based on technical standards created by industry leaders. They learn what’s expected of them from employers in their chosen field, and they see how well they measure up to their peers.

The winners of regional and state competitions are invited to compete in the national SkillsUSA Championships, the premier showcase of America’s most highly skilled CTE students. “It’s also one of the largest hands-on workforce development events in the world,” says SkillsUSA Senior Program Manager Tracy Whitehead.

Held each June, the SkillsUSA’s National Leadership & Skills Conference event features more than 6,500 state champions from across the United States competing head-to-head in 114 skill and leadership competitions.

“Business partners make it possible for us to achieve our mission of preparing students for career success,” Whitehead says. “Their support includes personnel, equipment, and in-kind donations that are essential to hosting these competitions.”

Intelitek is proud to have served as a SkillsUSA sponsor since 1991. As a Bronze Industry Partner, we chair two skills competitions: Robotics & Automation Technology (RAT) and Automated Manufacturing Technology (AMT). We organize the competitions for these events as part of the manufacturing cluster together with other vendors in these fields and volunteers. Along with these other sponsors, we also arrange for equipment so that all teams compete on a level playing field, run and judge the competitions, and provide prizes for the winners.

In the Robotics & Automation Technology competition, teams of two students lay out and program a robotic manufacturing production system in response to a given scenario. The project tests each team’s approach to problem solving within a simulated work environment, allowing students to display their skills in a valid, measurable format.

Each project requires students to use a variety of technical skills they would be required to demonstrate within an authentic workplace, including the use of robotics, programmable logic controllers (PLCs), sensors, and electrical systems.

The most recent RAT competition was described as follows: “This competition challenges two-person teams to demonstrate operation of a five-axis servo-robot along with a set of sensors and motorized devices to resolve a production process problem. Teams set up and demonstrate operation of a robotic workcell from a word problem. Competitors also utilize and program a Siemens LOGO PLC as part of the contest, as well as a Cognex vision camera. Competitors are required to create a flowchart and sequence of operation. Teams are also judged on efficiency, speed and teamwork.”

In the AMT competition, students manufacture a part for a fictitious company doing the CAD, CAM, and then actually milling the part on a CNC machine. The competition tests their technical skills as well as their ability to work as a team, manage their time, document their work, and deliver an accurately milled product.

A 2023 report from the Student Research Foundation shows that SkillsUSA members consistently outperform their peers not enrolled in a career and technical student organization (CTSO) in seven essential areas:

1. Earning a license or certification related to their field of study
2. Meeting potential employers
3. Being excited about their chosen career
4. Gaining work experience as a student
5. Understanding the work environment
6. Being excited about school
7. Connecting school to the real world

For instance, 79 percent of SkillsUSA participants earned an industry license or certification in their chosen field, compared with 50 percent of CTE students who did not take part in a career and technical student organization. Eighty-three percent of SkillsUSA participants said they were excited about their chosen career, compared with 66 percent of non-CTSO students. Fifty-eight percent met potential employers, compared to 37 percent of non-CTSO students.

SkillsUSA competitions give CTE students real-world exposure to in-demand career skills, applied within authentic challenges and scenarios. They connect students with practicing industry professionals and help them gain hands-on experience that empowers them to excel in their chosen field.

“The employability and leadership skills–and just the motivation and the confidence you get from involvement with SkillsUSA–is amazing,” a former SkillsUSA participant is quoted as saying on the organization’s website. “It helped me to have a feeling of worth.”

The SkillsUSA NLSC competition is one of the most inspiring events I have ever attended. Seeing the thousands of students parading through the streets of Atlanta, proudly wearing their SkillsUSA uniforms, participating in competitions and events with pride, and encouraging their peers to succeed, is truly the oxygen that makes companies like ours not only come back year after year, but also gives us the motivation to do what we do all year long for CTE education.

Key points:

• Tech tools can create more engaging and effective learning experiences
• A critical shift in digital instruction in 2025
• How multimedia and interactive tech transform engagement
• For more news on digital tools, visit eSN’s Digital Learning hub

In 2010, I began my teaching career as a high school English teacher.  After seven years in the classroom teaching middle and high school students, I transitioned into instructional technology, where I currently serve as a digital integration specialist for South Carolina’s Anderson School District Five. In this role, I strive to empower, celebrate, and inspire the middle school teachers and students I support by providing high-quality learning opportunities powered by innovative integration of technology. 

In my work with middle school students, I’ve seen how critical that period of development is to students’ future success. One area of focus in a middle schooler’s development is vocabulary acquisition. As Fisher and Frey state in “Content Area Vocabulary Learning,” “vocabulary is a significant predictor of overall reading comprehension and student performance.” Having a wide range of vocabulary helps students be better readers, writers, and ultimately better communicators. 

As students progress through elementary and middle school, the demand for vocabulary knowledge increases significantly. By the time students enter ninth grade, they are expected to know and understand approximately 88,500 word families (Fisher & Frey, 2014). This highlights the challenge of ensuring that students develop a robust vocabulary by the time they reach ninth grade. To address this, we can implement key vocabulary instructional strategies that are amplified through the use of technology, providing students with the tools and resources needed to strengthen their vocabulary and reading comprehension.

Here are my five favorite vocabulary strategies powered by technology:

Word Sorts: Word Sorts is an interactive strategy where students categorize words based on shared attributes. By grouping words into categories, students can better understand the relationships between words, enhancing their semantic knowledge. Word Sorts requires active thinking and decision-making as students must analyze the features of the words, categorize the words, and explain their reasoning. When students are provided with a list of words, the teacher can establish specific categories for a closed sort activity. Alternatively, for an open sort activity, students can be asked to create their own categories based on their understanding. During either style, students are tasked with organizing the words accordingly. Students process vocabulary by grouping and comparing terms, which facilitates active learning and concept formation. The result is a deeper understanding of each word. 

Technology can amplify the strategy by providing students with immediate feedback when completing closed word sorts and an authentic audience for open word sorts. The Flippity Group Game tool allows users to create their own groups similar to the popular Connections game by The New York Times. Teachers can create four categories of four terms each. The resulting game link is a grid of 16 terms for students to categorize. When teachers are facilitating an open word sort, students can create the four categories with the terms provided by the teacher. Afterwards, students can share their game links with each other for an added challenge.

Jazzing the Text: In “Content Area Vocabulary” by Fisher and Frey, we learn that providing students opportunities to grow vocabularies with discussions is a significant component of word learning. The Jazzing the Text activity supports deep engagement with words, phrases, and sentences through contextual understanding and collaborative discussions. Students are given a frame for summarizing the passage by identifying one word, phrase and sentence that stands out. Then, they share that information in a round-robin format starting with the word. The round-robin sharing format is designed to encourage students to hear different perspectives on the same texts and discuss their insights with their peers. This strategy not only helps students ‘see’ the main idea of the article, but also encourages them to think critically about which words are most important, intriguing, or impactful in the context.

I once witnessed a class participating in this activity. I found it difficult to hear the words, phrases, and sentences as students participated in the round-robin portion and struggled to remember what the previous students said. For better understanding, I wanted to see a record of everyone’s selections. The technology tool AnswerGarden can amplify the strategy because students share their findings on a collaborative board which allows us to see and hear the word, phrase, and sentence. The tool will emphasize the words, phrases, or sentences that multiple students select by making them larger. The end result is a more visual picture of the main idea and critical words.

Frayer Model: The Frayer Model is a graphic organizer that helps students develop a deep understanding of a word by identifying its definition, characteristics, examples, and non-examples. Teachers provide students with a graphic organizer with each section labeled for students to add their definition of the word, characteristics, examples, and non-examples. Students process the word beyond the surface level definition as they showcase their understanding in various contexts. 

This strategy can be amplified with the Studio Board tool from within Discovery Education Experience, which in South Carolina is provided to educators at no cost through our Department of Education. Teachers can assign the template to their learners. Students can then use the expansive content library to complete their Frayer Models, extending opportunities to draw connections from a variety of media including images, audio, and video. Finally, students will have an authentic audience when they share their products with each other to teach their peers about new vocabulary words.

Semantic Gradient: Semantic gradients encourage students to examine the spectrum of meaning within a set of related words. It advances critical thinking, nuanced understanding, and more accurate selection of words in writing and communication. Teachers will start with a topic like “appearance” or “emotion” and provide two anchor words that will serve as the extremes, like “beautiful/ugly” or “happy/sad.” Students will brainstorm a list of related words, or the teacher can provide a list for a scaffold. Students arrange the words on a continuum, from one extreme to another. After the activity, the teacher facilitates a discussion about the placement of words, and students justify their reasoning. 

When teachers create a template for this activity in Canva, a free graphic design tool for educators, they can quickly assign to all students and differentiate with appropriate scaffolds. Canva amplifies the strategy by giving teachers an efficient way to provide the framework for students. Teachers can also use Canva to increase the rigor of the activity by having students add images to each word and use the audio recording tool to provide their justifications before the whole class discussion.

Six Step Vocabulary Acquisition: The six step vocabulary acquisition strategy comes from the work of Robert Marzano. Students acquire meaning of terms by explaining the definition, restating the definition, showing a visual representation, discussing, refining, and applying vocabulary words to a context. This process will enhance student comprehension and retention of terms. 

Flashcard Factory provided by Pear Deck is a tool that gamifies the six step vocabulary acquisition strategy. Teachers assign a list of vocabulary words and definitions (step one). The tool simulates a factory where assigned student pairs are divided into the day shift and the night shift. The factory machine delivers terms, and the student pairs restate the definition as they discuss the term (step two). One student must show a visual representation of the term (step three) while the other student creates a sentence with the term (step four). Once the shift has ended, the class participates in quality control to refine the vocabulary cards by selecting only the best (step five). The final step in the process is for students to study the terms with their new flashcards (step six); the teacher can even export the terms to GimKit, an interactive learning platform that allows teachers to create games for students to play using the student-created flashcards from Flashcard Factory.

By integrating technology into vocabulary instruction, teachers can amplify traditional strategies to create more engaging and effective learning experiences. Tools like Flippity, AnswerGarden, Discovery Education, Canva, and Pear Deck allow students to interact with words in diverse and dynamic ways, promoting deeper understanding and retention. Vocabulary acquisition will prepare students for success in reading, writing, and communication. 

Key points:

• Specific goals provide a clear path to turn dreams into reality
• Connecting learning to career exploration
• Online learning in high school helps students explore career pathways
• For more news on goal setting, visit eSN’s Innovative Teaching hub

Spring is the perfect time for a reset—an opportunity to reflect on progress, adjust goals and finish the school year strong. For students, the mid-year stretch is a chance to assess their learning, refine their decision-making skills and build momentum for the opportunities ahead.

In today’s world, goal setting isn’t just about school—it’s a necessary life skill. By looking at the bigger picture, students can aim for academic achievements, ideate on their personal and professional goals, and set themselves up for a successful future.

Time Management Skills: A Foundation for Success

One of the most significant benefits of goal setting is the development of time management skills—you can’t meet your goals if you don’t have the time. Learning to manage schedules effectively helps students juggle schoolwork, extracurricular activities and a social life. Parents can play a pivotal role in this process by modeling effective time management and encouraging their children to use planners, digital tools or simple to-do lists.

For instance, parents can help students set realistic deadlines for completing school projects or studying for exams, considering the need for relaxation and the siren call of family fun. By fostering these habits early, students develop the ability to prioritize and stay organized—a crucial skill in both academic and professional settings. And by working to model those habits, grownups might find themselves less frantic as well.

Achieving School-Life Balance

By focusing on school-life balance, students are better equipped to set realistic goals and develop the resilience needed to navigate challenges. Parents can support this balance by encouraging structured routines that allow for both productivity and downtime. This ensures that students—and their families—can enjoy the journey of learning without feeling overwhelmed.

Research by Connections Academy highlights the importance of achieving school-life balance. According to their findings, students with a strong school/life balance are more likely to prioritize their wellbeing through activities like taking breaks, drinking water and getting enough sleep. They are also less likely to struggle with their mental wellbeing and often have a clearer understanding of their future aspirations, with 76% knowing what career they want to pursue.

Leveraging Flexibility

Flexibility is a powerful tool for achieving personal and academic goals, allowing individuals to adapt their approach based on their unique needs and circumstances. Whether managing responsibilities, pursuing new opportunities, or balancing commitments, embracing flexibility helps reduce stress and improve productivity. One way this can be applied is through virtual learning, which offers students the ability to customize their schedules while staying on track academically.

Parents can support their children in setting daily or weekly goals within a virtual learning environment by ensuring time is effectively allocated for both academic growth and personal development. This adaptable approach not only fosters academic success but also empowers students to take ownership of their learning and develop self-awareness about how and when they work best—an essential skill for success in today’s self-directed, remote-working world.

Building Habits for Long-Term Success

As multiple studies and observations have shown in recent years, prioritizing well-being and mental health alongside education is essential. Along with incorporating wellness goals (such as regular exercise, mindfulness practices and sufficient sleep) students and parents need to learn to recognize when help, support or a new path is required.  Resilience, focus and a sense of self are traits that help build a fulfilling life, no matter what course someone’s career takes.

Parents can support this balance by promoting healthy routines and emphasizing the importance of downtime. Simple practices, like taking breaks between study sessions or engaging in family activities, can significantly enhance a student’s mental and emotional well-being. And creating an environment where kids feel comfortable and supported can go a long way in helping them differentiate between good and bad habits.

Aligning Goals with Future Readiness

By aligning goals with in-demand skills, students can better prepare for future career opportunities. Pearson’s US Skills Map highlights the most sought-after skills in today’s job market, including critical thinking, adaptability and digital literacy. Pearson’s Connections Academy integrates this approach into its curriculum, including using the Pathful college and career readiness tool, empowering students to connect their academic achievements with real-world applications.

But no matter the educational environment, setting clear goals helps students channel their energy in the right direction. Specific goals provide a clear path, and actionable steps turn dreams into reality, bringing a sense of accomplishment and keeping students motivated as they track their progress. Celebrating small victories builds confidence and resilience, preparing them to face future challenges with a positive mindset. Well-defined goals keep students focused and organized, ensuring they make meaningful progress toward their educational and career objectives. Spring is the perfect time to reflect on those achievements and make any necessary adjustments to finish the school year strong.

As the season changes, parents and educators can help students embrace the opportunity to set thoughtful, impactful goals. By fostering time management, leveraging virtual learning opportunities and promoting a balanced approach to well-being, students can cultivate the skills needed for success in school and beyond. The journey from classroom to career is clearer than ever with resources like career assessments, graduation tracking tools, Pathful, Pearson’s US Skills Map and the support of innovative platforms like Connections Academy.

This season, let’s empower students to reflect, refine their goals, and take meaningful steps toward their aspirations for a strong finish this school year and a bright future ahead.

Key points:

• Standards-aligned lessons use virtual museum visits as a foundation for deep language learning
• Fostering metacognition and AI integration for ELLs
• Revolutionizing storytelling with AI: Empowering ELLs
• For more news on ELLs, visit eSN’s Innovative Teaching hub

Art has a unique power in the ESL classroom–a magic that bridges cultures, ignites imagination, and breathes life into language. For English Language Learners (ELLs), it’s more than an expressive outlet. It’s a pathway to explore identity, understand others, and connect with complex emotions in a way traditional instruction often cannot.

Virtual museum visits extend this magic even further, granting students access to the world’s cultural treasures. From their desks, they can encounter masterpieces from diverse time periods and traditions, helping them appreciate art as a universal language and a reflection of the human experience.

This article presents a standards-aligned lesson plan that uses virtual museum visits as a foundation for deep language learning. Through creative activities, students build vocabulary, develop critical thinking, and practice expressive language, all while immersing themselves in global art and culture. More than a lesson, this is a framework for creating a classroom where language acquisition feels natural, meaningful, and profoundly human.

The power of virtual art integration

When students engage with visual art, especially through virtual museum visits, they connect with language on a deeper level. Descriptive words come to life, emotional vocabulary becomes personal, and interpretive skills sharpen as they analyze symbolism, composition, and historical context. This multimodal learning approach, which combines visual, auditory, and linguistic stimuli, has been shown to improve comprehension and retention–particularly among English Learners (Moreno & Mayer, 2007).

Empowering student voice and identity

Art-based learning gives ELLs the confidence to speak and the freedom to explore. When students act as characters from a painting–whether a noble figure, an everyday worker, or a mythological being–they’re not just practicing language. They’re stepping into new identities, interpreting emotions, and telling stories that matter. This personal connection empowers students to see their own experiences reflected in global art, bridging the gap between language learning and cultural expression.

A glimpse into the lesson experience

In this project, students explore collections from institutions like the National Gallery or the Smithsonian. They select an artwork that resonates with them, research its background, and then write and perform a monologue or dialogue from the perspective of a character within the painting. They use tools like Natural Readers to refine pronunciation and rehearse with confidence. This blend of research, writing, performance, and reflection turns the ESL classroom into a space of creativity and
exploration.

Student presentations are recorded and shared with peers, followed by class discussions and feedback. Through this process, students build not only language skills but also critical thinking, empathy, and global awareness.

Standards and pedagogical alignment

The lesson aligns with TESOL standards and Common Core language goals. Students engage in complex language functions–describing, analyzing, and presenting–while gaining insight into diverse cultures. They build vocabulary through contextualized learning, practice academic speaking skills, and develop intercultural competence. It’s a holistic approach that addresses both linguistic and socio-emotional development.

Student work and real-world impact

The impact is best seen in student work. Videos shared publicly with permission show learners stepping into the shoes of historical and cultural figures, expressing themselves fluently and passionately. These moments of creativity reveal the true power of integrating technology, art, and language instruction.

Examples:

• Example Video 1
• Example Video 2
• Example Video 3
• Example Video 4
• Example Video 5

Bringing virtual art into the ESL classroom transforms language learning into a rich, human experience. It fosters self-expression, cultural appreciation, and global awareness while enhancing vocabulary, grammar, and fluency. This is more than a strategy, it’s a shift in how we view language education.

So bring a masterpiece into your classroom, and watch language come
alive.

Key points:

• When it comes to student assessments, it’s time for new ways to gauge learning
• A critical shift in digital instruction in 2025
• Closing the digital use divide with active and engaging learning
• For more news on digital resources, visit eSN’s Digital Learning hub

In today’s evolving educational landscape, effective student assessment goes beyond multiple-choice tests and letter grades. According to a recent study, over 60 percent of educators believe traditional assessments fail to fully measure student understanding.

With the rise of digital tools, teachers now have innovative ways to assess learning that provide deeper insights and engage students more meaningfully. Here are five powerful resources that can transform how you evaluate student progress.

Wakelet: Wakelet is traditionally known as a curation tool, but its versatility makes it an excellent assessment platform. It allows students to compile evidence of learning through text, images, videos, and links, fostering creativity and critical thinking.

Unlike traditional tests, Wakelet empowers students to demonstrate understanding in a personalized and reflective way. It also facilitates peer and teacher feedback, making assessment a more collaborative process.

For a history project, I ask students to create a Wakelet collection on the causes of the American Revolution. They include primary sources, personal reflections, video summaries, and even AI-generated artwork to illustrate key concepts. Reviewing their collections provides a richer, more comprehensive view of their understanding than a standard test would.

Adobe Express: Adobe Express allows students to record video responses to prompts, making it a good choice for educators looking to assess verbal communication, critical thinking, and creativity. Its intuitive interface empowers even young learners to express themselves confidently. 

I love how students can articulate their thoughts verbally, encouraging creativity and deeper reflection. For educators, this personalized approach illuminates student thought processes, highlighting not just what they know but how they’re reasoning, interpreting, and connecting ideas. 

For a science project, I ask students to create an Adobe Express web page explaining the water cycle. They incorporate images, infographics, short video explanations, and AI-generated visuals to illustrate key concepts. Reviewing their projects provides deeper insights into their understanding than a multiple-choice test would.

Canva: The polls available from Canva offer a fresh take on gauging student understanding. Through the easy-to-use templates, educators can create real-time polls to assess knowledge, check for misconceptions, or gather feedback.

I love how simple it is to create the polls, and how fast they are, making them ideal for formative assessments during or after lessons. The visual appeal and interactivity of Canva ensure students stay engaged, especially in online or hybrid learning environments. 

For a literature assignment, I have students design a Canva infographic analyzing a novel’s themes. They include key quotes, character relationships, and symbolic imagery. Their designs offer a deeper, more personalized understanding of the text than a written summary alone. It’s also a fantastic way to make students feel heard, particularly when polls are used for classroom decision-making or feedback.

Padlet: Padlet is a dynamic online whiteboard platform that encourages creativity, collaboration, and critical thinking. It allows students to share their work in real-time using posts that can include text, images, videos, or links.

I love how Padlet facilitates a collaborative environment. It is perfect for group projects, brainstorming sessions, and peer-to-peer feedback, making learning more interactive and engaging. 

For a geography unit, I have students create a Padlet board on climate change. They add research articles, video explanations, data charts, and personal reflections. Reviewing their boards gives a broader, more nuanced perspective on their understanding than a written quiz would.

Discovery Education Experience: Discovery Education Experience is an essential classroom companion for not only interactive content, but also formative assessment. Among the great assessment tools in Experience is the Quiz tool. Quiz allows educators to embed questions directly into videos, turning passive watching into active engagement.

I love the ability to assess comprehension in real-time. This helps ensure that students stay engaged and allows me to adjust instruction on the spot. The pre-made quizzes also offer instant feedback, helping students reflect on their learning process.

For example, in a middle school science class, I rely on the Video Quiz feature to assess understanding of the water cycle. Students watch a short video, answer embedded questions, and discuss their responses in small groups. I love that I can find a library of pre-created quizzes or create my own. This formative approach helps me identify misconceptions and provides targeted support before moving to a summative assessment.

Assessment should be as dynamic as learning itself. By leveraging digital tools, educators can move beyond one-size-fits-all tests and embrace assessments that capture student growth in meaningful ways. With technology at our fingertips, it’s time to rethink how we measure learning and ensure that every student can showcase their knowledge in ways that work best for them.

Key points:

• Books featuring licensed characters can instill a love of reading
• We are just beginning the uphill climb to improve student reading scores
• NAEP scores show disheartening trends for the lowest-performing students
• For more news on literacy, visit eSN’s Innovative Teaching hub

Holden, my 21-month-old, has fallen in love.  His early morning snack and “couch time” includes a dose of “Tiger!”  This is toddler for, “Mom, turn on Daniel Tiger’s Neighborhood.”  It inevitably leaves me singing whatever jingle is repeated throughout the episode–ALL DAY… “won’t you ride along with me… ride along…”

We’re also attempting potty training, and Holden’s favorite “potty book” (yes, we have a basket of potty books) is about Daniel Tiger having to turn the trolley around to go back home to go potty.  Is it literary genius?  Hardly.  But the jingle is just as sticky: “Do you have to go potty?  Maybe yes.  Maybe no.  Why don’t you sit and try to go.”  

Children’s books based on toys, television, or movie characters rarely win any official medals or literary awards.  And often, librarians and teachers shy away from them because there is a perceived lack of literary quality and a feeling that they are just pushing parents to buy more toys. 

In some cases, they do lack meaningful storylines.  And most certainly, the brands are licensing books to market their characters and further their brand affinity among children.  But Robin Pearson, the former head of publishing at The Lego Group, makes some excellent points in this blog: “If you give kids the choice over what they want to read, many will pick books or mags about their favourite shows, games, toys or characters.  Licensed publishing–both books and magazines–can prove to be powerful incentives for kids who don’t really like reading.”

I would take Pearson’s thoughts a step further.  I can certainly argue why a child who doesn’t like to read may be more compelled to pick up a book featuring one of their favorite characters.  But books have been a part of Holden’s life every day since he came home from the hospital.  If five potty books are available, he picks Tiger nearly every time.  And I say, as long as he’s picking up a book, that’s a WIN!

Amy Pihl, a school librarian in Salina, Kansas, agrees: “As a librarian who shifted from public libraries to a school library, I believe in the inherent value of books featuring popular licensed characters.  Curating a love for reading in young learners can be challenging as our world becomes more and more digital, so when a student asks me if we have this book or that book from a certain movie or series they’ve watched at home, I’ll immediately look into book options when they’re available.  My number one job is to connect kids to books they’ll love.  If they’ve made a connection with a licensed character enough to want to continue that connection crossing over to reading, then you bet I want to facilitate that.  I want my students to love reading and view it as something they enjoy–not an academic obligation.  Allowing them access to the books–and characters–they are interested in is imperative to building a culture of reading in schools.”

Reading books about favorite characters can be an easier introduction into independent reading for little ones, as well.  For starters, they already have context about the storyline and supporting characters.  Some licensed content books repeat story lines from episodes of TV shows; others expand on them or tell new stories.  Licensed nonfiction books explain more complicated topics like science or history through the voice of a known and loved character.

Simply engaging in reading practice is foundational.  And we know if a kiddo selects his or her own book, they are much more likely to stay engaged while being read to or reading themselves.  Ashley Healey says the students who visit her library in Stratham Memorial School in New Hampshire gravitate towards books like these: “Our books with licensed characters are BY FAR some of our most checked out resources. Even the most reluctant of readers’ faces will light up when they see Bluey or Marshall from Paw Patrol. It’s comforting to them. It’s also a great way to encourage reading skills–a student who has seen the episode “Barky Boats” a million times can easily identify key vocabulary and retell the story with ease. We have entire sections dedicated to trademarked characters (Pokémon, Star Wars, every princess you can imagine, etc.) and their bins are nearly always empty, which is a win-win for my librarian heart.”

You might have landed on the same popular licensed character, but there are hundreds out there by a variety of publishers, including:

• Daniel Tiger’s Neighborhood (PBS Kids), PJ Masks (Disney Junior); Cocomelon (Netflix) from Simon Spotlight, imprint of Simon & Schuster
• Molly of Denali (PBS Kids), Roblox (online game), Baby Shark (Pinkfong), My Little Pony (Hasbro), FGTeeV (YouTube); PopularMMOs (YouTube) from HarperCollins
• Peppa Pig (various platforms), Clifford the Big Red Dog (PBS Kids); Julie and the Phantoms (Netflix) from Scholastic
• Sesame Street (various platforms), Crayola; Garfield (various platforms) from Lerner Publishing Group

Dr. Katie Hoving, a reading and English teacher at Hampshire High School in Illinois, notes that similar to licensed characters, students of all ages also connect with movie tie-ins: “My daughter went through a Stranger Things phase and was obsessed with the show. So, of course we found Stranger Things books for her to read. Now, it’s Outer Banks, so we’re on the hunt for books related to that show.  I also have some of these types of books in my classroom. When students go for these types of books, I think it’s because there’s something comforting about a familiar character and storyline. It’s like being welcomed home into a world you already know!”

I honestly don’t know if the Daniel Tiger’s potty book is based on an episode of the show or just something the producers felt would make a good topic for a book.  Either way, it’s getting a lot of love.  And this book lover, and librarians around the world, love that.

Librarian Amanda Chacon shares in her excitement when a licensed character helps with a reading breakthrough: “I’ve seen even the most reluctant readers light up when they discover a book featuring a familiar, licensed character. It’s like finding a trusted friend in a space that can otherwise feel overwhelming with choices. You can almost see the neurons firing with excitement as they connect reading to something they already love, forming a new relationship with books–one that becomes a gateway to a lifelong love of literacy.”

This is why you’ll see many of these books available in online book fairs, through vendors and bookstores, and in a basket next to the potty. Because if these characters can make it easier for kiddos to pick up in a book at a time when our Nation’s Report Card is still reporting that average scores in reading are declining, then I’m all for it.

Key points:

• All students are math language learners, regardless of their home language
• Fostering metacognition and AI integration for ELLs
• How to support multilingual learners in STEM
• For more news on language learners, visit eSN’s Innovative Teaching hub

Math isn’t just about numbers. It’s about language, too.

Many math tasks involve reading, writing, speaking, and listening. These language demands can be particularly challenging for students whose primary language is not English.

There are many ways teachers can bridge language barriers for multilingual learners (MLs) while also making math more accessible and engaging for all learners. Here are a few:

1. Introduce and reinforce academic language

Like many disciplines, math has its own language. It has specialized terms–such as numerator, divisor, polynomial, and coefficient–that students may not encounter outside of class. Math also includes everyday words with multiple meanings, such as product, plane, odd, even, square, degree, and mean.

One way to help students build the vocabulary needed for each lesson is to identify and highlight key terms that might be new to them. Write the terms on a whiteboard. Post the terms on math walls. Ask students to record them in math vocabulary notebooks they can reference throughout the year. Conduct a hands-on activity that provides a context for the vocabulary students are learning. Reinforce the terms by asking students to draw pictures of them in their notebooks or use them in conversations during group work.

Helping students learn to speak math proficiently today will pay dividends (another word with multiple meanings!) for years to come.

2. Incorporate visual aids

Visuals and multimedia improve MLs’ English language acquisition and engagement. Picture cards, for example, are a helpful tool for building students’ vocabulary skills in group, paired, or independent work. Many digital platforms include ready-made online cards as well as resources for creating picture cards and worksheets.

Visual aids also help MLs comprehend and remember content. Aids such as photographs, videos, animations, drawings, diagrams, charts, and graphs help make abstract ideas concrete. They connect concepts to the everyday world and students’ experiences and prior knowledge, which helps foster understanding.

Even physical actions such as hand gestures, modeling the use of a tool, or displaying work samples alongside verbal explanations and instructions can give students the clarity needed to tackle math tasks.

3. Utilize digital tools

A key benefit of digital math tools is that they make math feel approachable. Many MLs may feel more comfortable with digital math platforms because they can practice independently without worrying about taking extra time or giving the wrong answer in front of their peers.

Digital platforms also offer embedded language supports and accessibility features for diverse learners. Features like text-to-speech, adjustable speaking rates, digital glossaries, and closed captioning improve math comprehension and strengthen literacy skills.

4. Encourage hands-on learning

Hands-on learning makes math come alive. Math manipulatives allow MLs to “touch” math, deepening their understanding. Both physical and digital manipulatives–such as pattern blocks, dice, spinners, base ten blocks, and algebra tiles–enable students to explore and interact with mathematical ideas and discover the wonders of math in the world around them.

Many lesson models, inquiry-based investigations, hands-on explorations and activities, and simulations also help students connect abstract concepts and real-life scenarios.

PhET sims, for example, create a game-like environment where students learn math through exploration and discovery. In addition to addressing math concepts and applications, these free simulations offer language translations and inclusive features such as voicing and interactive descriptions.

Whether students do math by manipulating materials in their hands or on their devices, hands-on explorations encourage students to experiment, make predictions, and find solutions through trial and error. This not only fosters critical thinking but also helps build confidence and perseverance.

5. Use students’ home language as a support

Research suggests that students’ home languages can also be educational resources. 

In U.S. public schools, Spanish is the most commonly reported home language of students learning English. More than 75 percent of English learners speak Spanish at home. To help schools incorporate students’ home language in the classroom, some digital platforms offer curriculum content and supports in both English and Spanish. Some even provide the option to toggle from English to Spanish with the click of a button.

In addition, artificial intelligence and online translation tools can translate lesson materials into multiple languages.

6. Create verbal scaffolds

To respond to math questions, MLs have to figure out the answers and how to phrase their responses in English. Verbal scaffolds such as sentence frames and sentence stems can lighten the cognitive load by giving students a starting point for answering questions or expressing their ideas. This way, students can focus on the lesson content rather than having to spend extra mental energy figuring out how to word their answers.

Sentence frames are often helpful for students with a beginning level of English proficiency.

• A square has            sides.  
• An isosceles triangle has at least             equal angles.

Sentence stems (a.k.a. sentence starters) help students get their thoughts going so they can give an answer or participate in a discussion. 

• The pattern I noticed was                               .               
• My answer is                               . I figured it out by                               .

Whether online or on paper, these fill-in-the-blank phrases and sentences help students explain their thinking orally or in writing. These scaffolds also support academic language development by showing key terms in context and providing opportunities to use new vocabulary words.

Making math welcoming for all

All students are math language learners. Regardless of their home language, every student should feel like their math classroom is a place to learn, participate, contribute, and grow. With the right strategies and tools, teachers can effectively support MLs while maintaining the rigor of grade-level content and making math more accessible and engaging for all.

This post on CTE and career readiness originally appeared on iCEV’s blog, and is republished here with permission.

For students to be truly prepared for their futures, they need academic knowledge, technical expertise, and workforce skills that translate directly into the workplace. As a career and technical education (CTE) instructor, I see firsthand how career-focused education provides students with the tools to transition smoothly from high school to college and careers.

According to ACTE’s College and Career Readiness report, students who complete CTE programs are more likely to meet these readiness benchmarks. A strong curriculum integrates industry certifications, technical skills development, and career pathways that align with workforce demands.

The role of CTE in workforce readiness

A well-rounded career and technical education curriculum focuses on workforce readiness and prepares students for high-demand careers. Employers seek candidates who not only have technical knowledge, but also have problem-solving skills, adaptability, and communication skills.

I’ve seen firsthand how CTE benefits students by offering dual enrollment programs, work-based learning, and industry partnerships. In my surgical technology program, students don’t just learn from textbooks; they gain hands-on experience through lab work, real-world simulations, and industry-recognized certifications for high school students that prepare them for healthcare careers.

For example, when we cover anatomy and physiology, we don’t just look at diagrams—we work with real organs sourced from a local butcher. This experiential learning helps students grasp medical concepts in ways that traditional education cannot. 

CTE curriculum and certification programs 

Comprehensive CTE programs ensure students gain industry-relevant knowledge. In surgical technology, mastering workforce skills such as sterile techniques, infection control, and medical equipment handling is crucial. I use iCEV as both a formative and summative assessment tool, which reinforces student learning with interactive modules, quizzes, career exploration, and workforce skills taught in career and technical education.

I’ve had students who struggled at the beginning of the course, needing multiple quiz attempts, but after working through the career-focused education curriculum, they built confidence and improved their performance significantly.

Industry partnerships strengthening career-focused learning

One of the strengths of career-focused education is its connection to industry partnerships. In my program, we ensure students gain practical, real-world experience through work-based learning. We don’t rely on gamification; instead, students work with manikins that contain realistic organs, use real medical instruments, and perform hands-on lab activities that mirror healthcare settings.

I’ve had students who entered my program unsure of their career path but, through hands-on exposure, became passionate about healthcare. One student became a teaching assistant, reinforcing her own knowledge while mentoring younger students—an experience that helped her gain admission to UC’s pre-med program.

Soft skills development for college and career readiness

Technical knowledge alone isn’t enough—employability skills such as teamwork, leadership, and critical thinking are essential in healthcare. With experiential learning, my students develop these skills through lab-based problem-solving and patient care simulations.

I’ve seen their confidence grow as they apply their knowledge, moving from struggling on assessments to excelling in lab check-offs. These hands-on experiences make them competitive in both college and careers.

How CTE programs prepare students for college and careers

Many CTE programs offer dual enrollment programs, allowing students to earn college credits while still in high school. This early exposure reduces the financial burden of education and strengthens students’ transition into postsecondary institutions.

In my classroom, career preparation goes beyond certification—it’s about preparing students for real medical environments. Industry-recognized certifications validate their skills, giving them a competitive edge in the job market.

Final thoughts

Career and technical education isn’t just about learning skills—it’s about shaping futures. My goal as an educator is to ensure my students graduate with the technical expertise, employability skills, and workforce readiness needed to thrive in college and careers.

By focusing on how technical education helps students succeed in the workforce, we empower them to confidently take the next step in their professional journeys.

For more on CTE and career readiness, visit eSN’s Innovative Teaching hub.

Key points:

• Educators should build a classroom culture that values learning over compliance
• 5 practical ways to integrate AI into high school science
• A new era for teachers as AI disrupts instruction
• For more news on AI and assessments, visit eSN’s Digital Learning hub

In recent years, the rise of AI technologies and the increasing pressures placed on students have made academic dishonesty a growing concern. Students, especially in the middle and high school years, have more opportunities than ever to cheat using AI tools, such as writing assistants or even text generators. While AI itself isn’t inherently problematic, its use in cheating can hinder students’ learning and development.

As educators, it is important to understand the underlying causes of this behavior and develop assessments that encourage academic integrity. This article explores the major reasons students resort to cheating and using AI, and offers strategies to help teachers design assessments that minimize these tendencies, informed by the latest research on assessment practices.

1. The material feels irrelevant or unvaluable to students

One of the primary reasons students cheat is that they don’t perceive the material being tested as valuable or relevant to their lives. When students fail to see the connection between what they’re learning and the real world, they lose motivation to engage meaningfully with the content. This lack of relevance can make assessments feel like an obstacle rather than a learning opportunity.

How this leads to cheating: When students view an assessment as irrelevant, they are less likely to take it seriously. Instead of investing the time and effort required to study and prepare, they may turn to AI or other shortcuts to complete the task quickly.

Solution for teachers: To combat this, it’s important to make learning experiences relevant. Teachers should strive to connect the content to real-world applications that resonate with students. Research indicates that authentic assessments, which apply classroom learning to real-world contexts, can significantly increase student engagement and minimize cheating. Teachers can implement project-based learning or real-world problem-solving scenarios, which not only align with educational standards but also enhance the relevance of the content for students.

2. Lack of focus on academic integrity, trust, and relationship building

Students are less likely to value academic integrity if they don’t understand its importance or don’t feel connected to their teachers. A lack of trust in the classroom can lead students to believe that they won’t face consequences for cheating or that they will be unfairly judged, reducing their sense of accountability.

How this leads to cheating: Without an emphasis on academic integrity or a strong student-teacher relationship, students may feel less inclined to follow the rules. AI may then seem like a less risky alternative, as they believe there are no strong repercussions for dishonest behavior.

Solution for teachers: Teachers can foster a culture of integrity by establishing trust and open communication. By building strong relationships with students, teachers can create an environment where students feel valued, understood, and respected. Research on virtual assessments suggests that having clear and consistent communication about academic honesty and integrity can enhance trust and reduce cheating behaviors. Additionally, teachers can integrate discussions on the value of learning and integrity into the curriculum, using tools like student reflections and peer feedback to reinforce these values.

3. More focus on grades than learning

When students are preoccupied with grades, they often lose sight of the learning process itself. The pressure to perform well on assessments can create a situation where the grade becomes more important than the actual knowledge being gained. This emphasis on grades over learning can lead to unhealthy study habits and a desire to cheat.

How this leads to cheating: In environments where grades are the primary focus, students may be more inclined to take shortcuts–such as using AI–if they feel it will help them achieve the grade they desire. They may view learning as a means to an end, rather than a valuable process.

Solution for teachers: Teachers can shift the focus from grades to mastery of content by using assessments that encourage learning and growth. Research supports the use of formative assessments–ongoing checks for understanding that provide both teachers and students with timely feedback. This approach encourages a focus on learning rather than performance. When teachers prioritize feedback and progress over final grades, students are more likely to see value in the process and less likely to turn to cheating.

4. High stress, pressure, or anxiety around assessments

The pressure to perform well on high-stakes tests or assignments can be overwhelming, especially for students who struggle with anxiety or feel that they have something to prove. This anxiety can lead students to seek out AI tools as a quick and easy solution to avoid failure or mitigate their stress.

How this leads to cheating: When students are under significant stress or pressure, cheating may feel like a way to protect themselves from the potential consequences of failure. The fear of not meeting expectations can make the use of AI seem like a necessary coping mechanism.

Solution for teachers: To reduce stress and anxiety, teachers can create a low-stakes environment where assessments are viewed as opportunities to learn rather than tests of ability. Research into virtual assessments highlights the importance of minimizing student stress by reducing the high-stakes nature of assessments, using alternative assessments that require more than just factual recall. Teachers can use methods such as open-book assessments, project-based learning, or assessments with clear criteria that allow students to revise and improve their work. This approach reduces the fear of failure and minimizes the need for cheating.

5. Students have no agency in the assessment process

When students have no say in how they are assessed or the types of assignments they complete, they may feel disconnected from the assessment process. This lack of agency can result in disengagement, making cheating or using AI more likely because students feel that their input doesn’t matter.

How this leads to cheating: If students feel disempowered or uninvolved in the assessment process, they may lose motivation to engage with the material in an authentic way. AI may become a quick fix for tasks they feel hold no personal connection or value.

Solution for teachers: Teachers can empower students by involving them in the assessment process. Offering choices in how they demonstrate learning–such as selecting project topics or choosing between different types of assessments (e.g., written essays or multimedia presentations)–can help students feel more invested. Research suggests that when students have opportunities to demonstrate mastery through alternative, performance-based assessments, they are more engaged and less likely to cheat. Additionally, providing clear rubrics, involving students in self-assessment, and offering opportunities for revision can increase student ownership of the learning process.

Understanding why students cheat and use AI is crucial in designing assessments that promote academic honesty and meaningful learning. By addressing the root causes–such as irrelevant material, lack of focus on integrity, the pressure of grades, high stress, and lack of student agency–teachers can create environments where students are motivated to engage with their work authentically. Research into virtual and formative assessments suggests that using strategies like alternative assessments, continuous feedback, and collaborative learning opportunities can help reduce cheating and encourage a deeper connection to learning. When assessments are designed to foster learning, trust, and student ownership, the temptation to cheat diminishes. It’s up to educators to rethink traditional assessment methods and build a classroom culture that values learning over compliance.

Works Cited

Hanover Research. (2020). Best practices in virtual assessments. Hanover Research.

Liberman, J., Levin, V., & Luna-Bazldua, D. (2020). Are students still learning during COVID-19? Formative assessment can provide the answer. World Bank. Retrieved from https://blogs.worldbank.org/education/are-students-still-learning-during-covid-19-formative-assessment-can-provide-answer

National Center on Educational Outcomes. (2020). Five formative assessment strategies to improve distance learning outcomes for students with disabilities. National Center on Educational Outcomes. Retrieved from https://eric.ed.gov/?q=formative&ft=on&ff1=dtySince_2016&pg=2&id=ED605750

O’Keefe, L., et al. (2020). Delivering high-quality instruction online in response to COVID-19: Faculty playbook. Online Learning Consortium. Retrieved from https://eric.ed.gov/?q=collaboration+online+learning&ft=on&ff1=dtySince_2016&id=ED605351

Smarter Balanced Assessment Consortium. (2020). Remote learning and the formative assessment process. Smarter Balanced Assessment Consortium. Retrieved from http://www.smarterbalanced.org/remote-learning-and-the-formative-assessment-process/

Key points:

• When students fail productively, they become better learners
• Explicit instruction: Students need more of it
• 3 ways to engage students in productive struggle
• For more news on productive struggle, visit eSN’s Innovative Teaching hub

Throughout my education, I have always been frustrated by busy work–the kind of homework that felt like an obligatory exercise rather than a meaningful learning experience. What puzzled me even more was the stark difference between K-12 education and higher education in this regard.

In college, assignments were purposeful, designed to deepen my understanding of the material rather than simply reinforce rote memorization. These assignments provided valuable opportunities to fail, seek help, and ultimately grow from the experience. Unfortunately, this kind of productive struggle is largely absent from K-12 education, leaving students ill-prepared with the mental resilience required to learn and adapt in college and beyond.

The issue is not just that K-12 education lacks challenging work; it’s that the system actively discourages failure. Homework is often designed to be simple, easily completed, and graded primarily for completion rather than mastery. This approach fosters a culture where students equate success with immediate correctness rather than with the process of learning. In contrast, the ungraded, complex assignments I encountered in college allowed me to struggle through difficult concepts, ask questions, and refine my understanding in a way that simply wasn’t possible in high school. Worse still, the pressure to get everything right in K-12, combined with the increasing competitiveness of academic environments, has contributed to widespread cheating, an issue that has only been exacerbated by advancements in generative AI and online learning.

In undergraduate courses, particularly in STEM fields, weekly homework assignments often required upwards of 12 hours of effort. Whether it was coding a project or working through intricate physics problems, I regularly found myself stuck. This wasn’t a sign of failure; it was an essential part of learning. If I couldn’t figure something out on my own, I had resources at my disposal: office hours, teaching assistants, or discussions with peers. These assignments weren’t just practice. They were designed to stretch my limits, to force me to engage deeply with the material rather than skim through a textbook for quick answers.

A common theme in my college coursework was the emphasis on application and difficulty. I can’t recall a single homework assignment that was easier than a test question. The homework was intentionally challenging, often requiring problem-solving beyond what was covered in lectures. It was assumed that students would struggle. The struggle was the entire point. Unlike high school assignments, which often consisted of repetitive, simple problems that could be completed in under an hour, college homework demanded creative thinking, persistence, and resilience. These assignments weren’t about getting a perfect score; they were about refining my ability to approach complex problems–an invaluable skill in any field.

This experience stood in stark contrast to my K-12 education, where everything was graded, and the expectation was to get as many correct answers as possible. The emphasis on grades instead of growth fostered a fear of failure, making students hesitant to take risks. Because failure was so rare in primary and secondary education, many students experienced their first true academic challenges in college, often with devastating effects. Those who had never learned how to struggle through difficult material suddenly found themselves unable to cope, leading to a general sense of academic unpreparedness.

What happens when we give students opportunities to struggle and fail productively? We create better learners. Students develop a more realistic understanding of their own abilities and begin to appreciate the process of learning rather than just the outcome. A teacher’s role is not just to impart knowledge but also to teach students how to learn. By introducing challenging assignments that require deep engagement, teachers can help students build the mental resilience necessary for future academic and professional success.

This shift is particularly important given the increasing competitiveness of education. In a world where high school GPAs are inflated and students feel immense pressure to achieve perfection, we must reframe failure as a necessary and valuable part of learning rather than something to be avoided at all costs. The first time a student struggles shouldn’t be in their freshman-year college calculus course; it should happen much earlier.

How can educators integrate productive failure into their teaching? One of the most effective strategies is to assign difficult, application-based homework that correlates directly with classroom learning. Instead of grading these assignments for accuracy, they should be graded for effort or completion. This removes the fear of failure while still encouraging students to engage deeply with the material.

Imagine a high school math class where, instead of assigning a dozen repetitive practice problems, the teacher includes a few complex multi-step problems that require students to think critically. When students struggle with these problems, they should be encouraged to ask questions and work through their difficulties in class. The goal is not to punish students for making mistakes but to help them recognize gaps in their understanding and develop the problem-solving skills needed to overcome them.

For educators concerned about limited class time, even small changes can make a difference. A simple way to introduce productive struggle is to incorporate a “challenge problem” into existing homework assignments. This doesn’t require a complete overhaul of the curriculum; it just means providing students with opportunities to test their limits. These questions should be difficult enough to make students think, but not so overwhelming that they become discouraged. Over time, as students encounter these challenges regularly, they will build confidence in their ability to tackle difficult problems independently.

Another approach is to dedicate class time to reviewing these challenging problems collaboratively. There is immense value in the “eureka moment” that comes when a teacher explains the missing step that allows a difficult problem to click into place. When students experience this firsthand, they learn that struggling through a problem isn’t a sign of failure–it’s a fundamental part of the learning process.

Implementing failure in the classroom isn’t about making school harder for the sake of difficulty–it’s about making learning more meaningful. By embracing this shift, educators can help students develop the perseverance and intellectual resilience they need to thrive, not just in college, but in every aspect of their lives.

Key points:

• Movement helps boost student engagement in learning
• Using free resources to connect the environment to education
• Empathy, adaptability, and real-world readiness: Supporting students in 2025
• For more news on movement and learning, visit eSN’s Innovative Teaching hub

When one thinks about using technology to support learning, the typical types of spaces we think of are traditional classrooms, media centers or STEM labs. After all, it’s easy to imagine how technologies such as AI tools, robots, VR headsets, and computers, for example, can be used to support learning in these settings. But gymnasiums? They probably aren’t even on the list during these conversations for most districts. We believe they should be–here’s why.

Physical movement supports academics

There is significant evidence of the connection between physical movement and learning.  Some colleges and universities encourage using standing or treadmill desks while studying, as well as taking breaks to exercise. The NEA encourages teachers to bring physical activity into the classroom by incorporating brain breaks in students’ daily routines or taking classroom activities outside. A university developed a course that meshes physics lessons with martial arts. An elementary school teacher discussed how math can be integrated into PE class–for instance, students can measure and make calculations related to how far they jump or how fast they run, or myriad other activities.

Learning and physical activity also work well because of the “fun factor.” When students are moving, they are having fun. When they are having fun, they are engaged. When they are engaged, they retain what they learn. Think about the songs or chants that kids come up with when they skip rope. As adults, we likely still remember those rhymes. A student might not remember their score on a math test, but they likely vividly recall that time they shot the winning basket that sent their team to the state championship. It’s all about learning through physical activity.

Tech as a tool to facilitate movement-based learning

Using technology to support learning is a core priority at West Baton Rouge Parish Schools. Our technology team, because of the reasons we just described, wanted to find a way to use technology to leverage the excitement and fun that accompanies physical activities–whether it’s sports, dancing, or other types of movement–to engage students in learning.

We were able to accomplish this in a larger-than-life way by installing a system called Lü that uses projectors and educational games to create an amazing physical learning experience in our school gymnasiums.

We installed Lü systems, featuring Epson laser projectors, in every elementary and middle school gymnasium. The projectors are used in combination with a motion-detecting camera, a powerful sound system, a fully automated multi-color lighting system, and a library of educational content and games to transform school gyms into immersive learning environments.

To use the system, teachers select from a library of fun, educational games that are then projected onto the gymnasium wall, creating big, bright images so students can physically interact with the content. For instance, students can bounce balls off of the wall or jump and move around to touch or tap different spots on the wall during a game to trigger responses from the system. Games incorporate math problems, vocabulary, and other lessons, creating experiences that blend physical activity and learning in a fun and engaging way.

During March, teachers created a multi-week “March Madness” competition in which students were divided into two teams during PE class to play an interactive basketball game with the system. A basketball hoop was projected onto the wall and each team had five minutes, during which students took turns throwing basketballs at the image trying to “make a basket.” Leveraging the interactivity of the system, which senses where the basketballs hit the wall and gives students points based on how close they are to the basket, teams scored as many points as possible during their five minutes, and the scores are tallied and tracked. At the end of the several-week challenge, the team with the most points earned a pizza party.

We aren’t the only school district using projection technology in school gymnasiums. It is a great way to add a new and exciting twist to PE class, whether it’s helping students hone their soccer skills or using it with interactive learning to reinforce classroom learning.  For the students and teachers, it’s just plain fun. From a technology standpoint, we look at the system as a form of blended learning, where online activities complement regular face-to-face instruction. It’s the idea that tech is being used as a tool to deliver fun, engaging instruction. The kids are using technology to play a game, and at the same time are learning math and other content without really thinking about it because they’re so engrossed in the game.

Strategies for success

There are many ways schools can incorporate technology and movement to support learning. If your school is considering jumping in with a new system, product, or initiative, here are some things teachers and technology coaches should keep in mind.

1. Start small. If you are purchasing equipment, do a trial run first with one classroom or one school. Get feedback, work out any kinks, and get it to the point where the teachers love it before expanding it to other classrooms and/or schools. At our district, we started with installing the Lü system in an elementary school that serves grades 3-5. Teachers loved it. It got to the point where in the afternoons, some of the teachers would use the system to get exercise after school. They would gather in the school’s gymnasium and use some of the activities for aerobic exercise instead.  Once we got that level of buy-in at one school, all of the other schools really wanted one. We were able to use pandemic-related funding to expand the initiative. It was all about getting kids active and moving and healthy while promoting learning.
2. Be creative. When installing new technology, there will always be challenges. Perhaps there isn’t a strong enough internet connection, or there are too few outlets, or myriad other issues. In order to make a tech initiative work, it’s important to think outside of the box. In our case, there was one school that didn’t have a flat wall large enough to accommodate the games (it’s recommended that the walls be at least 19 feet by 11 feet with a ceiling height of 10 feet). That school, with the support of our reseller Trafera, created a work-around by building a “temporary wall” that connects on a hinge. We can unfold the wall and use it for the activities, then fold it back up when it is not in use. When facing implementation challenges, there is almost always a way that the problem can be solved by approaching it at a new angle.
3. Have fun! When doing professional development, emphasize how much kids love playing games. By implementing game-based learning, you can kind of trick them into doing math problems because they think they’re playing a game. And when you mesh physical activity and gaming with learning, it has even more of an impact. Even rote memorization like practicing multiplication tables is suddenly exciting to them.

Embracing gaming and movement is a magic potion that makes learning fun. By utilizing technology, schools can create opportunities where physical education classes can teach both physical activity skills and skills in math, reading, vocabulary and more–taking engagement and learning to the next level.

Key points:

• Schools face a shortage of specialists who work with students with autism
• In Wyoming, enhancing AI-human collaboration in IEP development
• Special education staffing shortages put students’ futures at risk
• For more news on students with autism, visit eSN’s Innovative Teaching hub

The number of children diagnosed with developmental disabilities is on the rise, specifically attention-deficit/hyperactivity disorder (ADHD) and autism spectrum disorder (ASD). Today, nearly one in 10 children have a developmental disability, according to the CDC’s National Center for Health Statistics (NCHS). 

With diagnoses increasing and the demand for qualified professionals who support these students at an all-time high, schools today are facing a nationwide shortage of specialists, leaving countless students lacking the care they need to thrive academically and socially.  

For World Autism Awareness Day on April 2, ProCare Therapy, a staffing agency for school-based therapy roles and teachers, is sharing best practices for educators on supporting students of varying abilities in the classroom while support staff is limited.  

Five ways to support students of all abilities in the classroom 

1. Implement Universal Design for Learning (UDL) 

Each student has a unique way of processing information, and research shows that multi-sensory learning helps improve memory retention and overall understanding of the subject matter.  

The UDL framework, which offers visual, auditory, tactile, and kinesthetic learning methods, helps remove potential hurdles in the learning process and caters to the diverse needs of all students, including those with neurodevelopmental and learning disorders. 

2. Consider individualized support 

Teachers can work closely with students to develop personalized learning plans and strategies that address their unique needs. This may include offering additional time for assignments, providing visual aids, or using assistive technology. 

3. Foster social-emotional learning 

By ensuring students frequently engage in group activities and cooperative learning, educators can encourage positive peer interactions and provide opportunities for students to build friendships and develop their social skills.  

4. Utilize multi-sensory classroom design 

To accommodate different learning preferences and sensory needs, classrooms can incorporate designated quiet spaces, natural or soft lighting, calming colors, and sensory objects. In addition, using visual aids, such as daily schedules and timers, can be particularly helpful for students with autism or ADHD who might struggle with timekeeping and prolonged focus. 

5. Include inclusive books in classroom libraries and reading lists

By actively pursuing and incorporating inclusive books, such as books with characters with disabilities, teachers expose students to varied perspectives, experiences, and challenges that may differ from their own. This helps to break down stereotypes and promote a more inclusive and supportive learning environment where students who identify with these characters feel seen. 

“Common misconceptions and a lack of awareness about autism and other learning disabilities can significantly hinder children in the classroom. In turn, this can create unwanted barriers to their learning, success, and overall well-being. This is why it is vital to employ professionals who are trained to help create the environments these children need,” said Hunter Wesolowski, ProCare Therapy’s director of Educational Resources.

“Embracing diverse abilities in the classroom fosters a culture of empathy, respect, and acceptance. It creates a more equitable and inclusive learning environment for all students.” 

This press release originally appeared online.

Key points:

• Teachers are supporting students taking ownership of their learning
• Explicit instruction: Students need more of it
• 3 edtech tools for station rotation in early learning
• For more news on real-world connection, visit eSN’s Innovative Teaching hub

In my classroom, I frequently encounter students expressing their opinions: “How is this relevant to the real world?” or “Why should I care? I will never use this.” This highlights the need for educators to emphasize real-world applications across all subjects.

As an educator, I consistently strive to illustrate the practical applications of geography beyond the classroom walls. By incorporating real-world experiences and addressing problems, I aim to engage students and encourage them to devise solutions to these challenges. For instance, when discussing natural resources in geography, I pose a thought-provoking question: “What is something you cannot live without?” As students investigate everyday items, I emphasize that most of these products originate from nature at some point, prompting a discussion on the “true cost” of these goods.

Throughout the unit, I invite a guest speaker who shares insights about their job duties and provides information related to environmental issues. This interaction helps students connect the dots, understanding that the products they use have origins in distant places, such as the Amazon rainforest. Despite it being thousands of miles away, I challenge students to consider why they should care.

As students engage in a simulation of the rainforest, they begin to comprehend the alarming reality of its destruction, driven by the increasing demand for precious resources such as medicines, fruits, and beef. By the conclusion of the unit, students will participate in a debate, utilizing their research skills to argue for or against deforestation, exploring its implications for resources and products in relation to their daily lives. This approach not only enhances their understanding of geography but also creates a real-world connection that fosters a sense of responsibility toward the environment.

Creating a foundation to build upon

Engaging in academic discussions and navigating through academic content is essential for fostering a critical thinking mentality among students. However, it is often observed that this learning does not progress to deeper levels of thought. Establishing a solid foundation is crucial before advancing toward more meaningful and complex ideas.

For instance, in our geography unit on urban sprawl, we start by understanding the various components related to urban sprawl. As we delve into the topic, I emphasize the importance of connecting our lessons to the local community. I pose the question: How can we identify an issue within the town of Lexington and address it while ensuring we do not contribute to urban sprawl?  Without a comprehensive foundation, students struggle to elevate their thinking to more sophisticated levels. Therefore, it is imperative to build this groundwork to enable students to engage in higher-order thinking effectively.

Interdisciplinary approaches

Incorporating an interdisciplinary approach can significantly enrich the learning process for students. When students recognize the connections between different subjects, they gain a deeper appreciation for the relevance of their education. According to Moser et. al (2019), “Integrative teaching benefits middle-level learners as it potentially increases student engagement, motivation, and achievement. It provides learners with the opportunity to synthesize knowledge by exploring topics and ideas through multiple lenses.” This method emphasizes the importance of making meaningful connections that deepen students’ comprehension. As they engage with the content from different perspectives, students will apply their learning in real-world contexts.

For instance, principles from science can be linked to literature they are studying in English class. Similarly, concepts from physics can be applied to understand advancements in medical studies. By fostering these connections, students are encouraged to think critically and appreciate the interrelated nature of knowledge.

Incorporating technology within classrooms

In today’s digital world, where technology is readily accessible, it is crucial for classroom learning to align with current technological trends and innovations. Educators who do not incorporate technology into their teaching practices are missing an opportunity to enhance student learning experiences. In my class, I have students explore their designated area using Google Earth, which we previously outlined. Each student selected a specific region to concentrate on during their analysis. This process involves identifying areas that require improvement and discussing how it can benefit the community. Additionally, we examine how these changes can help limit urban sprawl and reduce traffic congestion.

We have moved beyond the era of relying solely on paper copies and worksheets; the focus now is on adapting to change and providing the best opportunities for students to express themselves and expand their knowledge. As Levin & Wadmany (2014) observe, “some teachers find that technology encourages greater student-centeredness, greater openness toward multiple perspectives on problems, and greater willingness to experiment in their teaching.” This highlights the necessity for teachers to evolve into facilitators of learning, acting as guides who support students taking ownership of their learning.

Strategies for implementation

1. Start with the “why”: Teachers should critically consider the significance of their instructional approaches: Why is this method or content essential for students’ learning? Having a clear vision of the desired learning outcomes enables educators plan effectively and what instructional strategies to use. This intentionality is crucial.

2. Use authentic materials: Incorporating meaningful text that involves real-world concepts can significantly enhance students’ engagement. For instance, in social studies class discussing renewable energy can lead to academic discussion or projects where students research about local initiatives in their community.

3. Promote critical thinking: Encourage students to engage in critical thinking by asking open-ended questions, creating opportunities for debates to challenge their ideas, and urging them to articulate and defend their viewpoints.

4. Encourage collaboration: Students excel in collaborative learning environment, such as group projects and peer reviews where they can engage with their classmates. These activities allow them to learn from each other and view different perspectives.

5. Provide ongoing feedback: Providing constructive feedback is essential for helping students identify their strengths and areas for improvements. By having planned check-ins, teachers can tailor their instruction to ensure that they are meeting the academic needs of individual students.

References

Levin, T., & Wadmany, R. (2006). Teachers’ Beliefs and Practices in Technology-based Classrooms: A Developmental View. Journal of Research on Technology in Education, 39(2), 157–181. https://doi.org/10.1080/15391523.2006.10782478

Moser, K. M., Ivy, J., & Hopper, P. F. (2019). Rethinking content teaching at the middle level: An interdisciplinary approach. Middle School Journal, 50(2), 17–27. https://doi.org/10.1080/00940771.2019.1576579

Key points:

• Choose a college that offers strong programs, career support, and opportunities
• Online learning in high school helps students explore career pathways
• Students need clarity on their postsecondary pathways
• For more news on college readiness, visit eSN’s Innovative Teaching hub

Choosing a college is one of the biggest decisions a student will make, shaping not only the next four years but also their career path and personal growth. With College Decision Day approaching, students are bombarded with information–rankings, brochures, campus tours, and advice from every direction. But beyond the glossy marketing materials and statistics, what truly makes a college the right fit?

The key is knowing what to ask. Every student has different needs, priorities, and goals, and finding the right school requires looking beyond name recognition. These 10 questions can help prospective students make an informed decision and choose a college where they will thrive academically, socially, and financially.

1. Does this college offer the right programs for my career goals?

A school’s overall reputation matters, but what’s more important is whether it has strong programs in your field of interest. If you have a specific major in mind, research the faculty, curriculum, and available resources. Beyond academics, consider whether the institution provides career support through career services–does it help students secure internships, research positions, or study abroad opportunities relevant to your field? Look at where graduates of your intended major end up–are they in roles you aspire to? A college that invests in academic excellence and career readiness can set you up for long-term success.

2. What will this actually cost me, and what financial aid options exist?

College costs go beyond tuition–housing, meal plans, textbooks, and personal expenses add up. Compare financial aid packages and consider the long-term impact of student loans. Ask about merit- and need-based scholarships, grants, and on-campus jobs like work-study, student assistant, and leadership positions to help subsidize the overall cost without finding a job off-campus. Most colleges offer hundreds of specialized scholarships; don’t hesitate to ask a financial aid counselor to see what you may qualify for. Additionally, research the average student debt upon graduation and how well the college supports students in securing jobs that justify the investment. Most schools publish their loan default rate, and that can be a good indicator of post-grad outcomes. A school with a high price tag isn’t necessarily a bad choice if it offers substantial financial aid and career support, but hidden costs can make some options less appealing than they initially seem.

3. What is campus life like, and will I feel comfortable here?

Beyond academics, a sense of belonging is essential to a fulfilling college experience. Some students thrive in large, bustling universities, while others prefer small, close-knit communities. Consider whether you’d feel more at home in an urban setting with access to internships and city life or a quieter suburban or rural campus. Social opportunities also shape your experience–do clubs, organizations, and leadership roles align with your interests? Will you find students you connect with, as well as those who challenge your perspective and encourage meaningful dialogue? A school’s culture isn’t found in rankings, so talking to students and visiting a campus can help you determine if it’s the right fit.

4. What support services are available?

Resource offices help students while they adjust to life at college. Academic advising and tutoring can become a regular part of a student’s life, while mental health and well-being resources provide assistance and support. Communities of care comprise multicultural centers, LGBTQ+ resources, and first-generation student-centered programs. And while some colleges have limited housing, forcing upper-class students off-campus, many require students to reside on campus, sometimes until their third year. With groups like the Association for College and University Housing Officers-International highlighting the importance of residential life in student engagement and retention, research indicates that on-campus housing fosters student persistence. For students who require accommodations, accessibility services are also essential. A college has a better chance of establishing a helpful and productive learning environment if it invests in its students’ well-being.

5. What is the average class size, and how accessible are professors?

Some students prefer the energy of large lecture halls, while others thrive in small, discussion-based classes. It’s worth investigating the student-to-faculty ratio and whether professors are actively engaged in teaching or if most instruction is left to teaching assistants. Do professors hold regular office hours, and are they approachable? Personalized attention can make a significant difference in academic success, so consider whether a school’s class sizes and faculty engagement align with your learning style.

6. What are the graduation and job placement rates?

A college degree is a major investment, and it’s important to understand the return on that investment. Check the school’s four-year graduation rate–many students end up paying for extra semesters because required courses are full or academic advising isn’t strong. Just as crucially, research job placement rates and career services. Does the school actively help students find internships and full-time jobs? Are there strong employer connections and alumni networks? A college that supports students beyond graduation is one that takes its commitment to student success seriously.

7. What opportunities exist for study abroad, research, or experiential learning?

Classroom learning is essential, but hands-on experiences can be just as valuable. If you’re interested in studying abroad, find out how easy it is to participate–some schools have well-established programs, while others make credit transfer difficult. Research opportunities are also key, especially if you’re considering graduate school or a research-heavy career. Some colleges offer accelerated 4+1 programs, allowing students to earn a master’s degree with just one additional year of study, saving time and money. Does the college offer co-op programs, service-learning, or other practical experiences?

8. What do current students and recent graduates say about their experience?

While official college materials highlight the best aspects of a school, talking to current students and alumni can provide a more honest perspective. What do students love about the school? What are the most common complaints? If they could choose again, would they still pick this college? Online forums, social media groups, and campus visits can help you get unfiltered opinions about daily life at a particular school. If possible, try to connect with students in your intended major to see if the academic experience aligns with your expectations.

Ultimately, there’s no one-size-fits-all answer when it comes to choosing the right college. The most prestigious school isn’t necessarily the best fit, and a smaller or lesser-known college may offer exactly what you need. The key is to ask the right questions to ask during a college visit, consider all the factors in choosing a college, and trust your instincts.

As College Decision Day approaches, take your time, gather as much information as possible, and remember that this choice is about more than just academics–it’s about finding a place where you’ll grow, succeed, and feel at home.

Key points:

• Reimagined dynamic and efficient skilling pathways can flex to future workforce needs
• Design thinking in the 21st century is an imperative
• 5 ways educators can shrink the critical thinking gap
• For more news on the skills gap, visit eSN’s Innovative Teaching hub

Inefficient career transitions and related learning gaps are costing the U.S. economy $1.1 trillion annually–a staggering 5 percent of GDP, according to new research from Pearson.

The report, “Lost in Transition: Fixing the Skills Gap,” released at the World Economic Forum Annual Meeting, warns of a potential global “skills chasm” between employer needs and employee capabilities, and urgently calls for a fundamental shift in approaches to learning and skills development.

The full report details the economic and personal impact of learning gaps during major career transitions–from school to work, layoffs or business shifts, and disruptions caused by AI automation. It also highlights two critical imperatives for immediate, collaborative action across the education and business sectors: the need to learn more effectively and the development of modern skilling pathways that evolve with the future of work.

Prioritize “learning to learn”
Improving the way people learn is stressed as vital for an adaptive workforce ready for continual upskilling, career pivots and personal career fulfillment. The report advocates for “learning to learn” becoming a core focus across education and corporate training, emphasizing metacognitive skills such as goal setting, critical thinking and self-regulated learning. A cited study found that these approaches can accelerate yearly learning progress by seven months.

Develop clear modern skilling pathways
Moving beyond outdated linear career paths, the report encourages reimagined dynamic and efficient skilling pathways that flex to future workforce needs. It promotes work-based learning like apprenticeships to align skills with real-world demands, tailored support, and mentorships. It estimates the U.S. could gain $40 billion annually just by shortening transition times from formal education to work by six weeks.

Implementing such approaches could unlock trillions for economies while creating life-changing opportunities for millions worldwide.

“There’s real potential for the skills gap to become a chasm if we don’t act. The traditional education that slingshots people into their careers is no longer enough. Learning how to learn will become the focus for students, workers and employers to help people adapt and re-skill throughout their careers and their learning journey,” said Pearson CEO Omar Abbosh. “We can help prevent the skills gap from becoming a skills chasm when employers, educators, workers and government partner to find solutions.” 

The full report and its findings are based on quantitative analysis including data from Pearson’s Faethm, literature reviews and interviews with leading experts. Among other topics explored:

• Virtual reality for career exploration
• Lifelong learning financing
• Digital wallets for robust skills tracking
• AI-powered career mapping
• The creation of a common skills language
• Assessments for career progression and wage growth

This press release originally appeared online.

Key points:

• Real-world relevance makes STEM learning more personal for students
• 12 lesser-known K-12 STEM education resources
• Using free resources to connect the environment to education
• For more on STEM concepts, visit eSN’s STEM & STEAM hub

“Why are we learning this?”

This is a question every educator has faced before. To be fair, it’s a valid question. Students are naturally curious, and it’s normal for them to wonder about the knowledge that they’re acquiring. The real issue is how we, as educators, choose to respond to them.

In my experience, teachers have two standard replies to this question:

1. They’ll try to explain the subject in detail, which results in a long-winded answer that confuses their students and doesn’t satisfy them.
2. They’ll argue that the information is important because it’s on an upcoming test, which typically leaves students feeling frustrated and disengaged.

Either way, the result is the same: Students lose all legitimacy in the lesson and they’re unable to connect with the content.

If we want our students to engage with the material in a way that’s memorable, meaningful, and fun, then we need to help them discover why it is important. Teachers can accomplish this by introducing real-world connections into the lesson, which reveal how the information that students acquire can be practically applied to real-world problems.

Without building these connections between the concepts our students learn and real-world applications, students lose interest in what they are learning. Using the strategies below, you can start to build student investment into your classroom content.

The everyday enigma

Use everyday items that operate with mystery and frame your lesson around them. Your students’ curiosity will drive them to learn more about the object and how it functions. This allows students to see that the small concepts they are learning are leading to the understanding of an object that they interact with daily. When choosing an item, pick one that is familiar and one that has multiple STEM elements. For example, you could use a copper wire to discuss electrical currents, a piece of an automobile to explore chemistry and combustion, or shark teeth when teaching about animal adaptations and food chains.  

Interest intersect

Connect your students’ personal hobbies to the subject matter. For instance, if you have a student who is really passionate about soccer, try having them create a mini poster that connects the sport to the concepts learned in class. This gets them to think creatively about the purpose of content. This strategy has the additional benefit of helping teachers learn more about their students, creating opportunities to build communication and rapport.

Get an expert

Invite professionals (scientists, engineers, etc.) to talk with your class. This gives students a first-hand account of how the concepts they are learning can be applied to different careers. If you’re teaching chemistry, consider inviting a nurse or doctor to share how this subject applies to human health. If you’re teaching math, a local architect can expound on how angles and equations literally shape the homes in which students live. Not only does this provide a real-world example of students, but it helps schools connect with their community, creating vital relationships in the process.           

Problem to progress

Create an engineering investigation based on a local, real-world problem. For instance, I once knew a music teacher who was frustrated because pencils would regularly fall off his music stands. I challenged my 5^th grade students to create a solution using the engineering design process. Not only did they succeed, but the experience allowed my students to see the real-world results of the inventions they created. When students understand that their work can make a tangible difference, it completely changes their relationship with the material.  

Project-based learning

Project-based learning is driven by inquiry and student ownership. This allows students to make contributions to the real world through hands-on investigations. What makes these inquiry-focused lessons so useful is that students are the driving force behind them. They choose how to approach the information, what questions to pursue, and what solutions they want to test. This makes the learning intensely personal while taking advantage of students’ natural curiosity, creativity, and critical-thinking skills. If you need a little help getting started, consider using one of these Blue Apple projects from Inquiry Outpost.

By linking our STEM lessons to real-world experiences, teachers can provide a meaningful answer to the age-old question of, “Why are we learning this?” We can equip our students with the skills to not only navigate everyday challenges but also create positive change within their own communities. So, let’s empower young learners to see the relevance of STEM in their lives, and lay a strong learning foundation that will support them well beyond the classroom.

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

Key points:

• This pivot presents a remarkable opportunity for teachers and society at large
• AI is changing the role of teaching assistants
• Navigation and guidance in the age of AI: 5 trends to watch
• For more news on AI in education, visit eSN’s Digital Learning hub

Picture your favorite teacher from your childhood. He or she may have been great at explaining things, energetic, affirming, funny, or had other wonderful attributes. I remember Mrs. Rider. She was smart and pretty, and showed she really believed in me.

With this picture in mind that highlights the many wonderful teachers who typify the “sage on the stage” teacher role, you may wonder why Guide School (full disclosure: I’m the founder) prepares teachers and other adults to become “guides” instead of sages. Why not spend our efforts developing more wonderful sages like Mrs. Rider?

The printing press provides a helpful analogy to answer that question.

Over time, Disruptive Innovations change how things are conventionally done

Before the invention of the printing press, books and written materials were primarily produced as handwritten manuscripts. Scribes, often monks or other church officials, painstakingly copied texts by hand using quill pens and special inks to illuminate and decorate each parchment.

The printing press, invented by Johannes Gutenberg in the 15th century, revolutionized the production and sharing of written knowledge. It allowed for the mass production of books at a much faster rate and lower cost. In short, texts became accessible to a greater number of people.

But it also meant disrupting the profession of scribes, who suddenly found their work had shifted. Some scribes found new opportunities as proofreaders or editors within the emerging print industry. Others continued to provide handwritten services for personal letters and legal documents. Additionally, a market remained for beautifully handcrafted manuscripts among wealthy patrons who valued calligraphy.

There’s a parallel between the stories of scribes and conventional teachers. Just as the best scribes produced unique artistry in rare, individually commissioned works, the best teachers create rare but enviable classrooms with well-behaved, deeply motivated, impressively thriving students. Unfortunately, however, many people are left out of these ideal scenarios. Without the printing press, millions of people would have languished without access to printed materials. Without transforming the conventional classroom, millions of students today will continue to suffer from want of effective instruction. That’s because while the conventional system could develop more wonderful, conventional teachers like Mrs. Rider, doing so requires an investment of resources often unavailable to every student in every school across the world. All too often, only those who are lucky or whose families can pay receive the benefits of those investments. 

Happily, the printing press’s disruption of scribing proved to be an irrefutable boon for the education of humanity. The printing press facilitated the growth of literacy, numeracy, and scientific knowledge by enabling the widespread distribution of printed materials with dependable accuracy and lower costs. It played a crucial role in the Renaissance, Reformation, and Scientific Revolution, allowing for the mass sharing of ideas at unprecedented speed and scale. By the end of the 15th century, millions of copies of thousands of book titles had been printed, marking a dramatic shift in the accessibility of knowledge.

AI and its potential to disrupt conventional teaching

Similarly, the rise of AI-powered, online apps for instruction is disrupting the teaching profession. It’s giving rise to a new wave of global knowledge distribution with increasingly dependable accuracy and precision, allowing for mass learning at unprecedented speed and scale.

When the printing press arrived, the scribe profession did not disappear, but scribes did have to adapt to new roles as their industry changed. Similarly, many conventional teachers will need to adapt to a new role as their role of sage becomes disrupted. 

Fortunately, this pivot presents a remarkable opportunity for teachers and society at large. For years, experts have identified that students do best when they have personal, individual tutelage to help them learn. Top-down, whole-class, monolithic instruction isn’t working for most students–and observant teachers know that. The shift from sage on the stage to guide on the side of each student is a welcome relief for teachers who see that the conventional approach is broken in that it leaves behind too many students and want a model that allows them to have the individual impact they hoped for when they entered the teaching profession.

AI frees up teachers’ time to give more individual attention and students’ time for more than foundational knowledge attainment. The Flex blended-learning model, which pairs AI-powered apps with group discussions, real-world projects, individual coaching from guides, and other student experiences, attracts teachers who see its value and want its benefits. Rather than feeling replaced by computer-based instruction, these teachers feel attracted to a clear opportunity to shift their time spent on lectures and embrace the facilitation of a more student-driven learning design for their students.

Guide School prepares adults who feel called to this new role. The guide profession is different from the conventional teaching profession. It requires different mindsets, skills, and dispositions. But for those well-suited to and trained for the role, it’s a profession with unprecedented opportunities to help youth worldwide develop knowledge and talents to a higher level than ever before.

Key points:

• AI complements metacognition by offering adaptive learning experiences
• Revolutionizing storytelling with AI: Empowering ELLs
• Asking the right questions: Unlocking the full potential of AI tools
• For more on AI in education, visit eSN’s Digital Learning hub

Metacognition, or the ability to think about one’s own thinking, is a crucial skill for English Language Learners (ELLs) across all content areas. By fostering self-awareness and self-regulation, metacognitive strategies empower students to monitor their learning processes, set achievable goals, and adapt their approaches to overcome linguistic and academic challenges. Teaching metacognition equips ELLs with the tools needed to navigate not only language acquisition but also the demands of various subject areas, from math and science to history and literature (Flavell, 1979; Schraw & Moshman, 1995).

This article explores the role of metacognition in enhancing learning outcomes for ELLs and demonstrates how artificial intelligence (AI) tools can support metacognitive growth. From personalized feedback to progress tracking, AI enables students to reflect on their learning journey, refine their strategies, and develop a deeper understanding of their strengths and areas for improvement. By integrating metacognition with AI, educators in all content areas can create dynamic learning environments where ELLs not only achieve academic success but also gain the confidence and autonomy needed to thrive across disciplines and beyond the classroom (Winne & Azevedo, 2014).

The challenges of supporting ELLs across content areas

Teaching ELLs presents unique challenges. Beyond mastering a new language, these students must also navigate complex academic content in subjects like history, science, and literature. The dual burden of acquiring language proficiency while excelling in demanding subjects can leave students overwhelmed (Cummins, 2008). Educators often ask: How can we help ELLs succeed academically while fostering their independence and critical thinking skills?

The answer lies in two transformative strategies: metacognition and the integration of artificial intelligence (AI). Metacognition involves planning, monitoring, and evaluating one’s understanding and strategies, which helps students become more aware of their learning processes and make adjustments for improvement (Hacker, Dunlosky, & Graesser, 2009). Research shows that explicitly teaching metacognitive strategies improves student autonomy and learning outcomes, particularly when paired with AI tools that provide real-time, personalized feedback (Fischer, Hmelo-Silver, Goldman, & Reimann, 2018).

AI complements metacognition by offering adaptive learning experiences, instant language support, and individualized feedback, helping ELLs bridge both linguistic and academic gaps (Zawacki-Richter et al., 2019). Together, these strategies empower ELLs to take ownership of their learning and thrive.

How AI supports metacognition: Saul’s story

Saul, a grade 10 student at the intermediate proficiency level, speaks Spanish and is navigating the challenge of learning academic English while excelling in his coursework. A curious and reflective learner, Saul often seeks ways to connect new information with his personal experiences. During a recent project on myths and heroes, he explored how the American Dream shaped historical narratives. Initially, Saul struggled with key concepts, particularly vocabulary like myth, hero, and dandyism.

To overcome these challenges, Saul used ChatGPT in several ways:

• Clarifying vocabulary: He asked for simple definitions and examples. Translating phrases into Spanish helped him connect new terms to his native language.
• Brainstorming ideas: He used AI to generate comparisons between figures like Martin Luther King Jr. and Che Guevara.
• Refining his essay: ChatGPT provided models and feedback that helped him improve coherence and argumentation.

Metacognition in action

As Saul worked on his essay, he critically examined the role of the American Dream as both an inspiration and a challenge for society, writing:

“The American Dream made people think too much about money and follow rich businessmen as examples. A story like this can make heroes like Martin Luther King Jr. or Che Guevara, but it can also cause unfairness.”

By integrating AI support with teacher guidance, Saul developed a nuanced argument, recognizing that while the American Dream fosters ambition, it can also obscure systemic barriers (Lareau, 2011). This critical engagement demonstrates how metacognition and AI together help students refine complex ideas.

Fostering metacognition through teacher-student conversations

Encouraging metacognition often begins with meaningful teacher-student interactions. For example:

Teacher-student dialogue

Teacher: I saw your draft on myths and heroes, and I love how you’re connecting the American Dream to Martin Luther King Jr. and Che Guevara. Can you tell me how you approached this assignment?

Saul: At first, I was confused about what a myth really means. So, I started by looking it up online. Then, I asked ChatGPT to explain it in simple terms and to give me examples.

Teacher: That’s a great strategy! How did you use ChatGPT’s response?

Saul: It explained that a myth is a story people believe to be true, even if it’s not. It gave examples like the American Dream. That made me think about how people see success differently, so I added that idea to my essay.

Teacher: It sounds like you’ve been using ChatGPT as a tool to refine your ideas. What challenges did you face?

Saul: I struggled with explaining why myths can sometimes hurt people. I asked ChatGPT about that, and it suggested examples of how myths like the American Dream can make people focus too much on money. That helped me finish that part of the essay.

By guiding students through reflection and self-questioning, teachers can help deepen metacognitive awareness (Zimmerman & Schunk, 2011).

Tailoring AI and metacognitive strategies for different proficiency levels

Metacognition and AI integration should be tailored to students’ proficiency levels:

• Beginners: AI tools can translate and simplify instructions in their native language
• Intermediate learners: AI can assist with vocabulary development and brainstorming
• Advanced learners: AI can enhance argumentation, structure, and peer feedback

Educators can further promote self-regulated learning by incorporating reflective journaling, peer discussions, and AI-assisted revision (Azevedo & Hadwin, 2005).

Addressing educator concerns

While AI tools enhance learning, educators often worry about overreliance and ethical concerns (Selwyn, 2019). To mitigate misuse:

• Require students to submit their AI-generated responses alongside assignments
• Establish clear guidelines on when and how to use AI responsibly
• Address privacy concerns by ensuring AI logs do not contain sensitive personal information

By embedding ethical AI practices into instruction, teachers balance innovation with academic integrity (Luckin, 2018).

The future of AI and metacognition in ELL education

Integrating metacognition and AI transforms classrooms into inclusive, adaptive learning spaces, empowering ELLs to:

• Develop autonomy and critical thinking skills
• Use AI for self-reflection and strategic learning
• Gain confidence in academic language across disciplines

Moving forward, teacher training in AI-driven metacognitive strategies will be key. By experimenting with reflective journaling, AI feedback, and structured metacognitive prompts, educators can create dynamic learning environments where ELLs succeed academically and develop lifelong learning skills.

References

Azevedo, R., & Hadwin, A. F. (2005). Scaffolding self-regulated learning and metacognition. Educational Psychologist, 40(2), 83-95.

Cummins, J. (2008). BICS and CALP: Empirical and theoretical status of the distinction. Encyclopedia of language and education, 2, 71-83.

Flavell, J. H. (1979). Metacognition and cognitive monitoring. American Psychologist, 34(10), 906-911.

Hacker, D. J., Dunlosky, J., & Graesser, A. C. (2009). Handbook of metacognition in education. Routledge.

Luckin, R. (2018). Machine learning and human intelligence. UCL Institute of Education Press.

Zawacki-Richter, O., et al. (2019). Systematic review of research on AI in education. International Journal of Educational Technology in Higher Education, 16(1).

Key points:

• Edtech makes differentiated instruction manageable and measurable
• Edtech teaching strategies that drive sustainability
• Quality over quantity: Rethinking edtech time in the classroom
• For more news on edtech trends, visit eSN’s Innovative Teaching hub

Meeting the diverse learning needs of students has long challenged educators who recognize that each student processes information differently and progresses at their own pace. Technology offers practical solutions for this age-old challenge, enabling teachers to create flexible learning environments that adapt to individual student requirements.

Students arrive in classrooms with different backgrounds, abilities, interests, and ways of learning. While teachers have always adapted their methods to accommodate these differences, digital tools now make it possible to efficiently customize learning experiences at scale. From AI-powered assessment platforms that adjust to student responses to collaborative tools that facilitate peer learning, technology gives educators powerful options for differentiating instruction across their entire classroom.

How edtech supports personalized learning

Digital tools amplify educators’ ability to use differentiated instruction in their classrooms. These technologies create an integrated system where teachers can simultaneously deliver varied content levels, provide multiple ways to practice skills, and offer diverse assessment options.

The combination of automated assessment tools and flexible content delivery methods allows teachers to spot learning gaps quickly while giving students the freedom to master concepts through their preferred learning modes. Students engage with the material through interactive simulations, audio lessons, visual presentations, or text-based resources, as teachers monitor both individual growth and class-wide achievement patterns.

Adaptive learning platforms

Adaptive learning platforms use sophisticated algorithms to analyze student performance patterns and adjust the content difficulty in real time. When students interact with these systems, the software tracks their responses, completion times, and error patterns to build detailed profiles of their learning progress.

Teachers can tailor personalized lessons with creative learning strategies like sketchnoting, audio recordings, and text-to-speech features, which give students multiple ways to interact with and demonstrate their understanding of the material. Teachers use these detailed insights to make informed decisions about grouping strategies and intervention plans.

Real-time assessment tools

Digital assessment tools give teachers immediate feedback about student comprehension, enabling quick adjustments to lesson plans and teaching strategies. These platforms identify knowledge gaps as they emerge, allowing for timely interventions before misconceptions become entrenched. Blended learning approaches combine digital assessment tools with traditional classroom instruction, creating seamless transitions between online and in-person learning experiences.

Teachers use this data to create targeted review sessions, assign supplementary materials, or modify upcoming lessons to address specific areas where students need additional support. The instant nature of these assessments helps maintain student engagement while providing valuable data that shapes future instruction.

Gamification and student engagement

Students respond differently to standard classroom instruction, with many finding greater motivation in game-inspired learning environments. Educational platforms now incorporate sophisticated gaming mechanics that go beyond basic point systems and badges. Achievement tracking, skill progression paths, and adaptive challenge systems create personalized experiences where students tackle material at their own pace.

By combining clear progression metrics and flexible learning pathways, teachers can breathe new life into dry academic content and make it more approachable for students who might struggle with conventional teaching methods.

Achievement-based learning systems

Achievement systems in educational games provide students with clear objectives and measurable progress indicators, making abstract learning goals concrete and attainable. These systems break down complex skills into manageable chunks, each with its own set of achievements or badges that acknowledge student progress. Students can track their advancement through:

• Skill trees that visualize learning progression
• Achievement badges tied to specific competencies
• Progress bars showing completion rates for different subjects
• Personal dashboards displaying mastery levels

The psychological impact of these achievement systems extends beyond simple motivation.

When students see their progress mapped out visually, they develop a stronger sense of agency over their learning journey and better understand the connections between different skills and concepts.

Interactive challenge design

Well-designed educational challenges create spaces where students can experiment, fail safely, and try again without stigma. These systems adapt to student performance, automatically adjusting difficulty levels to maintain an optimal balance between challenge and achievability. The most effective challenge designs incorporate:

• Multiple solution paths to accommodate different learning styles
• Instant feedback mechanisms that guide student thinking
• Scaffolded difficulty progression based on individual performance
• Optional bonus challenges for students ready for additional complexity

These interactive challenges serve as diagnostic tools for teachers, providing detailed data about how students approach problems, where they struggle, and which learning strategies prove most effective for different types of content.

Interactive collaborative learning tools

Digital collaboration spaces have redefined group learning by creating flexible environments where students can contribute in ways that match their communication preferences. Modern classrooms benefit from virtual whiteboard spaces that support simultaneous input from multiple users, enabling teachers to guide collective learning while monitoring individual participation and understanding. Visual, auditory, and interactive elements combine to support each student’s unique learning preferences during group activities.

Synchronized learning spaces

Digital whiteboards enable real-time participation through drawing tools, text input, and multimedia integration. Students express ideas in their preferred formats while teachers monitor interactions and provide targeted guidance. The synchronized environment creates natural opportunities for peer learning and mutual support among students working at different paces.

Students map concepts, demonstrate relationships, and organize information spatially through visual thinking tools. Group problem-solving sessions become dynamic exchanges where participants build on shared ideas while maintaining clear visual records. Students who prefer visual learning gain additional channels for demonstrating their understanding and contributing to group discussions.

Project-based collaboration

Digital workspaces streamline group assignments with built-in project management capabilities. Structured templates guide teams through project phases while preserving creative freedom in approach and execution. Students track progress, share resources, and receive feedback in a single, accessible space that captures their complete learning experience.

Group projects gain new dimensions through varied assessment options. Students showcase understanding via written explanations, visual diagrams, or recorded presentations. The platform’s versatility maintains academic rigor while accommodating diverse communication styles and learning preferences.

Final thoughts

Technology adoption in education succeeds when it serves clear pedagogical purposes and supports genuine student needs. Digital tools give educators practical methods to personalize content delivery, assess understanding, and adjust instruction in response to student progress.

From adaptive platforms that tailor content difficulty to collaborative spaces that encourage varied forms of participation, educational technology makes differentiated instruction both manageable and measurable. Students benefit from multiple paths to demonstrate their knowledge, while teachers gain valuable insights to guide their instructional decisions.

Key points:

• Educators can’t give up, despite hard work to be done in reading instruction
• Science, math, history teachers–we’re all reading teachers now
• NAEP scores show disheartening trends for the lowest-performing students
• For more news on reading scores, visit eSN’s Innovative Teaching hub

Millions–probably billions–of dollars invested. Not to mention the blood, sweat, and tears of hundreds of thousands of teachers. And yet, we are facing yet another heartbreaking report on student performance in reading.

By now, you have probably heard or read about the just-released 2024 NAEP reading scores, which reveal a continued downward trend. Reading scores dropped five 5 points for both 4^th and 8^th graders from 2019 to 2024, and two points just from 2022, with no evidence of recovery from pandemic-era learning loss.

The question on everyone’s mind is “why,” and it would seem the answer is a complex one, with myriad factors named, including: absenteeism, overuse of devices, teacher burnout, student behavior, lack of motivation, lack of parental involvement, poverty, continuing effects of virtual learning, misuse of funding, teacher shortages, and lack of resources. While most, if not all, of these are likely factors, and the analyses of “why” will continue, the prominent question for many of us is: Why, with so many states now signed on to the science of reading, do we still have this significant literacy crisis?

Those of us immersed in the science of reading research and in putting evidence-aligned resources into the world feel like we have been working hard, that we’ve made gains, that the more than 41 states where science-of-reading legislation is in place are moving the needle, that professional learning is changing practice, and that balanced literacy resources are no longer being used. And let’s not forget the conferences, podcasts, publications, and media reporting that would seem to indicate that all roads lead to the science! But is that actually true?

So, while we have all been WORKING HARD, the truth is that we still have a long way to go. There are still many levers that need to be pulled before we are ALL rowing in the same direction. There are institutions of higher education in which teachers are not learning instructional practices aligned with the research. There are balanced literacy and whole-language instructional resources that dominate the market. While there is legislation, it may be too new, too vague, or lacking accountability to really measure the impact. Leadership, community, targeted funding are all areas which need our attention.

So where do we go from here? Here are some suggestions for how we move forward:

1. Stay the course on following the evidence. While the evidence is not static or unchanging, continuing to humbly follow the evidence will ultimately serve us well.
2. Attend to success stories. There are a lot of them out there. Learn from places where they have moved the needle, such as South Western School District in Hanover, Penn. 
3. Form coalitions. Louisiana is the only state that showed an upward trend in 4^th grade scores, and its comprehensive approach included partnerships between organizations such as the DoE, Louisiana Literacy Advisory Committee, The Center for Literacy and Learning, and school districts committed to change.
4. At a school-district level, honestly appraise all students’ reading performance and commit to transformative literacy change, knowing that this is a multi-year commitment. It takes courage to lead change like this and knowing the phases for change based in implementation science helps.
5. Be relentless in choosing evidence-aligned (with the science of reading research) and evidence-based (proven to work through rigorous efficacy studies conducted by independent researchers in real schools and classrooms) instructional resources and to give up what is not working. Pull weeds to plant flowers.

You know the adage that change takes time. Well, it is true. For some of us, our somewhat myopic worldview would lead us to believe that the research on reading is well-known and dominates practice, but that just isn’t true. Many places are just instituting evidence-aligned instruction in the early grades, which WILL reap benefits. We have a long way to go, as these recent scores illustrate. But the stakes are too high to give into the heartbreak. There is work to be done.

Key points:

• Students can’t aspire to work in a career field they don’t know about
• Empowering students to earn college credit from high school classrooms
• How to choose the right digital courses for your students
• For more on career readiness, visit eSN’s Innovative Teaching hub

Helping students choose a career pathway that’s personally rewarding for them is one of the most important functions of a secondary education. High schools can fulfill this goal by giving students opportunities to explore a wide range of career options in the courses they provide.

Programs and courses that help students learn about potential career pathways are important for many reasons. First, they make education more relevant and meaningful for students by connecting the skills and concepts learned in class with jobs in the real world. They also expose students to possibilities they might not have considered and open up a world of opportunities.

Students can’t aspire to work in a career field they’re unfamiliar with. When asked what they’d like to be when they grow up, most students are familiar with careers like doctors, teachers, firefighters, or professional athletes, but what about careers as an accountant, animal behavioral scientist, entrepreneur, or cybersecurity specialist?

When students are planning for their future, their goals and desires are limited by the careers they’ve been exposed to before–jobs they’ve learned about from their own experiences or from what they’ve seen in the media. But many exciting and rewarding careers aren’t featured in the news or on streaming video, and students from lower-income neighborhoods in particular might not see as many well-paying career options as those from more affluent families.

Taking career-related courses in high school doesn’t just broaden students’ horizons. It also helps them narrow their choices. It allows students to “test drive” various career options through hands-on learning to see which types of jobs they might like–and which they don’t like. Both of these insights can be incredibly valuable.

For example, suppose a student who likes animals thinks she might like to become a veterinarian. In taking a course in veterinary science, however, she discovers that this profession isn’t a good match for her after all. If she’d waited until college to make this discovery, she might have wasted valuable time and money pursuing a career pathway that wasn’t a good fit for her. By exploring career options while still in high school, she can “try before she buys” and make better choices for possible future study.

How online learning can help

The more career pathways that students can explore in high school, the greater the likelihood they’ll find an option that appeals to them. However, many high schools–especially those in small or rural communities–can’t afford to offer a broad range of career-related courses.

Hiring and retaining instructors who are qualified to teach career-related courses can also be challenging for schools and districts of all sizes. According to an analysis from the Brookings Foundation, high school administrators report having difficulty filling teaching positions in career-related subjects 57 percent of the time, compared to only 39 percent for job openings in traditional academic subjects.

Online learning can help expose students to a much richer array of career options than schools can provide by themselves. By partnering with a supplemental online learning provider, schools can offer a wide range of courses that give high school students hands-on experience in a broad spectrum of career fields.

For instance, VHS Learning has been an accredited nonprofit provider of supplemental online courses for high school students since 1996. Students who enroll in VHS Learning courses through their local high school have access to more than 250 courses across a wide range of industries and professions, including computer science, architecture, biotechnology, fashion design, forensic science, meteorology, and much more. VHS Learning courses expand a school’s local program of studies, allowing them to provide more educational options for their students.

All VHS Learning courses are taught by certified high school teachers, and students engage with their peers from around the world, while learning subjects not always available to them locally. Students who enroll in VHS Learning courses receive practical, hands-on experience in career fields by completing authentic, real-world tasks and projects.

Connecting students with careers they’re passionate about should be every high school administrator’s mission. High-quality, hands-on instruction from an experienced, high-quality supplemental online learning provider allows high schools to broaden the options available to their students, so students can find careers that truly engage and inspire them.

Key points:

• PBIS isn’t just about managing behavior–it’s about shaping a culture of success
• How your classroom environment boosts student engagement
• This district champions media literacy to combat “brain rot”
• For more news on PBIS, visit eSN’s Innovative Teaching hub

There are a lot of preconceived notions centering around the middle school experience, but here’s a truth for you: Positively engaged students perform better, while uplifting those around them.

We know what you’re probably thinking right now: “That’s great, but how do we get there?” Yep, we get it, believe us. It’s exactly how we felt before our team at South Park Middle School went on a PBIS journey that produced results and led us to an opportunity to present at training conferences and spread the word to our fellow educators in Pennsylvania.

As educators, we are all working together towards the same common goals to inspire our students and lead them down a path to becoming the best they can be. We’ll share some of what we learned and hope that it inspires others to reach new heights as well.

At South Park Middle School, our PBIS experience has transformed not only our school culture but also student and staff morale. Over the last three years, our PBIS program has evolved into an impactful initiative, fostering Eagle PRIDE (which is an acronym for Prompt, Respectful, AchIeving, Prepared, Safe) among our students, staff, and great school community. Here are five key ways PBIS can boost morale and open doors to learning opportunities.

1. Reinforcing positive behavior through innovative activities

Don’t be afraid to try new things! PBIS has allowed us to teach and reinforce behavioral expectations in creative ways. For example, during our annual kickoff event at the beginning of the school year, we integrate engaging, hands-on activities that teach core values in a way students find meaningful. This year’s highlights included the “Toothpaste Challenge,” which taught students the lasting impact of words, because once they come out they can be hard to take back. Another, the “Spiderweb Teamwork Challenge,” put students into groups as they collaborated on a seemingly impossible task to lift someone using only yard. Spoiler alert: It can be done when you work together towards a common goal!

These activities build a strong foundation for respectful and safe behavior that sets the tone for the entire school year. By aligning expectations with interactive lessons, students have shown to be more engaged in embracing these positive behaviors, contributing to a happier and more productive school environment.

2. Celebrating success through rewards and recognition

PBIS should be a feel-good story for your school. Acknowledging student achievements is at the heart of our program. Our “Eagle Feathers” reward system motivates students by providing tangible recognition for exhibiting Eagle PRIDE. Weekly prize carts, monthly drawings, and creative incentives like the Principal’s 100 Board and wrestling championship belts (think WWE style) are some other fun ways to ensure that students feel valued and celebrated.

School-wide competitions, such as family-themed assemblies and STEM activities, bring students and staff together in a joyful and collaborative atmosphere. These celebrations have significantly boosted morale by fostering a sense of community and pride in our school that we all can share.

3. Empowering staff to lead and innovate

PBIS has strengthened staff morale by empowering our team to lead and innovate. Teachers now play an active role in designing lessons, facilitating activities, and contributing ideas to enhance our program. For instance, staff-led discussions on respect led to collaborative art projects that have deepened student understanding of school values.

Monthly PBIS team meetings and professional development sessions also allow staff to collaborate, share strengths, and refine practices. As staff buy-in grows, so does the sustainability and impact of our PBIS program. With administrative support and creative freedom, teachers have become the drivers of this cultural transformation. And we’re happy to give them the keys!

4. Using data to drive decision-making

A hallmark of our PBIS program is its data-driven approach. By analyzing attendance, discipline referrals, and survey feedback, we identify areas for improvement and tailor interventions to meet student needs. For example, when feedback revealed a need for more inclusive activities, we revamped our kickoff schedule, moving events to Friday afternoons and implementing grade-level rotations.

Data has also guided us in developing targeted lessons to re-teach expectations throughout the year. This focus on continuous improvement ensures that our PBIS program remains relevant, effective, and aligned with our students’ evolving needs.

5. Fostering a positive school culture through community and connection

At its core, PBIS has strengthened relationships within our school and beyond. Students, staff, and families have come together to support our initiatives, from collaborative art projects to assemblies featuring motivational speakers. Community outreach efforts, such as partnering with local organizations and engaging families in school events, have created a network of support for our students.

This culture of connection is further enhanced through leadership opportunities for students, such as involvement in PBIS teams and events. By prioritizing relationships and inclusivity, we’ve built a school environment where everyone feels valued and supported.

Our eagle-eye view

Programs like this need to be both nimble and informed. As we continue to refine our PBIS program, our focus remains on fostering a positive, inclusive, and academically enriching environment. The success of PBIS at South Park Middle School serves as a testament to the power of collaboration, creativity, and data-informed practices in building a thriving school community.

PBIS isn’t just about managing behavior. It’s about continuously shaping a culture where we all succeed together. As we look to the future, we are excited to see how our program will continue to grow and positively impact our school. We hope you find your own success that helps your school community thrive!

Key points:

• Schools can help teachers provide systematic writing instruction by providing coaching and professional development
• 5 ways we used our literacy platforms to engage students
• Science teachers, math teachers, history teachers–we’re reading teachers now
• For more news on literacy, visit eSN’s Innovative Teaching hub

With educators under enormous pressure to make sure students meet grade level standards in reading and math, writing often takes a back seat in the curriculum, as many literacy experts have observed. Yet, this omission has a profound effect on students’ literacy skills.

According to one analysis, half of U.S. eighth graders struggle with long-form writing on tests and classwork. Not only does this affect their ability to communicate effectively, it also affects their reading skills, because writing and literacy are closely linked.

Writing improves students’ reading fluency. When students are writing words and sentences, they’re making deeper connections to letter patterns, which makes it easier for them to recall similar patterns when they read. Writing also sharpens reading comprehension as the process of crafting arguments or narratives helps students better understand and interpret an author’s intent when reading.

Building foundational literacy skills through systematic writing instruction in the early grades is critical for students’ long-term success. And while this has always been true, it has become even more urgent in the wake of the pandemic, as data suggests that our youngest students are entering school with poorer literacy skills than before COVID.

As the Wall Street Journal reports, kindergarten students tested in 2023 were about 2 percentage points less likely to begin school at grade level in reading, compared to 2019 data. Although many of these students missed out on preschool experiences during the pandemic that would have prepared them for grade level reading, implementing systematic writing instruction in the early grades can help bridge this gap.

What systematic writing instruction looks like

Learning how to write should go hand-in-hand with learning how to read. As students begin recognizing individual letters and letter sounds, for instance, they should simultaneously practice writing those letters by hand to reinforce their understanding.

Although today’s students are digital natives who have grown up with keyboards and screens, research shows that writing by hand has positive effects on the developing brain. MRI scans at Indiana University found that when children practiced writing letters by hand, their neural activity was far more enhanced than those who’d simply looked at their letters, which helps the learning “stick” more effectively.

As children learn to decode words and sentences, teachers can reinforce this skill by teaching sentence structure, engaging students in sentence-building activities while providing structured handwriting practice.

Once students progress to reading full paragraphs and passages, teachers can have students write short summaries of what they’ve read in their own words, which also improves their comprehension. In addition, teachers can use prompts, journaling, and other guided writing exercises to ensure that students are getting the practice they need to further develop their writing skills.

Effective writing instruction shares many of the same characteristics as high-quality reading instruction. It should include logically sequenced lessons, aligned with literacy standards and curriculum. It should provide scaffolded opportunities for students to learn with supports in place. And it should enable students to practice in small groups, receive feedback, and receive additional intervention as necessary, such as one-on-one instruction.

Schools can help teachers provide systematic writing instruction by providing coaching and professional development, as well as supplemental curriculum tools that support writing instruction.

Extending writing practice beyond school

Students learn most effectively when they have opportunities to practice and apply their skills beyond the school day. Teachers can facilitate the development of students’ writing skills by giving parents simple yet practical ideas for supporting their children’s writing at home.

For instance, parents can have their children practice writing by labeling household items or creating a daily to-do list. Parents also might work with their children on writing letters to family members or creating their own books or stories.

In addition, schools can encourage at-home writing practice by sending students home with flash cards or other manipulatives that help them build sentences and by using supplemental online curriculum platforms that students can log into from home.

Poor writing skills can have a compounding effect on student achievement, while also limiting students’ ability to communicate effectively. By integrating systematic writing instruction into the K-2 curriculum, educators can close early literacy gaps and give students the foundation they need for future success.

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

As a progressive educator in New York City for 30 years, I thought I had all the answers. The best teaching had to do with inquiry, with “higher-level thinking,” with “student-centered” project-based learning. I still believe in all of that, but I now understand that these are just part of the picture.

What students–especially struggling students–also need is teacher-directed explicit instruction.

By explicit instruction, I am speaking of the “I-do, we-do, you-do” strategy, where the teacher models a concept or skill, engages students in targeted practice, checks and corrects understanding, and then gives students more independent practice, with more checking for understanding and corrective feedback.

As an assistant principal in a public school in Manhattan, I have begun to use explicit instruction more in my own teaching and have focused on explicit instruction in my professional development with the history and physical education teachers I supervise.

When I taught ninth grade Global History to an integrated co-teaching, or ICT, class last year, I used explicit instruction in ways I had not done before. When I asked students, who were a mix of general education students and students with disabilities, to do Harvard’s Project Zero’s “see-think-wonder” protocol, where they look at an image and consider the ideas and questions it brings up for them, I realized that many students had trouble with thinking and wondering. They needed modeling, practice, and feedback.

There is ample evidence that explicit instruction works for everyone, especially struggling learners. This research dovetails with the “science of reading” practices that have been transforming reading instruction to favor a phonics-based approach.

Explicit instruction is also common sense.

If I need to learn something I don’t know anything about–tie a specific fishing knot, say–any amount of “productive struggle” would not be so productive. I would need someone to show me what to do, multiple times, and give me plenty of practice and feedback as I attempted it myself.

My daughter in high school needs explicit instruction. She has severe dyslexia and dysgraphia. She goes to a small, progressive public school in New York City, similar to one that I taught in for 10 years, that is focused on project-based learning. This is the type of school that I believe in, but this school does not prioritize explicit instruction, and my daughter is struggling.

Small, progressive schools in New York City often create project-based curriculums that focus on issues of social justice, both for educational and political reasons. But if you are not effectively teaching the students who struggle most, you are perpetuating educational inequity.

In my history and physical education department meetings last year and this year, I have focused our work together on explicit instruction — a shift from the project-based learning strategies I had favored in years past. Many of these explicit instruction strategies do not take much time to learn or use, and some of the teachers I supervise are already starting to use them.

Some of these same teachers have told me that they have been wary of using explicit instruction because they were told previously that instruction needs to be “student-centered.” But learning does not have to be student-driven in order for it to be student-centered.

While it’s true that explicit instruction is teacher-directed, it offers opportunities for student participation as well as the teacher to call on students to check and correct understanding. It is also true that explicit instruction is not mentioned in the Danielson framework, the rubric that New York State uses for teacher ratings.

Student-centered learning is often conflated with the idea of “productive struggle,” when students figure things out on their own, such as the meaning of a text or the rule for a set of problems. Productive struggle may work for some students who have the background knowledge, skills, and desire to figure things out on their own. But productive struggle does not work for my daughter. As she said one night at dinner, “I can’t learn if I have no idea what to do.”

Explicit instruction, done well, is not a return to traditional teacher lectures. It is a deliberate progression of modeling, guided practice, and independent practice of a skill or a concept.

Explicit instruction is not contrary to project-based learning — they are complementary. Students do need to be engaged with authentic tasks and real-world problems, such as writing letters to elected officials about current issues of the world. But along the way, they also need explicit instruction on topics such as how to identify a policy goal and structure an email.

Project-based learning helps ensure that learning is meaningful and long-lasting for students. Explicit instruction helps ensure that students learn at all.

As New York State transitions to a Regents-optional high school graduation regime, I hope that project-based learning expands to become the dominant curricular model. And I hope that explicit instruction expands along with it.

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

Related:
Turning classroom boredom into student brilliance
6 educator predictions about teaching and learning in 2025
For more on classroom learning, visit eSN’s Innovative Teaching hub

Key points:

• A majority of teachers believe they can help students catch up academically
• Quality over quantity: Rethinking edtech time in the classroom
• 4 ways to address learning gaps for underserved students
• For more news on learning gaps, visit eSN’s Innovative Teaching hub

A lack of parent or family prioritization of academics is the primary reason for learning gaps, according to 46 percent of respondents participating in a recent Study.com survey. Eighty-seven percent of educators believe this could be the top area for additional support to address learning losses.

Other top causes for learning gaps include mental health and social-emotional struggles (38 percent) and lack of students completing their homework or studying (35 percent).

The recently released National Assessment of Educational Progress (NAEP) scores, often referred to as the nation’s report card, show a lack of progress in math and reading achievement with results continuing to lag pre-pandemic (2019) levels. Study.com’s survey provides educator context to the factors affecting student achievement as most teachers (41 percent) report 50-75 percent of their students are academically at grade level while 25 percent say 26-50 percent of students are on par, and 24 percent indicate more than 75 percent of their students are at grade level.

Those higher-performing students that teachers report being at grade level are driving test improvements while students at the lower end are falling further behind. According to the NAEP report, more than two-thirds of the lower-performing group come from historically disadvantaged populations, including 40 percent Hispanic and 25 percent English language learners.

“The growing disparity that systemically impacts historically disadvantaged populations will continue to expand if it isn’t addressed through effective educator, student and family support. With the expected growth in our Hispanic population–especially non-native English speakers–effective education technology can be a bridge to help all learners,” explained Dana Bryson, SVP Social Impact at Study.com. “Further, increasing the number of Hispanic educators to better reflect the student population also can have a positive impact–not just on the academic success of Hispanic students but all students.”

Seventy-one percent of teachers feel confident they can help their students catch up academically. They also shared top support for addressing learning gaps:

• Increased parent/family support for prioritizing schoolwork (87 percent)
• Smaller class sizes (80 percent)
• Mental health support for students (76 percent)
• High quality instructional resources or curriculum (76 percent)
• Expanded after-school or summer learning programs (68 percent)

Additional findings include insights on edtech and student behavior:

Technology in education

• 41 percent of teachers use technology-based tools several times a week to address learning loss while 25 percent use them daily
• 68 percent believe technology is very or somewhat effective in closing learning gaps, with adaptive learning platforms and gamified apps seen as the most effective tools
• 50 percent of teachers report positive learning outcomes for students with consistent access to technology

Behavioral and environmental factors:

• 49 percent of teachers believe reducing behavioral issues would significantly help students catch up academically while 47 percent think it would help somewhat
• 49 percent of teachers report losing up to 3 hours each week to behavioral issues and 28 percent of teachers lose between 4-6 hours weekly
• Disruptive classroom behavior (50 percent), difficulty concentrating (47 percent) and social-emotional challenges such as anxiety and frustration (46 percent) are the top behavioral challenges teachers face with their students

This press release originally appeared online.

Key points:

• Students have an affordable, accessible pathway to higher education
• 5 ways kids will learn about careers in 2025
• Students need clarity on their postsecondary pathways
• For more news on college readiness, visit eSN’s Innovative Teaching hub

As an educator, I’m continuously searching for ways to give my students a leg up. When I discovered Modern States, a philanthropic organization offering free online courses that give any student the chance to learn college-level content, I knew it could be transformative for my students.

There are lots of different ways that high school students earn college credit, but one of the most powerful is also one of the least known. I first learned of the College Level Examination Program, a set of standardized assessments created and administered by the College Board since the 1960s, when I was in college myself. CLEPs assess college-level knowledge and passing scores on the exams are accepted as credit at more than 2,900 colleges and universities. I took two CLEP exams, and the credits I earned saved me time and money as I worked toward my degree.

Today, working in both a state and a school committed to helping students earn college credit before graduation, I saw a world of opportunity in Modern States, which debuted in 2017. The organization created a library of 32 online courses, taught by college professors and designed specifically to prepare learners for CLEP exams. Learners can take classes and then use the CLEP exams to demonstrate their learning and ultimately receive credit. Here’s how I’ve incorporated its courses into my classroom, along with some tips for educators looking to expand opportunities for their students:

Start small and map it out

When I first learned about Modern States, I was excited but also overwhelmed. My fellow teachers can attest to how much we all have on our plates, so adding new material is daunting. It took me wading in and really examining how the course modules aligned with my own Social Studies curriculum to figure out how to incorporate it best. After immersing myself, I easily developed a plan that brought together the Modern States course material with each of my classes. This allowed me to seamlessly integrate preparation for the U.S. History I CLEP exam into my existing classes, instead of treating it as a separate task.

I also make Modern States (and taking the CLEP test) optional for my students–but I do give extra credit for passing the exam. I take grades on module completion, but I exempt students who choose not to participate.

My advice? Start with one subject, connect the Modern States content to your teaching goals and your student’s learning goals, and then expand once you all can see the value.

Build buy-in through stories and expectations

When we first discuss Modern States and CLEP, I hear from many of my students that they don’t understand what the exams are or why they should take them. I share my own story: How I discovered CLEP in college and wished I’d known about it sooner. Framing it as an opportunity to save time and money helps students see the value.

Encourage confidence through preparation

I set high expectations in my classroom, creating a culture where students rise to the challenge. Passion and belief in their potential go a long way. One of the most rewarding aspects of using Modern States is seeing students grow in confidence.

Make CLEP testing available at your school

When I first took this on and it was time for my students to sit for their exams, they had to travel to local CLEP testing centers. While that sounds simple, it creates one more opportunity for students to opt-out, be late, or miss their opportunity. After we realized the value of CLEP and Modern States, I worked with my assistant principal on opening a CLEP test center at our school to make it simple and familiar for students to test. It was surprisingly easy to set up and now students can take their exams during the school day without having to arrange transportation to a test center.

This accessibility removes significant barriers and it’s one of the reasons so many of my students are succeeding. If your school isn’t a CLEP testing center yet, I encourage you to explore the process. It’s simpler than you might think and can make a world of difference.

I couldn’t be prouder about what my students are achieving. At the end of last semester, 100 percent of my students who took the U.S. History I CLEP passed, and 92 percent passed U.S. History II–that’s 30 of my students earning college credit for free. To date, nearly 700,000 learners have taken Modern States courses, with 150,000 CLEP exams attempted for an estimated tuition and fee savings of nearly $200 million. Knowing my students are part of these remarkable achievements makes their success even more meaningful.

Modern States has been an essential tool in my classroom. It’s given students an affordable, accessible pathway to higher education. By opening doors to college credits while still in high school, students gain a powerful head start on their journey to higher education and future success.

Key points:

• Focus on what students can do, instead of what they can’t
• Design thinking in the 21st century is an imperative
• Empathy, adaptability, and real-world readiness: Supporting students in 2025
• For more on a growth mindset, visit eSN’s Innovative Teaching hub

In the words of Carol Dweck, “Becoming is better than being.” As novice sixth grade math and English teachers, we’ve learned to approach our mid-year benchmark assessments not as final judgments but as tools for reflection and growth. Many of our students entered the school year below grade level, and while achieving grade-level mastery is challenging, a growth mindset allows us to see their potential, celebrate progress, and plan for further successes amongst our students. This perspective transforms data analysis into an empowering process; data is a tool for improvement amongst our students rather than a measure of failure.

A growth mindset is the belief that abilities grow through effort and persistence. This mindset shapes how we view data. Instead of focusing on what students can’t do, we emphasize what they can achieve. For us, this means turning gaps into opportunities for growth and modeling optimism and resilience for our students. When reviewing data, we don’t dwell on weaknesses. We set small and achievable goals to help students move forward to build confidence and momentum.

Celebrating progress is vital. Even small wins (i.e., moving from a kindergarten grade-level to a 1^st– or 2^nd-grade level, significant growth in one domain, etc.) are causes for recognition. Highlighting these successes motivates students and shows them that effort leads to results.

Involving students in the process is also advantageous. At student-led conferences, our students presented their data via slideshows that they created after they reviewed their growth, identified their strengths, and generated next steps with their teachers. This allowed them to feel and have tremendous ownership over their learning. In addition, interdisciplinary collaboration at our weekly professional learning communities (PLCs) has strengthened this process. To support our students who struggle in English and math, we work together to address overlapping challenges (i.e., teaching math vocabulary, chunking word-problems, etc.) to ensure students build skills in connected and meaningful ways.

We also address the social-emotional side of learning. Many students come to us with fixed mindsets by believing they’re just “bad at math” or “not good readers.” We counter this by celebrating effort, by normalizing struggle, and by creating a safe and supportive environment where mistakes are part of learning. Progress is often slow, but it’s real. Students may not reach grade-level standards in one year, but gains in confidence, skills, and mindset set the stage for future success, as evidenced by our students’ mid-year benchmark results. We emphasize the concept of having a “growth mindset,” because in the words of Denzel Washington, “The road to success is always under construction.” By embracing growth and seeing potential in every student, improvement, resilience, and hope will allow for a brighter future.