St. Paul, Minn. and Charlotte, NC. – 3M (@3M) and Discovery Education (@DiscoveryEd) today announced the 10 recipients of the inaugural 3M Young Scientist Challenge Alumni Network Alumni Grants Program. Launched in 2023, the program supports past participants and future scientists as part of the 3M Young Scientist Challenge ( #YoungScientist).  

As the nation’s premier middle school science competition, the annual 3M Young Scientist Challenge invites students in grades 5-8 to compete for a mentorship with a 3M scientist, a $25,000 grand prize, and the chance to earn the title of “America’s Top Young Scientist.” The new Alumni Network and Alumni Grants Program offers previous participants networking opportunities, resources, events, and funding for existing science projects. Former finalists must be registered members of the 3M Young Scientist Alumni Network to apply. 

The Alumni Grants Program awarded a total of $25,000 in funding to ten 3M Young Scientist Challenge alumni. The 2023 3M Young Scientist Challenge Alumni Grants Program recipients across three funding areas are as follows:  

• Braeden Benedict is a 26-year-old from Missouri and a 2011 finalist. Braeden received $1,000 for the project The Health Career Collaborative at Washington University in St. Louis that provides mentorship, engaging health curriculum, and exposure to health careers to high school students from low-income, underrepresented minority communities.  
• Leanne Fan is a 15-year-old from California and 2022 America’s Top Young Scientist & Grand Prize winner. Leanne received $1,000 for the project Teaching Science to Kids Through Expos! that introduces young students to science.  
• Reshma Kosaraju is a 17-year-old from California and a 2019 finalist & Improving Lives Award Winner. Reshma received $1,000 for the project Eco Quest: An environmental conservation board game that teaches students about climate change. 
• Kathryn Lampo is a 20-year-old from Colorado and a 2017 finalist. Kathryn received $1,000 for the project NYC Model Rocketry Initiative that makes space science and engineering accessible to underserved middle schoolers across New York City through engaging STEM resources. 
• Viraj Pandey is a 14-year-old from California and a 2021 finalist. Viraj received $2,500 for the project Enhancing Crop Yields and Minimizing Crop Diseases Using Graphene Quantum Dots to Combat Overpopulation and Adverse Climate Changes that will help sustainably increase crop yield. 
• Sarah Park is a 15-year-old from Florida and a 2021 America’s Top Young Scientist & Grand Prize winner. Sarah received $5,000 for the project Spark Care+: Personalized Music Therapy App using a Mobile and AI that provides accessible and affordable music therapy for emotional wellbeing. 
• Samvrit Rao is a 15-year-old from Virginia and a 2020 finalist. Samvrit received $1,000 for the project STEMForU Innovation Bootcamps that inspires underrepresented minorities to pursue STEM by providing innovative learning experiences and resources to help develop STEM critical thinking skills. 
• Moitri Santra is a 13-year-old from Florida and a 2021 finalist. Harini received $2,500 for the project Novel Phyto-Nano Drug Delivery System that investigates the potential of medicinal phytochemicals at the nano-scale for reducing adverse drug reactions. 
• Daniel Thomas is a 15-year-old from Texas and a 2022 finalist. Daniel received $5,000 for the project ClearWTR Portable: A Novel Water Disinfection and Purification Device that creates safe and clean drinking water. 
• Harini Venkatesh is a 15-year-old from New Hampshire and a 2022 Improving Lives Award Winner & finalist. Harini received $5,000 for the project The Comptometrist: A Novel Method to Efficiently and Effectively Calculate Optical Power Current that calculates eye prescriptions. 

Learn more about the 2023 3M Young Scientist Challenge Alumni Network Alumni Grants Program recipients here.  

 “It’s incredibly inspiring to see how the 3M Young Scientist Challenge alumni have continued their scientific innovations,” said John P. Banovetz, Executive Vice President, Chief Technology Officer and Environmental Responsibility at 3M. “Congratulations to each of the recipients of the inaugural alumni grants program! 3M is proud to support these inspiring students as they apply their passion for science to make the world a better place.” 

The 3M Young Scientist Challenge Alumni Network brings together a growing community of former Challenge finalists and mentors to connect over shared experiences, celebrate, and promote innovations and STEM as a whole. America’s Top Young Scientists have gone on to give TED Talks, file patents, found nonprofits, make the Forbes 30 Under 30 list, ring the bell at the New York Stock Exchange, and exhibit at the White House Science Fair. These young innovators have also been named Time Magazine’s first Kid of the Year, featured in The New York Times Magazine, Forbes, and Business Insider, and have appeared on national television programs such as Good Morning America, The Ellen DeGeneres Show, and more.  

“The new Alumni program is designed to nurture growth and support ongoing science opportunities for prior participants as they tap into a network of innovators. These are innovative ideas that will change the world and we could not be prouder,” said Amy Nakamoto, General Manager of Social Impact at Discovery Education.  

The award-winning 3M Young Scientist Challenge supplements the 3M and Discovery Education program – Young Scientist Lab – which provides no-cost dynamic digital resources for students, teachers, and families to explore, transform, and innovate the world around them. All the resources are also available through the Young Scientist Lab Channel and in the Social Impact Partnerships channel on Discovery Education’s recently enhanced K-12 learning platform.  

About 3M 
3M (NYSE: MMM) believes science helps create a brighter world for everyone. By unlocking the power of people, ideas and science to reimagine what’s possible, our global team uniquely addresses the opportunities and challenges of our customers, communities, and planet. Learn how we’re working to improve lives and make what’s next at 3M.com/news or on Twitter at  @3M or @3MNews. 

About Discovery Education 
Discovery Education is the worldwide edtech leader whose state-of-the-art digital platform supports learning wherever it takes place. Through its award-winning multimedia content, instructional supports, and innovative classroom tools, Discovery Education helps educators deliver equitable learning experiences engaging all students and supporting higher academic achievement on a global scale. Discovery Education serves approximately 4.5 million educators and 45 million students worldwide, and its resources are accessed in over 100 countries and territories. Inspired by the global media company Warner Bros. Discovery, Inc. Discovery Education partners with districts, states, and trusted organizations to empower teachers with leading edtech solutions that support the success of all learners. Explore the future of education at www.discoveryeducation.com. 

This story was originally published by Chalkbeat. Sign up for a free weekly newsletter to keep up with how public education is changing.

Just as COVID hit some communities much harder than others, schools across the U.S. suffered disparate academic losses in the wake of the pandemic.

But new research points to a surprising finding: Students within the same district seemed to experience similar academic setbacks, regardless of their background. In the average district, white and more affluent students lost about the same amount of ground in reading and math as Black and Hispanic students and students from low-income families.

To researchers, that suggests that factors at the school district and community level — like whether students received quality remote instruction and whether communities experienced a strict lockdown — were bigger causes of test score declines than what was going on in students’ homes.

“Where children lived during the pandemic mattered more to their academic progress than their family background, income, or internet speed,” a team of researchers wrote in a new report.

The report offers some insight into why school districts experienced a wide range of academic losses during the pandemic. Citing pre-pandemic evidence that learning loss can persist for years without major interventions beyond normal instruction, it also points to the need for more intensive academic recovery efforts in some places. Those findings come as many schools are under pressure to reach more students with extra help like tutoring, and school leaders are trying to figure out the best ways to spend the limited COVID relief funding they have left.

Key points:

• A majority of teenagers want to learn about climate change in school
• New Jersey became the first state to implement comprehensive climate instruction across all grades and subjects

The climate crisis is undermining decades of progress in global health and poverty reduction. We look to our next generation of planetary heroes for solutions, but are we educating them in climate literacy?

Climate-literate people understand the principles of Earth’s evolving climate system, the complex interconnections, the influence of humans, and scientific approaches to mitigation. They make informed and responsible decisions on actions that may affect climate, and communicate about climate change in a meaningful way.

Because of technology, younger generations understand our small planet is an interconnected place and that we can all help in reducing climate-related threats facing humanity: extreme weather; food system disruptions; water-borne and zoonotic diseases; mental health risks, etc. 

Some of our first impressions of how we should “show up” in society and what we should care about as citizens are created in classrooms. It doesn’t have to be political: The Yale Program on Climate Change Communication found that 78 percent of American voters support children learning in schools about its causes, consequences, and potential solutions.

MINNEAPOLIS (PRWEB) — Reflection Sciences, the executive function company, has appointed  Isaac Van Wesep as Chief Executive Officer, effective June 1. The appointment will drive innovation, growth and the pursuit of the company’s mission to ensure every child gets the executive function support they need to achieve academic, career and personal success.

Van Wesep has a deep understanding of education technology and a passion for improving educational outcomes for all children. His expertise will be instrumental in guiding Reflection Sciences as it continues to lead the growth of cognitive science tools to enhance learning, curriculum and child development.

“After working closely with Isaac over the last two years, it’s clear he has the vision, energy and executive function skills to build on Reflection Sciences’ leadership in executive function,” said Co-Founder and Board Director Stephanie Carlson, Ph.D. “The science is now very clear that executive function skills significantly predict student achievement in core areas such as math, literacy and social-emotional skills. Measuring and improving executive function skills is the way forward to support student success.”

Executive function—or “EF” for short—is the set of brain skills that allows people to hold information in mind, control impulses and think flexibly. These skills allow people to pursue their goals, make better decisions and prioritize actions. Scientific research has shown that EF skills are essential to academic success in children, and also critical building blocks for social-emotional skills that are important success factors throughout life. EF skills are malleable and develop rapidly during childhood. EF skills can be undermined by trauma, such as pandemic isolation and poverty, but they also can be improved with practice.    

Reflection Sciences was founded by Drs. Stephanie Carlson and Phil Zelazo, distinguished faculty at the Institute of Child Development at the University of Minnesota. The company’s Minnesota Executive Function Scale (the  MEFS), developed through a research collaboration with the National Institutes of Health (NIH), is the first objective and normed measure of executive function skills for the commercial market. The tool has been used by educators, clinicians and researchers to support growth and development in 100,000 individuals.

“Measuring and developing young learners’ executive function skills holds tremendous potential for improving academic, career and life outcomes,” Van Wesep said. “The research around executive function is clear: it is the essence of human decision-making and the foundation for success in school and at work. The education community is now beginning to understand the science of EF, paving the way for a decade of EF advancement in preK–12.”

To learn more about Reflection Sciences, visit  https://www.reflectionsciences.com.

About Reflection Sciences
Reflection Sciences, Inc. provides the Minnesota Executive Function Scale (the MEFS) to schools, early-childhood centers, ADHD treatment providers and other learning institutions to help them quickly and objectively measure executive function and learning differences. The MEFS is the first objective, scientifically based and normed direct assessment that validly and reliably measures executive function skills in children as young as two years old. The MEFS App is an engaging, five-minute game for students, and it provides vital data for educators and parents on a learner’s executive function skills. Find out more at  https://www.reflectionsciences.com.

Key points:

• Teacher-leaders are an integral–but under-utilized–part of a school
• School leaders can secure teacher buy-in around new initiatives through teacher-leaders

The typical leadership structure in a school is quite rigid, with administrators and teachers filling their roles separately. In this model, teacher skills are only utilized inside of the classroom, leaving teacher leadership potential on the table.

Because this is true in almost any school building, it is time for administrators to reimagine teacher leader roles and leverage teacher leadership, specifically at the grade level or in content teams. Many schools have positions such as “Lead Teacher” or “Content Team Leader,” which is a great starting point. The next step is transforming these established positions, or creating similar models, and implementing them across your school. This should lead to actionable steps taken by these teacher-leaders, and the loosening of the reins by administrators.

Leading Grade Level Initiatives

Rapport and community built at the middle leadership level is more responsive to student interests and needs. The foundation of any successful school is a strong school community where teachers and students can build a solid relationship over the course of the year. Quite often, this is artificially imagined by district experts as X or Y initiative in each classroom. Instead, the model needs to move to a teacher determined and led initiative.

A top-down community building set up by administration might be a pep rally for all grades. Not an unpopular choice, as it builds rapport between the students and the school. Given more time and thought, that same space can instead be used to build rapport between students and teachers.  A teacher leader would converse with their team to determine a community building activity that might be a better fit for their students. This might include a trust building activity outside, a teacher vs. student basketball game, or a community service project. Similarly, the activity can more accurately reflect student interest and can be an opportunity to be culturally responsive to the school community. The activity itself doesn’t matter, but rather the student and teacher’s voice.

Key points:

• Flexibility and ease of use should be important parts of decision making
• Meet today’s needs, but keep tomorrow’s needs in mind

Modern technological advancements affect virtually every area of daily life, and today’s educational institutions are looking to new digital tools to help improve student achievement and engagement while fostering collaborative learning environments for both in-person and remote learners.

To maximize a system’s effectiveness and ensure investments pay dividends for students and instructors, decision makers and school technology managers must maintain a strong understanding of all the available solutions, devices, and platforms that can meet their needs. While differences in location, age range, and budget naturally affect technology decisions and opportunities, there are several key factors central to any successful implementation.

Keep It Simple, Schools

This old adage may be a cliche, but it’s as true as ever. Ease of use is the most direct predictor of how often a classroom technology will be used, and how effective it will be. Given the strict class schedules followed by most institutions, educators may hesitate to plan lessons using a digital display or software solution if it proves to be unreliable or introduces disruptions to the classroom. It needs to work during every class, every day, without requiring special procedures or assistance that eats up class time.

Simplicity can come in many forms, including secure connections that eliminate the need to log in and out, broad support for various online communication platforms, wireless connections that reduce installation complexity, and device-agnostic compatibility that natively accommodates all users.

PHILADELPHIA (GLOBE NEWSWIRE) — Specialized Education Services, Inc. (SESI), a division of FullBloom, a premier provider of education services for K-12 students who require additional educational and positive behavioral supports to overcome challenges that impede success in a traditional school setting, today announced Kristi Hoffman as its 2023 Teacher of the Year (TOY) and Ashanti Brooks as its 2023 Staff of the Year (STOY). The designations were officially made last week as SESI celebrated Teacher and Staff Appreciation Week.

SESI’s second annual STOY designation honors teachers who exemplify high-quality, evidence-based instruction and the importance of equitable education for all SESI students. New for 2023, full-time employees including social workers, behavior specialists and paraprofessionals, were eligible for nomination. The STOY program recognizes exemplary staff who demonstrate unparalleled dedication to supporting all students.

“SESI is delighted to celebrate Kristi and Ashanti, regional and campus level winners, and all nominees on the heels of this important week devoted to honoring the exceptional professionals in education,” said Dawn Thomas, president of SESI. “Our compassionate staff and teachers work tirelessly to unlock the potential of every student, a mission that has become increasingly crucial as the number of students receiving special education has grown over the past decade. Their passion for fostering student growth is evident in every classroom, therapy session and special activity.”

A teacher at Missouri’s High Road School of Wright City since 2019, Hoffman has made a significant difference in the lives of numerous students. Her dedication to creating an inclusive and supportive learning environment and emphasis on collaboration with colleagues and families have helped distinguish Hoffman as an outstanding special education teacher. Her unwavering commitment to students serves as a testament to the exceptional work happening within the SESI community of schools. Hoffman’s colleagues call her the “the light of the school.”

“I am so humbled to receive this honor,” said Hoffman. “My philosophy of learning and education is that once the foundation of a trusting relationship is built, then vulnerabilities can be expressed. Real learning and life lessons take place in everyday conversations.”

Marking over a decade of service as a key founding member of the Excel Academies of Chicago community, Brooks demonstrates exceptional dedication and skill in her multifaceted role as regional enrollment and recruiter coordinator. A familiar face known by students and staff, Brooks said the impact she makes on young people keeps her motivated year after year. Her reach extends far beyond the classroom, going out of her way to answer texts from students after hours and weekends, ensuring she is a continuous source of support. Brooks even coaches the boys basketball team.

In describing her personal philosophy, Brooks said: “Your story may be their story.”

“You never know what someone may be going through, or what may be hindering them from making the academic gains we know they can,” she said.

With more than 2,800 educators and staff members at almost 200 private day schools and in-district classrooms for students with diverse academic, behavioral and social-emotional learning needs, SESI is one of the largest employers of teachers nationwide. Hoffman and Brooks were selected, along with campus, regional and divisional winners, by a SESI leadership panel.

The program’s goals include enhancing the visibility and importance of supporting teachers, promoting the value of quality education and learning for the future, recognizing and honoring educators and staff who have demonstrated outstanding leadership and excellence, and building an effective professional learning community.

To learn more about SESI’s Staff and Teacher of the Year program and see the full list of divisional, regional and campus winners, visit: www.sesischools.com/teacher-and-staff-of-the-year.

About Specialized Education Services, Inc.
Specialized Education Services, Inc. (SESI), a division of FullBloom, is a premier provider of education services for K-12 students who require additional educational and behavioral supports to overcome challenges that impede success in a traditional school setting. SESI partners with school districts to run classrooms, on-site, within district boundaries and standalone schools that meet the academic, behavioral, and social-emotional needs of special education students with Autism Spectrum Disorders, Emotional Disabilities, Learning Disabilities, and other challenges. Partnering with over 600 school districts nationwide, SESI serves more than 7,000 students in day schools and in-district classrooms. SESI is accredited by Cognia.

Boulder, Colo. – Being one of the best was the goal of each of the 80 teams while competing at the 2023 National KidWind Challenge in Boulder. Over the course of the three-day event, these highly skilled students were tested on their knowledge of renewable energy, their design and problem-solving skills, and their wind turbines’ energy output by a team of renewable energy educators and industry professionals. The top-performing teams are:

High School Division (Grades 9-12)

• THS Wind Breakers from Tabb High School in Yorktown, Va.
• Mauston Gummy Bears from Mauston High School in Mauston, Wis.
• The Quilt Blockers from Darlington High School in Darlington, Wis.

Middle School Division (Grades 6-8)

• The 2 Dominators from Sand Creek Middle School in Albany, N.Y.
• J.A.M.S from Smithfield Middle School in Smithfield, Va.
• W Squared from Oakley Middle School in Oakley, Kan.

Elementary School Division (Grades 4-5)

• Hutch STEM Blue from STEM Magnet School at Allen in Hutchinson, Kan.
• Montgomery Windbreakers from Montgomery Area School District in Montgomery, Pa.
• Slack Attack form St. Anne’s-Belfield School in Charlottesville, Va.

Team scores were based on their performance on three tasks. Teams tested their wind turbine’s performance and energy output in four KidWind wind tunnels each operating at different speeds. They then presented their design choices, challenges, and successes to the judges. To further test their knowledge and skill, each grade-level division also participated in a renewable energy quizbowl and instant challenges.

Additionally, students competed in the first-ever National Solar Challenge. Students created solar powered objects, art, or mini cities for this new event. Teams were scored on their creativity, knowledge, and the performance of their device. The two top-performing teams are:

• Hungry Chickens from Smithfield High School in Smithfield, Va.
• Solar Baby from J. Frank Hillyard Middle School in Broadway, Va.

This national hands-on engineering competition took place at the Balch Fieldhouse at the University of Colorado – Boulder. This year’s event was co-located with the Collegiate Wind Competition on May 14-17, 2023. It was the culminating event for the KidWind Challenge season, which consisted of 50 local challenges happening across the U.S. and Mexico over the course of six months. Student teams competed in their local event to qualify for the 2023 National KidWind Challenge.

Since the first competition in 2009, the KidWind Challenge and its partners have successfully implemented events in 42 states, with roughly 50,000 students competing in 400 events across the country. The 2023 KidWind Challenge was made possible with the help of many volunteers and the generous contributions from national sponsors, including National Renewable Energy Laboratory, Invenergy, EDP Renewables North America, Enel, Orsted, Pattern Energy, Trane, and Vernier Software & Technology.

For more information about the KidWind Challenge, visit www.kidwind.org/challenge.

About the KidWind Challenge:
The KidWind Challenge is the ultimate wind energy learning experience. Students discover the promise and limitations of wind energy technology while designing, building, and testing a functional wind turbine and competing with their peers in a supportive environment. The KidWind Challenge was developed in 2009 by the KidWind Project, an international leader in clean energy education, and has been embraced and supported by leading energy industry companies since its start. For information on how to get involved, go to www.kidwind.org/challenge.

Key points:

• Interactivity and engaging resources can make science more approachable
• Elementary school teachers need easy-to-use science tools that will grab students’ attention

During my time as a kindergarten teacher, I learned three major lessons about our youngest learners’ relationship to science. Specifically, I learned that elementary school students are predisposed to being excited to learn about their world, are naturally curious about how the world of nature works, and benefit highly from learning about the STEM/STEAM-related professions they might someday consider pursuing.  

My current role as a PreK-12 science curriculum specialist affords me the opportunity to work alongside a variety of elementary school teachers as they plan engaging lessons and activities for their students. Often, I hear that science is set aside for various reasons. While I recognize the critical importance of developing math and literacy mastery, we must ensure our elementary level learners are well-rounded and prepared with the scientific skills needed for future success. So, I see it as part of my role to provide the teachers I serve with easy-to-use resources and instructional supports they need to easily “sneak” scientific concepts into their lesson.

It seems obvious to say that when teachers have a variety of simple, high-impact academic resources to utilize to present scientific phenomena and concepts to their students, they are more likely to assure that science is included within their instructional day.

However, with all educators have on their plate today, experimenting with edtech resources might take a backseat to some other important tasks.  So, I’ve created a list of three easy-to-use, essential digital tools elementary educators can use to inject science into instruction.

Key points:

• STEM labs are engaging environments that encourage exploration
• With the right tools and supports, students develop and grow 21st-century skills

Science, technology, engineering, and mathematics (STEM) education is focused on developing students’ skills and connecting these subject areas, preparing them for future careers and the real world. It’s a key area of teaching worldwide and thousands of schools are now investing in learning spaces specifically designed to support STEM–called STEM labs.

What is a STEM Lab?

A STEM lab is a learning environment where students, irrespective of grade, can come together and actively participate in hands-on or practical STEM learning. These educational spaces encourage active learning and problem solving. In these STEM laboratories, students can develop their science, engineering, and mathematics skills by using technology to create, collaborate, and complete projects–learning and applying knowledge to find new solutions.

Imagine a technology-enhanced learning environment where everything is student-centred and supports theme and project-based learning–that’s a STEM lab!

Designing a STEM Lab – What Equipment Should You Include?

It’s important when selecting the equipment to include in a STEM lab that the focus is on what can help students develop their mathematical and problem-solving skills. Consider how different technologies can be used in collaboration. This can be anything from simple wooden blocks to 3D printers and virtual reality headsets.

QUINCY, Mass. (GLOBE NEWSWIRE) — Breezeline, the nation’s eighth-largest cable operator, has partnered with CyberSecurity NonProfit (CSNP) to create a series of blogs, videos and social posts to inform and educate the public on ways to protect against cybercrime and to promote online safety.

Recent educational materials created by CSNP staff and experts from the cyber security profession include ways to keep children safe in public online spaces, the benefits and concerns with authentication methods like two-factor and facial recognition, the benefits and risks of location services, identifying cryptocurrency scams, password tips, and Internet of Things (IoT) safety.

“Easy access to online content provides tremendous benefits to society for learning, work, and keeping connected to the world around us,” said Andrew Walton, a spokesperson for Breezeline. “Awareness of online best practices will help reduce risk and ensure that content can be enjoyed safely.”  

In addition to increasing cyber safety knowledge and awareness in the general population, the non-profit organization works to address the diversity gap in the cybersecurity profession.

 “Support from partners like Breezeline is crucial to our efforts to promote cyber safety knowledge and awareness,” said Emily Stamm, President and Cofounder of CSNP. “The support also helps us address the diversity gap in the cybersecurity profession by providing accessible education, resources, and career development opportunities.”

The initiative is one of several steps Breezeline is taking to promote online safety and to foster the responsible use of technology in its communities, including digital literacy training for older adults, anti-cyberbullying resources for schools, coding programs for young female coders, and other initiatives to promote technology careers.

For more information on online security, please visit csnp.org/cyber-safety.

Pittsburgh, PA – Carnegie Learning, a leader in AI-driven technology, curriculum, and professional learning solutions for K-12 education, today announced that Chris Hedrick is joining the company as Chief Revenue Officer. Chris will sit on the new Carnegie Learning Executive Leadership Team reporting to CEO Barry Malkin.

Chris joins Carnegie Learning from Scholastic, where he served as the Senior Vice President of Sales. He brings nearly thirty years of experience in sales and revenue management in K-12 education, working with some of the most respected companies in the field. 

Prior to his tenure at Scholastic, Chris worked with Houghton Mifflin Harcourt and Cambium Learning, where he held various sales leadership roles and contributed significantly to the growth and success of those organizations. With this experience, Chris brings a deep understanding of the needs and challenges of educators and school districts.

According to CEO Barry Malkin, “the creation of the Chief Revenue Officer position reflects Carnegie Learning’s expanding business and our commitment to bringing on top talent. In his role, Chris will be responsible for developing and executing our revenue strategy, overseeing all revenue-generating activities, and ensuring that we continue to grow and thrive in the dynamic and exciting edtech market. With his breadth and depth of experience – from classroom teacher to highly-successful sales leader – Chris will accelerate our positive impact across more and more school districts.”

“I was drawn to Carnegie Learning’s fast-paced and innovative environment,” said Hedrick. “It’s an exciting opportunity to build growth at a company with tremendous potential to transform K-12 education. Carnegie Learning is uniquely positioned to deliver exactly what the market demands with high-quality products driven by research and data. The product differentiation supported by the latest science and AI is like nothing else out there.” 

About Carnegie Learning, Inc.

Carnegie Learning is the leading provider of K-12 education technology, curriculum, and professional learning solutions. With award-winning offerings for K-12 math, literacy, world languages, professional learning, high-dosage tutoring, and more, Carnegie Learning is delivering real and lasting results for teachers and students. Born from more than 30 years of learning science research at Carnegie Mellon University, we are known for using the power of data to improve student performance. Our range of products allows us to support more than 2 million students and educators in all 50 states and Canada. Named a Top Place to Work for six years in a row, our 700+ employees across North America are passionate about partnering with educators in the classroom. For more information, visit carnegielearning.com and follow us on LinkedIn, Twitter, and Instagram.

Key points:

• ChatGPT isn’t a tool to be feared–it can contribute greatly to STEM learning
• AI tools aren’t going away, and harnessing their capabilities is important

“If we teach today as we taught yesterday, we rob our children of tomorrow.” – John Dewey

Back in 2007 when I was teaching Algebra I at the local middle school, the biggest question for mathematics teachers on our campus was whether students could use their calculators while doing classwork and on standardized tests.  A few years later, the discussion changed to an argument about the pros and cons of using a Desmos calculator on their classroom iPads.  Using Desmos was seen as being particularly egregious, as educators feared that students may have access to the internet and may surf the web while they should be learning or during summative assessments. 

Each of these technologies paled in comparison to the impact of one of our students discovering Wolfram|Alpha and sharing the link with his classmates.  While using the calculator allowed students to quickly compute answers and a device with internet capabilities added the possibility of researching formulas and explanations, Wolfram|Alpha used the most current artificial intelligence (AI) to accurately solve mathematics problems using natural language processing. 

Teachers were faced with the idea that 21st-century technologies would fundamentally alter the way students learn and just as importantly, adjust the way teachers would need to facilitate instruction.

The ChatGPT Dilemma

In schools across the nation, educators have, once again, had to call into question how technology meshes with teaching and learning with the advent of ChatGPT. 

Key points:

• Digital classrooms–and their remote students–are here to stay
• School facilities face unprecedented demand for broadband across education sites

The introduction of always-connected PCs and Chromebooks continues to be the catalyst for digitally liberating many students. Now is an especially exciting time to turn to this idea as PC and Chromebook battery life innovation, as well as performance, speed, audio, and video enhancement, is finally getting to the level needed to handle the digital criteria and learning throughout a school day and beyond.

Hotspots were heralded as the rescue, but often without weighing the pros and cons, especially in relevance to long-term solutions. What’s been overlooked is the substantial amount of learning time wasted just to leverage hotspots for learning. Connected laptops are a streamlined solution as the connection is built in, flexible and fitting into the ever-changing education system without the disruption of time.

Laptops built on Snapdragon bring advanced processor technology that enable mobile features and benefits on these devices. A laptop or Chromebook powered by Snapdragon could provide up to 20 hours of battery life and enable hours of digital learning, providing enhanced performance and greatly improved battery life.

In living our organization’s mission to develop a cutting-edge new generation of always-on, always connected platforms for student devices, our team is purpose-building devices for the most optimum learning. Our focus is to create devices that:

• Uniquely provide considerably longer battery life than traditional student devices, often 15-20 hours.
• Deliver increased performance. We recognize that video conferencing is likely just the first of many processing-heavy experiences that will become the norm for digital learning.
• Offer embedded 4G/LTE connectivity to enable learning from virtually anywhere.
• Reduce the asset management demands of school officials by eliminating hotspots and other complicated connectivity accessories.

Dexter, Michigan — Dexter Community School, a mid-size school district located in Dexter, Michigan, has implemented Rise Vision’s digital signage solution to encourage student expression and creativity.

Rise Vision, the #1 digital signage solution for K12 schools, has helped schools across the country enhance communication and foster a positive school culture.

With a high school population of approximately 1,200 students and a total district enrollment of over 3,500 students, Dexter Community School is committed to supporting the new generation of digital natives. The district has found a creative way to provide students with a platform to showcase their work and ideas through the use of digital displays.

“Rise Vision has provided our students an opportunity to display their creativity and be held publicly accountable for their work.” says Jason Elmy, a long-term teacher at Mill Creek Middle School, part of the Dexter Community Schools district and the teacher who championed getting students involved in digital signage. “Our staff and students use Rise Vision as a resource to share information with the student body. Updating our displays daily keeps things fresh and the students interested in upcoming events and daily occurrences.”

Rise Vision’s digital signage solution has allowed Dexter Community School to engage students in a new way. The solution provides the school with a dynamic way to display student work, announcements, and upcoming events, in addition to fostering engagement and a community feeling. The solution also helps to streamline communication across the district and ensures that students, staff, and faculty are always in the loop.

“We are thrilled to see how Dexter Community School is using our solution to support their students and staff,” said Shea Darlison, Head of Marketing of Rise Vision. “We believe that our solution provides schools with a powerful tool to improve communication and create a positive school culture. We are proud to be a part of Dexter Community School’s efforts to support the new generation of digital natives.”

Rise Vision’s digital signage solution is designed specifically for K12 schools and is easy to use, allowing schools to display a variety of content, including videos, graphics, and images. The solution is also highly customizable, allowing schools to tailor their displays to meet their specific needs.

“Mill Creek Middle School will continue to use Rise Vision in the years to come.” says Jason Elmy.

To learn more about how Mill Creek Middle School is using Rise Vision digital signage software, visit the company’s website.

ABOUT RISE VISION

Rise Vision is the #1 digital signage software solution for schools. Rise Vision helps schools improve communication, increase student involvement, celebrate student achievements, and create a positive school culture

Key points:

• Communication is key for all those involved in special education
• Don’t forget to think creatively and look at the big picture when framing students’ goals

If you’re heading into your first job as a special education teacher, congratulations. Not only will you be able to use the knowledge you developed as a student to make a difference in children’s lives, you’ll be doing it in the most needed position in U.S. schools.

Two-thirds of schools with staffing shortages said special education is the hardest area to staff, according to the National Center for Education Statistics.

I’m sure the excitement of landing a position was mixed with the fear we all face when starting a new job. The demands on special education teachers are unlike any other position in schools, and because of shortages, you may be asked to tackle a bigger role than expected when you start.

While your job will be thrilling, frustrating, and exhausting, sometimes all on the same day, I do know there are successful strategies that can help you make the needed adjustments to be effective while at the same time maintaining a necessary work/life balance.

Key points:

• More students and educators are connecting personal devices to school networks
• This makes network security–an already underfunded area–even more critical

The pandemic was a massive shift for school districts across the country, and even as we move out of it, we’re still feeling the impact. On the technical side, it prompted quick transformation to enable virtual schooling–and these changes were made as districts were already challenged by legacy technology, reduced budgets and understaffing. Existing problems were exacerbated.

In parallel, we’ve seen a rise in ransomware and other cyberattacks in the education sector. What’s needed is a digital transformation strategy that also prioritizes security.

A challenging landscape

There’s nothing mysterious or shocking about the rise in cyberattacks against the education sector. Today’s 21-century education requires up-to-date technology, but that’s a bigger risk for school IT teams. For instance, educational institutions are witnessing growth in the number of students, professors, and administrators who link personal devices to the network. A school district’s attack surface is expanded by this increased connection, making it more vulnerable to new threats.

And most schools are not equipped to deal with these threats; the Nationwide Cybersecurity Review (NCSR) risk-based assessment rates the cyber maturity score of K-12 schools at 3.55 out of 7. In fact, according to 29 percent of those responding to the K-12 Report, a cyber incident occurred in their district last year. Malware and ransomware were two of the most prevalent occurrences. According to the report, ransomware attacks pose the greatest cybersecurity risk to K-12 schools and districts in terms of overall cost and downtime.

Santa Barbara, CA — ParentSquare Inc., the leading provider of school-home community engagement solutions for K-12, today announced the members of its 2023-24 ParentSquare Advisory Council. The Advisory Council members help inform the company’s future development plans for the ParentSquare platform and serve as a peer-to-peer forum for discussing best practices and pressing issues in school communications and family engagement.

The ParentSquare Advisory Council is an invitation-only group, comprised of K-12 communications, technology, and administrative leaders who use ParentSquare. The size of the council has grown from 14 members in the 2022-23 academic year to 18 members for the coming year. New and returning members include:

●      Jason Borgen, Chief Technology Officer for Santa Cruz County Office of Education (Calif.)

●      Brian C. Burke, Executive Director of Communications, Community Partnerships, and Strategic Planning (Conn.)

●      Joanne Chan, Education Services Coordinator for Hacienda la Puente (Calif.)

●      Ron Cone, Executive Director of Information Technology for Kennewick School District (Wash.)

●      Leah Davis, Executive Director of the Exceptional Children’s Department for Charlotte-Mecklenburg Schools (N.C.)

●      Kirsten Fitterer, Chief Communications Officer for Yakima School District #7 (Wash.)

●      Michael Garcia, Director of Family and Community Engagement for Fontana Unified School District (Calif.)

●      Kris Hagel, Executive Director of Digital Learning for Peninsula School District (Wash.)

●      Katie Harmon, Director of Educational Technology for Westhill Central School District (N.Y.)

●      Dr. Christine Jordan, Assistant to the Superintendent for Wyandanch Union Free School District (N.Y.)

●      Steven Langford, Chief Information Officer for Beaverton School District (Ore.)

●      Erin Lindsey, Director of Communication for Cupertino Union (Calif.)

●      Emily Mejia, Associate Director of Student Data for Achievement First (N.Y.)

●      Noelle Newton, Executive Director of Communications & Community Relations for Hutto Independent School District (Texas)

●      Brad Orth, Executive Director of District Data Management, Business Information Systems, and Data Reporting for Cherokee County School District (Ga.)

●      Rod Russeau, Director of Technology & Information Services for Community High School District 99 (Ill.)

●      Steve Smith, Chief Information Officer for Cambridge Public Schools (Mass.)

●      Krista Stockman, Director of Communication & Marketing for Fort Wayne Community Schools (Ind.)

“When Fort Wayne Community Schools switched to ParentSquare in August 2022, we saw immediate improvement in our ability to communicate directly with families. Buy-in from the majority of staff members and parents was quick. I have already learned that while ParentSquare is great, it just keeps getting better,” Fort Wayne Community Schools Director of Communication & Marketing Krista Stockman, APR, said. “I appreciate the opportunity to learn about new tools being developed and the chance to give feedback from the field. I am looking forward to getting to know other members of the PAC and hearing how other districts are using ParentSquare to improve family engagement.”

The ParentSquare Advisory Council was formed and began meeting in summer 2020. It is led by Dr. Chad Stevens, Chief Strategy Officer of ParentSquare, who is a former school administrator and district chief technology officer. Members of the 2023-24 council will meet quarterly online and once a year in person.

“We are very grateful that these council members have committed their time to helping us identify and address key communication needs and priorities in K-12 districts,” Stevens said. “Our council members’ diverse expertise and advice have been of immeasurable value to our mission of enhancing school-home communication, and I am looking forward to seeing what we’ll achieve in the new school year.”

About ParentSquare

ParentSquare is the leading provider of modern family and community engagement solutions for K-12 schools. Millions of educators and families in 49 states rely on the multipurpose unified platform that includes mass notifications, classroom communications, school websites, and other communication-based services, all supported by visual dashboards. ParentSquare’s technology platform features comprehensive integrations with school administrative systems, translation to more than 100 languages, and app, email, text, voice, and web portal access for equitable communication. Founded in 2011, the company is headquartered in Santa Barbara, CA. Learn more at https://www.parentsquare.com.

Key points:

• The bottom line: Representation matters
• Encouraging a passion for STEM from a young age will keep more women in STEM

The number of women working in STEM jobs has increased 31 percent over the past decade, but women continue to be outnumbered by men in some of the fastest-growing and highest-paying jobs—including roles in engineering, computer science, and the physical sciences. Although women make up half of the total U.S. college-educated workforce, they only represented 34 percent of the science and engineering roles in 2021, according to the National Center for Education Statistics.

Not only is it important to see more women fill STEM jobs from an equity standpoint, but there is also a lack of professionals to fill the demand for future STEM roles, projected to grow by 11 percent over the next decade.

To interest young women in STEM-related careers, we must instill a passion for STEM education at an early age and continue to provide support for girls throughout their academic careers.

Empowering girls to excel

According to a recent Microsoft study, 31 percent of girls in middle school believe that jobs requiring coding and programming are “not for them.” In high school, that number rises to 40 percent. By the time they’re in college, 58 percent of young women disqualify themselves from STEM jobs.

Key points:

• Size isn’t the only important part of classroom visual displays
• Brightness, contract, interactivity, and resolution are all critical factors

The transfer of knowledge is an educator’s principal concern–one that has led them, along with researchers, to ask: “What’s the best way to help transfer that knowledge and help students learn?”

Research has shown that students learn better with visuals than words alone. Visual presentations using a projector or interactive display can help to promote a much more active learning environment and more successful outcomes. However, in the last few years, as interactive displays have become more popular, there has been a significant debate on which is the best display type–projectors or interactive flat panel displays–for the classroom.

Some projector companies and organizations insist that projectors are the best for classrooms due to their large image size, while others, including interactive flat panel providers, argue that interactive whiteboards are the better choice. But the truth is: There’s no one-size-fits-all approach. Rather, it’s a critical decision that requires a look at the advantages of each technology and how the room will be used. Let’s take a look at the considerations that go into that decision.

Classroom Displays Depend On More Than Size

Often the thought when it comes to displays is bigger is always better. Of course, projectors have the advantage there. Move the projector farther back, and the image size is instantly larger. However, size is only but one factor–and not the reigning factor that will deliver the best experience. It’s like buying a Lotus for its horsepower when what’s really needed is a minivan or vice versa.