Most states (29 states and the District of Columbia) use a weak elementary teacher reading licensure test, meaning that they do not effectively measure teachers’ knowledge of scientifically based reading instruction prior to entering the classroom, according to a new analysis from the National Council on Teacher Quality (NCTQ).
In fact, one state, Iowa, requires no reading licensure test at all. This shortcoming means that, every year, nearly 100,000 elementary teachers across the country enter classrooms with false assurances that they are ready to teach reading.
More than 50 years of research has illuminated the most effective way to teach children to read. It requires systematic, explicit instruction in the five core components of the science of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Preparing teachers to teach these five components–known as scientifically-based reading instruction–can ensure more than 1 million additional students enter 4th grade able to read each year.
Unfortunately, far too often, states allow teachers into the classroom inadequately prepared to teach reading. Licensure exams, if rigorous and aligned to the science of reading, can serve as an important guardrail for making sure teachers have this critical knowledge. However, many licensure tests are weak in that they do not adequately assess teachers’ preparedness to teach reading. Far too many states are using these weak tests.
“Every child deserves great reading instruction, but far too many children aren’t receiving it,” said NCTQ President Heather Peske. “As part of a comprehensive strategy to improve reading instruction, states can help ensure teachers are prepared to teach reading effectively by requiring stronger licensure tests.”
Examining every elementary teacher reading licensure exam currently being used by states, NCTQ looked for evidence that the tests adequately address the five core components of reading. NCTQ also examined whether these tests devote undue attention to methods of reading instruction that have been debunked by research and can hinder students from becoming strong readers, such as three-cueing.
Additionally, NCTQ checked whether these tests combine reading with other subjects. This is important because if subjects are combined, the teacher’s understanding of reading could be masked. Using these criteria, NCTQ determined whether tests were strong, acceptable, weak, or unacceptable.
Key national findings:
Of the 25 elementary teacher reading licensure tests in use by states, the majority (15) are weak. Just six exams are rated “strong” and four are rated “acceptable.”
Across these 15 weak licensure tests: Ten do not adequately address all five components of the science of reading and five combine reading with other subjects, such as social studies or science. (Note, one test fits into both categories listed above.) One includes too much emphasis on content contrary to research-based practices.
The majority of states (29 states and the District of Columbia) use “weak” tests that do not signal whether teachers have the knowledge they need to teach students to read.
“Teachers who aren’t prepared in the most effective instructional practices for teaching reading unknowingly enter classrooms ill-prepared to help students become successful readers,” said Peske. “This lack of preparation has a profound impact on students’ literacy skills and future prospects, especially among students of color and those living in poverty.”
Roughly one-third of children in elementary classrooms across the country cannot read at even a basic level by the middle of the fourth grade. The situation is even bleaker for historically marginalized students, for whom inadequate reading instruction is yet another barrier to educational equity, with 56 percent of Black students, 50 percent of Hispanic students, 52 percent of students in poverty, 70 percent of students with disabilities, and 67 percent of English Learners reading below basic reading levels.
Students who are not proficient readers are four times more likely to drop out of high school, face lower lifetime earnings, and have higher rates of unemployment.
Recommendations
To address this pressing issue, the NCTQ recommends the following solutions.
State education leaders should:
Transition to a stronger reading licensure test: States select and approve the tests that their teachers must pass for licensure. Requiring a stronger test will likely lead to better reading instruction in elementary classrooms across the state as preparation programs will be motivated to align their courses with the components of reading addressed in a stronger test.
Require a strong reading test for anyone teaching students in the elementary grades. In some cases, states require reading tests for general education elementary teachers but not for special education teachers or for early childhood teachers who are licensed to teach lower elementary grades. These loopholes ultimately hurt the students who most need teachers capable of building a foundation in literacy.
Testing companies should:
Shore up weaknesses and clearly identify limitations in existing tests: Both major testing companies, ETS and Pearson, have strong and acceptable reading licensure tests on the market, but they also offer tests that omit numerous topics from the core components of reading, and that combine reading with other subjects, diluting the assessment’s ability to verify teachers’ reading knowledge.
As the hoopla surrounding emerging AI technologies and their impact on education endures, we need to get past whether or not to use ChatGPT—Pandora’s box is officially open—and focus instead on how best to use it. Despite OpenAI recently releasing a guide for ChatGPT in the classroom that demonstrates how teachers can use the large language model software to enhance learning, Zarek Dozda, director of UChicago’s Data Science 4 Everyone, does not think it goes as far as it should to address educators’ concerns about the growth of this emerging tech in classrooms.
In this insightful conversation, Zarek breaks down several particulars he feels need to be addressed, including:
More research – OpenAI’s guidance focuses on anecdotal evidence of ChatGPT in classrooms but has little to say about best practices when using ChatGPT as an educational tool.
Focus on mechanics – Instead of highlighting education tactics that utilize ChatGPT, OpenAI should provide a more thorough explanation of large language models and how they work.
Training for teachers – The specific teachers mentioned in OpenAI’s guidance should be applauded for embracing emerging tech, but there needs to be greater resources for teachers just trying to keep up with AI.
Data Science for Everyone is a coalition advancing data science education so that every K-12 student has the data literacy skills needed to succeed in our modern world. Equitable access to data science education is an opportunity to open doors to higher education, high-paying careers, and an engaged community. Created by the University of Chicago Center for RISC and organized in partnership with The Learning Agency and the Concord Consortium, the group supports a growing community that knows that the data revolution has transformed modern life and we need to prepare our students.
Other highlights from the conversation include:
Responsibility in AI Usage: Zarek emphasizes the importance of instilling responsible and efficient AI usage in students, preparing them for a future where digital skills are integral to various careers.
Changing Perceptions: The discussion challenges preconceived notions about AI, acknowledging shifts in attitudes among educators and students toward embracing technology as a valuable supplement to traditional teaching methods.
Educator Empowerment: Teachers are encouraged to view AI as an opportunity for professional development, using tools like ChatGPT 4 to create lesson plans and assessments, fostering a collaborative approach to interdisciplinary solutions.
Foundational Skills Remain Crucial: While AI tools advance, Zarek emphasizes the continued significance of foundational skills, asserting that students should still learn mathematics, coding, and critical thinking to understand and address AI-generated errors.
Balanced Implementation: Zarek advocates for a measured approach to AI integration, steering clear of extremes such as outright bans or complete reliance on AI for educational planning. Instead, a gradual introduction with teacher guidance is recommended.
Global Talent Race: The conversation concludes with a call for policymakers to recognize the urgency of upskilling educators, framing education as critical for future economic and international success in a rapidly evolving digital landscape.
Get the latest news on teaching trends by visiting eSN’s Innovative Teaching page
School models are, for the most part, outdated–and very overdue for replacement. When students reach high school, research shows that close to 66 percent of students are disengaged. But even students who do successfully navigate their schooling emerge with only a specific (and often narrow) skillset that may or may not match their strengths or interests.
Conventional schooling often leaves students disillusioned, questioning their intelligence and value as it is framed by a system that needs an overhaul.
Learner-centered education can play a critical role in reshaping education systems, offering a more holistic approach to meeting learners’ needs and helping students find fulfillment in their academic accomplishments.
K-12 Value Networks: The Hidden Forces That Help or Hinder Learner-Centered Education, a report from the Clayton Christensen Institute and authored by CCI senior research fellow Thomas Arnett, offers insight into understanding why schools struggle to change their instructional models, along with tips to establish and support learner-centered education models.
Program leaders, sponsors, learners and their families, staff, community partners, and funders are all critical to the success of these learner-centered education models.
The report describes how five different learner-centered education models–The Met, Virtual Learning Academy Charter School, Iowa BIG, Village High School, and Embark Education–were able to launch and grow their models by assembling value networks congruent with their vision for learner-centered education.
1.The Met: The Metropolitan Regional Career and Technical Center, known as The Met, is a network of six small, public high schools located in Providence and Newport, Rhode Island. The hallmark of The Met’s learner-centered model is that its learners go out in their communities for two days out of the week to lead real-world projects as interns for partner organizations. For example, learners might work with a local bakery, a law firm, a tech company, or a recording studio.
When learners join the Met, they and their families work with an advisor to identify their strengths, needs, and interests, and then develop an individualized learning plan with an internship as its centerpiece. Learners are responsible for researching potential internship opportunities and communicating with partner sites to arrange their internships. Advisors coach them as they do their research and outreach to ensure that internships match their needs and interests.
2.Virtual Learning Academy Charter School: The Virtual Learning Academy Charter School (VLACS) is a statewide virtual school created in 2007 that serves K–12 learners throughout New Hampshire. The concept for the school came from the superintendent of the Exeter Region Cooperative School District, who saw an opportunity to take advantage of a new charter school law to apply for a statewide charter. Rather than create another conventional school, however, the superintendent recognized the distinctive value of using a virtual school model to offer a wide array of flexible, part-time and full-time learning options unavailable through brick-and-mortar campuses.
VLACS’s competency-based model is highly adaptable to learners’ needs and interests. It offers a range of options for learners to earn credits: through online courses, learner-designed projects, and out-of-school learning experiences such as internships and travel. Learners who take online courses move through those courses at their own pace and earn credit whenever they’re able to demonstrate mastery of designated competencies. For projects and other learning experiences, VLACS aligns these experiences with state learning standards and then measures learners’ mastery of standards using performance-based assessments.
3. Iowa BIG: A community conversation about the knowledge and skills young people need to become engaged and successful members of the community as adults was linked with an initiative to send 60 community leaders back to school alongside learners over a four-month period. Through this experience, the community leaders realized that most learners were disengaged in school. Partitioning content into discrete subjects and courses made the learning boring and the teaching hard. Meanwhile, the work learners did in school had little connection to real-world problems, careers, and citizenship. Then came the founding of Iowa BIG, a high school learning experience sponsored by four local districts that enables learners to earn core credits by doing authentic projects.
The typical day of an Iowa BIG learner is half conventional and half learner-centered. For part of the day—either the morning or the afternoon—learners attend their local high schools. Then for the other half of the day, they go to an Iowa BIG site for real-world learning experiences. The model works with partner companies and organizations across Cedar Rapids to conceptualize projects learners might complete. Learners then work with partners to co-design interdisciplinary projects that both align with the academic and life goals of the learner, as well as the business or nonprofit needs of the partner. Projects might include creating museum exhibits, helping optimize processes at a hospital, hydroponic farming, or developing a messaging campaign for an animal shelter.
4. Village High School: The Village diverges markedly from standard approaches to high school education. Its learners receive all of their core academic content–English, history, social studies, and math–through mastery-based online courses. This format eliminates the need for scheduled class times and allows learners to progress at their own pace and test out of modules that they already have expertise in. Online courses at Village High School create time and capacity for the most learner-centered features of its model: its array of in-person electives.
Often team-taught and generally in-person, these courses are inspired by teachers’ and learners’ own passions. They cover myriad different topics, often in an interdisciplinary format: from Adulting 101, Renewable Energy, and Beekeeping to Comparative Religions and International Relations. Many electives take advantage of the Village’s flexible format. For an elective on ceramics, learners spend an entire day every week working on ceramics projects; and one physical education elective takes learners out into the Colorado Rockies for hiking and rock climbing. The grading model in electives is also different–closer to a workplace evaluation than to conventional points earned on assignments and tests. Learners and teachers sit down together to discuss learners’ progress and work, and decide on a grade together.
5. Embark Education: Miguel Gonzalez, a career educator, launched Embark Education in 2019 out of a coffee shop and a bike shop in North Denver, CO. His goal was to create a learner-centered model at the intersection of authentic experiences and relationships. That goal translated into a private, tuition-free micro-school serving approximately 50 sixth- through eighth-grade learners. Embark’s two businesses, Pinwheel Coffee and Framework Cycles, enable learners to engage in projects that integrate academics with real-world questions. For example, while working on the practical skill of crafting the perfect cappuccino under the guidance of adult baristas, learners investigate the differing mathematical ratios of ingredients present in a latte versus a cappuccino, and the chemistry behind the extraction of caffeine from coffee beans.
These integrated “shop projects’’ include a combination of direct instruction within the three core academic disciplines (math, science, and humanities); personalized learner exploration; and practical work within the bike and coffee shops. They enable learners to master foundational academic skills while simultaneously experiencing the application of these skills in the world beyond the classroom. Learners’ projects for the businesses must contribute to the success of the businesses. For example, learners don’t work on problems that the businesses have already solved, such as having learners apply math and science to reinvent the latte. Instead, Embark’s leaders look for opportunities that leverage the unique advantage of having learners’ on site to make the businesses better than what they could do alone.
Study.com released new survey data last month that sheds light on parents’ evolving attitudes towards the role of schools as students head into the third school year post-pandemic. The education platform surveyed parents in California and Texas to understand their perspectives on their children’s education. Notably, 55 percent and 47 percent of parents in California and Texas, respectively, support extending the school year to provide students with increased learning time, and 46 percent of California parents and 43 percent of Texas parents favor the use of A.I. tools like ChatGPT for academic help in schools.
Across both states, a significant number of respondents believe in a shared responsibility between parents and schools to foster academic growth. Over a third assign a major or complete responsibility to schools in this regard. However, a large percentage of parents in California (28 percent) and Texas (27 percent) feel that schools are taking minimal or no responsibility post-pandemic to help their child catch-up academically. A significant number of parents demonstrated dedication to improving their child’s education through the utilization of district and schoolwide resources as well as support in the home:
37 percent of California parents and 41 percent of Texas parents have sought external educational support, such as tutoring or counseling, for their children.
In California, most parents have sought tutoring or study sessions (26 percent), homework help or after-school programs (23 percent), or educational online platforms (20 percent).
In Texas, most parents have sought tutoring or study sessions (31 percent), homework help or after-school programs (19 percent) educational online platforms (16 percent).
The enduring consequences of academic disruptions caused by the COVID-19 pandemic underpin the motivations driving parents to seek additional support tools for their children’s education. In both states, more than a third of parents reported a substantial negative impact on their child’s academic performance due to the pandemic and related social-emotional challenges.
46 percent of California parents and 40 percent of Texas parents say their child faced social-emotional challenges impacting their academics.
65 percent of California parents and 69 percent of Texas parents are very or somewhat concerned about the long-term impact of learning loss on their child’s academic, career, and socioeconomic success.
The third school year post-pandemic emerges as a pivotal moment for parents to incorporate effective learning resources into their children’s academic journeys, such as A.I. or tutoring, to help mitigate the wide-ranging negative effects of the pandemic.
“Despite most parents feeling like they have the resources available to assist their child, the majority of them struggle with specific subjects, especially math,” said Rachel Mead, Director of Tutoring at Study.com. “The start of the school year is an ideal time for parents to implement additional learning supports such as supplemental online resources or the formulation of a structured home learning plan.”
Teachers across Canada say it’s time to embrace new teaching models to better align with the realities, opportunities and challenges of today’s classroom and tomorrow’s workplace. In a new survey from Microsoft of over 500 Canadian teachers and school leaders, most said schools need to do more to adapt to the evolving needs of students. Teachers are calling for changes that make classrooms more engaging, inclusive and relevant for a new digital era.
New models for a new era of digital innovation
From AI to interconnected smart devices, teachers recognize that the rapid pace of technological innovation is changing the workforce students will be joining, but few classrooms are teaching the skills students need to succeed in the new digital world. In fact, ninety percent of teachers surveyed agree it’s important to teach students the digital skills they’ll need for modern life, but only half of teachers (52 percent) say students are taught in ways that are relevant to the skills they need for the future.
Strikingly, the survey revealed an overwhelming majority of teachers (79 percent) felt data literacy and digital citizenship were essential skills for today’s students, but these topics were only taught in 22 and 53 percent of classrooms respectively. While teachers have just begun to consider the implications of AI in education, 41 percent of teachers believe that students should learn about generative AI to better equip them for life outside school and in their careers. That number rose to 50 percent among teachers of grades 7-12.
“It’s crucial that we listen to teachers so we can better empower students in their learning and be prepared to contribute to Canada’s economic future” said Elka Walsh, Associate Vice President, Learning & Teaching, at Microsoft Canada. “We have a responsibility to address these gaps, reignite a love of learning, and help students thrive in a digital world.”
Digital tools more prevalent since the pandemic, but not used effectively
For many teachers, the pandemic spurred the adoption of digitally enhanced learning in the classroom. Eighty-two percent of teachers surveyed said their school’s use of digital tools started or increased with the pandemic. But only 35 percent of respondents said most teachers are equipped with the best digital tools to help them teach and a similar number (34 percent) said teachers receive the training needed to use these tools effectively. Six out of ten respondents said teaching methods should change to make the most of these tools. Among the most promising use cases for teachers, according to the survey, was time management. Eighty percent of teachers agree they need more tools to help them manage their time more productively – an unsurprising stat given that 86 percent of teachers rate their workload as high or very high.
The results also indicated a clear difference in approach to technology in the classroom between those schools with an established sustainable digital strategy and those without. When asked if students were more engaged when digital tools are used in the classroom, three quarters of respondents with a digital strategy agreed. Among teachers in schools without a digital strategy, fewer than half agreed technology helped to increase engagement.
Engagement and inclusion need a boost
It is apparent that teachers are struggling to keep students engaged, particularly when faced with the emotional and wellbeing challenges related to the pandemic. Only half of teachers surveyed (51 percent) said students are taught in ways that engage them and keep their interest and only a third (35 percent) agree schools are succeeding in helping to address students mental and emotional wellbeing.
Today’s teachers know inclusion and accessibility is crucial to help every student reach their potential. Ninety-five percent said inclusive and accessible teaching resources are somewhat or very important. But only 48 percent say current teaching methods are inclusive and only 46 percent feel students are taught in ways that are responsive to their individual needs. Teachers also want schools to do more to address the mental and emotional wellbeing of students (74 percent) and feel students are still emotionally challenged by the disruption of the pandemic (72 percent).
“Canada’s teachers are telling us we need revitalized learning models so their students don’t get left behind” said Marc Seaman, Vice President, Education Segment for Microsoft Canada. “New models are critical to improve outcomes for all students and prepare them for the digital future.”
The objective of this report is to inform and inspire the EdTech community – including educators, policymakers, entrepreneurs, and investors – by synthesizing the views of innovators who are active across a wide range of EdTech segments and educational institutions.
This report aims to provide insights and guidance for EdTech companies seeking to achieve product-market fit in a post-pandemic blended learning environment. It does so through a combination of qualitative interviews with EdTech leaders and quantitative data analysis to address the challenges and opportunities in the EdTech sector.
The report emphasizes the importance of EdTech in nurturing the intellect and character of future generations and highlights the significant impact it can have when it succeeds in its mission. Achieving product-market fit in EdTech is not just about creating a successful app or platform; it’s about equipping learners with the tools they need to thrive, understand the world critically, and face life’s challenges with resilience.
By providing a holistic understanding of EdTech’s transformative potential and the dynamics of the sector during the pandemic, the report aims to help EdTech companies make informed decisions and execute thoughtful strategies. It underlines the need for strategic planning and execution to ensure that EdTech products are aligned with the needs of learners and educators.
EdTech innovators must also navigate various challenges, including diverse educational needs, institutional norms, and cultural considerations. The education sector operates differently from the tech world, leading to potential tensions among stakeholders. Aligning timing and planning is essential to ensure that EdTech products meet the evolving needs of both learners and the broader community.
Practicality often trumps high-end features in the EdTech industry, as schools seek tools to address everyday challenges like grading and classroom management. As classroom sizes increase, there’s a growing demand for solutions that can manage larger groups and ease teacher workloads. The focus is on technologies that integrate seamlessly into education to enhance the learning process.
The shift to online and blended learning models, accelerated by the pandemic, is likely to continue. Institutions see these models as opportunities to reduce costs, increase enrollment, and provide flexibility to students. However, maintaining the quality of education and socio-emotional skill development remains crucial.
Accessibility, flexibility, and inclusivity are key considerations in EdTech. Accommodating diverse learning styles, facilitating asynchronous learning, and ensuring equitable access to tools are priorities. Personalizing education to individual student needs is a prominent trend.
Collaboration with educational institutions and the public sector is often essential for EdTech growth. Navigating bureaucratic procedures and bridging gaps can lead to successful partnerships.
EdTech should enhance the learning experience rather than replace it. While technology can amplify effective teaching, it cannot compensate for poor teaching. The human element, including social connections and mental well-being, remains vital in education.
Balancing analog and digital content is an ongoing conversation, but the pandemic emphasized digital access as a fundamental right. A surge in funding has led to the launch or expansion of many new platforms and tools, requiring those in the EdTech industry to assess their position in education budgets.
Preparing for profound changes in the EdTech ecosystem is crucial. Supporting educators, upskilling deployment teams, and ensuring organizations have the resources to sustain digital progress are integral to future growth. Additionally, the potential of AI to drive alternative assessment methods could reshape educational practices and outcomes.
This report will provide answers to the following questions:
How can EdTech providers best achieve product-market fit?
What are popular views on blended learning environments?
How has the pandemic impacted the reputation and viability of EdTech?
Which areas of EdTech are being overlooked?
What are the benefits and risks of gamification and other digital trends?
What strategies and trends signify potential growth trajectories for EdTech?
BEAVERTON, Oregon — Vernier Science Education recently launched new resources to help science and STEM educators leverage the two upcoming eclipses—the “Ring of Fire” annular eclipse on October 14, 2023 and the total solar eclipse on April 8, 2024—to create engaging learning experiences for students. In addition to sharing tips and best practices for collecting data during the celestial events, the company is offering certified eclipse viewing glasses so educators and students alike can safely observe the eclipses taking place.
“The eclipses provide a perfect—and rare—opportunity for educators to teach students of all ages about real-world, scientific concepts related to light, temperature, electromagnetic radiation, and more,” said David Vernier, Co-Founder of Vernier Science Education. “During the eclipses, educators and students can use our glasses to observe the moon pass between the sun and earth, and they can use our technology to collect data and better understand what is happening in the world around them.”
The CE-certified eclipse viewing glasses can be purchased in class packs of 50 glasses (EC-GL50) on the Vernier website for $25.
Vernier Science Education is offering an array of helpful tips on how to collect data during the eclipse. This includes information on how to use applicable sensors, such as the wireless Go Direct® Light and Color Sensor, Go Direct Weather System, Go Direct PAR (Photosynthetically Active Radiation) Sensor, Go Direct Pyranometer, and Go Direct Surface Temperature Sensor, as well as a number of wired sensors designed specifically for the LabQuest® interface.
Educators are encouraged to share data and pictures from their eclipse experiences on social media using the hashtag #VernierEclipse.
Educators can also access a compilation of reference materials about the eclipse from respected organizations such as NSTA and NASA, as well as safety recommendations and more on the Vernier Science Education website.
For more than 40 years, Vernier Science Education has been committed to using our experience, knowledge, and passion to create the best and most reliable solutions for STEM education. Our comprehensive solutions include hardware, software, content, assessment, professional development, and technical support. At the heart of Vernier is our deep commitment to being an authentic and trusted partner to STEM educators. We are dedicated to partnering with educators and communities to build a STEM-literate society where students grow up to become knowledgeable citizens who can solve problems, fully contribute to their communities, and drive innovation. For more information, visit www.vernier.com.
ITASCA, Ill. –Riverside Insights®, a leading developer of research-based assessments and analytics, today introduced www.CogAT.com, a new microsite to support Riverside’s CogAT® in the Classroom initiative. This online portal provides resources to transform Cognitive Abilities Test (CogAT) assessment data into tailored classroom instruction that enables all students to thrive. Designed for teachers, administrators and parents, CogAT.com’s tools support a positive learning environment by encouraging differentiated learning through a strengths-based lens.
“Data collected as part of the CogAT is extremely powerful, yet most school districts are not optimizing its use to better understand how all students learn, then applying that in the classroom,” said Dr. Joni Lakin, professor at the University of Alabama and co-author of the CogAT. “Riverside’s CogAT in the Classroom initiative is making it easier than ever to use CogAT data effectively in the classroom to maximize student growth. On CogAT.com, we provide the tools that teachers, administrators and parents need to better understand the abilities of each student coupled with actionable strategies that will benefit every learner in the classroom.”
Using CogAT ability data and CogAT in the Classroom resources, educators can evaluate student potential using both abilities and achievement data and differentiate instruction based on students’ cognitive reasoning strengths. Infusing ability data into the classroom environment helps teachers build a holistic understanding of each student’s potential and create tailored classroom instruction to provide more opportunities for all students to excel.
CogAT.com includes resources for:
Teachers – The Ability Profile Finder offers instructional recommendations and strategies for each unique Ability Profile. Sample lesson plans show how to infuse CogAT data into differentiated instruction. Teachers also can access resources that outline proven strategies for easily grouping students of like abilities, while providing best practices, case studies and on-demand mini-modules that show CogAT in the Classroom in action.
Administrators – A Gifted Coordinator Toolkit highlights best practices for using ability data in a multi-tiered system of supports (MTSS), supporting emerging bilinguals in gifted education, and clustering and grouping students to maximize their learning. A Local Norms Tool enables administrators to calculate local norms in their district or school, giving more students the opportunity to receive advanced placement services. And an Ability and Achievement Tool combines multiple measures to identify gaps in student potential and performance.
Parents – Articles on how to understand ability data, as well as what parents can do to support learners at home and foster student strengths.
“CogAT traditionally has been used to identify gifted students, but by assessing all students, we can understand their verbal, quantitative and non-verbal reasoning abilities to better target strengths and opportunities in a more equitable way,” said Monica Simonds, M.Ed., Director of Advanced Learning Programs and Services for the Richardson (Texas) Independent School District. “CogAT in the Classroom is helping us flip the script and move from deficit-based to strengths-based instruction, creating a more positive and effective learning environment for students and teachers.”
To learn more about the CogAT in the Classroom initiative, Riverside Insights has developed a series of on-demand webinars. CogAT.com will be home to a growing resource library designed to support teachers and leaders with actionable insights, make teachers’ lives easier and help educators understand the power of using CogAT data in the classroom for all learners. Visit www.cogat.com for more details.
About Riverside Insights
Riverside Insights, one of the nation’s leading and most long-standing developers of research-based assessments, is led by a powerful mission: to provide insights that help elevate potential and enrich the lives of students, clinical patients, employees, and organizations globally. For more information, visit www.RiversideInsights.com.
Editor’s note: This story on how to manage academic integrity as generative AI moves into classrooms originally appeared on CoSN’s blog and is reposted here with permission.
With AI dominating conversations among education leaders, the importance of managing expectations and academic integrity is now more critical than ever as the new school year commences. Most districts are realizing that straightforward banning of ChatGPT and other tools only keeps the students without home access and data plans from using A toolsets. Certainly, none of us want to create additional digital inequities. However, as students leverage generative AI for assignments and “Cheat detectors” prove ineffective in detecting AI-generated output, school administrators must take proactive measures to safeguard the authenticity of student assignments and promote ethical use.
Since AI-detection tools are being shown to fall short in detecting AI-generated output, it becomes crucial for school administrators to be proactive to ensure ethical use and safeguard the authenticity of student assignments. The best way to manage assignments and ethical use is to set expectations and put them front and center in the assignments themselves. Teachers need training on how to rework assignments to incorporate and evaluate the AI generated output. Academic Integrity Statements are a good place to start with districts setting expectations for students. Academic Integrity Statements allow educators to put ethics first and teach essential tenets to students up front. They should be integrated into the framework of every project and report while emphasizing the importance of honest work and original thinking. By encouraging students to pledge their commitment to academic integrity, we instill in them a sense of responsibility and respect for the academic process. Can students just give this lip service? Yes, of course, But that does not reduce their importance. We also have a board approved RUPs (AUPs) that set expectations on tech use that may get circumvented. They set the standard, much like a speed limit sign does on a city street. As educational leaders, we must emphasize the significance of academic integrity, not just as a set of rules but as a core value that fosters a positive learning environment. By making it a focal point, we reinforce the notion that authentic learning experiences and personal growth come from genuine effort and creativity.
This may beg the question of the need for school board policies around Generative AI. Although this may initially seem like a good idea, The rapid pace of change in AI and the slow change of policy may indicate otherwise. I think that it may be better to couch AI management under administrative guidelines and let them fall under the RUP (AUP) or other existing policies. We found this to be true in our district as well with Social Media several years ago and issued Guidelines under our RUP.
The concerns surrounding Generative AI’s impact on academic integrity, among larger issues, have not gone unnoticed in the tech industry. Prominent voices, including Sam Altman of OpenAI, have urged AI regulation to ensure ethical and responsible use. As educational leaders, we must lead the call for action to protect the integrity of our academic institutions.
With at least 15 states already considering bills related to Generative AI and its potential impact on various industries, it’s not far-fetched to envision education as the next area of focus. As pioneers in the educational sector, we should proactively engage with policymakers and advocate for responsible AI usage that aligns with our values of integrity, fairness, and inclusivity. As we anticipate the evolving landscape of AI in education, it’s crucial to equip our schools and educators with the necessary knowledge and resources. Professional development programs should include training on identifying AI-generated content, how to adjust assignments to encourage prompt development/ evaluation, and best practices for fostering academic integrity.
As we embrace the digital age with Generative AI, promoting and managing academic integrity is a shared responsibility among our educational communities. We are taking steps like these to help ensure that our schools remain beacons of authentic learning in the digital age.
As the 2023-2024 school year commences, focus on education is accompanied by a pressing concern for better cybersecurity. Cybercriminals are poised to exploit educational institutions, seeking access to personal, financial, and health records. Recent incidents, such as New Haven School System’s $6 million breach and Prince George County schools attack, highlight potential risks facing schools today. There is a critical need for robust cybersecurity measures for protection against attacks, inclusive of a comprehensive plan to keep hackers at bay.
What’s sending hackers to schools for the ultimate ransomware field day? Educational institutions hold a wealth of valuable information but lack IT budgets and updated cybersecurity tools, making them prime targets. In a perfect world, ransomware could always be stopped at the “front door” before it enters a school’s network premises, but this is hardly the case. Detection and prevention measures such as monitoring network traffic, establishing strict permission guidelines, and implementing multi-factor authentication (MFA) to confirm identities are continuously evolving, but attackers are becoming increasingly sophisticated, often finding ways to bypass these defense measures.
Understanding why schools are prime targets is the first step to building a healthy cybersecurity ecosystem. The next step is looking at what tools are in place and considering how to optimize their performance and functionality–not only for security, but recoverability and restoration. Emphasizing backup as a key component of security strategy may be the low-effort, cost-effective solution schools need to achieve cyber-resiliency.
Stay aware: Students aren’t the only ones preparing to go back to school
We’ve witnessed an alarming surge in ransomware attacks on educational institutions. At least 120 schools have suffered a ransomware attack compared to 188 in all of 2022. Despite their crucial role in shaping the future, schools often grapple with small IT budgets, limited staff, and outdated technology, making them lucrative targets for threat actors.
With these obstacles in mind, schools are more likely to endure consequences of an attack stemming from human error from students and overly complex tech that IT staff are too strapped to manage properly. This often opens them up to the possibility of data theft, followed by extremely long recovery times. For instance, in April, Alabama-based Jefferson County Schools suffered prolonged disruptions from an attack that occurred during the end of spring break in March, and an incident at Colorado public schools in June led to data exposure of student mental health records.
Stay prepared to stay protected
A crucial part of staying ahead of ransomware is staying informed. Currently, there are types of ransomware that are intelligent enough to commit an acoustic attack by listening to your keystrokes and predicting what someone is typing with 95 percent accuracy. Hackers can listen in to text chats or leak sensitive information, which is tough to manage in a school setting given the multitude of devices and connectivity options.
Though backup typically falls second to other defense measures, its impact can be outstanding. Consider The New Haven School system, which tried to alleviate getting data back up and running by paying ransom to the attackers. The biggest concern here is there is no guarantee that stolen data will be returned post-payment.
Veeam’s 2023 Ransomware Trends Report found that while 59 percent of organizations paid the ransom and were able to recover data, 21 percent that paid the ransom still didn’t get their data back. Additionally, only 16 percent of organizations avoided paying ransom because they were able to recover from backups. The truth is, no security plan is foolproof, and schools should consider quality versus quantity when it comes to which tools to bring to the battle against cyber threats. While implementing standard security measures is highly encouraged, the reality is that nothing will keep schools completely void of ransomware attacks.
This is where data backup comes to the forefront of cybersecurity strategies. This includes conducting regular backups of school data and following the 3-2-1-1-0 strategy, comprised of three copies of data saved on two types of media, with one copy offsite and one copy offline. Should a disruption occur, this makes the difference in guaranteed availability. Incorporating strong security measures like these into backup and management practices boosts the overall resilience of a school’s data infrastructure.
Stay ahead with immutable backup storage
It’s worth noting, targeting primary data and backups is well within the realm of possibility as ransomware rises. Although criminal hackers actively target backups, these remain the best defense against ransomware. Schools must ensure they take regular backups that are immutable, stored off-site, or, ideally, both. Immutable backup storage is a type of data storage system designed to prevent unauthorized or accidental modifications, deletions, or alterations to backed-up data for a specified period. Therefore, once data is written or stored, it cannot be changed or deleted until the predefined retention period expires.
Object storage is a great partner for education as it enables versioning and object lock, rendering itself ransomware-proof. Schools should incorporate backups with hardened security and an appropriate level of redundancy for constrained IT. What’s more, it’s a simple, powerful, and secure tool that schools can use to guarantee recovery. It is generally affordable compared to file or block storage solutions, further accommodating a limited budget for school IT.
Back to school with better protection
To prepare for potential attacks, schools must establish clear roles and responsibilities for key stakeholders. With the value of data continually on the rise, it’s not a question of if a school will face an attack, but when. Cybersecurity awareness among students and staff is paramount in keeping our leaders of tomorrow and their data safe. Furthermore, aligning with the U.S. Department of Education’s Cybersecurity Resilience Efforts can provide additional resources and support.
Data should be stored in a separate system to ensure availability in case of disruption. Combat attacks on primary storage with built-in immunity as an extra layer of protection against tampering. Keep school in session with a low-effort and cost-efficient solution like on-premises object-based backup storage–a tool built for low maintenance and constrained IT.
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