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March 2026 | Volume 14, No. 7 Maria E. ThomasSuperintendent of Schools, Greater New York Conference F undraising in our school is more than a means of generating financial support, it is an opportunity to reflect the character of Christ, to strengthen our community, and to support the mission of Christian education.

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For cycle/curriculum tracking in MG classrooms.

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multigrade tracking sheets (Update March 2026) (1)

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Video explaining Reading Comprehension Part of K ELA

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Video explaining Reading Comprehension Part of K ELA

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Kindergarten Curriculum: The Journey and the Destination

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Dr. Bepe's Presentation on DIBELS Assessment October 29, 2025

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Dr. Bepe's Presentation on DIBELS Assessment October 29, 2025

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Video Conferencing, Web Conferencing, Webinars, Screen Sharing

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Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done. Zoom is a publicly traded company headquartered in San Jose, CA.

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Dr. Bepe: Learning Differences and Exceptionalities PPT

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Dr. Bepe: Learning Differences and Exceptionalities PPT

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Available on ALC.

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The ALC is a Seventh-day Adventist ministerial and educational platform designed to strengthen professionals through continuing education courses, teaching courses, ministerial training, and distribution of uniquely Adventist content for the church community and beyond.

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Bridge Resources Under Curriculum on Southern Union Adventist Edge Website

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Bridge Resources Under Curriculum on Southern Union Adventist Edge Website

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Curriculum & Instruction

The NAD Elementary Textbook List represents the adopted curricula for all subjects at the elementary level for all unions. However, you will find a few additions in the Southern Union Curriculum/Resource Adoptions that are not listed in the Textbook List. These are specific materials for schools in the Southern Union Conference.

Southern Union Curriculum/Resource Adoptions

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Adventist Edge | Curriculum & Instruction

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The NAD Elementary Textbook List represents the adopted curricula for all subjects at the elementary level for all unions. However, you will find a few additions in the Southern Union Curriculum/Resource Adoptions that are not listed in the Textbook List. These are specific materials for schools in the Southern Union Conference.

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Lifeline was developed to help make your school a model of success. Whether you are a brand-new teacher, just new to multigrade teaching, or an experienced veteran who simply wants to help create a better school, you will find this material a valuable resource. Here you will find answers to many of your most basic questions.

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Melissa Haugsted's Kid-friendly K-2 P-Scales

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Melissa Haugsted's Kid-friendly K-2 P-Scales

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Kindergarten Curriculum Changes 2025 (Explanatory Video)

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Kindergarten Curriculum Changes 2025 (Explanatory Video)

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Kindergarten Skills Checklist Spanish Fillable

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Kindergarten Skills Checklist Spanish Fillable

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Can be used to help communicate with parents, check "whole child" learning, etc.

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NAD Ordering Information for LUC Schools

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Service Learning Grant Fillable Application

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Service Learning Grant Fillable Application

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Service Learning Grant Fillable Application

# data[].attributes.subject
Service Learning Grant Fillable Application

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AE Connect, Facts, Jupiter Comparison

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Dr. Wadzie Bepe Learning Differences Padlet with SSI presentation 2024

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Dr. Wadzie Bepe Learning Differences Padlet with SSI presentation 2024

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Science, Pathways, Stepping Stones (**being discontinued, ask before ordering)

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Angela Frauenfelder's great school gardening newsletter. Great way to get started with ideas!

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Project Read, your AI Co-Teacher for the Science of Reading

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Science of Reading decodables generated for each student and an AI tutor which gives students feedback as they read.

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Are you Implementing UFLI Foundations this year?

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Lexia Learning Systems https://www.lexialearning.com/Assets/img/logo.svg 1984 978-405-6232 info@lexialearning.com 300 Baker Avenue, Suite 320 Concord MA 01742 USA

Lexia® English Language Development™ is an adaptive blended learning program that supports Emergent Bilingual students' English language acquisition through academic conversations. The program integrates speaking, listening, and grammar in the subjects of math, science, social studies, general knowledge, and biographies.

Empowering Emergent Bilinguals to Thrive

As the number of Emergent Bilingual students continues to increase nationwide, educators and district administrators need smarter ways to ensure better academic outcomes for every learner. This means providing both teachers and Emergent Bilingual learners with the tools they need for success.

Lexia English can help. This state-of-the-art English language learning solution was created to help Emergent Bilingual students reach their academic potential and is designed from an asset-based orientation. The program incorporates culturally responsive pedagogies that support individualized learning paths for each learner. Lexia English creates an environment that includes and values all students and equips educators with simple, actionable data and reports to ensure academic success and better learning outcomes for all.

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Student motivation is key for an equitable classroom environment. Lexia English celebrates learners' achievements, providing encouragement, confidence, and a sense of belonging. Founded on the leading-edge expertise of Lexia, the program boasts advanced technology in speech recognition, meeting students' needs for interactive academic English speaking and listening practice in a variety of subject areas.

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English Language Development for Emergent Bilingual students in Grades K-6

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Bryce Reading Athletic Director—Highland Academy

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Amy Cornwall-Sovory Junior High Principal—Loma Linda Academy

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Essential Steps to Lead a Professional Learning Community

By Marlene Alvare
Vice President for Education & Children's Ministries-Atlantic Union Conference

P rofessional Learning Communities (PLC) are essential on the Journey to Excellence. In a PLC, collaboration represents a systematic process in which teachers work together interdependently to impact their classroom practice in ways that will lead to better results for their students, their team, and their school. It is the art of learning and producing together. DuFour describes a Professional Learning Community as "a combination of individuals with an interest in education - a grade-level teaching team, a school committee, a high school department, an entire school district, a state department of education, a national professional organization, and so on." Furthermore, DuFour suggests that there are three "big ideas" that represent the core principles of Professional Learning Communities. The three principles are ensuring that students learn, a culture of collaboration, and a focus on results. To achieve this goal, Professional Learning Community members work together to judge the program's effectiveness based on the results. The National Association of Elementary School Principals (NAESP), in Leading Learning Communities, shares six essential steps to lead PLCs. According to the article, leaders must:

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Essential Steps to Lead a Professional Learning Community By Marlene Alvare Vice President for Education & Children's Ministries-Atlantic Union Conference P rofessional Learning Communities (PLC) are essential on the Journey to Excellence. In a PLC, collaboration represents a systematic process in which teachers work together interdependently to impact their classroom practice in ways that will lead to better results for their students, their team, and their school.

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March 2024 | Volume 12, No. 6

My Top 4 Principal Survival Kit Tools

By Evelyn Fordham-Goodman
Principal-Columbus Adventist Academy

I am no poster child for self-care. It is 7:22 p.m., and I am just getting home. I have a slight headache, I still need to make dinner, and to be honest, I am exhausted.

I am learning, however, what tools work for me in helping me to survive and even thrive in this role.

I do not promise these will automatically revolutionize your workflow or transform your schedule. Still, they are essential to my sanity, helping to keep my head above water and allowing me to breathe.

First and foremost, I absolutely, positively, MUST have time by myself before I interact with others. Call it introversion or whatever you wish, but I need my time. I feel thrown off and scattered when I skip this step. I need time to think, feel, and process. I need time for reflection and gratitude. I need time to plan. I need time!

For the last 10+ years, I have made it a practice to get up early, Monday through Friday, at 5:45 a.m., and do just that. I spend time alone, with myself, and, most importantly, with God. In this space, I give God my heartfelt burdens and receive from Him the strength I need to face another day.

Journaling has been a significant lifeline in my journey as principal. "My Principal Journey" journals are filled with whatever is in my heart. The contents: Everything from a daily log of what is happening during the day to venting about an unreal staff interaction to seeking wisdom for a parental concern or crying out to God for a much-needed breakthrough. Whatever the case, having a safe space to write allows me the freedom and sanctuary to release my emotions. Five journals later, there is no way I am parting with this lifeline.

I wish I could say I consistently get a scheduled massage every two weeks or that I get my nails done on a regular basis. I am not quite there yet. Honestly, in this season, my self-care goals are much more basic: Eat breakfast. Bring my water bottle to school and drink. Take my vitamins. Go to bed. Following these basic guidelines helps guard against anxiety, depression, and burnout.

In the busyness of this job, it is extremely easy for close relationships to wane. I must intentionally schedule time for conversations and interactions, or they will not take place. Although it is so hard to make time, when I do, the dividends are great! I am gifted with strength, love, and a reminder that I belong. This time serves as a reset, allowing me to reenter work with joy and greater purpose.

I pray some of these tools prove beneficial.

Ten Educator Self-Care Tips

By Paula Sanders Blackwell

Principal-Ramah Jr. SDA Academy

AS ADVENTIST EDUCATORS, our organization's mission is to enable learners to develop a life of faith in God and to use their knowledge, skills, and understandings to serve God and humanity. We believe that what we do here on earth matters.

We say this, but many of us do not live like we believe it. God has a plan for each of us. He shared this in Jeremiah 29:11: "For I know the plans I have for you," declares the Lord, "plans to prosper you and not to harm you, plans to give you hope and a future." His plan is for us to prosper; we cannot prosper if we do not live according to his plan.

If we are not eating well, exercising, or resting, how can we prosper if we do not take care of our bodies? Here are a few tips I have learned on caring for myself while in the ministry of education.

Educators play a crucial role in shaping the future, and it is essential to prioritize taking care of our bodies to maintain our well-being and effectiveness in fulfilling the mission of education. Here are ten tips for educators on how to take care of yourself:

By Elisa Maragoto
Superintendent-New Jersey Conference

W eary from journeying with stubborn and stiff-necked people, Moses was ready to give up on them. Daily, he endured their selfish demands, self-entitlement, and obstinate unwillingness to heed counsel. Although insecure of his abilities and doubtful at first, Moses had stepped forth and accepted God's command to lead His people out of Egypt. He had witnessed God's miracles and heard from God's lips the confirmation, "I will certainly be with you..." But the Israelites' latest perversity was the last straw that was about to break the camel's back.

He was tired from the long days. He was spent by the never-ending multitasking that did not leave him room to breathe. The people's constant criticism and complaints were wearing him out. He was drained by their persistent demands and conflicts as day in and day out he refereed their disputes. Their lack of faith and trust to visualize that the journey was not the final destination was depleting his strength. If that was not enough, his soul felt the sting of discouragement as he realized that His own brother and sister had been a part of the problem. This was just too much to bear. How much more would he have to endure? He felt alone.

With genuineness of spirit, Moses went to his only Friend, Jesus, opened his heart, and said, "You have said, 'I know you by name, and you have also found grace in My sight. Now, therefore, I pray, If I have found grace in Your sight, show me now Your way, that I may know You and that I may find grace in Your sight. And consider that this nation is Your people." Exodus 33: 12-13.

God, the Creator of the heavens and earth, the One that molded him out of the dust, gave His servant not just a response but an eternal promise: "My Presence will go with you, and I will give rest."

As educational leaders, we, too, walk a journey that often makes us weary, exhausted, spent, and, yes...alone. Discouragement and disappointment often knock at our door, and we wonder, is this worth it, God? Dear educator, I remind us that we do not walk this road alone, for the promise given to Moses is for us too: "My Presence will go with you, and I will give rest."

That promise encompasses every aspect of our lives. His rest is perfect and complete. Therefore, in His Presence, daily seeking His face, away from the people, in prayer, and intimate communion with our Friend we too find rest.

When 24 hours are not enough to complete the tasks ahead, if necessary, the sun will stand still, and the moon will pause its rotation as it did for Joshua.

When we have exhausted all resources, and the budget still does not balance, the Eternal One, in full, will fill our vessels with oil, as He did for the widow.

When criticism arises and complaints point the finger at our sincere efforts, in His Presence, we will find rest, for He promised:

"No weapon formed against you shall prosper, and every tongue which rises against you in judgment you shall condemn..." for that "is the heritage of the servants of the Lord."

Isaiah 54:17

When physical strength is maxed, and the heaviness of our feet makes it hard to take another step, remember, In His Presence, you find rest, for "those that wait on the Lord shall renew their strength...; They shall run and not be weary; they shall walk and not faint." Isaiah 40:31.

Dear educator and weary traveler, our journey is not the destination. Rest in His Presence. He will suffice our every need. Like Moses, His glory will reflect in everything we do as we aim to light the path to redemption for the children entrusted to us. For He promised, "My Presence will go with you, and I will give you rest." That is an eternal promise.

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March 2024 | Volume 12, No. 6 My Top 4 Principal Survival Kit Tools By Evelyn Fordham-Goodman Principal-Columbus Adventist Academy I am no poster child for self-care. It is 7:22 p.m., and I am just getting home. I have a slight headache, I still need to make dinner, and to be honest, I am exhausted.

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Recruitment Equals Reference Checking

By Kevin Kossick
Vice-President for Education-Georgia-Cumberland Conference

B ack in the day, there was an oil filter commercial that said, "You can pay me now or pay me later." The same is true in the selection of personnel. If you put your work in early by conducting thorough reference checking, you will probably have to do less supervision or personal management with an employee later.

An additional reason extensive reference checking is essential is the law of human predictability, which states, "Past behavior is the best predictor of future behavior."

As an administrator, it is important to utilize as many resources as possible before making a personnel decision, and one of the best tools is social media.

Since most people have a social media account, it is easy to visit their site and search through the friend list, seeking a common connection until you identify someone you know or trust. Now, you have a backdoor reference to provide further insight into the would-be employee's work and life history.

Once, I had a highly qualified candidate who had listed her pastor as a reference. When I called the pastor, he gave a glowing report and recommended the candidate for the position. Fortunately, I checked out the pastor's Facebook account and was surprised to learn he was not a Seventh-day Adventist. More investigation revealed that the candidate was a former Adventist who wanted to move to our conference to be closer to her new boyfriend. She knew how to use our reference system to her advantage. Think of the awkward position that would have placed everyone in if we had offered a contract only to uncover the whole story later!

Although 100% success in acquiring employees is difficult to achieve, it can be costly to make employment mistakes not only in the future lives of children but in the wasted expenses of relocation and interviews. But perhaps the most significant cost is to you, the leader, when credibility is lost due to sloppy teacher recruitment practices.

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Recruitment Equals Reference Checking By Kevin Kossick Vice-President for Education-Georgia-Cumberland Conference B ack in the day, there was an oil filter commercial that said, "You can pay me now or pay me later." The same is true in the selection of personnel.

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O n Friday, August 25, 2023, the high school student body of Oakwood Adventist Academy (OAA) voted for their student government, the OAA Student Association (OAASA). The process was ﬂawless. Students gathered in our high school Storm Shelter to hear the candidates' speeches. One by one, candidates shared why they were the better person to represent them. They spoke of a vision for more spirituality and community, a voice for the quiet voices, a coming together across grades, and beautiful experiences for Fall Sadie Hawkins and Spring Banquet. The students were focused as they listened to very well-prepared speeches. Then, it was time to vote. Class by class, the students moved to the Collaboration room to cast their votes. They entered one door, voted in a private cubicle, and then left through another door. Teachers were the gatekeepers of the process. When the voting was completed and counted, our principal announced the winners. Six students were elected from across the Freshman to the Senior classes as OAASA leaders. This is one of the intentional steps we take in establishing each student's voice. They need to experience an authentic process of selecting those who share their vision, aligned with our school's overarching vision, for their school.

The Virginia Commonwealth University Center of Transition states that, "Instead of a top down, teacher-directed approach to learning, [student voice ensures that] students play an active and equal role in planning, learning, and leading...as well as contributing to the development of school practices and policies. This signiﬁcant philosophical shift requires all stakeholders to embrace the belief that there is something to learn from every individual regardless of age, culture, socioeconomic status, or other qualifying factors."1 At OAA, we believe that our most important stakeholders are our students and that their voice at the table is crucial to the success of each student. With the OAASA oﬃcers elected and grade-level class oﬃcers in place, we selected students from our leaders to participate in the Southern Union Department of Education Leadership Conference held at Nosoca Pines. At this retreat, our student leaders began to plan and bond with each other. They held conversations on how to move forward for the year. Upon their return, OAA held a Leadership Breakfast where the student leaders shared with us, as Administrators, that they'd like to make a shift in their school's culture. They want to create an environment where everyone is seen and known in their one-hallway school. Also, OAASA requested meetings with all high school students without the administrators present. This was a significant request.

I read an article once where an individual traveling to a particular place stopped at a home to ask for directions. In his response to the traveler, the homeowner said, "I know where you're headed, but you won't get there from here." This is so true of our Christian Education. We will only realize God's plans for His young people when we, with His guidance, fully immerse them in the whole experience.

So, I mentioned Sadie Hawkins earlier. It is one of our school's traditions, a Fall festival-like event, where our high school young ladies ask young men to be their escorts to the event. OAASA planned for the event with the idea of "Houses" in an effort to create opportunities for interclass activities. They created groups, intergrade "Houses," posted them in our one hallway, and began to announce the sale of tickets. You can imagine their disappointment when the student body was not responding favorably to the event, which they promised in their election speeches would be great! This provided their opportunity to hold their ﬁrst "House Meeting," as they have begun to call them, without administrators present. Facilitated by students, with only teachers present to keep order, OAASA prepared for this meeting. Teachers were not allowed to speak. In this exclusively student-only meeting, OAASA shared their vision more thoroughly and got feedback from their peers. The first of its kind, it was a reasonably successful meeting. They heard the concerns of their constituency and made the necessary shifts. As a result, about eighty percent of our high school students attended the event. As administrators, we had to trust the process. In stepping back, we wanted students to see that we aim to provide safe spaces for them to share and be heard.

We continue the journey of establishing a genuinely authentic student voice in our school, understanding that our student government is a crucial conduit. We see their voice as a means for all of us to uphold our Vision, provide Opportunities, and value Insight and Choice while striving for Excellence. In doing this, we hope to impact each student's spiritual, academic, social, and emotional success. They need this to finish the work the Lord has placed them here to do. We can get there from here.

# data[].attributes.attachment_link.authors[].name
Randall Willis High School Mathematics Department Chair & Student Association Sponsor—Miami Union Adventist Academy

# data[].attributes.attachment_link.description
On Friday, August 25, 2023, the high school student body of Oakwood Adventist Academy (OAA) voted for their student government, the OAA Student Association (OAASA). The process was ﬂawless. Students gathered in our high school Storm Shelter to hear the candidates’ speeches. One by one, candidates shared why they were the better person to represent them. They spoke of a vision for more spirituality and community, a voice for the quiet voices, a coming together across grades, and beautiful experiences for Fall Sadie Hawkins and Spring Banquet. The students were focused as they listened to very well-prepared speeches. Then, it was time to vote. Class by class, the students moved to the Collaboration room to cast their votes. They entered one door, voted in a private cubicle, and then left through another door. Teachers were the gatekeepers of the process. When the voting was completed and counted, our principal announced the winners. Six students were elected from across the Freshman to the Senior classes as OAASA leaders. This is one of the intentional steps we take in establishing each student’s voice. They need to experience an authentic process of selecting those who share their vision, aligned with our school’s overarching vision, for their school.

# data[].attributes.attachment_link.readable_text
O n Friday, August 25, 2023, the high school student body of Oakwood Adventist Academy (OAA) voted for their student government, the OAA Student Association (OAASA). The process was ﬂawless. Students gathered in our high school Storm Shelter to hear the candidates' speeches. One by one, candidates shared why they were the better person to represent them. They spoke of a vision for more spirituality and community, a voice for the quiet voices, a coming together across grades, and beautiful experiences for Fall Sadie Hawkins and Spring Banquet. The students were focused as they listened to very well-prepared speeches. Then, it was time to vote. Class by class, the students moved to the Collaboration room to cast their votes. They entered one door, voted in a private cubicle, and then left through another door. Teachers were the gatekeepers of the process. When the voting was completed and counted, our principal announced the winners. Six students were elected from across the Freshman to the Senior classes as OAASA leaders. This is one of the intentional steps we take in establishing each student's voice. They need to experience an authentic process of selecting those who share their vision, aligned with our school's overarching vision, for their school.

The Virginia Commonwealth University Center of Transition states that, "Instead of a top down, teacher-directed approach to learning, [student voice ensures that] students play an active and equal role in planning, learning, and leading...as well as contributing to the development of school practices and policies. This signiﬁcant philosophical shift requires all stakeholders to embrace the belief that there is something to learn from every individual regardless of age, culture, socioeconomic status, or other qualifying factors."1 At OAA, we believe that our most important stakeholders are our students and that their voice at the table is crucial to the success of each student. With the OAASA oﬃcers elected and grade-level class oﬃcers in place, we selected students from our leaders to participate in the Southern Union Department of Education Leadership Conference held at Nosoca Pines. At this retreat, our student leaders began to plan and bond with each other. They held conversations on how to move forward for the year. Upon their return, OAA held a Leadership Breakfast where the student leaders shared with us, as Administrators, that they'd like to make a shift in their school's culture. They want to create an environment where everyone is seen and known in their one-hallway school. Also, OAASA requested meetings with all high school students without the administrators present. This was a significant request.

I read an article once where an individual traveling to a particular place stopped at a home to ask for directions. In his response to the traveler, the homeowner said, "I know where you're headed, but you won't get there from here." This is so true of our Christian Education. We will only realize God's plans for His young people when we, with His guidance, fully immerse them in the whole experience.

So, I mentioned Sadie Hawkins earlier. It is one of our school's traditions, a Fall festival-like event, where our high school young ladies ask young men to be their escorts to the event. OAASA planned for the event with the idea of "Houses" in an effort to create opportunities for interclass activities. They created groups, intergrade "Houses," posted them in our one hallway, and began to announce the sale of tickets. You can imagine their disappointment when the student body was not responding favorably to the event, which they promised in their election speeches would be great! This provided their opportunity to hold their ﬁrst "House Meeting," as they have begun to call them, without administrators present. Facilitated by students, with only teachers present to keep order, OAASA prepared for this meeting. Teachers were not allowed to speak. In this exclusively student-only meeting, OAASA shared their vision more thoroughly and got feedback from their peers. The first of its kind, it was a reasonably successful meeting. They heard the concerns of their constituency and made the necessary shifts. As a result, about eighty percent of our high school students attended the event. As administrators, we had to trust the process. In stepping back, we wanted students to see that we aim to provide safe spaces for them to share and be heard.

We continue the journey of establishing a genuinely authentic student voice in our school, understanding that our student government is a crucial conduit. We see their voice as a means for all of us to uphold our Vision, provide Opportunities, and value Insight and Choice while striving for Excellence. In doing this, we hope to impact each student's spiritual, academic, social, and emotional success. They need this to finish the work the Lord has placed them here to do. We can get there from here.

# data[].attributes.attachment_link.authors[].name
Randall Willis High School Mathematics Department Chair & Student Association Sponsor—Miami Union Adventist Academy

# data[].attributes.attachment_link.description
On Friday, August 25, 2023, the high school student body of Oakwood Adventist Academy (OAA) voted for their student government, the OAA Student Association (OAASA). The process was ﬂawless. Students gathered in our high school Storm Shelter to hear the candidates’ speeches. One by one, candidates shared why they were the better person to represent them. They spoke of a vision for more spirituality and community, a voice for the quiet voices, a coming together across grades, and beautiful experiences for Fall Sadie Hawkins and Spring Banquet. The students were focused as they listened to very well-prepared speeches. Then, it was time to vote. Class by class, the students moved to the Collaboration room to cast their votes. They entered one door, voted in a private cubicle, and then left through another door. Teachers were the gatekeepers of the process. When the voting was completed and counted, our principal announced the winners. Six students were elected from across the Freshman to the Senior classes as OAASA leaders. This is one of the intentional steps we take in establishing each student’s voice. They need to experience an authentic process of selecting those who share their vision, aligned with our school’s overarching vision, for their school.

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Graphs Are Hard for Students to Digest. Can a ‘Slow Reveal’ Help?

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Follow along as a math specialist uses a “slow reveal” graph to teach a statistical lesson on countries’ national flags.

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Quiz: U.S. Students Struggle With These Math Concepts. Do You?

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Test your knowledge of math concepts, and then see how U.S. students fared.

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Lindsey Henderson hopes to change the conversation about math in her state.

As student math performance declined in Utah and states across the nation over the pandemic, most learning-recovery efforts have looked to shore up basic numeracy and algebra skills. But that strategy is likely to worsen declines in students' understanding of statistics and geometry that began long before COVID-19 became a household world, experts say.

These worsening declines come just as workforce needs for data analysis and graphics skills ramp up.

In Utah, which is set to update its math standards this fall, business leaders have warned that schools don't produce enough graduates capable of the data and statistical analyses needed for the technology and other jobs driving the state economy now.

"Data is the new literacy of 2023," said Henderson, the secondary-math specialist for the state board of education. "It's not that [students] just need to know how to calculate something or know the standard deviation of something off the cuff. We need a workforce able to take mathematical questions about the data and know where to go to find the solutions that help solve those questions. Those sorts of skills are the ones that our tech community wants our students to have experience with, specifically in a math classroom."

The building blocks of data literacy may include familiar concepts like understanding basic coordinates on a graph or visually representing information. But teachers emphasize that it's more than that; it's also a way of thinking. Students must learn how to collect and measure data to answer a question, how to describe them, and how to make predictions based on them.

Say, for example, students are asked to help the cafeteria director figure out how much milk to buy. They'd collect that data perhaps by collecting used containers, and from there discuss: Is one class an outlier, where everyone drinks juice? Do students' consumption patterns change?

Developing this process of thinking about data prepares students for higher math even before they learn the technical terms like median versus mode or confidence intervals, experts say.

If data science does get incorporated into its revised standards, Utah would join California, Georgia, Oregon, and other states looking to rebalance math instruction across K-12. In some cases, though, adding more time for statistics will come only at the expense of geometry, where the push for change has been less insistent.

Statistics and geometry are hardly the only topics getting squeezed in a math curriculum that teachers say is often crowded with too many subjects to teach in any given school year. But the problem is compounded for those topics because they often get bumped to the end of the year. And teachers, particularly those in lower grades, often have less training in how to approach the concepts, making it more likely that students get superficial instruction, if any.

"One of the powers of mathematics is the interrelatedness of it, but we often segment pieces of it," said Trena Wilkerson, a professor of math education at Baylor University and a past president of the National Council of Teachers of Mathematics. "We'll teach this particular thing, and we'll teach this thing, and then this thing, rather than necessarily looking at the bigger picture. If we could view mathematics from its connectedness, then students as well as teachers would understand more deeply."

Shrinking focus

In statistics and geometry, student performance has been falling in every grade level, particularly among disadvantaged students. On the National Assessment of Educational Progress, the set of tests known as "the nation's report card," the average 8th grader's performance fell 16 scale points from 2011 to 2022 in probability and statistics and 9 points in geometry. That equates to a year or more of lost learning, as a 5-point drop on the NAEP scale means students on average performed about six months behind their previous cohort.

Fourth and 12th graders' performances show similar slips. The declines in these two topic areas have significantly contributed to overall declines in math performance on the national assessment since 2013, particularly at the 4th and 8th grade levels, as well as historically low math achievement in the most recent NAEP.

In more concrete terms, the results mean that more than a third of 12th graders participating in the most recent NAEP cannot read a basic scatter plot-a chart that shows relationships among two variables, like height and weight-and 71 percent of all 8th graders cannot tell the difference among median, mean, and mode. Three out of 4 low-income 8th graders can't gauge the probability of an outcome or use similar triangles to solve a geometry problem.

"After three decades of growth, there's been absolute flatness and decline" in the last decade, said Zalman Usiskin, the director of the University of Chicago School Mathematics Project. "The prediction has to be that it gets worse from here."

In large part, student performance in data science and geometry on national and international tests have fallen as schools made space in the curriculum for traditional number operations and algebra.

"I'd probably put in statistics first, algebra second, geometry third if I had to stack them in terms of life applicability," said Sal Khan, the founder and head of the online tutoring program Khan Academy. "But in terms of what the [school system] will filter you out on, for better or worse, it has always been algebra skills, and that's only gotten worse."

Policymakers generally attributed the early drop in geometry and data performance on NAEP from 2013 to 2015 to a mismatch between the national test and the recently implemented Common Core State Standards, which moved much of the existing primary school geometry and statistics content to middle or high school grades.

Over the ensuing decade, data analysis and spatial reasoning got squeezed further in both elementary and middle school instruction, as teachers in upper grades increasingly contended with more students who didn't understand basic concepts in those areas.

"Those standards really are set up to be this very far out vertical progression of learning in [statistics]," said Josh Recio, the director of the data-focused Launch Years project at the University of Texas at Austin. "And so anytime you see units that get skimmed over-whether that's from COVID or whatever reason-that's going to affect how prepared those students are."

The timing of the content shift couldn't have been worse. The era of "big data" exploded in the 2010s. As a result, statistician and data scientist are two of the 10 occupations projected to be the fastest growing through 2031 by, the Bureau of Labor Statistics. And data-science capabilities more generally have become some of the most sought-after job skills across fields, including business, science, policy, and even creative arts. Geometry-related careers, such as architecture, computer-assisted-design engineers, and fashion designers, by contrast, are growing slowly or at the average for the economy-which has made it more difficult to gain momentum to increase time for geometry.

"Geometry has not been at the center of areas that people studied, but it cuts across all mathematics in argumentation, reasoning, and sense-making that are important to many, many careers," Wilkerson said.

"If our students are being assessed on spatial reasoning or probability at 4th grade and even 8th grade in the NAEP, they've only had like two years barely looking at it," said Christina Tondevold, a K-8 math teacher-trainer in Orofino, Idaho. "Their time to build their understanding hasn't really happened, and teachers aren't making it a priority."

Teachers less comfortable

In part, that's because math teachers, particularly in elementary and middle grades, say they are less comfortable with and have less training in how to approach probability and spatial concepts than they do with other kinds of math, like number sense or algebraic thinking. Of those who spent at least some time teaching K-12 math, nearly two-thirds said they had spent a semester or less of their preservice training learning probability and statistics, according to a nationally representative survey conducted this spring by the EdWeek Research Center.

"I think teachers who love math don't tend to go into early or middle school," said Wendy Lichtman, a math intervention specialist at MetWest High School in Oakland, Calif. "Teachers go into elementary [education] because they love teaching reading concepts."

In Utah, Henderson said, new educators need five or more credits in calculus for a math-teaching endorsement but only two statistics credits and one geometry credit-none of which has to focus on pedagogy. "And so when we're talking about what teachers are going to skip, it's probably the stuff that they're uncomfortable with, which I would suspect is statistics and geometry because they've had less experience with them," she said.

In an EdWeek Research Center survey last fall, 56 percent of teachers said they never cover probability concepts, and nearly 30 percent don't cover data representation, even in grades where the topics are part of state standards. Similarly, a quarter to 45 percent of teachers said they never cover geometry concepts such as two- or three-dimensional shapes and how they relate to each other or ways to measure capacity, area, volume, and angles.

When the topics are covered, they tend to be shunted-by both textbooks and teachers themselves-to the end of the school year. This means statistics and geometry topics come after testing season for most students, and teachers run a greater risk of running out of time to cover them if students don't progress quickly, a common problem after the long months of pandemic school shutdowns.

"Even if you do have an ambitious teacher in 6th grade, perhaps, who does get to the geometry unit and wants to teach it, they are going to teach the 6th grade content without realizing that some of the students didn't get the 3rd grade content or the 5th grade content," said Julie Booth, a professor of STEM education and education psychology at Temple University and co-principal investigator of the GeometryByExample initiative at the Strategic Education Research Project. "So the students may get through that unit, but they don't have the appropriate prior knowledge to really be able to learn it."

Equity issues

"It's about access and equity in mathematics. You can't wait for geometry and statistics until students get to high school, or only a select few can take it," Wilkerson, the Baylor University professor, said. "You have to integrate the geometry, the statistics, etcetera, from pre-K through elementary and middle school, so that students are getting a deep understanding of what they need in order to be able to make choices about the mathematics that they take in high school and that they pursue post-high school."

For example, under current graduation requirements, Utah students should complete high school with three years of integrated math courses, with the final course covering concepts from trigonometry, Algebra 2, precalculus, and data analysis. In practice, though, more than half of students opt out of their final course, even though in order to do so, they must submit a so-called "letter of shame" from their parents acknowledging that they will not be college-ready in the subject.

"It's a real problem when you're saying 'this math is important' and students and parents aren't seeing it as relevant," Henderson said. "Only 18 percent of students in Utah take calculus in high school, so for the other 82 percent of students, what is their option to take an enriching mathematics course as either a junior or a senior in high school?"

That's why 60 high school math teachers across the state are piloting a new course pathway to prepare students for dual college and high school credit in data science and statistical reasoning. Zarek Drozda, the director of the nonprofit Data Science for Everyone, said the pilot courses take a more holistic approach to teaching data and statistics concepts, incorporating data collection, cleaning (or correcting errors in raw data sets) and analysis, technology use, and even discussions of ethics around the use of data and statistics. If the pilot proves successful, a new data-science strand could be added to Utah's graduation options and expanded in the state's math standards, which are up for renewal this fall.

For example, Georgia rolls out new math standards this fall that integrate "data science statistics" across K-12. This summer has been a flurry of training for teachers in how to incorporate probability and data modeling concepts into different grades and classes from Algebra 2 and geometry to the sciences.

While some content standards have been moved up or down a grade, "probably about 85 percent of what's in algebra is still material that was in the previous course," said Kaycie Maddox, the director of 9-12 mathematics for northeast Georgia's regional education service agency in Winterville. "So teachers are not going to Mars to get new math stuff. We're doing what is good mathematics; we're just looking at it from a different point of view, math modeling instead of being up there lecturing."

Engaging discussions

Kyle Peterson, asecondary-math specialist for the 85,000-student Alpine school district, Utah's largest, said he hopes the state's data-science pilot can help push back against the tendency to focus on rote remedial work in response to students' math learning gaps.

"Especially with the pandemic [disruptions], as teachers are choosing their essentials to cover, there are still times where geometry and statistics standards get less of a priority," Peterson said. "Not just in this district, but I think around the nation, kids come in and they sit in rows and take notes, and math is a silent, spectator sport. We need to help teachers shift to focus on student thinking and then facilitate discussions around math."

Yet leading these discussions is one of the most challenging changes for teachers, Henderson said. Math teachers may have less experience than those of science or social studies in wrangling student debates, particularly if they are grappling with real-life data and problems.

In Utah, Henderson said professional development will be crucial to getting teachers comfortable with both integrating more statistics content and having more in-depth, organic conversations about math.

"Not teachers talking at kids, but kids talking to each other mathematically-that was something that was really unique and scary to me as a teacher because I was like, what if they talked about the mathematics wrong?" Henderson said. "And it turns out, that's important. Being wrong, having ideas, and having a safe space to try to make connections with your peers is superimportant in the learning of mathematics."

In a June teacher training in Pleasant Grove, Utah, Henderson watched as teachers divided up on either side of the room based on their definition of a trapezoid-does it have at least two or exactly two parallel sides?-and debate their reasoning.

"We want our students to be good citizens in their real life. Maybe if we get practice debating about trapezoids, then when we get to the political discussions, it could be a little more civil,' said Anand Bernard, an 8th grade math teacher at Sunset Junior High in the Davis school district, another one of the school systems participating in the Utah pilot, who led the debate exercise.

"Historically, that's how math is developed: through talking with each other, sharing ideas, writing letters back and forth," Bernard said. "Sometimes, we'll be doing a task, and I see like six different methods and then two of them I've never even seen before. I can just kind of get blown away."

Geometry and statistics concepts provide good foundations for exercises like that, Henderson said. "If you're teaching algebra and geometry, algebra and statistics together, it's like double bang for your buck. You're teaching both standards and you're creating those rich connections between the two strands for students so that they can see that you don't just do algebra by itself."

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Are Students Getting All the Math They Need to Succeed?

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Advocates say reforms in math teaching are pushing out statistics and geometry and driving a drop in students' math scores.

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U.S. students' math performance dropped significantly during the pandemic and has yet to recover. But students at all levels of K-12 schooling have been struggling with geometry and statistics concepts for far longer.

Teachers have limited time and comfort with these math topics compared to algebra or number sense, experts say, making it more likely that geometry and probability get short shrift during the school year.

Momentum may be building for change.

"Many states are going through revision of their standards right now, and they're including a lot more statistics and data science into their curriculum," said Christine Franklin, the K-12 statistical ambassador for the American Statistical Association.

Teachers report limited background in some math topics

In nationally representative surveys in November 2022 and April 2023, K-12 math educators told the EdWeek Research Center that they had limited professional development in either the content or teaching approaches for statistics and geometry content.

"Many teachers are not really comfortable with teaching [data concepts], because it wasn't something they had in their teacher preparation programs," Franklin said.

"One of the issues that we're trying to deal with is not only the professional development of teachers, but the professional development of teacher educators," she said. "Most of the teacher educators are trained in [algebra-focused] mathematics, not statistics. So they are also in a position that they're not comfortable with knowing exactly what they need to cover in the classes and how to cover them."

Workforce needs to expand

Experts say it's important for schools to prepare and engage more students in statistics and data science careers, which the federal Bureau of Labor Statistics expects to grow significantly faster than most other career sectors.

Moreover, these math-related jobs pay better than many other fast-growing career areas, such as athletes, cooks, or wind energy technicians.

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See the numbers on students' declining math scores, job demands for data skills, and teachers' math preparation.

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National Initiative for Cybersecurity Careers and Studies

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Are you a high school student looking for cybersecurity information and resources to be successful? Do you have what it takes to combat cybercrime?

Almost everything we do connects to the internet, but our line of defense against possible cyber threats is limited due to a lack of cybersecurity professionals. Are you ready to protect our nation's infrastructure? Get started today!

Cybersecurity (definition): the practice of protecting networks, systems, programs, and data from criminal or unauthorized use.

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Are you a high school student looking for cybersecurity information and resources to be successful?

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From research on measuring technology integration to why teachers choose a particular app, studies on educational technology have covered a wide variety of topics and challenges in recent years as the use of technology has expanded in schools all over the world.

That is especially the case in the United States where 52 percent of educators said the quality of research on the use of technology to improve instruction is "good," "very good," or "excellent," according to an EdWeek Research Center survey of 1,058 teachers, principals, and district officials conducted from Jan. 26 through Feb. 1.

Similarly, a majority of educators in the United States (67 percent) said they rely "some" or "a lot" on ed-tech research to inform teaching practices in their classrooms or schools, according to the EdWeek Research Center survey.

To help educators better understand technology's role in instruction, Education Week is putting the spotlight on four recent and particularly interesting research studies about technology in education published in the last three years:

1. How to clear confusion about what 'tech integration' means

Study authors: Tessa Consoli, University of Zurich, Switzerland; Juliette Désiron, University of Zurich, Switzerland; and Alberto Cattaneo, Swiss Federal University for Vocational Education and Training

Date Published: Jan. 28, 2023

The term "technology integration" has been thrown around in education for well over a decade, but as it turns out, there isn't a common understanding of the term, according to this systematic review of 695 studies measuring technology integration published between January 2010 and March 2021. Some researchers use the term as a synonym for technology use, while others use it to refer to the transformation or enhancement of teaching and learning practices through the use of technology.

Besides the lack of a shared definition, the researchers also found that a lot of the research on technology integration so far has focused on measuring it through classroom practices and teachers' perspectives.

The researchers recommend that future research do a better job explaining what the term "technology integration" means and that new research focus on aspects of technology integration that have so far received little attention, such as student perspectives and ethical aspects.

Because there is no consensus on what technology integration means among researchers, school administrators' and teachers' definition of technology integration will likely vary as well, said Natalie Milman, a professor of educational technology at George Washington University, in an email interview with Education Week.

"If teachers are observed or evaluated about their technology integration, it will be important to ensure the stakeholders involved reach consensus as to what technology integration means within their local context," Milman said.

And teacher professional development around technology integration should also engage stakeholders in developing a shared definition so they have a common understanding of what the term means, she added.

2. How to improve professional development for tech use in education

Study authors: Margaret A. Bowman, Ohio State University; Vanessa W. Vongkulluksn, University of Nevada, Las Vegas; Zilu Jiang, Ohio State University; and Kui Xie, Ohio State University.

Date published: Nov. 24, 2020

Offering professional development to in-service teachers is one way to ensure they use technology effectively in the classroom, but oftentimes, professional development falls flat. To figure out how to improve technology-related professional development for teachers, this research study examined professional-development exposure; teachers' perceived knowledge or skills for integrating technology and their attitude or belief about technology's usefulness for the classroom; and teachers' quality of technology use.

The study found that teachers' perceived knowledge or skills to integrate technology into regular classroom use are directly affected by exposure to technology-related professional development. The study also found that teachers' beliefs about technology's usefulness are important factors for how they use it in the classroom.

While most professional development focuses on skills and abilities, the researchers argued that a focus on teachers' "value beliefs" is also critical to how well they use technology for teaching and learning. PD programs may be most influential when they intentionally recruit teachers with low value beliefs and try to help these teachers shift toward a more positive value belief for technology integration, the researchers suggested.

"Bowman and colleagues' work is significant in that it underscores why ed-tech PD should not just be knowledge-focused but must engage with teachers' beliefs about the value of technology," said Jeff Carpenter, a professor of education and the director of the Teaching Fellows Program for Elon University, in an email interview with Education Week. "What do teachers see as its affordances and challenges? What do they believe technology can and cannot do for their students? What do they believe are the costs of technology use (e.g., time, effort) to them and their students? Such beliefs play an important role in how PD translates (or fails to translate) into classroom practices."

"Teachers may therefore benefit from different kinds of PD depending on their beliefs regarding the value of ed tech," he added.

3. How teachers choose the apps they use in class

Study authors: Armaghan Montazami, Heather Ann Pearson, Adam Kenneth Dubé, Gulsah Kacmaz, Run Wen, and Sabrina Shajeen Alam, McGill University, Canada.

Date published: March 31, 2022

When selecting an educational app, which qualities do educators value more? A research study found that preservice and in-service elementary educators are more likely to select apps that have educational benchmarks over ones that feature buzzwords, such as "personalized," "interactive," or "hands-on."

It also found that educators consider some benchmarks much more important than others: They value apps that feature a development team (child-development experts, educational consultants, and subject-specific experts); they also value apps that provide scaffolding by reinforcing skills or concepts taught in class and align with curriculum standards rather than those based on a learning theory (for example, an app that says it's based on discovery and experimentation) or provide feedback that guide students toward the right answers.

The researchers recommend that preservice and in-service teachers have training programs about educational apps so that they can make informed decisions while selecting and integrating them into their practice. They also said these training programs would be beneficial for curriculum directors, principals, or other administrators who might preselect apps for schools.

It's also necessary to have a clear standard for quality apps, researchers said, to ensure that they are picked based on a research-based framework.

While these findings could suggest the need for professional development in this area, Carpenter said, "it also begs the question of whether it should be a responsibility of individual educators to evaluate apps. Given how much teachers already have on their plate, it may benefit teachers to be able to collaboratively, rather than individually, evaluate apps, or to be able to pull from district- or professional-association-curated lists of recommended apps."

4. Whether blended learning is more effective than instruction that doesn't integrate technology

Study authors: Keith J. Topping, University of Dundee, United Kingdom; Walter Douglas, the Kelvin Center in Glasgow, United Kingdom; Derek Robertson, University of Dundee, United Kingdom; and Nancy Ferguson, North Lanarkshire Council, Motherwell, United Kingdom.

Date published: May 10, 2022

During the pandemic, many K-12 schools all over the world struggled with delivering emergency online and blended learning. But they learned some important lessons along the way about what works and what doesn't.

This systematic review of 89 studies of K-12 education in 70 countries, including the United States, examined research conducted before the pandemic and in the early stages of it.

One of the more useful and interesting conclusions of the review was that blended learning-a mix of face-to-face instruction with a teacher and technology-driven learning often done independently by students inside or outside of school buildings-was more effective than online-only learning or traditional instruction that does not integrate technology, according to a majority of the studies reviewed.

"Post-pandemic, while wholly online learning is probably not relevant for most pupils except those in remote areas, blended learning certainly offers promise," the study concludes. "A system of accessing learning at home during the morning with activities and discussion relating to that learning at school in the afternoon is certainly one schools might wish to experiment with. This could also help to increase engagement and performance in homework activities."

The study suggests that teachers should be encouraged to develop the digital aspects of their teaching and need more professional development about instructional technology, said Victoria Lowell, a clinical associate professor of learning design and technology for Purdue University, in an email interview with Education Week.

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What We've Learned About Technology and Learning in the Last 3 Years

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See the lessons learned from a roundup of some of the most interesting research on tech use in schools.

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"Teachnology" Resources for Tech Integration and Classroom Solutions

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"Teachnology" Resources for Tech Integration and Classroom Solutions

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A Handy Guide for Infusing Data and Geometry Throughout the Curriculum

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Find tips, lesson ideas, and free resources for beefing up instruction in statistics and geometry.

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Caveat: First Grade math problem refers to nail polish, Kindergarten at top refers to "superheroes". (You know your audience:).

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January 2023 | Volume 11 No. 5

Mission: Strengthening Adventist education one leader at a time

Leading the Journey
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Westlake Village, CA 91359

www.leadingthejourney.com

Copyright © 2023 Leading the Journey, All rights reserved.
You are receiving this email because you are principal affiliated with an SDA school within the North American Division of Seventh-day Adventists.

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You can update your preferences or unsubscribe from this list.

Berit von Pohle, Editor
Pacific Union Conference, Vice President for Education
Ed Boyatt, Editorial Advisor

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Leading the Journey | January 2023: Hiring the Best Teachers

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January 2023 | Volume 11 No. 5 Mission: Strengthening Adventist education one leader at a time Leading the Journey P.O. Box 5005 Westlake Village, CA 91359 www.leadingthejourney.com Copyright © 2023 Leading the Journey, All rights reserved. You are receiving this email because you are principal affiliated with an SDA school within the North American Division of Seventh-day Adventists.

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At Inside Mathematics, we've assembled multiple ways for educators to begin to transform their teaching practices.

Problems of the Month

The Problems of the Month are non-routine math problems designed to be used schoolwide to promote a problem-solving theme at your school. Each problem is divided into five levels of difficulty, Level A (primary) through Level E (high school), to allow access and scaffolding for students into different aspects of the problem and to stretch students to go deeper into mathematical complexity. Explore the Problems of the Month here.

Performance Assessment Tasks

These formative performance assessment tasks were developed by the Mathematics Assessment Resource Service (MARS) and the Mathematics Assessment Collaborative (MAC) for grades two through high school. The tasks include scoring rubrics and discussion of student work samples and are aligned to the Common Core State Standards for Mathematics. Explore performance assessment materials and tasks here.

Formative Re-engaging Lessons

Formative Re-Engaging Lessons involve a cycle of inquiry, instruction, assessment, analysis, selection, and re-engagement around a mathematical concept. Each Formative Re-Engaging Lesson includes a classroom video of the lesson, downloadable lesson plan, student pages, pre- and post-assessments, and supporting instructional materials. Explore the Formative Re-Engaging Lessons here.

Common Core Resources

Explore videos of mentors of mathematical practice engaging their students. Find all our videos and tasks supporting the Common Core standards for mathematical practice and mathematical content.

Classroom Videos

Learning from the practices of others is a powerful way to improve teaching. Here, you can explore real mathematics teaching and learning by exploring everyday classrooms where educators are working to refine their mathematics teaching practices.

Resources for Social and Emotional Learning in Mathematics Classrooms

Here, you'll find an explicit unpacking of the connections among the mathematical practices and SEL competencies, as well as supports for integrating them in your classroom instruction.

Teachers Reflect on Their Learners

Teachers Reflect on Teaching Practices

Teachers Reflect on Each Other's Teaching

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Tools for Educators | Inside Mathematics

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At Inside Mathematics, we've assembled multiple ways for educators to begin to transform their teaching practices. Problems of the Month The Problems of the Month are non-routine math problems designed to be used schoolwide to promote a problem-solving theme at your school.

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https://www.facebook.com/mathcuts/

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Inspiration for Your Classroom

Taking time to engage in meaningful professional learning isn't always possible. With MathCuts, we're able to visually showcase math teaching strategies in a quick, accessible, and immediately applicable way that we hope will inspire small changes in math instruction.

With videos aimed at K-6 classrooms, the strategies on display offer fresh ways to approach the standards. MathCuts also includes open-ended visual problems that are perfect for number talks in your classroom.

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Taking time to engage in meaningful professional learning isn't always possible. With MathCuts, we're able to visually showcase math teaching strategies in a quick, accessible, and immediately applicable way that we hope will inspire small changes in math instruction. With videos aimed at K-6 classrooms, the strategies on display offer fresh ways to approach the standards.

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Music synthesizing tool and more!

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REAL
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Hold out your hands and meet Orba 2, the follow-up to Artiphon's award-winning synth, looper, and controller. Orba 2 has everything you loved about the original with multiple groundbreaking upgrades. Now, you can play any sound imaginable with its unique sample engine. Listen through the built-in speaker, or plug in and get loud. Customize your instrument with the Orba App and share your creations with friends. Take your creativity to new heights as you take Orba 2 anywhere you go.

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Hold out your hands and meet Orba 2, the follow-up to Artiphon's award-winning synth, looper, and controller. Orba 2 has everything you loved about the original with multiple groundbreaking upgrades. Now, you can play any sound imaginable with its unique sample engine. Listen through the built-in speaker, or plug in and get loud.

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Lesson resources for teachers

Planning and teaching with the micro:bit

Primary ages 7-11

Complete, editable computing units of work and resources with cross-curricular links for art, science, geography and more, curriculum-linked to England KS2 and Code.org elementary CS Fundamentals.
Search primary lessons
Secondary ages 11-14

Units of work with downloadable, editable resources covering computing fundamentals through to cyber security, cryptography and creative design projects, curriculum-linked to England KS3.
Search secondary lessons

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The BBC micro:bit: the pocket-sized computer transforming digital skills learning.

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In 2015, New York City's then-Mayor Bill DeBlasio set a lofty goal to make the city's teaching corps better reflect its students: Put an additional 1,000 men of color on track to become public school teachers in the city by 2018.

The nation's largest school district sailed past that target a year early and kept right on going.

Despite the success, Chimere Stephens, a key player in the effort, couldn't help thinking of the prospective teachers drawn in by the district's $2 million ad campaign only to be turned away. Too many of them got tripped up by a grade point average requirement or the cost of graduate school.

"We said to ourselves, what can we do for that population of men of color?" said Stephens, who served first as a program manager in the recruitment initiative dubbed NYC Men Teach, then beginning in 2018 as its leader and the senior director of diversity recruitment for the roughly 900,000-student district.

Now, the pipeline he's helped build to bring men of color into the teaching force stretches all the way back to high schoolers, continues with college students, and includes on-ramps for those already working as paraprofessionals and in similar positions throughout the city's schools.

"I always get asked, 'How do you create a vibrant, diverse, inclusive pathway for people to come into the teaching profession?' And my biggest takeaway is start early," Stephens said.

'Unlike anyone I'd ever seen before'

In part thanks to Stephens' work, the district has quadrupled its ambitious initial goal, adding 4,000 men of color to its teaching ranks over the past eight years. The move has brought the share of male teachers of color from 8.5 percent in 2015 to 15 percent last year.

That's still not reflective of a student population in which 51 percent of children are male, and roughly four in five students are Hispanic, Black, or Asian. Still, far more New York City students will likely be taught by a man of color than students in other districts around the country. Black men make up just 2 percent of the nation's teaching force.

The almost doubling of the proportion of male teachers of color is "pretty remarkable, though we still have a lot of progress to go," said Amy Way, the executive director of the office of teacher recruitment and quality for the New York City system, and Stephens' boss. Stephens, she added, "has been a critical leader in driving that progress."

Having teachers who look like them can positively reverberate for students of color for decades, studies show. For instance, if a low-income Black student has just one Black teacher in elementary school, that student is significantly more likely to graduate high school and consider attending college, a 2017 John Hopkins University study found.

Stephens has all the data at the tip of his tongue. But he didn't need to read a study to know how important it is for young men of color to look at their teachers and see possibilities for themselves.

Stephens, who is Black, grew up in the Bronx, where he watched his mother, a Head Start teacher, spend her own money on supplies for her classroom. He attended private Catholic schools, where he didn't have a male teacher of color until his 8th grade homeroom teacher, Mr. Regan.

"Mr. Regan was just unlike anyone I'd ever seen before, from the way he dressed to the way he spoke, to how smart he was," Stephens said. "That just really, really impacted me."

The following year, Eduardo Calderone, another man of color who worked in an after-school program Stephens attended, made an even bigger impression. Stephens wasn't the kind of kid who got into trouble, but he also didn't have much direction. Calderone called him on it, Stephens said.

"I'll never forget, he asked me, 'What do you want to do with your life?'" Stephens said. And I was like, 'play basketball. I don't know.' And he was like, 'You need to figure that out. Because if not, you're gonna run the risk of ending up as a statistic.'"

In his early teens, Stephens didn't understand what that phrase meant, exactly. But he grasped the message behind it when Calderone brought him along to one of his graduate classes at Fordham University. Stephens had never been on the campus, just a short distance from his home.

I always get asked, 'How do you create a vibrant, diverse, inclusive pathway for people to come into the teaching profession?' And my biggest takeaway is start early.

"I sat through the class," he remembered. "Boom. It blew me away. The guy changed the trajectory of my life," Stephens said, by opening him up to the possibilities of college and advanced study. Stephens ultimately enrolled in and graduated from Fordham with a degree in English literature.

Entry points from high school and beyond

Inspired in part by his mother's example, Stephens has dedicated his career to working with or on behalf of children-first as a director of operations at the KIPP charter network, then with a program that placed social workers in schools, before joining NYC Men Teach.

After the initial satisfaction of reaching the city's first goal, NYC Men Teach's original director moved on, recommending Stephens be elevated to her position.

To keep building on the program's early success, Stephens and his team realized the district would have to look beyond education majors at nearby colleges to continue finding men of color.

"If we wait to recruit solely from the schools of education, we know that the demographic and the target audience that we're in search of is not there," Stephens said. "Our approach is to really meet people where they're at. ... [For] folks who are marginalized, it [doesn't] just happen as a one shot, 'Hey, here's a flyer. Here's a QR code.'"

Stephens believed the first step in the process should be focused on students. He and his staff revamped the district's chapter of Educators Rising, a nonprofit program aimed at developing future teachers already in place in the district serving around 70 students across five high schools. Now the program includes 200 students in 15 schools.

Instead of merely showing up for weekly meetings, students in Educators Rising also take what Stephens calls a mini course in urban education, offered by the City University of New York, and tour the campuses of local teaching colleges.

Stephens also persuaded the district to make it clear that New York City schools would support any student in the program who later sought a teaching job in the district by helping with a resume, cover letter, demonstration lessons, certification requirements, and more.

College students have their own entry points in the pipeline, including through an internship program, an idea Stephens said was inspired in part by his wife, who at the time was a recruiter for Bank of America. Stephens visits colleges around the region, but also historically Black colleges in other states, such as Atlanta's Morehouse College, in part to find candidates for the internships.

Each year, the program allows about 30 men of color to spend the summer in the Big Apple, living in dorms of partner colleges. They spend the first two weeks in intensive professional development, with a special focus on culturally responsive teaching.

Over the next eight weeks, they serve as teaching assistants in summer school classes. By the end of the experience, each intern delivers a 45-minute lesson. The program has run for the past several years, though it was entirely virtual at the height of the pandemic.

"It's a great way for us to be able to get these students to see New York City, to see these communities, to get acquainted with our students," Stephens said. Later, the program's alumni-more than 100 on college campuses across the country-can serve as ambassadors, persuading their classmates to consider teaching in New York City.

Ammar Thabet credits his teaching career to the program. Back in 2018, as a chemistry major at Brooklyn College, Thabet knew he wanted to work in a service-oriented profession where he could interact directly with people. Maybe in nursing or education.

As soon as he got into the classroom as a fellow and began working with small groups of summer school students who had struggled with math, Thabet knew he'd found his path.

Math is one of his favorite subjects and in his two-week professional development crash course, he'd been told to try and relate as much content as possible to real life. So he put problems in terms students could understand-money, food. And math started to connect for them.

"It just made me feel good about myself, that I was making a difference," Thabet said.

Other parts of the fellowship resonated with Thabet too, including the conversations about how important it can be for students of color to see themselves in their teachers. Thabet immigrated to the United States from the Middle East as a teenager and started in New York City schools as an English learner. He remembers how much it meant to him to find a teacher who had been in his shoes, someone to field questions about grammar and vocabulary that he was too embarrassed to ask native speakers.

Now, he has a special relationship with many of the English learners in his own chemistry classes at Brooklyn's Midwood High School, a highly selective magnet school. Some come to his room during his free periods, just to chat or get advice.

"They just feel more comfortable in my class," Thabet said.

Drawing from its paraprofessionals

The district has had its most success so far in looking closer to home. Principals can nominate staffers in their building who already have a bachelor's degree-often paraprofessionals-to get a $4,800, reduced-price master's degree. That's brought in 500 new male teachers of color, Stephens said.

Early-career teachers continue to receive support from NYC Men Teach, through a mentoring program that puts them in small groups with other men of color.

"Sometimes, there's this stigma for BIPOC [Black, Indigenous, and people of color] teachers, especially men, who feel like: 'I don't want to express to the school-appointed mentor that I don't know what I'm doing here,' because of fear of being ostracized or fear of being labeled as incompetent," Stephens said.

Participants in the NYC Men Teach program also get access to extra professional development, including a bank of lesson ideas, and monthly small group sessions focused on curriculum.

In addition, Stephens and his team are continually reaching out to prospective teachers in non-traditional ways-poetry slams on Instagram, open mic nights, podcasts they've created, film screenings, and discussions.

They've held Zoom discussions diving into uncomfortable-even wrenching-topics, including police violence against Black men, the disparate impact of the pandemic on people of color, and the lack of healthcare access for marginalized communities.

Teacher morale has been at a low point nationally over the last few years, but Stephens tries to help candidates see what the Big Apple's schools can offer.

With about 1,600 schools serving students who speak more than 200 different native languages, "you can find the right fit for you," he said. "You can teach the world. Even if it's just one student that you impact and change their life, they'll go on to inspire and impact [others]. And you would have had a part in that."

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Want to Recruit Male Teachers of Color? Look to This New York City Leader

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In 2015, New York City's then-Mayor Bill DeBlasio set a lofty goal to make the city's teaching corps better reflect its students: Put an additional 1,000 men of color on track to become public school teachers in the city by 2018. The nation's largest school district sailed past that target a year early and kept right on going.

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Celebrate an Hour of Code with iRobot Education! Each of these activities place special emphasis on using #CSforGood and creating positive social change.

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Engineering and Computer Science Essentials™

Promote curiosity, discovery, and STEM literacy while honing critical thinking and problem-solving skills with engineering and computer science challenges. Programs can be used together or independently. Grades 1-5

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Engineering and Computer Science Essentials™ Promote curiosity, discovery, and STEM literacy while honing critical thinking and problem-solving skills with engineering and computer science challenges. Programs can be used together or independently. Grades 1-5

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Does your school or district teach STEM, or does it teach science, technology, engineering, and math as four separate and distinct subjects? Are students at every grade level eager to take STEM courses, or do some think that "STEM isn't for me"?

One way to provide all students with opportunities to build their knowledge, skills, and confidence in STEM is to de-silo STEM education.

Most real-world problems require interdisciplinary approaches. Integrating science, technology, engineering, and math brings learning to life. It allows students to see how the subjects they are studying apply in real-world situations. That perspective makes learning more meaningful, which increases their motivation to learn.

Connecting the STEM disciplines-and others such as English language arts, social studies, art-creates a more welcoming environment and helps cultivate a sense of belonging for all students. Some students may feel more comfortable in some subjects than others. Tearing down silos gives all students a chance to get comfortable with STEM-and to give and get help from their peers.

Integrated STEM instruction also makes it easier for teachers to engage students in rigorous, relevant learning experiences that will prepare them for college, careers, and everyday life. These experiences not only provide rich opportunities to build analytical, problem-solving, and critical thinking skills, but they give students the chance to develop creativity, collaboration, and communication skills as well.

There are a number of ways to break down silos to get more students into STEM. Here are a few I recommend:

1. Create cross-curricular connections

Identifying cross-curricular connections can help de-silo STEM and provide deeper context for students' learning. There are many ways to link concepts, vocabulary, and skills from more than one discipline. Teachers can:

Apply theoretical work from one subject area in the real-world practice of another. For example, in a geometry lesson, the teacher could talk about bridges and explain how specific shapes provide structural support in ways that others do not. Such a discussion could integrate engineering concepts with math instruction. Science could be added by talking about forces such as gravity or weather. Additionally, the teacher could explain how planners use technology and math for precise calculations on how to counteract those forces.

Focus on one discipline in the context of other STEM disciplines. For example, students in an art class could design a car that includes aerodynamics and energy efficiency as design factors.

Incorporate real-world problems or projects that require the application of knowledge and skills gained from two or more disciplines.

Present a common theme across two or more subject areas through shared lesson plans and team teaching.

2. Provide hands-on activities

Having students participate in hands-on activities is another effective way to break down STEM barriers. Hands-on learning sparks students' interest and shows them that anyone can do STEM. These experiences help students build confidence in their abilities, and empower them to embrace challenges, tap into their creativity, and dive deeper into their learning.

Digital platforms offer a flexible tool to support inquiry-based learning and cross-curricular connections in any learning environment. For schools with limited equipment or lab space, virtual manipulatives and interactive STEM simulations can also provide more equitable options for hands-on learning.

3. Create culminating projects

Teachers can integrate STEM education by using culminating projects that require the application of multiple disciplines. For example, a project could require the application of scientific knowledge via the engineering design process and real-world problem-solving. Math could be used to make estimates or calculate the solution, while technology could be used to analyze the issue or manipulate variables.

To be most effective, culminating projects should address authentic, real-world problems. Classrooms come alive when students tackle local, national, and global challenges. Students also build and hone their social skills when they work together to discuss, develop, apply, and refine their solutions.

4. Engage in professional learning

Since most subjects are typically taught independent of others, integrating the disciplines will require different pedagogical approaches. Professional learning can ease the transition.

National STEM certification programs can help teachers develop and grow in their STEM teaching skills. The most effective programs will focus on high-impact STEM instructional strategies that work synergistically across content areas. In addition to being comprehensive and standards-focused, certification programs should also be personalized, job-embedded, and convenient to help working educators make the most of their limited time.

For teachers interested in quick, on-demand options, online courses and micro-credentials can provide highly targeted, just-in-time professional learning. By focusing on a specific area of practice, teachers can learn exactly what they need and immediately apply it in the classroom.

5. Highlight career connections and diverse role models.

Another way to break down barriers is to expose students to career connections. Many STEM occupations integrate multiple disciplines. Showing students real-world careers with diverse role models helps them see themselves in these fields. It ignites their interest and underscores that what they are learning is relevant and important.

Building a diverse, inclusive STEM talent pipeline

De-siloing STEM education means seeing these subjects for what they are - part of an integrated whole. By creating connections, preK-12 educators can create a more inviting, engaging environment for STEM learning. They can help all students see themselves as capable STEM learners and build a more diverse talent pipeline to create a more inclusive, equitable STEM workforce.

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5 ways school leaders can break down silos to get more students in STEM

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Does your school or district teach STEM, or does it teach science, technology, engineering, and math as four separate and distinct subjects? Are students at every grade level eager to take STEM courses, or do some think that "STEM isn't for me"?

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About

Innovation and entrepreneurship are essential skills in the world today. Learn more about our work to train students to be critical thinkers and problem solvers!

Registration

Pre-register your class by January 31, 2023. Host an invention fair at your school in the spring of 2023 and register the winning teams by May 31, 2023.

Pre-Register

Register

Event Details

Learn more about Mission: Invent 2023.

Rules

Directions

Schedule & Details

Resources

Videos, printable workbooks, vocabulary terms, activities and assessments designed for teachers by grade level.

Teachers

FAQ

Everything You Need to Know

Join K-12 Seventh-day Adventist student inventors from across North America.

WHAT: Work with your classmates to build solutions to real-world problems using the engineering design process. Participate in an invention fair at your school, similar to a traditional science fair. Winners from each class/school will be invited to showcase their work at Mission: Invent.

WHY: Equip students to become critical thinkers, problem-solvers, innovators, inventors and entrepreneurs.

WHEN: The exhibition and awards ceremony will be Monday, July 10, 2023

WHERE: Andrews University, 8975 Old 31, Berrien Springs, MI 49104

REGISTRATION DEADLINES:
Teachers must pre-register their class by January 31, 2023
Teachers must register the winning teams by May 31, 2023
Individuals & families must register by June 9, 2023

Whether you are a teacher, administrator, student, parent or business professional, there are many ways for you to get involved.

We would love to hear from you! Tell us who you are and ask us anything.

Send us an Email

If you are interested in scheduling training for your teachers, let us know.

Train Your Teachers

You can make a difference in the lives of students across North America! Support us financially.

Donate

Contribute products (T-shirts), time (volunteer), connections (help us find partners), spread the word, etc.

Connect with Us

We are grateful to our partners at AdventHealth University, Burman University, Central California Conference, La Sierra University, Loma Linda University, Pacific Union College, Southern Adventist University, Southwestern Adventist University, Walla Walla University and Washington Adventist University for starting this new venture with us.

Thank you to our financial sponsors: Loma Linda University (EXCEED), Walla Walla University, Versacare Foundation, Southern Adventist University, and the Southern Union Conference (Adventist Edge)

As a nonprofit organization, we rely on the support of partners and sponsors to provide this educational event. Your support allows us to promote innovation and entrepreneurship education for students across the North American Division. Together, we can unlock the unlimited potential of students and ignite the spirit of American innovation and entrepreneurship.

If your company or organization would like to partner with us, please contact Monica Nudd at jmonica@andrews.edu.

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About Innovation and entrepreneurship are essential skills in the world today. Learn more about our work to train students to be critical thinkers and problem solvers! Registration Pre-register your class by January 31, 2023. Host an invention fair at your school in the spring of 2023 and register the winning teams by May 31, 2023.

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Math and Science Lessons Generation Genius

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Math and Science Lessons Generation Genius

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NEW K-8 Math Lessons Now Available

Get instant access to hours of fun, standards-based videos, reading material, quiz games, simple DIY activities & more.

Get instant access to hours of fun, standards-based videos, reading material, quiz games, simple DIY activities & more.

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Our science videos for kids cover all major topics in grades K-8 and come with lesson plans, activities, quizzes, vocabulary & more. Try it free.

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The Innovator - FCOE Innovation News for May 30, 2023 by BETTY NUGENT

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Adventist Robotics - Building Innovators

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PreK thru 8th grade - ages 4-14: FIRST LEGO League introduces science, technology, engineering, and math (STEM) to children ages 4-14 through fun, exciting hands-on learning. Participants gain real-world problem-solving experiences through a guided, global robotics program, helping today's students and teachers build a better future together.

Our three divisions inspire youth to experiment and grow their critical thinking, coding, and design skills through hands-on STEM learning and robotics.

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PreK thru 8th grade - ages 4-14: FIRST LEGO League introduces science, technology, engineering, and math (STEM) to children ages 4-14 through fun, exciting hands-on learning. Participants gain real-world problem-solving experiences through a guided, global robotics program, helping today's students and teachers build a better future together.

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Creating Positive Environments by Supporting Educators

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Creating Positive Environments by Supporting Educators

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PASSWORD: NAD7da!

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Video Conferencing, Web Conferencing, Webinars, Screen Sharing

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Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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New Voices and Perspectives (upper Grades) Padlet

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New Voices and Perspectives (upper Grades) Padlet

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PASSWORD: NADsdaSS2023

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PASSWORD: NADsdaSS2023

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​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​

The Feelings Thermometer is a visual tool that helps you (kids and adults) measure how you are doing emotionally and what steps you can take to shift your mood when ​things are getting tough.

How you can use the Feelings Thermometer

Like a temperature thermometer, the Feelings Thermometer shows you when your emotional temperature is getting warmer and then hotter, to potentially dangerous degrees. It starts at blue - the calm zone, and goes to red - the furious zone. Throughout the zones it lists activities to fe​el less angry, frustrated, anxious, and sad.

Research shows that just identifying a calming activity can reduce anxiety. Being aware of your feelings is the first step!

Post a copy of the Feelings Thermometer on your fridge!

​​​Parents, teachers, school social workers and children can all make use of the Feelings Thermometer. In this section we offer ideas on how various adults and children might use the thermometer to monitor feelings and shift them as necessary.

This short handout explains how to use this tool and offers conversation starters.

​​​ How to use Feelings Thermometer - English
Check the emotional temperature of the children in your family:

Post the Feelings Thermometer on your refrigerator

After school, while making dinner, other moments when you are in the kitchen, use it to guide a simple conversation about the importance of paying attention to feelings

How to use Feelings Thermometer - Spanish

Which zone are you in right now? What in your body tells you that you are in that zone?

What can you do to move to the blue zone?

Have you used any of the strategies on the Feelings Thermometer?

What works for you when you are in the red zone?

How could you help someone in the green zone?

Name another activity that works to move you from the orange zone to the blue zone.

Would there be a good time of day for the whole family to check their Feelings reading?

Which activities would help others in the family to stay in the blue, calm zone?

Parents / Grandparents / Aunts & Uncles

Talking about Feelings. With the Feelings Thermometer posted, ask children questions like:
​Check the emotional temperature of your students:

Screen share it at the start or end of your class/meeting to check in on how students are feeling

Share the five feeling levels in Kahoot, PollEverywhere, or another poll platform and ask students to identify which zone they are in

Change your virtual background on Zoom to the Feelings Thermometer

Use it to guide conversation in home room, study hall, advisory, individual therapy sessions, or 1 on 1 check in's with students

For some, identifying feelings is not easy. Encouraging children to identifying feelings is good. It may take some practice for them to connect the feeling with words to describe it. If they can't do it right away, take a break and come back to it later.

1. What can you do right now to move to the blue zone?

2. Have you used any of the strategies on the Feelings Thermometer?

3. What works for you when you are in the red zone?

4. How could you help someone in the green zone?

5. Name another activity that works to move you from the orange zone to the blue zone.

Teachers / School Social Workers

​Post the Feelings Thermometer on your refrigerator

At breakfast, in the afternoon, at dinner or any other time think about how you are feeling. Are you happy (blue)? Are you worried (green)?

Is there someone you can talk to about your feelings?

Do you want to feel happy? Do you see an activity in the What You Can Do column that might help you feel better? Try it out and see if it works!

If you are already happy/smiling/laughing, can you share your feelings with someone else in your family to brighten their mood?​

Talking about Feelings. With the Feelings Thermometer posted, ask students questions like:

Encourage students to share the thermometer with their parents and have them use it at home to help the whole family stay in the happy/calm zone.

Hear how Families are Using the Feelings Thermometer

Parenting Advice during the Pandemic

Predictability, Purpose, and People - The 3 Ps of Parenting can help parents manage stress and anxiety during the pandemic. First Lady Kathy Evers discusses these with Dr. Marcia Slattery, Professor of Psychiatry and Pediatrics/Director, UW Anxiety Disorders Program, Department of Psychiatry - UW School of Medicine and Public Health.

​The Office of Children's Mental Health would like to thank for guidance in the development of this Feelings Thermometer Dr. Marcia Slattery, MD, MHSc, Professor of Psychiatry and Pediatrics at the University of Wisconsin School of Medicine and Public Health. Dr. Slattery is the Director of the UW Anxiety Disorders Program for children, adolescents and adults. She specializes in the clinical assessment and treatment of anxiety and stress, especially in children and adolescents.​

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​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​ The Feelings Thermometer is a visual tool that helps you (kids and adults) measure how you are doing emotionally and what steps you can take to shift your mood when ​things are getting tough. How you can use the Feelings Thermometer Like a temperature thermometer, the Feelings Thermometer shows you when your emotional temperature is getting warmer and then hotter, to potentially dangerous degrees.

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Wisconsin Department of Public Instruction

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It's difficult for us to think about our kids struggling - especially when we may be struggling ourselves. However, it's important for us to know that we can make a difference.

The disruption caused by the COVID-19 pandemic and nearly two years of isolation has amplified challenges with youth mental health. LGBTQ+ youth have suffered even more as support systems dissolved. If you are a caregiver, it's quite possible that your young person may be struggling. One in five kids report having symptoms of depression or anxiety every day.

With the upcoming winter break from school, we need to check in with our young people. Here are some suggestions on how to start.
Our young people may not tell us directly that they are struggling. Here are some signs to look out for:

Has your kid had changes in sleep, weight, eating habits, hygiene, or other everyday patterns?

Have you noticed a loss of interest in the things they usually love, or quitting activities that they enjoy?

Are they withdrawing more than usual from friends, family, and community?

Choose a time to start a conversation when you are in a relaxed setting.

Avoid rushed transition times or times when emotions are already running high. Many caregivers have found that nearing bedtime and during car rides are times when a young person may be willing to open up.

Open the conversation by sharing a strength you see in them, or a caring statement about why they are important to you.
Then, ask permission.
"Would it be okay if we had a conversation about how you've been feeling lately?" This may open the dialogue; or you can make a gentle offering, "I've noticed that you have been quiet lately and spending more time alone." Or, "You seem more worried than usual. What's up?" "I'm here to talk anytime. No worry is too big or small." Don't worry if they don't open up immediately. Don't pressure them. Sometimes it will take repeated attempts or offers for a kid to feel safe to open up.

Listen. Try to listen more than you talk.

Feeling listened to and validated with empathy for what they are experiencing is one of the most powerful forms of support an adult can offer. And it takes practice. Plan to say half of what goes through your mind. When you want to respond or fix or offer advice,take a deep breath and lean back into a stance of nonjudgmental, attentive listening.
Remember to work in partnership with the young person.
Support them in exploring their own ideas for how to deal with the stress or particular situations in their lives. Offer information and reassurance, followed by a crucial question: "How does this land for you?" They may just want to vent. You know how it feels when someone offers you unsolicited advice. They might want to figure out the next steps on their own, with your guidance as backup. Another useful question is, "What kind of support would be best for you right now? Do you want me to help you figure out solutions, or do you want me to just listen?"
Getting professional help and finding support strategies are a sign of strength.
If a young person describes any risk of harm to themselves or others, it may be necessary to seek professional support.

Try starting with a primary care physician or reach out to your insurance navigator to see what mental health services and providers are available. And of course, you can always reach out to your school social worker, psychologist, counselor, or nurse to share your concerns.
Don't panic.
Thoughts are just that: thoughts. But it's important to take them seriously and talk with your child about how you can help keep them safe. We can also offer a young person disclosing a need for help with crisis phone and text lines: Suicide and Crisis Lifeline - 988 and text HOPELINE 741741.
Addressing anxiety is key.
According to the recently released 2021 Wisconsin Youth Risk Behavior Survey, "More than half of all students surveyed is something everyone feels from time to time, but becomes a problem when it is pervasive, occurs every day, or interferes with normal everyday activities. Read up on coping skills and exercises for dealing with anxiety, and model and practice them with your child.
We need to support LGBTQ+ tweens and teens.
At least three-fourths of the LGB teens who responded to the 2021 YRBS survey reported significant anxiety. LGBTQ+ youth are more likely to experience mental health challenges as a result of societal pressures, homophobia, transphobia, and the like. We, as caregivers, can offer key supports.

Whether your young person has communicated their identity or not, speaking openly and acceptingly about gender and sexuality can help telegraph that you are an ally and a supportive adult. A 2019 Trevor Project survey of LGBTQ+ students found that the presence of at least one supportive adult reduced the chances of suicide attempts by 40 percent. For more resources on supporting Wisconsin LGBTQ+ youth, read up on our June 2021 DPI ConnectEd piece here. The Trevor Project hotlines (voice: 1-866-488-7386 or text: 678-678) support LGBTQ+ youth, creating a circle of stability, care, and hope.

There isn't just one magic thing we can do to support our young people and their mental health, but that doesn't mean that we need to overthink it. The most important thing to remember is to be present, and start with one moment, one conversation, and one offering: "I care about you. What's on your mind?" Starting is the key. Everything else flows from that.
This item was submitted by the Wisconsin DPI Student Services/Prevention and Wellness team, and DPI ConnectEd.

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A Quick How-to: Checking In With Teens About Their Mental Health

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It's difficult for us to think about our kids struggling - especially when we may be struggling ourselves. However, it's important for us to know that we can make a difference. The disruption caused by the COVID-19 pandemic and nearly two years of isolation has amplified challenges with youth mental health.

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Equip learners with the tools they need to navigate the world with confidence.

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A Comprehensive Mindsets-Based Solution Trusted by Educators for Over 15 Years Our mindsets-based learning, teacher-first approach is designed to drive

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Communicating Suicide (message to students)

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Communicating Suicide (message to students)

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PHQ-9 Depression Scale | University of Washington AIMS Center

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The PHQ-9 is a depression scale consisting of nine questions. The PHQ-9 can be used as a tool for diagnosing depression as well as for monitoring the patient’s treatment.

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National Institute of Mental Health (NIMH)

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Ask Suicide-Screening Questions (ASQ) Suicide Risk Screening Tool

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Check out the Equity and Education resource page designed to help educators: Build a foundation for understanding equity, inclusion, and diversity. Promote self-reflection to find opportunities for personal growth and learning. Level up on touch to teach topics using videos, lessons, activities, and more.

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Sample Bullying Prevention Guidelines Rubric

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Sample Bullying Prevention Guidelines Rubric