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In some districts, you don't","publishDate":1702648854,"format":"standard","headTitle":"How do you discipline an in-school overdose? In some districts, you don’t | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>Perched above a major highway in central Los Angeles sits an unassuming high school where students are all too familiar with the sound of ambulance sirens. This fall, the principal has called an ambulance about five times because of suspected student drug use.\u003c/p>\n\u003cp>“We’re just extra cautious,” he says.\u003c/p>\n\u003cp>“Before, if the kid had a migraine, the kid had a headache, the kid looked a little tired. OK, let’s rest. Let’s get you going. Now, let’s check the blood pressure. If it’s high, let’s play the safe side. Let’s just call the ambulance.”\u003c/p>\n\u003cp>His school is part of a bold new experiment at Los Angeles Unified School District: Instead of the traditional, zero tolerance approach to student overdoses, LAUSD is piloting a focus on rehabilitation. But that effort comes with some stigma, and so we aren’t naming the principal or his school over district officials’ concerns that it become known as a “drug school.”\u003c/p>\n\u003cp>This pilot project is a response to a growing number of student opioid overdoses on LAUSD campuses. \u003ca href=\"https://www.latimes.com/california/story/2022-09-16/this-pill-is-poison-family-mourns-girl-who-died-of-possible-fentanyl-overdose-at-hollywood-school\">A student died\u003c/a> in a school bathroom after a suspected fentanyl overdose in September 2022. After that, LAUSD \u003ca href=\"https://www.lausd.org/site/default.aspx?PageType=3&DomainID=4&ModuleInstanceID=4466&ViewID=6446EE88-D30C-497E-9316-3F8874B3E108&RenderLoc=0&FlexDataID=122978&PageID=1#:~:text=Return%20to%20Headlines-,Los%20Angeles%20Unified%20Announces%20Naloxone%20\">began stocking naloxone\u003c/a> in schools. Since then, the district says it has administered the opioid overdose reversal medicine 55 times.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And the problem goes far beyond LA: In 2021, fentanyl was involved in the vast majority of all teen overdose deaths – 84% – according to the Centers for Disease Control and Prevention. Among adolescents, fentanyl-related overdose deaths nearly tripled from 2019 to 2021, with almost a quarter involving counterfeit pills that didn’t come from any pharmacy.\u003c/p>\n\u003cp>Today, students caught with illegal drugs at school often face all kinds of consequences – \u003ca href=\"https://www.tennessean.com/story/news/local/robertson/2015/02/13/high-school-students-suspended-drug-charges-white-house/23384515/\">including\u003c/a> \u003ca href=\"https://www.the74million.org/article/in-a-central-texas-county-high-schoolers-are-jailed-on-felony-charges-for-vaping-what-could-be-legal-hemp/\">expulsion\u003c/a>, \u003ca href=\"https://www.wsbtv.com/news/local/rockdale-county/teacher-says-student-suspended-handing-out-fentanyl-laced-candy-metro-middle-school/FLBK552W7NEXLPC6NJSTVRAYNA/\">suspension\u003c/a> and possibly a \u003ca href=\"https://www.kiiitv.com/article/news/local/2-moody-high-school-students-arrested-monday/503-3aece1ff-9b67-4873-9c30-b0b1df7dd655\">criminal charge\u003c/a>.\u003c/p>\n\u003cp>But amid the rise in teen overdoses, school systems across the country – from LA to Portland, Ore., to Prince George’s County, Md. – are beginning to change their approach.\u003c/p>\n\u003cp>LAUSD Superintendent Alberto Carvalho has been a driving force in this shift away from discipline and toward rehabilitation. He says schools “have a moral and professional obligation” to provide students with support, not just punishments.\u003c/p>\n\u003cp>“We never treat that child, that student, as a criminal element or someone who broke a rule. We ought to address the root causes of the problem rather than focusing on the possible consequence.”\u003c/p>\n\u003ch3>What it looks like to focus on rehab\u003c/h3>\n\u003cp>Medical attention is the top priority following a suspected student overdose on campus, the LAUSD principal says.\u003c/p>\n\u003cp>“The first concern is: Let’s get you well.”\u003c/p>\n\u003cp>After a student has been cleared and sent home from the hospital, his school’s efforts shift to getting the student back into the classroom.\u003c/p>\n\u003cp>Administrators and the school’s psychiatric social worker work with the student’s parents to create a re-entry plan. These plans are tailored to meet each student’s individual needs following an overdose, whether they’re struggling with addiction or accidentally overdosed on a counterfeit pill.\u003c/p>\n\u003cp>Check-ins with the in-school counselor, therapy sessions and out-patient rehabilitation with the nearby children’s hospital are all available at little to no cost to the student’s family.\u003c/p>\n\u003cp>And then, the principal says, “when the student does return, it’s a matter of making sure that we’re constantly monitoring.” That’s not just on school administrators and the psychiatric social worker, but also teachers, hall monitors and other school staff.\u003c/p>\n\u003cp>Sometimes “dailies” are part of a re-entry plan – paper cards that teachers sign each class period to show that the student showed up to class and stayed until the end. Some students are granted cards that get them out of class if they need to go see a counselor or therapist during the school day.\u003c/p>\n\u003cp>And students aren’t the only ones who need help with re-entry. The school’s psychiatric social worker, who we also aren’t naming, says a big portion of her job in the aftermath of an overdose is talking parents through very tough situations.\u003c/p>\n\u003cp>“Oftentimes parents have struggles with the idea that their student does have a substance abuse [problem],” she says. She does her best to educate parents on today’s \u003ca href=\"https://www.npr.org/2023/08/30/1196343448/fentanyl-deaths-teens-schools-overdose\">changing drug landscape\u003c/a> and how the family can best help their child, including by consenting to rehabilitation services.\u003c/p>\n\u003cp>The school has partnered with a community mental health organization to provide therapy for students at school. Therapists with the organization stop by every Friday for check-ins with specific students, and to be available for anyone who needs it.\u003c/p>\n\u003ch3>Rehab is an expensive approach that takes a lot of resources\u003c/h3>\n\u003cp>LAUSD isn’t the only district moving toward a rehabilitation model. Administrators at Prince George’s County Public Schools, in Maryland, are also exploring a transition away from zero tolerance. But they cite an important hurdle: It’s expensive. Someone has to foot the bill for the programs, and hire the staff to help parents navigate them.\u003c/p>\n\u003cp>Richard Moody, the supervisor of Student Engagement and School Support for Prince George’s County, is still trying to figure out how to pay for a rehabilitation model.\u003c/p>\n\u003cp>“We have a whole list of inpatient and outpatient programs, but a lot of them don’t service adolescents,” he says. Moody also finds that sometimes undocumented students and parents will avoid treatment programs all together for fear of filling out paperwork and putting their names in a system. The principal in LA says that’s a big reason the school decided to provide services on campus.\u003c/p>\n\u003cp>Like LAUSD, Prince George’s County is hoping to circumvent these barriers by hiring in-house care for students, but Moody says the timeline for that is uncertain.\u003c/p>\n\u003cp>His district has to rely on grant funding to hire new positions, like in-house substance abuse counselors, but it’s been a months-long wait to hear back on those grant applications.\u003c/p>\n\u003ch3>A fast-evolving crisis meets slow school bureaucracies\u003c/h3>\n\u003cp>The drug landscape may be changing quickly, but school bureaucracies are slow. It can be hard for districts to keep up.\u003c/p>\n\u003cp>At LAUSD, the principal is taking it day by day. Especially since the rehabilitative model comes with a lot of extra work.\u003c/p>\n\u003cp>When asked what keeps him going, he says, “The second week of June.” Getting the students to graduation, clean and armed with habits for a healthier life.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Edited by: Nicole Cohen\u003cbr>\nVisual design and development by: LA Johnson\u003cbr>\nAudio story edited by: Steve Drummond\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+do+you+discipline+an+in-school+overdose%3F+In+some+districts%2C+you+don%27t&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Amid the rise in teen opioid overdoses, school systems from California to Maryland are changing their approach: Instead of zero tolerance, they're turning to rehabilitation. ","status":"publish","parent":0,"modified":1702671793,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":31,"wordCount":1158},"headData":{"title":"How do you discipline an in-school overdose? In some districts, you don't | KQED","description":"Amid the rise in teen opioid overdoses, school systems from California to Maryland dropping zero tolerance and turning to rehabilitation.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Amid the rise in teen opioid overdoses, school systems from California to Maryland dropping zero tolerance and turning to rehabilitation."},"sticky":false,"nprImageCredit":"Photo illustration by LA Johnson","nprByline":"Sequoia Carrillo","nprImageAgency":"Getty Images/NPR","nprStoryId":"1219286465","nprApiLink":"http://api.npr.org/query?id=1219286465&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2023/12/15/1219286465/how-do-you-discipline-an-in-school-overdose-in-some-districts-you-dont?ft=nprml&f=1219286465","nprRetrievedStory":"1","nprPubDate":"Fri, 15 Dec 2023 08:19:00 -0500","nprStoryDate":"Fri, 15 Dec 2023 05:00:43 -0500","nprLastModifiedDate":"Fri, 15 Dec 2023 08:19:16 -0500","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62863/how-do-you-discipline-an-in-school-overdose-in-some-districts-you-dont","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Perched above a major highway in central Los Angeles sits an unassuming high school where students are all too familiar with the sound of ambulance sirens. This fall, the principal has called an ambulance about five times because of suspected student drug use.\u003c/p>\n\u003cp>“We’re just extra cautious,” he says.\u003c/p>\n\u003cp>“Before, if the kid had a migraine, the kid had a headache, the kid looked a little tired. OK, let’s rest. Let’s get you going. Now, let’s check the blood pressure. If it’s high, let’s play the safe side. Let’s just call the ambulance.”\u003c/p>\n\u003cp>His school is part of a bold new experiment at Los Angeles Unified School District: Instead of the traditional, zero tolerance approach to student overdoses, LAUSD is piloting a focus on rehabilitation. But that effort comes with some stigma, and so we aren’t naming the principal or his school over district officials’ concerns that it become known as a “drug school.”\u003c/p>\n\u003cp>This pilot project is a response to a growing number of student opioid overdoses on LAUSD campuses. \u003ca href=\"https://www.latimes.com/california/story/2022-09-16/this-pill-is-poison-family-mourns-girl-who-died-of-possible-fentanyl-overdose-at-hollywood-school\">A student died\u003c/a> in a school bathroom after a suspected fentanyl overdose in September 2022. After that, LAUSD \u003ca href=\"https://www.lausd.org/site/default.aspx?PageType=3&DomainID=4&ModuleInstanceID=4466&ViewID=6446EE88-D30C-497E-9316-3F8874B3E108&RenderLoc=0&FlexDataID=122978&PageID=1#:~:text=Return%20to%20Headlines-,Los%20Angeles%20Unified%20Announces%20Naloxone%20\">began stocking naloxone\u003c/a> in schools. Since then, the district says it has administered the opioid overdose reversal medicine 55 times.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And the problem goes far beyond LA: In 2021, fentanyl was involved in the vast majority of all teen overdose deaths – 84% – according to the Centers for Disease Control and Prevention. Among adolescents, fentanyl-related overdose deaths nearly tripled from 2019 to 2021, with almost a quarter involving counterfeit pills that didn’t come from any pharmacy.\u003c/p>\n\u003cp>Today, students caught with illegal drugs at school often face all kinds of consequences – \u003ca href=\"https://www.tennessean.com/story/news/local/robertson/2015/02/13/high-school-students-suspended-drug-charges-white-house/23384515/\">including\u003c/a> \u003ca href=\"https://www.the74million.org/article/in-a-central-texas-county-high-schoolers-are-jailed-on-felony-charges-for-vaping-what-could-be-legal-hemp/\">expulsion\u003c/a>, \u003ca href=\"https://www.wsbtv.com/news/local/rockdale-county/teacher-says-student-suspended-handing-out-fentanyl-laced-candy-metro-middle-school/FLBK552W7NEXLPC6NJSTVRAYNA/\">suspension\u003c/a> and possibly a \u003ca href=\"https://www.kiiitv.com/article/news/local/2-moody-high-school-students-arrested-monday/503-3aece1ff-9b67-4873-9c30-b0b1df7dd655\">criminal charge\u003c/a>.\u003c/p>\n\u003cp>But amid the rise in teen overdoses, school systems across the country – from LA to Portland, Ore., to Prince George’s County, Md. – are beginning to change their approach.\u003c/p>\n\u003cp>LAUSD Superintendent Alberto Carvalho has been a driving force in this shift away from discipline and toward rehabilitation. He says schools “have a moral and professional obligation” to provide students with support, not just punishments.\u003c/p>\n\u003cp>“We never treat that child, that student, as a criminal element or someone who broke a rule. We ought to address the root causes of the problem rather than focusing on the possible consequence.”\u003c/p>\n\u003ch3>What it looks like to focus on rehab\u003c/h3>\n\u003cp>Medical attention is the top priority following a suspected student overdose on campus, the LAUSD principal says.\u003c/p>\n\u003cp>“The first concern is: Let’s get you well.”\u003c/p>\n\u003cp>After a student has been cleared and sent home from the hospital, his school’s efforts shift to getting the student back into the classroom.\u003c/p>\n\u003cp>Administrators and the school’s psychiatric social worker work with the student’s parents to create a re-entry plan. These plans are tailored to meet each student’s individual needs following an overdose, whether they’re struggling with addiction or accidentally overdosed on a counterfeit pill.\u003c/p>\n\u003cp>Check-ins with the in-school counselor, therapy sessions and out-patient rehabilitation with the nearby children’s hospital are all available at little to no cost to the student’s family.\u003c/p>\n\u003cp>And then, the principal says, “when the student does return, it’s a matter of making sure that we’re constantly monitoring.” That’s not just on school administrators and the psychiatric social worker, but also teachers, hall monitors and other school staff.\u003c/p>\n\u003cp>Sometimes “dailies” are part of a re-entry plan – paper cards that teachers sign each class period to show that the student showed up to class and stayed until the end. Some students are granted cards that get them out of class if they need to go see a counselor or therapist during the school day.\u003c/p>\n\u003cp>And students aren’t the only ones who need help with re-entry. The school’s psychiatric social worker, who we also aren’t naming, says a big portion of her job in the aftermath of an overdose is talking parents through very tough situations.\u003c/p>\n\u003cp>“Oftentimes parents have struggles with the idea that their student does have a substance abuse [problem],” she says. She does her best to educate parents on today’s \u003ca href=\"https://www.npr.org/2023/08/30/1196343448/fentanyl-deaths-teens-schools-overdose\">changing drug landscape\u003c/a> and how the family can best help their child, including by consenting to rehabilitation services.\u003c/p>\n\u003cp>The school has partnered with a community mental health organization to provide therapy for students at school. Therapists with the organization stop by every Friday for check-ins with specific students, and to be available for anyone who needs it.\u003c/p>\n\u003ch3>Rehab is an expensive approach that takes a lot of resources\u003c/h3>\n\u003cp>LAUSD isn’t the only district moving toward a rehabilitation model. Administrators at Prince George’s County Public Schools, in Maryland, are also exploring a transition away from zero tolerance. But they cite an important hurdle: It’s expensive. Someone has to foot the bill for the programs, and hire the staff to help parents navigate them.\u003c/p>\n\u003cp>Richard Moody, the supervisor of Student Engagement and School Support for Prince George’s County, is still trying to figure out how to pay for a rehabilitation model.\u003c/p>\n\u003cp>“We have a whole list of inpatient and outpatient programs, but a lot of them don’t service adolescents,” he says. Moody also finds that sometimes undocumented students and parents will avoid treatment programs all together for fear of filling out paperwork and putting their names in a system. The principal in LA says that’s a big reason the school decided to provide services on campus.\u003c/p>\n\u003cp>Like LAUSD, Prince George’s County is hoping to circumvent these barriers by hiring in-house care for students, but Moody says the timeline for that is uncertain.\u003c/p>\n\u003cp>His district has to rely on grant funding to hire new positions, like in-house substance abuse counselors, but it’s been a months-long wait to hear back on those grant applications.\u003c/p>\n\u003ch3>A fast-evolving crisis meets slow school bureaucracies\u003c/h3>\n\u003cp>The drug landscape may be changing quickly, but school bureaucracies are slow. It can be hard for districts to keep up.\u003c/p>\n\u003cp>At LAUSD, the principal is taking it day by day. Especially since the rehabilitative model comes with a lot of extra work.\u003c/p>\n\u003cp>When asked what keeps him going, he says, “The second week of June.” Getting the students to graduation, clean and armed with habits for a healthier life.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Edited by: Nicole Cohen\u003cbr>\nVisual design and development by: LA Johnson\u003cbr>\nAudio story edited by: Steve Drummond\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+do+you+discipline+an+in-school+overdose%3F+In+some+districts%2C+you+don%27t&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62863/how-do-you-discipline-an-in-school-overdose-in-some-districts-you-dont","authors":["byline_mindshift_62863"],"categories":["mindshift_192","mindshift_194","mindshift_21280","mindshift_20874"],"tags":["mindshift_21581","mindshift_21872","mindshift_21783","mindshift_21780","mindshift_20559","mindshift_21782","mindshift_21035"],"featImg":"mindshift_62864","label":"mindshift"},"mindshift_62860":{"type":"posts","id":"mindshift_62860","meta":{"index":"posts_1591205157","site":"mindshift","id":"62860","score":null,"sort":[1702138220000]},"guestAuthors":[],"slug":"can-ai-someday-help-universities-sort-through-college-essays","title":"Can AI someday help universities sort through college essays?","publishDate":1702138220,"format":"standard","headTitle":"Can AI someday help universities sort through college essays? | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This story was \u003ca href=\"https://www.chalkbeat.org/colorado/2023/12/08/researchers-use-ai-to-analyze-college-essays/\" rel=\"canonical\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca href=\"https://ckbe.at/newsletters\">ckbe.at/newsletters.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>Every year, university admissions officers read and sort through tens of thousands of essays. It’s a long, arduous process.\u003c/p>\n\u003cp>Now, some researchers say an artificial intelligence tool may be able to help admissions officers sort through essays and recognize prospective students who might previously have gone unrecognized.\u003c/p>\n\u003cp>The application is a long way off from actually being used in the admissions process, but the group that includes researchers from the University of Colorado Boulder say it has the ability to pull out key traits of students, such as leadership qualities or the ability to persevere.\u003c/p>\n\u003cp>The possible use of AI in admissions, however, raises questions about how universities would responsibly use it, especially because college admissions officers have said essays might carry more weight \u003ca href=\"https://www.chalkbeat.org/colorado/2023/6/29/23778437/affirmative-action-supreme-court-colorado-colleges/\">in the wake of the Supreme Court decision eliminating the use of race-based admissions\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Sidney D’Mello, a CU Boulder professor in the Institute of Cognitive Science and Department of Computer Science who helped develop the system, said he and fellow researchers want to emphasize the responsible use of AI, including calling for transparency in how admissions decisions would be made.\u003c/p>\n\u003cp>“We’re certainly very, very firm on the fact that it’s really what we call human-centered AI,” he said, “where the human is really the one making the decisions” and the AI acts as a tool.\u003c/p>\n\u003cp>To develop the AI tool, D’Mello and researchers from the University of Pennsylvania used more than 300,000 anonymous, 150-word essays submitted to colleges in 2008 and 2009. Those essays focused on extracurricular activities and work experiences.\u003c/p>\n\u003cp>A group of admissions officers then read those essays and scored them based on seven characteristics. The researchers trained the AI system based on how admissions officers evaluated those characteristics within the essays.\u003c/p>\n\u003cp>The AI platform was able to identify those characteristics in new essays and assign qualities to applicants across different student backgrounds, including whether students demonstrated teamwork or intrinsic motivation.\u003c/p>\n\u003cp>D’Mello said the model also showed it has potential to avoid bias by being designed not to show a preference for any particular racial, gender, or socioeconomic background.\u003c/p>\n\u003cp>“This is really kind of blending what computers do best — they can find patterns in large volumes of data — with what humans do best and that’s finding the best in each other,” D’Mello said. “This is the core of how we’ve been trying to approach this.”\u003c/p>\n\u003cp>Many universities across the country are evaluating their admissions processes after the Supreme Court’s affirmative action decision banning race-based admissions. They want to ensure they build diverse classes while still complying with the law.\u003c/p>\n\u003cp>\u003ca href=\"https://www.ed.gov/news/press-releases/fact-sheet-president-biden-announces-actions-promote-educational-opportunity-and-diversity-colleges-and-universities\">U.S. Department of Education guidelines encourage colleges to use materials\u003c/a> such as essays to get a fuller picture of who students are, the communities they come from, and any adversity — including discrimination — they might have dealt with.\u003c/p>\n\u003cp>At the same time, Melissa Clinedinst, director of research initiatives and partnership with the National Association for College Admission Counseling, said schools still rank essays lower than a student’s grades for college admissions or test scores. \u003ca href=\"https://www.chalkbeat.org/colorado/2021/4/28/22408538/colorado-public-colleges-test-optional-bill-advances-amendment-reporting-requirements/\">Colorado has made test scores optional for students\u003c/a> for students applying to public universities.\u003c/p>\n\u003cp>Clinedist said colleges are trying harder than ever to find ways to improve their admissions processes. She could see how AI systems might appeal to school officials who have to sort through thousands to tens of thousands of essays with only limited staff to do so.\u003c/p>\n\u003cp>AJ Alvero, a computational sociologist at the University of Florida who focuses on language, ethnicity, culture, and education, and who wasn’t involved in the study, but reviewed it at the request of Chalkbeat, said the researchers do a great job keeping the ethical issues of bias at the forefront of their study.\u003c/p>\n\u003cp>Getting to a point where universities could use AI systems might be a long way away, he said.\u003c/p>\n\u003cp>“A technical concern here could be, if and when universities adopt these tools, are they considering how student language is changing?” he said.\u003c/p>\n\u003cp>He also said universities would need to put accountability measures in place if there are errors and have staff on hand, such as a computer scientist, to handle any potential problems.\u003c/p>\n\u003cp>Alvero said schools would also benefit students by allowing more transparency in the application process. Transparency could also give researchers a better look at how to evaluate bias within school decisions and how to train the AI systems.\u003c/p>\n\u003cp>D’Mello and his fellow researchers hope to continue to develop the AI, including small testing in cooperation with universities.\u003c/p>\n\u003cp>“We really want to take a measure twice, cut once approach when it comes to high-stakes things such as this,” he said.\u003c/p>\n\u003cp>\u003ca href=\"https://www.chalkbeat.org/authors/jason-gonzales\">\u003ci>Jason Gonzales\u003c/i>\u003c/a>\u003ci> is a reporter covering higher education and the Colorado legislature. Chalkbeat Colorado partners with \u003c/i>\u003ca href=\"https://www.opencampusmedia.org/\">\u003ci>Open Campus\u003c/i>\u003c/a>\u003ci> on higher education coverage. Contact Jason at \u003c/i>\u003ca href=\"mailto:jgonzales@chalkbeat.org\">\u003ci>jgonzales@chalkbeat.org\u003c/i>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.chalkbeat.org/colorado/2023/12/08/researchers-use-ai-to-analyze-college-essays/\" rel='\"canonical'>Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/p>\n\n","blocks":[],"excerpt":"Researchers think there is potential for artificial intelligence to aid in identifying students who might have previously gone unrecognized in the college admissions process.","status":"publish","parent":0,"modified":1702398221,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":868},"headData":{"title":"Can AI someday help universities sort through college essays? | KQED","description":"Researchers think there is potential for AI to aid in identifying students who might have previously gone unrecognized in the college admissions process.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Researchers think there is potential for AI to aid in identifying students who might have previously gone unrecognized in the college admissions process."},"sticky":false,"nprByline":"Jason Gonzales, Chalkbeat Colorado","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62860/can-ai-someday-help-universities-sort-through-college-essays","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story was \u003ca href=\"https://www.chalkbeat.org/colorado/2023/12/08/researchers-use-ai-to-analyze-college-essays/\" rel=\"canonical\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca href=\"https://ckbe.at/newsletters\">ckbe.at/newsletters.\u003c/a>\u003c/em>\u003c/p>\n\u003cp>Every year, university admissions officers read and sort through tens of thousands of essays. It’s a long, arduous process.\u003c/p>\n\u003cp>Now, some researchers say an artificial intelligence tool may be able to help admissions officers sort through essays and recognize prospective students who might previously have gone unrecognized.\u003c/p>\n\u003cp>The application is a long way off from actually being used in the admissions process, but the group that includes researchers from the University of Colorado Boulder say it has the ability to pull out key traits of students, such as leadership qualities or the ability to persevere.\u003c/p>\n\u003cp>The possible use of AI in admissions, however, raises questions about how universities would responsibly use it, especially because college admissions officers have said essays might carry more weight \u003ca href=\"https://www.chalkbeat.org/colorado/2023/6/29/23778437/affirmative-action-supreme-court-colorado-colleges/\">in the wake of the Supreme Court decision eliminating the use of race-based admissions\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Sidney D’Mello, a CU Boulder professor in the Institute of Cognitive Science and Department of Computer Science who helped develop the system, said he and fellow researchers want to emphasize the responsible use of AI, including calling for transparency in how admissions decisions would be made.\u003c/p>\n\u003cp>“We’re certainly very, very firm on the fact that it’s really what we call human-centered AI,” he said, “where the human is really the one making the decisions” and the AI acts as a tool.\u003c/p>\n\u003cp>To develop the AI tool, D’Mello and researchers from the University of Pennsylvania used more than 300,000 anonymous, 150-word essays submitted to colleges in 2008 and 2009. Those essays focused on extracurricular activities and work experiences.\u003c/p>\n\u003cp>A group of admissions officers then read those essays and scored them based on seven characteristics. The researchers trained the AI system based on how admissions officers evaluated those characteristics within the essays.\u003c/p>\n\u003cp>The AI platform was able to identify those characteristics in new essays and assign qualities to applicants across different student backgrounds, including whether students demonstrated teamwork or intrinsic motivation.\u003c/p>\n\u003cp>D’Mello said the model also showed it has potential to avoid bias by being designed not to show a preference for any particular racial, gender, or socioeconomic background.\u003c/p>\n\u003cp>“This is really kind of blending what computers do best — they can find patterns in large volumes of data — with what humans do best and that’s finding the best in each other,” D’Mello said. “This is the core of how we’ve been trying to approach this.”\u003c/p>\n\u003cp>Many universities across the country are evaluating their admissions processes after the Supreme Court’s affirmative action decision banning race-based admissions. They want to ensure they build diverse classes while still complying with the law.\u003c/p>\n\u003cp>\u003ca href=\"https://www.ed.gov/news/press-releases/fact-sheet-president-biden-announces-actions-promote-educational-opportunity-and-diversity-colleges-and-universities\">U.S. Department of Education guidelines encourage colleges to use materials\u003c/a> such as essays to get a fuller picture of who students are, the communities they come from, and any adversity — including discrimination — they might have dealt with.\u003c/p>\n\u003cp>At the same time, Melissa Clinedinst, director of research initiatives and partnership with the National Association for College Admission Counseling, said schools still rank essays lower than a student’s grades for college admissions or test scores. \u003ca href=\"https://www.chalkbeat.org/colorado/2021/4/28/22408538/colorado-public-colleges-test-optional-bill-advances-amendment-reporting-requirements/\">Colorado has made test scores optional for students\u003c/a> for students applying to public universities.\u003c/p>\n\u003cp>Clinedist said colleges are trying harder than ever to find ways to improve their admissions processes. She could see how AI systems might appeal to school officials who have to sort through thousands to tens of thousands of essays with only limited staff to do so.\u003c/p>\n\u003cp>AJ Alvero, a computational sociologist at the University of Florida who focuses on language, ethnicity, culture, and education, and who wasn’t involved in the study, but reviewed it at the request of Chalkbeat, said the researchers do a great job keeping the ethical issues of bias at the forefront of their study.\u003c/p>\n\u003cp>Getting to a point where universities could use AI systems might be a long way away, he said.\u003c/p>\n\u003cp>“A technical concern here could be, if and when universities adopt these tools, are they considering how student language is changing?” he said.\u003c/p>\n\u003cp>He also said universities would need to put accountability measures in place if there are errors and have staff on hand, such as a computer scientist, to handle any potential problems.\u003c/p>\n\u003cp>Alvero said schools would also benefit students by allowing more transparency in the application process. Transparency could also give researchers a better look at how to evaluate bias within school decisions and how to train the AI systems.\u003c/p>\n\u003cp>D’Mello and his fellow researchers hope to continue to develop the AI, including small testing in cooperation with universities.\u003c/p>\n\u003cp>“We really want to take a measure twice, cut once approach when it comes to high-stakes things such as this,” he said.\u003c/p>\n\u003cp>\u003ca href=\"https://www.chalkbeat.org/authors/jason-gonzales\">\u003ci>Jason Gonzales\u003c/i>\u003c/a>\u003ci> is a reporter covering higher education and the Colorado legislature. Chalkbeat Colorado partners with \u003c/i>\u003ca href=\"https://www.opencampusmedia.org/\">\u003ci>Open Campus\u003c/i>\u003c/a>\u003ci> on higher education coverage. Contact Jason at \u003c/i>\u003ca href=\"mailto:jgonzales@chalkbeat.org\">\u003ci>jgonzales@chalkbeat.org\u003c/i>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.chalkbeat.org/colorado/2023/12/08/researchers-use-ai-to-analyze-college-essays/\" rel='\"canonical'>Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62860/can-ai-someday-help-universities-sort-through-college-essays","authors":["byline_mindshift_62860"],"categories":["mindshift_192","mindshift_195","mindshift_21694"],"tags":["mindshift_1023","mindshift_21261","mindshift_21189","mindshift_20610","mindshift_21871"],"featImg":"mindshift_62861","label":"mindshift"},"mindshift_62762":{"type":"posts","id":"mindshift_62762","meta":{"index":"posts_1591205157","site":"mindshift","id":"62762","score":null,"sort":[1701169243000]},"guestAuthors":[],"slug":"how-parents-can-help-their-kids-feel-seen","title":"How parents can help their kids feel seen","publishDate":1701169243,"format":"standard","headTitle":"How parents can help their kids feel seen | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp class=\"p1\">In his new book, \u003ca href=\"https://www.penguinrandomhouse.com/books/652822/how-to-know-a-person-by-david-brooks/\">\u003ci>How to Know a Person: The Art of Seeing Others Deeply and Being Deeply Seen\u003c/i>\u003c/a>, author and \u003ci>New York Times\u003c/i> columnist \u003ca href=\"https://twitter.com/nytdavidbrooksauthor\">David Brooks\u003c/a> writes about a period of singular connection between him and his young son. The boy was just over a year old and would wake every morning at 4 a.m. Rather than shush the boy back to bed, Brooks would join him on the floor for \u003ca href=\"https://www.kqed.org/mindshift/60248/the-complex-world-of-pre-k-play-young-kids-benefit-from-play-but-what-should-it-look-like\">several hours and play\u003c/a>. “I’m naturally immature,” Brooks told me, “And I loved to play.” He recalls those extended, wordless sessions with his son as a time of \u003ca href=\"https://www.kqed.org/mindshift/57373/why-we-need-to-pay-more-attention-to-the-youngest-children-right-now-and-their-parents\">profound tenderness and understanding\u003c/a>, when each knew the other more completely than they did any other person. It was made possible by the natural bonding that \u003ca href=\"https://www.kqed.org/mindshift/60251/want-resilient-and-well-adjusted-kids-let-them-play\">comes with simple play\u003c/a>.\u003c/p>\n\u003cp class=\"p1\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright size-thumbnail wp-image-62766\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/11/brooks-160x243.jpeg\" alt=\"Book cover for How to Know a Person by David Brooks\" width=\"160\" height=\"243\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/11/brooks-160x243.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/11/brooks.jpeg 296w\" sizes=\"(max-width: 160px) 100vw, 160px\">Echoing the late British author Iris Murdoch, Brooks believes that looking closely at another person and striving to understand their place in the world, as he and his son did decades ago, is “the essential moral act” — a posture towards others that determines the kind of person we become. But understanding another is inherently difficult; egotism, fear, a distorted faith in our own perspective and other interior impediments get in the way. Society’s “creeping dehumanization” and \u003ca href=\"https://www.kqed.org/mindshift/62235/teens-are-overwhelmed-by-pressure-to-achieve-how-can-parents-restore-balance\">narrow focus on academic merit over character development\u003c/a>, especially among the young, also have conspired to corrode moral awareness. Few know how to escape the prisons of their minds, and the social skills that would help us understand each other — how to converse, ask questions, disagree with integrity, and consider another’s perspective — are rarely taught in schools. Brooks wrote \u003ci>How to Know a Person \u003c/i>to help us develop these vital skills, many of them rusty from underuse or eroded by coarse social norms.\u003c/p>\n\u003cp class=\"p1\">The challenge is particularly important for loving parents who crave \u003ca href=\"https://www.kqed.org/mindshift/61492/relax-your-adult-child-is-probably-fine\">lasting connection with their children\u003c/a>. Brooks explained how the work involved in understanding children varies by their age and life circumstance. “The first thing to shine on a young child is a gaze, the gaze of love, the gaze that says, ‘I recognize you, I see you’,” he told me. Playing side-by-side, without an agenda or purpose, also generates organic trust and understanding. While easy in theory, parents (and everyone else) are \u003ca href=\"https://www.kqed.org/mindshift/60436/when-parents-practice-good-screen-habits-it-rubs-off-on-the-whole-family\">assaulted by distractions, especially from their phones\u003c/a>. Brooks advises regarding attention as a switch that’s either off or on; when caring for a child, shut down TikTok or Instagram and fully engage. Striving to become a “loud listener” who responds to a child’s stories and experiences with vocal curiosity also builds understanding. Brooks learned this himself by observing how Oprah Winfrey leans in, gapes, affirms and manifestly attends to those she interviews.\u003c/p>\n\u003cp class=\"p1\">Parents also would be wise to consider their child’s phase of life. This is especially \u003ca href=\"https://www.kqed.org/mindshift/62233/how-to-help-your-kids-navigate-social-media-without-getting-lost\">important with teenagers\u003c/a>, who typically have moved beyond what Brooks calls the early “imperial task,” in which they discover their own agency, and have advanced to the “interpersonal task,” where they gain insight into their psychology — along with an acute and occasionally maddening longing to be liked by their peers. Try to see the world from their perspective, he advises. Invite enigmatic teenagers to tell stories about what they’re experiencing. And as they do with fellow adults, parents might deploy conversational techniques that spur openness: Ask questions about the child’s unique interests, allow for lulls in the back-and-forth, and repeat back what the child said in your own words. Keep in mind that what often drives division between generations is the suspicion among the young that they’re not respected.\u003c/p>\n\u003cp class=\"p1\">Personality types, of both parents and kids, also affect communication. But few adults are aware of the \u003ca href=\"https://www.psychologytoday.com/us/basics/big-5-personality-traits\">five big personality types\u003c/a> — extroverted, conscientious, neurotic, agreeable, open — or grasp how these natures might clash. The demanding father who is short on agreeableness, for example, might come off to his neurotic, exquisitely sensitive son as loud and critical. A richer appreciation of these differing personality types can help parents moderate their communication to fit the child.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p1\">For college-aged and young adult children, parents would be wise to “to update their models,” Brooks told me. “Make it clear that this is not an adult-child relationship, this is an adult-adult relationship,” he added. And while demonstrating curiosity and inviting more storytelling, parents of grown kids might get closer by sharing a little of their own vulnerabilities. By admitting their foibles and weaknesses, parents cast aside the (false) role of omnipotent protector and acknowledge their own imperfect humanity. Expressing fears and doubts welcomes children to the grownup table, and “opens up a way to see each other,” he said.\u003c/p>\n\u003cp class=\"p1\">For decades, American schools taught children basic manners, and some today offer instruction on social/emotional learning. Brooks would like more of this, so that kids understand the mechanics of how to get along. One promising arena in which kids still learn some of these skills is on sports teams, he added. \u003ca href=\"https://www.kqed.org/mindshift/59768/do-youth-sports-really-build-character-what-kids-gain-from-sports-depends-on-adults\">The best coaches focus on cultivating responsibility and respect for others\u003c/a>, while also insisting on attention to small but vital manners that others might let go, like punctuality and holding eye contact. “I found that for moral formation, the kids would listen to some teachers who had credibility, but they would almost always listen to coaches,” he said. Joining a school’s theater production also helps children appreciate another’s perspective and build empathy.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p1\">Seeing anyone clearly and deeply requires work, perhaps even more so between parents and children. Along with the regular barriers to understanding, mothers and fathers have the \u003ca href=\"https://www.kqed.org/mindshift/61924/how-to-keep-your-kids-grandparents-involved-without-losing-your-mind\">emotional legacy of their own upbringing\u003c/a>, which shapes how they engage with the young. A history of conflict between parent and child also can blind both to the other’s intentions, making genuine understanding nearly impossible. And at a certain stage of life — when kids are grown and out on their own, perhaps living far from their first home\u003cspan class=\"Apple-converted-space\"> \u003c/span>disrupting established patterns is tougher. Kids can grow up feeling loved without feeling understood, Brooks said. But for deeper understanding, “you’ve got to take the extra effort to lead with curiosity,” he said. “Even with somebody you think you know.”\u003c/p>\n\n","blocks":[],"excerpt":"In \"How to Know a Person,\" David Brooks writes that our ability to see and be seen deeply by others is central to the kind of person we become.","status":"publish","parent":0,"modified":1701141789,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":2,"wordCount":1086},"headData":{"title":"How parents can help their kids feel seen | KQED","description":"In "How to Know a Person," David Brooks writes that our ability to see and be seen deeply by others is central to the kind of person we become.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"In "How to Know a Person," David Brooks writes that our ability to see and be seen deeply by others is central to the kind of person we become."},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62762/how-parents-can-help-their-kids-feel-seen","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">In his new book, \u003ca href=\"https://www.penguinrandomhouse.com/books/652822/how-to-know-a-person-by-david-brooks/\">\u003ci>How to Know a Person: The Art of Seeing Others Deeply and Being Deeply Seen\u003c/i>\u003c/a>, author and \u003ci>New York Times\u003c/i> columnist \u003ca href=\"https://twitter.com/nytdavidbrooksauthor\">David Brooks\u003c/a> writes about a period of singular connection between him and his young son. The boy was just over a year old and would wake every morning at 4 a.m. Rather than shush the boy back to bed, Brooks would join him on the floor for \u003ca href=\"https://www.kqed.org/mindshift/60248/the-complex-world-of-pre-k-play-young-kids-benefit-from-play-but-what-should-it-look-like\">several hours and play\u003c/a>. “I’m naturally immature,” Brooks told me, “And I loved to play.” He recalls those extended, wordless sessions with his son as a time of \u003ca href=\"https://www.kqed.org/mindshift/57373/why-we-need-to-pay-more-attention-to-the-youngest-children-right-now-and-their-parents\">profound tenderness and understanding\u003c/a>, when each knew the other more completely than they did any other person. It was made possible by the natural bonding that \u003ca href=\"https://www.kqed.org/mindshift/60251/want-resilient-and-well-adjusted-kids-let-them-play\">comes with simple play\u003c/a>.\u003c/p>\n\u003cp class=\"p1\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright size-thumbnail wp-image-62766\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/11/brooks-160x243.jpeg\" alt=\"Book cover for How to Know a Person by David Brooks\" width=\"160\" height=\"243\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/11/brooks-160x243.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/11/brooks.jpeg 296w\" sizes=\"(max-width: 160px) 100vw, 160px\">Echoing the late British author Iris Murdoch, Brooks believes that looking closely at another person and striving to understand their place in the world, as he and his son did decades ago, is “the essential moral act” — a posture towards others that determines the kind of person we become. But understanding another is inherently difficult; egotism, fear, a distorted faith in our own perspective and other interior impediments get in the way. Society’s “creeping dehumanization” and \u003ca href=\"https://www.kqed.org/mindshift/62235/teens-are-overwhelmed-by-pressure-to-achieve-how-can-parents-restore-balance\">narrow focus on academic merit over character development\u003c/a>, especially among the young, also have conspired to corrode moral awareness. Few know how to escape the prisons of their minds, and the social skills that would help us understand each other — how to converse, ask questions, disagree with integrity, and consider another’s perspective — are rarely taught in schools. Brooks wrote \u003ci>How to Know a Person \u003c/i>to help us develop these vital skills, many of them rusty from underuse or eroded by coarse social norms.\u003c/p>\n\u003cp class=\"p1\">The challenge is particularly important for loving parents who crave \u003ca href=\"https://www.kqed.org/mindshift/61492/relax-your-adult-child-is-probably-fine\">lasting connection with their children\u003c/a>. Brooks explained how the work involved in understanding children varies by their age and life circumstance. “The first thing to shine on a young child is a gaze, the gaze of love, the gaze that says, ‘I recognize you, I see you’,” he told me. Playing side-by-side, without an agenda or purpose, also generates organic trust and understanding. While easy in theory, parents (and everyone else) are \u003ca href=\"https://www.kqed.org/mindshift/60436/when-parents-practice-good-screen-habits-it-rubs-off-on-the-whole-family\">assaulted by distractions, especially from their phones\u003c/a>. Brooks advises regarding attention as a switch that’s either off or on; when caring for a child, shut down TikTok or Instagram and fully engage. Striving to become a “loud listener” who responds to a child’s stories and experiences with vocal curiosity also builds understanding. Brooks learned this himself by observing how Oprah Winfrey leans in, gapes, affirms and manifestly attends to those she interviews.\u003c/p>\n\u003cp class=\"p1\">Parents also would be wise to consider their child’s phase of life. This is especially \u003ca href=\"https://www.kqed.org/mindshift/62233/how-to-help-your-kids-navigate-social-media-without-getting-lost\">important with teenagers\u003c/a>, who typically have moved beyond what Brooks calls the early “imperial task,” in which they discover their own agency, and have advanced to the “interpersonal task,” where they gain insight into their psychology — along with an acute and occasionally maddening longing to be liked by their peers. Try to see the world from their perspective, he advises. Invite enigmatic teenagers to tell stories about what they’re experiencing. And as they do with fellow adults, parents might deploy conversational techniques that spur openness: Ask questions about the child’s unique interests, allow for lulls in the back-and-forth, and repeat back what the child said in your own words. Keep in mind that what often drives division between generations is the suspicion among the young that they’re not respected.\u003c/p>\n\u003cp class=\"p1\">Personality types, of both parents and kids, also affect communication. But few adults are aware of the \u003ca href=\"https://www.psychologytoday.com/us/basics/big-5-personality-traits\">five big personality types\u003c/a> — extroverted, conscientious, neurotic, agreeable, open — or grasp how these natures might clash. The demanding father who is short on agreeableness, for example, might come off to his neurotic, exquisitely sensitive son as loud and critical. A richer appreciation of these differing personality types can help parents moderate their communication to fit the child.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">For college-aged and young adult children, parents would be wise to “to update their models,” Brooks told me. “Make it clear that this is not an adult-child relationship, this is an adult-adult relationship,” he added. And while demonstrating curiosity and inviting more storytelling, parents of grown kids might get closer by sharing a little of their own vulnerabilities. By admitting their foibles and weaknesses, parents cast aside the (false) role of omnipotent protector and acknowledge their own imperfect humanity. Expressing fears and doubts welcomes children to the grownup table, and “opens up a way to see each other,” he said.\u003c/p>\n\u003cp class=\"p1\">For decades, American schools taught children basic manners, and some today offer instruction on social/emotional learning. Brooks would like more of this, so that kids understand the mechanics of how to get along. One promising arena in which kids still learn some of these skills is on sports teams, he added. \u003ca href=\"https://www.kqed.org/mindshift/59768/do-youth-sports-really-build-character-what-kids-gain-from-sports-depends-on-adults\">The best coaches focus on cultivating responsibility and respect for others\u003c/a>, while also insisting on attention to small but vital manners that others might let go, like punctuality and holding eye contact. “I found that for moral formation, the kids would listen to some teachers who had credibility, but they would almost always listen to coaches,” he said. Joining a school’s theater production also helps children appreciate another’s perspective and build empathy.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">Seeing anyone clearly and deeply requires work, perhaps even more so between parents and children. Along with the regular barriers to understanding, mothers and fathers have the \u003ca href=\"https://www.kqed.org/mindshift/61924/how-to-keep-your-kids-grandparents-involved-without-losing-your-mind\">emotional legacy of their own upbringing\u003c/a>, which shapes how they engage with the young. A history of conflict between parent and child also can blind both to the other’s intentions, making genuine understanding nearly impossible. And at a certain stage of life — when kids are grown and out on their own, perhaps living far from their first home\u003cspan class=\"Apple-converted-space\"> \u003c/span>disrupting established patterns is tougher. Kids can grow up feeling loved without feeling understood, Brooks said. But for deeper understanding, “you’ve got to take the extra effort to lead with curiosity,” he said. “Even with somebody you think you know.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62762/how-parents-can-help-their-kids-feel-seen","authors":["4613"],"categories":["mindshift_21445","mindshift_192","mindshift_21280","mindshift_21385"],"tags":["mindshift_21849","mindshift_21850","mindshift_20568","mindshift_290"],"featImg":"mindshift_62765","label":"mindshift"},"mindshift_62750":{"type":"posts","id":"mindshift_62750","meta":{"index":"posts_1591205157","site":"mindshift","id":"62750","score":null,"sort":[1701082827000]},"guestAuthors":[],"slug":"a-group-of-scientists-set-out-to-study-quick-learners-then-they-discovered-they-dont-exist","title":"A group of scientists set out to study quick learners. Then they discovered they don't exist","publishDate":1701082827,"format":"standard","headTitle":"A group of scientists set out to study quick learners. Then they discovered they don’t exist | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp class=\"p8\">Some kids appear to learn faster than others. A few years ago, a group of scientists at Carnegie Mellon University decided to study these rapid learners to see what they are doing differently and if their strategies could help the rest of us.\u003c/p>\n\u003cp class=\"p8\">But as the scientists began their study, they stumbled upon a fundamental problem: they could not find faster learners. After analyzing the learning rates of 7,000 children and adults using instructional software or playing educational games, the researchers could find no evidence that some students were progressing faster than others. All needed practice to learn something new, and they learned about the same amount from each practice attempt. On average, it was taking both high and low achievers about seven to eight practice exercises to learn a new concept, a rather tiny increment of learning that the researchers call a “knowledge component.”\u003c/p>\n\u003cp class=\"p8\">“Students are starting in different places and ending in different places,” said Ken Koedinger, a cognitive psychologist and director of Carnegie Mellon’s LearnLab, where this research was conducted. “But they’re making progress at the same rates.”\u003c/p>\n\u003cp class=\"p8\">Koedinger and his team’s data analysis was \u003ca href=\"https://www.pnas.org/doi/10.1073/pnas.2221311120\">\u003cspan class=\"s4\">published in the Proceedings of the National Academy of Sciences (PNAS)\u003c/span>\u003c/a>, a peer-reviewed journal of the National Academy of Sciences, in March 2023. The study offers the hope that “anyone can learn anything they want” if they get well-designed practice exercises and put some effort into it.\u003cspan class=\"Apple-converted-space\"> \u003c/span>Raw talent, like having a “knack for math” or a “gift for language,” isn’t required.\u003c/p>\n\u003cp class=\"p8\">Koedinger and his colleagues wrote that they were initially “surprised” by the “astonishing amount of regularity in students’ learning rate.” The discovery contradicts our everyday experiences. Some students earn As in algebra, an example mentioned in the paper, and they appear to have learned faster than peers who get Cs.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p8\">But as the scientists confirmed their numerical results across 27 datasets, they began to understand that we commonly misinterpret prior knowledge for learning. Some kids already know a lot about a subject before a teacher begins a lesson. They may have already had exposure to fractions by making pancakes at home using measuring cups. The fact that they mastered a fractions unit faster than their peers doesn’t mean they learned faster; they had a head start.\u003c/p>\n\u003ch3 class=\"p8\">\u003cb>Like watching a marathon\u003c/b>\u003c/h3>\n\u003cp class=\"p8\">Koedinger likens watching children learn to watching a marathon from the finish line. The first people to cross the finish line aren’t necessarily the fastest when there are staggered starts. A runner who finished sooner might have taken five hours, while another runner who finished later might have taken only four hours. You need to know each runner’s start time to measure the pace.\u003c/p>\n\u003cp class=\"p8\">Koedinger and his colleagues measured each student’s baseline achievement and their incremental gains from that initial mark. This would be very difficult to measure in ordinary classrooms, but with educational software, researchers can sort practice exercises by the knowledge components required to do them, see how many problems students get right initially and track how their accuracy improves over time.\u003c/p>\n\u003cp class=\"p8\">In the LearnLab datasets, students typically used software after some initial instruction in their classrooms, such as a lesson by a teacher or a college reading assignment. The software guided students through practice problems and exercises. Initially, students in the same classrooms had wildly different accuracy rates on the same concepts. The top quarter of students were getting 75% of the questions correct, while the bottom quarter of students were getting only 55% correct. It’s a gigantic 20 percentage point difference in the starting lines.\u003c/p>\n\u003cp class=\"p8\">However, as students progressed through the computerized practice work, there was barely even one percentage point difference in learning rates. The fastest quarter of students improved their accuracy on each concept (or knowledge component) by about 2.6 percentage points after each practice attempt, while the slowest quarter of students improved by about 1.7 percentage points. It took seven to eight attempts for nearly all students to go from 65% accuracy, the average starting place, to 80% accuracy, which is what the researchers defined as mastery.\u003c/p>\n\u003ch3 class=\"p8\">\u003cb>The advantage of a head start\u003c/b>\u003c/h3>\n\u003cp class=\"p8\">The head start for the high achievers matters.\u003cspan class=\"Apple-converted-space\"> \u003c/span>Above average students, who begin above 65% accuracy take fewer than four practice attempts to hit the 80% threshold. Below average students tend to require more than 13 attempts to hit the same 80% threshold. That difference – four versus 13 – can make it seem like students are learning at different paces. But they’re not. Each student, whether high or low, is learning about the same amount from each practice attempt. (The researchers didn’t study children with disabilities, and it’s unknown if their learning rates are different.)\u003c/p>\n\u003cp class=\"p8\">The student data that Koedinger studied comes from educational software that is designed to be interactive and gives students multiple attempts to try things, make mistakes, get feedback and try again. Students learn by doing. Some of the feedback was very basic, like an answer key, alerting students if they got the problem right or wrong. But some of the feedback was sophisticated. Intelligent tutoring systems in math provided hints when students got stuck, offered complete explanations and displayed step-by-step examples.\u003c/p>\n\u003cp class=\"p8\">The conclusion that everyone’s learning rate is similar might apply only to well-designed versions of computerized learning. Koedinger thinks students probably learn at different paces in the analog world of paper and pencil, without the same guided practice and feedback. When students are learning more independently, he says, some might be better at checking their own work and seeking guidance.\u003c/p>\n\u003cp class=\"p8\">Struggling students might be getting fewer “opportunities” to learn in the analog world, Koedinger speculated. That doesn’t necessarily mean that schools and parents should be putting low-achieving students on computers more often. Many students quickly lose motivation to learn on screens and need more human interaction.\u003c/p>\n\u003ch3 class=\"p8\">Memory ability varies\u003c/h3>\n\u003cp class=\"p8\">Learning rates were especially steady in math and science – the subjects that most of the educational software in this study focused on. But researchers noticed more divergence in learning rates in the six datasets that involved the teaching of English and other languages. One was a program that taught the use of the article “the,” which can be arbitrary. (Here’s an example: I’m swimming in \u003ci>the\u003c/i> Atlantic Ocean today but in Lake Ontario tomorrow. There’s no “the” before lakes.) Another program taught Chinese vocabulary. Both relied on students’ memory and individual memory processing speeds differ. Memory is important in learning math and science too, but Koedinger said students might be able to compensate with other learning strategies, such as pattern recognition, deduction and induction.\u003c/p>\n\u003cp class=\"p8\">To understand that we all learn at a similar rate is one of the best arguments I’ve seen not to give up on ourselves when we’re failing and falling behind our peers. Koedinger hopes it will inspire teachers to change their attitudes about low achievers in their classrooms, and instead think of them as students who haven’t had the same number of practice opportunities and exposure to ideas that other kids have had. With the right exercises and feedback, and a bit of effort, they can learn too. Perhaps it’s time to revise the old saw about how to get to Carnegie Hall. Instead of practice, practice, practice, I’m going to start saying practice, listen to feedback and practice again (repeat seven times).\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p8\">\u003ci>This \u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-the-myth-of-the-quick-learner/\">\u003cspan class=\"s4\">\u003ci>story\u003c/i>\u003c/span>\u003c/a>\u003ci> was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/i>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cspan class=\"s4\">\u003ci>Hechinger newsletter.\u003c/i>\u003c/span>\u003c/a>\u003c/p>\n\n","blocks":[],"excerpt":"A study from Carnegie Mellon University finds that everyone learns at the same rate, although some students have a head start.","status":"publish","parent":0,"modified":1701717996,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":2,"wordCount":1328},"headData":{"title":"A group of scientists set out to study quick learners. Then they discovered they don't exist | KQED","description":"A study from Carnegie Mellon University finds that everyone learns at the same rate, although some students have a head start.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"A study from Carnegie Mellon University finds that everyone learns at the same rate, although some students have a head start."},"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62750/a-group-of-scientists-set-out-to-study-quick-learners-then-they-discovered-they-dont-exist","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p8\">Some kids appear to learn faster than others. A few years ago, a group of scientists at Carnegie Mellon University decided to study these rapid learners to see what they are doing differently and if their strategies could help the rest of us.\u003c/p>\n\u003cp class=\"p8\">But as the scientists began their study, they stumbled upon a fundamental problem: they could not find faster learners. After analyzing the learning rates of 7,000 children and adults using instructional software or playing educational games, the researchers could find no evidence that some students were progressing faster than others. All needed practice to learn something new, and they learned about the same amount from each practice attempt. On average, it was taking both high and low achievers about seven to eight practice exercises to learn a new concept, a rather tiny increment of learning that the researchers call a “knowledge component.”\u003c/p>\n\u003cp class=\"p8\">“Students are starting in different places and ending in different places,” said Ken Koedinger, a cognitive psychologist and director of Carnegie Mellon’s LearnLab, where this research was conducted. “But they’re making progress at the same rates.”\u003c/p>\n\u003cp class=\"p8\">Koedinger and his team’s data analysis was \u003ca href=\"https://www.pnas.org/doi/10.1073/pnas.2221311120\">\u003cspan class=\"s4\">published in the Proceedings of the National Academy of Sciences (PNAS)\u003c/span>\u003c/a>, a peer-reviewed journal of the National Academy of Sciences, in March 2023. The study offers the hope that “anyone can learn anything they want” if they get well-designed practice exercises and put some effort into it.\u003cspan class=\"Apple-converted-space\"> \u003c/span>Raw talent, like having a “knack for math” or a “gift for language,” isn’t required.\u003c/p>\n\u003cp class=\"p8\">Koedinger and his colleagues wrote that they were initially “surprised” by the “astonishing amount of regularity in students’ learning rate.” The discovery contradicts our everyday experiences. Some students earn As in algebra, an example mentioned in the paper, and they appear to have learned faster than peers who get Cs.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p8\">But as the scientists confirmed their numerical results across 27 datasets, they began to understand that we commonly misinterpret prior knowledge for learning. Some kids already know a lot about a subject before a teacher begins a lesson. They may have already had exposure to fractions by making pancakes at home using measuring cups. The fact that they mastered a fractions unit faster than their peers doesn’t mean they learned faster; they had a head start.\u003c/p>\n\u003ch3 class=\"p8\">\u003cb>Like watching a marathon\u003c/b>\u003c/h3>\n\u003cp class=\"p8\">Koedinger likens watching children learn to watching a marathon from the finish line. The first people to cross the finish line aren’t necessarily the fastest when there are staggered starts. A runner who finished sooner might have taken five hours, while another runner who finished later might have taken only four hours. You need to know each runner’s start time to measure the pace.\u003c/p>\n\u003cp class=\"p8\">Koedinger and his colleagues measured each student’s baseline achievement and their incremental gains from that initial mark. This would be very difficult to measure in ordinary classrooms, but with educational software, researchers can sort practice exercises by the knowledge components required to do them, see how many problems students get right initially and track how their accuracy improves over time.\u003c/p>\n\u003cp class=\"p8\">In the LearnLab datasets, students typically used software after some initial instruction in their classrooms, such as a lesson by a teacher or a college reading assignment. The software guided students through practice problems and exercises. Initially, students in the same classrooms had wildly different accuracy rates on the same concepts. The top quarter of students were getting 75% of the questions correct, while the bottom quarter of students were getting only 55% correct. It’s a gigantic 20 percentage point difference in the starting lines.\u003c/p>\n\u003cp class=\"p8\">However, as students progressed through the computerized practice work, there was barely even one percentage point difference in learning rates. The fastest quarter of students improved their accuracy on each concept (or knowledge component) by about 2.6 percentage points after each practice attempt, while the slowest quarter of students improved by about 1.7 percentage points. It took seven to eight attempts for nearly all students to go from 65% accuracy, the average starting place, to 80% accuracy, which is what the researchers defined as mastery.\u003c/p>\n\u003ch3 class=\"p8\">\u003cb>The advantage of a head start\u003c/b>\u003c/h3>\n\u003cp class=\"p8\">The head start for the high achievers matters.\u003cspan class=\"Apple-converted-space\"> \u003c/span>Above average students, who begin above 65% accuracy take fewer than four practice attempts to hit the 80% threshold. Below average students tend to require more than 13 attempts to hit the same 80% threshold. That difference – four versus 13 – can make it seem like students are learning at different paces. But they’re not. Each student, whether high or low, is learning about the same amount from each practice attempt. (The researchers didn’t study children with disabilities, and it’s unknown if their learning rates are different.)\u003c/p>\n\u003cp class=\"p8\">The student data that Koedinger studied comes from educational software that is designed to be interactive and gives students multiple attempts to try things, make mistakes, get feedback and try again. Students learn by doing. Some of the feedback was very basic, like an answer key, alerting students if they got the problem right or wrong. But some of the feedback was sophisticated. Intelligent tutoring systems in math provided hints when students got stuck, offered complete explanations and displayed step-by-step examples.\u003c/p>\n\u003cp class=\"p8\">The conclusion that everyone’s learning rate is similar might apply only to well-designed versions of computerized learning. Koedinger thinks students probably learn at different paces in the analog world of paper and pencil, without the same guided practice and feedback. When students are learning more independently, he says, some might be better at checking their own work and seeking guidance.\u003c/p>\n\u003cp class=\"p8\">Struggling students might be getting fewer “opportunities” to learn in the analog world, Koedinger speculated. That doesn’t necessarily mean that schools and parents should be putting low-achieving students on computers more often. Many students quickly lose motivation to learn on screens and need more human interaction.\u003c/p>\n\u003ch3 class=\"p8\">Memory ability varies\u003c/h3>\n\u003cp class=\"p8\">Learning rates were especially steady in math and science – the subjects that most of the educational software in this study focused on. But researchers noticed more divergence in learning rates in the six datasets that involved the teaching of English and other languages. One was a program that taught the use of the article “the,” which can be arbitrary. (Here’s an example: I’m swimming in \u003ci>the\u003c/i> Atlantic Ocean today but in Lake Ontario tomorrow. There’s no “the” before lakes.) Another program taught Chinese vocabulary. Both relied on students’ memory and individual memory processing speeds differ. Memory is important in learning math and science too, but Koedinger said students might be able to compensate with other learning strategies, such as pattern recognition, deduction and induction.\u003c/p>\n\u003cp class=\"p8\">To understand that we all learn at a similar rate is one of the best arguments I’ve seen not to give up on ourselves when we’re failing and falling behind our peers. Koedinger hopes it will inspire teachers to change their attitudes about low achievers in their classrooms, and instead think of them as students who haven’t had the same number of practice opportunities and exposure to ideas that other kids have had. With the right exercises and feedback, and a bit of effort, they can learn too. Perhaps it’s time to revise the old saw about how to get to Carnegie Hall. Instead of practice, practice, practice, I’m going to start saying practice, listen to feedback and practice again (repeat seven times).\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p8\">\u003ci>This \u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-the-myth-of-the-quick-learner/\">\u003cspan class=\"s4\">\u003ci>story\u003c/i>\u003c/span>\u003c/a>\u003ci> was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/i>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003cspan class=\"s4\">\u003ci>Hechinger newsletter.\u003c/i>\u003c/span>\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62750/a-group-of-scientists-set-out-to-study-quick-learners-then-they-discovered-they-dont-exist","authors":["byline_mindshift_62750"],"categories":["mindshift_192","mindshift_21504"],"featImg":"mindshift_62759","label":"mindshift"},"mindshift_62718":{"type":"posts","id":"mindshift_62718","meta":{"index":"posts_1591205157","site":"mindshift","id":"62718","score":null,"sort":[1699426849000]},"guestAuthors":[],"slug":"feds-urge-schools-to-protect-rights-of-jewish-muslim-students-following-alarming-rise-in-bias-incidents","title":"Feds urge schools to protect rights of Jewish, Muslim students following ‘alarming’ rise in bias incidents","publishDate":1699426849,"format":"standard","headTitle":"Feds urge schools to protect rights of Jewish, Muslim students following ‘alarming’ rise in bias incidents | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This story was \u003ca href=\"https://www.chalkbeat.org/2023/11/7/23951546/education-department-urges-schools-to-protect-jewish-and-muslim-students\" rel=\"canonical\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca class=\"Link\" href=\"https://ckbe.at/newsletters\" target=\"_blank\" rel=\"noopener\">\u003cu>ckbe.at/newsletters\u003c/u>\u003c/a>\u003c/em>.\u003c/p>\n\u003cp>Federal officials are urging school leaders to protect Jewish and Muslim students from discrimination following an “alarming rise” in reports of antisemitism, Islamophobia, and other incidents of bias at colleges and K-12 schools over the last month.\u003c/p>\n\u003cp>\u003ca class=\"Link\" href=\"https://www2.ed.gov/about/offices/list/ocr/letters/colleague-202311-discrimination-harassment-shared-ancestry.pdf\" target=\"_blank\" rel=\"noopener\">The letter\u003c/a>, shared with U.S. schools and colleges on Tuesday, comes \u003ca class=\"Link\" href=\"https://abcnews.go.com/International/timeline-surprise-rocket-attack-hamas-israel/story?id=103816006\" target=\"_blank\" rel=\"noopener\">one month\u003c/a> after the militant group Hamas launched a surprise attack against Israel, killing more than 1,400 people. Israel has responded with \u003ca class=\"Link\" href=\"https://www.reuters.com/world/middle-east/pressure-israel-over-civilians-steps-up-ceasefire-calls-rebuffed-2023-11-06/\" target=\"_blank\" rel=\"noopener\">airstrikes in Gaza\u003c/a> that have killed at least 10,000 people and displaced more than a million others.\u003c/p>\n\u003cp>The news has shaken many school leaders, educators, and students with ties to Israel and the Gaza Strip, and \u003ca class=\"Link\" href=\"https://www.nytimes.com/2023/11/07/us/california-campus-israel-hamas.html\" target=\"_blank\" rel=\"noopener\">prompted\u003c/a> \u003ca class=\"Link\" href=\"https://www.cnn.com/2023/11/04/us/us-students-impacted-by-israel-hamas-war/index.html\" target=\"_blank\" rel=\"noopener\">protests\u003c/a> on \u003ca class=\"Link\" href=\"https://www.usatoday.com/story/news/education/2023/10/27/israel-hamas-war-college-campus-chaos/71320230007/\" target=\"_blank\" rel=\"noopener\">college campuses\u003c/a> nationwide.\u003c/p>\n\u003cp>Since the start of the conflict on Oct. 7, the Education Department has received at least seven discrimination complaints involving antisemitism and two involving Islamophobia, a department spokesperson told Chalkbeat in an email. Most stemmed from incidents at colleges, but at least one incident happened at a K-12 school.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“The rise of reports of hate incidents on our college campuses in the wake of the Israel-Hamas conflict is deeply traumatic for students,” Education Secretary Miguel Cardona \u003ca class=\"Link\" href=\"https://www.ed.gov/news/press-releases/us-department-education-reminds-schools-their-legal-obligation-address-discrimination-including-harassment\" target=\"_blank\" rel=\"noopener\">said in a statement on Tuesday\u003c/a>. “College and university leaders must be unequivocal about condemning hatred and violence and work harder than ever to ensure all students have the freedom to learn in safe and inclusive campus communities.”\u003c/p>\n\u003cp>Several incidents have been documented in news reports over the last month. \u003ca class=\"Link\" href=\"https://www.pbs.org/newshour/show/israel-hamas-war-leads-to-increase-of-antisemitic-threats-on-college-campuses\" target=\"_blank\" rel=\"noopener\">At Cornell University\u003c/a>, police were called after online posts threatened Jewish students. The University of Pennsylvania \u003ca class=\"Link\" href=\"https://penntoday.upenn.edu/announcements/responding-antisemitic-threat-our-campus\" target=\"_blank\" rel=\"noopener\">alerted the FBI\u003c/a> about antisemitic emails that threatened the campus’ umbrella organization serving Jewish students. A hit-and-run that injured a Muslim student at \u003ca class=\"Link\" href=\"https://www.washingtonpost.com/nation/2023/11/06/muslim-stanford-student-hit-run-hate-crime/\" target=\"_blank\" rel=\"noopener\">Stanford University\u003c/a> is being investigated as a hate crime. In suburban Denver, students of Palestinian descent \u003ca class=\"Link\" href=\"https://www.cbsnews.com/colorado/news/colorado-cherry-creek-students-concerned-bullying-following-war-israel/\" target=\"_blank\" rel=\"noopener\">reported racist bullying at their high school\u003c/a>, while in New Jersey a high schooler \u003ca class=\"Link\" href=\"https://whyy.org/articles/harassment-hate-crimes-spike-conflict-israel-gaza-new-jersey-philadelphia/\" target=\"_blank\" rel=\"noopener\">had her hijab ripped off\u003c/a>.\u003c/p>\n\u003cp>In the letter, the assistant secretary for civil rights, Catherine Lhamon, noted that schools that receive federal funds are legally required to protect Jewish, Israeli, Muslim, Arab, and Palestinian students from discrimination. That could include racial or ethnic slurs, stereotypes based on a student’s religious style of dress, or discrimination related to a student’s accent, ancestry, name, or language.\u003c/p>\n\u003cp>A few days before the Education Department issued its letter, a coalition of three organizations that advocate for the civil rights of Arab Americans and Palestinian people \u003ca class=\"Link\" href=\"https://static1.squarespace.com/static/548748b1e4b083fc03ebf70e/t/65416bd823a85315b4d85402/1698786265201/2023.10.31+OCR+Letter.pdf\" target=\"_blank\" rel=\"noopener\">had asked the department\u003c/a> to “take urgent special measures to ensure that Palestinian, Arab and Muslim students, or students perceived as such” were protected from discrimination at school. They cited examples of students who’d been doxxed and the \u003ca class=\"Link\" href=\"https://apnews.com/article/hate-crime-illinois-war-israel-hamas-palestinian-a230a2347485974f628ee97af41e3236\" target=\"_blank\" rel=\"noopener\">recent murder\u003c/a> of a 6-year-old in suburban Chicago in what police have described as an anti-Muslim hate crime.\u003c/p>\n\u003cp>Incidents of antisemitism and Islamophobia were on the rise even before the war between Israel and Hamas, according to organizations that track such incidents.\u003c/p>\n\u003cp>The Council on American-Islamic Relations, a Muslim civil liberties and advocacy organization, noted that the education discrimination complaints it received last year \u003ca class=\"Link\" href=\"https://www.cair.com/wp-content/uploads/2023/04/progressintheshadowofprejudice-1.pdf\" target=\"_blank\" rel=\"noopener\">had jumped\u003c/a> by a “disturbing” 63% to 177 cases. That included instances of Islamophobic school curriculum and failure to accommodate Muslim students’ religious requests. (Bullying at K-12 schools, such as an incident in which a Delaware middle schooler who was told by her teacher she was too skinny to fast during Ramadan, were tracked in a separate category.)\u003c/p>\n\u003cp>The Anti-Defamation League, a Jewish civil rights and advocacy organization, \u003ca class=\"Link\" href=\"https://www.adl.org/resources/report/audit-antisemitic-incidents-2022\" target=\"_blank\" rel=\"noopener\">documented 494 incidents\u003c/a> of antisemitism at non-Jewish, K-12 schools last year, a 49% increase over the prior year. Most were incidents of harassment, such as a student taunting a Jewish classmate with a Holocaust joke, or vandalism, such as a swastika drawn on a school wall.\u003c/p>\n\u003cp>Meanwhile, when \u003ca class=\"Link\" href=\"https://www.edweek.org/leadership/hate-in-schools/2018/08\" target=\"_blank\" rel=\"noopener\">Education Week and ProPublica reviewed\u003c/a> nearly 500 incidents of hate in schools between January 2015 and December 2017, the news organizations found that incidents targeting Jewish and Muslim students were among the most common.\u003c/p>\n\u003cp>Kira Simon, the director of curriculum and training for the Anti-Defamation League’s education program, which offers anti-bias training to schools, said that teachers can help combat the kind of harmful rhetoric that can lead to bullying and harassment at school by taking a \u003ca class=\"Link\" href=\"https://www.adl.org/resources/tools-and-strategies/6-tips-supporting-jewish-students-classroom\" target=\"_blank\" rel=\"noopener\">few key steps\u003c/a>.\u003c/p>\n\u003cp>If teachers regularly lead discussions about current events in their classrooms, she said, they should stop to think about how those conversations could “impact my students who are Jewish, or how might it impact my students who are Muslim or my students who are Palestinian or Arab?” she said. “And not to assume how it would impact them, but to be thoughtful.”\u003c/p>\n\u003cp>That could mean putting ground rules in place for having a respectful discussion, letting students opt out of the conversation, or giving them an alternative assignment if they’re having a strong emotional reaction. It can also be a good idea to give students advance notice about these conversations, instead of springing it on them.\u003c/p>\n\u003cp>And if teachers know they have students in the same class with opposing viewpoints on the conflict, they can focus on making sure students feel safe to share when they feel scared or stressed, and know who at the school they can turn to for support.\u003c/p>\n\u003cp>And while these conversations and questions may feel urgent, it’s OK for teachers to take the time they need to plan a conversation and do their own research, Simon said. That might mean giving students time to write about how they’re feeling while planning for a discussion down the line.\u003c/p>\n\u003cp>“Something that adults can do that, I think, will help young people to feel a little bit safer and be able to regulate their emotions better, is to tone down the urgency,” Simon said. “If a question comes up, the teacher doesn’t have to have the answer right in the moment.”\u003c/p>\n\u003cp>\u003ci>Kalyn Belsha is a senior national education reporter based in Chicago. Contact her at kbelsha@chalkbeat.org.\u003c/i>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ca href=\"https://www.chalkbeat.org/2023/11/7/23951546/education-department-urges-schools-to-protect-jewish-and-muslim-students\" rel=\"canonical\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/p>\n\n","blocks":[],"excerpt":"Federal education officials have received at least nine complaints involving antisemitism or Islamophobia on college or K-12 campuses since Hamas attacked Israel last month.","status":"publish","parent":0,"modified":1699457491,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":1063},"headData":{"title":"Feds urge schools to protect rights of Jewish, Muslim students following ‘alarming’ rise in bias incidents | KQED","description":"Federal education officials have received at least nine complaints involving antisemitism or Islamophobia on college or K-12 campuses since Hamas attacked Israel last month.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Federal education officials have received at least nine complaints involving antisemitism or Islamophobia on college or K-12 campuses since Hamas attacked Israel last month."},"nprByline":"Kalyn Belsha, Chalkbeat","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62718/feds-urge-schools-to-protect-rights-of-jewish-muslim-students-following-alarming-rise-in-bias-incidents","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story was \u003ca href=\"https://www.chalkbeat.org/2023/11/7/23951546/education-department-urges-schools-to-protect-jewish-and-muslim-students\" rel=\"canonical\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca class=\"Link\" href=\"https://ckbe.at/newsletters\" target=\"_blank\" rel=\"noopener\">\u003cu>ckbe.at/newsletters\u003c/u>\u003c/a>\u003c/em>.\u003c/p>\n\u003cp>Federal officials are urging school leaders to protect Jewish and Muslim students from discrimination following an “alarming rise” in reports of antisemitism, Islamophobia, and other incidents of bias at colleges and K-12 schools over the last month.\u003c/p>\n\u003cp>\u003ca class=\"Link\" href=\"https://www2.ed.gov/about/offices/list/ocr/letters/colleague-202311-discrimination-harassment-shared-ancestry.pdf\" target=\"_blank\" rel=\"noopener\">The letter\u003c/a>, shared with U.S. schools and colleges on Tuesday, comes \u003ca class=\"Link\" href=\"https://abcnews.go.com/International/timeline-surprise-rocket-attack-hamas-israel/story?id=103816006\" target=\"_blank\" rel=\"noopener\">one month\u003c/a> after the militant group Hamas launched a surprise attack against Israel, killing more than 1,400 people. Israel has responded with \u003ca class=\"Link\" href=\"https://www.reuters.com/world/middle-east/pressure-israel-over-civilians-steps-up-ceasefire-calls-rebuffed-2023-11-06/\" target=\"_blank\" rel=\"noopener\">airstrikes in Gaza\u003c/a> that have killed at least 10,000 people and displaced more than a million others.\u003c/p>\n\u003cp>The news has shaken many school leaders, educators, and students with ties to Israel and the Gaza Strip, and \u003ca class=\"Link\" href=\"https://www.nytimes.com/2023/11/07/us/california-campus-israel-hamas.html\" target=\"_blank\" rel=\"noopener\">prompted\u003c/a> \u003ca class=\"Link\" href=\"https://www.cnn.com/2023/11/04/us/us-students-impacted-by-israel-hamas-war/index.html\" target=\"_blank\" rel=\"noopener\">protests\u003c/a> on \u003ca class=\"Link\" href=\"https://www.usatoday.com/story/news/education/2023/10/27/israel-hamas-war-college-campus-chaos/71320230007/\" target=\"_blank\" rel=\"noopener\">college campuses\u003c/a> nationwide.\u003c/p>\n\u003cp>Since the start of the conflict on Oct. 7, the Education Department has received at least seven discrimination complaints involving antisemitism and two involving Islamophobia, a department spokesperson told Chalkbeat in an email. Most stemmed from incidents at colleges, but at least one incident happened at a K-12 school.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“The rise of reports of hate incidents on our college campuses in the wake of the Israel-Hamas conflict is deeply traumatic for students,” Education Secretary Miguel Cardona \u003ca class=\"Link\" href=\"https://www.ed.gov/news/press-releases/us-department-education-reminds-schools-their-legal-obligation-address-discrimination-including-harassment\" target=\"_blank\" rel=\"noopener\">said in a statement on Tuesday\u003c/a>. “College and university leaders must be unequivocal about condemning hatred and violence and work harder than ever to ensure all students have the freedom to learn in safe and inclusive campus communities.”\u003c/p>\n\u003cp>Several incidents have been documented in news reports over the last month. \u003ca class=\"Link\" href=\"https://www.pbs.org/newshour/show/israel-hamas-war-leads-to-increase-of-antisemitic-threats-on-college-campuses\" target=\"_blank\" rel=\"noopener\">At Cornell University\u003c/a>, police were called after online posts threatened Jewish students. The University of Pennsylvania \u003ca class=\"Link\" href=\"https://penntoday.upenn.edu/announcements/responding-antisemitic-threat-our-campus\" target=\"_blank\" rel=\"noopener\">alerted the FBI\u003c/a> about antisemitic emails that threatened the campus’ umbrella organization serving Jewish students. A hit-and-run that injured a Muslim student at \u003ca class=\"Link\" href=\"https://www.washingtonpost.com/nation/2023/11/06/muslim-stanford-student-hit-run-hate-crime/\" target=\"_blank\" rel=\"noopener\">Stanford University\u003c/a> is being investigated as a hate crime. In suburban Denver, students of Palestinian descent \u003ca class=\"Link\" href=\"https://www.cbsnews.com/colorado/news/colorado-cherry-creek-students-concerned-bullying-following-war-israel/\" target=\"_blank\" rel=\"noopener\">reported racist bullying at their high school\u003c/a>, while in New Jersey a high schooler \u003ca class=\"Link\" href=\"https://whyy.org/articles/harassment-hate-crimes-spike-conflict-israel-gaza-new-jersey-philadelphia/\" target=\"_blank\" rel=\"noopener\">had her hijab ripped off\u003c/a>.\u003c/p>\n\u003cp>In the letter, the assistant secretary for civil rights, Catherine Lhamon, noted that schools that receive federal funds are legally required to protect Jewish, Israeli, Muslim, Arab, and Palestinian students from discrimination. That could include racial or ethnic slurs, stereotypes based on a student’s religious style of dress, or discrimination related to a student’s accent, ancestry, name, or language.\u003c/p>\n\u003cp>A few days before the Education Department issued its letter, a coalition of three organizations that advocate for the civil rights of Arab Americans and Palestinian people \u003ca class=\"Link\" href=\"https://static1.squarespace.com/static/548748b1e4b083fc03ebf70e/t/65416bd823a85315b4d85402/1698786265201/2023.10.31+OCR+Letter.pdf\" target=\"_blank\" rel=\"noopener\">had asked the department\u003c/a> to “take urgent special measures to ensure that Palestinian, Arab and Muslim students, or students perceived as such” were protected from discrimination at school. They cited examples of students who’d been doxxed and the \u003ca class=\"Link\" href=\"https://apnews.com/article/hate-crime-illinois-war-israel-hamas-palestinian-a230a2347485974f628ee97af41e3236\" target=\"_blank\" rel=\"noopener\">recent murder\u003c/a> of a 6-year-old in suburban Chicago in what police have described as an anti-Muslim hate crime.\u003c/p>\n\u003cp>Incidents of antisemitism and Islamophobia were on the rise even before the war between Israel and Hamas, according to organizations that track such incidents.\u003c/p>\n\u003cp>The Council on American-Islamic Relations, a Muslim civil liberties and advocacy organization, noted that the education discrimination complaints it received last year \u003ca class=\"Link\" href=\"https://www.cair.com/wp-content/uploads/2023/04/progressintheshadowofprejudice-1.pdf\" target=\"_blank\" rel=\"noopener\">had jumped\u003c/a> by a “disturbing” 63% to 177 cases. That included instances of Islamophobic school curriculum and failure to accommodate Muslim students’ religious requests. (Bullying at K-12 schools, such as an incident in which a Delaware middle schooler who was told by her teacher she was too skinny to fast during Ramadan, were tracked in a separate category.)\u003c/p>\n\u003cp>The Anti-Defamation League, a Jewish civil rights and advocacy organization, \u003ca class=\"Link\" href=\"https://www.adl.org/resources/report/audit-antisemitic-incidents-2022\" target=\"_blank\" rel=\"noopener\">documented 494 incidents\u003c/a> of antisemitism at non-Jewish, K-12 schools last year, a 49% increase over the prior year. Most were incidents of harassment, such as a student taunting a Jewish classmate with a Holocaust joke, or vandalism, such as a swastika drawn on a school wall.\u003c/p>\n\u003cp>Meanwhile, when \u003ca class=\"Link\" href=\"https://www.edweek.org/leadership/hate-in-schools/2018/08\" target=\"_blank\" rel=\"noopener\">Education Week and ProPublica reviewed\u003c/a> nearly 500 incidents of hate in schools between January 2015 and December 2017, the news organizations found that incidents targeting Jewish and Muslim students were among the most common.\u003c/p>\n\u003cp>Kira Simon, the director of curriculum and training for the Anti-Defamation League’s education program, which offers anti-bias training to schools, said that teachers can help combat the kind of harmful rhetoric that can lead to bullying and harassment at school by taking a \u003ca class=\"Link\" href=\"https://www.adl.org/resources/tools-and-strategies/6-tips-supporting-jewish-students-classroom\" target=\"_blank\" rel=\"noopener\">few key steps\u003c/a>.\u003c/p>\n\u003cp>If teachers regularly lead discussions about current events in their classrooms, she said, they should stop to think about how those conversations could “impact my students who are Jewish, or how might it impact my students who are Muslim or my students who are Palestinian or Arab?” she said. “And not to assume how it would impact them, but to be thoughtful.”\u003c/p>\n\u003cp>That could mean putting ground rules in place for having a respectful discussion, letting students opt out of the conversation, or giving them an alternative assignment if they’re having a strong emotional reaction. It can also be a good idea to give students advance notice about these conversations, instead of springing it on them.\u003c/p>\n\u003cp>And if teachers know they have students in the same class with opposing viewpoints on the conflict, they can focus on making sure students feel safe to share when they feel scared or stressed, and know who at the school they can turn to for support.\u003c/p>\n\u003cp>And while these conversations and questions may feel urgent, it’s OK for teachers to take the time they need to plan a conversation and do their own research, Simon said. That might mean giving students time to write about how they’re feeling while planning for a discussion down the line.\u003c/p>\n\u003cp>“Something that adults can do that, I think, will help young people to feel a little bit safer and be able to regulate their emotions better, is to tone down the urgency,” Simon said. “If a question comes up, the teacher doesn’t have to have the answer right in the moment.”\u003c/p>\n\u003cp>\u003ci>Kalyn Belsha is a senior national education reporter based in Chicago. Contact her at kbelsha@chalkbeat.org.\u003c/i>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://www.chalkbeat.org/2023/11/7/23951546/education-department-urges-schools-to-protect-jewish-and-muslim-students\" rel=\"canonical\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62718/feds-urge-schools-to-protect-rights-of-jewish-muslim-students-following-alarming-rise-in-bias-incidents","authors":["byline_mindshift_62718"],"categories":["mindshift_21357","mindshift_192"],"tags":["mindshift_21844","mindshift_21843","mindshift_21841","mindshift_20818","mindshift_21635","mindshift_21842"],"featImg":"mindshift_62720","label":"mindshift"},"mindshift_62694":{"type":"posts","id":"mindshift_62694","meta":{"index":"posts_1591205157","site":"mindshift","id":"62694","score":null,"sort":[1699268427000]},"guestAuthors":[],"slug":"schools-mission-shifted-during-the-pandemic-with-more-adding-health-care-shelter-and-adult-ed","title":"Schools’ missions shifted during the pandemic with health care, shelter and adult education","publishDate":1699268427,"format":"standard","headTitle":"Schools’ missions shifted during the pandemic with health care, shelter and adult education | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Much attention in the post-pandemic era has been on what students have lost – days of school, psychological health, knowledge and skills. But now we have evidence that they may also have gained something: schools that \u003ca href=\"https://www.kqed.org/mindshift/59903/when-students-basic-needs-are-met-by-community-schools-learning-can-flourish\">address more of their needs\u003c/a>. A majority of public schools have begun providing services that are far afield from traditional academics, including health care, housing assistance, childcare and food aid.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a \u003ca href=\"https://nces.ed.gov/surveys/spp/\">Department of Education survey\u003c/a> released in October 2023 of more than 1,300 public schools, \u003c/span>\u003cspan style=\"font-weight: 400\">60% \u003c/span>\u003cspan style=\"font-weight: 400\">said they were partnering with community organizations to provide non-educational services. That’s up from 45% a year earlier in 2022, the first time the department surveyed schools about their involvement in these services. They include access to medical, dental and mental health providers as well as social workers. Adult education is also often part of the package; the extras are not just for kids.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It is a shift,” said Marguerite Roza, director of the Edunomics Lab at Georgetown University, where she tracks school spending. “We’ve seen partnering with the YMCA and with health groups for medical services and psychological evaluations.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Deeper involvement in the community started as an emergency response to the coronavirus pandemic. As schools shuttered their classrooms, many became hubs where families obtained food or internet access. Months later, many schools opened their doors to become vaccine centers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">New community alliances were further fueled by more than $200 billion in federal pandemic recovery funds that have flowed to schools. “Schools have a lot of money now and they’re trying to spend it down,” said Roza. \u003c/span>\u003ca href=\"https://oese.ed.gov/files/2021/05/ESSER.GEER_.FAQs_5.26.21_745AM_FINALb0cd6833f6f46e03ba2d97d30aff953260028045f9ef3b18ea602db4b32b1d99.pdf\">\u003cspan style=\"font-weight: 400\">Federal regulations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> encourage schools to spend recovery funds on nonprofit community services, and unspent funds will eventually be forfeited.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The term “community school” generally refers to a school that provides a cluster of wraparound services under one roof. The hope is that students living in poverty will learn more if their basic needs are met. Schools that provide only one or two services are likely among the 60% of schools that said they were using a community school or wraparound services model, but they aren’t necessarily full-fledged community schools, Department of Education officials said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The wording of the question on the \u003c/span>\u003ca href=\"https://www2.census.gov/programs-surveys/school-pulse-panel/SPP-August-2023-Survey.pdf\">\u003cspan style=\"font-weight: 400\">federal School Pulse Panel survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> administered in August 2023 allowed for a broad interpretation of what it means to be a community school. The question posed to a sample of schools across all 50 states was this: “Does your school use a “community school” or “wraparound services” model? A community school or wraparound services model is when a school partners with other government agencies and/or local nonprofits to support and engage with the local community (e.g., providing mental and physical health care, nutrition, housing assistance, etc.).” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The most common service provided was mental health (66% of schools) followed by food assistance (55%). Less common were medical clinics and adult education, but many more schools said they were providing these services than in the past.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A national survey of more than 1,300 public schools conducted by the National Center for Education Statistics indicates that a majority are providing a range of non-educational wraparound services to the community. Source: PowerPoint slide from an online briefing in October 2023 by the National Center for Education Statistics.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The number of full-fledged community schools is also believed to be growing, according to education officials and researchers. Federal funding for community schools tripled during the pandemic to \u003c/span>\u003ca href=\"https://oese.ed.gov/offices/office-of-discretionary-grants-support-services/school-choice-improvement-programs/full-service-community-schools-program-fscs/funding-and-legislation/\">\u003cspan style=\"font-weight: 400\">$75 million in 2021-22\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from $25 million in 2019-20. According to the education department, the federal community schools program now serves more than 700,000 students in about 250 school districts, but there are additional state and private funding sources too.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whether it’s a good idea for most schools to expand their mission and adopt aspects of the community school model depends on one’s view of the purpose of school. Some argue that schools are taking on too many functions and should not attempt to create outposts for outside services. Others argue that strong community engagement is an important aspect of education and can improve daily attendance and learning. Research studies conducted before the pandemic have found that \u003c/span>\u003ca href=\"https://edworkingpapers.com/sites/default/files/ai22-669.pdf\">\u003cspan style=\"font-weight: 400\">academic benefits from full-fledged community schools can take several years\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to materialize. It’s a big investment without an instant payoff.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Meanwhile, it’s unclear whether schools will continue to embrace their expanded mission after federal pandemic funds expire in March 2026. That’s when the last payments to contractors and outside organizations for services rendered can be made. Contracts must be signed by September 2024.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Edunomics’s Roza thinks many of these community services will be the first to go as schools face future budget cuts. But she also predicts that some will endure as schools raise money from state governments and philanthropies to continue popular programs.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If that happens, it will be an example of another unexpected consequence of the pandemic. Even as pundits decry how the pandemic has eroded support for public education, it may have profoundly transformed the role of schools and made them even more vital.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-with-dental-care-shelter-and-adult-ed-the-pandemic-prompted-a-shift-in-schools-mission/\">\u003ci>\u003cspan style=\"font-weight: 400\">wraparound services\u003c/span>\u003c/i>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter.\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\n","blocks":[],"excerpt":"A federal survey indicates that a majority of public schools have adopted aspects of the community schools or wraparound services model.","status":"publish","parent":0,"modified":1699241887,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":17,"wordCount":912},"headData":{"title":"Schools’ missions shifted during the pandemic with health care, shelter and adult education | KQED","description":"A federal survey indicates that a majority of public schools have adopted aspects of the community schools or wraparound services model.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"A federal survey indicates that a majority of public schools have adopted aspects of the community schools or wraparound services model."},"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62694/schools-mission-shifted-during-the-pandemic-with-more-adding-health-care-shelter-and-adult-ed","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Much attention in the post-pandemic era has been on what students have lost – days of school, psychological health, knowledge and skills. But now we have evidence that they may also have gained something: schools that \u003ca href=\"https://www.kqed.org/mindshift/59903/when-students-basic-needs-are-met-by-community-schools-learning-can-flourish\">address more of their needs\u003c/a>. A majority of public schools have begun providing services that are far afield from traditional academics, including health care, housing assistance, childcare and food aid.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a \u003ca href=\"https://nces.ed.gov/surveys/spp/\">Department of Education survey\u003c/a> released in October 2023 of more than 1,300 public schools, \u003c/span>\u003cspan style=\"font-weight: 400\">60% \u003c/span>\u003cspan style=\"font-weight: 400\">said they were partnering with community organizations to provide non-educational services. That’s up from 45% a year earlier in 2022, the first time the department surveyed schools about their involvement in these services. They include access to medical, dental and mental health providers as well as social workers. Adult education is also often part of the package; the extras are not just for kids.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It is a shift,” said Marguerite Roza, director of the Edunomics Lab at Georgetown University, where she tracks school spending. “We’ve seen partnering with the YMCA and with health groups for medical services and psychological evaluations.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Deeper involvement in the community started as an emergency response to the coronavirus pandemic. As schools shuttered their classrooms, many became hubs where families obtained food or internet access. Months later, many schools opened their doors to become vaccine centers. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">New community alliances were further fueled by more than $200 billion in federal pandemic recovery funds that have flowed to schools. “Schools have a lot of money now and they’re trying to spend it down,” said Roza. \u003c/span>\u003ca href=\"https://oese.ed.gov/files/2021/05/ESSER.GEER_.FAQs_5.26.21_745AM_FINALb0cd6833f6f46e03ba2d97d30aff953260028045f9ef3b18ea602db4b32b1d99.pdf\">\u003cspan style=\"font-weight: 400\">Federal regulations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> encourage schools to spend recovery funds on nonprofit community services, and unspent funds will eventually be forfeited.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The term “community school” generally refers to a school that provides a cluster of wraparound services under one roof. The hope is that students living in poverty will learn more if their basic needs are met. Schools that provide only one or two services are likely among the 60% of schools that said they were using a community school or wraparound services model, but they aren’t necessarily full-fledged community schools, Department of Education officials said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The wording of the question on the \u003c/span>\u003ca href=\"https://www2.census.gov/programs-surveys/school-pulse-panel/SPP-August-2023-Survey.pdf\">\u003cspan style=\"font-weight: 400\">federal School Pulse Panel survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> administered in August 2023 allowed for a broad interpretation of what it means to be a community school. The question posed to a sample of schools across all 50 states was this: “Does your school use a “community school” or “wraparound services” model? A community school or wraparound services model is when a school partners with other government agencies and/or local nonprofits to support and engage with the local community (e.g., providing mental and physical health care, nutrition, housing assistance, etc.).” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The most common service provided was mental health (66% of schools) followed by food assistance (55%). Less common were medical clinics and adult education, but many more schools said they were providing these services than in the past.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A national survey of more than 1,300 public schools conducted by the National Center for Education Statistics indicates that a majority are providing a range of non-educational wraparound services to the community. Source: PowerPoint slide from an online briefing in October 2023 by the National Center for Education Statistics.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The number of full-fledged community schools is also believed to be growing, according to education officials and researchers. Federal funding for community schools tripled during the pandemic to \u003c/span>\u003ca href=\"https://oese.ed.gov/offices/office-of-discretionary-grants-support-services/school-choice-improvement-programs/full-service-community-schools-program-fscs/funding-and-legislation/\">\u003cspan style=\"font-weight: 400\">$75 million in 2021-22\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from $25 million in 2019-20. According to the education department, the federal community schools program now serves more than 700,000 students in about 250 school districts, but there are additional state and private funding sources too.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Whether it’s a good idea for most schools to expand their mission and adopt aspects of the community school model depends on one’s view of the purpose of school. Some argue that schools are taking on too many functions and should not attempt to create outposts for outside services. Others argue that strong community engagement is an important aspect of education and can improve daily attendance and learning. Research studies conducted before the pandemic have found that \u003c/span>\u003ca href=\"https://edworkingpapers.com/sites/default/files/ai22-669.pdf\">\u003cspan style=\"font-weight: 400\">academic benefits from full-fledged community schools can take several years\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to materialize. It’s a big investment without an instant payoff.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Meanwhile, it’s unclear whether schools will continue to embrace their expanded mission after federal pandemic funds expire in March 2026. That’s when the last payments to contractors and outside organizations for services rendered can be made. Contracts must be signed by September 2024.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Edunomics’s Roza thinks many of these community services will be the first to go as schools face future budget cuts. But she also predicts that some will endure as schools raise money from state governments and philanthropies to continue popular programs.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If that happens, it will be an example of another unexpected consequence of the pandemic. Even as pundits decry how the pandemic has eroded support for public education, it may have profoundly transformed the role of schools and made them even more vital.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-with-dental-care-shelter-and-adult-ed-the-pandemic-prompted-a-shift-in-schools-mission/\">\u003ci>\u003cspan style=\"font-weight: 400\">wraparound services\u003c/span>\u003c/i>\u003c/a> \u003ci>\u003cspan style=\"font-weight: 400\">was written by Jill Barshay and produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.us2.list-manage1.com/subscribe?u=66c306eebb323868c3ce353c1&id=d3ee4c3e04\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter.\u003c/span>\u003c/i>\u003c/a>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62694/schools-mission-shifted-during-the-pandemic-with-more-adding-health-care-shelter-and-adult-ed","authors":["byline_mindshift_62694"],"categories":["mindshift_192","mindshift_21345","mindshift_21504"],"tags":["mindshift_20806","mindshift_21343","mindshift_21834","mindshift_21836","mindshift_21704","mindshift_21837","mindshift_21835"],"featImg":"mindshift_62700","label":"mindshift"},"mindshift_62579":{"type":"posts","id":"mindshift_62579","meta":{"index":"posts_1591205157","site":"mindshift","id":"62579","score":null,"sort":[1697450428000]},"guestAuthors":[],"slug":"school-ed-tech-money-mostly-gets-wasted-utah-has-a-solution","title":"School ed tech money mostly gets wasted. Utah has a solution. ","publishDate":1697450428,"format":"standard","headTitle":"School ed tech money mostly gets wasted. Utah has a solution. | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Last year, Brandi Pitts’ kindergarten students were struggling with a software program meant to help them with math. The tool was supposed to enable teachers to tailor their instruction to individual students’ learning needs, but even the kids with strong math skills weren’t doing well. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At a training session this summer, Pitts, a teacher at Oakdale Elementary in Sandy, Utah, learned why: The program works best when teachers supervise kids rather than sending them off to do exercises on their own. Her school had received free software licenses through a state-funded project, but she’d initially missed the formal instruction on how to use the program because she was out sick. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A lot of times with education, we have to figure things out on our own,” she said. “But having that training, I’m so much more encouraged that I can improve my teaching.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School systems spend \u003c/span>\u003ca href=\"https://edtechevidence.org/wp-content/uploads/2021/07/FINAL-K12-EdTech-Funding-Analysis_v.1.pdf\">\u003cspan style=\"font-weight: 400\">tens of billions of dollars\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> each year on ed tech products, but much of that money is wasted. Educators, who are rarely trained on the software, often leave products \u003c/span>\u003ca href=\"https://www.glimpsek12.com/blog-posts/edweek-k-12-districts-wasting-millions-by-not-using-purchased-software-new-analysis-finds\">\u003cspan style=\"font-weight: 400\">unopened or unused\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Meanwhile, with \u003c/span>\u003ca href=\"https://www.edtechdigest.com/tag/learnplatform-community-library/\">\u003cspan style=\"font-weight: 400\">more than 11,000\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> ed tech products on the market and companies sometimes making \u003c/span>\u003ca href=\"https://hechingerreport.org/ed-tech-companies-promise-results-but-their-claims-are-often-based-on-shoddy-research/\">\u003cspan style=\"font-weight: 400\">extravagant claims\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about their effectiveness, it’s often impossible to determine which products work and which don’t. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But after much trial and error, Utah designed a system to ensure that the money districts spend on ed tech actually benefits students. The state’s \u003c/span>\u003ca href=\"https://stem.utah.gov/educators/funding/k-12-math-personalized-learning-software-grant/\">\u003cspan style=\"font-weight: 400\">K-12 Math Personalized Learning Software grant program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, created in 2013, requires ed tech companies to train teachers like Pitts on their products and obligates the businesses to credit the state if the licenses are never used. Experts say it’s a promising model for alleviating some of the problems plaguing ed tech. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s “driving more accountability,” said Tal Havivi, senior director of industry partnerships at the International Society for Technology in Education, which connects educators and ed tech providers. While he’s unaware of other states doing anything similar at this scale, he said there’s a growing movement among school districts to write contracts that require ed tech providers to show results before they are paid.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That movement can’t grow fast enough, according Keith Krueger, CEO of the Consortium for School Networking, which represents school tech leaders. During the pandemic, school systems dramatically expanded the number of software products they used as companies offered free subscriptions for a limited time and the federal government showered districts with emergency funding, he said. But many of the products weren’t high quality.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There’s a coming reckoning as the pandemic funding comes to an end over the next year,” Krueger said. “School districts will have to make choices.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Utah state legislature created the personalized learning program in response to concerns that students were falling behind in math. The project would identify software programs that showed evidence of improving student math performance and give free licenses to school districts that applied for them. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But at first, few teachers took note. Halfway through the project’s first school year, 2014-15, just 9% of licenses distributed were being used, said Clarence Ames, who coordinates the project for the STEM Action Center, created by the same legislation. So, starting in the second year, the center began requiring software companies to offer in-person instruction for teachers at each participating school before they were paid. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The STEM Action Center made other adjustments too. Because district-level administrators typically requested the software programs, school staff were often unaware of them or learned about them too late for teachers to receive training. So, the center began requiring that district leaders, district IT directors and school principals all sign off. The center also moved up the timeline for schools to get the software — from August to February — so teachers would have ample time to test the products before a new school year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition, Ames rewrote ed tech contracts to require companies to return any unused license to the project for use the following school year. The system operates like a money-back guarantee, putting providers on the hook financially. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because of these requirements, some companies opt out of partnering, said Ames. The onsite training is expensive. “It’s a challenge for us as an industry because it’s not something companies have typically done,” said Charles Ward, a vice president at ed tech company Derivita, based in Salt Lake City. “But I think that’s on us to figure out.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At a time of increased scrutiny of ed tech, the results from the Utah effort are notable. Since the center retooled its approach, 100% of software licenses in participating districts are opened and used. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The state has also made progress in assessing which math software products correlate with improved student achievement. By collecting data for almost 10 years, the STEM Action team identified nine math tools that show a statistically significant impact on student outcomes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students using project-approved software, the gains have been real. A 2019 evaluation found that students who used such tools for half an hour or more per week were about 57% more likely to test proficient in math on state standardized math tests than a comparison group who didn’t use them.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the pandemic, when learning went online and school districts elsewhere rushed to find proven tech tools to serve students, Utah had an advantage because of its approved provider list, said Ames. When the emergency hit, the state didn’t have to scramble to find vendors whose products showed evidence of success. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That may have shown up in test scores: Utah students’ fourth and eighth grade math scores on national-level tests fell during the pandemic, but the drops were smaller than those in most states. Ames is cautious about drawing conclusions but said the math software likely played a role in keeping Utah’s numbers from falling off a cliff. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But a lot depends on individual teachers: Those whose students more regularly use the software get better outcomes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Heidi Watson, a math coach at North Park Elementary in the city of Tremonton, said the training on ed tech tools is invaluable. Using the program’s data, teachers can diagnose individual students’ challenges and more effectively work with them in small groups, she said. Teachers have also learned to refine their assignments — for example, by asking students to complete three modules rather than to spend 20 minutes with the software. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some believe tech tools should minimize the role of teachers. A state leader once suggested moving entirely to software-driven learning to eliminate educators, calling them “the weak link,” Ames recalled. But if anything, Utah’s data suggests that despite the increasing sophistication of tech tools, educators are needed more than ever, Ames said. “100% of our data points to the fact that that is inaccurate,” he said of the argument that teachers have limited value. “The most important variable is the teacher, no matter what.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ames said he’s heard from some other states and districts inquiring about Utah’s model for managing ed tech. \u003c/span>\u003cspan style=\"font-weight: 400\">A few years ago, the Texas Education Agency adopted Utah’s practice of requiring participating school districts to use only agency-vetted software tools that show evidence of improving student outcomes on state tests. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Math teaching is going better for Pitts this fall. She just had her students take their first quiz on the software, and because she understands the program better, she’s better able to use those results to pinpoint the specific help each student needs. She also knows where on the company’s website to find guidance, including a feature that lets her access other teachers’ real-time tips on how they’re using it, which she didn’t know about last year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most important, she sees how the tool fits with her instruction. “It’s not teaching for you,” she said. “It’s a tool to support your teaching.” \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about ed tech funding was produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"Districts throw away millions of dollars on educational technology that never gets used. Utah is requiring training and putting companies on the hook financially.","status":"publish","parent":0,"modified":1697245731,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":27,"wordCount":1442},"headData":{"title":"School ed tech money mostly gets wasted. Utah has a solution. | KQED","description":"Districts throw away millions of dollars on educational technology that never gets used. Utah is requiring training and putting companies on the hook financially.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Districts throw away millions of dollars on educational technology that never gets used. Utah is requiring training and putting companies on the hook financially."},"nprByline":"Steven Yoder, The Hechinger Report","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62579/school-ed-tech-money-mostly-gets-wasted-utah-has-a-solution","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Last year, Brandi Pitts’ kindergarten students were struggling with a software program meant to help them with math. The tool was supposed to enable teachers to tailor their instruction to individual students’ learning needs, but even the kids with strong math skills weren’t doing well. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At a training session this summer, Pitts, a teacher at Oakdale Elementary in Sandy, Utah, learned why: The program works best when teachers supervise kids rather than sending them off to do exercises on their own. Her school had received free software licenses through a state-funded project, but she’d initially missed the formal instruction on how to use the program because she was out sick. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“A lot of times with education, we have to figure things out on our own,” she said. “But having that training, I’m so much more encouraged that I can improve my teaching.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">School systems spend \u003c/span>\u003ca href=\"https://edtechevidence.org/wp-content/uploads/2021/07/FINAL-K12-EdTech-Funding-Analysis_v.1.pdf\">\u003cspan style=\"font-weight: 400\">tens of billions of dollars\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> each year on ed tech products, but much of that money is wasted. Educators, who are rarely trained on the software, often leave products \u003c/span>\u003ca href=\"https://www.glimpsek12.com/blog-posts/edweek-k-12-districts-wasting-millions-by-not-using-purchased-software-new-analysis-finds\">\u003cspan style=\"font-weight: 400\">unopened or unused\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Meanwhile, with \u003c/span>\u003ca href=\"https://www.edtechdigest.com/tag/learnplatform-community-library/\">\u003cspan style=\"font-weight: 400\">more than 11,000\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> ed tech products on the market and companies sometimes making \u003c/span>\u003ca href=\"https://hechingerreport.org/ed-tech-companies-promise-results-but-their-claims-are-often-based-on-shoddy-research/\">\u003cspan style=\"font-weight: 400\">extravagant claims\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about their effectiveness, it’s often impossible to determine which products work and which don’t. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But after much trial and error, Utah designed a system to ensure that the money districts spend on ed tech actually benefits students. The state’s \u003c/span>\u003ca href=\"https://stem.utah.gov/educators/funding/k-12-math-personalized-learning-software-grant/\">\u003cspan style=\"font-weight: 400\">K-12 Math Personalized Learning Software grant program\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, created in 2013, requires ed tech companies to train teachers like Pitts on their products and obligates the businesses to credit the state if the licenses are never used. Experts say it’s a promising model for alleviating some of the problems plaguing ed tech. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It’s “driving more accountability,” said Tal Havivi, senior director of industry partnerships at the International Society for Technology in Education, which connects educators and ed tech providers. While he’s unaware of other states doing anything similar at this scale, he said there’s a growing movement among school districts to write contracts that require ed tech providers to show results before they are paid.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That movement can’t grow fast enough, according Keith Krueger, CEO of the Consortium for School Networking, which represents school tech leaders. During the pandemic, school systems dramatically expanded the number of software products they used as companies offered free subscriptions for a limited time and the federal government showered districts with emergency funding, he said. But many of the products weren’t high quality.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There’s a coming reckoning as the pandemic funding comes to an end over the next year,” Krueger said. “School districts will have to make choices.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Utah state legislature created the personalized learning program in response to concerns that students were falling behind in math. The project would identify software programs that showed evidence of improving student math performance and give free licenses to school districts that applied for them. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But at first, few teachers took note. Halfway through the project’s first school year, 2014-15, just 9% of licenses distributed were being used, said Clarence Ames, who coordinates the project for the STEM Action Center, created by the same legislation. So, starting in the second year, the center began requiring software companies to offer in-person instruction for teachers at each participating school before they were paid. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The STEM Action Center made other adjustments too. Because district-level administrators typically requested the software programs, school staff were often unaware of them or learned about them too late for teachers to receive training. So, the center began requiring that district leaders, district IT directors and school principals all sign off. The center also moved up the timeline for schools to get the software — from August to February — so teachers would have ample time to test the products before a new school year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In addition, Ames rewrote ed tech contracts to require companies to return any unused license to the project for use the following school year. The system operates like a money-back guarantee, putting providers on the hook financially. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Because of these requirements, some companies opt out of partnering, said Ames. The onsite training is expensive. “It’s a challenge for us as an industry because it’s not something companies have typically done,” said Charles Ward, a vice president at ed tech company Derivita, based in Salt Lake City. “But I think that’s on us to figure out.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At a time of increased scrutiny of ed tech, the results from the Utah effort are notable. Since the center retooled its approach, 100% of software licenses in participating districts are opened and used. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The state has also made progress in assessing which math software products correlate with improved student achievement. By collecting data for almost 10 years, the STEM Action team identified nine math tools that show a statistically significant impact on student outcomes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For students using project-approved software, the gains have been real. A 2019 evaluation found that students who used such tools for half an hour or more per week were about 57% more likely to test proficient in math on state standardized math tests than a comparison group who didn’t use them.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the pandemic, when learning went online and school districts elsewhere rushed to find proven tech tools to serve students, Utah had an advantage because of its approved provider list, said Ames. When the emergency hit, the state didn’t have to scramble to find vendors whose products showed evidence of success. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That may have shown up in test scores: Utah students’ fourth and eighth grade math scores on national-level tests fell during the pandemic, but the drops were smaller than those in most states. Ames is cautious about drawing conclusions but said the math software likely played a role in keeping Utah’s numbers from falling off a cliff. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But a lot depends on individual teachers: Those whose students more regularly use the software get better outcomes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Heidi Watson, a math coach at North Park Elementary in the city of Tremonton, said the training on ed tech tools is invaluable. Using the program’s data, teachers can diagnose individual students’ challenges and more effectively work with them in small groups, she said. Teachers have also learned to refine their assignments — for example, by asking students to complete three modules rather than to spend 20 minutes with the software. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Some believe tech tools should minimize the role of teachers. A state leader once suggested moving entirely to software-driven learning to eliminate educators, calling them “the weak link,” Ames recalled. But if anything, Utah’s data suggests that despite the increasing sophistication of tech tools, educators are needed more than ever, Ames said. “100% of our data points to the fact that that is inaccurate,” he said of the argument that teachers have limited value. “The most important variable is the teacher, no matter what.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ames said he’s heard from some other states and districts inquiring about Utah’s model for managing ed tech. \u003c/span>\u003cspan style=\"font-weight: 400\">A few years ago, the Texas Education Agency adopted Utah’s practice of requiring participating school districts to use only agency-vetted software tools that show evidence of improving student outcomes on state tests. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Math teaching is going better for Pitts this fall. She just had her students take their first quiz on the software, and because she understands the program better, she’s better able to use those results to pinpoint the specific help each student needs. She also knows where on the company’s website to find guidance, including a feature that lets her access other teachers’ real-time tips on how they’re using it, which she didn’t know about last year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Most important, she sees how the tool fits with her instruction. “It’s not teaching for you,” she said. “It’s a tool to support your teaching.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about ed tech funding was produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62579/school-ed-tech-money-mostly-gets-wasted-utah-has-a-solution","authors":["byline_mindshift_62579"],"categories":["mindshift_192","mindshift_21345","mindshift_195"],"tags":["mindshift_962","mindshift_21294","mindshift_20678","mindshift_21797","mindshift_21825"],"featImg":"mindshift_62581","label":"mindshift"},"mindshift_62501":{"type":"posts","id":"mindshift_62501","meta":{"index":"posts_1591205157","site":"mindshift","id":"62501","score":null,"sort":[1696932046000]},"guestAuthors":[],"slug":"want-your-kids-to-be-happier-and-healthier-start-talking-with-them-about-uncomfortable-emotions","title":"Want your kids to be happier and healthier? Start talking with them about uncomfortable emotions","publishDate":1696932046,"format":"standard","headTitle":"Want your kids to be happier and healthier? Start talking with them about uncomfortable emotions | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>Excerpted from \u003ca href=\"https://parenting.drrobynsilverman.com/book\">How to Talk to Kids About Anything: Tips, Scripts, Stories, and Steps to Make Even the Toughest Conversations Easier\u003c/a> by Robyn Silverman. (c) 2023 by Dr. Robyn Silverman. Used with permission of the publisher, Sourcebooks, Inc. All rights reserved.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While we may wish our kids could be happy all the time, as it turns out, they wouldn’t be healthy if they were. Studies show that those who experience emodiversity, a range and abundance of both negative and positive emotions, are happier and healthier than those who remain numb or tend to fixate on any one emotion for a long period of time. Additionally, in environments that place a premium on expressing only positive emotions, those who experience negative feelings tend to falter. As Susan David, PhD, psychologist and bestselling author of \u003c/span>\u003ca href=\"https://www.susandavid.com/book/\">\u003ci>\u003cspan style=\"font-weight: 400\">Emotional Agility\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> says in her \u003c/span>\u003ca href=\"https://www.ted.com/talks/susan_david_the_gift_and_power_of_emotional_courage?language=en\">\u003cspan style=\"font-weight: 400\">TED Talk\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, “Tough emotions are part of our contract with life. You don’t get to have a meaningful career or raise a family or leave the world a better place without stress and discomfort.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright wp-image-62509 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robynsilvermanbook-160x240.jpeg\" alt=\"cover of How to Talk to Kids About Anything by Robyn Silverman\" width=\"160\" height=\"240\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robynsilvermanbook-160x240.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robynsilvermanbook.jpeg 397w\" sizes=\"(max-width: 160px) 100vw, 160px\">When we attempt to suppress emotional thoughts, feelings, and expressions, there can be negative consequences. Studies show that emotional inhibition and invalidation contribute to children becoming dysregulated, distressed, depressed, anxious and more negative over time. When we try to reject, dismiss and prematurely urge our children to move away from tough feelings, they can wind up with more of them. Plus, if we ignore or minimize our children’s feelings, we could hurt our relationship with them and make them feel lonely or even worthless.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Conversely, when parents accept their children’s feelings and view emotional displays as opportunities to empathize, connect and strategize, kids tend to have fewer emotional and behavioral problems, including issues with anger, anxiety and acting out. “Feelings are just a message to us,” Laura Markham, psychologist and author of \u003c/span>\u003ca href=\"https://www.ahaparenting.com/peaceful-parent-happy-kids\">\u003ci>\u003cspan style=\"font-weight: 400\">Peaceful Parent, Happy Kids\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, told me. “When you allow yourself to feel an emotion, it begins to dissipate and heal.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents often ask me if they should be sharing their own negative feelings with their children. The knee-jerk reaction, of course, is to say no — we want to protect our kids from the unpleasant things in life. But research shows that parents and key adults who hide their negative feelings from their children may not only confuse them but also appear less emotionally available. In a \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2020-26571-001\">\u003cspan style=\"font-weight: 400\">recent study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of 107 parents and their children, researchers at Washington State University found that when parents pretended everything was fine, the kids exhibited more signs of stress and, in fact, both parents and kids were less warm and engaged with one another. Also, parents who admit to and cope with common negative feelings such as anger, sadness and fear show kids how to handle these emotions, regulate them and make a situation better.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The key to emodiversity is to feel a whole host of emotions — and express them in healthy ways. We don’t want them to build up and lie dormant. As Marc Brackett, author of \u003c/span>\u003ca href=\"https://www.marcbrackett.com/about/book-permission-to-feel/\">\u003ci>\u003cspan style=\"font-weight: 400\">Permission to Feel\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, so beautifully told Brené Brown on her podcast \u003c/span>\u003ca href=\"https://brenebrown.com/podcast/dr-marc-brackett-and-brene-on-permission-to-feel/\">\u003ci>\u003cspan style=\"font-weight: 400\">Unlocking Us\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, “Hurt feelings don’t vanish on their own. They don’t heal themselves. If we don’t express our emotions, they pile up like a debt that will eventually come due.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bottom line? Every feeling has a purpose. Talking about uncomfortable emotions and embracing them can result in better mental and physical health and, potentially, greater happiness in our kids and ourselves.\u003c/span>\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignleft wp-image-62504\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/Dr.-Robyn-Silverman.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/Dr.-Robyn-Silverman.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/Dr.-Robyn-Silverman-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/Dr.-Robyn-Silverman-768x768.jpg 768w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Known as the “Conversation Doc,” \u003ca href=\"https://www.instagram.com/drrobynsilverman/\">Robyn Silverman\u003c/a> is a child and teen development specialist and host of the podcast, \u003c/em>\u003ca href=\"https://podcasts.apple.com/us/podcast/how-to-talk-to-kids-about-anything/id1231126178\">How to Talk to Kids About Anything\u003c/a>\u003cem>, as well as the author of the book of the same name. She is a cofounder of the Powerful Words Character System, which gives educators the talking points they need to help children become kind, responsible citizens of the world. Find out all about the book at \u003ca href=\"https://protect-us.mimecast.com/s/fQx2ClYpANizZZppsjDlez?domain=parenting.drrobynsilverman.com\" target=\"_blank\" rel=\"noopener noreferrer\">https://parenting.drrobynsilverman.com/\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"When parents view their children’s emotional displays as opportunities to connect and strategize, kids tend to have fewer emotional and behavioral problems.","status":"publish","parent":0,"modified":1696706976,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":11,"wordCount":681},"headData":{"title":"Want your kids to be happier and healthier? Start talking with them about uncomfortable emotions | KQED","description":"When parents view their children’s emotional displays as opportunities to connect and strategize, kids tend to have fewer emotional and behavioral problems.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"When parents view their children’s emotional displays as opportunities to connect and strategize, kids tend to have fewer emotional and behavioral problems."},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62501/want-your-kids-to-be-happier-and-healthier-start-talking-with-them-about-uncomfortable-emotions","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Excerpted from \u003ca href=\"https://parenting.drrobynsilverman.com/book\">How to Talk to Kids About Anything: Tips, Scripts, Stories, and Steps to Make Even the Toughest Conversations Easier\u003c/a> by Robyn Silverman. (c) 2023 by Dr. Robyn Silverman. Used with permission of the publisher, Sourcebooks, Inc. All rights reserved.\u003c/em>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While we may wish our kids could be happy all the time, as it turns out, they wouldn’t be healthy if they were. Studies show that those who experience emodiversity, a range and abundance of both negative and positive emotions, are happier and healthier than those who remain numb or tend to fixate on any one emotion for a long period of time. Additionally, in environments that place a premium on expressing only positive emotions, those who experience negative feelings tend to falter. As Susan David, PhD, psychologist and bestselling author of \u003c/span>\u003ca href=\"https://www.susandavid.com/book/\">\u003ci>\u003cspan style=\"font-weight: 400\">Emotional Agility\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\"> says in her \u003c/span>\u003ca href=\"https://www.ted.com/talks/susan_david_the_gift_and_power_of_emotional_courage?language=en\">\u003cspan style=\"font-weight: 400\">TED Talk\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, “Tough emotions are part of our contract with life. You don’t get to have a meaningful career or raise a family or leave the world a better place without stress and discomfort.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignright wp-image-62509 size-thumbnail\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robynsilvermanbook-160x240.jpeg\" alt=\"cover of How to Talk to Kids About Anything by Robyn Silverman\" width=\"160\" height=\"240\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/robynsilvermanbook-160x240.jpeg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/robynsilvermanbook.jpeg 397w\" sizes=\"(max-width: 160px) 100vw, 160px\">When we attempt to suppress emotional thoughts, feelings, and expressions, there can be negative consequences. Studies show that emotional inhibition and invalidation contribute to children becoming dysregulated, distressed, depressed, anxious and more negative over time. When we try to reject, dismiss and prematurely urge our children to move away from tough feelings, they can wind up with more of them. Plus, if we ignore or minimize our children’s feelings, we could hurt our relationship with them and make them feel lonely or even worthless.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Conversely, when parents accept their children’s feelings and view emotional displays as opportunities to empathize, connect and strategize, kids tend to have fewer emotional and behavioral problems, including issues with anger, anxiety and acting out. “Feelings are just a message to us,” Laura Markham, psychologist and author of \u003c/span>\u003ca href=\"https://www.ahaparenting.com/peaceful-parent-happy-kids\">\u003ci>\u003cspan style=\"font-weight: 400\">Peaceful Parent, Happy Kids\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, told me. “When you allow yourself to feel an emotion, it begins to dissipate and heal.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Parents often ask me if they should be sharing their own negative feelings with their children. The knee-jerk reaction, of course, is to say no — we want to protect our kids from the unpleasant things in life. But research shows that parents and key adults who hide their negative feelings from their children may not only confuse them but also appear less emotionally available. In a \u003c/span>\u003ca href=\"https://psycnet.apa.org/record/2020-26571-001\">\u003cspan style=\"font-weight: 400\">recent study\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of 107 parents and their children, researchers at Washington State University found that when parents pretended everything was fine, the kids exhibited more signs of stress and, in fact, both parents and kids were less warm and engaged with one another. Also, parents who admit to and cope with common negative feelings such as anger, sadness and fear show kids how to handle these emotions, regulate them and make a situation better.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The key to emodiversity is to feel a whole host of emotions — and express them in healthy ways. We don’t want them to build up and lie dormant. As Marc Brackett, author of \u003c/span>\u003ca href=\"https://www.marcbrackett.com/about/book-permission-to-feel/\">\u003ci>\u003cspan style=\"font-weight: 400\">Permission to Feel\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, so beautifully told Brené Brown on her podcast \u003c/span>\u003ca href=\"https://brenebrown.com/podcast/dr-marc-brackett-and-brene-on-permission-to-feel/\">\u003ci>\u003cspan style=\"font-weight: 400\">Unlocking Us\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, “Hurt feelings don’t vanish on their own. They don’t heal themselves. If we don’t express our emotions, they pile up like a debt that will eventually come due.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bottom line? Every feeling has a purpose. Talking about uncomfortable emotions and embracing them can result in better mental and physical health and, potentially, greater happiness in our kids and ourselves.\u003c/span>\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" loading=\"lazy\" class=\"alignleft wp-image-62504\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/Dr.-Robyn-Silverman.jpg\" alt=\"\" width=\"200\" height=\"200\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/10/Dr.-Robyn-Silverman.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/Dr.-Robyn-Silverman-160x160.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/10/Dr.-Robyn-Silverman-768x768.jpg 768w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Known as the “Conversation Doc,” \u003ca href=\"https://www.instagram.com/drrobynsilverman/\">Robyn Silverman\u003c/a> is a child and teen development specialist and host of the podcast, \u003c/em>\u003ca href=\"https://podcasts.apple.com/us/podcast/how-to-talk-to-kids-about-anything/id1231126178\">How to Talk to Kids About Anything\u003c/a>\u003cem>, as well as the author of the book of the same name. She is a cofounder of the Powerful Words Character System, which gives educators the talking points they need to help children become kind, responsible citizens of the world. Find out all about the book at \u003ca href=\"https://protect-us.mimecast.com/s/fQx2ClYpANizZZppsjDlez?domain=parenting.drrobynsilverman.com\" target=\"_blank\" rel=\"noopener noreferrer\">https://parenting.drrobynsilverman.com/\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62501/want-your-kids-to-be-happier-and-healthier-start-talking-with-them-about-uncomfortable-emotions","authors":["4354"],"categories":["mindshift_192","mindshift_21280","mindshift_21385"],"tags":["mindshift_21071","mindshift_21814","mindshift_21816","mindshift_20865","mindshift_21038","mindshift_21813","mindshift_943","mindshift_21815"],"featImg":"mindshift_62508","label":"mindshift"},"mindshift_62462":{"type":"posts","id":"mindshift_62462","meta":{"index":"posts_1591205157","site":"mindshift","id":"62462","score":null,"sort":[1696327214000]},"guestAuthors":[],"slug":"8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction","title":"8 free AI-powered tools that can save teachers time and enhance instruction","publishDate":1696327214,"format":"standard","headTitle":"8 free AI-powered tools that can save teachers time and enhance instruction | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">With AI tools becoming increasingly accessible and advanced, many teachers are worried about \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62317/how-easy-is-it-to-fool-chatgpt-detectors\">\u003cspan style=\"font-weight: 400\">how to catch cheaters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Less attention, however, is paid to how teachers themselves can use AI tools to streamline lesson planning, generate classroom materials and personalize instruction. “With some of these tasks that we can use AI for, one would hope it would help alleviate some of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57568/burnout-isnt-just-exhaustion-heres-how-to-deal-with-it\">\u003cspan style=\"font-weight: 400\">burnout\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> teachers feel,” said \u003ca href=\"https://twitter.com/TeachBacon\">Allison Bacon\u003c/a>, the instructional technology coordinator at Ossining Union Free School District in New York. “We don’t need to be so perfect. [We can] use a tool that’ll pick up the things that we know how to do, but we don’t have the time.” She joked about how AI tools are like a personal assistant. “I’m looking at it as a tool to do my legwork,” said Bacon. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bacon cautioned that the companies that create AI tools may not be attuned to student privacy laws like \u003c/span>\u003ca href=\"https://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html\">\u003cspan style=\"font-weight: 400\">FERPA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://www.ftc.gov/legal-library/browse/rules/childrens-online-privacy-protection-rule-coppa\">\u003cspan style=\"font-weight: 400\">COPPA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, so teachers should reach out to decision makers in their school district to ensure they are following \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61098/worried-about-chatgpt-and-cheating-here-are-4-things-teachers-should-know\">\u003cspan style=\"font-weight: 400\">guidelines around third-party services and privacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Once teachers get the green light, there’s a lot to explore. Bacon identified eight free AI-powered tools that educators can experiment with to bring innovation and efficiency to their classrooms. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Enhance assessments with Conker AI and Question Well\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"http://conker.ai\">\u003cspan style=\"font-weight: 400\">Conker AI\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a system designed to help educators create an assessment or assignment based on an input, such as a reading or specific topic. Educators can choose what types of questions they want in the assessment, including read-and-response, multiple-choice, and drag-and-drop questions. Conker AI also provides the option to convert quizzes into Google Forms for automatic grading. “It gives you that framework that you start with. And then a teacher can go in and really make the modifications and make it specific to the students in front of them,” said Bacon.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similarly, \u003c/span>\u003ca href=\"https://www.questionwell.org/\">\u003cspan style=\"font-weight: 400\">QuestionWell\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an AI-driven platform that analyzes learning objectives and generates high-quality assessment questions in various languages. These tools could save teachers time while ensuring well-structured assessments.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Personalize learning with ChatGPT and Brisk\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://chat.openai.com/\">\u003cspan style=\"font-weight: 400\">ChatGPT\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an AI-driven language model, meaning it generates human-like writing. “I think the first thing that people are getting wrong is that it is just a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61098/worried-about-chatgpt-and-cheating-here-are-4-things-teachers-should-know\">\u003cspan style=\"font-weight: 400\">tool for cheating\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” said Bacon, who believes ChatGPT has more to offer. For example, teachers have prompted students to use ChatGPT \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60897/everybody-is-cheating-why-this-teacher-has-adopted-an-open-chatgpt-policy\">\u003cspan style=\"font-weight: 400\">to generate project ideas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.edutopia.org/article/teaching-students-use-ai-tools/\">\u003cspan style=\"font-weight: 400\">build critical thinking skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.edutopia.org/article/using-ai-encourage-productive-struggle-math-chatgpt-wolfram-alpha\">\u003cspan style=\"font-weight: 400\">check their work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bacon, who previously was an English teacher, said these tools can also help teachers provide students with different examples and scaffolds. For example, if students are doing a unit on introductions, a teacher might provide examples of what a developing, grade level, and exceeding grade level introduction might look like. Instead of a teacher having to write all of the examples, the examples can be generated by ChatGPT.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another option is \u003c/span>\u003ca href=\"https://www.briskteaching.com/\">\u003cspan style=\"font-weight: 400\">Brisk\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a Google Chrome extension that adapts articles and other resources for students at different proficiency levels. “You can go to a news article and it’ll tell you the reading level and then you can say, ‘Can you give it to me like an 11th grade New York Times article?’ Or ‘can you give it to me at the sixth grade level in Spanish?'” said Bacon. Brisk will also come up with questions based on the resources so it can be used to make multiple choice quizzes too.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"What is Brisk Teaching?\" width=\"500\" height=\"281\" src=\"https://www.youtube.com/embed/4ikGFxqYTTc?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>Simplify lesson planning with Twee and Curipod\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://app.twee.com/\">\u003cspan style=\"font-weight: 400\">Twee\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is designed to help English teachers lesson plan. Educators can input a YouTube video link and Twee will provide questions about the video content to build students’ listening comprehension skills. Bacon suggested that teachers use Twee during interactive, whole-class activities with students. As an example, a teacher could present a video to the class and prompt students with the questions generated by Twee for classroom discussion. For students who struggle with listening comprehension skills, teachers can use Twee to generate transcripts for videos and work with small groups of students who need extra support.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Twee can also make writing prompts, multiple choice questions and fill-in-the blank exercises based on a specific topic for any learning level. Bacon explained that if the class is reading a book, Twee can offer recommendations for book-related activities, including vocabulary exercises, discussion prompts and supplementary readings.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://curipod.com\">\u003cspan style=\"font-weight: 400\">Curipod\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> uses AI to simplify administrative tasks like creating course materials, schedules and assignments. Bacon recalled how different things are from when she started teaching nearly two decades ago. “We operated on paper. We would write things on chalkboards,” said Bacon. In today’s digital age, handwritten lesson plans have become less efficient. Curipod can save time by creating slide decks that teachers can customize as needed, whether it’s at the beginning of a new school year or mid-year to cater to evolving needs in the classroom. Additionally, Curipod will prompt teachers while they are creating slides to add interactive games like the ones found on the popular quiz platform Kahoot. Similar to interactive presentation platforms like Peardeck and Nearpod, Curipod offers ways for students to interact individually with the slides their teacher makes.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Refine student writing skills with Pressto\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://www.joinpressto.com/\">\u003cspan style=\"font-weight: 400\">Pressto\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an AI-powered writing assistant. It’s different from language-focused AIs like ChatGPT in that it provides real-time feedback on grammar, style and clarity, helping students enhance their essays, reports and assignments. Pressto not only corrects errors but also explains the reasoning behind suggested changes. Bacon suggested that teachers project their screen while doing a writing demonstration and read the suggestions from Pressto so instruction is embedded. Bacon also noted that Pressto was willing to sign \u003ca href=\"https://www.nysenate.gov/legislation/laws/EDN/2-D\">Education Law 2-D\u003c/a> paperwork, which would make them compliant with New York’s student data privacy laws.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Welcome to Pressto\" width=\"500\" height=\"281\" src=\"https://www.youtube.com/embed/o8Z4j802sfM?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While all of the AI tools Bacon recommended are free, she notes that these products may start to charge for use. New AI products are always coming out, however, so it’s likely that teachers can find a few that fit their needs. Bacon frequently scans Facebook and TikTok for groups and resources about new tools. “Things are coming out so fast, it is hard to keep up,” wrote Bacon in an email. She linked to yet another tool she recently discovered called \u003c/span>\u003ca href=\"https://www.magicschool.ai/\">\u003cspan style=\"font-weight: 400\">Magic School AI\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and described it as an exciting blend of all of the other products she recommended.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Have you heard of Conker AI? Question Well? Twee? Curipod? One educator recommends her favorite AI-powered tools to boost teacher efficiency and curb burnout.","status":"publish","parent":0,"modified":1696276918,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":1109},"headData":{"title":"8 free AI-powered tools that can save teachers time and enhance instruction | KQED","description":"Have you heard of Conker AI? Question Well? Twee? Curipod? An educator recommends her favorite AI-powered tools to boost teachers' efficiency.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Have you heard of Conker AI? Question Well? Twee? Curipod? An educator recommends her favorite AI-powered tools to boost teachers' efficiency."},"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/62462/8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">With AI tools becoming increasingly accessible and advanced, many teachers are worried about \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62317/how-easy-is-it-to-fool-chatgpt-detectors\">\u003cspan style=\"font-weight: 400\">how to catch cheaters\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Less attention, however, is paid to how teachers themselves can use AI tools to streamline lesson planning, generate classroom materials and personalize instruction. “With some of these tasks that we can use AI for, one would hope it would help alleviate some of the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57568/burnout-isnt-just-exhaustion-heres-how-to-deal-with-it\">\u003cspan style=\"font-weight: 400\">burnout\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> teachers feel,” said \u003ca href=\"https://twitter.com/TeachBacon\">Allison Bacon\u003c/a>, the instructional technology coordinator at Ossining Union Free School District in New York. “We don’t need to be so perfect. [We can] use a tool that’ll pick up the things that we know how to do, but we don’t have the time.” She joked about how AI tools are like a personal assistant. “I’m looking at it as a tool to do my legwork,” said Bacon. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bacon cautioned that the companies that create AI tools may not be attuned to student privacy laws like \u003c/span>\u003ca href=\"https://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html\">\u003cspan style=\"font-weight: 400\">FERPA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> or \u003c/span>\u003ca href=\"https://www.ftc.gov/legal-library/browse/rules/childrens-online-privacy-protection-rule-coppa\">\u003cspan style=\"font-weight: 400\">COPPA\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, so teachers should reach out to decision makers in their school district to ensure they are following \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61098/worried-about-chatgpt-and-cheating-here-are-4-things-teachers-should-know\">\u003cspan style=\"font-weight: 400\">guidelines around third-party services and privacy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Once teachers get the green light, there’s a lot to explore. Bacon identified eight free AI-powered tools that educators can experiment with to bring innovation and efficiency to their classrooms. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Enhance assessments with Conker AI and Question Well\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"http://conker.ai\">\u003cspan style=\"font-weight: 400\">Conker AI\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is a system designed to help educators create an assessment or assignment based on an input, such as a reading or specific topic. Educators can choose what types of questions they want in the assessment, including read-and-response, multiple-choice, and drag-and-drop questions. Conker AI also provides the option to convert quizzes into Google Forms for automatic grading. “It gives you that framework that you start with. And then a teacher can go in and really make the modifications and make it specific to the students in front of them,” said Bacon.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Similarly, \u003c/span>\u003ca href=\"https://www.questionwell.org/\">\u003cspan style=\"font-weight: 400\">QuestionWell\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an AI-driven platform that analyzes learning objectives and generates high-quality assessment questions in various languages. These tools could save teachers time while ensuring well-structured assessments.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Personalize learning with ChatGPT and Brisk\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://chat.openai.com/\">\u003cspan style=\"font-weight: 400\">ChatGPT\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an AI-driven language model, meaning it generates human-like writing. “I think the first thing that people are getting wrong is that it is just a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61098/worried-about-chatgpt-and-cheating-here-are-4-things-teachers-should-know\">\u003cspan style=\"font-weight: 400\">tool for cheating\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” said Bacon, who believes ChatGPT has more to offer. For example, teachers have prompted students to use ChatGPT \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60897/everybody-is-cheating-why-this-teacher-has-adopted-an-open-chatgpt-policy\">\u003cspan style=\"font-weight: 400\">to generate project ideas\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.edutopia.org/article/teaching-students-use-ai-tools/\">\u003cspan style=\"font-weight: 400\">build critical thinking skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://www.edutopia.org/article/using-ai-encourage-productive-struggle-math-chatgpt-wolfram-alpha\">\u003cspan style=\"font-weight: 400\">check their work\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bacon, who previously was an English teacher, said these tools can also help teachers provide students with different examples and scaffolds. For example, if students are doing a unit on introductions, a teacher might provide examples of what a developing, grade level, and exceeding grade level introduction might look like. Instead of a teacher having to write all of the examples, the examples can be generated by ChatGPT.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another option is \u003c/span>\u003ca href=\"https://www.briskteaching.com/\">\u003cspan style=\"font-weight: 400\">Brisk\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a Google Chrome extension that adapts articles and other resources for students at different proficiency levels. “You can go to a news article and it’ll tell you the reading level and then you can say, ‘Can you give it to me like an 11th grade New York Times article?’ Or ‘can you give it to me at the sixth grade level in Spanish?'” said Bacon. Brisk will also come up with questions based on the resources so it can be used to make multiple choice quizzes too.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"What is Brisk Teaching?\" width=\"500\" height=\"281\" src=\"https://www.youtube.com/embed/4ikGFxqYTTc?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003ch2>\u003cb>Simplify lesson planning with Twee and Curipod\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://app.twee.com/\">\u003cspan style=\"font-weight: 400\">Twee\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is designed to help English teachers lesson plan. Educators can input a YouTube video link and Twee will provide questions about the video content to build students’ listening comprehension skills. Bacon suggested that teachers use Twee during interactive, whole-class activities with students. As an example, a teacher could present a video to the class and prompt students with the questions generated by Twee for classroom discussion. For students who struggle with listening comprehension skills, teachers can use Twee to generate transcripts for videos and work with small groups of students who need extra support.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Twee can also make writing prompts, multiple choice questions and fill-in-the blank exercises based on a specific topic for any learning level. Bacon explained that if the class is reading a book, Twee can offer recommendations for book-related activities, including vocabulary exercises, discussion prompts and supplementary readings.\u003c/span>\u003c/p>\n\u003cp>\u003ca href=\"http://curipod.com\">\u003cspan style=\"font-weight: 400\">Curipod\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> uses AI to simplify administrative tasks like creating course materials, schedules and assignments. Bacon recalled how different things are from when she started teaching nearly two decades ago. “We operated on paper. We would write things on chalkboards,” said Bacon. In today’s digital age, handwritten lesson plans have become less efficient. Curipod can save time by creating slide decks that teachers can customize as needed, whether it’s at the beginning of a new school year or mid-year to cater to evolving needs in the classroom. Additionally, Curipod will prompt teachers while they are creating slides to add interactive games like the ones found on the popular quiz platform Kahoot. Similar to interactive presentation platforms like Peardeck and Nearpod, Curipod offers ways for students to interact individually with the slides their teacher makes.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Refine student writing skills with Pressto\u003c/b>\u003c/h2>\n\u003cp>\u003ca href=\"https://www.joinpressto.com/\">\u003cspan style=\"font-weight: 400\">Pressto\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> is an AI-powered writing assistant. It’s different from language-focused AIs like ChatGPT in that it provides real-time feedback on grammar, style and clarity, helping students enhance their essays, reports and assignments. Pressto not only corrects errors but also explains the reasoning behind suggested changes. Bacon suggested that teachers project their screen while doing a writing demonstration and read the suggestions from Pressto so instruction is embedded. Bacon also noted that Pressto was willing to sign \u003ca href=\"https://www.nysenate.gov/legislation/laws/EDN/2-D\">Education Law 2-D\u003c/a> paperwork, which would make them compliant with New York’s student data privacy laws.\u003c/span>\u003c/p>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"Welcome to Pressto\" width=\"500\" height=\"281\" src=\"https://www.youtube.com/embed/o8Z4j802sfM?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While all of the AI tools Bacon recommended are free, she notes that these products may start to charge for use. New AI products are always coming out, however, so it’s likely that teachers can find a few that fit their needs. Bacon frequently scans Facebook and TikTok for groups and resources about new tools. “Things are coming out so fast, it is hard to keep up,” wrote Bacon in an email. She linked to yet another tool she recently discovered called \u003c/span>\u003ca href=\"https://www.magicschool.ai/\">\u003cspan style=\"font-weight: 400\">Magic School AI\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and described it as an exciting blend of all of the other products she recommended.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62462/8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction","authors":["11721"],"categories":["mindshift_192","mindshift_195"],"tags":["mindshift_1023","mindshift_108","mindshift_21027","mindshift_739","mindshift_22","mindshift_962","mindshift_21294","mindshift_995","mindshift_421","mindshift_21398"],"featImg":"mindshift_62466","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2023/08/possible-5gxfizEbKOJ-pbF5ASgxrs_.1400x1400.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2021/10/ATC_1400.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://ww2.kqed.org/news/wp-content/uploads/sites/10/powerpress/1440_0018_AmericanSuburb_iTunesTile_01.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://ww2.kqed.org/news/wp-content/uploads/sites/10/powerpress/1440_0017_BayCurious_iTunesTile_01.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://ww2.kqed.org/app/uploads/2021/10/BBC_1400.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2021/12/CodeSwitchLifeKit_StationGraphics_300x300EmailGraphic.png","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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