Category: District Management

  • Why K-12 educators need data literacy, not just data

    Why K-12 educators need data literacy, not just data

    Key points:

    Walk into any data meeting at a K-12 school today, and you’ll likely see a familiar scene: educators huddled around printed reports, highlighters in hand, trying to make sense of student data spread across multiple dashboards. If you’ve ever left one of these meetings feeling mentally exhausted without clear next steps, you’re not alone. The problem isn’t that we lack data in education, but rather that most dashboards show us the past–not the path ahead. It’s like trying to drive while only looking in the rearview mirror.

    The education sector sits on massive amounts of student data, yet most schools lack data maturity. They’ve committed to using data and may even have systems that centralize records. But they haven’t embraced what’s possible when we move from having data to using it well; from describing what happened to predicting what’s likely to happen if nothing changes.

    We have dashboards–now what?

    Every district has dashboards. We can see attendance rates, assessment scores, and demographic breakdowns. These tools tell us what happened, which is useful–but increasingly insufficient for the challenges facing K-12 schools. By the time we’re reacting to chronic absenteeism or declining grades, we’re already behind. And, when does an educator have time to sit down, pull up multiple dashboards, and interpret what they say about each student?

    The power of any data dashboard isn’t in the dashboard itself. It’s in the conversations that happen around it. This is where data literacy becomes essential, and it goes far beyond simply reading a chart or calculating an average.

    Data literacy means asking better questions and approaching data with curiosity. It requires recognizing that the answers we get are entirely driven by the questions we ask. A teacher who asks, “Which students failed the last assessment?” will get very different insights than one who asks, “Which students showed growth but still haven’t reached proficiency, and what patterns exist among them?”

    We must also acknowledge the emotional dimension of data in schools. Some educators have been burned when data was used punitively instead of for improvement. That resistance is understandable, but not sustainable. The solution isn’t to check professional expertise at the door. It’s to approach data with both curiosity and courage, questioning it in healthy ways while embracing it as a tool for problem-solving.

    From descriptive to predictive: What’s possible

    Let’s distinguish between types of analytics. Descriptive analytics tell us what happened: Jorge was absent 15 days last semester. Diagnostic analytics tell us why: Jorge lives in a household without reliable transportation, and his absences cluster on Mondays and Fridays.

    Now we get to the game-changers: predictive and prescriptive analytics. Predictive analytics use historical patterns to forecast what’s likely to happen: Based on current trends, Jorge is at 80 percent risk of chronic absenteeism by year’s end. Prescriptive analytics go further by helping the educator understand what they should do to intervene. If we connect Jorge’s family with transportation support and assign a mentor for weekly check-ins, we can likely reduce his absence risk by 60 percent.

    The technology to do this already exists. Machine learning can identify patterns across thousands of student records that would take humans months to discern. AI can surface early warning signs before problems become crises. These tools amplify teacher judgment, serving up insights and allowing educators to focus their expertise where it matters most.

    The cultural shift required

    Before any school rushes to adopt the next analytics tool, it’s worth pausing to ask: What actually happens when someone uses data in their daily work?

    Data use is deeply human. It’s about noticing patterns, interpreting meaning, and deciding what to do next. That process looks different for every educator, and it’s shaped by the environment in which they work: how much time they have to meet with colleagues, how easily they can access the right data, and whether the culture encourages curiosity or compliance.

    Technology can surface patterns, but culture determines whether those patterns lead to action. The same dashboard can spark collaboration in one school and defensiveness in another. That’s why new tools require attention to governance, trust, and professional learning–not just software configuration.

    At the end of the day, the goal isn’t simply to use data more often, but to use it more effectively.

    Moving toward this future requires a fundamental shift in how we think about data: from a compliance exercise to a strategic asset. The most resilient schools in the coming years will have cultures where data is pervasive, shared transparently, and accessible in near real-time to the people who need it. Think of it as an instructional co-pilot rather than a monkey on the back.

    This means moving away from data locked in the central office, requiring a 10-step approval process to access. Instead, imagine a decentralized approach where a fifth-grade team can instantly generate insights about their students’ reading growth, or where a high school counselor can identify seniors at risk of not graduating with enough time to intervene.

    This kind of data democratization requires significant change management. It demands training, clear protocols, and trust. But the payoff is educators empowered to make daily decisions grounded in timely, relevant information.

    Turning data into wisdom

    Data has been part of education from the very beginning. Attendance records, report cards, and gradebooks have always informed teaching. What’s different now is the volume of data available and the sophistication of tools to analyze it. K-12 educators don’t need to become data scientists, but they do need to become data literate: curious, critical consumers of information who can ask powerful questions and interpret results within the rich context of their professional expertise.

    The schools that harness their data effectively will be able to identify struggling students earlier, personalize interventions more effectively, and use educator time more strategically. But this future requires us to move beyond the dashboard and invest in the human capacity to transform data into wisdom. That transformation starts with data literacy, and it starts now.

    Latest posts by eSchool Media Contributors (see all)

    Source link

  • Cutting costs without cutting corners

    Cutting costs without cutting corners

    Key points:

    With the end of federal COVID-19 emergency funding and the inherent volatility of state income tax revenues, California school districts are in an era of financial uncertainty. Fortunately, Jurupa Unified School District is already several years into the process of finding ways to track and control expenses while still supporting teachers and staff so they can provide the best possible educational experience for our students. Here’s how we’re making staffing and payroll processes more efficient, starting with the perennially challenging extra duty.

    Getting a handle on extra duty

    In addition to our salaried staff, we have a number of part-time, hourly, and what we call “extra duty” assignments. Because a significant amount of our funding comes from grants, many of our assignments are temporary or one-time. We fill those positions with extra duty requests so we’re not committed to ongoing payroll obligations.

    For many years, those extra duty requests and time cards were on paper, which meant the payroll department was performing redundant work to enter the information in the payroll system. The request forms we used were also on paper, making it very difficult to track the actual time being used back to the request, so we could be sure that the hours being used were within the limitations of the request. We needed a better control mechanism that would help school sites stay within budget, as well as a more formal budget mechanism to encumber the department and site budgets to cover the extra duty requests.

    Budgeting can get very complicated because it’s cross-functional. It includes a position-control component, a payroll component, and a financial budgeting component. We needed a solution that could make all of those universes work together. The mission was either to find a system or build one. Our county office started a pilot program with our district to build a system, but ultimately decided against continuing with this effort due to the resources required to sustain such a system for 23 county districts. 

    Our district engaged in a competitive process and chose Helios Ed. Within six months, our team developed and launched a new system to address extra duty. Since then, we have saved more than $100,000 in staffing costs, time expenses, and budget overruns because of the stronger internal controls we now have in place.

    A more efficient (and satisfied) payroll department

    Eliminating redundant data entry and working with data instead of paper has allowed us to reduce staffing by two full-time equivalents–not through layoffs, but through attrition. And because they have a system that is handling data entry for them, our payroll department has more time to give quality to their work, and feel they are working at a level more aligned to their skills.

    Finding efficiencies in your district

    While Jurupa Unified has found efficiencies and savings in these specific areas, every school district is different. As many California district leaders like to say, we have 1,139 school districts –and just as many ways of doing things. With that in mind, there are some steps to the process of moving from paper to online systems (or using online systems more efficiently) that apply universally.

    1. Sit down and identify your objectives. What are the critical components that you must have? 
    2. Make the decision to make or buy. When COVID first hit, Jurupa Unified created its own invoice-routing system through SharePoint. We’ve also built an excursion request process in PowerApps that handles travel, conferences, and field trips. As our county office found out, though, when you’re bringing a number of functionalities together, it can make more sense to work with a vendor you trust.
    3. If you choose to buy software, be certain that it can do precisely what you need it to. If a vendor says they can develop a functionality along the way, ask to see the new feature before you buy.
    4. Be certain the vendor will be responsive. When it comes to a function such as payroll, you’re dealing with people’s livelihoods, and you need to know that if there’s something wrong with the system, or if you need help, that help is just a phone call away.

    Putting in a new payroll management system has made an enormous difference for our district, but it’s not the end of our cost-cutting process. We’re always looking at our different programs to see where we can cut back in ways that don’t impact the classroom. Ultimately, these changes are about ensuring that resources stay focused where they matter most. While budgets fluctuate and funding streams remain unpredictable, my team and I come to work every day because we believe in public education. I’m a product of public education myself, and I love waking up every day knowing that I can come back and support today’s students and teachers.

    Latest posts by eSchool Media Contributors (see all)

    Source link

  • Modernizing education communications for safety and simplicity

    Modernizing education communications for safety and simplicity

    Key points:

    Schools, colleges, and universities face growing challenges in keeping their communities informed, connected, and engaged. From classroom collaboration to campus-wide alerts, reliable communication is critical to creating positive learning environments and student experiences.

    Currently, many educational institutions are weighed down by outdated and disjointed communication systems that hinder learning, experience, and even safety. Educators need technology that is both flexible and responsive, and these systems are falling short.  

    The campus communication disconnect

    Many schools find themselves in a fragmented communication trap, juggling a complex tech stack with outdated systems. On its own, each tool might work well, but when different applications are used for texts, emails, virtual classrooms, and emergency alerts, each with separate logins and interface, communication can become disjointed.

    School district IT teams are notoriously spread thin, and having fragmented communication tools that requires their own training, trouble shooting, and management is burdensome. This also adds unnecessary complexity for the wider faculty that can easily lead to missed messages or alerts. When taking safety into account, hampered communications in times like severe weather or lockdown can have serious repercussions.

    Outside of safety and complexity, patchworked communication systems can weigh schools down financially. Many platforms come with their own hidden fees or inconsistent licensing costs across departments. Those seeking to upgrade might face a block if budgets don’t have room for the initial investment, even though it could lead to long-term savings. This has left many schools in the position of maintaining a web of outdated tools like on-site servers or phone lines where potential benefits are overshadowed by price and complications.

    Key benefits of unified communications

    Faculty, students, families, and communities must be connected for impactful learning. Effective connection requires simplified and streamlined information sharing, which can be achieved through unifying communications. Modern, unified communication systems bring together channels like alerts, email, phone, messaging, and virtual learning into one platform, making it easier for schools to stay informed and engaged.

    Driven by a need for reliability, security, and budget predictability, 62.5% of educational institutions are now moving to UCaaS platforms, according to a 2025 Metrigy study. In practice, these platforms can enable teachers to reach the school nurse, contact a parent, or join a virtual classroom–all without switching platforms. For administrators, these tools can provide ecosystem management through one simple dashboard, reaching from individual campuses to entire school districts.

    Today’s learning environment requires flexibility. Whether class is fully remote or in person, modernized communication ensures both staff and students maintain consistent access to learning. Modern tools are also simplified–they can exist on the cloud in one platform, decreasing the need for separate servers, phone systems, or emergency alert tools.

    Modernized communication isn’t just convenient, but functions to bolster safety and responsiveness. For example, if a safety threat is reported, in real time, a unified system can automatically alert first responders, prompt crisis notifications, and confirm message distribution. Outside of emergencies, in a more day-to-day function, administrators can benefit from smoother operations like automated attendance alerts and streamlined family communications. 

    Uplevel with AI

    AI has emerged as a valuable partner for school administrators who perpetually need to do more with less. Within unified communications systems, AI can identify overlooked patterns and inefficiencies, such as if parent engagement rates climbed when sending a text as opposed to a phone call.

    Faculty can use AI to automate more administrative tasks like summarizing meeting notes, routing calls, or translating messages for multilingual families. These tools can help staff focus more on hands-on teaching and human interactions. Collated over time, these learnings can aid in decision making around staffing, communication approach, and resource allocation.

    Where to start

    Modernizing communication requires alignment between faculty, IT departments, and leadership. Before selecting a solution, school leaders should work to identify pain points and align goals across departments to ensure any updates serve both operational and academic priorities.

    When evaluating a consolidated communication solution, it’s important to consider tools that fit the specific needs of your institution, offering both flexibility and scalability. These solutions should work to unify legacy systems where needed, instead of completely gutting them. For example, an effective solution for your school might have the ability to work with bell or hardware phone systems while modernizing the rest of your communication tools into a single platform to minimize disruption and protect previous investments.

    A complete overnight rework of current communication systems is intimidating, and frankly, unrealistic. Instead, start by evaluating where a few systems can be consolidated and then gradually expand. This could look like first integrating messaging and emergency alerts before looking to incorporate analytics and collaboration tools.

    A more connected future

    The current education landscape is intrinsically dynamic, hybrid, and interconnected. Learning now takes place across both physical and digital spaces, requiring students and educators to collaborate seamlessly across locations and time zones.

    As advanced technology like AI continues to integrate into schools and universities, those that modernize their communications now will ensure they are ready to meet current and future educational needs for more effective, seamless, and safe learning environments.

    Latest posts by eSchool Media Contributors (see all)

    Source link

  • What K-20 leaders should know about building resilient campuses

    What K-20 leaders should know about building resilient campuses

    Key Points:

    When a school building fails, everything it supports comes to a halt. Learning stops. Families scramble. Community stability is shaken. And while fire drills and lockdown procedures prepare students and staff for specific emergencies, the buildings themselves often fall short in facing the unexpected.

    Between extreme weather events, aging infrastructure, and rising operational demands, facility leaders face mounting pressure to think beyond routine upkeep. Resilience should guide every decision to help schools stay safe, meet compliance demands, and remain prepared for whatever lies ahead.

    According to a recent infrastructure report card from the American Society of Civil Engineers, the nation’s 98,000 PK-12 schools received a D+ for physical condition–a clear signal that more proactive design and maintenance strategies are urgently needed.

    Designing for resilience means planning for continuity. It’s about integrating smarter materials, better systems, and proactive partnerships so that learning environments can bounce back quickly–or never go down at all.

    Start with smarter material choices

    The durability of a school begins at ground level. Building materials that resist moisture, mold, impact, and corrosion play a critical role in long-term school resilience and functionality. For example, in flood-prone regions, concrete blocks and fiber-reinforced panels outperform drywall in both durability and recovery time. Surfaces that are easy to clean, dry quickly, and don’t retain contaminants can make the difference between reopening in days versus weeks.

    Limit downtime by planning ahead

    Downtime is costly, but it’s not always unavoidable. What is avoidable is the scramble that follows when there’s no plan in place. Developing a disaster-response protocol that includes vendors, contact trees, and restoration procedures can significantly reduce response time. Schools that partner with recovery experts before an event occurs often find themselves first in line when restoration resources are stretched thin.

    FEMA’s National Resilience Guidance stresses the need to integrate preparedness and long-term recovery planning at the facility level, particularly for schools that often serve as vital community hubs during emergencies.

    Maintenance as the first line of defense

    Preventative maintenance might not generate headlines, but it can prevent them. Regular inspections of roofing, HVAC, plumbing, and electrical systems help uncover vulnerabilities before they lead to shutdowns. Smart maintenance schedules can extend the lifespan of critical systems and reduce the risk of emergency failures, which are almost always more expensive.

    Build flexibility into the design

    Truly resilient spaces are defined by their ability to adapt, not just their physical strength. Multi-use rooms that can shift from classroom to shelter, or gymnasiums that double as community command centers, offer critical flexibility during emergencies. Facilities should also consider redundancies in HVAC and power systems to ensure critical areas like server rooms or nurse stations remain functional during outages.

    Include restoration experts early

    Design and construction teams are essential, but so are the people who will step in after a disaster. Involving restoration professionals during the planning or renovation phase helps ensure the layout and materials selected won’t hinder recovery later. Features like water-resistant flooring, interior drainage, and strategically placed shut-off valves can dramatically cut cleanup and repair times.

    Think beyond the building

    Resilient schools need more than solid walls. They need protected data, reliable communication systems, and clear procedures for remote learning if the physical space becomes temporarily inaccessible. Facility decisions should consider how technology, security, and backup systems intersect with the physical environment to maintain educational continuity.

    Schools are more than schools during a crisis

    In many communities, schools become the default support hub during a crisis. They house evacuees, store supplies, and provide a place for neighbors to connect. Resilient infrastructure supports student safety while also reinforcing a school’s role as a vital part of the community. Designs should support this extended role, with access-controlled entries, backup power, and health and sanitation considerations built in from the start.

    A resilient mindset starts with leadership

    Resilience begins with leadership and is reflected in the decisions that shape a school’s physical and operational readiness. Facility managers, superintendents, and administrative teams must advocate for resilient investments early in the planning process. This includes aligning capital improvement budgets, bond proposals, and RFP language with long-term resilience goals.

    There’s no such thing as a truly disaster-proof building. But there are schools that recover faster, withstand more, and serve their communities more effectively during crises. The difference is often found in early choices: what’s designed, built, and maintained before disaster strikes.

    When resilience guides every decision, school facilities are better prepared to safeguard students and maintain continuity through disruption.

    Latest posts by eSchool Media Contributors (see all)

    Source link

  • Chronic absenteeism could derail K-12 education

    Chronic absenteeism could derail K-12 education

    eSchool News is counting down the 10 most-read stories of 2025. Story #9 focuses on chronic absenteeism.

    Key points:

    The biggest problem in education is that kids aren’t showing up to school. Last year, 26 percent of students missed a month of class or more, leading to dramatic declines in academic performance. Chronic absenteeism accounted for 27 percent of the drop in math scores and 45 percent of the decline in reading scores from 2019 to 2022. Students who are chronically absent are 7x more likely to drop out before graduating, and while state and district leaders are scrambling for solutions, kids are falling further behind.

    Why chronic absenteeism is hard to solve

    In 2019, only 13 percent of students in the U.S. were chronically absent. Typically, these students missed school because of significant personal reasons–long-term illness, gang involvement, clinical depression, working jobs to support their families, lacking transportation, drug use, unplanned pregnancy, etc.–that aren’t easily fixed.

    However, since the pandemic, the rate of chronic absenteeism has doubled from 13 percent to 26 percent.

    The change is cultural. For the last hundred years, it was drilled into the American psyche that “school is important.” A great effort was made to provide bussing to any child who lived too far to walk, and the expectation was that every child should come to school every day. Cutting class was sure to land you in the principal’s office or potentially even lead to police showing up at your door.

    During the Covid-19 pandemic, this narrative flipped. As parents began working from home, their kids sat beside them. With lectures recorded and assignments posted online, attending class began to feel optional. When school doors reopened, many families didn’t fully come back. Common excuses like being tired, missing the bus, or simply not feeling like going were validated and excused rather than admonished. While students who skip school were once seen as delinquent, for many families it has become culturally acceptable–almost even expected–for kids to stay home whenever they or their parents want.

    Overwhelmed by the drastic rise in absenteeism, school staff are unable to revert cultural norms about attendance. And it’s not their fault.

    The root of the problem

    Each student’s situation is unique. Some students may struggle with reliable transportation, while others skip certain classes they don’t like, and others still are disengaged with school entirely. Without knowing why students are missing school, staff cannot make progress addressing the root cause of chronic absenteeism.

    Today, nearly 75 percent of student absences are “unexplained,” meaning that no authorized parent called or emailed the school to say where their children are and why they aren’t in class. This lack of clarity makes it impossible for schools to offer personalized solutions and keep students engaged. Unexplained absences only deepen the disconnect and limit schools’ ability to tackle absenteeism effectively.

    Knowing why students are missing school is critical, but also very difficult to uncover. At a high school of 2,000 students with 85 percent average daily attendance, 225 students will be absent each day without providing any explanation. In an ideal world, schools would speak with every parent to find out the reason their child wasn’t in class–but schools can’t possibly make 225 additional phone calls without 3-5 additional staff. Instead, they rely on robocalls and absence letters, and those methods don’t work nearly well enough.

    Normalize attendance again: It takes a village

    Improving attendance is about more than just allocating additional resources. It’s about shifting the mindset and fostering a culture that prioritizes presence. This starts with schools and communities making attendance a shared responsibility, not just a policy.

    First, schools must take the initiative to understand why students are missing school. Whether through modern AI-driven attendance systems or with more traditional methods like phone calls, understanding the root causes is critical to addressing the issue.

    Next, categorize and recognize patterns. Small adjustments can have big impacts. One district noticed that students who were 0.9 miles away from school were much more likely to not show up because their bussing policy was for families living 1 mile away from school or further. By changing their policy, they saw a surge in attendance. Similarly, pinpointing specific classes that students are skipping can help tailor interventions, whether through teacher engagement or offering additional support.

    Lastly, schools should focus resources on students facing the most severe challenges. These students often require personalized solutions, such as home visits for unresponsive parents or help with transportation. Targeted efforts like these create a direct impact on reducing absenteeism and improving overall attendance.

    When communities unite to make school attendance a priority, students receive the support they need to succeed. Tackling chronic absenteeism is not an easy task, but with focused effort and a culture of engagement, we can reverse this troubling trend and give students the foundation they deserve for future success.

    Latest posts by eSchool Media Contributors (see all)

    Source link

  • Solving the staffing crisis is key to the Science of Reading movement

    Solving the staffing crisis is key to the Science of Reading movement

    Key points:

    As someone who’s dedicated my career to advancing the Science of Reading movement, I’ve seen firsthand what it takes to help every child become a strong, fluent reader. We’ve made incredible strides in shifting the conversation toward evidence-based instruction, but I know we’re at a critical inflection point. While we–obviously–continue our work helping schools and districts adopt SOR, there’s an issue that stands in the way of real, sustained, progress: the staffing crisis and leadership churn that are leaving our educators overwhelmed and skeptical toward “change.” Without addressing these deeper structural issues, we risk stalling the momentum we’ve worked so hard to build.

    The hidden costs of constant turnover

    The data on teacher and leader turnover is bleak, and I’ve seen how it undermines the long-term commitment needed for any meaningful change. Consider this: Roughly 1 in 6 teachers won’t return to the same classroom next year, and nearly half of new teachers leave within their first five years. This constant churn is a massive financial burden on districts, costing an estimated $20,000 per teacher to recruit, hire, and onboard. But the real cost is the human one. Every time a new leader or teacher steps in, the hard-won progress on a literacy initiative can be jeopardized.

    I’ve watched districts spend years building momentum for the Science of Reading, providing extensive training and resources, only to see a new superintendent or principal arrive with a new set of priorities. This “leader wobble” can pull the rug out from under an initiative mid-stream. It’s especially frustrating when a new leader decides a program has had “plenty of professional learning” without taking the time to audit its impact. This lack of continuity completely disrupts the 3-5 years it takes for an initiative to truly take hold, especially because new teachers often arrive with a knowledge gap, as only about one-quarter of teacher preparation programs teach the Science of Reading. We can’t build on a foundation that’s constantly shifting.

    Overwhelmed by “initiative fatigue”

    I know what it feels like to have too much on your plate. Teachers, already juggling countless instructional materials, often see each new program not as a solution but as one more thing to learn, implement, and manage. Instead of excitement, there’s skepticism–this is initiative fatigue, and it can stall real progress. I’ve seen it firsthand; one large district I worked with rolled out new reading, math, and phonics resources all at once.

    To prevent this, we need to follow the principle of “pull weeds to plant flowers.” Being critical, informed consumers of resources means choosing flowers (materials) that are:

    • Supported by high-quality, third-party research
    • Aligned across all tiers of instruction
    • Versatile enough to meet varied student needs
    • Teacher-friendly, with clear guidance and instructional dialogue
    • Culturally relevant, reflecting the diverse backgrounds of students

    Now, even when a resource meets these standards, adoption shouldn’t be additive. Teachers can’t layer new tools on top of old ones. To see real change, old resources must be replaced with better ones. Educators need solutions that provide a unified, research-backed framework across all tiers, giving teachers clarity, support, and a path to sustainable student progress.

    Building a stable environment for sustained change

    So, how do we create the stable environment needed to support our educators? It starts with leadership that is in it for the long game. We need to mitigate turnover by using data to understand why teachers are leaving and then acting on that feedback. Strengthening mentorship, clarifying career pathways, and improving school culture are all crucial steps.

    Beyond just retaining staff, leaders must foster a culture of sustained commitment. It’s not enough to have a few “islands of excellence” where a handful of teachers are getting great results.

    We need system-wide adoption. This requires strong leaders to balance support and accountability. I’ve seen how collaborative teams, engaged in problem-solving and data-based decision-making, can transform a school. When teachers see students as “our students” and not just “my students,” shared ownership grows.

    A leader’s job is to protect and sustain this vision, making sure the essential supports–like collaborative planning time, ongoing professional development, and in-classroom coaching–are in place. But sustaining change goes beyond daily management; it requires building deep capacity so the work continues even if leadership shifts. This means hiring, training, and retaining strong educators, investing in future leaders, and ensuring committed advocates are part of the implementation team. It also requires creating a detailed, actionable roadmap, with budgets clearly allocated and accountability measures established, so that any initiative isn’t just a short-term priority but a long-term promise. By embedding these structures, leaders can secure continuity, maintain momentum, and ensure that every step forward in literacy translates into lasting gains for students.

    Latest posts by eSchool Media Contributors (see all)

    Source link

  • From fragmented to family-first: Our district’s communication reboot

    From fragmented to family-first: Our district’s communication reboot

    Key points:

    In Greenwood 50, our story began with a challenge shared by many districts: too many tools, not enough connection. With more than 8,000 students across 15 schools, our family engagement efforts felt more fractured than unified.

    Each school–and often each classroom–had its own way of communicating. Some used social media, others sent home printed newsletters. Many teachers used a host of apps on their own, often with great results. But without a common system, we couldn’t guarantee that every family, especially those with multiple kids or multilingual needs, felt fully informed and included.

    What we needed wasn’t more effort. It was alignment. So, we started with a simple idea: build on what was already working.

    Starting with teacher momentum

    When we looked closer, we found something powerful: Six of our eight elementary schools had already adopted ClassDojo–without being asked. Teachers liked its ease of use. Families liked the mobile experience and automatic translation. And everyone appreciated that it made communication feel more human.

    Rather than rolling out something new, we decided to meet that momentum with support. As district leaders, we partnered across departments to unify all 15 schools using ClassDojo for Districts. Our goal was clear: one platform, one message, every family engaged.

    We knew that trust isn’t built through mandates. It’s built through listening. So, our rollout respected the work our teachers were already doing well. Instead of creating a top-down plan, we focused on making it easier for schools to connect–and for families to stay informed.

    From tech challenge to time saved

    One of the first things we did was connect our student information system directly to the platform. That meant class rosters synced automatically. Teachers didn’t need to manually invite families or set things up from scratch.

    For school leaders, this was a game-changer. As a former principal, I (Debbie) remember the long hours spent setting up communication tools each year. Now, it just happens. Teachers log in, their classes are ready, and families are connected from day one.

    This consistency has helped every school level up its communication. From classroom stories to urgent messages, everything happens in one place. And when families know where to look, they’re more likely to stay engaged.

    Reaching more families, building stronger partnerships

    Before our rollout, some schools reached just 60 percent of families. Today, many are well over 90 percent. My school (Anna) has reached 96 percent–and the difference shows. Families aren’t just receiving updates. They’re reading, replying, and showing up.

    Because the communications platform includes real-time translation, our multilingual families feel more included. We’ve had smoother parent conferences, better attendance at events, and more everyday connection. When a family can read a teacher’s message in their home language–and write back–that builds a sense of partnership.

    As a principal, I use our school’s page to post reminders, spotlight students, and share what’s happening in related arts, music, and physical education. It’s become our school’s storytelling platform. Families appreciate it–and they respond.

    Respecting time, creating alignment

    The platform’s built-in features have also helped us be more thoughtful. Teachers can schedule messages, avoiding late-night pings. District and school leaders can coordinate messaging so that what families receive feels seamless.

    This visibility has been key. Our communications team can see what’s being shared, school teams can collaborate, and everyone is rowing in the same direction. It’s not about controlling the message–it’s about creating clarity.

    Lessons for other districts

    If we’ve learned one thing, it’s this: Start with what’s working. Our most important decision wasn’t what tool to use–it was listening to our teachers and supporting the systems they were already finding success with.

    This wasn’t just a platform change. It was a mindset shift. We didn’t need to convince them to use something new. We just needed to remove barriers, support their efforts, and make it easier to connect with families districtwide.

    That shift–from fragmented to unified, from siloed to shared–has made all the difference in reaching new levels of accessibility and engagement.

    Latest posts by eSchool Media Contributors (see all)

    Source link

  • How one school reimagined learning spaces–and what others can learn

    How one school reimagined learning spaces–and what others can learn

    Key points:

    When Collegedale Academy, a PreK–8 school outside Chattanooga, Tennessee, needed a new elementary building, we faced a choice that many school leaders eventually confront: repair an aging facility or reimagine what learning spaces could be.

    Our historic elementary school held decades of memories for families, including some who had once walked its halls as children themselves. But years of wear and the need for costly repairs made it clear that investing in the old building would only patch the problems rather than solve them. At the same time, Southern Adventist University–on whose land the school sat–needed the property for expansion.

    Rather than cling to the past, we saw an opportunity. We could design a new, future-focused environment on our middle school campus–one that reflected how students learn today and how they will need to learn tomorrow.

    Putting students first

    As both a teacher and someone who helped design our middle school, I approached the project with one condition: every design choice had to prioritize students and teachers. That philosophy shaped everything that followed.

    My search for student-centered design partners led us to MiEN. What impressed me most was that they weren’t simply selling furniture. They were invested in research–constantly asking what classrooms need to evolve and then designing for that reality. Every piece we chose was intentional, not about aesthetics alone, but about how it could empower learners and teachers.

    Spaces that do more

    From the beginning, our vision emphasized flexibility, belonging, and joy. Every area needed to “do more,” adapting seamlessly to different uses throughout the day. To achieve this, we focused on designing spaces that could shift in purpose while still sparking curiosity and connection.

    Community hubs reimagined: Our cafeteria and media center now transform into classrooms, performance stages, or meeting spaces with minimal effort, maximizing every square foot.

    Interactive, sensory-rich design: An interactive wall panel with a ball run, sensory boards, and flexible seating encourages students to collaborate and explore beyond traditional instruction.

    Learning everywhere: Even hallways and lobbies have become extensions of the classroom. With mobile whiteboards, soft seating, and movable tables, these spaces host tutoring sessions, small groups, and parent meetings.

    Outdoor classrooms: Students gather at the campus creek for science lessons, spread out at outdoor tables that double as project workspaces, and find joy in spaces designed for both inquiry and play. Walking into the building, students immediately understood it was made for them. They take pride in exploring, rearranging furniture, and claiming ownership of their environment. That sense of belonging is priceless and drives real engagement in the learning.

    Supporting teachers through change

    For teachers accustomed to traditional layouts, the shift to flexible spaces required trust and support. At first, some colleagues wondered how the new design would fit with their routines. But once they began teaching in the space, the transformation was rapid. Within weeks, they were moving furniture to match their themes, discovering new instructional strategies, and finding creative ways to engage students.

    The beauty of this approach is that it doesn’t dictate a single method. Instead, it enables teachers to adapt the space to their vision. Watching colleagues gain confidence and joy in their teaching reinforced our original intent: create an environment that empowers educators as much as it excites students.

    A partnership that mattered

    No school leader undertakes a project like this alone. For us, partnership was everything. The team that supported our vision felt less like outside vendors and more like collaborators who shared our dream.

    They weren’t just delivering products; they were helping us shape a culture. Their excitement matched ours at every step, and together, we turned ideas into realities that continue to inspire.

    Immediate and lasting impact

    The outcomes of the project were visible from day one. Students lit up as they explored the new features. Teachers discovered fresh energy in their classrooms. Parents, many of whom remembered the old building, were struck by how clearly the new design signaled a commitment to modern learning and to prioritizing their children’s futures.

    Financially, the project was also a smart investment. Multi-purpose areas and durable, mobile furnishings mean that every dollar spent generates long-term value. And because the spaces were designed with flexibility in mind, they will remain relevant even as instructional practices evolve.

    Looking ahead

    The success of our elementary project has created momentum for what’s next. Collegedale is already planning high school renovations guided by the same student-first philosophy. The excitement is contagious, not just for our community but for how it models what schools can achieve when they align design with mission.

    For me, this project was never just about furniture. It was about creating a culture where curiosity, creativity, and joy thrive every day. With the right partners and a clear vision, schools can build environments where students feel they belong and where teachers are empowered to do their best work.

    As education leaders consider their own building projects, my advice is simple: design for the learners first. When students walk into a space and know, without a doubt, that it was built for them, everything else follows.

    Latest posts by eSchool Media Contributors (see all)

    Source link

  • The digital advantage in schools 

    The digital advantage in schools 

    Key points:

    When I first stepped into my role overseeing student data for the Campbell County School District, it was clear we were working against a system that no longer served us.

    At the time, we were using an outdated platform riddled with data silos and manual processes. Creating school calendars and managing student records meant starting from scratch every year. Grade management was clunky, time-consuming, and far from efficient. We knew we needed more than a patchwork fix–we needed a unified student information system that could scale with our district’s needs and adapt to evolving state-level compliance requirements. 

    Over the past several years, we have made a full transition to digitizing our most critical student services, and the impact has been transformational. As districts across the country navigate growing compliance demands and increasingly complex student needs, the case for going digital has never been stronger. We now operate with greater consistency, transparency, and equity across all 12 of our schools. 

    Here are four ways this shift has improved how we support students–and why I believe it is a step every district should consider:

    How centralized student data improves support across K-12 schools

    One of the most powerful benefits of digitizing critical student services is the ability to centralize data and ensure seamless support across campuses. In our district, this has been a game-changer–especially for students who move between schools. Before digitization, transferring student records meant tracking down paper files, making copies, and hoping nothing was lost in the shuffle. It was inefficient and risky, especially for students who required health interventions or academic support. 

    Now, every plan, history, and record lives in a single, secure system that follows the student wherever they go. Whether a student changes schools mid-year or needs immediate care from a nurse at a new campus, that information is accessible in real-time. This level of continuity has improved both our efficiency and the quality of support we provide. For districts serving mobile or vulnerable populations, centralized digital systems aren’t just convenient–they’re essential.

    Building digital workflows for student health, attendance, and graduation readiness

    Digitizing student services also enables districts to create customized digital workflows that significantly enhance responsiveness and efficiency. In Campbell County, we have built tools tailored to our most urgent needs–from health care to attendance to graduation readiness. One of our most impactful changes was developing unified, digital Individualized Health Plans (IHPs) for school nurses. Now, care plans are easily accessible across campuses, with alerts built right into student records, enabling timely interventions for chronic conditions like diabetes or asthma. We also created a digital Attendance Intervention Management (AIM) tool that tracks intervention tiers, stores contracts and communications, and helps social workers and truancy officers make informed decisions quickly. 

    These tools don’t just check boxes–they help us act faster, reduce staff workload, and ensure no student falls through the cracks.

    Digitization supports equitable and proactive student services

    By moving our student services to digital platforms, we have become far more proactive in how we support students–leading to a significant impact on equity across our district. With digital dashboards, alerts, and real-time data, educators and support staff can identify students who may be at risk academically, socially, or emotionally before the situation becomes critical. 

    These tools ensure that no matter which school a student attends–or how often they move between schools–they receive the same level of timely, informed support. By shifting from a reactive to a proactive model, digitization has helped us reduce disparities, catch issues early, and make sure that every student gets what they need to thrive. That’s not just good data management–it’s a more equitable way to serve kids.

    Why digital student services scale better than outdated platforms

    One of the most important advantages of digitizing critical student services is building a system that can grow and evolve with the district’s needs. Unlike outdated platforms that require costly and time-consuming overhauls, flexible digital systems are designed to adapt as demands change. Whether it’s integrating new tools to support remote learning, responding to updated state compliance requirements, or expanding services to meet a growing student population, a digitized infrastructure provides the scalability districts need. 

    This future-proofing means districts aren’t locked into rigid processes but can customize workflows and add modules without disrupting day-to-day operations. For districts like ours, this adaptability reduces long-term costs and supports continuous improvement. It ensures that as challenges evolve–whether demographic shifts, policy changes, or new educational priorities–our technology remains a reliable foundation that empowers educators and administrators to meet the moment without missing a beat.

    Digitizing critical student services is more than a technical upgrade–it’s a commitment to equity, efficiency, and future readiness. By centralizing data, customizing workflows, enabling proactive support, and building scalable systems, districts can better serve every student today and adapt to whatever challenges tomorrow may bring.

    Latest posts by eSchool Media Contributors (see all)

    Source link

  • How districts can avoid 4 hidden costs of outdated facilities systems

    How districts can avoid 4 hidden costs of outdated facilities systems

    Key points:

    School leaders are under constant pressure to stretch every dollar further, yet many districts are losing money in ways they may not even realize. The culprit? Outdated facilities processes that quietly chip away at resources, frustrate staff, and create ripple effects across learning environments. From scheduling mishaps to maintenance backlogs, these hidden costs can add up fast, and too often it’s students who pay the price. 

    The good news is that with a few strategic shifts, districts can effectively manage their facilities and redirect resources to where they are needed most. Here are four of the most common hidden costs–and how forward-thinking school districts are avoiding them. 

    How outdated facilities processes waste staff time in K–12 districts

    It’s a familiar scene: a sticky note on a desk, a hallway conversation, and a string of emails trying to confirm who’s handling what. These outdated processes don’t just frustrate staff; they silently erode hours that could be spent on higher-value work. Facilities teams are already stretched thin, and every minute lost to chasing approvals or digging through piles of emails is time stolen from managing the day-to-day operations that keep schools running.  

    A centralized, intuitive facilities management software platform changes everything. Staff and community members can submit requests in one place, while automated, trackable systems ensure approvals move forward without constant follow-up. Events sync directly with Outlook or Google calendars, reducing conflicts before they happen. Work orders can be submitted, assigned, and tracked digitally, with mobile access that lets staff update tickets on the go. Real-time dashboards offer visibility into labor, inventory, and preventive maintenance, while asset history and performance data enable leaders to plan more effectively for the long term. Reports for leadership, audits, and compliance can be generated instantly, saving hours of manual tracking. 

    The result? Districts have seen a 50-75 percent reduction in scheduling workload, stronger cross-department collaboration, and more time for the work that truly moves schools forward.

    Using preventive maintenance to avoid emergency repairs and extend asset life

    When maintenance is handled reactively, small problems almost always snowball into costly crises. A leaking pipe left unchecked can become a flooded classroom and a ruined ceiling. A skipped HVAC inspection may lead to a midyear system failure, forcing schools to close or scramble for portable units. 

    These emergencies don’t just drain budgets; they disrupt instruction, create safety hazards, and erode trust with families. A more proactive approach changes the narrative. With preventive maintenance embedded into a facilities management software platform, districts can automate recurring schedules, ensure tasks are assigned to the right technicians, and attach critical resources, such as floor plans or safety notes, to each task. Schools can prioritize work orders, monitor labor hours and expenses, and generate reports on upcoming maintenance to plan ahead. 

    Restoring systems before they fail extends asset life and smooths operational continuity. This keeps classrooms open, budgets predictable, and leaders prepared, rather than reactive. 

    Maximizing ROI by streamlining school space rentals

    Gymnasiums, fields, and auditoriums are among a district’s most valuable community resources, yet too often they sit idle simply because scheduling is complicated and chaotic. Paper forms, informal approvals, and scattered communication mean opportunities slip through the cracks.

    When users can submit requests through a single, digital system, scheduling becomes transparent, trackable, and far easier to manage. A unified dashboard prevents conflicts, streamlines approvals, and reduces the back-and-forth that often slows the process. 

    The payoff isn’t just smoother operations; districts can see increased ROI through easier billing, clearer reporting, and more consistent use of unused spaces. 

    Why schools need facilities data to make smarter budget decisions

    Without reliable facilities data, school leaders are forced to make critical budget and operational decisions in the dark. Which schools need additional staffing? Which classrooms, gyms, or labs are underused? Which capital projects should take priority, and which should wait? Operating on guesswork not only risks inefficient spending, but it also limits a district’s ability to demonstrate ROI or justify future investments. 

    A clear, centralized view of facilities usage and costs creates a strong foundation for strategic decision-making. This visibility can provide instant insights into patterns and trends. Districts can allocate resources more strategically, optimize staffing, and prioritize projects based on evidence rather than intuition. This level of insight also strengthens accountability, enabling schools to share transparent reports with boards, staff, and other key stakeholders, thereby building trust while ensuring that every dollar works harder. 

    Facilities may not always be the first thing that comes to mind when people think about student success, but the way schools manage their spaces, systems, and resources has a direct impact on learning. By moving away from outdated, manual processes and embracing smarter, data-driven facilities management, districts can unlock hidden savings, prevent costly breakdowns, and optimize the use of every asset. 

    Latest posts by eSchool Media Contributors (see all)

    Source link