Tag: day

  • No Snow Day? Mamdani Says NYC School Will Be In-Person Or Remote on Monday – The 74

    No Snow Day? Mamdani Says NYC School Will Be In-Person Or Remote on Monday – The 74


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    Sorry kids, New York City students will still not have a traditional snow day, no matter how many inches fall.

    School will be in session on Monday, whether in-person or remote, Mayor Zohran Mamdani said on Friday as he provided an update on the preparations for a potentially massive winter storm heading to the area over the weekend.

    The mayor said he will make the final decision by noon on Sunday whether classes will pivot to remote learning. The city is also canceling Sunday’s Public School Athletic League activities as well as any other Sunday school events.

    “I have to apologize to the students that we’re hoping for a different answer for a traditional snow day,” Mamdani said during a press briefing on the storm, acknowledging that the city has no flexibility in its calendar to cancel instructional days.

    New York City schools Chancellor Kamar Samuels said the city was committed to swiftly sharing information about schools.

    “We know that families need timely, clear information to plan their schedules,” Samuels said.

    He also said that schools will be flexible in their approach to remote learning.

    “No one is asking kids to be on a device for six hours and 20 minutes,” Samuels said. “Some learning will be synchronous. Some will be asynchronous. You can still have your hot chocolate, you can still go out and enjoy the snow.”

    Education Department officials are encouraging students and staff to log in to remote learning platforms over the weekend to make sure they can connect and to avoid technical glitches Monday morning, according to a letter to principals obtained by Chalkbeat. School leaders were also encouraged to stagger school start times for each grade level by 15-minute increments “to ensure a smooth login experience,” the email states.

    The National Weather Service is predicting up to 14 inches in the metropolitan region, and the city is gearing up. Schools across the five boroughs are reaching out to their students to ensure they have devices and understand how to log on in the event of a remote school day.

    This is the first major logistical test for the mayor and his new chancellor. A big chunk of the city’s nearly 900,000 students — all high school students and those attending 6-12 schools — already had the day off for a teacher professional development day. But the day might be complicated for many parents of young children: They might be frustrated with remote learning and prefer that their kids play outside, or they might be scrambling for child care, especially if they must work in-person.

    Many families also depend on schools to provide their children breakfast and lunch.

    Schools last closed in-person classes because of snow two years ago, and it did not go well: A technical meltdown prevented many students and teachers from logging on, despite efforts to practice in advance. The Education Department subsequently conducted another drill, but it was optional, and many students seemed to have opted out.

    “We are preparing for the possibility of remote such that we do not repeat those mistakes of the past,” Mamdani said.

    Samuels recalled the 2024 remote snow day as a “day that will live in infamy” and said, “We’ve stress tested the system, both in person with students logging in and as well. We’ve had simulations so we are prepared now.”

    The most recent test, Samuels said, was in December.

    “We’ve increased the capacity to make sure that we can house as many students as possible on that day,” Samuels added. “So we now have the capacity of having a million students logging at the same time within 60 seconds.”

    The mayor and chancellor offered conflicting messages this week about whether closing school altogether, with no remote learning, could be an option. Samuels said on Wednesday that remote learning would be required if school buildings are shuttered, though Mamdani indicated on Thursday that he was mulling a traditional snow day.

    Changes to the school calendar make cancelling school difficult, if not impossible.

    The city stopped having traditional snow days in 2020, deciding that schools could instead offer remote learning to help meet the mandated 180 instructional days as more holidays have been added to the calendar.

    The state allows certain professional development days to count toward that number, and because of that, New York City students are only in class 176 days this year.

    Mamdani emphasized the steps the city is taking to prepare for the storm.

    More than 2,000 sanitation workers are going to start 12-hour shifts starting Saturday evening as the city issues a hazardous travel advisory for Sunday and Monday. He urged people to take the storm seriously and stay home.

    The city’s subway and bus system is expected to be operational, said Janno Lieber, CEO of the Metropolitan Transportation Authority.

    Chalkbeat is a nonprofit news site covering educational change in public schools. This story was originally published by Chalkbeat. Sign up for their newsletters at ckbe.at/newsletters.


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  • Day 1 is Hard: Reflections on Being a First-Year Student (Again) – Faculty Focus

    Day 1 is Hard: Reflections on Being a First-Year Student (Again) – Faculty Focus

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  • See you tomorrow and every other day until there is justice

    See you tomorrow and every other day until there is justice

    This past weekend, braving freezing weather, Serbian students set up nearly 500 stands in dozens of cities, towns and villages across the country. They’ve not been selling Christmas trinkets – they’ve been collecting signatures.

    The action, titled “Raspiši pobedu” (Declare Victory) was less a petition, more a test of support. After more than a year of campus blockades, protests drawing hundreds of thousands, and awareness-raising marches across the country, they wanted to know – does Serbia actually want the elections we’ve been demanding?

    Jana, a first-year philosophy student staffing one of the Belgrade stands, told AFP:

    We are counting to get a rough idea of how many people support us.

    The answer, by all accounts, was emphatic. In Niš alone (Serbia’s third largest city), more than 17,000 signatures were collected. In Kraljevo (a city in south-central Serbia), 16 stands had to print additional materials due to demand. Across the country, the queues kept coming.

    Political science professor Nebojša Vladisavljević sees the students entering a new phase of mobilisation:

    The goal is to turn the support gained through protests into votes and an electoral victory.

    As has often been the case, the protest action has been well timed. On our Christmas Day (Serbia itself follows the Julian calendar), a court had ruled there were no grounds to further prosecute the former construction minister suspected of a “serious crime against public safety” in connection with the Novi Sad canopy collapse that killed 16 people and triggered the entire movement.

    Since then, three investigations have been launched. Only one has resulted in an indictment confirmed by a court – and now another avenue of accountability has closed.

    A week earlier, thousands had gathered in Novi Pazar – Serbia’s youngest town demographically, with a majority Bosniak Muslim population – for the first protest of its kind there. The immediate cause was brutal – Momčilo Zelenbaba, who travelled 190 kilometres from Jagodina to attend, explained:

    I came because 200 students lost their status and 30 professors lost their jobs.

    Dženana Ahmetović, a student protester, framed the stakes:

    We are here today to send a message to Serbia that we fight for an interim management and the survival of our university. This concerns all of us, not only Novi Pazar.

    The Novi Pazar students had become famous across Serbia after walking for 16 days – one day for each victim – to join the anniversary commemoration in Novi Sad on 1 November. Now they were paying the price for that solidarity – and students from across the country were coming to stand with them in return.

    Nearly two-thirds of citizens, regardless of political affiliation, see snap elections as a way out of the crisis. For now, President Vučić has said elections won’t be held before late 2026. The students have other plans.

    No easy framing

    Back in January 2025, I wrote about the student protests as they called their first general strike – and at the time, I hedged, suggesting you could “pretty much flip a coin” on whether the movement would bring down the government or fizzle out over concerns about the academic year.

    It turns out I was too cautious. The students didn’t just survive – they’ve forced the question of snap elections onto the agenda and positioned themselves as a serious electoral force.

    But the path from those January blockades to this past weekend’s signature campaign has been anything but straightforward, and the story is harder to tell than the familiar framing would suggest.

    Western media, when it has covered the protests at all, has often reached for a familiar narrative – plucky pro-European youth versus authoritarian regime backed by Russia.

    Vučić himself encouraged this framing, repeatedly claiming the protests were a Western-orchestrated “color revolution” and that:

    …President Putin had clearly explained everything he needed to know about it in just three sentences.

    But the students who occupied faculties across Serbia weren’t waving EU flags. In fact, when a group tried to raise the EU flag during a vigil in Belgrade, they were surrounded, shouted at, and forced to leave – while Orthodox crosses, references to Kosovo, and students wearing traditional šajkača caps became common features of the protest aesthetic, while the organisers said nothing.

    Academics have called this “depoliticization as strategy” – the deliberate bracketing of partisan and ideological markers to claim moral legitimacy in an environment where all political institutions are compromised.

    This is a movement that has rejected the regime but also rejected the opposition, that demanded elections but refused to endorse any candidate, that cycled to Strasbourg to petition the European Parliament, but wouldn’t let anyone carry a European flag at home.

    When opposition leaders attempted to join protests, they were met with suspicion and outright rejection – student “plenums” have explicitly asked political parties to stay away, banned party insignia, and have refused to let politicians speak.

    One student in the documentary Wake up, Serbia! puts the generational logic directly:

    Our parents fought during the ’90s and 2000. They accomplished something. They brought in democracy. Now we have problems with democracy. Now it’s our turn to fight to make it less corrupt.

    Another is emphatic about rejecting old divisions:

    We don’t care if the guy representing us is gonna be a Catholic, a Muslim, Christian, Indian guy, whatever. We want to change this system and we don’t want to focus on bringing back Kosovo or seeing who is Croatian in our friend group and who is from Bosnia. We don’t care about that. We care about the current situation in Serbia.

    The academic analysis puts it formally:

    …what appeared as an ‘anti-political’ stance was more accurately an anti-partisan strategy, shaped by the authoritarian context that rendered conventional political participation ineffective.

    The students claimed to be about “justice, not politics.” And yet they articulated explicitly political demands – accountability, resignations, investigations, and eventually snap elections.

    The tensions were real. While the plenums formally disavowed ideological branding, progressive-leaning groups and pro-EU civil society actors were marginalised, sometimes physically removed – even as nationalist symbols were tolerated. The documentary captures one revealing exchange about violence:

    We don’t want to be responsible for violence as an organization of students.

    But you want violence?

    Yes, I literally answered that. I don’t want to be labeled as an aggressive student. I would love to be labeled as an aggressive citizen.

    And the challenges of direct democracy are frankly acknowledged:

    The process of making decisions is very, very slow. Show up to the plenary session, and then we debate for 4 and a half hours and come to no conclusion. Okay, let’s have another plenary session. 4 hours, no conclusion.

    What the regime threw at them

    Throughout 2025, the government’s response has drawn on every tool in the authoritarian playbook – and a few that seemed improvised on the spot.

    Violence

    On 15 March, somewhere between 275,000 and 325,000 people gathered in Belgrade for the “15th for 15” protest – the largest mass demonstration in modern Serbian history. At 19:11, the crowd fell into commemorative silence. What happened next remains contested, but accounts from those present are astonishing. Ivana Ilic Sunderic, a veteran of Serbian activism:

    I have been going to protests for 30 years but I’ve never heard anything like this. A sound rolling toward us, a whiz… very frightening, like a sound from hell.

    Evidence surfaced of a US-made Long Range Acoustic Device mounted on a Gendarmerie vehicle. Interior minister Ivica Dacic dismissed the devices as “loudspeakers available on eBay.” Vučić issued a high-stakes ultimatum:

    If there was a single piece of evidence that a sound cannon was used against demonstrators, then I would no longer be president.

    In June, the human rights organisation Earshot published forensic analysis concluding it was highly likely that protesters were subjected to a targeted attack using a directional acoustic weapon. Vučić remains president.

    By June, on Vidovdan – the national holiday commemorating the 1389 Battle of Kosovo, freighted with nationalist symbolism – riot police charged a largely peaceful protest of 140,000 people, using pepper spray, shields and batons. Student Luka Mihajlović became a symbol of the crackdown – beaten and arrested while standing calmly with hands raised.

    Institutional warfare

    The government adopted amendments to the Higher Education Law in March, promising a 20 per cent budget increase and 50 per cent tuition fee reduction – but in parallel came Regulation 5/35, altering the ratio of teaching to research hours from 20:20 to 35:5.

    Because research was no longer compensated, and blockades prevented teaching, professors supporting the protests would receive only 12.5 per cent of their usual salary – roughly €70 a month:

    This is obviously a try to break us down, but we are trying to endure and to support our students in spite of the punishments.

    By May, a government Working Group was drafting yet another Higher Education Law – this one allowing foreign universities to operate without local accreditation while receiving state subsidies, and introducing a voucher system forcing state faculties to compete with private ones.

    Jelena Teodorović (an Associate Professor at the Faculty of education, University of Kragujevac) warned of:

    …a fierce fight for financing that would force faculties to make studying faster and easier, ultimately resulting in worthless knowledge and worthless diplomas.

    Vučić, in Niš, made his preferences clear:

    Private faculties have shown to be significantly more stable and serious.

    A BIRN (Balkan Investigative Reporting Network) investigation published in December documented systematic retaliation – hundreds fired or demoted, over 100 teachers and 25 school directors dismissed for supporting the protests, and criminal charges launched against University of Belgrade rector Vladan Đokić.

    Last week, thousands gathered in Novi Pazar after the university administration revoked student status for 200 students absent due to protests and dismissed 30 professors. One public sector worker describes the coercion around pro-government rallies:

    We have a rally tomorrow, are you going? I’m not going. But, your contract is expiring.

    Counter-mobilisation

    Throughout 2025, the government has maintained a surreal counter-protest camp known as “Ćaciland” – part propaganda tool, part dark comedy. One student on the inhabitants argues they’re not students:

    They are adults. There are people 50 plus years old. It’s so transparent that they are protected by the government and actually sent there by the government.

    Another describes attempts to interview residents:

    People were interviewing people in the camp and they were like, “Oh, no, no, no, no.” Hiding their faces, being embarrassed. And the ones who spoke were like, “Oh yeah, I’m not going to the faculty for the past 2 years. I just came here.” Like, €200 a day – that sounds like a good deal.

    Some say the camp’s composition was, in fact, more sinister than laughable:

    Members of the brigade that was dismembered after Milošević left in 2000 – the brigade that actually killed Prime Minister Zoran Đinđić – the veterans of that brigade are right now supporting the students 2.0.

    Co-option

    The regime has repeatedly tried to reframe itself as being on the same side as the students – just against “lower-level corruption.”

    Vučić launched what he branded a new “anti-corruption offensive,” conveniently timed to coincide with the peak of protests. Pro-government commentators began echoing student demands for transparency, presenting Vučić as a fellow enemy of the oligarchs. Several mid-level officials were dismissed, and state media framed these changes as evidence that the president was listening.

    During a visit to Sremska Mitrovica, Vučić declared:

    I trust these young people. I trust them more than those who put them up to this. People will no longer tolerate it – that is why they want us to change. They do not want those who destroyed the country to come to power. They want none of them. But they do want us – different, better, changed.

    The European dimension

    On 3 April, eighty students set off on bicycles from Novi Sad, beginning a 13-day journey to Strasbourg. Their stated mission:

    For the world to hear the voice of Serbia. For European institutions to put pressure on the authorities.

    It was a pragmatic calculation, not an ideological embrace – the students needed external pressure that the regime couldn’t suppress domestically.

    Their letter to French President Emmanuel Macron combined political clarity with poetic determination:

    We are not here to complain, but to remind you that hope still moves – and sometimes, it moves on two wheels. We refused to give up; every turn of the pedals was a protest against fear.

    The European Parliament responded in May with a resolution acknowledging the “legitimacy of student protest demands” and calling for an investigation into the sonic weapon allegations – 419 votes in favour. European Commissioner for Enlargement Marta Kos:

    Corruption and irresponsibility are the two main triggers of the protests. They also represent the motive for dissatisfaction due to a lack of democracy, the enslavement of the media, and the impunity of politicians.

    By October, the Parliament had adopted what was described as the “harshest ever” resolution towards the Serbian regime – 457 votes in favour, featuring express support for student demands, denunciation of state repression, explicit condemnation of sonic weapons and Pegasus spyware, and a call for an EU fact-finding mission. MEP Irena Joveva said that the time of impunity for autocrats in Belgrade was coming to an end:

    We see this grotesque irony that those who order beatings call the beaten people Nazis, inventing fake ćaci students, while real students are bleeding for democracy.

    The regime’s media apparatus weaponised every European intervention, accusing the students of “selling out to Brussels” and labelling them “traitors.” Students who had carefully distanced themselves from ideological affiliation found themselves simultaneously supported by EU progressives and demonised by nationalist-authoritarian actors – their rhetorical insistence on neutrality was becoming increasingly untenable.

    The electoral gambit

    In April, moving from demands for accountability to wider demands, student plenums issued a declaration that changed the terms entirely:

    Government corruption is so deeply rooted that no functional reform is possible within the current institutional framework. Only new elections – conducted under fair and monitored conditions – can open the path to justice.

    The students had gone from demanding investigations to demanding regime change.

    November 1st marked a year since the canopy collapse. At exactly 11:52 AM, tens of thousands stood in 16 minutes of silence – one minute for each victim. Independent observers placed the Novi Sad crowd at approximately 100,000. Dijana Hrka, mother of 27-year-old victim Stefan, addressed the crowds:

    I need to know who killed my child so I can have a little peace. I am looking for justice. I want no other mother to go through what I am going through.

    A giant banner unfurled on Petrovaradin Fortress:

    See you tomorrow and every other day until there is justice.

    Vučić issued a rare televised apology:

    I apologize – both to students and to protesters, as well as to others with whom I disagreed.

    The students were unmoved. State-owned Serbian Railways suspended train traffic to Novi Sad on the day of the protest, citing an alleged bomb threat.

    Student plenums have now announced support for a civic electoral list while emphasising that students themselves won’t appear as candidates – they demand independent monitoring, transparent campaign financing, and genuine media pluralism, but they still refuse to endorse any party. Sociologist Zoran Gavrilović:

    We are witnessing the formation of a serious electoral player, because the students have become Vučić’s most serious competitor.

    The open question

    The academic analysis identifies both the strength and the risk:

    …without institutional continuity, moral mobilization risks dissipation. Without mechanisms to translate civic power into structural change, legitimacy may erode once the moment passes.

    One student puts it plainly:

    This has outgrown the student-led protests. We can do everything still – all of the organisation, the logistics – but we can’t do it all on our own. We need help for this next step.

    Another on the long game:

    We have to wake up as many people as we can until the next elections so that we can actually win. And if the election gets stolen again like they did in 2000, then we can violently protest.

    And another, more hopefully:

    You’re not aware of how many people have been woken up from a very long sleep here in Serbia. We are the students that managed to wake up the whole nation. Now it’s up to the citizens of Serbia to decide what will happen next.

    For those of us who follow student movements, there are lessons here – though perhaps not the ones we expected. The power of decentralisation is real – the movement was almost impossible to decapitate through targeted arrests or co-option precisely because it had no leaders. The importance of tactical evolution is also clear – from blockades to silent vigils to 24-hour road closures to bicycle journeys to signature campaigns, each phase wrong-footed the authorities.

    But the limits of “depoliticisation” have also been visible. Refusing to build political infrastructure, rejecting alliances with compromised but potentially useful actors, tolerating some ideological currents while excluding others – the movement may have constrained its own transformative potential.

    This weekend’s signature campaign suggests they know this. The paradox now is whether a movement built on rejecting politics can win at it.

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  • Teaching might be synchronous, but learning is always happening asynchronously

    Teaching might be synchronous, but learning is always happening asynchronously

    Key points:

    The bell rings at 10:00 a.m. A teacher begins explaining quadratic equations. Some students lean forward, pencils ready. Others stare at the clock. A few are still turning yesterday’s lesson over in their minds. On the surface, it’s a standard, well‑planned class period. But here’s the catch: Learning doesn’t always happen on schedule.

    Think about your own class last week. Did every student learn exactly what you were teaching? Or did some of them circle back a day or two later with new questions, fresh insights, or sudden understanding?

    Across the country, laws and regulations attempt to define and balance synchronous and asynchronous instruction. Some states fund schools based on seat time, measuring how long students sit in classrooms or log into live online sessions. Here in Indiana, recent legislation even limits the number of e‑learning days that can be asynchronous, as if too many days without live teaching would somehow shortchange students. These rules were written with the best of intentions–ensuring students are engaged, teachers are available, and learning doesn’t slip through the cracks.

    Over time, “asynchronous instruction” has picked up a troubling reputation, often equated with the idea of no teaching at all–just kids simply poking through a computer on their own. But the truth is far more nuanced. The work of teaching is so difficult precisely because all learning is, at its core, asynchronous. The best teachers understand the enormous variance in readiness within any group of students. They know some learners grasp a concept immediately while others need more time, multiple exposures, or a completely different entry point. Giving them space beyond the live moment is often exactly what allows learning to take hold.

    Devoting resources to well-designed asynchronous learning, such as recorded lectures available for rewatch, self-paced learning modules, project-based activities, and educational games, allows students to immerse themselves in instructional materials and gain a better understanding of content on their terms. Instead of helping students catch up during class time, teachers can focus on whole-group instruction and a deeper analysis of curriculum content.

    When we’re measuring butts in seats or time in front of a screen with an instructor on the other end, live, we’re measuring what’s easy to measure, not what’s important. Real student engagement happens in the head of the learner, and that is far harder to quantify.

    That’s why I can’t help but wonder if some of these mandates, while well‑intentioned, actually get in the way of real learning, pushing schools to comply with a regulation rather than focus on the conditions that actually help students grow.

    What if, instead of focusing so much on the ratio of synchronous to asynchronous minutes, we asked a better question: Are students being given the time, space, and support to truly learn? Are we creating systems that allow them to circle back and show growth when they’re ready, not just when the bell rings? As an administrator, I know our district is still figuring out the complexities of putting these goals into practice.

    Instead of tying funding and accountability to time in a seat, imagine tying it to evidence of growth. Imagine policies that encourage schools to document when and how students show understanding, no matter when it happens. Imagine giving educators the freedom to design opportunities for students to revisit, rethink, and re‑engage until the learning truly sticks.

    The teaching might be synchronous. But the learning is always happening asynchronously, and if we can shift our policies, practices, and mindsets to honor that truth, we can move beyond compliance and toward classrooms where students have every chance to succeed.

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  • Scaling structured literacy with implementation science

    Scaling structured literacy with implementation science

    When districts adopt evidence-based practices like Structured Literacy, it’s often with a surge of excitement and momentum. Yet the real challenge lies not in the initial adoption, but in sustaining and scaling these practices to create lasting instructional change. That’s the point at which implementation science enters the picture. It offers a practical, research-backed framework to help district leaders move from one-time initiatives to systemwide transformation.

    Defining the “how” of implementation

    Implementation science is the study of methods and strategies that support the systematic uptake of evidence-based practices. In the context of literacy, it provides a roadmap for translating the science of reading, based on decades of cognitive research, into day-to-day instructional routines.

    Without this roadmap, even the most well-intentioned literacy reforms struggle to take root. Strong ideas alone are not enough; educators need clear structures, ongoing support, and the ability to adapt while maintaining fidelity to the research. Implementation science brings order to change management and helps schools move from isolated professional learning sessions to sustainable, embedded practices.

    Common missteps and how to avoid them

    One of the most common misconceptions among school systems is that simply purchasing high-quality instructional materials or delivering gold-standard professional learning, like Lexia LETRS, is enough. While these are essential components, they’re only part of the equation. What’s often missing is a focus on aligned leadership, strategic coaching, data-informed decisions, and systemwide coordination.

    Another frequent misstep is viewing Structured Literacy as a rigid, one-size-fits-all approach. In reality, it is a set of adaptable practices rooted in the foundational elements of reading: Phonemic awareness, phonics, fluency, vocabulary, and comprehension. Effective implementation requires both structure and flexibility, guided by tools like the Active Implementation Formula or NIRN’s Hexagon Tool.

    District leaders must also rethink their approach to leadership. Instructional change doesn’t happen in a vacuum or stay confined to the classroom. Leaders at every level–from building principals to regional directors–need to be equipped not just as managers, but as implementation champions.

    Overcoming initiative fatigue

    Initiative fatigue is real. Educators are weary of the pendulum swings that often characterize educational reform. What’s new today may feel like a rebranded version of yesterday’s trend. Implementation science helps mitigate this fatigue by building clear, supportive structures that promote consistency over time.

    Fragmented professional learning is another barrier. Educators need more than one-off workshops–they need coherent, job-embedded coaching and opportunities to reflect, revise, and grow. Coaching plays a pivotal role here. It serves as the bridge between theory and practice, offering modeling, feedback, and emotional support that help educators build confidence and capacity.

    Building sustainable systems

    Sustainability starts with readiness. Before launching a Structured Literacy initiative, district leaders should assess their systems. Do they have the right people, processes, and tools in place? Have they clearly defined roles and responsibilities for everyone involved, from classroom teachers to district office staff?

    Implementation teams are essential. These cross-functional groups help drive the work forward, break down silos, and ensure alignment across departments. Successful districts also make implementation part of their onboarding process, so new staff are immersed in the district’s instructional vision from day one.

    Flexibility is important, too. No two schools or communities are the same. A rural elementary school might need different pacing or grouping strategies than a large urban middle school. Implementation science supports this kind of contextual adaptation without compromising core instructional principles.

    Measuring progress beyond test scores

    While student outcomes are the ultimate goal, they’re not the only metric that matters. Districts should also track implementation fidelity, educator engagement, and coaching effectiveness. Are teachers confident in delivering instruction? Are they seeing shifts in their students’ engagement and performance? Are systems in place to sustain these changes even when staff turnover occurs?

    Dashboards, coaching logs, survey tools, and walkthroughs can all help paint a clearer picture. These tools also help identify bottlenecks and areas in need of adjustment, fostering a culture of continuous improvement.

    Equity at the center

    Implementation science also ensures that Structured Literacy practices are delivered equitably. This means all students, regardless of language, ability, or zip code, receive high-quality, evidence-based instruction.

    For multilingual learners, this includes embedding explicit vocabulary instruction, oral language development, and culturally responsive scaffolding. For students with disabilities, Structured Literacy provides a clear and accessible pathway that often improves outcomes significantly. The key is to start with universal design principles and build from there, customizing without compromising.

    The role of leadership

    Finally, none of this is possible without strong leadership. Implementation must be treated as a leadership competency, not a technical task to be delegated. Leaders must shield initiatives from political noise, articulate a long-term vision, and foster psychological safety so that staff can try, fail, learn, and grow.

    As we’ve seen in states like Mississippi and South Carolina, real gains come from enduring efforts, not quick fixes. Implementation science helps district leaders make that shift–from momentum to endurance, from isolated success to systemic change.

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  • Honoring Giving Day Excellence | The 2025 RNL Givey Winners

    Honoring Giving Day Excellence | The 2025 RNL Givey Winners

    Giving days have become a foundation for fundraising, helping institutions energize their donor base and create an incredible burst of philanthropic passion. As these days have evolved, so have the strategies institutions have used to amplify their efforts, rally donors around a theme, and gamify giving to take the results to the next level.

    To recognize the creativity and strategy of these programs, RNL created the Giveys, and annual award celebrating the most innovative and successful Giving Day campaigns. This year we are pleased to announce 28 winners among our ScaleFunder partners.

    The Giveys showcase a sampling of the outstanding work and unique approaches RNL’s many partners take to engage their communities and maximize their fundraising efforts. This year’s winners used pop culture-inspired themes and high-tech ambassador toolkits to bolster strategic support from the ScaleFunder and use of our easy-to-build platform to generate record-breaking fundraising events. Read about the winners and see their giving pages below, or watch our recent webinar where we unveiled the winning institutions.

    2025 RNL Giveys Winners & Highlights

    Category: Creative Giving Day Theme

    Missouri State Giving Day
    • Winner: University of Texas at Dallas
      • University of Texas at Dallas launched a fully integrated Taylor Swift-inspired campaign that spanned their logo, site text, graphics, and ambassador toolkit. The theme culminated in a fun, on-campus concert featuring a Taylor Swift impersonator and a selfie station.
    • Winner: Missouri State University
      • Missouri State won for their Taylor Swift-inspired theme that carried across their site’s banner image and ambassador materials, demonstrating a high-energy approach that resonated with their community

    Category: Omnichannel Engagement

    • Winner: Michigan Tech University
      • Michigan Tech University was recognized for their professional and unified omnichannel strategy. They utilized high-quality branding, student photos, and front-and-center dates across postcards, digital ads, and email to ensure the campaign was seen everywhere.

    Category: Creative Social Media

    • Winner: West Virginia University (WVU)
      • West Virginia University was celebrated for its use of creative social media challenges and contests, leveraging the Walls.io social media aggregator. Our favorites included a “Day of Giving Social Prop Challenge” tied to their save-the-date postcard, a “Country Roads Challenge” asking people to sing the John Denver song, and a “Pet Photo Challenge.”

    Category: Gamification Excellence

    RPI Giving DayRPI Giving Day
    • Winner: The University of Mississippi
      • The University of Mississippi team was honored for leaning into what makes them unique! They tied their campaign to the hearts of their donors by offering unique and personalized rewards such as a manufacturing excellence fire pit and a signed, personalized print from artist Marshall Ramsey.
    • Winner: Indiana State University
      • Indiana State was recognized for an excellent display of matches and challenges on their site, particularly the “New Donor Challenge.” This challenge targeted first-time donors, successfully using a major gift to be unlocked once a specific number of new donors gave.
    • Winner: Rensselaer Polytechnic Institute (RPI)
      • We applaud RPI for tying their gamification directly into their giving day date, March 14th (Pi Day). Challenges included goals like 3,142 laps around the armory and gifts of $3.14 or $31.42, along with highlighting pet posts for their president’s dog’s birthday party.
    • Winner: Montclair State University
      • Montclair State University was highlighted for their fun, relatable challenge that asked young alumni to “give up a coffee” and make a modest gift, then rewarded them with a coupon for a free coffee, encouraging repeat engagement.

    Category: Ambassador + Donor Engagement

    University of Oregon Giving DayUniversity of Oregon Giving Day
    • Winner: University of Oregon
      • The University of Oregon won for their “Ducks Give Day” campaign. They offered a free sticker pack for signing up as an ambassador and motivated participation in their “You+2” campaign, where ambassadors made a gift and secured two others to make a gift, then they earned an exclusive Oregon pin and pair of socks.
    • Winner: The University of Texas Health Science Center at Houston
      • UT Health Houston put together a Giving Day campaign toolkit to engage the ambassadors by providing professional, easy-to-use graphics and copy-and-paste sample messaging. The success of their campaign stemmed from understanding of their audience and a commitment to making it simple for people to spread the word and help them meet their goals.

    Category: On-Campus Engagement

    • Winner: University of Wisconsin-La Crosse
      • Celebrated for an excellent on-campus promotion strategy to generate awareness and engagement, which included free T-shirt giveaways, a kickoff pep rally, a voting contest for campus areas to receive funding, and a “Class Cab” golf cart.

    Category: Awesome Greek Organization

    • Winner: Kappa Alpha Theta
      • Kappa Alpha Theta was recognized for their well-designed and welcoming ScaleFunder site design, which featured animated graphics and powerful donor testimonials directly on the page, leaning into their core message of sisterhood and connection.

    Category: New Giving Day Partner

    University of DelawareUniversity of Delaware
    • Winner: University of Delaware
      • The University of Delaware was honored for their successful first “iHeartUD Giving Day,” demonstrating excellent branding and execution, especially after needing to change their Giving Day date. Their quick, professional communication and successful campaign showed great promise, and they were true experts at keeping their community in the loop about iHUD happenings.
    • Winner: California State University, Stanislaus
      • California State University, Stanislaus was recognized for a very strong entry, leveraging years of success with RNL’s crowdfunding platform for their first Giving Day. They created a unique theme, “1960 Minutes of Giving” (based on their founding year), and used a unique domain label: “stanforacause.”

    Category: Fall Giving Day

    • Winner: The University of Alabama
      • Featured for their recent “Clash of the Capstone” campaign, which pitted students against alumni in a competition to see who could bring in the greatest number of gifts, creating a fun, engaging way to host a second, focused giving day in the fall.
    • Winner: UC Berkeley
      • Recognized for the success of their second annual fall giving day, the “Oski’s Bearathon.” The campaign, which focuses on driving donations to student organizations, uses a fun, quirky theme and is a top example of how to successfully run multiple, distinct Giving Day campaigns in one year.

    Category: Frictionless Giving Experience

    • Winner: Butler University
      • Butler University was celebrated for proactively adding custom questions to their donation form to collect information vital for advancement services and athletics, streamlining the gift processing workflow for their campus partners.

    Category: Giving Day Video

    • Winner: University of Houston
      • The University of Houston created an engaging Giving Day campaign, which featured a video game theme. This included a fun, well-done video and the development of an actual playable game called “Shasta’s Birthday Dash,” accessible right on their Giving Day site. This gamified approach allowed participants to play, collect points by passing virtual campus landmarks, and track their scores on a visible leaderboard, making the celebration of their “years of excellence” a memorable and interactive experience.

    Category: Incentivized Giving

    • Winner: Northern Kentucky University
      • Northern Kentucky University developed highly effective donor incentives as part of their annual Giving Day campaign. These incentives included offering a choice of a long-sleeve T-shirt for any gift of $68 or more (honoring their founding year) and leveraging a partnership with AAA to enter all donors of any gift size into a drawing to win two round-trip Delta Airline ticket vouchers anywhere in the continental United States.

    Ready for a record-breaking giving day?

    RNL Giving Day Powered by ScaleFunder combines the most powerful giving day platform with strategic assessments, omnichannel marketing, and stewardship to make your giving day a major success and increase future giving.

    RNL Giving Day Powered by ScaleFunderRNL Giving Day Powered by ScaleFunder

    Category: Site Design

    • Winner: The University of Mary Washington
      • The University of Mary Washington earned recognition for their successful site refresh, which featured a custom-drawn campus wallpaper design for their Giving Day platform. Additionally, they leveraged a unique campus tradition, the “Devil Goat Challenge,” which pits even and odd class years against each other for additional challenge funds.
    • Winner: Ivy Tech Community College
      • Ivy Tech Community College Giving Day campaign prioritized team alignment across the entire organization and featured a visually fantastic site design. Their platform created a positive, celebratory atmosphere through its use of dynamic graphics and animation, including a banner with confetti dropping.
    • Winner: Tarleton State University
      • Tarleton State University created a professional and engaging Giving Day site that effectively showcased their branding, especially for the Texan Excellence Fund. Their use of vibrant giving area tiles that instantly captured attention and encouraged visitors to scroll and click through to learn about the different campus areas needing support.
    • Winner: Washington State University
      • Washington State University reached the outstanding milestone of their 10th annual Giving Day this year with their, “Cougs Give,” campaign. The university Giving Day site is well designed, featuring a “film noir” theme that used black and white imagery with a bold pop of red in their tile graphics, creating a memorable and visually sophisticated look that was carried throughout the entire campaign.

    Category: Multi-Campus Showcase

    • Winner: The University of Alaska
      • The University of Alaska leveraged an exceptional multi-campus showcase feature, which unified its various campus identities through the creative use of their mascots. Their campaign stood out with engaging features like mascots animating in and out of the banner images and a fun “hide and seek” challenge that visually highlighted each campus’s unique identity.

    Category: Athletics Giving Day

    • Winner: Virginia Tech University
      • Virginia Tech successfully hosted a second Giving Day specifically dedicated to their athletics, branded with the strong theme “Triumph Together.” This initiative united the university’s annual giving and athletics teams, serving as a powerful tool to generate engagement, secure great donor numbers, and cultivate loyal, all-around Virginia Tech fans.

    Category: Giving Tuesday

    • Winner: Northern Arizona University
      • Northern Arizona University was recognized for their cohesive and successful Giving Tuesday campaign that featured a fall theme and their “Lumberjacks” identity. Their strategy featured a beautiful site design and creative, engaging messaging, such as substituting “gifts” with “axe of kindness” and playful puns to reinforce the thematic branding and celebrate who they are.

    Category: Early Giving

    • Winner: Marshall University
      • Marshall University was recognized for their creative and effective use of early giving functionality on the ScaleFunder platform, which streamlined the donation process for both donors and staff. They simplified the experience by allowing gifts directly on the campaign site, customizing the donation button to say “Give Early,” and easily hiding the total aggregator and donor wall until the official launch to generate excitement.

    Category: Wild Card

    • Winner: Salem State University
      • Salem State University was recognized for enhancing their Giving Day with creative, multi-media engagement features promoted directly on their homepage, offering fun ways for their community to participate beyond just donating. These features included a high-energy “Viking Warrior Day hype up” Spotify playlist and a curated YouTube playlist offering various pre-recorded activities, such as an alumni-led morning yoga session and an evening meditation.

    Ready to have your award-winning Giving Day?

    These stories of record growth, community engagement, and frictionless giving celebrated at RNL’s 2025 Giveys highlights that with the right tools, consulting support, and strategic planning, any institution can host a successful and engaging digital fundraising campaign.

    Whether you’re looking to launch your first Giving Day, elevate your annual campaign, or start a new crowdfunding initiative, RNL’s ScaleFunder platform provides the technology, insights, and support to turn your vision into a fundraising victory.

    Contact us today to explore how RNL’s ScaleFunder can help you engage your donors, mobilize your ambassadors, and build a tradition of giving day excellence.

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  • Teaching isn’t about perfection, it’s about showing up–here’s how to do that

    Teaching isn’t about perfection, it’s about showing up–here’s how to do that

    Key points:

    When I walked into my first classroom almost a decade ago, I had no idea how many “first days” I would experience–and how each one would teach me something new.

    Growing up–first in the Virgin Islands and then later in Florida–I always felt pulled toward teaching. Tutoring was my introduction, and I realized early that I was a helper by nature. Still, my path into the classroom wasn’t straightforward–I changed majors in college, tried different things, and it wasn’t until six months after graduation that a friend pointed me toward Teach For America. That leap took me all the way to Baton Rouge, Louisiana, far from home and family, but I was fortunate to find a strong cohort of fellow teachers and mentors who grounded me.

    Those early years weren’t easy. Being away from home, balancing the demands of teaching, and later, raising two kids of my own–it could feel overwhelming. My mentors kept me steady, reminding me that teaching is about community and connection. That lesson has never left me. 

    As I started this school year–my eighth first day of school at the front of the classroom–I’m reflecting on other lessons learned that help me help my students thrive.

    Connection is the key to everything. If students know you believe in them, they’ll start believing in themselves. I think of one student in particular who was failing in my class repeatedly, and finally passed–not because I’m a miracle worker, but because we built trust. I bought into him, and eventually, he bought into himself. Those are the moments that make the long days and sacrifices worth it.

    Make your classroom a safe space to learn. I teach 10th-grade biology and 11th-grade dual-enrollment engineering; these are subjects that can seem intimidating to young people. I tell my students that I want to hear each and every one of their ideas. No one’s brains are alike. My brain isn’t like yours, and yours isn’t like your neighbor’s. Listening to everyone’s thoughts, processes, and ideas helps us expand our own thinking and understanding. Especially with a subject matter like science, I want students to know that there is no shame in exploring different ideas together. In fact, that’s what makes this kind of work exciting.

    Lean on your network. We preach the importance of continuous learning to our students, and rightfully so. There is always room to grow in every subject. I believe teachers need to model this for our students. I lean heavily on my support system: my mentors, my master teacher, and other educators and coaches. They are always there to bounce ideas off of, helping me continue to strengthen my lessons and outcomes. This also builds community; two of my mentors, Sabreen Thorne and Marie Mullen, are Teach For America Greater Baton Rouge alumnae who still work for the organization and still make the effort to keep in touch, invite me to community events, and offer me words of wisdom.

    I’m proud that these approaches have been working. This past year, our school, Plaquemine High School, saw the most improved test scores in the Iberville Parish School District. It wasn’t magic–it was the collective effort of teachers and students who decided we could do better, together. I was also honored to receive the Shell Science Lab Regional Makeover grant, which provides us with resources to upgrade our science lab. We’ll be able to provide the equipment our students deserve. Science classrooms should be safe spaces where every idea matters, where students feel empowered to experiment, question, and create. This grant will help us bring that vision to life.

    Eight years in, I’ve learned that teaching isn’t about perfection. It’s about showing up, reflecting, leaning on others, and never losing sight of why we’re here: to open doors for kids. Every year, every day, is another chance to do just that.

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  • Every Day Should Be Labor Day

    Every Day Should Be Labor Day

    As Americans celebrate Labor Day, the traditional holiday honoring workers, it is worth asking a blunt question: why do we set aside only one day to recognize the people who keep this country running? For the majority of working-class Americans, labor is not a seasonal event—it is a daily struggle. And yet, political and economic systems continue to undervalue, underpay, and exploit the very workforce that sustains them.

    The numbers are stark. The U.S. Department of Labor reports that over 100 million Americans are part of the labor force. Yet median wages have barely budged in decades, while the top 1% of earners have seen their wealth multiply. In higher education, adjunct professors often earn less than $30,000 a year while carrying the teaching load of full-time faculty, and the majority of college graduates leave school with over $30,000 in student loan debt, only to find themselves in jobs that fail to utilize their skills or provide financial security.

    The “gig economy” promised flexibility and empowerment, but in reality it has created precarious work with no benefits, no sick leave, and few protections. Companies like Amazon, Uber, and DoorDash rely on a workforce that bears nearly all the risk while executives reap outsized rewards. The same dynamic extends to knowledge industries: research assistants, graduate students, and postdocs often perform essential labor for universities without fair compensation, health care, or job security.

    Labor Day should not simply celebrate the ideal of work—it should spotlight injustice. It should remind policymakers, university administrators, and corporate leaders that the human cost of economic growth is real and rising. Childcare costs, rent, healthcare premiums, and student debt are not abstract numbers—they are barriers that prevent workers from achieving economic stability or pursuing meaningful lives outside of work.

    Across the country, workers are pushing back. Teachers strike to demand fair pay and better conditions. Nurses, long on the frontlines of a pandemic, advocate for safer staffing levels and respect. Fast-food workers, warehouse employees, and adjunct faculty organize for recognition and dignity. These struggles reveal a truth that is too often ignored: every worker deserves more than symbolic recognition; they deserve economic justice, security, and respect every single day of the year.

    For policymakers, higher education leaders, and business executives, the lesson is clear: labor should not be celebrated just once a year. Fair wages, comprehensive benefits, and meaningful protections should be the baseline for every workplace. The fight for workers’ rights is ongoing, and the consequences of ignoring it are profound—not just for individual families, but for the health of the American economy itself.

    This Labor Day, Americans should reflect on a simple truth: the nation thrives not because of CEOs, venture capitalists, or administrators, but because millions of people show up to work every day under conditions that are far from ideal. If respect for labor is genuine, it cannot be confined to a single Monday in September. Every day should be Labor Day.


    Sources:

    • U.S. Department of Labor, Labor Force Statistics

    • Federal Reserve, Report on the Economic Well-Being of U.S. Households

    • National Center for Education Statistics, Adjunct Faculty Data

    • Economic Policy Institute, The State of American Wages

    • Brookings Institution, Gig Economy and Worker Precarity

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  • 3 steps to build belonging in the classroom

    3 steps to build belonging in the classroom

    Key points:

    The first few weeks of school are more than a fresh start–they’re a powerful opportunity to lay the foundation for the relationships, habits, and learning that will define the rest of the year. During this time, students begin to decide whether they feel safe, valued, and connected in your classroom.

    The stakes are high. According to the 2023 Youth Risk Behavior Survey, only 55 percent of students reported feeling connected to their school. That gap matters: Research consistently shows that a lack of belonging can harm grades, attendance, and classroom behavior. Conversely, a strong sense of belonging not only boosts academic self-efficacy but also supports physical and mental well-being.

    In my work helping hundreds of districts and schools implement character development and future-ready skills programs, I’ve seen how intentionally fostering belonging from day one sets students–and educators–up for success. Patterns from schools that do this well have emerged, and these practices are worth replicating.

    Here are three proven steps to build belonging right from the start.

    1. Break the ice with purpose

    Icebreakers might sound like old news, but the reality is that they work. Research shows these activities can significantly increase engagement and participation while fostering a greater sense of community. Students often describe improved classroom atmosphere, more willingness to speak up, and deeper peer connections after just a few sessions.

    Some educators may worry that playful activities detract from a serious academic tone. In practice, they do the opposite. By helping students break down communication barriers, icebreakers pave the way for risk-taking, collaboration, and honest reflection–skills essential for deep learning.

    Consider starting with activities that combine movement, play, and social awareness:

    • Quick-think challenges: Build energy and self-awareness by rewarding quick and accurate responses.
    • Collaborative missions: Engage students working toward a shared goal that demands communication and teamwork.
    • Listen + act games: Help students develop adaptability through lighthearted games that involve following changing instructions in real time.

    These activities are more than “fun warm-ups.” They set a tone that learning here will be active, cooperative, and inclusive.

    2. Strengthen executive functioning for individual and collective success

    When we talk about belonging, executive functioning skills–like planning, prioritizing, and self-monitoring–may not be the first thing we think of. Yet they’re deeply connected. Students who can organize their work, set goals, and regulate their emotions are better prepared to contribute positively to the class community.

    Research backs this up. In a study of sixth graders, explicit instruction in executive functioning improved academics, social competence, and self-regulation. For educators, building these skills benefits both the individual and the group.

    Here are a few ways to embed executive functioning into the early weeks:

    • Task prioritization exercise: Help students identify and rank their tasks, building awareness of time and focus.
    • Strengths + goals mapping: Guide students to recognize their strengths and set values-aligned goals, fostering agency.
    • Mindful check-ins: Support holistic well-being by teaching students to name their emotions and practice stress-relief strategies.

    One especially powerful approach is co-creating class norms. When students help define what a supportive, productive classroom looks like, they feel ownership over the space. They’re more invested in maintaining it, more likely to hold each other accountable, and better able to self-regulate toward the group’s shared vision.

    3. Go beyond the first week to build deeper connections

    Icebreakers are a great start, but true belonging comes from sustained, meaningful connection. It’s tempting to think that once names are learned and routines are set, the work is done–but the deeper benefits come from keeping this focus alive alongside academics.

    The payoff is significant. School connectedness has been shown to reduce violence, protect against risky behaviors, and support long-term health and success. In other words, connection is not a “nice to have”–it’s a protective factor with lasting impact.

    Here are some deeper connection strategies:

    • Shared values agreement: Similar to creating class norms, identify the behaviors that promote safety, kindness, and understanding.
    • Story swap: Have students share an experience or interest with a partner, then introduce each other to the class.
    • Promote empathy in action: Teach students to articulate needs, seek clarification, and advocate for themselves and others.

    These activities help students see one another as whole people, capable of compassion and understanding across differences. That human connection creates an environment where everyone can learn more effectively.

    Take it campus-wide

    These strategies aren’t limited to students. Adults on campus benefit from them, too. Professional development can start with icebreakers adapted for adults. Department or PLC meetings can incorporate goal-setting and reflective check-ins. Activities that build empathy and connection among staff help create a healthy, supportive adult culture that models the belonging we want students to experience.

    When teachers feel connected and supported, they are more able to foster the same in their classrooms. That ripple effect–staff to students, students to peers–creates a stronger, more resilient school community.

    Belonging isn’t a single event; it’s a practice. Start the year with purpose, keep connection alive alongside academic goals, and watch how it transforms your classroom and your campus culture. In doing so, you’ll give students more than a positive school year. You’ll give them tools and relationships they can carry for life.

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