Tag: District

  • How Superior Public Schools united curriculum and data

    How Superior Public Schools united curriculum and data

    Key points:

    Creating consistency between classrooms and ensuring curriculum alignment school-wide can be challenging, even in the smallest of districts. Every educator teaches–and grades–differently based on their experience and preferences, and too often, they’re forced into a solution that no longer respects their autonomy or acknowledges their strengths.

    When Superior Public Schools (SPS), a district of 450 students in rural Nebraska, defined standards-referenced curriculum as a priority of our continuous improvement plan, bringing teachers in as partners on the transition was essential to our success. Through their support, strategic relationships with outside partners, and meaningful data and reporting, the pathway from curriculum design to classroom action was a smooth one for teachers, school leaders, and students alike.

    Facing the challenge of a new curriculum

    For years, teachers in SPS were working autonomously in the classroom. Without a district-wide curriculum in place, they used textbooks to guide their instruction and designed lesson plans around what they valued as important. In addition, grading was performed on a normative curve that compared a student’s performance against the performance of their peers rather than in relation to a mastery of content.

    As other educators have discovered, the traditional approach to teaching may be effective for some students, but is inequitable overall when preparing all students for their next step, whether moving on to more complex material or preparing for the grade ahead. Kids were falling through the cracks, and existing opportunity gaps only began to grow.

    SPS set out to help our students by instituting standards-referenced instruction at both the elementary and secondary levels, allowing us to better identify each child’s progress toward set learning standards and deliver immediate feedback and intervention services to keep them on the path toward success.

    Take it slow and start with collaboration

    From day one, school leaders understood the transition to the new curriculum needed to be intentional and collaborative. 

    Rather than demand immediate buy-in from teachers, administrators and the curriculum team dedicated the time to help them understand the value of a new learning process. Together, we took a deep dive into traditional education practices, identifying which set students up for success and which actually detoured their progress. Recognizing that everyone–teachers included–learns in different ways, administrators also provided educators with a wide range of resources, such as book studies, podcasts, and articles, to help them grow professionally.

    In addition, SPS partnered with the Curriculum Leadership Institute (CLI) to align curriculum, instruction, and assessment practices across all content areas, schools, and grade levels. On-site CLI coaches worked directly with teachers to interpret standards and incorporate their unique teaching styles into new instructional strategies, helping to ensure the new curriculum translated seamlessly into daily classroom practice.

    To bring standards-referenced curriculum to life with meaningful insights and reporting, SPS integrated the Otus platform into our Student Information System. By collecting and analyzing data in a concise manner, teachers could measure student performance against specific learning targets, determining if content needed to be re-taught to the whole class or if specific students required one-on-one guidance.

    With the support of our teachers, SPS was able to launch the new curriculum and assessment writing process district-wide, reaching students in pre-K through 12th grade. However, standards-reference grading was a slower process, starting with one subject area at a time at the elementary level. Teachers who were initially uncomfortable with the new grading system were able to see the benefits firsthand, allowing them to ease into the transition rather than jump in headfirst. 

    Empowering educators, inspiring students

    By uniting curriculum and data, SPS has set a stronger foundation of success for every student. Progress is no longer measured by compliance but by a true mastery of classroom concepts.

    Teachers have become intentional with their lesson plans, ensuring that classroom content is directly linked to the curriculum. The framework also gives them actionable insights to better identify the skills students have mastered and the content areas where they need extra support. Teachers can adjust instruction as needed, better communicate with parents on their students’ progress, and connect struggling students to intervention services.

    Principals also look at student progress from a building level, identifying commonalities across multiple grades. For instance, if different grade levels struggle with geometry concepts, we can revisit the curriculum to see where improvements should be made. Conversely, we can better determine if SPS needs to increase the rigor in one grade to better prepare students for the next grade level.

    While the road toward standards-referenced curriculum had its challenges, the destination was worth the journey for everyone at SPS. By the end of the 2024-2025 school year, 84 percent of K-5 students were at or above the 41st percentile in math, and 79 percent were at or above the 41st percentile in reading based on NWEA MAP results. In addition, teachers now have a complete picture of every student to track individual progress toward academic standards, and students receive the feedback, support, and insights that inspire them to become active participants in their learning.

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  • 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.

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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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  • How a small Oregon district turns data into action

    How a small Oregon district turns data into action

    This audio is auto-generated. Please let us know if you have feedback.

    Lessons In Leadership is an ongoing series in which K-12 principals and superintendents share their best practices as well as challenges overcome. For more installments, click here.

    Umatilla School District — a 1,500-student school system in eastern Oregon with a 72% Latino student population, 54% English learners and a 45% student poverty rate —  is setting the standard for effective, streamlined data management.

    As an educator in the district since 2000 and superintendent since 2007, Superintendent Heidi Sipe has seen Umatilla’s data systems evolve from pivot tables and spreadsheets to a mix of digital platforms tracking myriad data points for each student.

    This is a headshot of Heidi Sipe, superintendent of Umatilla School District in Umatilla, Ore.

    Heidi Sipe

    Permission granted by Heidi Sipe

     

    Part of the key, she says, is ensuring that there’s a common platform that consolidates student data points from other tools being used. This allows educators to look for trends and actionable data so they can identify students who may be at risk or need intervention plans, Sipe said.

    “We can check the efficacy of those supports and see if we need to make an adjustment or if we need to keep that going for that student to ensure their success,” Sipe told K-12 Dive.

    We recently caught up with Sipe to learn more about how the district uses that data to organize interventions, manages data anxiety, and helps parents understand the numbers.

    Editor’s Note: The following interview has been edited for brevity and clarity.

    K-12 DIVE: For many people, the idea of using data and processing data can be kind of daunting. When you’re introducing any sort of data tool to educators or school leaders or even parents, how do you get them comfortable with the idea of working with that data if they have any sort of anxiety about it or are overwhelmed?

    HEDI SIPE: I think part of the overwhelm is it’s kind of “Data, data everywhere, and not a drop to use.”

    The data points we’re using every month in our data team meetings are attendance — we track historical and last 30 days — and we also track disciplinary incidents, whether it be referrals or in-school suspension, out-of-school suspension, detentions.

    We also track grades in students’ core classes, as well as overall GPA and course pass rate. And then we track our MAP data in English reading, Spanish reading, mathematics, and English language usage. We track DIBELS at the elementary level — K-3 — for progress monitoring of students in their literacy development. We use a dyslexia screener through DIBELS, and then we also have some of our intervention programs that again are supplying more data.

    So when we have all of those various pieces at play, it can be really hard for a teacher to go platform to platform to platform to check the status of a student. But when all of that’s consolidated into one place, it goes from a situation of overwhelm to a quick snapshot based off of all those various pieces, which helps us make better-informed decisions for students.

    Let’s say you’re the classroom educator or the school principal, and you see in your data tools that a student is chronically absent or disengaged or their test scores are slipping, what are the first steps that you then take to put that data into action and figure out how to help that student?

    SIPE: We have a color-coded intervention list. So, anything that’s green, a teacher team can assign a student without any admin approval. If they’ve tried at least a few green interventions and they have monitored those for at least a couple of months, then they can move up and assign an orange level intervention, again without any admin approval.

    If that’s not working, they can assign a red intervention, and that would require admin approval. And then we also have various interventions where the admin can add it, and those are gray in our category. That’s things like an attendance letter to parents, a home visit an admin has done, etc., so the staff knows, “OK, here’s what the admin’s already doing for the student.”

    There may be nursing services and things like that which are happening, and they can also refer students for those types of things. If they notice a student is, perhaps, chronically absent, but it’s a student who keeps having ear infections or earaches, we have a partnership with a local doctor. If the parents are participating in that partnership, we can actually run the student to the doctor during school hours, with the parents’ permission, and make sure the kids are getting to those appointments and that we’re able to work with parents as partners in supporting that student and getting the medical attention they need so they can stay in school.

    Those types of partnerships happen because we can see that data. Those types of partnerships happen because families and teachers know these are the interventions available, and they can either request them from us or we can assign them. That’s really a helpful tool.

    It’s also really empowering to staff to be able to make those decisions. They’re working with the kids every day. They know what’s up.

    When staff — whether it’s school and district leaders or the classroom educators — are working with parents to help them make sense of their children’s data, what are some of the most effective ways they can help them do that?

    SIPE: So, my children are grown now. However, when they were younger, whatever they were experiencing seemed normal to me at the time, and wherever they were at seemed normal to me, because I wasn’t in any way comparing them to another child.

    But it’s another thing to realize, “Oh, goodness. My child’s really behind in this,” because they can see that comparative data.

    That helped me get more onboard when one of my children needed some interventions. And then it was very helpful for me to see those interventions work and see that child really take off as a really strong reader after those interventions. The teachers were able to show me, “Hang on, this is different than peers,” and then, “Here’s what we’re going to do about it.”

    That really helped me build trust in the teachers who were supporting my child.

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  • 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.

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  • 10 reasons to upgrade to Windows 11 ASAP

    10 reasons to upgrade to Windows 11 ASAP

    K-12 IT leaders are under pressure from all sides–rising cyberattacks, the end of Windows 10 support, and the need for powerful new learning tools.

    The good news: Windows 11 on Lenovo devices delivers more than an upgrade–it’s a smarter, safer foundation for digital learning in the age of AI.

    Delaying the move means greater risk, higher costs, and missed opportunities. With proven ROI, cutting-edge protection, and tools that empower both teachers and students, the case for Windows 11 is clear.

    There are 10 compelling reasons your district should make the move today.

    1. Harness AI-powered educational innovation with Copilot
    Windows 11 integrates Microsoft Copilot AI capabilities that transform teaching
    and learning. Teachers can leverage AI for lesson planning, content creation, and
    administrative tasks, while students benefit from enhanced collaboration tools
    and accessibility features.

    2. Combat the explosive rise in school cyberattacks
    The statistics are alarming: K-12 ransomware attacks increased 92 percent between 2022 and 2023, with human-operated ransomware attacks surging over 200 percent globally, according to the 2024 State of Ransomware in Education.

    3. Combat the explosive rise in school cyberattacks
    Time is critically short. Windows 10 support ended in October 2025, leaving schools running unsupported systems vulnerable to attacks and compliance violations. Starting migration planning immediately ensures adequate time for device inventory, compatibility testing, and smooth district-wide deployment.

    Find 7 more reasons to upgrade to Windows 11 here.

    Laura Ascione
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  • VICTORY! Federal district court dismisses class-action suit against pollster J. Ann Selzer

    VICTORY! Federal district court dismisses class-action suit against pollster J. Ann Selzer

    DES MOINES, Iowa, Nov. 6, 2025 — A federal district court today dismissed with prejudice a lawsuit against renowned Iowa pollster J. Ann Selzer, holding that the First Amendment bars the claims against her related to her October 2024 general election poll. As the court explained, “there is no free pass around the First Amendment.”

    FIRE’s defense of pollster J. Ann Selzer against Donald Trump’s lawsuit is First Amendment 101

    A polling miss isn’t ‘consumer fraud’ or ‘election interference’ — it’s just a prediction and is protected by the First Amendment.


    Read More

    The lawsuit, brought by a subscriber to The Des Moines Register and styled as a class action, stemmed from a poll Selzer published before the 2024 presidential election that predicted Vice President Kamala Harris leading by three points in Iowa. The suit asserted claims, including under Iowa’s Consumer Fraud Act, alleging that Selzer’s poll, which missed the final result by a wide margin, constituted “fake news” and “fraud.”

    Selzer, represented pro bono by FIRE, pushed back. FIRE explained that commentary about a political election is core protected speech. “Fake news” is a political buzzword, not a legal cause of action. And “fraud” is a defined legal concept: intentionally lying to convince someone to part with something of value. 

    The court explained, “polls are a mere snapshot of a dynamic and changing electorate” and “the results of an opinion poll are not an actionable false representation merely because the anticipated results differ from what eventually occurred.” As the Supreme Court has said, a party cannot evade First Amendment scrutiny by “simply labeling an action one for fraud.”

    The court held the plaintiff had “no factual allegations” to support his fraud claim, instead “invok[ing] mere buzzwords and speculation” to support his claims. And not only did the court find the First Amendment barred the claims, it similarly held each claim defective under Iowa law even without the First Amendment’s protection.

    Selzer is pleased with the result:

    I am pleased to see this lawsuit has been dismissed. The First Amendment’s protection for free speech and a free press held strong. I know that I did nothing wrong and I am glad the court also concluded that there was never a valid legal claim.

    FIRE’s Chief Counsel Bob Corn-Revere, who led Selzer’s defense, responded to the ruling: 

    This decision shows where petty politics ends and the rule of law begins. The court’s strongly worded opinion confirms that a legal claim cannot be concocted with political slogans and partisan hyperbole, and that there is no hiding from the First Amendment. This is a good day for freedom of speech.

    This lawsuit was a copycat of a still-pending suit filed by President Donald Trump against Selzer in December 2024 in which FIRE also represents her. FIRE Supervising Senior Attorney Conor Fitzpatrick remarked, “President Trump’s suit makes the same frivolous arguments against the same defendants. We are confident it will meet the same fate.”

    The Foundation for Individual Rights and Expression (FIRE) is a nonpartisan, nonprofit organization dedicated to defending and sustaining the individual rights of all Americans to free speech and free thought — the most essential qualities of liberty. FIRE recognizes that colleges and universities play a vital role in preserving free thought within a free society. To this end, we place a special emphasis on defending the individual rights of students and faculty members on our nation’s campuses, including freedom of speech, freedom of association, due process, legal equality, religious liberty, and sanctity of conscience.

    CONTACT:
    Karl de Vries, director of media relations, FIRE: 215-717-3473; [email protected]

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  • Arkansas Judge Orders Removal of Ten Commandments Displays from Lakeside School District – The 74

    Arkansas Judge Orders Removal of Ten Commandments Displays from Lakeside School District – The 74


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    A federal judge on Friday ordered Ten Commandments posters be removed from Lakeside School District, two days after he permitted the Garland County district to be added to a lawsuit challenging a new state law requiring the displays.

    Following passage of Act 573 of 2025 this spring, public schools are now required to “prominently” display a “historical representation” of the Ten Commandments in classrooms and libraries. The posters must be donated or bought with funds from voluntary contributions. The law also requires them to be displayed in public colleges and universities and other public buildings maintained by taxpayer funds.

    Seven Northwest Arkansas families of various religious and nonreligious backgrounds filed a lawsuit in June challenging the constitutionality of the statute. The families allege the state law violates the First Amendment’s Establishment Clause, which guarantees that “Congress shall make no law respecting an establishment of religion,” and its Free Exercise Clause, which guarantees that “Congress shall make no law … prohibiting the free exercise [of religion].”

    Supporters of the law have argued the tenets have historical significance because they influenced the country’s founders in creating the nation’s laws and legal system.

    U.S. District Judge Timothy Brooks granted a preliminary injunction in August that blocked implementation of the statute in four districts — Bentonville, Fayetteville, Siloam Springs and Springdale.

    Brooks later allowed the Conway School District to be added to the suit as a defendant and district families as plaintiffs. He also ordered Ten Commandments posters be removed from the district’s schools and converted a temporary restraining order against the district into a preliminary injunction.

    A temporary restraining order temporarily halts an action and may be issued immediately, without informing all parties and without holding a hearing. It’s intended to last until a court holds a hearing on whether to grant a preliminary injunction, according to Cornell Law School.

    After Brooks granted permission Wednesday to add Lakeside School District as a defendant and Christine Benson and her minor child as plaintiffs in the case, attorneys for the plaintiffs filed a motion for a temporary restraining order and/or preliminary injunction on Thursday.

    Brooks granted the temporary restraining order Friday and held the preliminary injunction in abeyance. He also temporarily blocked Lakeside from complying with the law and ordered the district to remove Ten Commandments displays from its schools by 5 p.m. Monday.

    “A temporary restraining order should issue as to Lakeside School District No. 9,” Brooks wrote in Friday’s order. “Lakeside Plaintiffs are identically situated to the original Plaintiffs: They advance the same legal arguments, assert the same constitutional injuries, and request the same relief.”

    Defendants and the attorney general’s office, which intervened in the case, have until Nov. 3 to submit briefs to address why the existing preliminary injunction should not be modified to include Lakeside School District as a defendant, according to Friday’s order.

    Arkansas Advocate is part of States Newsroom, a nonprofit news network supported by grants and a coalition of donors as a 501c(3) public charity. Arkansas Advocate maintains editorial independence. Contact Editor Sonny Albarado for questions: [email protected].


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  • 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. 

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  • How Windows 11 is powering the next generation of K-12 innovation

    How Windows 11 is powering the next generation of K-12 innovation

    Key points:

    As school districts navigate a rapidly evolving digital landscape, IT and academic leaders face a growing list of challenges–from hybrid learning demands and complex device ecosystems to rising cybersecurity threats and accessibility expectations. To stay ahead, districts need more than incremental upgrades–they need a secure, intelligent, and adaptable technology foundation.

    That’s the focus of the new e-book, Smarter, Safer, and Future-Ready: A K-12 Guide to Migrating to Windows 11. This resource takes an in-depth look at how Windows 11 can help school districts modernize their learning environments, streamline device management, and empower students and educators with AI-enhanced tools designed specifically for education.

    Readers will discover how Windows 11:

    • Protects district data with built-in, chip-to-cloud security that guards against ransomware, phishing, and emerging cyberattacks.
    • Simplifies IT management through automated updates, intuitive deployment tools, and centralized control–freeing IT staff to focus on innovation instead of maintenance.
    • Drives inclusivity and engagement with enhanced accessibility features, flexible interfaces, and AI-powered personalization that help every learner succeed.
    • Supports hybrid and remote learning with seamless collaboration tools and compatibility across a diverse range of devices.

    The e-book also outlines practical strategies for planning a smooth Windows 11 migration–whether upgrading existing systems or introducing new devices–so institutions can maximize ROI while minimizing disruption.

    For CIOs, IT directors, and district technology strategists, this guide provides a blueprint for turning technology into a true driver of academic excellence, operational efficiency, and district resilience.

    Download the e-book today to explore how Windows 11 is helping K-12 districts become smarter, safer, and more future-ready than ever before.

    Laura Ascione
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