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Classical Conversations Program Integrates Hands-On Activities for U.S. Geography Education

Classical Conversations Program Integrates Hands-On Activities for U.S. Geography Education

The Classical Conversations program's Cycle 3 geography curriculum is incorporating hands-on activities to enhance students' understanding of U.S. states, capitals, and physical features. The program aims to build a comprehensive mental map of the country through memory work, reinforced by practical projects. During the fall semester, students memorize all fifty states and capitals, with activities like creating a 'Capital Road Trip Journal' where they record state facts and draw outlines. Another activity involves a 'State Abbreviation Scavenger Hunt' using license plates. For the spring semester, which focuses on physical features like mountains, lakes, and rivers, students engage in activities such as building relief maps with salt dough or clay, conducting erosion experiments, and practicing cartography with sidewalk chalk. The curriculum also encourages field trips to national parks and historic sites to connect memory work with real-world experiences.

Montana Implements Modernized Career Clusters Framework to Align Education with Workforce Needs

Montana Implements Modernized Career Clusters Framework to Align Education with Workforce Needs

Montana is actively implementing the modernized National Career Clusters Framework, a multi-year initiative aimed at aligning its Career Technical Education (CTE) system with the state's specific learner, community, and workforce demands. This process involves a comprehensive data analysis and alignment, including reviewing and updating course coding, and fostering collaboration between secondary and postsecondary CTE institutions. The state is also adapting the framework to its unique context, making adjustments to terminology to resonate with local educators and communities, and exploring the development of state-specific pathways, such as one focused on Tribal Government & Leadership. This strategic approach is designed to ensure that the updated framework effectively supports career readiness and talent development across Montana.

Peoria Unified Students Receive Rocky Mountain Emmy Recognition for Film and TV Productions

Peoria Unified Students Receive Rocky Mountain Emmy Recognition for Film and TV Productions

Peoria Unified Students Receive Rocky Mountain Emmy Recognition for Film and TV Productions

Madame Tussauds Orlando Offers Educational Field Trips for K-12 Groups

Madame Tussauds Orlando Offers Educational Field Trips for K-12 Groups

Madame Tussauds Orlando Offers Educational Field Trips for K-12 Groups

UNLV Launches 'Destination Degree' Initiative to Boost Bachelor's Degree Completion

UNLV Launches 'Destination Degree' Initiative to Boost Bachelor's Degree Completion

The University of Nevada, Las Vegas (UNLV) has introduced a new initiative called 'Destination Degree,' aimed at assisting current and former students, as well as parents of current students, in completing their bachelor's degrees. The program was announced on October 1 during a roundtable discussion at UNLV, which included university leaders, representatives from the education non-profit Earn to Learn, and U.S. Rep. Susie Lee. The initiative focuses on expanding pathways to degree completion and addressing financial and other barriers that students often face. Destination Degree offers various programs such as Rebel Finish Line for former students close to graduation, Rebel Comeback to help students with outstanding UNLV balances, Rebel Roots for parents of current students with some college credit, Rebel Restore for those with past academic challenges, and Rebel Wraparound for students needing multiple support resources. A key partnership with Earn to Learn provides financial support, including an 8-to-1...

CHS Communicator Highlights Freshman Experiences and School Transition

CHS Communicator Highlights Freshman Experiences and School Transition

The CHS Communicator has published an article detailing the initial experiences and adjustments of freshmen at Community High School (CHS). The report focuses on how new students are adapting from middle school routines to CHS's block scheduling and open campus policy. Students like Nathaniel Raz expressed relief and happiness upon acceptance, highlighting the school's 'Forum' system as a key differentiator that fosters social skills and a welcoming environment. Ingrid VanderVliet noted the challenge of transitioning to block scheduling but appreciated the support from CHS staff. Conversely, Alma Birdsong praised the increased freedom, particularly the ability to leave campus for lunch. Callen Hunter-Veatch was surprised by the quiet hallways and is enjoying unique classes like Python, computer science, and ASL, which they hadn't anticipated taking. The article underscores the varied initial impressions, ranging from relief and appreciation for new freedoms to challenges in adapting to different academic s...

Smithsonian Science Education Center Promotes Hands-On STEM Learning for Kids at Home

Smithsonian Science Education Center Promotes Hands-On STEM Learning for Kids at Home

The Smithsonian Science Education Center advocates for hands-on STEM (Science, Technology, Engineering, and Mathematics) activities for children at home, emphasizing that everyday household items can be used for effective learning. These activities encourage children to observe, make, design, and test solutions to problems, transforming common household materials like paper, cardboard, and tape into tools for engineering tests. The approach focuses on measurable results and iterative design, where children predict outcomes, build prototypes, test them, and then redesign based on the results. The article provides 40 ideas, ranging from simple paper-based challenges like building bridges and paper airplanes to more advanced projects involving 3D printing, such as creating custom puzzles or solar system models. It also distinguishes STEM from STEAM (adding Art), noting that many home projects naturally incorporate both.

States Address Gen Z Disengagement in High Schools Through Transformative Policies

States Address Gen Z Disengagement in High Schools Through Transformative Policies

A report by the National Association of State Boards of Education (NASBE) and KnowledgeWorks highlights that 40% of Gen Z high schoolers feel unprepared for the future, three in ten feel they don't belong in school, and less than half enjoy school daily. These statistics, coupled with high chronic absenteeism rates, underscore the urgent need to rethink the high school experience. The report examines how state leaders, particularly state boards of education, can move beyond a traditional one-size-fits-all model to empower communities in building high school experiences that meet the needs of today's students. It outlines a vision for states to create a policy environment that supports local innovation and makes school more meaningful. Examples include California's Secondary School Redesign Pilot, Washington's Future Ready Taskforce, Indiana's profile of a graduate dashboard, and Kentucky's legislation supporting local accountability systems.

Ticonderoga Woman Michelle Armani Trains Next Generation for Workforce with Ready 4 Real

Ticonderoga Woman Michelle Armani Trains Next Generation for Workforce with Ready 4 Real

Michelle Armani, a Ticonderoga resident and former special education teacher, is leading an initiative called Ready 4 Real, which prepares high school students for entry into the workforce. Founded in 2018 with Deb Cleary, the program works with high schools in Essex and Franklin Counties, offering career workshops and professional skill development at no cost to students. Ready 4 Real focuses on teaching essential skills beyond resume building, such as communication, conflict management, and emotional intelligence. Armani and her team match students with work experiences, internships, or jobs based on their interests and abilities, aiming to help them discover career paths within their local North Country communities. The program also provides supportive services, including gas cards for transportation and gift cards for interview attire, to address obstacles students might face in securing employment.

Communities In Schools of Charlotte-Mecklenburg and Road to Hire Announce Partnership to Support Student Transitions

Communities In Schools of Charlotte-Mecklenburg and Road to Hire Announce Partnership to Support Student Transitions

Communities In Schools of Charlotte-Mecklenburg (CIS-Charlotte) and Road to Hire (R2H) have announced a new partnership aimed at providing continuous support for Charlotte-Mecklenburg Schools (CMS) students from high school through career attainment. The collaboration seeks to integrate CIS-Charlotte's evidence-based student support model with R2H's college and career programming. Dr. Monique Perry-Graves, R2H's chief executive officer, stated that this partnership will create a stronger, more connected path for young adults, ensuring that graduation leads to a next step rather than a gap in support. CIS-Charlotte has been embedded in CMS for four decades, providing case management services to over 3,335 students across 41 schools and broader school-wide services to 19,000 students during the 2025-26 school year. R2H, since 2014, has expanded to nine Title I high schools in CMS, serving over 3,300 students who have collectively received more than $25 million in college scholarships. The partnership aims to...

Maryland Awarded $9 Million Federal Grant for Statewide Career Exploration Program

Maryland Awarded $9 Million Federal Grant for Statewide Career Exploration Program

Maryland has been awarded a $9 million grant from the U.S. Department of Education to develop a statewide career exploration program for middle and high school students. Governor Wes Moore announced that the program will target students in seventh through twelfth grades, aiming to help them create six-year plans. These plans will document students' skills, credentials, and experiences, which can then be shared with potential employers, training programs, or post-secondary education institutions. The information will be stored online in 'learner wallets' on a state-owned platform. The grant funds are also designated to expand work-based learning opportunities, including internships, student-run businesses, and registered apprenticeships, to provide practical experience for students.

William Peace University Receives $2.99 Million Federal Grant for Career Readiness Expansion

William Peace University Receives $2.99 Million Federal Grant for Career Readiness Expansion

William Peace University has been awarded a five-year, $2.99 million Title III Strengthening Institutions Program (SIP) grant from the U.S. Department of Education. This grant, the first major competitive federal grant and Title III award in the university's 169-year history, aims to enhance career readiness and student success support for all its students. The funding period for this award is from October 1, 2026, through September 30, 2031. President Jennifer Walsh stated that this grant is a significant investment in the future of their students, helping the university ensure every graduate possesses the necessary skills, experiences, and confidence for a meaningful career. Congresswoman Deborah Ross (NC-02) championed the Title III grant funding, emphasizing its importance for career readiness training and the role of independent colleges in strengthening the workforce and economic vitality.