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Chicago Tribune
15-07-2025
- General
- Chicago Tribune
Indian Prairie School District 204 to pilot weighted grading system this school year
Indian Prairie School District 204 is piloting a weighted grading system this year, with the goal of standardizing grading and promoting equity across the district, according to district administrators. The district will be testing out the new weighted grading practice at the middle and high school levels, according to a presentation to the school board on July 7 by Deputy Superintendent Louis Lee and Waubonsie Valley High School Assistant Principal Montrine Johnson. Under the recommended grading practice, student work is divided into two categories: formative and summative. Formative assessments, including things like quizzes and entrance and exit slips, would be weighted at 20% of a student's grade. Summative assessments — cumulative evaluations, such as unit tests, final exams, projects and essays — would be worth 80% of a student's grade. This recommendation came out of research done by a committee of educators and administrators, according to the presentation. The committee looked at grading-related topics like re-takes, zero's, formative and summative assessments, the role of homework and extra credit in grading and resources for students with 504 plans and Individualized Education Programs, or IEPs, and multilingual students. Formative assessments are 'low-stakes,' Johnson said at the school board meeting on July 7, and show students 'exactly where they are, what their strengths are and the areas in which they need to grow.' Summative assessments, on the other hand, are meant to measure the knowledge and skills that a student has learned. The rationale for the weighted grading system includes a focus on more equitable grading, Johnson said, since the grading system looks at students' mastery of topics and skills and lets students know what they're aiming for and what their grade represents. It also standardizes grading practices, Lee told the board. The district currently has over 250 different gradebooks, he said, to track and measure grades. 'That many, just, different forms of how we're valuing work…is inconsistent, sends the wrong message to students,' Lee said. Both administrators acknowledged that criticism of this sort of grading practice exists. Lee noted that, for example, weighting can devalue formative assessments, and impact student motivation to do daily work. But the district's sub-committee looking at formative and summative assessments, for which Johnson was a co-facilitator, ultimately landed on recommending this 80% and 20% grading system. A couple middle schools already have similar weighted grading systems, the district administrators noted. The board responded with numerous questions about the proposed system — and some concerns. Board member Susan Demming, for example, asked about the specific percentages that were decided on. Johnson said these percentages were common in looking at neighboring schools, and said that the committee felt the percentage for summative assessments couldn't be more than 80%. Board vice president Supna Jain asked if the idea is for this grading system to be a guideline or a requirement. Lee said the long-term plan is for it to be a requirement, but that there would be flexibility as to, for example, how assignments are categorized and how they're designed. Board member Mark Rising expressed concern about the weighting of formative and summative assessments. 'We have very different learners across our district,' Rising said. 'And when we're setting an 80/20, formative-summative (system), we are automatically setting up kids for failure, in my opinion. There are kids that their homework, their extra credit sustains their grade. There are some kids that have test anxiety. I fear we are creating not a more equitable system, I fear we're creating a more inequitable system.' To the board's questions, Talley noted that this sort of grading already exists in the district, meaning it's not an entirely new system, but it isn't standardized across district schools and classrooms. He said he asked this work to be done over three to five years because 'of the questions that people are asking' and that this is the beginning of the process for the district. Lee, too, pointed to the timeline as board members shared their questions and concerns. 'We want to provide a long runway for this,' Lee said. Meanwhile, the sub-committees are continuing to work on grading and implementation, Lee said. Re-takes, for example, are one point of concern. Lee noted that re-takes are common in college, for standardized tests and post-graduate examinations, and said they are evaluating what role they should have in classes in the district going forward. The weighted grading pilot will be starting in the fall, according to the presentation, and is set to include both teachers already implementing a similar system and some that aren't, Lee said. The total number of classrooms and teachers participating in it will not be finalized until teachers return in August, Lee told The Beacon-News. From there, Lee said the plan is to present data from the pilot to the school board in the spring, train teachers starting in August 2026, and potentially implement the grading system as standard policy in August 2027.
Yahoo
10-06-2025
- Automotive
- Yahoo
First Student Marks Major Milestones in Innovation, Service and Sustainability During 2024-2025 School Year
North America's leading school transportation provider completes one billion student journeys, reaches seven million electric miles driven, and launches new transportation solutions to better serve school districts and families CINCINNATI, June 10, 2025 /PRNewswire/ -- First Student, setting the standard for innovation in school transportation, has completed its biggest school year ever, further advancing student safety and experience through technology, electrification and specialized services. The company is transforming the way school districts, families and school bus drivers experience student transportation. First Student transported 5.5 million students daily across 44 states and 8 Canadian provinces, covering more than 525 million miles. With a focus on safety, experience, innovation and sustainability, the company is committed to supporting districts and families with a dependable, forward-thinking transportation experience. First Student launched HALO™, the proprietary technology platform that brings together every aspect of school transportation, including routing, navigation, hiring, training, safety, maintenance, and electric vehicle (EV) charging. HALO's groundbreaking impact has earned First Student a place on Fast Company's prestigious list of the World's Most Innovative Companies of 2025, reinforcing the company's leadership in transforming the industry through proven technology and real-world results. "This school year, we continued to live out our values by setting the highest standards for student transportation," said First Student CEO and President John Kenning. "With more than one billion student rides completed and the launch of HALO, we continue to demonstrate our commitment to our values of safety, innovation and student service. These principles guide everything we do as we deliver unmatched care and the safest possible ride to school for every student we serve." First Student's alternative transportation solution, First Alt, experienced significant growth. Over the past year, First Alt increased its customer base by 105%, expanded its presence in states by 62%, and grew the number of trips completed by 94%. First Alt provides safe, reliable and flexible transportation for students with Individualized Education Programs (IEPs), those experiencing homelessness, out-of-district students, and hard-to-serve trips. The program utilizes a dedicated network of vetted drivers and small-capacity vehicles to provide districts with greater flexibility, reducing costs, and freeing up resources for higher-capacity routes. First Alt's success in helping districts manage complex transportation needs earned First Student the Forrester Technology Strategy Impact Award for North America in 2024. First Student's First Serves program achieved a 27% reduction in disruptive incidents year-over-year, setting a new benchmark for supporting students with special needs on the school bus. Developed in collaboration with experts in special education and student behavior, First Serves equips drivers and onboard staff with specialized training and real-time monitoring tools, creating a safer, more positive transportation experience for every student. The program's success was recognized with the T-Mobile Innovation in Customer Experience Award, reinforcing First Student's leadership in delivering exceptional service and improving the school transportation experience. First Student also introduced Fleet Management and Maintenance Services through its First Services division as part of its expanding suite of transportation solutions. These offerings provide school districts with flexible, cost-effective options to maintain and modernize transportation fleets. With a network of over 1,250 ASE-certified technicians who maintain more than 45,000 vehicles, First Student ensures optimal fleet performance and safety. Districts can choose to have vehicles serviced at their facilities or one of First Student's more than 100 ASE Blue Seal Certified shops across North America. Additionally, the Fleet as a Service program offers tailored solutions, including vehicle leasing, procurement and comprehensive fleet management, which allows districts to upgrade fleets without significant capital investment, enabling them to focus more on educational outcomes while ensuring students have safe and reliable transportation. First Student's proprietary above-ground EV charging infrastructure solution, First Charge, is transforming how fleet operators electrify vehicles. The modular above-ground EV charging solution is designed to simplify and accelerate the transition to electric fleets by eliminating costly and time-consuming infrastructure challenges. First Charge reduces installation time and cost supports scalable fleet growth and enables organizations to adopt electric vehicles efficiently and affordably without the need for digging, trenching, or permanent construction. As a result of First Charge, First Student has made significant progress toward its goal of converting 30,000 diesel school buses to electric by 2035. Its fleet of electric school buses surpassed seven million miles driven, reinforcing the company's dedication to providing safer, healthier, and more sustainable student transportation. Already delivering tangible results, First Charge has been recognized with some of the industry's highest honors, including the Edison Award for Scalable Clean Transportation Energy, the American Business Awards Stevie Award for Product Innovation, the Green Product of the Year by the 2024 BIG Awards for Business, and a place on Fast Company's prestigious list of the World's Most Innovative Companies. About First Student As the leading provider of K-12 transportation solutions, First Student ensures the safest and most reliable ride to school each day for 5.5 million students across North America's communities. With a team of highly trained drivers, the company is on track to complete 1 billion student trips during the 2024-25 school year. Recognized as one of Fast Company's 2025 Most Innovative Companies, First Student delivers a wide range of essential services, including home-to-school transportation, special needs transportation, fleet electrification, route optimization, maintenance and charter services. The company's focus extends beyond logistics by creating a positive and welcoming environment for students on each of its 45,000 buses. By continuously enhancing the transportation experience for school districts and families, First Student helps ensure every child arrives at school ready to achieve their full potential. Contact Jen Biddinger First Student 513.362.4600 View original content to download multimedia: SOURCE First Student Sign in to access your portfolio
Time Business News
05-06-2025
- Health
- Time Business News
Why More Parents Are Turning to ADHD Coaching for Teens
According to the Centers for Disease Control and Prevention (CDC), an estimated 11.4% of U.S. children aged 3–17 years—about 7.1 million children—have been diagnosed with attention-deficit/hyperactivity disorder (ADHD) as of 2022. The diagnosis is more common among boys (16.3%) than girls (6.5%). ADHD prevalence also varies by demographic factors. For many of these students, academic struggles are only part of the picture. Challenges with executive function—skills like organization, time management, and task initiation—impact nearly every aspect of daily life. Research shows that around 70% of individuals with ADHD report significant improvements in executive functioning skills after engaging in ADHD coaching (Psychology Today). Programs like offer one-on-one ADHD coaching in South Carolina and online to help students build lasting strategies for success in school and life. While schools play a vital role in providing accommodations and support services, they are often stretched thin. Many schools offer 504 Plans or Individualized Education Programs (IEPs), but these focus primarily on classroom modifications and academic goals. Outside of school, parents are finding there are limited options for building real-world skills that help teens thrive beyond the classroom. This is where ADHD coaching is stepping in to fill the gap. ADHD coaching for teens is a growing field designed to help students understand how their brain works best—and how to develop strategies that match their unique learning and thinking styles. Rather than focusing solely on academic content, coaching helps teens build foundational life skills: organizing assignments, managing time, starting tasks, and handling distractions. Many parents turn to coaching because they see their teens struggling with challenges that aren't fully addressed at school: A student who forgets homework, even with reminders A teen overwhelmed by large projects that require planning A bright child whose grades don't reflect their abilities due to executive function difficulties One recent survey by ADDitude Magazine found that over 50% of parents of children with ADHD seek out services outside of school to help their child manage symptoms and develop life skills. ADHD coaching is increasingly one of the top choices, as it offers personalized, one-on-one support that complements existing school services. In South Carolina and beyond, this trend is gaining momentum. 'We're seeing more families reach out not because their child can't learn, but because they know their child needs a different kind of support to unlock their potential,' says the team at Carolina ADHD Coaching. 'Coaching provides a safe, supportive space for students to learn skills they'll use for life—not just for school.' For parents exploring ADHD coaching, the process often begins with an initial consultation to discuss their child's needs and goals. From there, coaching sessions focus on building practical strategies, reinforcing positive habits, and empowering students to take ownership of their growth. As awareness of ADHD and executive function challenges continues to grow, more families are looking beyond the classroom to give their teens the tools they need to succeed. ADHD coaching is helping bridge that gap—and for many students, it's making all the difference. TIME BUSINESS NEWS
Yahoo
21-05-2025
- Health
- Yahoo
Viewpoint: Michigan schools get $160M in federal Medicaid funds. Cuts would harm students
In a time of deep political division, it's rare for management and labor to speak with one, united voice. But this moment calls for exactly that. Michigan's congressional delegation must protect Medicaid and reject any proposals that would cut or cap this critical program. Doing so would devastate our public schools and put Michigan students at risk. Medicaid may not be the first thing that comes to mind when you think about education funding, but for hundreds of school districts across our state, it's a lifeline. In the 2023 school year alone, Michigan schools received over $160 million in federal Medicaid dollars — funds used to support students with disabilities, deliver mental health care, and help children succeed in the classroom and beyond. These services are not optional. They are essential. Cutting Medicaid would mean pulling therapists, school psychologists, nurses, and paraprofessionals away from the students who rely on them most. It would stretch already-limited school resources even thinner and leave educators and administrators without the tools to meet the needs of our most vulnerable learners. Nearly every district in Michigan, rural and urban alike, participates in the Medicaid School Services Program, which helps reimburse schools for health-related services delivered to students with Individualized Education Programs (IEPs). From speech therapy to physical therapy to mental health supports, these services make it possible for students with disabilities to learn, grow, and participate fully in school life. And it's not just special education that's on the line. Through the C4S (Care for Students) program, Medicaid also helps schools deliver critical health and mental health services to the general education population. The rise in youth mental health needs is well documented, and school leaders are working hard to respond. Losing Medicaid funding now would be a crushing setback. Let's be clear: this isn't just about dollars. It's about outcomes. It's about equity. Students cannot learn if their basic health needs are not met. Medicaid ensures that students from low-income families, students with disabilities, and students facing mental health challenges don't fall through the cracks. It's also about stability for school budgets. If these federal Medicaid dollars disappear, schools will be forced to make painful cuts or backfill these services with limited general fund dollars, robbing classrooms to pay for care that should be covered. That's an impossible choice for districts already operating under tight constraints. As education leaders representing the people who run our schools and the educators who bring them to life daily, we are urging Congress to reject any proposal that cuts or caps Medicaid. The future of our students depends on it. Michigan's public schools are still recovering from the disruptions of the pandemic. We are working hard to improve literacy rates, address absenteeism, and close opportunity gaps. Now is not the time to pull the rug out from under the very supports that help students thrive. Congress must protect Medicaid — for our schools, our educators, and most importantly, our students. Erik Edoff is the senior executive director of the Michigan Education Association, and Peter Spadafore is the executive director of the Michigan Association for Student Opportunity. This article originally appeared on Lansing State Journal: Opinion: Medicaid cuts would harm Michigan public school students
Yahoo
26-03-2025
- Politics
- Yahoo
Advocates fear for future of special education programs funded by US government
KNOXVILLE, Tenn. (WATE) — Special education programs in Knox County Schools may be impacted by the recent executive order aimed at dismantling the Department of Education. While the department has sustained cuts in staff and funding, advocates for special education programs are left questioning what this means for Individualized Education Programs, or IEPs, that were funded by the department. While IEPs are protected under the Individuals with Disabilities Act, the Department of Education was responsible for overseeing, monitoring, and providing funding to schools for them. Knox County Schools told 6 News their commitment to serving students with IEPs remains the same, advocates for the program say they are concerned for its future under the federal government. End of USDA funding for fresh local produce hits Grainger County Schools 'We have an obligation to make sure that students have IEPs, that their IEPs are being followed, and we also have an obligation to make sure that the state and federal government are funding those programs and providing what they, by law, are required to provide to us,' said Knox County Board of Education member Katherine Bike. Bike said if federal funding for special education programs were to be reduced or taken away, the school district would not be able to financially support them on their own. 'With student supports and interventions, those cost money,' she said. 'Knox County alone cannot afford to pay those. They are hundreds of thousands of dollars and when you put it all together with students, it's millions of dollars.' According to Knox County Schools, 9,000 students benefit from some form of special education support each year. As a parent of two of those students, Cortney Piper, who is also a political contributor to WATE, said she is worried for her children's future. 'The uncertainty is almost crippling and it is very scary,' said Piper. US agency targeted for elimination provided vital funding to Beck Center, Zoo Knoxville Piper said two of her children benefit from IEPs and may not have gotten to where they are today in the classroom without them. 'I have seen an incredible, incredible progress, particularly with my son from kindergarten to where he is in second grade,' she said. 'Because he is receiving those supports and services, I've been able to see him progress in Knox County Schools. So, in addition to providing those academic support, those individualized education programs also provide support that helps children learn how to learn.' While the future of IEPs remains uncertain, Piper and board member Bike are urging the community to advocate for the program. 'I think it is important for everyone. Not just saying, 'well, the school will take a take care of it,' or, 'well, a school board member will take care of it.' But we really have to be diligent. Everyone has to be diligent in making sure that the standards are kept where they're at,' said Bike. ▶ See more top stories on In 2023 the Knox County Schools Board of Education passed a resolution to make KCS a model district for excellence in special education. Bikes told 6 News IEPs play a large role in making that happen, and she has prepared another resolution to be heard this April outlining what they are committed to do under state and federal law. Copyright 2025 Nexstar Media, Inc. All rights reserved. This material may not be published, broadcast, rewritten, or redistributed.
