Latest news with #Lexia
Business Wire
7 days ago
- Business
- Business Wire
Lexia Solutions Earn iKeepSafe Data Privacy Certifications
BOSTON--(BUSINESS WIRE)--Safeguarding student data is a top priority for K-12 districts and schools. To support educators in meeting complex data privacy regulations, Lexia, a Cambium Learning Group brand, today announced that three of its digital curriculum solutions – Lexia Core5 Reading, Lexia PowerUp Literacy, and Lexia English Language Development – have earned iKeepSafe Data Privacy Certifications. Lexia Core5 Reading, Lexia PowerUp Literacy, and Lexia English Language Development have earned the Family Educational Rights and Privacy Act (FERPA) certification and Children's Online Privacy Protection Act (COPPA) certification from iKeepSafe. iKeepSafe is a nonprofit that provides third-party assessment and certifies digital products as compliant with state and federal requirements for handling protected personal information. The iKeepSafe FERPA Certification demonstrates compliance with the federal mandates as well as iKeepSafe's rigorous guidelines. The iKeepSafe COPPA Safe Harbor Certification program ensures that practices surrounding the collection, use, maintenance, and disclosure of personal information from children under the age of 13 are consistent with the principles and requirements of COPPA. 'Lexia is dedicated to adhering to data privacy standards, and we are proud that our solutions are now iKeepSafe certified,' said Lexia President Nick Gaehde. 'This independent verification not only makes it easier for districts and schools to find trusted solutions for their classrooms, but it allows them to show families that the programs students use are safe and secure.' Lexia Core5 Reading, Lexia PowerUp Literacy, and Lexia English Language Development help all students read, write, and speak with confidence. Each product is backed by a diverse and comprehensive body of evidence. About Lexia Lexia®, a Cambium Learning® Group brand, is transforming literacy education, driving change in 1 of every 3 school districts across the United States. For more than 40 years, Lexia has been a thought leader in literacy education, delivering award-winning, research-based solutions grounded in the science of reading. With a full spectrum of offerings, including professional learning, curriculum, and embedded assessment tools, Lexia provides educators with Structured Literacy solutions that are proven effective and designed to drive meaningful literacy outcomes. By empowering educators with unparalleled ease of use and the knowledge and tools they need, Lexia helps more students unlock their potential to read, write, and speak with confidence. For more information, visit About Cambium Learning Group Cambium Learning Group is the education essentials company, providing award-winning education technology and services for K-12 educators and students. With an intentional collection of respected global brands, Cambium serves as a leader, helping millions of educators and students feel more seen, valued, and supported every day. In everything it does, the company focuses on the elements that are most essential to the success of education, delivering simpler, more certain solutions that make a meaningful difference right now. To learn more, visit or follow Cambium on Facebook, LinkedIn, and X. The Cambium family of brands includes: Cambium Assessment®, Lexia®, Learning A-Z®, ExploreLearning®, and Time4Learning®.
Forbes
24-04-2025
- Forbes
The Rise Of Intentional Education Is Reshaping The School Landscape
The landscape of K-12 education is rapidly evolving as new educational models emerge, driven by the convergence of communications technology, educational technology, and artificial intelligence. Virtual classrooms, enabled by platforms like Zoom, connect students across the globe, while adaptive learning systems such as Khan Academy and Lexia deliver lessons tailored to individual paces. AI further enhances this by providing personalized feedback, addressing unique student needs with precision. Together, these innovations seem to have birthed 'intentional education,' a student-centered approach prioritizing critical thinking, personal growth, and practical skills over traditional, standardized curricula. Leading this movement are three pioneering schools, all rooted in Austin, Texas: The Socratic Experience, Acton Academy, and Alpha School. The Socratic Experience, founded by Michael Strong, is a virtual school serving students in grades 3–12. It centers on Socratic dialogue, where open-ended questioning fosters intellectual autonomy and critical thinking. Students engage in 3–4 hours of daily synchronous classes, including discussions of classic and contemporary texts, writing workshops to hone analytical essays, and adaptive STEM programs like Beast Academy. Afternoons are dedicated to student-led projects, such as coding apps or researching historical contexts, supported by weekly one-on-one coaching. Strong's philosophy, outlined in The Habit of Thought, emphasizes nurturing each student's 'unique genius,' blending classical education with self-directed exploration. Students are given great flexibility, including the opportunity to take university courses while in middle school. For instance, 8th graders have completed Harvard's CS50 course, showcasing the program's rigor. Tuition ranges from $12,600 to $14,400 annually, reflecting its personalized approach. Acton Academy, established in 2009 by Jeff and Laura Sandefer, began in Austin and has grown into a network of over 300 microschools worldwide. Built on the 'Hero's Journey' philosophy, Acton inspires students to discover their calling through curiosity and character development. A typical day includes 2–3 hours of academics using adaptive tools like Khan Academy, followed by Socratic discussions and project-based 'quests,' such as launching a mock business. Students in mixed-age studios set personal goals and demonstrate mastery through public exhibitions, not tests. Parents report that their children 'love school,' with some 5th graders advancing multiple grade levels in math. Each Acton Academy operates independently, leading to varied experiences as the network has scaled, with some campuses being more highly regarded than others. Tuition at the Austin Westlake campus is $13,200 annually. Alpha School, co-founded by MacKenzie Price in Austin, leverages AI to redefine learning efficiency. Its '2-Hour Learning' model condenses core subjects—math, reading, writing—into two morning hours using AI-driven platforms like Lexia. This approach, which claims to improve efficiency, leads students to learn up to twice as fast, enabling afternoons to be used for workshops in coding, entrepreneurship, or public speaking. Small class sizes and 'Guides' (not traditional teachers) ensure tailored support, with frequent check-ins to align learning with students' interests. For example, students might design a startup pitch or practice financial literacy. Tuition at the Austin campus is $40,000 annually. Alpha is expanding, with new campuses being planned in cities like Miami and Houston and a virtual campus in Arizona. Remarkably, all three schools trace their origins to Austin, Texas. The Socratic Experience, although virtual, was shaped by Strong's work in the region; Acton Academy launched its flagship campus there; and Alpha School established its first location in Austin. The city's entrepreneurial culture and tech ecosystem likely foster such experimentation, positioning Austin as a leader in reimagining education. The newly established University of Austin further substantiates Austin's status as ground zero for education innovation. Despite their distinct approaches, these schools share four operational principles that define intentional education, with tuition reflecting their high-touch models: The intentional education movement appears poised to expand, as technological advancements and innovative funding models like Educational Savings Accounts make alternative schooling more accessible without the operational drawbacks of charter schools. Alpha School will launch a virtual charter school in Arizona in Fall 2025 and is exploring private micro-schools in states with ESAs. Efforts to establish physical charter schools have faced resistance, but Alpha's strategic focus on virtual and micro-school models aims to broaden its reach. Virtual platforms enhance accessibility for schools like The Socratic Experience, while AI and adaptive tech, as seen in Alpha, continue to refine personalization. However, scaling poses challenges, particularly regarding quality maintenance. Acton Academy's growth to over 300 schools showcases the potential for replication but also highlights the pitfalls of decentralized management. While some campuses produce students who launch businesses or leap grade levels, others face criticism for lacking structure, as noted in online discussions. This suggests that robust training and quality control are critical for scaling to occur without diluting impact. The rise of intentional education, exemplified by The Socratic Experience, Acton Academy, and Alpha School, shows that the moment is finally at hand for the long-standing promise of educational technology to prioritize individual learning. It is not surprising that this is occurring outside the confines of the traditional educational establishment because the technology and instructional models come with a reimagining of roles and structures–something difficult to achieve when positions are defined by district-wide contracts. What is clear is that by prioritizing efficient time use, independent exploration, meaningful connections, and personalized guidance, these schools are demonstrating how significant increases in learning can be achieved within the traditional school-day framework. As technology advances and access grows, new approaches like these will continue to emerge and expand. Whether these types of schools become the norm will ultimately depend on their ability to maintain quality and culture as they scale.
Yahoo
13-04-2025
- General
- Yahoo
‘Key to greatness': Fort Worth ISD teaches parents how to engage with student literacy
Literacy coordinator Monique Ervin explained the link between family time and learning time to a Fort Worth Independent School District parent, who listened intently as she learned techniques to help her daughter improve her early reading skills at home. The parent, Arlene Olvera, asked Ervin specifically for help with her kindergarten-age daughter's blending, or merging individual sounds of a word together to read it. It's an important literacy skill that Olvera's daughter has been experiencing trouble with lately, even though the child knows the letter sounds themselves. Ervin showed Olvera a lesson specific to blending that Olvera could use at home with her daughter through Lexia, an online reading program utilized by the district. 'I didn't know that I could log into her Lexia and have that scripted for me to, basically, me be the teacher. And she'll just be already familiar with it,' Olvera told the Star-Telegram. 'Right now, she's not (reading on grade level), but she does have learning disabilities. So that does play a factor. We're being proactive, and we're getting her the help that she needs through the school district.' Olvera was among a group of parents who attended the district's family literacy conference on Saturday, April 12, where educators hosted more than 20 workshops at O.D. Wyatt High School for parents to learn how they can both contribute to — and track — their child's reading progress across all grade levels. Staff also helped parents with enrollment for the upcoming school year, distributed free backpacks and books, and provided interactive activities. Superintendent Karen Molinar gave a presentation — translated into Spanish by a bilingual staff member — at the beginning of the conference to reiterate the district's ongoing literacy plan to boost student achievement, which was 'We know that literacy is the key to greatness. For whatever we want to do in life, we have to be able to read,' Molinar said. 'We really need your help and support at home by making sure … that their homework is done, that you check their grades (and) their attendance. Read with them and have them review, but then, more importantly, ask them about school each day.' The family literacy conference is part of an effort as the district is strategizing and working to turn around its stagnant reading and test scores. Fort Worth Mayor Mattie Parker called attention to Fort Worth ISD's shortcomings, compared to other urban school districts across Texas, at the beginning of the 2024-2025 school year. The calls and proposals for change have gained momentum ever since. The school board approved a strategic plan in January, including a goal to have half of Fort Worth ISD third-graders performing on grade level in reading and math by 2029. There were 33% of Fort Worth ISD students who scored on grade level in reading on last year's STAAR — or State of Texas Assessments of Academic Readiness — exam. This percentage has been virtually unchanged for at least a decade. The Fort Worth ISD school board also passed a resolution in January to name literacy as the district's highest priority. The Tarrant County Commissioners Court passed a resolution in February imploring all other Tarrant school districts to follow suit. A Fort Worth political action committee, Fort Worth Students First, announced its launch on April 4 with a mission of informing candidates for local elected offices about the value of literacy and why it should be at the top of their priorities, no matter what office they're running for. On Saturday, Molinar broke down the reading framework of how teachers are rolling out reading instruction for the 2025-2026 school year. Middle-schoolers will receive 90 minutes of reading instruction, and elementary students 120 minutes, a day. All students will get a foundational reading lesson, then they will demonstrate how much of the lesson they retained. Afterward, students will hone the lesson further through enrichment, or relearn the lesson through small-group tutoring. This framework is one of five approaches to the district's literacy plan. The other approaches include aligning the district's budget toward literacy, aligning instructional resources, screening and monitoring students' literacy performance and professional development for educators. 'Every campus will have a literacy lab classroom set up with a demonstration teacher that will be the master and model teacher on that campus. So the teacher needs help with instruction or how to deliver a lesson, or just needs to see how someone else on that campus is delivering that instruction, they're able to walk down the hallway and watch it happening with students from their school,' Molinar said. After Molinar spoke to attendees in the high school's auditorium on Saturday, parents migrated to classrooms based on what workshops they wanted to listen to. Ervin, the literacy coordinator, shared four tips with parents on how to approach reading at home: Have conversations with children about the book being read; break words into smaller pieces; identify speech sounds; and model reading fluency. Asking open-ended questions about a book allows them to practice predicting, problem solving, comparing and contrasting, she said. Taking turns while reading passages, or reading them at the same time, shows the child how to read aloud with the correct pace and tone. 'You are your child's first teacher. The parent is the child's first teacher, just reading with them at home,' Ervin said. 'Provide feedback on the proper tone, pausing and which words to emphasize, especially if you have a question mark or an exclamation point. That's going to help you with comprehension.' In classroom 1522, M.H. Moore Elementary Assistant Principal John Moore shared additional suggestions for parents and explained what reading milestones look like for elementary age groups. As students reach second grade, they're becoming proficient readers who ideally can transition into independent reading and read longer books, he said. 'Starting in second grade, kids start to develop their personality for reading: 'I like these books. I don't like those kinds of books,'' he said. 'Push them into the books they like, so they still keep that reading right there.' Bakul Patel, a Carter Park Elementary parent with a son in pre-K and a daughter in third grade, asked Reed how his children could build more confidence around reading. Reed said students in pre-K, kindergarten and first grade can be shy about making errors, especially when reading aloud, but assuring them that mistakes are okay will grow their confidence to keep trying. 'The confidence comes from knowing that we're going to make mistakes in reading, and it's okay,' Reed said. 'Words are crazy: 'ough' says 15 different sounds. You won't get them all right every time, it takes practice. So if you start (in) lower grades, reading out loud and having them practice, even if they have mistakes, it's going to help them later on to be okay making mistakes.' Patel told the Star-Telegram that since moving to Fort Worth ISD from the Huntsville area north of Houston, he noticed a gap in the curriculum between the districts for his daughter. Patel has placed her at a local Kumon math and reading center for extra tutoring outside of school, which has helped her. He's considering moving his children to a charter school next school year after he gets this year's STAAR results back. 'I had one question I asked a staff member. What's the difference between ISD and charter school? Because why should I keep my kids in ISD? I never tried charter school, but I (saw IDEA Public Schools). They look much better from outside,' Patel said. 'I guess I'm still learning Fort Worth ISD.'
Yahoo
04-04-2025
- Yahoo
Four Stillwater teachers suspended for cheating on training program
Four teachers at Stillwater Area High School have been suspended for 10 days without pay for allegedly cheating on a training course required for all elementary and special-education staff who teach literacy. District officials say the incidents of cheating ranged from looking up answers on Google to sharing answers to having another teacher complete their assessments. The actions taken by the four teachers 'represent a serious breach of professional and ethical responsibilities, and are contrary to the expectations of our district,' Superintendent Mike Funk said. The training course was a response to legislative action aimed at improving reading scores in the state. The Minnesota Reading to Ensure Academic Development Act, approved by the Minnesota Legislature in 2023, stipulates that by the 2026-2027 school year, each school district in the state must provide research-backed reading instruction rooted in phonics and other foundational skills. The Minnesota Department of Education expects most elementary and special-education educators to be trained in these 'science of reading' methods by this summer. Teachers who support literacy instruction, but are not directly involved, are to be trained by summer 2027. Stillwater Area School District officials selected LETRS, or Language Essentials for Teachers of Reading and Spelling, as the district's training program, and entered into a contract with Massachusetts-based Lexia to provide the training and assessments. Teachers must successfully complete the LETRS training program, which takes about 80 hours to complete, and achieve a minimum score of 80 percent on assessments to obtain their certification in the 'science of reading.' Additional days were added to the district's professional development calendar for teachers to complete the LETRS training, which is 'equivalent to four graduate-level courses and requires extensive coursework and rigorous evaluations, including multiple assessments throughout the program,' according to the district. Teachers who obtain certification can earn a district stipend of $1,140 or earn 12 graduate credits that will apply to a 'lane change,' an incremental movement across the salary schedule that increases the teacher's pay. It takes 15 credits to qualify for a lane change, according to the district. In January, officials from Lexia contacted district officials to inform them 'that some teachers had completed their literacy certification assessments in an unusually short amount of time,' district officials said in a statement. 'The implication was that the teachers may have cheated on the assessment.' District officials began an investigation that included reviewing electronic records and interviewing 78 teachers. Four teachers ended up being suspended for 10 days without pay for cheating on the LETRS course, district officials said. One teacher received an email from colleagues on Sept. 30 with answers to LETRS assessments, district officials said. The teacher 'subsequently completed the LETRS training in less than 20 percent of the recommended amount of time,' officials said. 'Additionally, (she) created a Google Drive folder that contained the answers to the LETRS assessments. She then shared the Google Drive folder with seven colleagues. (She) also used a colleague's login credentials and took the LETRS Unit-4 assessment for the colleague. Finally, (she) violated a directive not to talk to colleagues about the district's investigation. The district had issued this directive to preserve the integrity of the investigation.' Another teacher Googled the answers to the Unit-I and Unit-2 LETRS assessments, district officials said. Additionally, a colleague reportedly gave her access to a Google file folder containing answers to LETRS assessments, and the teacher viewed the answers and downloaded them, but 'did not complete the training,' officials said. 'Instead, she gave her username and password to two colleagues. The colleagues used (her) username and password to complete the training for (her). … (She) acknowledged that she knew this was wrong, but she did it anyway.' Stillwater schools make leadership changes K-12 schools must sign certification against DEI to receive federal money, administration says Faculty accuse UMN leadership of censorship over Gaza Como Planetarium to celebrate 50 years at April 17 'star party' Charges: Woodbury HS student had replica gun in backpack, ran from school A third teacher accessed a Google Drive folder containing the answers to LETRS assessments and spent less than two hours on training for Units 3 and 4 – training that should normally take 15 hours to complete, officials said. She also provided her username and password to a colleague who completed several assessments for her. During her investigative interview, the teacher 'provided conflicting accounts of what had occurred,' district officials said. The fourth teacher used the learning platform Quizlet 'to look up answers when taking LETRS assessments,' district officials said. 'He also had access and viewed a Google Drive folder containing answer keys for LETRS assessments. In addition, (he) offered to take LETRS assessments for colleagues. He subsequently used the username and password of two other teachers in the district and took LETRS assessments for those teachers.' During his investigative interview, the fourth teacher stated that 'he did not take the training seriously and believed it was acceptable to take shortcuts to get through it.' A local union official said there could have been better communication about expectations. Teachers were told that the LETRS training was 'open book, open note,' and that the tests could be taken collaboratively, said Tony Klehr, president of the St. Croix Education Association, the union that represents teachers in the Stillwater Area School District. The union 'doesn't condone the behavior of a small group of educators,' but does believe discipline could have been avoided 'had we had some more and better communication around the expectations and norms for the professional development that we went through,' he said. District officials said the LETRS program provides instructions around assessments that includes the use of the participants' notes from online learning, in-person sessions, etc. 'There is a distinction between using one's notes and textbook and using an answer key,' district officials said Thursday. 'Teachers are also encouraged to collaborate to learn the material, this does not include taking assessments with the answers in hand or sharing login credentials so one teacher can take a test for another.' Education Minnesota knows of no similar disciplinary cases against educators in other Minnesota school districts, spokesman Chris Williams said. The Minnesota Department of Education did not provide information about whether it was aware of similar cases. The Stillwater district, the teachers' union and the four teachers have entered into a memorandum of agreement regarding their discipline. The memorandum contains a final warning and a directive that states that for the remainder of the teacher's employment with the district, the teacher must not engage in any act of dishonesty or deception, and that if they violate the directive, the district will take action to discharge the teacher. Stillwater schools make leadership changes Woodbury attorney disbarred after being convicted of swindling client Charges: Woodbury HS student had replica gun in backpack, ran from school Forest Lake 'career offender' gets 12½-year prison term for swindling businesses, homeowners Report of student with gun at Woodbury HS leads to search, apprehension 'While this situation is deeply disappointing, it reinforces our commitment to accountability and to the high standards of our community,' Funk said. 'We remain focused on maintaining the integrity of our education programs, repairing the harm that has occurred, and maintaining our expectation that all staff uphold the values that define our profession.' The vast majority of teachers in the district have approached the LETRS training with the 'utmost of integrity,' Klehr said. 'While early, what we are seeing out of the students and their results is generally positive, and most teachers are appreciative of this training and are reporting that it is quality professional development.'
Yahoo
20-02-2025
- General
- Yahoo
Survey Reveals 60% of District Leaders Are Dissatisfied with the Effectiveness of Adolescent Literacy Programs
New survey findings from Lexia show that schools lack the professional development, age-appropriate reading materials, and data needed to impact adolescent literacy outcomes BOSTON, February 20, 2025--(BUSINESS WIRE)--Many school district leaders1 are committed to integrating the science of reading principles into instruction. However, 60% are dissatisfied with the effectiveness of their current adolescent literacy programs, according to a new survey commissioned by Lexia, a Cambium Learning Group brand. The fall 2024 survey findings are published in a new report titled, "Literacy Update: The State of Adolescent Literacy Programs", and was conducted with district leaders who are not currently using Lexia science of reading-based solutions. More than half of respondents report that teacher training, time, and staffing are top concerns. Fifty-seven percent of district leaders say they need more professional development in the science of reading for middle and high school teachers, and 57% need more time in their schedule to focus on literacy improvement because so many students are reading below or far below grade level. In addition, 55% report that attracting and retaining literacy educators is one of their greatest challenges. District leaders also state that, based on feedback from teachers and students, several other aspects of their adolescent literacy programs need improvement as well. Thirty-six percent of respondents say they need better literacy teaching strategies, 33% need more age-appropriate materials for adolescent readers, and 32% need real-time data to improve their implementation plan. The survey also reveals gaps in support for students with dyslexia and emergent bilinguals. More than half of respondents (57%) are not confident that their Tier 2 and Tier 3 intervention strategies are adequate for successful outcomes for adolescent readers, and 52% need more teachers on staff who can support secondary English language learners. "The survey findings indicate that while a majority of leaders are committed to aligning literacy resources with the science of reading, many districts need more support and guidance to translate these principles into effective classroom practices for adolescent students," said Lexia President, Nick Gaehde. "The good news for districts is that Lexia has for more than 40 years led the science of reading revolution helping educators create real literacy change by combining high-quality resources and teaching materials with professional learning that's tailored to the specialized needs of middle and high schools. Districts can create programs that are more impactful for both students and teachers and lead to stronger adolescent literacy outcomes." Gaehde continued, "with our comprehensive suite of professional learning curriculum, and embedded assessment solutions, we continue to stand ready to help schools connect educator knowledge with practical classroom instruction to accelerate literacy gains so more learners can read, write and speak with confidence." Survey method This survey was conducted online within the United States by Nickel Communications on behalf of Lexia from October 8 to October 30, 2024, among 250 adults ages 18 and older who are K-12 school district leaders in the U.S. Interested educators can also download an infographic "Literacy Update: The State of Adolescent Literacy Programs," that highlights the survey's key findings. About Lexia Lexia®, a Cambium Learning® Group brand, is transforming literacy education, driving change in 1 of every 3 school districts across the United States. For more than 40 years, Lexia has been a thought leader in literacy education, delivering award-winning, research-based solutions grounded in the science of reading. With a full spectrum of offerings, including professional learning, curriculum, and embedded assessment tools, Lexia provides educators with Structured Literacy solutions that are proven effective and designed to drive meaningful literacy outcomes. By empowering educators with unparalleled ease of use and the knowledge and tools they need, Lexia helps more students unlock their potential to read, write, and speak with confidence. For more information, visit About Cambium Learning Group Cambium Learning Group is the education essentials company, providing award-winning education technology and services for K-12 educators and students. With an intentional collection of respected global brands, Cambium serves as a leader, helping millions of educators and students feel more seen, valued, and supported every day. In everything it does, the company focuses on the elements that are most essential to the success of education, delivering simpler, more certain solutions that make a meaningful difference right now. To learn more, visit or follow Cambium on Facebook, LinkedIn, and X. The Cambium family of brands includes: Cambium Assessment®, Lexia®, Learning A-Z®, ExploreLearning®, and Time4Learning®. _____________________________1 For the purposes of this survey, district leaders refer to principals, curriculum and instruction leaders, chief academic officers, senior literacy leaders, and supervisors of elementary education and secondary education. View source version on Contacts Media Contacts: Sabrina Leon, Lexia PR Charlotte Andrist, Nickel Communicationscharlotte@ Media Inquiries Only: 770-310-5244 Sign in to access your portfolio
