Chilton Independent School District: Building Students Who Are Ready to Lead, Serve, and Thrive

FEBRUARY 2026

Where Communities Teach, Futures Rise.

DearReaders,

Acrosstheworld,thetruestrengthofeducationisrarelyfoundinbuildingsalone.Itlivesinthecommitmentof communities,thededicationofeducators,andthesharedbeliefthateverychilddeservesameaningfulpath forward.Inthisspecialissue,“The10MostAdmiredSchoolDistricts,”wecelebrateinstitutionsthatembody thesevalueswithremarkableclarity.Thesedistrictsarenotadmiredsimplyforacademicoutcomes.Theyare respectedbecausetheybuildenvironmentswherestudentsfeelknown,challenged,andsupported.Inatime wheneducationfacesrapidchange—fromevolvingworkforceexpectationstotechnological transformation—thesedistrictsremindusthatlastingsuccessbeginswithculture,trust,andvision.Each featuredinstitutiondemonstratesthatwhenleadership,community,andpurposealign,schoolsbecome powerfulenginesofopportunitythatshapebothindividuallivesandthefutureofsociety.

Attheheartofthisissueisourcoverfeature,theChiltonIndependentSchoolDistrictinCentralTexas.In manysmallcommunities,aschooldistrictbecomesthequietcenteraroundwhichlifeunfolds,andChiltonISD exemplifiesthatrolewithintention.RootedintheguidingvaluesofHEART—HighExpectations, Accountability,Respect,andTrust—thedistricthasbuiltaculturewherestudentsareencouragedtogrow academically,socially,andpersonally.Operatingasaclose-knit,single-campusdistrictservingstudentsfrom pre-kindergartenthroughhighschool,ChiltonISDoffersbothcontinuityandconnection.Undertheleadership ofDr.BrandonK.Hubbard,thedistrictbalancestraditionwithinnovation,expandingCareerandTechnical Educationpathways,dual-creditopportunitieswithMcLennanCommunityCollege,andpartnershipswith institutionslikeBaylorUniversity.Itsapproachgoesbeyondpreparingstudentsforgraduation—itprepares themforlife.Bynurturingstrongrelationships,encouragingdailygrowth,andconnectingeducationtorealworldpossibilities,ChiltonISDshowshowasmalldistrictcandeliveratrulybig-timeeducationalexperience.

Thisissuealsohighlightsseveralotherinspiringinstitutionswhosecommitmenttoeducationalexcellence continuestoshapetheircommunities:NewportNewsPublicSchools,DavisSchoolDistrict,AsiaAmerican InternationalAcademy,andEastWillistonUnionFreeSchoolDistrict.Eachoftheseorganizations representsauniquemodelofleadership,innovation,andcommunityengagement,demonstratingthat admirationisearnedthroughconsistentimpact,thoughtfulleadership,andadeepdedicationtostudentsuccess.

Together, these districts offer a powerful reminder: education thrives when schools and communities move forward with shared purpose. Theirstoriesarenotonlyexamplesofsuccess—theyareroadmapsforwhatthe futureofeducationcanbecomewhenvisionmeetscommitment.

Sincerely

Simran Khan Project Editor

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Cover Story

Chilton Independent School District 10

Chilton Independent School District www.chiltonisd.org

Asia American International Academy www.aaia.ntpc.edu.tw

Centralia Elementary School District www.cesd.us

East Williston Union Free School District www.ewsdonline.org

Davis School District

www.davis.k12.ut.us

Newport News Public Schools

www.sbo.nn.k12.va.us

Palo Alto Unified School District www.pausd.org

Richmond Heights Local Schools www.richmondheightsschools.org

San Benito High School District

www.sanbenitohsd.gov

Syosset Central School District

www.syossetschools.org

Chilton Independent School District

Building Students Who Are Ready to Lead, Serve, and Thrive

Cover Story

Inmanysmallcommunities,thelocalschooldistrict

ismorethanaplacewherechildrenlearn.Itis wherevaluesarepassedon,expectationsareset, andthefuturequietlytakesshape,oneclassroomata time.InCentralTexas,ChiltonIndependentSchool Districtplaysthatrolewithintentionandcare.The districthasspentdecadesshapinganeducational environmentthatreflectsboththeneedsofitsstudents todayandthedemandstheywillfacetomorrow.

ChiltonISDwasbuiltonastrongsenseofcommunity prideandaclearbeliefinstudent-centeredlearning.From itsearlyyearstoitspresent-daystructure,thedistricthas focusedoncreatingaculturegroundedinHEART,which standsforHighExpectations,Accountability,Respect, andTrust.Theseprinciplesarenotslogansonawall. Theyguidedecisions,influenceteachingpractices,and shapehowstudents,educators,andfamiliesworktogether everyday

Atitscore,ChiltonISDholdsasimplebutambitious vision.Everystudent,regardlessofbackground,should havetheopportunitytoriseabovesocio-economicbarriers andfindsuccessinanevolvingworld.Thedistrictworks towardthisvisionbyencouragingstudentstodiscover theirpassionsanddeveloppracticalskillsthatmatter beyondtheclassroom.Communication,creativity,critical thinking,logicalreasoning,andglobalawarenessare treatedasessentialtools,notoptionalextras.

ChiltonISDbalancestraditionwithprogressbystaying rootedinitscommunitywhileactivelyembracing innovation.Districtleadershipbelievesgrowthisnot optional.Itisnecessary.Guidedbytheideathat organizationsmustevolvetoremainrelevant,ChiltonISD continuestoadaptitsstrategies,programs,andpriorities inwaysthatbenefitbothstudentsandthebroader community Thismindsethasshapedthedistrict’s reputationasaforward-thinkingsystemthatprepares studentsnotjusttograduate,buttolead,serve,andthrive inachangingworld.

AClose-KnitDistrictBuiltonOneCampus

ChiltonISDoperateswithastructurethatreflectsits ruralrootsanditsstrongsenseofconnection.Thedistrict servesstudentsfrompre-kindergartenthrough12thgrade onasinglecampusthatbringstogetherbothelementary andsecondaryschools.Thissetupcreatesararecontinuity inlearning,wherestudentsgrowupinafamiliar environmentsupportedbyeducatorswhoknowthemwell.

ThedistrictservesfamiliesfromtheChilton communityandnearbyareas,spanningroughly 89squaremilesandfivesmallcommunities. Whilethegeographicfootprintiswide,the cultureremainscloseandpersonal.Teachersand administratorsplaceastrongemphasison knowingeachstudentbyname,strengths,and individualneeds.

Despiteitssize,ChiltonISDdrawsstudents frombeyonditsboundaries.About30percent ofthestudentpopulationtransfersinfromother districts,areflectionofthetrustfamiliesplacein itsapproachtoeducation.ChiltonISDtakes prideinbeingasmalldistrictthatconsistently createsmeaningfulopportunitiesforitsstudents.

AcademicProgramsthatConnectLearning toLife

Acrossallgradelevels,ChiltonISDbuildsits academicprogramsaroundrigor,relevance,and strongpersonalconnections.Thegoalisnot onlytoteachcontent,buttohelpstudents understandhowlearningappliesbeyondthe classroom.

Attheelementarylevel,instructioncenters onastrongacademiccore.Earlyliteracyand numericalfluencyreceivefocusedattention, layingasolidfoundationforfuturelearning. Studentsalsoparticipateinenrichment opportunitiesthatincludefinearts,technology, andsocial-emotionallearning.These experiencessupportcreativity,confidence, andhealthydevelopmentfromanearlyage.

Asstudentsmoveintojuniorhighandhigh school,academicofferingsexpandwithaclear focusonfuturereadiness.ChiltonISDprovides arangeofCareerandTechnicalEducation programssuchasCosmetology,Business, DigitalMedia,HealthScience,Law Enforcement,andWelding.Studentscanalso earnnon-IBCcertificationsinareaslikesports officiating,foodhandling,financialliteracy,and personnelservices.Throughagrowing partnershipwithMcLennanCommunity College,studentsmayenrollindualcredit courses,allowingthemtoearncollegecredit whilestillinhighschool.

LeadershipGroundedinCultureandPurpose

ChiltonISDisledbySuperintendentDr.BrandonK.Hubbard, whoseapproachblendsrespectfortraditionwithaclear, student-focusedvision.Underhisleadership,thedistricthas continuedtogrowwhileremaininganchoredinthevaluesthat defineitscommunity.Dr.Hubbardbelievesstudentsuccessbegins withthecultureofthelearningenvironment,longbeforetestscores oroutcomesaremeasured.

Heemphasizestheimportanceofcreatingspaceswherestudents, staff,andfamiliesfeelsafe,supported,challenged,andvalued. Thisbeliefshapeshowdecisionsaremadeacrossthedistrict. Dr.Hubbardalsochampionsaholisticapproachtoeducation,one thatprioritizesnotonlyacademicgrowth,butalsothephysical, social,emotional,andmentalwell-beingofstudentsandstaff.

WhileChiltonISDhasconsistentlyexceededacademic expectations,Dr.Hubbardpointstocultureasthedistrict’smost meaningfulachievement.Mutualrespect,collegiality,andactive engagementdefinedailylifeacrossthecampus.Hismessageto familiesisclear: Excellence begins with strong relationships and leads to real opportunity Every student deserves both challenge and support as they pursue what matters most to them.

‘‘

Students, at any level, are most successful when the culture of the learning community is such that students, staff and all other stakeholders feel safe, challenged, supported, and valued.

Cover Story

DefiningExcellencethroughGrowthand Balance

AtChiltonISD,educationalexcellenceismeasured lessbyscoresandmorebyprogress.Thedistrict definessuccessthroughstudentgrowth,character development,andaccesstomeaningful opportunities.Leadersoftenreturntoasimpleidea. Ifeverystudentimprovesbyjustonepercenteach day,long-termresultswillfollow Accountability,in thisview,becomesabyproductofsteady, intentionalgrowthratherthantheprimarygoal.

ChiltonISDdoesnotrelysolelyonstandardized assessmentstomeasurestudentachievement. Instead,thefocusisonwhetherstudentsmeettheir individualgrowthgoals.Thisapproachisbasedon thebeliefthatchallengeandsupportmustgohand inhand.Toomanychallengeswithoutadequate supportcanleadtofrustration,whiletoomuch supportwithoutenoughchallengecanstifle potential.Thedistrictstrivestomaintainabalance thatpromoteslearningwithoutcausingburnout.

Thisphilosophyshapesthedistrict’sstrategic planning,whichisorganizedaroundfourpriorities. Theseincludestudentachievementand postsecondaryreadiness,facultyandstaff development,familyandcommunityengagement, andresponsiblefinancialstewardship.Eachpriority includesspecificperformanceindicatorsthatguide decision-making.Practicesthatalignwiththese goalsarestrengthened,whilethosethatdonotare carefullyreconsidered.

CreatingInclusivePathwaysforEveryLearner

Theschooldistrictapproachesstudentdiversitywithintention andcare.Districtleadersrecognizethatstudentsbring differentlearningstyles,culturalbackgrounds,strengths,and challengesintotheclassroom.Tomeetthoseneeds,educators usedifferentiatedinstructionalstrategies,targetedintervention programs,andbilingualsupportservicesthathelpremove barrierstolearning.Ongoingprofessionaldevelopment ensuresteachersstaygroundedinresearch-basedpractices, studentengagementstrategies,andsocial-emotionallearning.

Beyondprogramsandstrategies,ChiltonISDplacesits strongestemphasisonconnection.Thedistrictbelieves studentssucceedwhentheyfeelseen,valued,and represented.Everystudentandfamilyisencouragedtotake partinthelearningcommunity,withopencommunicationand sharedresponsibilityforsuccess.

ChiltonISDpromotesaculturewhereeachchildhasa supportsystemthatincludesencouragement,guidance,and accountability.Educatorsactascheerleaders,counselors,and coaches,helpingstudentsnavigatechallengeswhilepushing themtowardgrowth.Thisphilosophyisreinforcedthrough thedistrict’sPiratePromise,whichcommitstoknowingevery studentbyname,bystrength,andbyneed.Strong relationshipsremainthefoundationofequitableopportunity andlastingsuccess.

Chilton ISD is a place where excellence begins with relationships and ends with opportunity. ‘‘

StrengtheningSchoolsthroughCommunity Connection

Relationshipswithfamiliesandcommunitypartnerssitat thecenterofChiltonIndependentSchoolDistrict’swork. Thedistrictactivelycollaborateswithparents,civic organizations,localbusinesses,andalumnitocreate partnershipsthatstrengthenstudentexperiencesand supportsharedgoals.Theserelationshipsextendlearning beyondtheclassroomandreinforcetheideathat educationisacommunityeffort.

ChiltonISDbringsthiscommitmenttolifethrougha rangeofsignatureeventsdesignedtowelcomepeopleof allagesontocampus.ProgramslikePlatinumPirates invitecommunitymembersaged55andoldertoengage withstudentperformances,academicprograms,and campuslife.Thedistrictalsohostsfamily-focusedevents thatintroduceyoungchildrenandfamiliestotheschool environmentearly,buildingexcitementforlearningand connection.

AnnualcelebrationsincludeHispanicHeritageMonth,the ChiltonISDHomecomingParadeandBlockParty,Trunk orTreat,thePirateWonderlandChristmasFair,andthe BlackHistoryProgram.Eacheventhonorsculture, tradition,andlocalbusinesswhilebringingpeople together Theseeffortsreflectasharedbeliefthatschools arestrongestwhenthecommunitystandstogether At ChiltonISD,theguidingmindsetissimple.Weare connected,andthatconnectionmakesthedifference.

StudentLifeBeyondtheClassroom

StudentlifeatChiltonISDisbuiltaround connection,participation,andpurpose.Thedistrict encouragesstudentstoexploretheirinterestsboth insideandoutsidetheclassroom,guidedbya simplebelief.Whenstudentsfeelconnected,they becomemoreengaged,andengagementleadsto success.

ChiltonISDoffersawiderangeofco-curricularand extracurricularopportunitiesdesignedtomeet diverseinterests.Studentscanchoosefrom23 athleticprogramsthatpromoteteamwork, discipline,andschoolpride.Beyondsports,the districtishometoanationallyrankedBBQclub, fineartsprograms,andhands-onenrichment activitiesthatallowstudentstolearnincreativeand practicalways.

Career-focusedopportunitiesalsoplayastrongrole instudentlife.ThroughCareerandTechnical Educationpathways,studentscanpursue 19 industry-connectedcertificationsorlicensuresin additionto3non-industry-connectedoptions. TheEarlyStartDualEnrollmentprogramgives motivatedstudentsthechancetobeginearning collegecreditearly Whethercompetingonthe field,workinginalab,orperformingonstage, Chiltonstudentsdevelopconfidence,perseverance, andcharacter.Theseexperienceshelpshape graduateswhoarepreparedforboththechallenges andopportunitiesahead.

LeadershipandDepartmentsthatWorkinSync

Theday-to-daysuccessofChiltonISDissupported byaleadershipstructuredesignedforcollaboration andclarity.Eachdepartmentplaysadefinedrole whileworkingcloselywithotherstokeepthe districtrunningsmoothlyandfocusedonstudents.

KeydepartmentsincludeCurriculumand Instruction,StudentServices,Athletics,Operations, BusinessServices,andMediaandMarketing. Together,theseteamssupportacademicquality, studentwell-being,extracurricularprogramming, facilities,financialresponsibility,andclear communication.Theircoordinatedeffortsallowthe districttorespondefficientlytobothimmediate needsandlong-termgoals.

Whattiesthesedepartmentstogetherisasharedleadership mindsetrootedinHighExpectations,Accountability, Respect,andTrust.Thesevaluesguidedecision-makingat everylevelandhelpensureconsistencyacrossprograms andinitiatives.Districtleadersemphasizealignment, makingsureeacheffortsupportsthebroadermissionof servingstudentsandfamilies.Byfosteringopen communicationandsharedresponsibility,ChiltonISD createsanenvironmentwhereleadershipisnotsiloed,but connected.Thisapproachallowsthedistricttooperatewith purpose,stability,andaclearfocusonstudentsuccess.

EnsuringEquitythroughAccessandBelonging

AtChiltonISD,equitybeginswithaccesstoopportunity. Thedistrictisintentionalaboutensuringthatmeaningful experiencesarepartofeverydaystudentlife.Facultyare encouragedtoupskillandadapttheirpracticessotheycan bettermeetstudentneedsandsupportindividualpassions. ChiltonISDalsobuildsstrongpartnershipswith organizationsandinstitutionssuchasWileyUniversity, BaylorUniversity,McLennanCommunityCollege,Scinary Cybersecurity,theHeartofTexasCouncilofGovernments, andtheGreaterWacoChamberofCommercetoexpand exposuretohighereducationandcareers.

Toremovebarrierstosuccess,thedistrictprovides academicinterventions,specialeducationservices,social andemotionalsupports,crisisresponse,mentorship,and accesstotechnology.Culturalcelebrationsandstudent voiceinitiativeshelpensureeverylearnerfeelsrepresented, supported,andempowered.

SupportServicesThatGuideStudentsForward

Theschooldistrictsupportsstudentsbeyondacademics throughacomprehensivenetworkofservicesfocusedon futurereadiness.Careercounselinghelpsstudents identifyinterestsandaligncourseworkwithlong-term goals.CollegereadinessandFAFSAworkshopsprovide clearguidanceonpostsecondaryplanningandfinancial aid.

Mentorshipprogramsconnectstudentswithtrustedadults whoofferdirection,encouragement,andaccountability. Partnershipswithlocalcollegesandworkforce organizationsexposestudentstoreal-worldexpectations andcareerpathways.Together,thesesupportshelp studentsbuildconfidence,developpracticallifeskills, andmakeinformeddecisions.ChiltonISD’sgoalisto ensurestudentsgraduatepreparednotonlyforwhat comesnext,butforlastingsuccess.

LookingAheadWithPurposeandPossibility

Lookingahead,ChiltonIndependentSchoolDistrict remainsfocusedondeliveringwhatitcallsabig-time educationwithinasmall-schoolenvironment.District leadersbelievethatchoosingaruraleducationshould neverlimitopportunity.Futureplansincludeexpanding CareerandTechnicalEducationprogramsthrougha school-within-a-schoolmodel,whileintroducingcareer explorationandfoundationaltechnologyskillsatthe middlegradeslevel.

‘‘

Every student must be challenged and supported toward their passion.

Thedistrictisalsoworkingtoeliminate dead-endpathways.By2026,thegoalisfor everystudenttograduatewithadiplomaand eitheranindustrycertificationoratleastnine hoursofdualcredit.Investmentsindigital learning,includingPrismsVirtualReality,will bringreal-worldrelevancetocomplexconcepts. ChiltonISDalsoplanstostrengthencommunity engagementthroughadataempowermentcenter thatsupportsdigitalliteracy,continuing education,andessentialcommunityservices.

BenjaminFranklinoncesaid,“Tellme,andIforget. Teachme,andIremember.Involveme,andI learn.”Hespreadthemessageofcooperative learningdecadesago.Itassociatestobeoneofthefinest practicesforlearningnewthings.Thisbringspersonalized learningtothecenterstage.

Inaclassroom,itispossiblethatnoteverystudentwill understandeverylesson.However,practicallessonsstickin students’memoriesforalongerperiod.Mr.StephenCravak establishedAsiaAmericanInternationalAcademy(AAIA) totakeadvantageofthistheory

AsiaAmericanInternationalAcademy(AAIA)isa prestigiousAmerican-basedinternationalschoolthatwas foundedin2016.Theyarecommittedtoeducatingstudents fromdiversebackgrounds,withcertifiedteachersfromNorth Americaandafocusonrigorousacademicandcultural immersion.AAIApreparesstudentsforsuccessinoverseas studieswhilefosteringtheirdevelopmentasresponsible globalcitizens.

AcademicExcellenceandAccreditation

Asaprivate,co-educational,independentschool,AAIAoffers acollegepreparatoryeducationtostudentsfromgrades6to 12.Theacademyisfullyaccreditedandhasgotthenecessary approvalsfromtheAmericanInstituteinTaiwan,theMinistry ofEducation,andtheNewTaipeiCityBureauofEducation. Thisaccreditationensuresthequalityandcredibilityof AAIA’sacademicprograms.

PersonalizedEducationandIndividualAttention

AtAAIA,theypersonalizeeducationforeachstudent, ensuringthattheymeettheiruniqueneedsandinterests. Withsmallclasssizes,studentsreceiveindividual attentionandsupport,settingthemupforacademic achievement.Itmayshapetheireducationalprogram. Thus,theschoolencouragesstudentstopursuetheir passionsanddevelopintowell-roundedindividuals.

LanguageSupportandCo-CurricularPrograms

AAIAunderstandstherequirementsofstudentswhoare newtoforeignschoolsandprovideslanguageassistance tohelpthemflourish.Furthermore,theschoolprovides avarietyofco-curricularclubsandspecialinterest programs,allowingstudentstopursuetheirinterestsand learnnewskills.Theseopportunitiesfostertheir personalgrowthandencouragethemtobecome responsibleglobalcitizens.

HolisticEducationforStudents

Initspursuitofholisticstudentgrowth,AsiaAmerican InternationalAcademy(AAIA)engagesstudentsina varietyofactivitiesbeyondacademics.AAIAaimsto developstudents’inquiry,criticalthinking,imagination, curiosity,andsocialskills.Besidescoreclasses, studentshaveaccesstofacilitiessuchasthelibrary, basketballcourt,picnicgrove,dancestudio,and ping-pongtablesduringlunchandrecess.

Theschoolhostsenrichmentclasseslikeart, coding,music,reading,andhealtheveryMonday, Wednesday,andFriday.OnTuesdaysandThursdays, studentstakepartinphysicaleducationprogramsat world-classfacilities,includingNationalTaiwan SportUniversity,undertheinstructionofOlympic coaches.

EngagingCommunityandFutureGrowth

JoiningtheAAIAcommunityprovidesfamilieswith theopportunitytoshapetheschool’sfuture.Witha beautifullydesignedcampusinLinkou,Taiwan,AAIA iscontinuouslydevelopingtomeetthegrowingneeds ofitsstudents.Throughitsinnovativecurriculum, whichcombinesAmericanculturewiththestrongwork ethicofTaiwan,AAIApreparesstudentsforadynamic andglobalizedworld.

The

Principal’sCommitment

AsthefoundingprincipalofAAIA,Mr.Stephen Cravakisworkingtocreateacaringlearning community

Hebelievesininspiringstudentstodiscovertheteacher withinthemselvesandfosteringhigher-orderlearningacross alldisciplines.Byencouragingstudentstotakepartintheir education,AAIAcultivatesconfidence,intelligence,and awareness.Withexperiencedteacherswhochallengeand motivatestudentstousetheirknowledgeandskillsfor personalgrowthandthebettermentofsociety,AAIA preparesitsstudentstomakeapositiveimpactontheworld.

AsiaAmericanInternationalAcademystandsasabeaconof educationalexcellence,preparingstudentsforsuccessina globalizedworld.Withpersonalizededucation,language support,andarangeofco-curricularprograms,AAIA nurturesthegrowthofitsstudents,shapingtheminto responsibleglobalcitizens.AsAAIAcontinuestoprogress andexpand,itremainscommittedtoprovidinga transformativeeducationalexperienceforallitsstudents.

AI GOVERNANCE IN HIGHER EDUCATION

The 2026 Framework for Policy & Risk

IAgovernanceinhighereducationisthestructuredsystem ofpolicies,oversightcommittees,ethicalstandards,and riskcontrolsuniversitiesusetomanageAIacross teaching,research,andadministration,goingbeyondITpolicyto addressaccountability,dataprivacy,andacademicintegrity

Artificialintelligenceisadvancinginhighereducationfasterthan institutionalpolicycankeeppace.Facultyareexperimentingwith generativeAItools,studentsaresubmittingAI-assistedwork,and administrativedepartmentsareautomatingeverythingfromadmissions toadvising.

Yetmostuniversitiesarefacingagovernancegap.

AccordingtoEDUCAUSE’s2024AILandscapeStudy,80%offaculty andstaffuseAItools,yetfewerthanoneinfourareawareofaformal institutionalpolicy.TheresultisrapidlygrowingshadowAI unsanctionedtoolsoperatingentirelyoutsideinstitutionaloversight.

Foruniversityleaders,thequestionisnolongerwhetherAIwillshape highereducation;itiswhetherinstitutionswillgovernitresponsibly beforeadatabreach,regulatoryviolation,orintegritycrisisforcestheir hand.

ThatispreciselywhatAIgovernanceinhighereducationisdesigned toprevent.

WhyAIGovernanceIsBecomingCriticalforUniversities

Universitiesareinherentlyopenenvironmentsbuiltforexperimentation andacademicfreedom.

Thesevaluesdriveinnovation,buttheyalsocreategovernanceblind spotswhenpowerfultechnologiesentertheecosystemwithoutstructure. atensionexploredindepthinourlookathowAIisalreadyreshaping universityteaching,research,andgovernance.

ThreeforcesaremakingAI governanceinhighereducationurgent in2026.

1.RegulatoryPressureisAccelerating

TheEUAIAct,whichcameintoforce inAugust2024,classifiesseveralAI applicationscommoninuniversities, includingAI-assistedadmissions systemsandstudentperformance analytics,as“high-risk.”European universitiesmustnowdemonstrate complianceorfacepenalties.

IntheUnitedStates,theDepartmentof Education’s2023guidanceonAI explicitlycallsoninstitutionsto developethicalframeworksforAIuse instudentservicesandassessment.

FERPA,meanwhile,imposesstrict constraintsonhowstudentdatacanbe processedbythird-partyAIsystems.

2.AdoptionhasOutpacedPolicy

GenerativeAIplatformsarenow embeddedacrossresearchworkflows, automatedgrading,tutoringsystems, andadministrativeautomation.Without governance,practicesbecome inconsistentandunauditableacross departments,creatingcompliance risksthatinstitutionsmaynotdiscover untilaudited.

3.PublicTrustisatStake

UNESCO’sRecommendationontheEthicsof AIwarnsthatinstitutionsfailingtogovernAI transparentlyriskerodingthepubliclegitimacy thatuniversitiesdependon.Thattrust,once lostinahigh-profileAIincident,isdifficultto recover.

The“ShadowAI”ProblemonCampus

ShadowAI–AItoolsadoptedbyfaculty,staff, orstudentswithoutinstitutionalapproval representoneofthemostunderestimatedrisk vectorsinhighereducationtoday

EDUCAUSEresearchconsistentlyfindsthat universitieshavefarmoreAItoolsoperating acrosstheircampusesthanITdepartmentsare awareof.

TheseincludeAIwritingassistants,research automationtools,codingcopilots,dataanalysis platforms,andAItutoringsystems,manyof whichoperateentirelyoutsidetheuniversity’s datagovernanceperimeter.

Therisksareconcrete:

● DataLeakage:Whenaprofessoruploads anunpublishedresearchdatasettoa commercialAIplatform,thatdatamaybe stored,logged,orusedformodeltraining. Theuniversitylosescontrolofits intellectualpropertywithnoaudittrail.

● FERPAViolations:Ifstudentperformance recordsareprocessedbyanunapprovedAI system,theinstitutionmayviolatefederal privacylawevenifthefacultymemberhad nointenttobreachcompliance.

● CybersecurityExposure:AItools connectedinformallytocampussystems bypassthesecurityreviewsthatapproved enterprisesoftwareundergoes.

Thegovernancelessonisclear:awareness campaignsaloneareinsufficient. Institutionsneedactivemonitoring,notjust policydocuments.

CorePillarsofanAIGovernanceFramework

EffectiveAIgovernanceinhighereducationisnotanIT function;itisaninstitutionalone.

GuidancefromUNESCO,theOECD’sAIPrinciples,and theUK’sHigherEducationPolicyInstitute(HEPI) consistentlyidentifiesfourpillarsthatdistinguishmature governanceframeworksfromadhocpolicyresponses.

1.InstitutionalAISteeringCommittees

Governancemustbeginattheleadershiplevel.Universities, includingtheUniversityofEdinburgh,publishedoneof thefirstcomprehensiveinstitutionalAIgovernance frameworksinUKhighereducationin2024.

Structuredoversightaroundcross-functionalcommittees composedofacademicleadership,IT,legal,researchethics, andfacultyrepresentatives.

Thesecommitteesareresponsiblefordefiningacceptable usepolicies,reviewingAIvendors,monitoringemerging risks,andadvisingseniorleadership.Critically,they preventAIdecisionsfromdefaultingentirelytoIT departments,ensuringacademicvaluesremaincentralto governance.

2.EthicalAIPrinciplesinPractice

Ethicalgovernancegoesbeyondpublishingprinciples;it operationalisesthem:

A.Transparency

StudentsandfacultymustknowwhenAIisinvolvedin academicoradministrativedecisions.AI-assistedgrading, automatedfeedback,andalgorithmicadmissionsscreening shouldbedisclosed.

TheEUAIActmakestransparencymandatoryforhigh-risk AIapplications;institutionsoperatinginEuropehaveno choice.

B.FairnessandBiasAuditing

AIsystemstrainedonhistoricaldatasetscanreproduce structuralinequalities.ArizonaStateUniversity’sAITask Force,establishedin2023,requiresbiastestingbeforeany AItoolisdeployedinstudent-facingapplications,amodel thatotherinstitutionsarebeginningtoadopt.

C.Accountability

Finaldecisionsinvolvingstudentsorstaffmustremain underhumanauthority AIinforms;humansdecide. Thisprincipleisembeddedinmostleadinggovernance frameworksandisabaselinerequirementunderEUAI Actprovisionsforhigh-risksystems.

3.Human-in-the-Loop(HITL)Oversight

RatherthanpermittingAIsystemstooperate autonomously,HITLgovernancerequireshuman reviewateverycriticaldecisionpoint.

AnAIsystemmightanalysestudentengagement patternsandflagstudentsatriskofdroppingout,but advisorsretainfulldecision-makingauthorityoverany intervention.

MIT’spublishedAIPolicyPrinciplesidentifyHITL oversightasafoundationalstandardforAIsystemsthat affectstudentoutcomes,apositionreflectedinthe broadergovernanceframeworksmanyresearch universitiesarenowformalising.

ThisapproachallowsinstitutionstogainAI-driven insightswhilepreservingacademicaccountabilityand legaldefensibility

4.ContinuousMonitoringOverStaticPolicy

TraditionalITpoliciesareapprovedonceand periodicallyreviewed.AIgovernancecannotworkthis way.AImodelsareupdated,trainingdatachanges,and newcapabilitiesemergeontimelinesthatannualpolicy reviewscannotmatch.

TheOECD’sFrameworkfortheClassificationofAI Systemsrecommends“continuousassurance”models, ongoingmonitoringofAIbehaviourratherthanonetimeapproval.

Universitiesadoptingthisapproachbuildaudit mechanismsdirectlyintotheirAIprocurement contracts

AIGovernanceandAcademicIntegrity

GenerativeAIhastransformedacademicintegrityfrom aplagiarismproblemintoanauthorshipproblem, andthetworequirefundamentallydifferentresponses.

ThisisoneofthemostvisibleplaceswhereAI governanceinhighereducationdirectlyshapes thestudentexperience.

Traditionalplagiarismdetectionlookedfor copiedtext.AI-generatedcontentisoriginalby definition,renderingtoolslikeTurnitin insufficientasstandalonesolutions.

TheUniversityofOxford’sAcademic IntegrityFramework,revisedin2024, explicitlyacknowledgesthis,pivotingfrom detection-firstapproachestowardassessment redesignandtransparentdisclosurepolicies.

Leadinginstitutionsarerespondingacross threefronts:

1.AssessmentRedesign

Oralexaminations,project-basedwork,and in-classanalyticaltasksevaluateunderstanding thatAIcannotsimulate.

Stanford’sHassoPlattnerInstituteofDesign haspilotedprocessdocumentationapproaches inselectcourses,wherestudentssubmitdrafts, annotations,andreflectivejournalsthat demonstratethethinkingbehindoutputs,not justtheoutputsthemselves.

2.Disclosure-BasedPolicies

Ratherthanattemptingblanketbans,which EDUCAUSEnotesarelargelyunenforceable, institutionslikeUniversityCollegeLondon nowrequirestudentstodeclarewhenandhow AItoolswereused,treatingtransparencyasan academicskillinitself.

3.FacultyDevelopment

SeparateEDUCAUSEfacultyreadiness

findingsindicatethatfewerthan30%of facultyfeelconfidentdesigningAI-resilient assessments.

Governanceframeworksthatinvestinfaculty training,notjuststudent-facingpolicies, producemoreconsistentanddefensible integritystandards.

TheEUAIAct:WhatUniversitiesCannotIgnore

TheEUAIActintroducesthemostsignificant regulatorychangeforuniversitiesoperatinginorwith EuropeaninstitutionssinceGDPR.

Keyimplicationsforhighereducation:

● High-riskclassification:AIsystemsusedfor studentassessment,admissionsscreening,and performancemonitoringfallundertheAct’s high-riskcategory

Thesesystemsrequireconformityassessments,bias testing,humanoversightmechanisms,andfull auditabilitybeforedeployment.

● Prohibitedpractices:AIsystemsthatuse subliminaltechniquesorexploitstudent vulnerabilitiesrelevantinthecontextofadaptive learningplatformsareprohibitedoutright.

● Extraterritorialreach:Universitiesoutsidethe EUthatprocessdatafromEU-basedstudentsor partnerwithEUinstitutionsmaystillfallunderthe Act’sscope.

InstitutionsthathavenotbegunEUAIAct complianceassessmentsarealreadybehind The Act’shigh-riskprovisionsapplyfromAugust2026 formostusecases.

AIVendorRisk:AGovernanceChecklist

EveryAItooladoptedbyauniversitycarries institutionalrisk.Astructuredvendorassessment protectsagainstshadowAIenteringthrough procurementchannels.

Universitiesincreasinglyapplyzero-trustsecurity principlestoAIvendorevaluation,treatingevery externalsystemasapotentialriskuntilverified,rather thantrustedbydefault.

BuildinganInstitutionalAIGovernanceRoadmap

Policywithoutimplementationisadocument,not agovernanceframework.InstitutionsbuildingAI governanceinhighereducationfromthegroundup shouldmovethroughfivestagessequentiallyrather thansimultaneously

Stage1:AIInventory

MapeveryAItoolcurrentlyinuseacrossteaching, research,administration,andstudentservices.Most universitiesdiscoversignificantlymoretoolsthan anticipated.

Thisinventoryprocessistypicallywhenthefullscaleof unsanctionedAIadoptionbecomesvisibleforthefirsttime.

Stage2:PolicyDevelopment

Draftacceptableusepolicies,researchethicsguidelines, procurementstandards,anddatagovernancerules.Policies shoulddefinewhatispermitted,whatrequiresapproval, andwhatisprohibited,withclarityonconsequences.

Stage3:GovernanceStructures

EstablishtheAIsteeringcommittee,datagovernance board,andethicsreviewpanel.Definedecisionrights clearly:whoapprovesnewAItools,whomonitors deployedsystems,andwhoescalatesconcerns.

Stage4:AILiteracyPrograms

Governancefailsiffacultyandstafflacktheknowledgeto applyit.TrainingshouldcoverresponsibleAIusein teaching,algorithmicbiasrecognition,andthepractical implicationsofinstitutionalpolicy,notjusttheexistenceof thatpolicy.

Stage5:ContinuousMonitoring

Buildreviewcyclesintogovernancefromdayone.AI systemschange.Regulationschange.Institutionalrisk profileschange.

AnnualauditsofdeployedAIsystems,quarterlyvendor reviews,andreal-timemonitoringofhigh-riskapplications shouldbestandardbythetimeauniversityreaches governancematurity.

PreparingforAgenticAI:TheNextGovernance Frontier

GenerativeAIisalreadyagovernancechallenge.Agentic AIsystemscapableoftakingautonomousactionsacross researchdatabases,schedulingsystems,administrative workflows,andcommunicationplatformswillbe substantiallyhardertogovern.

Multi-agentarchitectures,wheremultiple AIsystemscollaborateanddelegatetasks tooneanother,aremovingfromresearch labstoenterprisesoftware.Severalmajor edtechvendorsarealreadypilotingagentic toolsforstudentadvisingandcourse personalisation.

Foruniversities,thisraisesgovernance questionsthatcurrentframeworksarenot designedtoanswer.Earlyguidancefrom theWorldEconomicForum’sAI GovernanceAllianceandemerging institutionalpracticepointstowardthree priorityareas:

1.Accountabilitychains

WhenanautonomousAIagentmakesa decisionthatharmsastudent,current frameworksbuiltaroundindividualhuman decision-makersdonotmapcleanlyonto multi-stepautomatedpipelines.

Leadinginstitutionsarebeginningto designateanamedhuman“AI accountabilityowner”foreachdeployed agenticsystem,ensuringthatevery automatedworkflowtracesbacktoan identifiableindividualwithreview authority.

2.Accessgovernance.

Agenticsystemsrequiredynamic,scoped permissionsratherthanstaticaccessgrants.

Theemergingbestpracticealignedwith zero-trustprinciplesalreadyappliedto vendorevaluationistograntagenticAIthe minimumpermissionsrequiredfora specifictask,withautomaticexpirationand human-triggeredre-authorisationfor sensitivedataenvironments,including studentrecordsandresearchrepositories.

3.Pipelineauditability

Multi-agentsystemscanobscuretheorigin ofindividualdecisionsacrosslayersof automateddelegation.

Universitiesbuildingagenticgovernancepoliciesareprioritising end-to-endloggingrequirements,mandatingthateveryagentaction, handoff,anddecisionpointisrecordedinanimmutableaudittrailthat humanreviewerscaninterrogateafterthefact.

TheWorldEconomicForum’sAIGovernanceAlliancerecommendsthat institutionsbegindevelopingagenticAIgovernancepoliciesnow,before deploymentpressureforcesuniversitiesintoreactivepolicymaking.

TheFutureofResponsibleAIinHigherEducation

AIwillreshapeeveryfunctionofthemodernuniversity,learning,research, operations,andstudentsupport,buttheshapeittakeswillnotbedetermined bythetechnologyalone.

Itwillbedeterminedbythechoicesinstitutionsmakenowabout accountability,oversight,andwhoseinterestsgovernanceisdesignedto protect.

StrongAIgovernanceinhighereducationisnotaconstraintoninnovation. Itistheconditionthatmakesinnovationdefensible:tostudentswhosedata isatstake,toregulatorswhoarewatching,andtothepublicthatgrants universitiestheirsociallicensetooperate.

Theuniversitiesthatwilldefinethenexteraofhighereducationarenot necessarilytheearliestadopters.Theyaretheonesbuildingtheinstitutional infrastructuretoensurethateveryAIsystemtheydeploycanbeexplained, audited,and,ifnecessary,stopped.

Ifyoufoundthisinsightvaluable,shareitwithacademicleadersand colleagueswhoareshapingthefutureofresponsibleAIinhighereducation.

Shadab Mestri

DAVIS SCHOOL DISTRICT

A Tradition of Growth and Innovation

Educators, parents, and community members work together to create a successful educational experience for each student.

Education

hasalwaysbeenmorethanclassroomsandtextbooks.It isthewayacommunityinvestsinitsfuture,shaping generationswhowillcarryforwarditsvaluesand ambitions.InUtah,oneschooldistricthascarriedthat responsibilityforwelloveracentury,quietlygrowingin bothsizeandinfluencewhilestayingtruetoasimple idea:LearningFirst.

TheDavisSchoolDistrictopeneditsdoorsin1911 withjustover2,700students.Whatbeganasamodest efforttoorganizeandelevatepubliceducationhas transformedintothestate’ssecond-largestdistrict,now servingnearly70,000studentsacross93schools.Its expansionmirrorsthegrowthoftheregionitself,butthe storyisnotonlyaboutnumbers.Itisalsoabouthowthe districthaskeptpacewithchange,bothinsocietyandin education.

Guidedbythemotto“LearningFirst,”thedistricthas builtitsmissionaroundstudent-centerededucation.This includesnurturingacademicgrowthwhilealsocaring foremotionalwell-beingandpreparingyoungpeoplefor theworldahead.Thevisionthatdrivesitswork emphasizesdignity,evidence-basedinstruction,and strongcommunityties.Overtheyears,thishas translatedintotangibleinitiativessuchastheHigh ReliabilitySchoolsframework,TeenCentersineach ofitsninehighschools,andtheestablishmentofthe OfficeofEqualOpportunity.Eachstepreflectsan evolvingfocusonequity,safety,andinclusion.

Today,DavisSchoolDistrictcontinuestobealeaderin Utah’seducationlandscape.Personalizedlearning, ongoingprofessionaldevelopmentforeducators,and activeengagementwithfamilieshaveallbecomepartof itsfoundation.Thedistrict’sevolutiontellsaclearstory: whileitsrootsareoverahundredyearsdeep,itseyes arefirmlyfixedonthefuture.

AcademicProgramsthatGrowwithStudents

Strongschoolsmeetstudentswheretheyare,thenopen doorstowhatcomesnext.AtDavisSchoolDistrict,the academicjourneyisdesignedtoexpandwitheachstage oflearning,fromthefirststepsinelementaryclassrooms tothemorespecializedpathsofhighschool.

Intheelementaryyears,studentsgainafirm foundationinliteracy,math,science,and socialstudies.Thedistrictalsobelievesthat learningisricherwhenitincludescreativity andmovement,sofinearts,physical education,andearlyexposuretoSTEMare builtintotheexperience.Theseearly opportunitiessetthestageforcuriosityand confidencethatcarryintolatergrades.

Bymiddleschool,courseworkbroadensto matchstudents’growinginterests.World languages,computerscience,andavariety ofelectiverotationsallowthemtoexplore newareaswhilecontinuingtostrengthen coreacademicskills.Thisbalanceof structureandchoicehelpsstudentsdiscover wheretheirtalentsandpassionslie.

Highschoolintroducesevenmore opportunities.Studentscanchallenge themselvesthroughAdvancedPlacement courses,earncollegecreditwithConcurrent Enrollment,orpreparefortheworkforce throughCareerandTechnicalEducation pathways.ProgramsliketheDavisCatalyst CTEmagnetschoolhighlightthedistrict’s commitmenttocareerreadiness,while onlinelearningoptionsprovideflexibility fordifferentlearningstylesandlife circumstances.

Acrossallgradelevels,onethemeremains constant:instructionispersonalized, evidence-based,andalignedwithUtah’s corestandards.Theresultisasystemthat notonlyteachesbutadapts,givingstudents thetoolstosucceedinschoolandbeyond.

AChangingStudentBody

Numberstellpartofthestory,butinDavis SchoolDistrict,statisticsalsorevealhow thecommunityitselfischanging.Asof 2024,thedistrictserves69,602students, holdingitsplaceasUtah’ssecond-largest. Whileenrollmenthasdippedslightlyfrom 71,564studentsin2022,thedistrict’s classroomsreflectabroaderrangeof backgroundsandexperiencesthanever before.

Diversityisoneofthemostnotableshifts.Studentsinthe districtnowspeak76differentlanguagesathome,with English,Spanish,andMarshalleseamongthemost common.TheHispanicstudentpopulationhasgrown from11.5percentin2022to13.1percentin2024,while theCaucasianstudentpopulationhasdeclinedslightlyto 79.2percent.Thesechangesshowadistrictthatmirrors theevolvingdemographicsoftheregionitserves.

Economicconditionsalsoshapethestudentexperience.In 2022,15.7percentofstudentsqualifiedforfreeor reducedlunch.By2024,thatnumberroseto21.4percent, signalingthedistrict’sincreasingresponsibilitytosupport familiesfacingfinancialchallenges.Alongsidethese shifts,13percentofstudentsreceivespecialeducation services,and4.7percentareidentifiedasmultilingual learners.

Together,thesestatisticspointtoaclearreality:the districtisservingastudentbodythatismorediverseand morecomplexthaninthepast.Ratherthanviewingthis asachallengealone,DavisSchoolDistrictapproachesit asanopportunitytostrengthenitsmissionofinclusive, personalizededucation.Everynumberrepresentsastory, andthedistrict’sworkistoensureeachstoryhasthe chancetothrive.

MeetingStudentsWhereTheyAre

Everystudentlearnsdifferently,andDavisSchoolDistrict hasbuiltitsapproacharoundthattruth.Thedistrict’s PersonalizedandCompetency-BasedLearning (PCBL)modelmakessureinstructionisnotaone-sizefits-allexperience.Instead,itadaptstoacademicneeds, learningstyles,andevennon-academicfactorsthatshape howstudentsgrow

Tomakethispossible,thedistrictleansondata-driven tools.SystemslikePowerBIandtheHarassmentand DiscriminationReportingSystem(HDRS)allow educatorstorespondtostudentneedsinrealtime.These toolshelpidentifypatterns,trackprogress,andguide decisionsthatkeeplearningontrackforeachindividual.

Supportextendsbeyondacademics.TeenCentersprovide safespacesinhighschools,mentalhealthservicesoffer criticalcare,andtranslationassistanceensuresfamilies canfullyparticipateintheirchild’seducation.By wrappingtheseresourcesaroundtheclassroom experience,thedistrictmakeslearningaccessiblefor everyone,nomatterthechallenge.

Equityalsolivesinthecurriculum.Culturallyresponsive materialsandinclusiveteachingpracticesareprioritized, reflectingthediversityofthestudentbody.Educators themselvesreceiveprofessionallearningthatmirrorsthese values,givingthemtheskillstocreateclassroomswhereall studentsfeelseenandsupported.

CommunityServicesThatGoBeyondtheClassroom

Educationisnotonlyaboutwhathappensduringtheschool day.ForDavisSchoolDistrict,supportingstudentsmeans recognizingthatlearningisdeeplytiedtofamilylife,health, andcommunitystability Throughawidenetworkof services,thedistrictworkstomeetthoseneedssothat studentscanfocusontheirgrowth.

TheStudent&FamilyResourcesDepartmentanchors muchofthiswork.Familiescanaccessmentalhealth services,foodandclothingassistance,andadvocateswho helpthemnavigatechallenges.Military-connectedstudents receivededicatedsupportthroughaMilitarySupport Team,ensuringthatfrequentmovesordeploymentsdonot interrupttheirsenseofbelongingatschool.TheDavis CommunitySchoolsinitiativeaddsanotherlayerby connectingschoolswithwraparoundservicessuchas housingsupport,adulteducation,andhealthresources.

TheDavisEducationFoundationalsoplaysacentralrole inremovingbarrierstolearning.ItsTeenCentersinevery highschoolprovidesafespacesforstudentsexperiencing homelessness,whileprogramssuchashygienekits,food support,andhardshipgrantsaddressimmediateneeds. TheFoundationalsofundsinnovativeclassroomprojects, full-daykindergarten,STEM,artsprograms,and scholarships.Communitysupportisvitaltothiseffort,with annualeventslikeagalaandgolftournamentraisingfunds tosustaintheseinitiatives.TheFoundation’sTeenCenter modelhasbeensoeffectivethatitinspiredtheUtah Legislaturetodedicatemillionsofdollarsforsimilarcenters acrossthestate.

Innovationincareerreadinessisanotherhallmarkofthe district.TheCatalystCenter,amagnethighschool,offers profession-basedlearningin17differentCareerand TechnicalEducationprograms.Studentsearncertifications andconcurrentenrollmentcreditswhilegainingreal-world skills.Thecentercurrentlyserves784students,withanother 375onawaitlist.Itssuccesshasdrawnstatewideattention, leadingtheUtahLegislaturetopassagrantprogramin2024 tohelpotherdistrictsbuildtheirowncatalystcentersand strengthenhigh-demandcareerpathways.

Partnershipsextendintoathleticsaswell.Byworkingwith UtahSpecialOlympics,thedistricthasestablished UnifiedSportsteamsineveryhighschool,nowexpanding intojuniorhighs.Theseteamsensurestudentswith disabilitiescancompete,connect,andthrivealongside theirpeers.

BeyondtheClassroom:AthleticsandEnrichment

Formanystudents,thelessonsthatlastalifetimehappen afterthefinalbell.DavisSchoolDistricthasbuilta traditionofexcellenceinathleticsandenrichmentthat allowsyoungpeopletogrowasleaders,teammates,and communitymembers.

Acrossitshighschools,thedistrictoffersawidespectrum ofathleticprogramsthatgivestudentsthechanceto compete,developdiscipline,andbuildschoolpride.Over theyears,itsteamshavemadetheirmarkatthestatelevel, bringinghomechampionshipsinsportsasvariedascross country,golf,swimming,football,andbasketball. Volleyball,baseball,softball,soccer,wrestling,andtennis havealsoaddedtothatrecordofachievement,creatinga legacythatcurrentathletescontinuetocarryforward.

Theseprogramsdomorethanfilltrophycases.Theygive studentsanoutlettochanneltheirenergy,aplatformtotest theirresilience,andacommunitythatcelebrates teamwork.Forthedistrict,athleticsarenotasidenoteto educationbutanextensionofit,anotherarenawhere studentscanlearn,grow,andsucceed.

LeadershipThatSetstheStandard

Runningadistrictthatservesnearly70,000students requiresmorethanstrongschools.Ittakescoordinated leadership,clearvision,andstructuresthatkeepeverypart ofthesystemworkingtogether AtDavisSchoolDistrict, thisresponsibilityrestswiththeSuperintendent’s ExecutiveStaff,ateamthatincludesthesuperintendent, schooldirectors,and17departmentheads.Meetingevery otherweek,theyfocusontheongoingneedsofstudents, ensuringthatdecisionsremainalignedwiththedistrict’s missionofputtinglearningfirst.

Trainingplaysanequallyimportantroleinkeepingthe districtstrong.Monthlymeetingsbringtogetherschool leaders,departmentheads,officemanagers,andthe StudentAdvisoryCounciltoshareinsightsandbuild skills.Leadershipdevelopmentisalsonurturedfrom withinthroughthedistrict’sownLeadinDavisprogram.

Here,emergingleaderslearndirectlyfrom experiencedmentors,withafocusonmindset, vision,dutytodevelop,interconnection,and introspection.Thiscycleofgrowthensuresthat leadershipisnotjustsustainedbutcontinually renewed.

Recognitionhasfollowedtheseefforts.For41 consecutiveyears,thedistricthasreceivedthe CertificateofAchievementforExcellencein FinancialReporting,anationalawardthat highlightsthehigheststandardsoftransparency andaccountabilityingovernmentreporting. Morerecently,DavisSchoolDistrictearned13 BestofStateMedalsinUtah’s2025 competition,addingtoatotalof47medalssince 2019,whichismorethananyotherdistrictinthe state.SuperintendentDr.DanLinfordalso leadsbeyondthedistrict,servingasPresidentof theUtahSuperintendentsAssociation.

ACommitmenttoBelongingandInclusion

ForDavisSchoolDistrict,belongingand inclusionarenotabstractgoalsbutdaily responsibilities.Thedistrictbelievesthatsafety andbelongingformthefoundationofboth emotionalandacademicgrowth.Administrators, teachers,andstaffstandunitedinrejectingany formofharassmentordiscrimination,holding firmtotheprinciplethatevenonenegative experienceisunacceptable.

Toprotectthisstandard,thedistricthascreated clearprocessesandsystemstorespondwhen issuesarise.Centraltothiseffortisthe HarassmentandDiscriminationReporting System,whichallowsstudents,families,staff, andcommunitymemberstoraiseconcerns quicklyandsecurely.Eachreportisinvestigated immediately,withoversightprovidedbythe OfficeofEqualOpportunitytoensurefairness andtransparency

Familiesalsohavetherighttoappealiftheyfeel theprocessoroutcomeisincomplete.Thiswork extendsacrossallaspectsofschoollife, affirmingthedistrict’spromisetoaddress discriminationtiedtorace,color,nationalorigin, sex,sexualorientation,genderidentity,religion, ordisability

CLASSROOM RELAY Active Learning Meets Digital Control

Walkintoanymodernclassroom,andyouwillnoticetwocompeting forces.Ononeside,studentsneedmovement,interaction,and collaborationtolearntruly.Ontheotherhand,devicesdemand structure,supervision,anddigitalfocus.

Thisiswheretheideaoftheclassroomrelaybecomespowerfulandoften misunderstood.

Forsomeeducators,aclassroomrelayisahigh-energylearningstrategythatturns academicconceptsintoteam-basedchallenges.Forothers,itreferstodigitalclassroom managementtoolsoncebrandedunder“Relay.”Theconfusionisreal,andsoisthe opportunity

In2026classrooms,themosteffectiveschoolsarenotchoosingbetweenmovement andmonitoring.Theyareblendingboth.

Thisguidebringsclarity.Wewillexploretheresearchbehindmovement-integrated instruction,examineinclusiverelaymodelsacrossgradelevels,andexplainhow digitaltoolssupportstructured,activelearningenvironments.

Let’sbeginbydefiningwhataclassroomrelaytrulyis.

WhatIsaClassroomRelay?

Aclassroomrelayisastructured,team-basedinstructionalstrategywhere studentsphysicallymovebetweendesignatedstationstocompleteacademictasks, reinforcingcontentandcollaborationbeforepassingresponsibilitytoapeer.

Ineducation,thismodelisusedto:

● Reinforceacademiccontent

● Encouragecollaboration

● Increasephysicalengagement

● Improvefocusthroughstructuredmovement

Theformatcanvary.Inelementaryclassrooms,itmayinvolvevocabularycardsplaced atstations.Inhighschoolsettings,itcouldmeanrotatingthroughcomplexcase-study checkpoints.

Thestructureremainsconsistent:movement,accountability,andshared responsibility.Muchlikeotherclassroommanagementgames,therelaytransforms routinetasksintohigh-engagementopportunities.

However,theterm“classroomrelay”alsoappearsindigitaleducationcontexts.

TheedtechcompanyLightspeedSystemspreviouslyused“Relay”initsproduct brandingforclassroomdevicemanagement.Today,thecompany’stoolsfocuson filtering,monitoring,andreal-timestudentvisibilityin1:1environments.

Understandingthisdistinctionisimportant.Onerefersto pedagogy.Theotherreferstodigitaloversight.

Thisarticleaddressesbothbecausemodernclassrooms requireboth.

WhyMovementImprovesLearning

Theeffectivenessofrelay-stylelearningisnotbasedon enthusiasmalone.Itisgroundedinresearchonmovementintegratedinstruction.

Recentstudiespublishedinpeer-reviewedjournalssuchas FrontiersinPsychologyandindexedintheNationalCenter forBiotechnologyInformation(PMC)showthatstructured physicalactivityduringinstructionimproves:

● Executivefunction

● Selectiveattention

● Workingmemory

● Cognitiveflexibility

ExecutivefunctionisespeciallycriticalinK–12education. Itgovernsplanning,focus,andimpulsecontrol.

Whenstudentsmovewithpurposeduringlearningtasks, thebrainincreasesoxygenflowandneuralactivation patternslinkedtomemoryretention.Instructionalcoaches consistentlyreportthatswappingpassivereadingfor physicalrelaysactivelylowersbehavioraldisruptions.

Researchonneuroplasticityfurthersupportsthis. Movementstimulatesneuralpathwaydevelopment, strengtheningthebrain’sabilitytoencodeandretrieve information.Inpracticalterms,studentsaremorelikely torememberwhattheylearnwhenthebodyisengaged alongsidethemind.

Movementalsoreducescognitivefatigue.Insteadofsitting passively,studentsalternatebetweenphysicalactivation andmentalprocessing.Thispatternsustainsattentionover longerinstructionalperiods.

Aclassroomrelayisnotsimplyagame.Itisastructured cognitivestrategyalignedwithhowthebrainprocesses information.Thismirrorsthebroader shiftfrompassively receivinginformationtoactivelyexploringitthatdefines modernactivelearningapproaches.

TypesofClassroomRelayActivitiesAcross GradeLevels

Aclassroomrelayisnotlimitedto elementaryschool.Whendesigned intentionally,itscalesacrossagegroupsand subjectareas.Thekeyisaligningmovement withcognitivedemand.

1. ElementarySchoolRelays

Attheelementarylevel,relaysfocuson foundationalskillreinforcementandgross motorengagement.

Commonformatsinclude:

● VocabularyRelays:Studentsrunto retrievewordcardsandmatchthemwith definitions.

● MathFactStations:Teamsrotate throughquickproblem-solving checkpoints.

● SpellingBoardRuns:Onestudentwrites aletteratatimebeforetaggingthenext teammate.

● SensoryPathRelays:Integrated movementpathsthatsupportfocusbefore answeringacademicprompts.

Foryoungerlearners,structuredmovement supportsattentionregulation.Studieson movement-integratedinstructionshow improvementsinselectiveattentionandontaskbehaviorwhenphysicalactivityis embeddedintoacademicroutines.

Theemphasisatthislevelisrhythm:move, think,return,repeat.

SuggestedTime:15–20minutes|Group Size:3–5students|Materials:Taskcards, timer,answersheets

2.MiddleSchoolRelays

Inmiddleschool,therelayformatshiftsfrom recalltoreasoning.

Examplesinclude:

● ScienceConceptCircuits:Studentsrotatebetween experimentsummariesandanalysisquestions.

● HistoryTimelineRelays:Teamsassemblechronological sequencesatstations.

● Problem-SolvingRelays:Multi-stepmathproblems completedcollaboratively.

● BrainBreakRelays:Shortmovementtasksfollowedby reflectionprompts.

Adolescentsbenefitfromcollaborativemovementbecauseit activatesexecutivefunctionwhilemaintainingsocial engagement.Researchincognitivedevelopmenthighlightsthat structuredpeerinteractionstrengthensworkingmemoryand cognitiveflexibility

Atthisstage,relaysshouldincludestrategicthinking,notjust speed.

SuggestedTime:20–25minutes|GroupSize:4–6students| Materials:Stationfolders,reflectioncards,optionalQRcodes

3.HighSchoolandHigherEducationRelays

Thisiswheremostcompetitorsfailtoprovideguidance.

Relaylearningatadvancedlevelsfocusesoncomplexreasoning, debate,andsynthesis.

Effectivemodelsinclude:

● CaseStudyRotations:Teamsanalyzedifferentcomponents ofareal-worldscenariobeforepresentingintegratedfindings.

● STEMChallengeRelays:Eachstationaddsalayerof complexitytoanengineeringordata-analysistask.

● LiteraryAnalysisRotations:Studentsbuildinterpretive argumentsacrosscheckpoints.

● APReviewCircuits:Timedconceptreinforcementaligned withexamstandards.

Olderstudentsdonotneedsimplifiedgames.Theyneed structuredcollaborationwithintellectualdepth.Movement remainspurposefulbutsecondarytoanalyticalrigor

Whendesignedwell,highschoolrelaysreduce passivenote-takingandincreaseaccountability withinpeergroups.

SuggestedTime:25–35minutes|GroupSize: 4–6students|Materials:Casestudypackets, analyticalrubrics,digitalsubmissiontools

DesigninganInclusiveClassroomRelay

Movement-basedlearningmustbeadaptable.Not everystudentexperiencesstimulationinthesame way

ResearchonADHDandsensoryprocessing emphasizesthatstudentswithADHDorsensory sensitivitiesbenefitfromstructuredmovementbut onlywhenpredictabilityandchoicearebuiltinto theenvironment.

Similarly,reportingfromEducationWeek highlightstheimportanceofflexibilityin movement-basedinstruction.

Practicalinclusionstrategiesinclude:

● ChoiceBoards:Allowstudentstoselect betweenmovementintensitylevels.

● SensoryWalkOptions:Providecalm movementpathwaysinsteadofcompetitive sprints.

● TimedTransitions:Clearauditoryorvisual cuesforstationshifts.

● DefinedRoles:Timekeeper,recorder,presenter, sonoteverystudentisrequiredtorun.

Inclusionisnotaboutslowingtherelay.Itisabout designingstructuredaccesspoints.

Whenthoughtfullyimplemented,relayactivities canimproveexecutivefunctionwhilesupporting emotionalregulation.

TheRiseofthe“Phygital”ClassroomRelay

Themodernclassroomoperatesina1:1device environment.Movementdoesnotreplace technology;itcoexistswithit.

Educationalleadersareincreasinglydescribingthisblended environmentas“phygital,”wherephysicallearning experiencesaresupportedbydigitalinfrastructure.

Inpracticalterms,thismaylooklike:

● QRcodesatrelaystationslinkingtoproblemsets

● Chromebooksubmissionsateachcheckpoint

● Real-timedigitalquizzesembeddedintomovement cycles

● AI-generatedpromptsadjustingtaskdifficultybetween rounds

Thedifferencein2026isnotjustmovement.Itisvisibility.

Teachersarenowabletocombineactivelearningwith structureddigitaloversight.Thisensuresthatdevices enhanceinstructionratherthandistractfromit.

ClassroomRelaySoftwareExplained

Asclassroomrelaysevolvein1:1environments,digital managementbecomespartoftheconversation.

Someeducatorsencountertheterm“classroomrelay” throughlegacyproductbrandingfromLightspeedSystems, acompanyknownforK–12filteringandclassroom managementtools.

Whilethecompany’sflagshipproducttodayisLightspeed Filter,earlierbrandingincluded“Relay,”whichstillappears insearchbehavior

Itisimportanttoclarifythedistinction.

Aclassroomrelayactivityreferstoamovement-based instructionalmodel.Classroommanagementsoftware referstotoolsthatprovide:

● Real-timestudentscreenvisibility

● Websitefiltering

● AI-supportedvideomonitoring

● Policy-basedaccesscontrol

● Hierarchicalmanagementacrossschoolsanddistricts

Forexample,AI-assistedfeaturessuchasSmartPlay filteringallowschoolstomanageYouTubecontent dynamically,whilestructuredpolicysystemsenable differentiatedpermissionsbygradeorrole.

Inarelay-basedclassroom,thesetoolsserveasupporting function.Theyallowteacherstomaintaindigitalfocus whilestudentsrotatephysicallybetweenlearningstations.

Thegoalisnotsurveillance.Itisinstructional alignment.

ManagingMovementWithoutLosingDigitalFocus

Movementenergizeslearning.Devicescaneithersupport thatenergyordisruptit.

Thechallengeinmodernclassroomsisbalance.

Whenstudentsrotatebetweenrelaystationswithdevices inhand,teachersneedclearguardrails.Researchon attentionshowsthatdividedfocusreducestask performance.Thismeansdigitalboundariesmustbe definedbeforemovementbegins.

Practicalstrategiesinclude:

● Pre-settingapprovedsitesbeforetherelaystarts

● Lockingdevicesintoasingle-taskmodeduringtimed rounds

● Assigningadigitalmonitorrolewithineachteam

● Usingtimedsubmissionwindowsforaccountability

Real-timevisibilitytoolsallowteacherstointervene quicklyifstudentsdriftofftask.Butstructureshouldnot replacetrust.Studentsmustunderstandwhydigital expectationsexist.

Aclassroomrelayworksbestwhenautonomyand accountabilitycoexist.

MeasuringImpact:AssessmentinRelayModels

Manyrelayactivitiesfailforonereason:theymeasure excitementinsteadoflearning.

Toalignrelayswithacademicoutcomes,assessment mustbeembeddedintothestructure.

Effectiverelay-basedassessmentstrategiesinclude:

● FormativeCheckpoints:Quick-responsepromptsateachstation

● CumulativeProblemChains:Eachteambuildsontheprevious group’sanswer

● PeerExplanationRounds:Studentsexplainreasoningbefore movingforward

● DigitalExitSubmissions:Shortreflectiveresponsessubmittedatthe end

Researchonexecutivefunctionshowsthatstructuredretrieval strengthensmemoryconsolidation.Whenrelaysincludereflective checkpoints,theymovebeyondactivityandbecomecognitive reinforcementsystems.

Datacollectedduringrelayscaninform:

● Instructionalpacing

● Misconceptionpatterns

● Groupcollaborationdynamics

● Differentiationneeds

Awell-designedclassroomrelayismeasurable,notchaotic.

Quick-StartClassroomRelayTemplate

Notsurewheretobegin?Usethissimpleframeworktobuildyourfirst relaythisweek.

1.Pickyourcontent:Choose4–6concepts,questions,orproblemsfrom yourcurrentunit.

2.Setupyourstations:Placeonetaskateachstation.Labelthem clearly.Includeatimerateachpoint.

3.Assignroles:Everystudentgetsarole:runner,recorder,timekeeper, orpresenter

4.Setdigitalexpectations:Ifdevicesareinuse,definewhichsitesor toolsareapprovedbeforetherelaybegins.

5.Runandreflect:Aftertherelay,spend5minutesonawhole-class debriefordigitalexitslip.

That’sit.Yourfirstrelaydoesnotneedtobeperfect.Itneedstohappen.

TheFutureofClassroomRelays StartsWithYou

Theclassroomrelayisnolongerjusta game.Itisastrategicresponsetoa changingeducationallandscape.

In2026,studentsneedmovementto strengthenattention,collaborationto buildreasoning,anddigitalstructureto protectfocus.Schoolsthatsucceedare notchoosingbetweenphysical engagementandtechnological oversight.Theyareintegratingboth withintention.

Whetheryouareaclassroomteacher designingyournextlessonoraschool leaderevaluatingdigitalinfrastructure, theopportunityisclear Movement andmanagementarenotopposing forces.Theyarecomplementarytools inawell-designedlearningecosystem.

Ifthisguideclarifiedthemodern classroomrelayforyou,shareitwitha colleaguewhoisrethinking engagementintoday’sclassrooms. Conversationslikethisshapebetter schools.

EAST WILLISTON UNION

FREE SCHOOL DISTRICT

Where Every Student is a Statistic of One

Inaneraofeducationalmega-districtsand

standardizedeverything,oneLongIslandenclaveis quietlyprovingthatsmall,bespokepublicschooling isn’tanostalgicdream—it’saworkingmodelofadmiration.

Youhearthenumbersinpubliceducationallthetime:budget deficits,classroomsizesballooning,teacher-studentratiosthat lookmorelikeaconcertcrowdcount.Thenyoustumbleupon theEastWillistonUnionFreeSchoolDistrictincentral NassauCounty,NewYork,andyouhavetorecheckyourmath. Roughly1,600students,afacultyofabout185.Dothedivision: that’sastudent-teacherratioaround8.6to1.

InthesprawlinglandscapeofAmericanpubliceducation,a figurelikethatisn’tjustgood;it’sananomaly.It’sthekindof numberthatwhispersapromise:thathere,achildmight actuallybeseen,known,andtaughtasanindividual.Andunder thestewardshipofSuperintendentDr.DanielleGately,East Willistonisn’tjustmaintainingthisstatisticalmarvel;it’sthe bedrockofadeeplyingrainedphilosophy

TheBlueprint:SmallbyDesign,PersonalbyMission

Establishedin1955,EastWilliston(NCESDistrictID: 3610050)madeaconsciouschoice.Insteadofsprawling,it focused.ServingthecommunitiesofEastWillistonandpartsof RoslynHeights,Albertson,Mineola,andOldWestbury,it operatesonaprinciplethatmanylargersystemscanonlyenvy: anindividualizedandpersonalizedapproach.“Ourschoolsexist tonurturethebestineachchildmorally,intellectually,socially, artistically,emotionallyandphysically,”thedistrict’smission statementdeclares.Thisisn'tjustrhetoric;it'sanoperational directive.

Dr.Gatelyoverseesasystemstructuredtodeliveronthis.It’sa three-actplayofdevelopment,witheachschooldesignedfora specificchapterinastudent'slife:

1. NorthSideSchool(GradesK-4):TheFoundation Builders

2.WilletsRoadSchool(Grades5-7):TheTransitional Navigators

3.TheWheatleySchool(Grades8-12):TheLaunchpad

“Thepursuitofacademicexcellenceinthisdistrict,”the district’smaterialsstate,“reflectsthedeepbeliefthatall studentscanlearnandthatallstudentsdeservehigh-quality instruction.”It’saconvictionthatallowsthemtoset highacademicexpectationswhilegearingtheeducational programtoencouragecriticalthinkingand,crucially, “aloveoflearning.”

ActI:NurturingCuriosityatNorthSide

AtNorthSide,withitsyounglearnersingrades K-4,thegoalis“toenableeachstudenttorealize fullacademicandsocialgrowthpotential...ina happy,supportiveschoolsetting.”Thecore curriculuminmathematics,science,socialstudies, andlanguageartsispresented“inaholistic fashion,”goingwellbeyondNewYorkState requirements.Themesconnectsubjects,fostering anaturalcuriosity.Beyondthecore,children receiveinstructioninphysicaleducation,art, music,library,andtechnology,supplementedby enrichmentclasses.

Whathappenswhenastudentneedsextra support?“Specialservicesareavailable,”the districtnotes,coveringeverythingfromEnglishas asecondlanguagetospeechandreadingsupport. It’saboutmeetingthechildwheretheyare.This focusontheindividualiscomplementedby fosteringaestheticappreciation,withprograms likecollaborationswithartistsfromTheTilles Centerbringingprofessionaldanceandmusicinto thechildren’sworld.

ActII:BridgingWorldsatWilletsRoad

NextcomesWilletsRoadSchool,guidingstudents throughthepivotalgradesof5-7.Thisstageis explicitlydesignedto“provideasmoothand gradualtransitionfromtheself-contained classroomoftheelementaryschooltothe departmentalizedenvironmentofthehighschool.” Themantrahereis“learninghowtolearn.”

Thecurriculumisdiverse:coresubjectsarea given,butstudentsalsodelveintoWorld Languages,Art,Music,FamilyandConsumer Science,andComputerTechnology.Anannual OutdoorEducationProgramforseventhgraders highlightstheexperientiallearningapproach. Co-curricularactivitiesexplodeatthisstage,from ChessClubandMathOlympiadstoSphero RoboticsandaDramaClub.It’saboutexploration andinvolvement.

ButWilletsRoadunderstandsthatmiddleschool isn’tjustacademics.It’ssocialandemotional growth.Hence,theirguidingtheme:S.P.A.R.K. Success,Pride,Action,Respect,andKindness.

“Thesetenets,”theschoolexplains,“provideourstudents withasetofcorevaluesthatareconstantlybeingfostered... sothateveryonefeelssafe,valued,andcaredfor.”It’sa proactiveinvestmentinschoolculture.

ActIII:AimingHighatTheWheatleySchool

ThejourneyculminatesatTheWheatleySchool,cateringto approximately705studentsingrades8-12.Situatedona fifty-acrecampuswithimpressivefacilities–a25,000 volumelibrary,modernscienceandcomputerlabs,a televisionproductionstudio,andextensiveathletic amenities–Wheatleyisunapologeticallygearedtowards preparingitspredominantlycollege-boundstudentbodyfor whatcomesnext.

Thecourseofferingsarebroadanddeep.Honorsor acceleratedprogramsfeatureinmathematics,science, English,andworldlanguages.Forstudentsseekinganeven greaterchallenge,overtwentycollege-levelcoursesspan subjectsfromEnglishandHistorytoCalculus,Biology, Chemistry,Physics,Psychology,andComputerScience. Dual-enrollmentoptionsallowstudentstoearnregional collegecreditswhilestillatWheatley.

Co-curricularliferemainsvibrant,fromamonthly newspaperandmocktrialteamstoenvironmentalclubs andatleasttwomajordramaproductionseachyear.It’s aholisticpreparationforhighereducationandlife beyond.

TheEastWillistonEdge:MoreThanJustNumbers

So,whyisasmalldistrictlikeEastWillistononeofthe “mostadmired”?It’snotjustthatenviablestudent teacherratio,thoughthat’sapowerfulenabler.It’sthe unwaveringcommitmenttoafoundingprinciple:that educationshouldadapttothechild,nottheotherway around.It’sthedeliberatestructuringofaK-12journey whereeachstageispurposeful,buildingonthelast,all withinasupportive,resource-richenvironment.

Online Schools K-12 TEXAS

How Virtual Learning Really Works

AcrossTexas,morefamiliesare searchingforK-12onlineschoolsin Texasthattheycanrelyon,asparents seekflexiblealternativestotraditional classrooms.

Whatbeganasalimitedoptionforcredit recoveryorremotelearnershasdevelopedintoa structuredecosystemofpublicvirtualschools, university-runprograms,andaccreditedprivate academies.

Today,studentscancompletetheirentireK–12 educationonlinewhilestillmeetingstate academicstandards.Publicvirtualprograms operateundertheoversightoftheTexas EducationAgency,ensuringthatstudentsfollow thesamecurriculumexpectationsasthosein physicalclassrooms.

Thisincludesattendancetrackingthrough instructionalminutesandparticipationin statewideassessments.

MajorstatewideprogramssuchasTexasVirtual AcademyatHallsville,TexasConnections AcademyatHoustonISD,andiUniversityPrep havemadefull-timevirtuallearningaccessibleto thousandsofstudents.

Yetchoosingtherightoptioncanbecomplex. Programsdifferinaccreditation,teachingformat, enrollmentrules,andcost.Forparentsbeginning thisresearch,understandingthesedifferencesis thefirststeptowardfindingaprogramthattruly fitstheirchild’slearningneeds.

UnderstandingOnlineK–12Educationin Texas

OnlineeducationinTexasisnotasingle programbutanetworkofvirtuallearning modelsthatallowstudentstocomplete courseworkoutsideatraditionalschool building.Theseprogramscombinedigital curriculumplatforms,certifiedteachers,and structuredschedulestodeliverfullacademic instructionremotely.

ThesystemisoverseenbytheTexasEducation Agency(TEA),whichensuresthatpublic virtualschoolsmeetthesameaccountability standardsasbrick-and-mortarcampuses.

Forfamilies,thismeansonlineschoolingcan stillprovide:

● Texas-alignedcurriculumstandards

● Certifiedteachers

● Gradedcourseworkandprogressmonitoring

● Statetestingrequirements

Whatdiffersishowlearningisdelivered.

Mostonlineprogramsuseamixoftwo instructionalformats:

1.Synchronouslearning

Studentsattendliveonlineclasseswhere teachersdeliverlessonsinrealtime.These sessionsallowinteraction,discussion,anddirect instructionsimilartoaphysicalclassroom.

2.Asynchronouslearning

Studentscompletelessonsattheirownpace throughrecordedlectures,assignments,and digitallearningmodules.Teachersmonitor progressandprovidefeedbackthroughthe learningplatform.

Manyprogramsblendbothapproachesto balanceflexibilitywithacademicstructure.

TexasLawsGoverningVirtualSchools

OnlineK–12educationinTexasoperates withinadefinedlegalandpolicyframework designedtomaintainacademicaccountability whileexpandingdigitallearningopportunities.

ThecentralregulatoryauthorityistheTEA, whichoverseespublicvirtualschool operations,fundingeligibility,andacademic performancerequirements.

Virtualprogramsmustfollowstatestandards relatedto:

● CurriculumalignmentwithTexasEssential KnowledgeandSkills(TEKS)

● Certifiedteacherinstruction

● Attendanceverificationthrough instructionalminutes

● Participationinstatewideassessments

Thisframeworkensuresthatstudentsenrolled inonlineprogramsreceiveaneducation comparabletothatoftraditionalpublic schools.

1.TheRoleoftheTexasEducationAgency

TheTEAisresponsiblefor:

● Approvingvirtualcampusoperations

● Monitoringacademicoutcomes

● Verifyingaccreditationstatus

● Ensuringcompliancewithstatetesting requirements

ForparentsevaluatingonlineschoolsinTexas, TEAoversightisanimportantindicatorof programlegitimacyandquality

2.TransitiontoChapter30BVirtualEducation

Texashasrecentlymodernizeditsapproachtodigitallearning throughupdatedlegislationgoverningfull-timevirtualcampuses.

Thenewframeworkexpandstheauthorizationprocessforschool districtstooperatevirtualprogramswhileclarifyingexpectations aroundfunding,attendance,andinstructionaldelivery.

Underthismodel,virtualschoolsmustdocumentstudentengagement throughinstructionalminutesandcourseworkcompletion,whichare usedtocalculateAverageDailyAttendance(ADA)forfunding purposes.

AccreditedOnlineK–12SchoolsinTexas

WhenparentssearchforTexasK-12onlineschools,themost importantfactortoverifyisaccreditation,whichensuresthatthe schoolfollowsstateacademicstandards,hiresqualifiedteachers,and issuesdiplomasrecognizedbycollegesandemployers.

PublicvirtualprogramsinTexasoperateunder theoversightoftheTexasEducationAgency, whilesomeprivateorindependentprogramshold accreditationthroughorganizationssuchas CogniaortheTexasPrivateSchoolAccreditation Commission.

Forfamilies,thismeansthatnoteveryonline schoolisequal.Somearetuition-freepublic programs,whileothersoperateasprivate academieswithseparatetuitionstructures.

Belowaresomeofthemostrecognized accreditedonlineprogramsavailabletoTexas students.

1.TexasVirtualAcademyatHallsville

Oneofthelargestpubliconlineschoolsinthe stateisTexasVirtualAcademyatHallsville.

OperatedthroughtheHallsvilleIndependentSchoolDistrict andpoweredbythedigitalcurriculumproviderStrideInc., theacademyservesstudentsfromkindergartenthroughhigh schoolacrossTexas.

Keyfeaturesinclude:

● Tuition-freepublicenrollmentforTexasresidents

● State-certifiedteachers

● Structuredliveandself-pacedlearningsessions

● Collegeandcareerreadinesspathways

TheprogramfollowsTexascurriculumstandardsand requiresparticipationinstateassessmentsadministered underthesupervisionoftheTexasEducationAgency

Formanyfamilies,thisprogramofferstheclosest experiencetoatraditionalpublicschooldeliveredvirtually.

2.TexasConnectionsAcademyatHoustonISD

Anothermajortuition-freeoptionisTexasConnections AcademyatHoustonISD.

ThisprogramoperatesthroughtheHoustonIndependent SchoolDistrictandusesdigitallearningsystemsdeveloped byPearson.

TheacademyservesstudentsingradesK-12andfocuseson astructuredscheduleofliveclassescombinedwith independentcoursework.

Studentsbenefitfrom:

● Real-timeteacherinstruction

● Interactivedigitalcurriculum

● Collegepreparationpathways

● Studentclubsandvirtualextracurriculars

ProgramslikethishighlighthowTexasdistrictsare expandingaccesstofull-timevirtualpubliceducation.

3.iUniversityPrep

Foracademicallydrivenstudentsseekingadvanced coursework,iUniversityPrepiswidelyrecognizedasone ofthemostrigorousvirtualschoolsinTexas.

OperatedbytheGrapevine-ColleyvilleIndependentSchool District,theprogramservesgrades5–12andemphasizes collegereadiness.

Distinctivefeaturesinclude:

● ExtensiveAdvancedPlacement(AP)courseofferings

● Dual-creditopportunitieswithuniversities

● Competitiveacademicadmissionscriteria

4.TexasTechK-12

University-basedonlineprogramsareanotherpathwayfor Texasstudents.

TexasTechK-12,operatedbyTexasTechUniversity,offers flexibleonlineinstructionforstudentsworldwide,including Texasresidents.

Unlikedistrict-runvirtualschools,thisprogramallows studentsto:

● Enrollatanytimeofyear

● Workthroughcoursesattheirownpace

● Recovercreditsoraccelerategraduation

TheprogramisaccreditedthroughCogniaandprovidesa fullyrecognizedhighschooldiploma.

Thisflexibilitymakesitpopularamongstudentsbalancing academicswithathletics,performingarts,ortravel schedules.

5.UTHighSchoolOnline

Anotheruniversity-operatedoptionisUTHighSchool,part ofTheUniversityofTexasatAustin.

UTHighSchoolprovidesfull-timeonlinediplomaprograms aswellasindividualcourseenrollments.

Studentsbenefitfrom:

● Accreditedonlinecurriculum

● Certifiedteachers

● Flexiblepacingoptions

● Collegepreparatorycourses

Tuition-FreevsPrivateOnlineSchoolsinTexas

Acommonmisconceptionamongfamiliesresearchingonline schoolsinK–12Texasisthatallprogramsrequiretuition.

Inreality,Texasofferstwoprimarycategoriesofvirtual schools.

1.Tuition-FreePublicVirtualSchools

Theseschoolsoperatethroughpublicschooldistricts andarefundedbythestate.Texasresidentsgenerallydo notpaytuition,thoughenrollmentmaybelimitedby capacityandeligibilityrequirements.

2.PrivateorIndependentOnlineSchools

Privateprogramsoperateindependentlyfromthepublic schoolsystem.

Examplesinclude:

● TexasTechK-12

● UTHighSchool

Theseschoolstypicallychargetuitionbutoffer advantagessuchas:

● flexibleenrollmentschedules

● individualizedpacing

● globalstudentaccess

HowOnlineK–12SchoolWorksinTexas

FormanyparentsresearchingK-12onlineschoolsin Texas,thebiggestquestionissimple:

What does a normal school day actually look like?

Whileeveryvirtualprogramhasitsownstructure,most followapredictableroutinethatcombineslive instruction,independentlearning,andteacher interaction.Publicprogramsoperatingunderthe oversightoftheTexasEducationAgencymuststillmeet theacademicexpectationsrequiredoftraditional schools.

Studentscompletetheircourseworkthroughsecure digitallearningplatformswhereteachersassignlessons, trackattendance,andmonitoracademicprogress.

Atypicalvirtualschooldayusuallyincludesthree components.

1.LiveVirtualClasses

Manyonlineschoolsschedulereal-timeclasseswith certifiedteachersseveraltimesperweek.Thesesessions functionsimilarlytotraditionalclassroominstruction.

Studentsloginto:

● Attendlectures

● Participateindiscussions

● Askquestions

● Collaboratewithclassmates

ProgramssuchasTexasConnectionsAcademyatHouston ISDandTexasVirtualAcademyatHallsvillerelyheavilyon thisformattomaintainstructuredlearning.

2.IndependentCoursework

Outsideofscheduledclasses,studentscompleteassignments independently

Lessonstypicallyinclude:

● Recordedlectures

● Digitalreadingmaterials

● Quizzesandassessments

● Project-basedassignments

Thisasynchronouslearningmodelallowsstudentstowork attheirownpacewhilestillmeetingweeklyacademic expectations.

3.TeacherSupportandFeedback

Althoughinstructiontakesplaceonline,teacherinteraction remainscentraltothelearningprocess.

Teachersprovidesupportthrough:

● Virtualofficehours

● Discussionboards

● Emailcommunication

● One-on-onetutoringsessions

ProgramssuchasiUniversityPrepemphasizeregular teacherinteractiontoensurestudentsremainacademically engaged.

TheRoleofParentsasLearningCoaches

OneofthedefiningcharacteristicsofonlineK–12education istheroleofparentsorguardiansasLearningCoaches.

ALearningCoachisnottheprimaryinstructor.Instead,they helpstudentsstayorganized,motivated,andaccountable throughouttheschoolday

Forparentswhowantadeepercomparisonbetween virtualschoolandafullyparent-ledapproach,our guideonhowtohomeschooloutlinesthekey differencesinstructure,cost,anddailycommitment.

Mostvirtualschoolsaskparentstosupporttheir childrenby:

● Ensuringstudentsattendliveclasses

● Monitoringassignmentcompletion

● Helpingmaintaindailylearningschedules

● Communicatingwithteacherswhenneeded

Foryoungerstudentsinelementarygrades,the LearningCoachrolecanrequiremoreinvolvement, whileolderstudentsinhighschoolgenerallymanage theirschedulesmoreindependently.

Mostprogramsprovideorientationresourcesand onboardingsessionstohelpparentsunderstandthis responsibilitybeforetheacademicyearbegins.

STAARTestingforOnlineStudents

Eventhoughinstructionhappensremotely,online studentsinTexasmuststillparticipateinstatewide assessments.

TheprimarytestingprogramistheStateof TexasAssessmentsofAcademicReadiness (STAAR)administeredunderthesupervision oftheTexasEducationAgency

Studentsenrolledinpublicvirtualschoolsare typicallyrequiredtocompleteSTAARexams atapprovedtestinglocationsordesignated schoolcampuses.

Theseassessmentsmeasureprogressin subjectssuchas:

● Mathematics

● Readingandwriting

● Science

● Socialstudies

Thisrequirementensuresthatvirtualschool studentsareheldtoidenticalacademic standardsastheirpeersintraditionalcampuses.

ComparisonofTopOnlineK–12Schoolsin Texas

Parentscomparingonlineschoolsoften struggletoevaluateprogramssidebyside.The tablebelowhighlightskeydifferencesamong someofthemostrecognizedvirtualschools availabletoTexasstudents.

Eachoftheseschoolsoffersadifferentlearning environment,whichiswhyparentsshould evaluateoptionsbasedontheirchild’s academicgoals,scheduleneeds,andlearning style.

HowtoEnrollinOnlineK–12Schoolsin Texas

Enrollmentproceduresvarydependingonthe typeofprogram,butmostK-12onlineschools inTexasfollowastructuredapplication process.

Publicvirtualschoolsoperatethroughschool districtsandmustfollowenrollmentpolicies establishedbytheTexasEducationAgency. Thismeansfamiliesmustverifyresidency, submitacademicrecords,andconfirm eligibilitybeforeastudentcanbeginclasses.

Theenrollmentprocessusuallyincludesthefollowingsteps.

Step1:VerifyEligibility

PublicvirtualprogramsgenerallyrequirestudentstobeTexas residents.Familiesmustsubmitproofofresidencyandprevious academictranscripts.

Schoolsmayalsorequest:

● Birthcertificateorstudentidentification

● Immunizationrecords

● Previousreportcardsortranscripts

Programswithcompetitiveadmissions,suchasiUniversityPrep,may alsoreviewacademicperformancebeforeacceptingapplicants.

Step2:SubmittheOnlineApplication

Familiescompleteanonlineapplicationthroughtheschool’s enrollmentportal.

LargeprogramssuchasTexasVirtualAcademyatHallsvilleandTexas ConnectionsAcademyatHoustonISDallowparentstoupload documents,selectgradelevels,andtrackapplicationprogressdigitally.

Step3:AttendOrientation

Onceaccepted,familiestypicallyparticipateinavirtualorientation session.

Thesesessionsintroducestudentsandparentsto:

● Thelearningplatform

● Dailyschedules

● Teachercommunicationsystems

● TheresponsibilitiesoftheLearningCoach

Orientationensuresthatbothstudentsandparentsunderstandhowthe virtualschoolenvironmentworksbeforetheacademicyearbegins.

EnrollmentWindowsParentsShouldKnow

ManyTexasvirtualprogramsopenapplicationsfortheupcoming schoolyearinthespring,thoughtimelinesvarybydistrict.Because manyprogramshavelimitedseats,earlyapplicationisstrongly recommended.

University-basedprogramssuchasTexasTechK-12andUTHigh Schooloftenprovidemoreflexibleenrollmentschedules,allowing studentstobegincoursesatmultiplepointsthroughouttheyear

Parentsresearchingonlineschoolsshouldalways confirm:

● Applicationopeningdates

● Grade-levelavailability

● Documentationrequirements

Planningearlysignificantlyincreasesthechancesof securingaseatinhigh-demandprograms.

HowtoChoosetheRightOnlineSchoolinTexas

Selectingtherightvirtualschoolisnotjustabout convenience.Thebestchoicedependsonhowwella programalignswithastudent’sacademicneedsand learningstyle.

Parentsevaluatingoptionsshouldfocusonseveralkey factors.

1.AccreditationandStateOversight

Alwaysconfirmthattheprogramisrecognizedbythe TexasEducationAgencyoraccreditedthroughreputable organizationssuchasCognia.

Forparentsalsoweighingtraditionaloptions,ourguideto thebestpublicschoolsintheUSAoutlineswhatstrong academicbenchmarkslooklikeacrossschooltypes.

Accreditationensuresthatdiplomasarerecognizedby collegesandemployers.

2.TeachingFormat

Differentschoolsbalanceliveinstructionandindependent learningdifferently

Someprogramsemphasizedailyliveclasses,whileothers allowstudentstoworkatamoreflexiblepace. Understandingthisstructurehelpsfamilieschoosea formatthatmatchestheirchild’slearningpreferences.

3.AcademicPathways

Manyonlineschoolsnowofferspecializedprogramssuch as:

● AdvancedPlacementcourses

● Dual-creditcollegeclasses

● Careerandtechnicaleducationpathways

ProgramslikeiUniversityPrepareknownforadvanced academicofferings,whileuniversity-basedprogramslikeTexas TechK-12focusonflexiblepacing.

4.StudentSupportServices

Virtualschoolsincreasinglyprovidesupportsystemssimilarto traditionalcampuses,including:

● Academiccounseling

● Tutoringservices

● Virtualclubsandactivities

Theseserviceshelpensurestudentsremainengagedandsocially connectedwhilelearningonline.

TheFutureofVirtualEducationinTexas

Onlinelearninghasmovedfarbeyonditsearlyroleasaniche optionforcreditrecoveryorremotelearners.Today,itrepresents anexpandingsegmentofTexaseducationpolicyandinnovation.

StateoversightfromtheTexasEducationAgencycontinuesto shapehowvirtualcampusesoperate,whileschooldistrictsand universitiesareinvestingindigitallearningplatformsthat providegreaterflexibilityforstudents.

Astechnologyevolves,virtualeducationwilllikelyplayaneven greaterroleinexpandingaccesstopersonalizedlearning pathwaysacrossTexas.

ASmarterWaytoExploreOnlineSchoolsinTexas

ThevirtuallearninglandscapeinTexasisbroad,well-regulated, andgrowing.ForfamiliesnavigatingtheK-12onlineschoolsin Texas,theoptionshaveneverbeenmorestructuredor accessible.

Whetherafamilyisdrawntothestructureofadistrict-runpublic programortheflexibilityofauniversity-affiliatedschool,there isaverified,accreditedoptiontofitnearlyeverystudent’sgoals.

Thekeyistoevaluateprogramsbasedonaccreditation, instructionalformat,andsupportservicesandtoapplyearly,as seatsinhigh-demandprogramsfillquickly

Ifyoufoundthisguidehelpful,shareitwithotherparents exploringonlineeducationinTexasandhelpthemmake confident,informeddecisions.

Shadab Mestri

Building Bright Futures for Every Student

IntheheartofcoastalVirginia,, NewportNewsPublicSchools (NNPS)standsasashining exampleofinnovation,inclusion,and studentsuccess.Withamissionto ensureeverystudentgraduates college,career,andcitizen-ready, NNPShasearnedareputationasone ofthemostadmiredschooldistrictsin thenation.Rootedinalonghistory anddrivenbyaboldvisionforthe future,thisdistrictcontinuestoevolve tomeettheneedsofitsdiverseand growingstudentpopulation.

ARichHistoryandEvolving Mission

ThestoryofNewportNewsPublic Schoolsdatesbackto1896,whenthe NewportNews(Va.)TheBoardof SchoolTrusteeswasestablishedsoon afterthecity’sincorporation.This foundationalbodypavedthewayfor theSchoolBoardin1921.Apivotal momentarrivedin1958withthe consolidationofNewportNewsand Warwickcities,formingtheNewport NewsCityPublicSchoolsDistrictwe knowtoday

Overthedecades,NNPShasgrownin stepwiththeexpandingpopulationof NewportNews.Today,thedivision proudlyeducatesapproximately 26,000studentsacross40schools, guidedbyaseven-memberschool boardandadedicateddivision superintendent.Thecoremissionof NNPSisclearandcompelling:to ensurethatallstudentsgraduate college,career,andcitizen-ready.

Withadedicated,proactiveSchool Boardandstaff,theschooldivision’s commitmenttoallstudentsisupheld throughacomprehensiveapproach, fromearlylearningliteracyandmath programstostate-of-the-artscience labsandadvanced educationaltechnology

ANationalLeaderinInnovation

NNPShasconsistentlygarnerednationalrecognitionforits innovativeandeffectiveprograms.Thedivisionboastsanimpressive 12MagnaawardsfromtheNationalSchoolBoardsAssociation (NSBA),aprestigiousprogramthatcelebratesexemplaryschool districtinitiatives.Mostrecently,NNPSreceivedthe2024Silver MagnaAwardforitsYouthDevelopmentProgram,highlightingits commitmenttofosteringwell-roundedstudentsbeyondacademics.

AcademicExcellence:OptionsandOpportunitiesforAll

NNPSoffersarobustcontinuumofacademicprogramsdesignedto engagestudentsateverylevel,fromelementarytohighschool. Complementingitscomprehensivecorecurriculum,thedivision providesadiversearrayofmagnetandspecialtyprogramoptions, allowingstudentstoexploreareasofinterestsuchas:

• EnvironmentalScience

• ArtsandCommunication

• Aviation

• GlobalStudies

• HealthSciences

• InternationalBaccalaureate

• Science,Technology,Engineering,andMath(STEM)

• MaritimeEngineeringandEnvironmentalStudies

Beyondthesespecializedpathways,NNPSalsooffersavarietyof otherimpactfulprograms,includingDualLanguageImmersion, EarlyCollege,AdvancedPlacement(AP),EarlyCareer,and CareerandTechnicalEducation(CTE).Theseofferingsensure studentshavemultipleavenuestopursuetheirpassionsandprepare forfutureendeavors.

DemographicsandDedicatedSupport:Embracing Diversity

NewportNewsPublicSchoolsisavibranttapestryofdiverse learners.Whileenrollmenthasremainedsteadyataround 26,000students,thedemographicmakeupcontinuestoevolve. Significantly,over2,500studentsspeakalanguageotherthan English,highlightingthedivision’scommitmenttosupporting amulticulturalstudentbody.

Tocatertothisrichdiversityandensureeverystudentthrives, NNPSembracesanequity-centeredinstructionaldesign. Teachersutilizedifferentiatedinstruction,culturallyresponsive teachingpractices,anddata-informedsmallgroupsupportto addressindividuallearningstylesandneeds.Thedivision's strategicactionagendaprioritizeshigh-qualitycoreinstruction, evidence-basedliteracypractices,andfosteringastrongculture andclimateineveryschool.

Community-CenteredServices

NNPSextendsitscommitmenttostudent well-beingbeyondtheclassroomthrougha rangeofcommunityservices.The school-basedStudentSupportServices andMentalHealthTherapyProgram providesdirectaccesstoStudentSupport SpecialistsandLicensedMentalHealth Professionalswithinschoolbuildings.These servicesarecrucialforpromotingemotional well-being,reducingbarrierstolearning,and fosteringstudentsuccess.

Beyondthesein-houseservices,NNPS activelyengageswiththewidercommunity throughinitiativeslikeitsannualSTEM CommunityDay,partnershipswithlocal organizationsformajorpublicevents,anda robustAdultEducationprogramthatenables adultstoearntheirGED.

EnrichingExperiences:Extracurriculars andBeyond

NNPSfirmlybelievesinthepowerof extracurricularactivitiestofosterholistic studentdevelopment.TheYouth DevelopmentDepartmentworksdiligently toensurethateverystudenthasthe opportunitytoparticipateinatleastone club,sport,oractivity.Inthe2024-2025 schoolyearalone,NNPSofferedan impressive1,225opportunitiesrepresenting 331uniqueclubs,sports,andactivities acrossgradesK-12-a13%increaseoverthe previousyear.Morethan20,000students participatedinatleastoneextracurricular activity,demonstratingthewidespread engagement.

Fromdiverseclubofferingstorobustmiddle andhighschoolathleticprogramsincluding track,volleyball,basketball,andabroader rangeofsportsatthehighschoollevel, NNPSprovidesampleavenuesforstudents toexploretheirinterests,developnewskills, andbuildcharacter.Additionally,Outdoor Educationprogramsemphasizeskill development,safety,andteamworkthrough variousoutdooractivities.

CollaborativeLeadershipforSeamless Operations

ThesmoothoperationofNNPSisa testamenttoitscollaborativeleadership model.Centraldepartmentsprovidestrategic supportandoversight,ensuringallschools arealignedandresponsivetostudentand familyneeds.

Eachdepartmentisledbyexperienced professionalswhopartnercloselywith schoolstoimplementdivision-wide initiatives,monitorperformancedata,and delivercrucialprofessionallearning.This networkedapproachensureseveryschoolis well-equippedtoserveitsstudents andfamilies.

FosteringaWelcomingandInclusiveEnvironment

NNPSiscommittedtocultivatingawelcomingandinclusive environmentforall,especiallygivenitsdiversepopulation, includingmanymilitary-connectedstudentsandEnglish LanguageLearners.Targetedprogramsareinplaceto supportthesegroups,suchasahighschoolsoccerclub thatengagesEnglishLearnerstoboostattendance,aprogram thatrecentlyearnedanationalawardforattendance initiatives.

TheFamilyandCommunityEngagementteamisintegralto thiseffort,withaspecialistineachschool,someofwhom arebilingualtocatertospecificschoolneeds.These specialistsprovidesupporttostudentsandfamiliesinvarious waysandhostnumerousfamilyeventsthroughouttheyear toensureresourcesarepromotedandfamiliesreceivethe helptheyneed,bothwithinandoutsideofschool.

ComprehensiveStudentSupport:Beyond Academics

NNPSoffersaholisticsuiteofstudentsupport servicesthatextendbeyondacademicinstruction toaddresssocial-emotionalwell-beingandcareer development.Schoolcounselorsprovide individualizedcollegeandcareerplanning, guidingstudentstowardstheirpost-graduation aspirations.CareerPathwaysprogramsoffer invaluableexposuretoreal-worldindustriesand mentorshipexperiences,bridgingthegap betweenclassroomlearningandfuturecareers.

Furthermore,studentsbenefitfrommentalhealth support,wellnessprograms,andstrong partnershipswithlocalbusinessesandhigher educationinstitutionssuchasWilliam&Mary andChristopherNewportUniversity These partnershipsprovideinvaluablenetworking opportunitiesandensurestudentsarenotonly academicallypreparedbutalsowell-equippedto navigatelifebeyondgraduation.

Each day in Newport News Public Schools the focus is on one mission: ensuring that all students graduate college, career and citizen-ready!

FutureForward:AcceleratingStudent Achievement

Lookingahead,NNPSissteadfastinitscommitment toacceleratingstudentachievementthroughstrategic initiatives.Keygoalsincludestrengtheningcore instruction,streamliningtheK-12curriculum,and expandingaccesstoadvancedcoursework,including theopportunityforstudentstoearnanassociate's degreefromVirginiaPeninsulaCommunityCollege whilestillinhighschool.

Thedivisionisalsoimplementingacomprehensive readingactionplan,enhancingprofessionallearning forteachers,andleveragingdatatoprovidetargeted supportwhereit’sneededmost.Thesepriorities underscorethedistrict’sunwaveringfocusonits mission: ensuring every student graduates college, career, and citizen-ready

LeadershipwithaVision

AtthehelmofNNPSistheseven-memberelected SchoolBoardanditsSuperintendent,Dr.Michele Mitchell,aseasonededucatorwithover33yearsof experienceintheNewportNewsschoolsystem.

HavingservedasSuperintendentsince2023, Dr.Mitchellbringsawealthofleadershipfrom variousroles,includingExecutiveDirectorofStudent Advancement,wheresheoversawcriticalservices likesocialwork,psychologicalservices,dropout prevention,specialeducation,giftedprograms,and school-basedmentalhealthinitiatives.

Herextensivebackgroundasateacher,assistant principal,middleschoolprincipal,directorofspecial education,andinterimChiefAcademicOfficer providesherwithadeepunderstandingofthe educationallandscape.

Dr.Mitchell’smessagetocurrentandprospective studentsandtheirfamiliesisoneofunwavering dedication: “Newport News Public Schools is a place where every child is seen, supported, and challenged to reach their fullest potential. We are committed to providing a rich, inclusive, and innovative educational experience that prepares our students not just for graduation, but for successful and meaningful lives as future learners, skilled professionals, and engaged citizens.”