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BioTECH at Richmond Heights – Miami, FL

When BioTECH opened its doors in 2014 as Florida’s exclusive zoology and botany magnet high school, it took a nontraditional approach to science education.

Students at BioTECH experience science by venturing beyond the walls of their classrooms. They get their hands dirty studying and experimenting with the diverse flora of their environment, and they take their learnings back into the classroom to dive deeper into the subject. Their instructional materials needed to be able to keep up with BioTECH’s unique science curriculum.

Principal Daniel Mateo said they selected Discovery Education Science Techbook after taking a hard look at the competition and the school’s needs for the future.

“We were looking for tools that would revolutionize the way kids interact with their instructional materials,” said Mateo. “And none that I’ve seen come even close to what Techbook can do.”

Techbook grounds each science lesson with real-world phenomena and interactive features that focus student activities around problem-based learning. Techbook gives educators the flexibility to customize learning material to meet each student’s needs, whether it’s adjusting the reading level or changing the language from English to Spanish.

As Techbook use caught on among BioTECH’s educators, Mateo noticed that learning was becoming more streamlined. Teachers spent less time digging through online resources for class lessons, instead using vetted resources right at their fingertips. Students have constant access to information they can rely on. It’s been just two years since BioTECH began immersing students in science, and it’s already being recognized nationally for its efforts. The school was given a national award of merit in 2016 by Magnet Schools of America.

“Digital textbooks will never replace a classroom teacher,” said Mateo. “Techbook is there to help that teacher as a classroom resource, and for that, it’s a one of a kind product that I’ve not come across anywhere else. What Techbook has done is concentrate relevant course content in a particular place that students can access with ease. That is worth its weight in gold.”

Oak Ridge Schools, TN

Students at Oak Ridge Schools in Tennessee have significantly increased their state testing scores using a combination of Discovery Education Science Techbook and Streaming Plus. A recent analysis by Discovery Education shows that Oak Ridge 4th graders taught with these resources had higher science, reading, and math scores on the 2015 Tennessee Comprehensive Assessment Program (TCAP) than their peers not taught with Discovery Education resources.

Through a six-year partnership, Discovery Education is supporting Superintendent Dr. Bruce Borchers plan to transform Oak Ridge Schools into the premier preK-12 STEM school district in the nation by implementing a 1:1 learning initiative that supports the district’s STEM goals and culture.

Challenge

The district’s goal is to become a leader in STEM education through continuation and expansion of Oak Ridge’s already well-regarded educational opportunities for students along with additional enhancements to technology infrastructure, professional development and access to devices, which will place dynamic digital content in the hands of each student.

Solution

As part of this partnership, all K-12 classrooms have access to Discovery Education Streaming Plus. Streaming Plus features more than 155,000 dynamic digital learning objects that support all subject areas and learning styles, including videos, skill builders, games, audio files, images, writing prompts and encyclopedia articles. It also includes hundreds of model lessons and instructional exemplars.

In addition, Oak Ridge students in grades K-8 are using the Discovery Education Science Techbook and middle school students will utilize Discovery Education Social Studies Techbook. Discovery Education Techbook creates a learning environment that promote collaboration, creativity and participatory learning. The series delivers individualized resources and engages students in learning concepts through rich digital assets, including virtual labs, video clips, an interactive glossary, and more.

Oak Ridge Schools is also providing its educators robust, customized professional development from Discovery Education experts who will guide them through the process of integrating Streaming Plus and Techbooks into classroom instruction. 50 teachers will join a STEM cohort that will receive 10 days of customized professional development and coaching from Discovery Education each year.

Creating a Culture of STEM Teaching and Learning: Not Just in the Science Classroom

Watch this video to see how one teacher from Oak Ridge Schools keeps his passion for teaching alive, and how Techbook is helping to ensure his students leave social studies class with the collaboration, critical thinking, creativity, and communication skills needed to succeed in life.

St. Vrain Valley Schools, CO

St. Vrain Valley Schools in Colorado is on a roll. In just under a decade, the district of 32,000 students has transformed itself through a variety of initiatives to provide students with a hands-on education that sets them up for success well beyond the halls of their schools.

“Our systematic approach is very unique,” says Superintendent Dr. Don Haddad. “What we’ve done is establish a pre-K–12 system where every one of our schools is focused on the things that we know work.”

Haddad highlights the core components of St. Vrain—a district-wide 1:1 program, STEM studies that start at pre-K and run into higher education, curricula that push students to problem solve and employ critical thinking skills, a “design thinking” mindset from administrators, public–private partnerships, and effective professional learning that reinforces all these ideas.

“That’s what makes the system work. What you see as a result is systematic gain. It’s not limited to one school—it’s district-wide,” he adds.

Presenting the material in a new way can boost student understanding, too. Wellington says the district’s move to use Discovery Education Techbook has really changed how its students can understand our curriculum.

St. Vrain’s educators are finding new ways to use Discovery Education Science Techbook as a platform to enhance the hands-on experience of students, he said.

“We are always looking for ways to incorporate 21st-century skills such as creativity, critical thinking, and collaboration. This mindset allows our teachers to push past previous limits of traditional educational practices, unleashing the learning and contribution potential of our future scientists,” said Michael O’Toole, the K–12 science coordinator at St. Vrain Valley schools.

Students have built robots, done computer programming, designed apps and websites, and even served as beta testers for companies.

“Our district’s overall success is a result of all stakeholders, including the students, the teachers, the classified staff, the parents, the business community, and the elected officials, coming together to make a strong statement that educating our children is our top priority. And we in the St. Vrain Valley Schools could not be more grateful to the community for their support. That’s at the heart of why we’re so successful,” said Haddad.

Park Ridge Schools, FL

A shift in focus to STEM learning results in improved student testing scores and engagement at Broward County Schools, according to a recent report.

A two-year study of Park Ridge Elementary School in Broward County, FL showed marked improvement after education leaders implemented the STEM focus supported by two services from Discovery Education — Science Techbook, a digital science textbook, and STEMformation, a standards-based professional development program.

The gains at Park Ridge followed an initiative at six elementary schools in Broward County designed to improve student outcomes by focusing on STEM studies. Students at all six schools demonstrated improvement on state assessments, but Park Ridge’s students in particular saw significant gains in their reading and math scores. Researchers attributed some of that success to Discovery Education’s implementation at the school.

“The [STEMformation] program at Park Ridge ES, specifically, the integration of Discovery Education digital content and instructional practices into classroom instruction, has produced positive impacts on teaching and learning over the past two years,” according to a report by Metis Associates, a national research and consulting firm.

Student results were measured based on their performance on the Florida Standards Assessment (FSA) between 2016-2017. Park Ridge students showed a 6.1 percent increase in their reading scores, and a 3.1 percent increase in their math scores during the course of the study.

“Techbook has opened their eyes to the wonder of how things truly work.”
Joseph Balchunas
Principal
Park Ridge Elementary School

Fort Mill Schools, SC

Fort Mill Schools partnered with Discovery Education’s STEM Leader Corps, a comprehensive program that helps scale digital and instructional leadership in school districts. Schools in Fort Mill were already using the company’s Science Techbook digital textbook, and it plans to expand into Discovery Education STEM Connect in the future. The district’s partnership with Discovery Education has been powerful and unique, said district STEM Coordinator Chad Allen, adding that it was unlike any of his previous experiences with education service providers.

“Discovery Education’s people have been right alongside us every step of the way. They’ve invested themselves in the community, they talk to parents at PTO meetings—it’s almost like they work for the district,” said Allen.

Through the Leader Corps, Fort Mill’s educators are being prepared for effective STEAM instruction and establishing a team of teacher leaders that will help drive systemwide change. “Having a clear professional development structure for implementing STEAM is important to focus our efforts to achieve our goals,” said McGinn. “It also fosters communication and collaboration within and between our schools.”

Val Verde Unified School District, CA

District leaders were initially attracted to Science Techbook because of its deeply rooted connection to NGSS. Powerful model lessons give students a relatable anchor point for learning about the world around them, inspiring them to discover the passion of a scientist in each of them.

“Discovery Education provided the guidance and structure we needed to switch to phenomena-based and inquiry-based instruction.”
Doug Henderson
STEAM Coordinator
Val Verde USD

Students at Val Verde Unified School District are getting a head start in classrooms, where an innovative combination of leadership, vision, and technology is driving achievement. Even from the earliest grade levels, lessons in science, technology, engineering, arts, and mathematics (STEAM) are woven through each classroom experience.

“We wanted our students to have the problem-solving, 21st-century learning capabilities that can keep them competitive in today’s job market,“ said Superintendent Michael R. McCormick. “So we decided that all of our kids deserve to be immersed in STEAM learning.”

Val Verde educators also recently made the leap to Next Generation Science Standards (NGSS), using Discovery Education Science Techbook for NGSS to reinforce instruction.

Val Verde’s STEAM Coordinator Doug Henderson said Techbook’s focus on real-world, relevant phenomena has been a huge win for Val Verde’s schools as they transition their classrooms to NGSS.

District leaders were initially attracted to Science Techbook because of its deeply rooted connection to NGSS. Powerful model lessons help teachers give students a relatable anchor point for learning about the world around them, inspiring them to discover the passion of a scientist in each of them.

“It is our primary source in my science classroom,” said Armando Flores, 6th grade math and science teacher. “When students have something that feels kind of outside the box from normal instruction, they get really excited.”

Techbook’s ability to switch the text between English and Spanish languages on-the-fly, along with a text-to-speech function, added up to another big plus for Val Verde’s set of diverse learners.

“After showing our elementary teachers they can teach reading and writing using science as the hook, and have it speak to you in English or Spanish, we all signed off on Techbook being the best product out there for us,” said Henderson.

How St. Vrain Valley Schools Started a STEM Revolution

Eight years ago, St. Vrain Valley Schools in Colorado started a STEM revolution. Today, its students, with projects that stretch from building robots to helping save an endangered species of frog, are reaping the benefits. We are proud to showcase this district’s transformation with an in-depth report that covers each major milestone on a decade-long journey to empower students.

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Introduction

St. Vrain Valley Schools in Colorado is on a roll. In just under a decade, the district of 32,000 students has transformed itself through a variety of initiatives to provide students with a hands-on education that sets them up for success well beyond the halls of their schools.

During this time, the district launched an Innovation Center, where students use their STEM knowledge in real-world projects; it opened a P-TECH school that allows students to earn an associate’s degree and high school diploma in six years; it has pulled in more than $20 million in national and state grants for a variety of programs; and its list of public–private partnerships have expanded to encompass national companies such as Lockheed Martin, Apple, and IBM. If that’s not enough, the district, located about 35 miles north of Denver, has netted nearly 90 awards for its academic programs in the past five years, and it regularly hosts visitors from other school districts and corporations.

While outside recognition is great, St. Vrain has also garnered the approval of the 13 communities that comprise the district. Last year, voters overwhelmingly approved the district’s financial plan, agreeing to a $260 million bond that will allow the district to build four new schools while expanding the footprint of another 29 schools—no small feat for a school district in Colorado, where the purse strings are tightly controlled by the state. Parents effectively bought into the process of transforming the district to help raise their children to new heights.

All of these investments are coming online just in time, as the district is adding 800 new students each year, making it one of the fastest-growing school districts in the state.

The road to the district’s success began about a decade ago. Examining the steps district leaders took reveals how administrators made deep cuts in legacy resources to invest in new avenues, and launched new innovations, ensuring improvements were instituted district-wide instead of just school by school, while always continuing to push for improvements.

Superintendent Dr. Don Haddad with St. Vrain elementary students.

“Our systematic approach is very unique,” says Superintendent Dr. Don Haddad. “What we’ve done is establish a pre-K–12 system where every one of our schools is focused on the things that we know work.”

Haddad highlights the core components of St. Vrain—a district-wide 1:1 program, STEM studies that start at pre-K and run into higher education, curricula that push students to problem solve and employ critical thinking skills, a “design thinking” mindset from administrators, public–private partnerships, and effective professional learning that reinforces all these ideas.

“That’s what makes the system work. What you see as a result is systematic gain. It’s not limited to one school—it’s districtwide,” he adds.

When former Secretary of Education Arne Duncan visited the district’s Skyline High School in 2014, he agreed:

“This is a remarkable success story. This is how students should be learning around the country.”

Envisioning a Transformation

The district’s first move in reinventing itself was building a comprehensive plan to support a variety of programs related to 21st-century careers. The programs focused on STEM, medical and bio-sciences, international baccalaureate, aerospace, and energy, among others. The idea was to create schools of choice for students, allowing them to pursue pathways they were passionate about, which could lead to interests in college and eventually a career.

These initiatives, in concert with a plethora of programs such as music, art, and athletics, made for a strong, comprehensive direction for the district, said Haddad.

Officials created a STEM Academy at Skyline High School, one of its 10 high schools, using STEM to both engage learners and interest them in pursuing post-secondary education. The academy quickly outpaced those modest goals and set into motion a series of domino-like changes that have transformed the district into a national leader.

Eerie High School students work on assembling a drone in class.

The short timeline to prominence at St. Vrain began when the district reeled in a $3.6 million Investing in Innovation federal grant in 2010, just one year after Haddad was named superintendent. That grant helped establish the STEM center, but also led to a longer school day for at-risk students in four elementary schools and an intervention program designed to help middle school students in danger of failing math.

The improvements from those funds led to an even bigger prize when St. Vrain was one of 16 Race to the Top winners. The federal $16.6 million award allowed the district to expand its STEM studies to all the schools that feed Skyline High School and to pursue creating Pathways in Technology Early College High School (P-TECH) with IBM.

Starting in 2016, St. Vrain was one of the first districts to partner with IBM on P-TECH outside of the original Brooklyn school in New York. This program offers students a chance to earn a high school diploma and an associate’s degree in a six-year block. The college courses are free for students, and partner IBM offers graduates interviews for jobs that pay $50,000 a year.

This work culminated in St. Vrain being named one of the 100 Future Ready school districts in the country and Haddad being named superintendent of the year in 2013 by the National Association of School Superintendents.

All this positive momentum in St. Vrain came after the district’s darkest days in 2002. That’s when a perfect storm of accounting errors, lower-than-expected revenues, and higher-than-expected expenses resulted in the district facing a $13.8 million shortfall on what was then a budget of $130 million.

With the state’s help, the district began a wide-ranging plan that included a 15 percent cut of its non-salary budget, a 45 percent slash to administrative costs, and a rollback of promised teacher and district employee raises. Teachers were supportive of the effort in order to help the district through this difficult time. The state also loaned the district $28 million and agreed to buy and lease back to the district a building for $4.8 million.

Making the Community a Partner

By 2005, things were looking better. The district was still recovering from the financial crisis, but it had implemented sound financial processes and procedures. In addition, the district received an excellence in financial reporting award from the Government Finance Officers Association.

However, the district was in need of additional local funding through a process called a mill levy override, which could only come after approval from local voters. And though the district had made strides in securing state funding, it still needed to win over locals with its vision for St. Vrain’s future.

In 2004, the district had lost a mill levy override by just 159 votes. The next year’s effort was rejected by 54 percent of voters. So when another mill levy override was suggested in 2008, the school board knew that gaining the trust of the community would require the involvement of the community. The board would not attempt another mill levy override unless they had the support of the community.

The board told parents: “If this is important, then do something about it,” recalls Laura McDonald, the parent of two St. Vrain students.

McDonald and a small group of parents accepted the challenge from the school board and launched what eventually became Grassroots St. Vrain, the leading community arm of the 2008 campaign for a $16.5 million mill levy override, which would later pass with 57 percent of the vote.

McDonald admits the group’s leaders had a “tip of the iceberg” level of knowledge about school funding when they started. But the leadership was strong, and the school district did not want to lose the community momentum. In 2009, the school district partnered with community leaders to create Leadership St. Vrain with the goal of helping community members deepen their understanding of the business of education.

Students from Indian Peaks Elementary start STEM projects at an early age.

These community members agreed to meet for three hours each month for nine months to learn about the inner workings of the school district, including who the state-level decision makers were, down to what curricula were used in classrooms. Only one of these sessions was focused on school funding, but McDonald says a subgroup of the initial Leadership St. Vrain group decided to formalize Grassroots St. Vrain into a nonprofit organization focused on school funding issues.

Just as St. Vrain was coming out its financial difficulties, the state found itself in a deficit. In 2010, Colorado ultimately decided to reduce per-pupil spending back to 2006–07 levels, cutting about $14 million from St. Vrain. The district absorbed the cut by slashing budgets 25 percent, freezing textbook adoptions, and pushing the adult basic education program outside the district’s purview.

Thanks to its community challenge during the 2008 mill levy override, and the continued community education through Leadership St. Vrain, the district had established a new partner as it tried to stabilize its funding—Grassroots St. Vrain. This nonprofit group, created by parents, is committed to advocating for school district improvements by both explaining and supporting mill levy overrides that allow the district to add funding to what the state provides.

Grassroots has become a reliable resource of facts about various school funding topics, McDonald says, giving the group lasting power in the community. Grassroots has made videos to help explain the state funding formula, local initiatives, and yes, even where marijuana tax money goes in Colorado (mostly to cover an increase in state services, with some going to school districts).

The financial uncertainty over the years actually led the district to build a more stable system. In 2012, hard work by the district and Grassroots paid off again. St. Vrain passed a $14.8 million mill levy override that gave teachers raises, maintained class sizes, and helped fund preschool for low-income students. In 2016, voters in the district easily passed a $260 million bond issue, with 59 percent of voters approving.

As of the 2015-2016 school year, St. Vrain’s general fund per-pupil expenditures were $8,584. The district’s $252 million in general fund expenditures were funded almost equally from state and local sources. Those two groups account for the majority of the district’s general fund revenues, with federal grants accounting for just one percent.

Still, McDonald says, “Relying on local mill levy overrides is not a good solution.” While St. Vrain is fortunate to have passed its last two overrides and bond issues, this isn’t possible for many other districts, because they may not have the needed political support or property tax value, she adds. That’s a big reason Grassroots St. Vrain focuses much of its work on looking at state-level solutions.

“The fact that we stabilized our funding helped us move forward with the transition,” says Greg Fieth, the district’s chief financial officer.

“We always have funding challenges, so that’s why it’s important to engage the community so that you not only limit the problem, but step over them,” says Haddad.

Targeting ‘Total Equity’

In 2009 Haddad was promoted to superintendent, and he and his team quickly realized that they were leading “a district of schools versus a school district.” Within a district that covers 411 square miles, there was a lot of inequity between the 55 schools, he remembers.

“You could go to any of our schools and you would find huge variances in programming, wide swings in technology, and disparities in the quality of the facilities,” he said.

Remedying that imbalance became a top priority for his administration. Plans were already under way to use the funds from a $189 million bond to renovate and make over the district. The superintendent insisted on achieving “total equity” in schools across the district.

The district went a step further under the leadership of Tori Teague, the assistant superintendent of curriculum and instruction. Teague led an effort to reorganize curricula, eliminating the typical gaps between elementary, middle, and high school. Once this was completed, the district was ready to tackle the needed infrastructure improvements that could pave the way for the later digital transformation.

Joe McBreen became the district’s chief technology officer the same year Haddad became superintendent. He recalls that even during the district’s lean years, it invested in fiber optic networks because officials knew technology would be important to the future of the district.

But in St. Vrain, “it’s not as simple as putting in a fiber line and having it hit every school,” says Fieth. Comprising 13 communities and 411 square miles of territory means it’s necessary to work with each of the municipalities to ensure every building has access to a fiber-optic network and wireless network capability in each classroom.

Students at Falcon Tech work with industry mentors.

Going 1:1 With Technology

With finances stabilized and an infrastructure in place, the district was ready to make changes that would intensify the impact on students in its classrooms. Over four years, the district provided all students in middle school and high school with iPad minis. Elementary classrooms received five to seven tablets each.

“When it came time to look at the technology piece, it was easy to decide this was the next layer of that, and we implemented it across the board. We looked at digital curriculum because that is an easy way to implement the technology.  We really see these devices as extensions of collaboration,” said Teague.

Right from the beginning, the district made sure professional learning was a key part of any technology upgrades. “Even in the leanest budget years, we made it a priority that 20 percent of any tech investment would go toward professional development,” says Fieth.

“We were intentionally aware of avoiding the ‘bright shiny object’ syndrome,” says McBreen. “Teachers can become enthralled by the latest, greatest technology, but it’s about purpose.”

Adam Wellington, an eighth-grade social studies teacher at Coal Ridge Middle School, details how the support helped teachers during those early days of integrating technology en masse. Getting the iPads three to four months before students afforded staff extra time to work with instructional tech coordinators, helping them pivot from delivering information to guiding students to finding information themselves.

Wellington’s school also holds “tech slams,” where teachers take a minute or two to share a new tool they are using in the classroom.

“It’s a very open environment, and it’s helped our staff see the benefits of what technology can do,” he adds.

Fifth-grade students program Dash and Dot robots at Longmont Estates Elementary School.

Presenting the material in a new way can boost student understanding, too. Wellington says the district’s move to use Discovery Education’s Techbook “has really changed how our students can understand our curriculum.”

As soon as the district got teachers familiar with tablets, they quickly realized that parents needed a crash course, too. “We found that parents didn’t know exactly how to get students to turn off the devices and disengage,” said Teague.

Eventually St. Vrain started a Camp iPad for parents, where students would show what they were doing with the devices. A tech newsletter was also distributed, and the district hosted technology nights at schools to orient parents to the new devices.

“I think that first year we had a lot of questions continually come up. [Now] it’s almost gotten down to zero,” Teague says.

“I think it’s critical that you’re very proactive with parents in any technology implementation. If a school district doesn’t do that, it will fail.”

Investing that time with parents made a huge difference for St. Vrain, garnering goodwill that spread beyond the scope of technology instruction, says Teague.

“What’s really cool about it is that it creates equity across the system,” she said. “For some families, they have not had any technology at home, and now all their kids have iPads. Kids can share it with parents, and families cherish it.”

Learning in the Great Outdoors

While expanding their learning horizons through a district-wide 1:1 transition, students at St. Vrain schools have also been engaged in ambitious activities outside the classroom. Through a series of community outreach efforts, St. Vrain’s high school students are working with scientists, park rangers, city officials — even shark researchers. They’re receiving a science education with a career context and learning how science can be applied in real life, filling them with newfound focus and experiences they can apply back to their classroom studies.

Read our previous feature article for more about St. Vrain’s environmental literacy programs.

Michael O’Toole, the K–12 science coordinator at St. Vrain Valley schools, has a vision for how STEM studies like these can be applied across all subjects to build a stronger foundation for future learners.

“We’re fortunate to have a 1:1 environment, in which our secondary students each have an iPad, but we are still committed to a hands-on science experience,” said O’Toole.

O’Toole has taken his environmental learning to vistas like Tanzania and Mount Kilimanjaro, sharing excursions with other learners online. On one particular trip in 2015, students from Nigeria, Oman, South Africa, Tanzania, and the United States explored the unique biomes and the summit of Kilimanjaro. As students planted their feet atop the 19,341-foot summit, other students from all over the world watched online, expanding the scope of environmental learning.

“In science, we have an opportunity to become citizen scientists, where students not only learn but help contribute to something bigger than themselves,” he said.

“All of this contributes to the overall knowledge of our community and planet as well as giving students real-world experiences.”

St. Vrain’s educators are finding new ways to use Discovery Education Science Techbook as a platform to enhance the hands-on experience of students, he said.

“We are always looking for ways to incorporate 21st-century skills such as creativity, critical thinking, and collaboration. This mindset allows our teachers to push past previous limits of traditional educational practices, unleashing the learning and contribution potential of our future scientists,” said O’Toole.

Securing National Grants

A key piece of St. Vrain’s transformation clicked into place as the district started to gain national recognition, and funding, to help propel its improvements. The first instance of national acclaim occurred in 2010 when the district earned an Investing in Innovation grant from the U.S. Department of Education. These coveted awards, known as i3 grants, were created in response to the recession of 2009 in an effort to help supplement school spending and to fund experiments that aimed to improve the achievements of disadvantaged students.

In the first year, awards were open to individual districts instead of states. St. Vrain’s application was one of 1,700 to vie for a portion of the $650 million fund. More than 300 judges pored over the applications, rating them on a 105-point scale. St. Vrain got the top score of all the applicants, garnering a $3.6 million grant over five years.

One little-known part of the i3 grants was that grantees needed to match at least 20 percent of the award with funds from the private sector. For St. Vrain, that meant getting $721,000. Ridgeview Communications, a telecommunications company, agreed to provide $734,000 of in-kind donations over five years. This included internet access, consultation with district officials, and technical support. IBM also stepped up, contributing $215,000 worth of software to the seven schools named in the grant. IBM went a step further, donating software to 14 other St. Vrain schools, although that total of $436,000 couldn’t be counted to match the i3 grant.

After launching the STEM Academy within Skyline High School, which focused specifically on engineering and computer science, Haddad recalls that their district was becoming more visible.

“People were paying attention to what we were doing, and different companies were wanting to provide support,” Haddad says.

Teaming up with the University of Colorado Boulder’s School of Engineering to create the academy, St. Vrain administrators started by identifying the skills needed to be successful in college.

Patty Quinones, who was then the school’s principal and is now the district’s assistant superintendent of innovation, worked backward to translate the end goals into curricula that met the state’s academic standards. Program graduates with good grades were guaranteed entry to CU’s College of Applied Sciences.

About 240 students have graduated from the STEM Academy in its eight years, and nearly 40 percent of them have gone on to STEM-related postsecondary programs. The graduation rate for the academy has jumped four percentage points, to 81 percent.

As impressive as St. Vrain’s i3 win was, it was only a warm-up for what was to come. While 49 organizations and districts won i3 grants, St. Vrain was about to join even more exclusive company two years later. With an application based on the same STEM program that netted the i3 award, St. Vrain won a Race to the Top (RTTT) grant in 2012, grabbing $16.6 million. This time the district was one of 16 winners out of more than 350 applications.

The RTTT grant focused on programs related to technology, professional development, extending the school year, and Skyline High School’s STEM program. It also helped bring that program to the high school’s seven feeder schools, which served many of the district’s minority students and English-language learners.

As good as this progress was, district leadership recognized that something was missing. The district put together a robust STEM curriculum, which included project-based learning and working with engineering students and faculty from the University of Colorado’s Boulder campus.

Launching the Innovation Center

The goal for the district’s newly created Innovation Center was simple but challenging. The district wanted students to use the center to stretch themselves by mixing their creativity with top-notch tools to work for clients outside the school district.

St. Vrain’s Innovation Center began three years ago. The 6,000-square-foot center is located at the district’s career development center. It’s stocked with a bevy of tools students can use for their various projects, including a technology lab, an electronics lab, and fabrication and wood tools. The center also includes high-end industry equipment, such as a laser cutter, five 3D printers, and a scanner. Perhaps the most eye-popping tools in the center are the Nao programmable humanoid robots. These 23-inch-high robots have been used everywhere, from Rensselaer Polytechnic Institute to the French Institute of Health and Medical Research, where they were used to train International Space Station crews and assist elderly patients.

Not only do students take high-end courses and gain industry certifications through their work at the center, those working on projects for clients earn $10 an hour.

“It expands their opportunities and skill sets,” Quinones adds.

For example, the center is the only school of its kind in the country where students can earn Apple certification for technicians. Successful students can walk out of high school and earn $45,000 working for Apple or third-party companies, but St. Vrain encourages the students to attend college and work at fixing Apple products while there. In this way, students also leave college with a solid work history.

Students at the Innovation Center in St. Vrain Valley Schools interact with virtual reality headsets.

This year, 24 students gained the certification, and the group worked not only for the district but also for the city of Longmont. Students help the district roll out technology, and they conducted workshops to train Longmont firefighters and policemen how to use new iPhones.

Perhaps the best manifestation of the type of work that students complete at the center is the project that has students working to save an endangered frog in Bolivia and Peru. The students built an underwater remotely operated vehicle (ROV) that they named Thelma. This device can go twice as deep as a scuba diver, and it is equipped with sensors that can record the water’s properties.

“Our students not only built the underwater ROV, but they also communicate with the marine biologists [using the device]. Because some students are bilingual, they communicate with the scientists directly,” Quinones says.

While district staff oversee student work and keep projects on track, the more important oversight comes from outside experts. The project lead initiates the logistics and sets timelines, and students fill out time cards. Because they get paid, all students are run through the district’s human resources department.

Students have built robots, done computer programming, designed apps and websites, and even served as beta testers for companies.

As good as the center’s results have been in the first three years, the district is excited about the future. Thanks to $20 million from the $260 million bond initiative that passed last year, the center will be getting its own stand-alone building for the 2016-2017 school year. The 50,000-square-foot center will be able to serve all of St. Vrain’s schools.

In addition to the high-tech tools the district already deploys, the center will have four new components. An entrepreneurial zone will allow students to hone small-business skills, while a “pitch room” aims to replicate the SXSW Accelerator product demonstration spaces, and a biomedical engineering lab will allow students to work with various higher education partners. In the center’s new aeronautics division, students will be able to create ROV projects, conduct flight testing, and build drones.

“Our team visited Stanford Design School, and many of the things that we saw served to inform us as we built this program,” said Haddad.

“I feel like St. Vrain and the Innovation Center have definitely changed students’ pathways for higher-paying jobs and better opportunities to look at their choices of careers,” Quinones says.

“We’ve made huge differences for students who didn’t see themselves going to college or becoming engineers, mathematicians, or scientists.”

Fostering Public-Private Partnerships

The crown jewel for St. Vrain is the creation of over 60 partnerships with large companies such as IBM, Apple, and Toyota.

Other prominent partners include:

  • OtterBox, which makes durable cases for mobile phones
  • Aldebaran Robotics, which makes the humanoid Nao robot
  • Esri, a GIS mapping software company
  • Sphero, a Boulder-based company that makes app-connected toys
  • SparkFun Electronics, a Colorado-based maker of microcontroller development boards
  • Red Idea Partners, a consulting and venture capital company in the food, technology, and consumer markets

The evolution of St. Vrain’s partnership with IBM helps illuminate how the best collaborations not only serve the company and the district, but also can deepen over time. IBM is a neighbor of St. Vrain, with a massive facility in nearby Boulder. IBM created its 500-acre Boulder facility in 1965; it includes 2.5 million square feet of space and 26 buildings.

The district expanded its partnership with IBM in 2009 when the company recognized the excellence and potential at St. Vrain.  IBM agreed to in-kind donations to the district for the i3 grant in 2010. When St. Vrain went after its Race to the Top (RTTT) grant in 2012, IBM upped its involvement with the district. District officials asked the company how they could help interest their youngest learners—kindergarten to second grade—with STEM and science programs.

P-Tech students meet with industry mentors from IBM.

“We looked at each other and thought ‘Whoa,’” says Ray Johnson, IBM’s corporate citizenship and corporate affairs manager. “It was a great idea.”

IBM and St. Vrain agreed to create a two-week Innovation Academy for a Smarter Planet. The program, run with the University of Colorado, targets elementary school students and runs during the summer months. One project, designed by fourth graders, is a “nonbullying social media app” that can tag objectionable language.

The program marks its seventh year in 2017. This year 240 students attended what one teacher calls “engineering summer camp.” Students spend one week at an IBM training center and the second week refining their prototypes at St. Vrain’s Innovation Center. From this work, district officials, with help from three IBM representatives, have now created a STEM preschool.

“I always say we don’t give kids, especially young kids, enough credit for what their minds are capable of absorbing at such a young age,” Johnson says. “They are like sponges. At the end of two weeks, second-graders are using terms like prototype.”

Talking about the deep partnership between the district and the company, Johnson says St. Vrain has been an aggressively innovative district.

“That made it easy for us to see what they wanted to accomplish and let them know what we wanted to be part of,” said Johnson, adding that like most companies, IBM is happy to offer intellectual expertise more than just a check, because that is where true value lies.

IBM’s involvement with St. Vrain went up another notch when the two, along with Front Range Community College, opened the first of three P-TECH 9-14 schools in Colorado last year. That school, Falcon Tech, has a six-year program that allows students to earn both a high school diploma and an associate’s degree in four to six years, at no charge to the student. The school features integrated high school and college coursework, along with rich workplace experiences, including mentoring, site visits, paid internships, and “first-in-line” job interview opportunities from IBM.

“It’s a real boost for the economy, because you’re creating a talent pipeline for a number of industries, and it’s a boost for the school districts. Graduation rates go up, and kids get the attention and support to earn a college degree and be ready with the skills required for 21st-Century careers,” Johnson said.

Student Achievements

So with all this progress, how are St. Vrain’s students doing? By a variety of measures, the needle is pointing up. In 2017, students achieved the highest average ACT scores in the district’s history, and they took 3,500 AP tests, an increase of 1,000 tests just from last year. The district’s graduation rate jumped 3 percentage points in the last year alone.

The district’s English language learners and special education students do still face a significant achievement gap. Given that ELL students are 15 percent of St. Vrain’s student population and special education students 10 percent, this is a significant number of students. In the district’s accreditation rating, the district met the performance indicators in both academic achievement and academic growth at its elementary and middle schools. In its high schools, the district’s results are labeled “approaching” in achievement and growth.

Haddad prefers to look beyond just state test scores to get a full picture of the district’s health and its trajectory. The news there is also good.

“Discipline rates have plummeted and enrollment, a true test of what you’re offering, is skyrocketing. Kids are coming to St. Vrain in droves,” he says.

The district leader goes outside the numbers to highlight the top reason for the district’s growth.

“Our district’s overall success is a result of all stakeholders, including the students, the teachers, the classified staff, the parents, the business community, and the elected officials, coming together to make a strong statement that educating our children is our top priority. And we in the St. Vrain Valley Schools could not be more grateful to the community for their support.

“That’s at the heart of why we’re so successful,” said Haddad.

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Column: Managing and Leading Schools: Finding the Right Blend for Principals

I sat in the back of a second-grade classroom, watching students being offered a choice.

They could respond in two different ways to a text that the whole class had read — a folktale depicting a family’s annual tradition from another culture. Students could write a review of the story or create a how-to essay about an activity they are familiar with. Because the students’ choices were authentic, when they embarked on their writing, every one of them was engaged.

As the school’s principal, I regularly conduct formal observations like these. No matter how good the instruction is, I always try to look for possibilities for professional growth.

In this situation, one literacy choice stood out for its quality and meaningfulness: students could describe in writing their own family traditions. This activity was rife with possibilities. What if the teacher modeled for students the steps for successful memoir writing? Could she demonstrate with a personal family tradition of her own? How might this reading–writing experience connect with social studies and maybe even a deeper study into family traditions from around the world?

During this session, I briefly stopped documenting evidence of instruction and instead started jotting down these ideas and questions on a pad of paper. There was no reason to put this information in the teacher’s observation; I didn’t intend to make these recommendations without an initial conversation about how the teacher thought the lesson went. Our follow-up discussion would take place later that day. The formal observation became the impetus for a conversation about embedding better literacy practices throughout the school day.

This example conveys how important it is that principals have the necessary time, knowledge, and experiences to be the instructional leaders in their schools. It doesn’t happen by accident.

Ensuring that the principal is a constant, effective presence in school demands three essential strategies: identifying school priorities, making classroom visits a habit, and using these visits to guide future professional learning.

Management should not be separate from instructional leadership. They are inseparable and support one another.

The Truth Behind #NoOfficeDays

Old-school thinking when it came to building leadership was clear One could tick off a principal’s duties with the ABCs: attendance, behavior, classroom observations, discipline, evaluation of staff, etc.  Recently, these managerial tasks have been somewhat rejected by school leaders.

Principals are engaging in “no office days”, as evidenced by tweets of their experiences with the hashtag #noofficeday. Sometimes they will shadow a student for a day to gain a learner’s experience. Principals have even become a teacher for the day, giving one of their staff members the day to grade papers and plan for future instruction.

These efforts by building leaders to be more present and visible in their schools are admirable. I’ve tried it myself, participating in a day of independent reading to promote literacy. The reality, however, is that principals don’t get subs.

Unless a building administrator has an assistant principal, there is no one qualified to fill in for us. The less spectacular tasks that are relegated to the office will still be there when we get back. Staff are left covering for us. Making #noofficedays a habit could breed resentment with one group while we try to be more present for another.

I suggest a better approach for being an instructional leader in our schools while still addressing the day-to-day managerial tasks: Find the right blend. This means understanding the context of our school and what needs to get done on the office end, so we are a more consistent presence in the classrooms and on building grounds.

Every school has a unique mix of class size, diversity, climate, needs, and strengths. With this information, we can align our work with a few priorities. Finding the right blend also means scheduling our days so classroom visits are habit instead of an event. A smart integration of management and leadership duties can lead to improved teaching and learning. The following strategies can be applied to any school context.

1. Develop a Priority Plan

We can only focus on a few goals at any one time and still be successful as school leaders. In my school, I am new to the position. That means that building trust is a priority. I’ve done a lot of listening. I’ve asked staff about their thoughts and needs, and ensured I am visible throughout the school day. Our other priority is literacy, specifically around reading comprehension and fluency. The data was clear in this area. Our leadership team has responded with facilitating monthly professional development around authentic reading and writing experiences.

The idea of aligning our actions with our priorities into a plan comes from The Together Leader by Maia Heyck-Merlin. She defines a priority plan as, “a three-month extraction from your yearly goals that names what matters most for you and your team.” I look at my priority plan regularly as I prepare for upcoming work.

Having our priorities laid out and aligned with our goals and objectives accomplishes two things. First, the faculty are clear about what we will support regarding professional development opportunities and teaching resources. Second, it is easier to say no to requests that aren’t aligned with our priorities. It’s not a subjective or personal decision, but based on a clear rationale.

For example, I was recently asked why STEM is not a focus. The response: “It seems like that’s all education talks about.” I listened and then asked this person how literacy might support the STEM areas. We ended up agreeing that if students wanted to pursue studies in science, technology, engineering, or mathematics, they had to be literate.

2. Make Classroom Visits a Habit

To ensure a school’s priorities are put into practice, school leaders must make classroom visits a habit. If we are successful in redistributing nonessential tasks to other personnel, this can happen every day. I put classroom visits on my calendar, which is shared with my assistant. The minimum is one hour per day, getting into every classroom for at least a brief time. Staff understand that this is protected time. Any interruptions should be an emergency. (I’ve learned that the term “emergency” also requires conversation to develop a common understanding.)

Being visible in the classrooms daily serves our dual priorities of building trust and increasing effective literacy instruction. To build trust, I make sure my visits are focused on teachers’ strengths, and that I let teachers know what I am noticing. The feedback can be given verbally or in writing. I ordered a stack of professional notepads with my name and school information. I will write down what I notice is going well and leave the note in the teacher’s classroom or mailbox. In addition, I will name the effective practice using common language we have learned together during our literacy-based professional development program.

Trust relies on open communication. This goes for the parents and community as well as the teachers and students. That is why I also use Twitter to post the excellent work happening in classrooms. My school tweets usually consist of a brief description, at least one image of the learning in action, and the hashtag #PointerNation so it shows up on our district’s social media feeds. Using the same process of noticing and naming, I can now recognize and celebrate teaching and learning around literacy in an open forum. An additional benefit is all this information can be archived digitally to document and organize artifacts for our professional evaluation systems.

3. Use Instructional Walks to Reinforce Professional Learning

As trust increases and literacy instruction improves, windows open in which I can start offering feedback about teacher instruction. During my regular classroom visits, I will sometimes sit in for a longer period to write a narrative of what is currently happening. It is noticing what is happening and then naming the practice. These one-page write-ups are referred to as “instructional walks,” in which “the principal notices what’s going well in the classroom—environment, management, engagement, level of student independence, lesson content, grouping arrangements, quality of student work,” writes Regie Routman.  Like the brief notes, the goal is to build on teachers’ strengths and create a relationship in which they are open to future guidance.

Because my walks are habit, I can address our collective instruction instead of conferencing with each teacher individually. The information gleaned from my daily visits is used to inform future professional learning experiences.

What if teachers are not applying the skills learned during professional development into practice? Certainly, I could note this during our formal observations for the state-mandated evaluation system. Yet I find the rubrics and evidence gathering to be limited at best—helpful for teachers in one or more areas, but unnecessary when teachers are already doing well. Formal observations and evaluations can even be detrimental to the daily classroom visit process. Trust can deteriorate when there is too much of a focus on ratings and rubrics. Also, evaluation systems are time-intensive. They used to monopolize my days, which is why I now do the bare minimum in this area.

Instead, as much as I can, I am a learner with staff and students. One way is by asking lots of questions. Whether during an instructional walk or formal observation, I will make inquiries about why teachers are doing what they are doing. For example, instead of leaving a vague, summative statement, such as “This was an effective activity, because…,” I might ask “What about this activity do you feel had the greatest impact on student learning?” Whether the learning experience was excellent or otherwise, the responsibility is now on the teacher to self-assess their instruction. Follow-up probes, such as “Why do you believe that? ,” guide teachers to cite evidence from their lessons to support their rationale.  My wonderings also happen during professional development. Instead of positioning myself as an expert, I might question a belief or a statement as if I were also teaching.

Management and Leadership are Not Mutually Exclusive

During the post-observation conversation with the 2nd grade teacher, I started by asking a series of questions, starting with “How do you think the lesson went?” and “Why do you think that?” Once we affirmed that the lesson was a success, I started to probe with wonderings to unpack what was possible for the future. “Of all the choices, which literacy activity might lead to future learning?” was the inquiry that led to a professional conversation about expanding on the family traditions writing activity. The teacher suggested a personal family tradition that she could use for a writing demonstration. I held off recommending that she tie in social studies with a deeper understanding of the concept of traditions. Knowing that my priorities were in place, that my classroom visits were a habit, and that I had a team to guide faculty in professional learning, I knew that I would have more opportunities in the future.

This is Matt’s seventeenth year in public education. He started as a 5th and 6th grade teacher in a country school outside of Wisconsin Rapids, WI. After seven years of teaching, he served as a dean of students at a junior high, which developed into an assistant principal position and eventually head principal at an elementary school. Now as an elementary principal for the Mineral Point Unified School District, Matt enjoys the curriculum, instruction and assessment side of education. You can also connect with Matt on Twitter at @ReadByExample and on his website at mattrenwick.com.

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Modern Learning in the Great Outdoors

In Rocky Mountain National Park, middle school students from St. Vrain Valley School District are sharing a trail with a mountain lion, bear cubs, a coyote, deer, and a skunk intent on spraying the area under cover of darkness.

How do the students know all of this? They’re reviewing videos they collected the previous night taken from cameras they mounted on trees. They got some tips about field science from the park rangers, and now they’re gathering wildlife data and providing it to the park themselves. Their counterparts in high school are contributing in the field, too, working with Ocean First Education. They recently watched divers in the Pacific measuring the length of great white sharks using a device they designed and developed themselves.

Across the country, at BioTECH @ Richmond Heights High School in Miami, science teacher Noelle Gerstman is guiding her students as they analyze the DNA of flamingo feathers. Students are working to determine whether flamingos found in the wild are, in fact, wild or are escapees from a local race track that is home to a flock in captivity. Meanwhile, their schoolmates are collaborating with NASA on the Growing Beyond Earth project, germinating leafy greens, kale, and tomatoes to determine which vegetables are the best to grow in microgravity aboard the International Space Station.

Honing Environmental Literacy

These students are lucky, but it shouldn’t take luck to provide amazing educational opportunities like this. Environmental literacy is a critical skill that all educators should help their students develop. It requires authentic, student-driven, hands-on challenges in which every learner can pursue or discover an interest.

The North American Association for Environmental Education defines an environmentally literate person as “someone who, both individually and together with others, makes informed decisions concerning the environment; is willing to act on these decisions to improve the well being of other individuals, societies, and the global environment; and participates in civic life.” The association goes further to define four areas of competency: knowledge, disposition, skills, and behaviors. In other words, it’s not enough to understand the facts. One must care about and interact with the environment in order to be considered environmentally literate.

In a school setting, it takes a focused dedication to create relevant and rigorous opportunities for students so they can build the skills required to be informed and engaged citizens. Some of the best ways to foster engagement include presenting authentic problems in the classroom, encouraging active solution-seeking, and providing a link between the classroom and the community.

Gerstman finds that it doesn’t take much to get students involved. At BioTECH, student awareness and interest drive the inquiry.

“The changes in sea level at Miami Beach just in the last 10 years, they’re evident: they’re raising the streets in Miami Beach,” she said. “So, the evidence of environmental change is really in our face. The students like to watch the Weather Channel, and a couple of them commented, ‘There’s been no snow in Chicago.’”

For students to be able to understand an authentic challenge, they need knowledge; to create a solution, they need skills; to act, they need to care and connect. An authentic challenge offers a cycle of influence: understanding, application, action. Academicians are used to transferring knowledge and skills, but it is more challenging to teach disposition and behavior. In fact, it may be impossible to teach those concepts directly. However, students who can seize on opportunities for real collaboration and connection soon develop in these areas.

No Walls, No Limits

That’s what is happening with St. Vrain Valley School District’s students in Rocky Mountain National Park. Right alongside the students practicing field science is a group of students more interested in documentation. While one group of students affix cameras to trees and another downloads and analyzes the data, yet another group is documenting the whole endeavor on film, while still others are documenting the documentarians.

The benefits are broad: students gain experience with field science, the communication of scientific ideas, the process of documentation, and collaboration with fellow scientists.

“Learning takes on a whole different realm,” said Mike O’Toole, St. Vrain’s science coordinator. “They’re learning about film making and other 21st-century skills that have become so vital.”

The film documenting their work, “Plains to the Park,” was entirely scripted, narrated, filmed, and edited by middle school students. The final version is virtually indistinguishable from a federal park production, including voice-over narration and professional-looking clips of sweeping blue skies and babbling mountain streams.

Meanwhile in Florida, BioTECH’s high school students are listening to scientists and learning about ongoing mysteries at Zoo Miami. They’ve talked to scientists there and learned that, for some animals, reproductive rates are low. Using background knowledge they gained in the classroom about hormones, the students propose looking at the hormone levels of the animals to see if there are any imbalances that may account for the reproductive pattern. This is an opportunity to learn in the field while addressing a real, unsolved, scientific mystery and, potentially, make a valuable contribution to science at the zoo.

Environmental literacy applies across the STEM spectrum, including projects that require technology, engineering, and math skills. For instance, O’Toole has partnered with Ocean First Education to support divers studying great white sharks. The student contribution to the deep-water dive in the Pacific is a laser-based measurement tool that allows the divers to measure the sharks in motion with a high degree of accuracy. O’Toole, who supports the efforts of science teachers across his district, focuses on creating partnerships with organizations like Ocean First Education and NASA to find rich learning opportunities for students.

So, how is this possible in a district or a school that hasn’t been designed for these types of partnerships and programs? After all, they take funding, time, and intense collaboration with the scientific community.

Starting Small, Dreaming  Big

“It doesn’t have to be anything extravagant. It’s just getting students outside,” he said. “Right now, we’re really focusing on using technology to get students invested in the outdoors.”

In St. Vrain schools, teachers use their schoolyards to begin studying outside. They use a math scavenger hunt in which students are challenged to find examples of math concepts in nature. Elementary school students, each given a camera or tablet, head outside to find something in nature that’s circular or parallel. Or, a teacher might use his or her own interest, such as hiking or gardening, as a jumping-off point and contact a scientist in the community to seek a collaborative opportunity.

Gerstman agrees that you can start locally, with a university partner, for example, but she is convinced that to truly maximize environmental literacy programs, educators need a deep commitment at the federal level in the form of funding. The grant proposal for BioTECH was written by a team of teachers and scientists with the express purpose of funding this biology and botany magnet school. The school has its own analytical chemistry lab, a zoology lab, and a DNA lab and is staffed with veteran teachers, most with advanced degrees in their field.

Even if you’re starting small, with a purposeful use of technology, scientists and students can share and collaborate online. O’Toole regularly uses technology to connect students around the world. He’s invited classrooms in Colorado and Tanzania to connect through a learning expedition at Mount Kilimanjaro, and he shares the excursions online so students everywhere can follow along. During the Discovery Education Virtual Field Trip to Kilimanjaro, students all over the world sported safari gear at school and joined in virtually as the group reached the summit.  Online watch parties, chats, conferences, and social media exchanges are all good ways to expand the impact of environmental projects.

Some contests and challenges are also good for developing environmental literacy and may result in collaborations between students and scientists. Contests with authentic challenges require students to meet all four competency areas: they must learn about the problem, care about it, have or acquire skills to address it, and act.

Discovery Education’s Young Scientist Challenge is an example of this type of challenge. Participating students propose solutions to the world’s most pressing problems, underscoring in the process that humans are affected by and can affect the environment. Finalists have the opportunity to work with scientists from 3M to participate in authentic scientific process and prototyping, including the presentation of results and proposals.

Fostering Citizen Scientists

With all the potential for partnerships and global connection, the most important ingredient in the development of environmental literacy seems to be a dedication to creating opportunities for real scientific learning and impact to occur.

Educators must provide experiences that allow students to develop knowledge and empathy in order to stretch toward a concern for the world and a sense of agency about their part in it. Only then can all the necessary components sync toward environmental literacy.

After all, environmental literacy isn’t a check mark on a mastery list for children or adults. Rather, it is an evolving competency. In our changing world, educators must continue to be involved and informed citizens, preparing the next generation to carry the torch forward.

Jeanette Edelstein is an educator dedicated to making learning more engaging for students of all ages. She has been a classroom teacher, curriculum designer, and program developer. She was a founding teacher and the gifted and talented coordinator at Mapleton Expeditionary School of the Arts. Her curriculum projects include Hive Alive!, a collection of teaching resources about honey bees, Animal Planet Rescue, a disaster relief and educational vehicle that rescued over 1,000 animals, and CapsinSchool, an elementary curriculum based on the math and science of hockey.

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