Digital Learning: Preparation for Tomorrow

Just over a century ago, education theorist John Dewey cautioned that “if we teach today’s students as we taught them yesterday, we rob them of tomorrow.” At that point, industrialization was reorganizing cities, rural communities, and the role and realities of work. To prepare students for their futures, it made perfect sense that schooling should be reorganized as well.

Dewey’s observation continues to resonate nearly a century later. What engaged students five years ago is no longer sufficient to prepare them for success. Technology has changed the flow of information and the dynamics of community, with people spending an average of 4 hours per day on their mobile devices1. A 2010 Kaiser Family Foundation study found that digital natives, the 15- to 24-year-old population with 5 or more years of online experience, are spending more than 8 hours per day connected to media2.

With 80% of middle-skill jobs now requiring technical skills3, preparing today’s students for tomorrow’s world will require great imagination and effort. Digital curriculum can be a powerful corrective force that reorganizes learning to meet students where they are and, more importantly, where they need to be. As teachers, schools, and districts become more sophisticated in their selection and use of digital learning tools, it is paramount curriculum and instructional designers continue to drive high quality, innovative approaches to learning.

As Christy Cheek, CTE Director for Buncombe County Schools in North Carolina suggests, “students today thrive through a combination of digital learning and face to face interaction. Being able to personalize a student’s education through digital learning brings numerous benefits and makes subject matter easier to understand and comprehend since students today are more comfortable with this platform.”

As with all new resources, the benefits are not always immediately realized. According to The Gates Foundation’s most recent “Teachers Know Best” survey, while 93 percent of teachers reported regularly using some form of digital tool to guide instruction, only 58 percent of teachers across all subjects found digital tools effective4. This gap between abundant use and effective use is what informs our work every day.

At EverFi, we have dedicated over 10 years towards understanding what makes digital resources effective and uniquely suited to teach meaningful skills. Every curriculum we develop, whether it’s a course on social-emotional learning or STEM literacy and career exploration, champions five core pillars:

  • Agency and Autonomy — Learning activities are personally meaningful and suited to individual interests.
  • Active Participation — The learner is fully involved in the learning experience, constructing meaning for herself.
  • Real-world Connections — Learning experience draws from realistic scenarios and applications.
  • Evidence-based Content — Pedagogy and instructional approach is grounded in research and best practice.
  • Ongoing Feedback — Instruction is both direct and just-in-time as students perform learning tasks.

EverFi’s pillars for digital learning are connected to a deeper belief that teaching and learning in the 21st century must not stop at traditional core academic skills. While Literacy and Math will always be important, we must educate the whole child5. According to Stefanie Wager of the Iowa Department of Education, we should be “thinking about a well-rounded education for all students and using digital learning to teach collaboration, creativity, communication and critical thinking in order to best meet the needs of students.”

Digital Learning is not a replacement for quality in-person instruction. Instead, it is a booster. This is why, in our own survey of more than 2,500 teachers last academic year, we found that:

  • 88% strongly felt that EverFi’s digital course content enhanced material they were teaching in the classroom.
  • 65% strongly felt that EverFi’s digital course content covered content that their students would not have otherwise seen.
  • 75% strongly believed their students were engaged in EverFi’s digital course content.

Good digital curriculum can bring clarity to difficult-to-teach concepts by representing them in multiple forms, increase engagement by using the same gamification mechanics that are so prevalent in students’ lives outside the classroom, and transform static topics into personally meaningful takeaways. Digital learning can take students further, faster, and in directions that are free for them to choose.

At EverFi, we look forward to the day when digital learning is both commonplace and universally effective. Until then, we will continue to develop courses that prepare students for the world of tomorrow.

Author:

Zach Wagner
EverFi Vice President
K-12 Content and Product Development

 

Sources:

1http://www.digitaltrends.com/mobile/informate-report-social-media-smartphone-use/
2Rideout, Victoria J., Ulla G. Foehr, and Donald F. Roberts. “Generation M2: Media in the Lives of 8-to 18-Year-Olds.” Henry J. Kaiser Family Foundation (2010).
3http://burning-glass.com/research/digital-skills-gap/
4Teachers Know Best: What Educators Want from Instructional Tools 2.0, July 2016.
5Noddings, Nel. “What does it mean to educate the whole child?.” Educational leadership 63.1 (2005): 8.

 

 

Announcing the Scholarship Contest Winners!

The Winter Scholarship Contest ended last week with a record number of student submissions. From earning their doctorates to being nautical engineers, your students shared big dreams. We loved hearing about what they’ve learned through Vault and FutureSmart, and how financial education will make a difference in their lives. Each of our five student winners earned a $1000 college savings scholarship to help make their dreams a reality. Their stories will be featured on the EverFi Blog over the coming weeks. Congratulations winners!

Khloe W, STEM Magnet Academy, Illinois

Shannon W, New Market Middle School, Maryland

Grace K, Falls Lake Academy, North Carolina

Diandra P, Giltner High School, Nebraska

Mateja C, Berlin Middle School, Wisconsin

Want to submit more stories? The Spring Scholarship Competition is now open! We will be awarding another five $1,000 college savings scholarships to students in the U.S. who complete Vault, FutureSmart, or EverFi Financial Literacy, and who provide a short reflection by April 28th. This is a great capstone project for students and allows them to reflect on what they’ve learned. Click here to learn more.

TEACHER SPOTLIGHT: Tabitha Herrin

We recently sat down with Tabitha Herrin, a teacher at Stewarts Creek Middle School in Smyrna, TN, to hear how she uses EverFi’s resources in her classroom. This is part of our Teacher Spotlight series.

Tabitha Herrin

Tabitha Herrin

What impact have EverFi’s courses had on your students?

A parent told me that a student who used EverFi Financial Literacy in my class helped his older brother with his FAFSA form! I love hearing stuff like that.

I’ve also seen the impact of Healthy Relationships and Ignition – both hone in on all of the issues of this middle school age. Students connect with the courses on a personal level and really enjoy them.

What do you like best about the programs?

They fit around my curriculum so well. Also, they are very up to date. The kids don’t think it looks like something from the 80s or 90s – it’s very engaging for them.

What is your approach to implementation?

I use a half and half method – 10 students will get on the computers and the rest of the class will go through our written curriculum. We alternate back and forth each day.

What best practices would you share with other teachers?

  • I have new students every 9 weeks, so I created a PPT that has the login info on it. I also print off a paper version of the instructions that I put at their desks. The login process happens during one class period. Because of the half and half method, students may only get on the computers twice a week, but all will cycle through. They are welcome to work on it outside the classroom as well. Their EverFi grade is their main grade. Their username & password is their login information. That way, they can remember it year after year and just add their course code for each year.
  • I planned an engagement activity for Venture (the entrepreneurship course where students create their own food truck business). I reached out to several food trucks in the area and invited them to come to the school. It was a great way to support the local food trucks and provide an additional incentive to students who completed their business plan.
  • Another activity I created is “The World’s Largest Party with Ignition.” Once students finish Ignition, they apply what they’ve learned about how to use technology by planning a party for a country of their choosing – they love it! They have to research basic facts about the country. The population of the country is the attendance; the theme of the party is the native dress; famous landmarks are the venue. Students create a PPT and do a presentation at the very end. We also bring in the food aspect, and students have to make at least one recipe for the class. It takes about 2 class periods to do. It brings in a lot of excitement, and combines many aspects of what they’ve learned in Ignition including technology and research, and it helps them learn more about different cultures and practice their presentation skills.

Do you have any advice for other teachers considering using EverFi?

Don’t be overwhelmed by all of the resources! Try it out with one class/program, or do one program for all of your grade levels until you can get familiar with it and get your lesson plans done. Once you’ve done it all the first time, EverFi makes life so much easier!! Eventually, you can get to have a course per grade level.

Anything else you’d like to share about the program?

The customer support is amazing! If I have an issue or am having problems, I send an email and my Schools Manager connects me to the tech team and they help immediately. By the end of the class period I get a response back. Having that support is great! They even partnered up with my tech specialist at the school and we figured out how to fix a problem I was having. The support is probably one of my favorite aspects.

Tabitha, thank you for your commitment to equipping students with critical life skills!

Tabitha uses Vault for 6th grade, Healthy Relationships and Ignition in 7th grade, and Venture and FutureSmart in 8th grade.

5 Tips to Reach Millennials Through Financial Education

Financial institutions are realizing that they must embrace innovative methods to engage with their audiences—and nowhere is this more true than with the millennial generation. As a demographic that is both less likely to seek professional financial advice and more likely to score low on financial literacy tests, providing millennials with technological options for receiving financial education—anytime, anywhere—is becoming a critical way for financial institutions to connect with this critical audience.

5 Tips to Connect With Millennials Through Financial Educuation

Download our report Reaching Millennial Consumers: Using Financial Education as Content Marketing

Here are five tips for connecting with millennials through financial education:  

Keep it short

Long lectures and lengthy programs aren’t likely to capture short attention spans. Leave it quick and to the point.

Make it relevant

Don’t bombard your audiences with information that isn’t relevant to their current stage of life. Instead, target current needs, like building credit and starting savings accounts.

Embrace mobile

For the generation that grew up with cell phones, if something’s not available on mobile, it might as well not exist. Optimizing education programs for mobile devices means that millennials can learn anytime, anywhere—whether commuting on the subway or standing in line at the grocery store.

Be authentic

Millennials value authentic interactions and are more likely to spot disingenuous intentions and “salesy” tactics. Here’s the good news: they’re also more likely to act as brand ambassadors for companies and organizations they believe in. Be informative and helpful—not solicitous—and you’ll be building a customer for life.

Don’t push

Since millennials tend to be marketing-savvy, be careful with how much you attempt to push or upsell early on. Rather than attempting to sell to them outright, allow your informative content to earn their trust, and then target only the most relevant offerings to them.

Research shows the millennial generation to be bright, open, and eager to expand its financial capability. When done well, financial education programs can connect with millennials and build lasting relationships.

To learn more about using financial education as a method of content marketing, download our report Reaching Millennial Consumers: Using Financial Education as Content Marketing.

Tom Davidson

Why an Entrepreneurial Mindset Matters: The Power of Teaching Innovation and Entrepreneurial Thinking

In 2012, President Obama declared that November is National Entrepreneurship Month, “a time when we celebrate the remarkable and everyday success of our entrepreneurs and innovators, and we reaffirm our commitment to ensuring our economy remains the engine and the envy of the world.”

This month’s celebration goes beyond those individuals who have started successful companies. It extends to those who embrace the entrepreneurial mindset that helps even the most established companies grow and thrive. A recent Accenture study revealed that more than 90% of executives believe long-term success of their organization’s strategy depends on their ability to develop new ideas. Simultaneously, one in three employers say they are looking for entrepreneurial experience, underscoring the need for youth who are equipped to recognize opportunity, take initiative, and innovate in the face of challenges. However, a survey conducted by EverFi found that fewer than half of students feel prepared to identify a business opportunity or recognize the characteristics that make an entrepreneur.

Historically, entrepreneurship has been thought of as a cut-and-dried skill that a person has or doesn’t have. But EverFi and the Network for Teaching Entrepreneurship (NFTE) believe that teaching an entrepreneurial mindset is possible.

Power of Teaching Innovation in Schools

In 2014, EverFi partnered with NFTE to create Venture, a 3-4 hour web-based course that equips students with basic business and entrepreneurial skills. Students build their own simulated food truck business and learn how to assess risk, see opportunities, and develop a business idea. Along the way, they’ll be introduced to entrepreneurs to get real-life perspective. The course is implemented on a co-curricular basis in classrooms across the country, empowering them to find their inner entrepreneur as part of the school day. Data collected from students who completed the Venture program revealed a 40% increase in students feeling prepared with the skills to think and act like an entrepreneur after participating in the program.

“In today’s innovation economy, the entrepreneurial mindset is more important than ever no matter the path a student chooses in life,” noted Dan Delany, NFTE’s Chief Strategy Officer. “NFTE Venture is a great program that helps thousands of students to start their entrepreneurial journey.”

Founded in 1987, NFTE’s mission is to inspire young people from low-income areas to stay in school, to recognize business opportunities, and to plan for successful futures. NFTE has worked with more than 700,000 students in programs across the U.S. and around the world. Evaluation of NFTE’s intensive classroom programs finds meaningful growth in students on opportunity recognition, critical thinking, problem solving and future orientation. Over 90% of students in NFTE programs feel that the program gives them skills that will help them succeed in school and life.

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Throughout National Entrepreneurship Month, EverFi will be posting stories like these about the impact of entrepreneurship education under the hashtag #NEM2016.

If you’re interested in learning more about NFTE Venture, contact Jim@everfi.com

Laying the Groundwork for Financial Capability

The Consumer Financial Protection Bureau (CFPB) recently released a comprehensive report outlining a new teaching framework for educators and organizations to utilize as they create programs around building up youth financial capability. Many of the recommendations included in the report are considered education best practice and have long been a part of EverFi’s curriculum development model. Statistics from a recent EverFi study reveal that 9 out of 10 parents talk to their kids about personal finances, but only 43% of those parents feel prepared to do so, and that 66% of millennials cannot answer basic financial wellness questions. As such, the CFPB’s recommendations represent a monumental opportunity to impact change.

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Download Our Guide to Understanding Family Financial Capability

At EverFi, we have always operated from the belief that our goal is to shape financial habits and norms while also building financial knowledge and decision-making skills. Together these goals have been two of the most important and longstanding levers used to influence financial capability. Our elementary, middle, and high school courses use many of CFPB’s recommended teaching techniques to introduce and reinforce these important concepts. From simulation to personalized learning and gamification, our courses strive to engage and empower students to become financially capable adults.

While the CFPB also stresses executive function as an important building block to help youth achieve financial capability, we have learned at EverFi that this is not often something that can be influenced by supplemental programming. It’s true that executive functioning is a prerequisite to success in financial well-being, as it is in every domain of life; however, it is best developed through supportive and nurturing environments and positive socialization. To truly build executive function requires year-round programming that is integrated into multiple areas of the curriculum and a child’s home environment.130603_cfpb_mahaskey_605

The CFPB’s report also highlights the central role that parents and caregivers play in developing youth financial knowledge, attitudes, and decision-making abilities. Through both direct instruction and modeling healthy financial behavior, parents and caregivers can help children develop responsible habits when it comes to spending and saving.

EverFi is committed to providing adult learners with foundational financial knowledge. Our adult course is built on the same core pedagogical foundation as our K-12 offering, but has been adapted to the more complex needs of an adult learner.  It provides adult learners with personalized and interactive learning to drive behavior change. Strengthening the financial knowledge of adults in turn creates home and community environments that help students build healthy financial attitudes, beliefs, and behaviors. This report validates EverFi’s future plan to develop a program specifically designed to help parents or caregivers speak with their children about finances, thus improving the executive function deemed important for youth financial capability.

Now is a pivotal time for financial institutions, government organizations, and technology companies to partner and empower teachers, parents and caregivers with the knowledge they need to develop students of all ages into financially responsible adults. We at EverFi are thrilled to share the CFPB’s commitment to this goal and look forward to our continued partnering with organizations to help achieve its recommendations.

Zach Wagner, Vice President, K-12 Content and Product Development
Julia McCombs, Vice President, Adult Content and Product Development

Need Help Channeling Student Activism? – Ten Strategies for Sexual Assault Awareness Month

The arrival of April also brings the arrival of Sexual Assault Awareness Month – a time in which many colleges and universities ramp up their prevention efforts with a vast array of programs geared towards this important issue. Students are often on the front lines of organizing events, generating dialogue, and demonstrating a personal commitment to raising awareness. While student involvement can be an incredible driving force around this issue, it’s important that campus administrators work collaboratively to guide and support their efforts. Here are ten tips to help you make the most of this collaboration.

1. Connect with Student Leaders

Reach out to activists, opinion leaders, and other influential students on campus. Determine who is engaged with different activities and events, and what their efforts entail. As necessary, introduce student leaders to one another to help them maximize their outcomes. Also consider sharing your aspirations regarding ending violence on your campus, engaging students as allies in your continued efforts throughout the year.

2. Support Student Leaders and Event Organizers

Play a hand in organizing events. Provide ways for students to partner with your office, share resources, and promote services. Consider hosting, sponsoring, or contributing to events—students will appreciate it. In turn, demonstrate your appreciation of student efforts. Positive recognition goes a long way!

3. Educate Student Leaders and Support Event Learning Outcomes

Train students on strategies for hosting a successful event, and best practices for prevention. Support students in considering educational outcomes and key messages for events that go beyond simply raising awareness. Enlist students to create materials to support intended outcomes.

4. Contribute (and Gather) Information

Offer talking points and statistics for students to utilize. Think about the messages that you want all students to be receiving, and share them with those students who will be helping with programs. Ensure that students know of available resources, are equipped with strategies for supporting survivors or overcoming resistance, and have a general understanding of university-wide efforts currently in place (or in the works). Create a feedback loop to incorporate new ideas and improve future efforts – this can be a fantastic learning process for students and professionals alike.

5. Focus on the Positives and Correct Misperceptions

Encourage framing messages around positive norms, emphasizing the promotion of healthy behaviors rather than focusing solely on preventing unhealthy ones. Misperceptions of social norms often exist among students, with a tendency to overestimate negative attitudes and behaviors of peers while underestimating the positive. Show students that they are part of a healthy majority on campus, and empower them to create the safe campus community they want to live and learn in.

6. Build Bridges and Connect the Dots

Demonstrate how events during Sexual Assault Awareness Month fit into the bigger picture of campus prevention. Find ways to connect these events with other prevention work happening on campus. You’ll likely have a captive audience – use it to generate momentum towards ongoing events throughout the year. This is also a great time to encourage other stakeholders to get involved.  Collaboration is key!

7. Be Present

Attend events being hosted by student groups. Bring materials and maintain visibility for your office at these events. Simply being there is an important demonstration of your accessibility, commitment, and support.

8. Be Mindful of Media

This is often a time during which media attention to the topic of sexual assault is heightened. Schools may be eager to showcase their efforts through student, local, or even national news, and this can be a great way of increasing awareness on a larger scale. That said, it is important to be respectful of survivors and their wishes. Events like “Take Back The Night” can be a profound experience for those who participate, and as such it is crucial that participants are informed if media will be present. If a media outlet has expressed an interest, connect with them beforehand to establish expectations and boundaries, inform students if there are events where media will be present, and consider writing an official statement that you can share to accurately convey your efforts.

9. Provide Follow-Up and Ongoing Support

Be aware that this can be a challenging and emotionally charged issue for students to take on, particularly if they have a personal connection to sexual assault. Provide opportunities for students to discuss their thoughts about the events, especially if efforts failed to meet their expectations. Validate any feelings that may arise from their involvement in programming, and remind them of available resources on campus should they need them.

10. Show Gratitude

Students quite often have a great deal on their plates. As such, when they volunteer their time and energy to raise awareness about this issue, they are likely doing so because of a true connection to it. Remind them that their involvement is valued and meaningful.  A hand-written thank you note, a follow-up email, or an end-of-month celebration for volunteers are all small gestures than can be incredibly meaningful.

EverFi at NASPA National 2016: Five Sessions on Preventing Campus Sexual Assault, Addressing Alcohol Abuse, and Promoting Wellness in Diverse Student Populations

We are proud to share that members of the EverFi Partner Education team will be presenting five sessions at the upcoming NASPA National Conference taking place in Indianapolis. From climate surveys to policy-driven windows of opportunity—and a whole host of unique student populations along the way—this year’s NASPA Conference highlights EverFi’s commitment to thought leadership and comprehensive prevention research.

If you will be attending NASPA, please check out the session information below. We hope you’ll consider attending one of our presentations! The EverFi team will also be available at booth #606 in the Exhibit Hall – we encourage you to stop by and connect with us, and check out some of the great materials we’ll have at our booth to support your work.

If you won’t be at NASPA this year, we’ll miss you. But please don’t hesitate to reach out if you’re interested in finding out more about the cutting-edge prevention research we’re doing and how we can support you further in the important work you do to keep your campuses thriving.

***EVERFI SESSIONS AT THE NASPA NATIONAL 2016 CONFERENCE*** 

Addressing Mission-Critical Institutional Priorities Using Campus Climate Surveys

Day/Time: Monday, March 14 (8:30 AM – 9:20 AM)

Location:  Meeting Room 136 – Convention Center

Presenters: Rob Buelow (EverFi), Kelley Adams (MIT)

Session Description: Sexual assault is widely prevalent yet vastly underreported, leaving campuses with incomplete information about the scope and nature of occurrence. As a result, administrators face significant challenges in providing adequate and effective services to prevent and respond to sexual assault. These deficiencies create ripples that impact all facets of our institutions from student wellness to retention. Presenters will provide important context about the merits of climate surveys and their value for achieving mission-critical priorities.

The Need for Collecting College-Specific Health Data of LGBTQ Students

Day/Time: Monday, March 14 (1:15 PM – 2:05 PM)

Location:  Meeting Room 136 – Convention Center

Presenters: Kimberley Timpf (EverFi), Sherri Darrow (University at Buffalo)

Session Description: A lack of data on the health of LGBTQ students means that colleges and universities are left to guess about protective and risk factors and health interventions for this population. The presenters will explore the implications of this challenge and discuss insights gathered as a result of adding sexual orientation and gender identity questions to national and campus-level surveys. Participants will be provided with resources to assist with the process of collecting similar data on their campus.

Shining a Light on Overlooked Student Populations for Sexual and Relationship Violence Prevention

Day/Time: Monday, March 14 (2:30 PM – 3:20 PM)

Location:  Meeting Room 138 – Convention Center

Presenters: Rob Buelow (EverFi), Holly Rider-Milkovich (University of Michigan)

Session Description: Presenters will explore primary and secondary research on the knowledge, attitudes, perceptions, experiences, and behaviors of often overlooked student populations, including graduate students, community and technical college students, and adult learners. The presenters will share experiential and data-driven insights on working with these students and describe the collaborative process of developing a unique approach to effectively provide prevention education to non-traditional student groups around sexual and relationship violence.

Addressing High-Risk Behaviors in Fraternities and Sororities: Evidence-based and Data-driven Prevention

Day/Time: Tuesday, March 15 (2:30 PM – 3:20 PM)

Location:  Meeting Room 138 – Convention Center

Presenters: Erin McClintock (EverFi), Nicole Cavallaro (EverFi)

Session Description: The presenter will review challenges facing campus and headquarters staff in addressing high-risk behaviors among fraternity and sorority members, providing a framework for developing effective prevention efforts. It will review data from in-course GreekLifeEdu surveys, reflecting attitudes, behaviors, and experiences of approximately 65,000 – 70,000 new members in 2015. This session aims to empower staff with effective approaches, to engage students in solutions, and to raise the profile of healthy and responsible Greek-affiliated students.

Leveraging the Current Regulatory Landscape to Support Broader Campus Prevention Initiatives

Day/Time: Tuesday, March 15 (2:30 PM – 3:20 PM)

Location:  Meeting Room 136 – Convention Center

Presenters: Kimberley Timpf (EverFi), Rob Buelow (EverFi)

Session Description: Heightened attention to campus sexual violence has student affairs leaders asking, “How can finite resources be allocated to appropriately address a growing set of mandates and responsibilities around this critical issue without losing focus on broader wellness and safety challenges?” The presenters will discuss cross-cutting public health frameworks and mission-critical priorities that can be leveraged to inspire collaborative efforts and insure we stay focused on doing the best work possible to address these interconnected issues.

Denver Nuggets and Lt. Governor Joe Garcia Kick Off African-American History Program

“The function of education is to teach one to think intensively and to think critically. Intelligence plus character – that is the goal of true education.” – Dr. Martin Luther King, Jr.

Last week, Colorado Lt. Governor Joe Garcia, a panel of players from the Denver Nuggets, and more than 80 students from West Leadership Academy in Denver gathered to celebrate the launch of EverFi’s 306: African-American History course this spring semester. The Nuggets are making this program available to all 9-12 graders, at no cost to the academy.

Lt. Governor Garcia kicked off the event by sharing personal anecdotes about the positive impact of his diverse upbringing and asked students to reflect on the importance of studying other cultures and learning shared values.

In its third year of operation, West Leadership Academy has a 95% minority enrollment, which includes a 91% hispanic student population. The school was built as part of an initiative to revive a neighboring school with the district’s lowest graduation rate and prepare students to be college-ready.

College-readiness is a central goal of Lt. Governor Garcia’s as well. In his remarks to students, he shared his mission to ensure that students of all backgrounds are equally represented and equally successful in higher education. He also urged students to seek help from their teachers and their community. “If you’re willing to put effort in, there are folks who want to help you be successful,” Garcia advised. “And I want to emphasize that if you’re struggling, these are some of the people who want to help you, so don’t be afraid to ask.”

Clearly, the West Leadership Academy students found common ground with Garcia. The Lt. Governor really resonated with me,” said student Luis Carrasco. “Knowing he is Latino and the position that he is in, that’s really motivating and makes us think that we can do it too.”

The NBA panel, comprised current and former Denver Nuggets players Randy Foye, Mark Randall, and Jameer Nelson, answered students’ questions about why multicultural education is so importan120_EverFiDenvert and provided advice on overcoming adversity and achieving personal goals. “Don’t be caught up in what you’re not,” challenged former NBA player Mark Randall. “Be caught up in what you are and what you can do.”

In the coming weeks, students at West Leadership Academy will be taking EverFi’s 306: African-American History course. They will learn stories and themes of African-American women and men who have overcome obstacles through grit, strength, creativity, and intellect. The kickoff event encouraged students to dive deeper into the course and draw inspiration from it’s great stories. To learn more about 306 and about bringing this diversity & inclusion program into your community, click here >

Bringing African-American History to Every School Across the State of Florida

As we approach 2016, multiculturalism in U.S. schools is taking on new a dimension. GenZ, ages 2-19, is the most diverse and multicultural of any generation in the U.S., and studies show that multicultural education is integral to improving academic achievement and preparing all students for success.

EverFi is thrilled to announce a partnership with the Florida Commissioner of Education to bring our 306: African-American History course to hundreds of schools across the state of Florida. The Commissioner of Education’s African-American History Task Force (AAHTF) is an advocate for multicultural studies in Florida’s school districts, teacher education training centers, and the community at large. Through the partnership, the AAHTF has mandated that all districts use EverFi’s 306: African-American History in order to achieve ‘exemplary status.’

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Geneva Gay. “The Importance of Multicultural Education”

Laden with imagery and sound, the 306 course is dynamic, immersive, and interactive. Students can take control of their own journey and travel through eras of African-American history at their own pace. The course is designed to address the skills and proficiencies outlined in the Core State Standards for writing and literacy in History and Social Studies. “EverFi’s 306 course is a great learning experience for my U.S. History students.  It brings African American History to life, and offers in depth knowledge on important African Americans and events that helped shape America. 306 is a fun, interactive program that allows students to make a personal connection to the people they are studying. Students come into class excited to tell me about the lessons and what they learned from the course,” said teacher Laura Rutherford, Logger’s Run Middle School in Boca Raton, Florida.

EverFi is excited to help districts and schools meet exemplary status, and our on-the-ground activation team has already begun training teachers across the state, including Hillsborough County, Alachua County, Miami-Dade County and Duval County.

Learn More:
306: African-American History Course > 
AAHTF Partnership >