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In this milestone 300th episode of Learning Unboxed, we celebrate with Ashley Price, Director of Student Experiences and All Things Summer and Out-of-School Programming at the PAST Foundation. Together, we explore how immersive, student-centered learning helps young people build confidence, discover new interests, and connect classroom skills to real-world challenges in meaningful ways. We also dig into what makes these experiences work: student voice and choice, transdisciplinary design, authentic audiences, and the freedom to fail forward. Ashley shares how small shifts in practice can help educators create learning spaces that feel more engaging, relevant, and joyful for students. Join us to explore how we can make school feel a little more like summer camp and a lot more like real learning. To learn more, visit: pastfoundation.org We unbox: How student voice and choice shape deeper engagement and confidence Why real-world, transdisciplinary challenges make learning more meaningful How authentic audiences help students grow as communicators and creators Why failure, revision, and redesign are essential parts of learning What educators can do to bring informal learning practices into formal classrooms Resources: Student Experiences at PAST Foundation Transcript Produced by NOVA #LearningUnboxed,  #ShowNotes, #STEM, #STEMforteachers, #Students, #Teachers, #TeachingStrategies, #StudentAgency #ProjectBasedLearning #FutureReadySkills #ExperientialLearning #EducationInnovation

In this episode of Learning Unboxed, we’re joined by Hillary Summerbell, founder and CEO of Summerbell, a literacy technology company transforming how visual dyslexic learners experience reading. Drawing from her own struggles, Hillary shares how rethinking text layout through her positional reading arc can reduce overwhelm, improve comprehension, and build confidence. We explore how a simple shift in formatting can unlock access for millions of learners and why dyslexia is often misunderstood as a comprehension issue rather than a visual one. Hillary also walks us through the development of her technology and its potential as both a classroom tool and diagnostic support.  Join us as we rethink what reading can look like and how design can make learning more equitable for all. To learn more, visit: pastfoundation.org We unbox: How visual dyslexia impacts reading and learning The science and design behind positional reading arcs Using technology to reduce visual clutter and increase comprehension The importance of equitable literacy tools in classrooms Reimagining education through creativity and learner-centered design Resources: Summerbell Literacy Tools:  (Explore the reading and writing tools designed for visual dyslexic learners) Summerbell Chrome Extension Summerbell Research Page Johns Hopkins School of Education  Transcript Produced by NOVA #LearningUnboxed,  #ShowNotes, #STEM, #STEMforteachers, #Students, #Teachers, #TeachingStrategies, #DyslexiaSupport #LiteracyInnovation #EdTechTools #InclusiveEducation #ReadingIntervention

In this episode of Learning Unboxed, we’re joined by Keith Parker, Colina Bartlett, Tiffany Dudley, and Kelly Cowell from the ECPPS Microschool in Elizabeth City, North Carolina. Together, they share the story behind launching an innovative public microschool designed to reimagine what learning can look like for today’s students. With small cohorts, flexible learning environments, and a strong emphasis on relationships and real-world experiences, the team is building a student-centered model rooted in curiosity, collaboration, and community. We explore how the district moved from listening to community needs to rapidly designing and launching a new learning environment in less than a year. The conversation highlights the role of educators as guides, the power of project-based learning, and the importance of removing bureaucratic barriers to innovation. At its heart, this microschool is about creating meaningful choices for families and ensuring public education continues to evolve for the future. Join us to explore what’s possible when a community decides to do school differently. To learn more, visit: pastfoundation.org We unbox: Why districts are turning to microschools to reimagine public education and create new options for families How student-centered learning, project-based experiences, and the “guide” model shift the role of teachers and empower learners What it takes for a school district to remove bureaucratic barriers and experiment with new models that better prepare students for a changing world Resources: ECPPS Microschool – Learn more about the Elizabeth City-Pasquotank Public Schools microschool initiative Ascent Microschool  – The innovative school model in Austin, Texas that inspired the ECPPS team’s design work North Carolina School Boards Association  – Learn more about the organization that hosts the annual conference where ECPPS students presented their work Rock by Rock – Explore the project-based science learning program used by the microschool Transcript Produced by NOVA #LearningUnboxed,  #ShowNotes, #STEM, #STEMforteachers, #Students, #Teachers, #TeachingStrategies, #MicroschoolModel, #EducationInnovation, #FutureOfLearning, #ProjectBasedEducation, #PublicSchoolTransformation

In this episode of Learning Unboxed, we’re joined by Krystal Popov, founder of Futurepreneur, a program designed to help kids ages 6–16 turn creativity and tech skills into real-world ventures. Drawing on her own journey as a serial entrepreneur and parent, Krystal shares why entrepreneurship isn’t just about starting businesses, but about building problem-solvers who can thrive in a rapidly changing world. We explore the core skills at the heart of her work: seeing problems as opportunities, developing grit, and learning to communicate with confidence. Krystall walks us through how her “business-in-a-box” kits guide kids through branding, budgeting, marketing, and sales while engaging families and communities along the way.  From lemonade stands to neighborhood helper services, these experiences help young people set goals, stick with challenges, and discover where they shine. Join us to explore how entrepreneurship can reshape learning for the next generation. To learn more, visit: pastfoundation.org We unbox: Why entrepreneurship builds problem-solving, resilience, and leadership skills    Engaging families and communities in authentic learning experiences   Barriers to entrepreneurship in traditional school settings and how to navigate them   Resources: Follow Krystal Popov on Facebook  and Instagram  Futurepreneur – Explore youth entrepreneurship kits and programs Free Futurepreneur™ Starter Kit: Teach Your Kid to Dream Free Kid Biz (Lemonade Stand Freebie)  – Download a starter business plan Lehman Academy of Excellence  – Learn more about the charter model mentioned  Transcript Produced by NOVA #LearningUnboxed,  #ShowNotes, #STEM, #STEMforteachers, #Students, #Teachers, #TeachingStrategies, #EntrepreneurialMindset, #ProjectBasedLearning, #FutureOfEducation, #YouthLeadershipDevelopment, #RealWorldLearning

In this episode of Learning Unboxed, we’re joined by Belén Quellet, Executive Director of The Learning Quest, to explore what it really looks like to turn an entire city into a learning environment.  Belén shares how Falls Church, Virginia is becoming an open-walled learning ecosystem where curiosity, repair, and real-world problem solving guide learning far beyond the classroom. Together, we dig into learner voice, community partnerships, and why experiences like repair clinics, education passports, and local internships matter just as much as traditional academic pathways. Belén also reflects on shifting definitions of success, the future of work, and the importance of helping parents reimagine what learning can look like for their children.  This conversation is a thoughtful look at how communities can stitch together existing resources to support agency, exploration, and lifelong learning. Join us to explore what’s possible when learning truly belongs to everyone. To learn more, visit: pastfoundation.org We unbox: What a citywide learning ecosystem looks like in practice How repair and sustainability spark curiosity and problem solving Elevating learner voice through real community roles Rethinking credit, credentials, and success beyond classrooms Building trust with parents around nontraditional learning paths Resources: The Learning Quest Education Reimagined : Learn more about learner-centered education and ecosystem labs nationwide Repair Café:  Discover how community repair events support sustainability and hands-on learning Acton Academy : Learn more about learner-driven education models influencing Learning Quest’s work  Transcript Produced by NOVA #LearningUnboxed,  #ShowNotes, #STEM, #STEMforteachers, #Students, #Teachers, #TeachingStrategies, #LearningEcosystems, #FutureOfLearning, #LearnerAgency, #CommunityBasedEducation, #EducationInnovation

In this episode of Learning Unboxed, we sit down with Ishan Shivanand, founder of Yoga of Immortals and author of the international bestseller The Practice of Immortality. Together, we explore why resilience training and inner work are becoming essential supports for students and educators navigating rising levels of stress, burnout, and disconnection. Ishan shares how his research-backed, non-pharmaceutical approach blends breathwork, meditation, and cognitive awareness to improve mental health and overall well-being. Our conversation digs into what resilience training actually looks like in practice and why even small, consistent moments of awareness can make a measurable difference in learning environments. We also discuss how schools can integrate these tools in culturally respectful, non-theological ways that support both students and teachers. Join us to explore how building resilient minds can reshape the future of learning. To learn more, visit: pastfoundation.org We unbox: The growing mental health challenges facing students and educators   Research-backed resilience training and its impact on learning   Burnout, anxiety, and sleep issues in high-performing students   Practical ways to integrate mindfulness into classrooms   Why inner work is a lifelong skill, not an add-on   Resources: The Practice of Immortality  by Ishan Shivanand Yoga of Immortals  – Learn more about the research-backed mental health program and its applications in education   Peer-reviewed research in Frontiers in Psychiatry Transcript Produced by NOVA #LearningUnboxed,  #ShowNotes, #STEM, #STEMforteachers, #Students, #Teachers, #TeachingStrategies, #ResilientLearning, #MentalHealthInEducation, #MindfulnessInSchools, #FutureOfLearning, #StudentWellBeing

In this episode of Learning Unboxed, we’re reconnecting with returning guest and “serial school starter” Nathan Gorsch, executive director and principal of the Colorado Springs School of Technology. Nathan shares how his experience launching Village High School shaped the vision for this new, industry-driven high school designed around immersive, future-focused learning. We explore how a powerful coalition of district leaders, higher education, and local industry came together to create a tech-focused ecosystem serving both students and the regional workforce. We also dig into what school actually looks and feels like for students: flexible, workplace-inspired spaces, pathway-based coursework in aerospace, cybersecurity, entrepreneurship, and leadership, and short, high-impact industry sprints led by professionals. Nathan reflects on why ethical leadership matters just as much as technical skills—especially in fields like AI—and hints at what’s coming next in the broader innovation zone. Join us to explore how schools can truly partner with the community to prepare students for emerging careers. To learn more, visit: pastfoundation.org We unbox: Launching the Colorado Springs School of Technology as an industry-driven innovation high school   Lessons learned from Village High School and applying them in a new context   Designing flexible, workplace-inspired learning spaces and student-centered pathways   Monday “industry sprints” with professionals in branding, ethics, design thinking, and rocketry   Embedding ethical leadership and social responsibility into high-tech career preparation   Envisioning an innovation zone with future medical, public service, and middle school models Resources: Colorado Springs School of Technology  – Explore the school’s pathways in aerospace, cybersecurity, entrepreneurship, and leadership to see how an innovation high school can partner with industry.   Village High Schoo l – Look into Nathan’s first school startup to understand the blended, learner-agency model that inspired this next chapter.   Colorado Springs School District 11  – Learn more about the district context and its commitment to a school of innovation and a broader innovation zone.   Challenger Learning Center  – Check out their 3D printing, rocketry, and aerospace experiences that support hands-on learning for CSSOT students.   DECA – Discover how student participation in business and marketing competitions builds real-world skills and confidence.   Portfolio School (NYC)  – Explore other innovative school models experimenting with short, intensive projects and student-centered design. Follow Nathan Gorsch on LinkedIn Transcript Produced by NOVA #LearningUnboxed,  #ShowNotes, #STEM, #STEMforteachers, #Students, #Teachers, #TeachingStrategies, #EducationInnovation #CareerConnectedLearning #TechHighSchool #IndustryPartnerships #EthicalLeadership

Dr. Maggie Broderick is the Dissertation Chair in the Department of Teacher Education at National University. National University has doctoral students all over the world and credentials the most PK-12 teachers in the state of California.  Because of her position, Maggie has an incredible view of the latest research in teacher education. Today, she joins the show to share the latest trends in doctoral research in this area. We discuss the surge of interest in social-emotional learning and the concept of teacher dispositions. We also touch on generational differences and the role of technology.  To learn more, visit: pastfoundation.org We unbox: How teacher education needs to be agile Reasons for the increased interest in social-emotional learning research The new field of questions about the role of teacher dispositions   Resources: Read “ Mindset ” by Carolyn Dweck Learn more about the work of  Ken Robinson National University: https://www.nu.edu/ Transcript Produced by NOVA Media #LearningUnboxed,  #ShowNotes, #STEM, #STEMforteachers, #Students, #Teachers, #TeachingStrategies, #SocialEmotionalLearning, #GenZ, #TeacherDevelopment, #EducationResearch

By Annalies Corbin, PAST Foundation, Columbus, Ohio *Graphic was created using Perplexity. Executive Summary Ohio has taken bold steps to reshape early literacy—banning three-cueing, mandating evidence-based curricula, and investing $169 million into professional development and materials. But as classroom realities emerge, one truth becomes clear: the hard part isn't knowing what to do—it's knowing how to do it well. Despite widespread reforms, two-thirds of students remain below grade-level in reading, and many teachers still rely on unapproved materials or report feeling unprepared to help struggling readers. Recent audit results reveal that 15 of Ohio's 48 teacher preparation programs are not yet fully aligned with the science of reading standards, underscoring the urgency of this implementation challenge. What's missing is not motivation or mandate, but execution. This commentary asserts that implementation fidelity—grounded in research-based practice and adaptive support—is the critical next frontier in reading reform. Ohio must now lead not just with legislation, but with infrastructure: embedded coaching, targeted intervention systems, real-time data tools, and leadership development across both K-12 schools and higher education institutions. If done right, Ohio's literacy reform can serve as a national blueprint for how to make the science of reading succeed—not just in theory, but in every classroom, every day. From Policy to Practice:  The Implementation Gap Ohio's experience demonstrates that legislation alone cannot fix literacy outcomes. Even though laws have mandated evidence-based curricula and extensive professional development, the gap between mandated policy and classroom reality remains wide. For instance, while 86% of teachers have received training in the science of reading—a commendable investment averaging 26 hours per educator—only 70% consistently use state-approved materials, with nearly two-thirds supplementing instruction with resources of often questionable quality (Kraft, Blazar, & Hogan, 2018). This discrepancy highlights a recurring breakdown in the policy implementation chain: adoption of new standards does not guarantee faithful or effective classroom delivery. The December 2025 release of audit results from The Meadows Center for Preventing Educational Risk at the University of Texas adds another layer to this implementation challenge. Of 48 Ohio colleges and universities offering teacher preparation programs, only 33 achieved complete alignment with the science of reading standards by the January 1, 2025, deadline. Five institutions received partial alignment ratings, while 10—including major state universities such as The Ohio State University, Ohio University, Bowling Green State University, and Wright State University—were found not in alignment. Most troubling, these 10 non-compliant institutions were still using "banned training" practices in their teaching materials, meaning future teachers are being prepared with methods explicitly prohibited by state law (State News, 2025). Governor Mike DeWine's response to these findings was unequivocal: "It is incumbent upon us to give them the best tools. The best way is sounding words out, going through the structure. And to use any other method is just morally wrong. It's wrong" (State News, 2025). The Governor announced that non-compliant institutions have one year to achieve complete alignment or risk having the Chancellor of Higher Education revoke approval of their literacy educator programs—a consequence that would fundamentally reshape teacher preparation in Ohio. This dual implementation gap—in both K-12 classrooms and higher education institutions—reveals the systemic nature of the challenge. The reasons are deeply practical. Teachers regularly report confusion and uncertainty when students do not respond to explicitly taught phonics, underscoring that theoretical knowledge gained from workshops rarely equips educators with real-time solutions to classroom challenges (Lexia, n.d.). A survey respondent captured this sentiment, stating, "I know the theory, but when a student doesn't respond to phonics, I'm lost." This reflects a widespread need for job-embedded coaching—support that goes beyond compliance checks to model lessons, guide data meetings, and troubleshoot on the ground. Furthermore, classroom realities reveal that without robust systems for feedback, differentiation, and data-driven interventions, even well-prepared teachers can struggle to meet diverse student needs. The science of reading must be implemented with the same rigor as it was constructed. That means building infrastructure for ongoing instructional coaching, mandating regular fidelity audits, establishing tiered intervention frameworks for struggling readers, and leveraging smart technology to provide both teachers and students with real-time, personalized support (The Reading League, 2022; TNTP, n.d.). The challenge facing Ohio—and indeed, the nation—is not rooted in a lack of ambition. To close the gap between law and literacy, policymakers must treat the "how" of reform as the new frontier—supporting teachers with fundamental tools, actionable data, and professional systems that turn policy into daily practice and improve student outcomes. The higher education audit results make clear that this support must extend upstream to the institutions preparing tomorrow's teachers. Implementation: The Science Ohio Must Master  *Graphic was created using Perplexity. Although legislation has banned outdated curricula and invested heavily in teacher professional development, two-thirds of students remain below grade level in reading, and many educators still resort to unapproved materials. Yet, as the Johns Hopkins study has revealed, despite intensive training (an average of 26 hours per teacher, 86% trained in the science of reading), only 70% of Ohio educators use state-approved curricula consistently. Even more telling, 63% rely on supplemental materials—whose quality is often questionable. When push comes to shove, even the best training rarely equips teachers with real solutions for real kids. The chain breaks between adoption, fidelity, and student outcomes. The recent higher education audit compounds this challenge by revealing that the pipeline itself is compromised. When 31% of teacher preparation programs are not yet fully aligned with the science of reading principles—and some continue teaching explicitly banned methods—the system is essentially working against itself. Future teachers entering classrooms in 2026 and beyond may be unprepared to implement the very reforms the state has mandated, creating a cycle of implementation failure that could persist for years. The resolution is neither a matter of motivation nor mandate, but rather the refinement of execution—treating implementation itself as a science demanding data-driven, job-embedded, and sustained support at every level (state, district, school, and higher education). Success means rigorously focusing on fidelity, differentiated intervention, technology-enhanced support, robust accountability, and lasting political commitment. If Ohio gets this right, its model can become the nation's blueprint for turning policy ambitions into classroom reality. Implementation Science To embark on this transformation, Ohio must move beyond broad aspirations and focus on specific, actionable steps that anchor reform efforts in everyday practice. The following five priorities offer a concrete roadmap for closing the implementation gap and ensuring every classroom benefits from the promise of science-based reading instruction. State Coaching Infrastructure: Job-Embedded, Not Workshop-Driven State lever: Fund and oversee regional Science of Reading Implementation Hubs; set requirements for coaching reach and quality. District lever: Strategically schedule and embed coaching cycles; align teacher release, timelines, and evaluation. School lever: Create site-based coaching teams, ensure every teacher receives ongoing, actionable feedback. Higher Education lever: Colleges of education must establish clinical coaching models where faculty demonstrate science of reading principles in authentic teaching contexts, not just lecture about them. Research on North Carolina’s LETRS rollout and meta-analyses by Matthew Kraft show authentic coaching—not one-off PD—drives sustained instructional improvement. State investments should double coaching support and rapidly expand it beyond the lowest-performing campuses. Coaches aren’t delivering “compliance checks,” but authentic skill-building: modeling lessons, guiding data meetings, and helping teachers apply the science in messy reality (Kraft et al., 2018).  The audit results make clear that this coaching infrastructure must extend to higher education. The 15 institutions that are not fully aligned need intensive support, not just punitive consequences. This means funding faculty development, creating communities of practice among education schools, and providing ongoing technical assistance as programs restructure curricula and pedagogy. Accountability for Fidelity—Not Just Compliance State lever: Require quarterly implementation reviews using validated walkthrough protocols. Publish annual Implementation Report Cards with both practice and outcome benchmarks. Continue rigorous auditing of higher education programs beyond the initial compliance deadline. District lever: Analyze fidelity data, support struggling sites proactively, and ensure principal and teacher portfolios reflect actual practice change. School lever: Regular PLCs to review observation data, troubleshoot real delivery roadblocks, and set tangible next-step goals. Higher Education lever: Education schools must demonstrate not just curriculum alignment but pedagogical fidelity—showing how the science of reading is actually taught, practiced, and assessed in teacher preparation courses. Laws that mandate curriculum don’t ensure that it’s taught well, adapted for local needs, or persists under pressure. Implementation fidelity reviews (using tools akin to TNTP’s ‘Instructional Culture’ protocols) can spotlight where supports break down—whether “approved” materials are used, and crucially, how. Transparency and peer accountability (public dashboards, district progress celebrations, capacity-building for leaders) create real incentives for persistent change (TNTP, n.d.). The state's decision to publicly release audit results and set clear consequences represents exactly this kind of accountability. However, the one-year timeline for non-compliant institutions is aggressive. Ohio must balance urgency with realism, providing intensive support to ensure institutions can genuinely transform rather than appear compliant. Tiered Intervention and Differentiation for Struggling Readers State lever: Fund district-based Struggling Reader Success Centers; resource a robust menu of approved, research-based intervention tools. District lever: Organize regular diagnostic data cycles to identify students off track; ensure seamless coordination between interventionists, classroom teachers, and families. School lever: Teachers and interventionists receive explicit training in protocol-based differentiation; schools allocate additional time for targeted support and family partnerships. Higher Education lever: Pre-service teacher preparation must include extensive clinical practice in diagnosing reading difficulties and implementing differentiated interventions—not just theoretical coursework. Two-thirds of Ohio students need more than whole-class phonics. They need precise, evidence-based interventions tailored to their actual gaps—phonological awareness, decoding, vocabulary, or comprehension. State policy should require every district to have an intervention playbook and enough expert staff to deliver it. Data must drive instruction; teachers need training not just on what the data means, but what to do next for each student. This intervention imperative must begin in teacher preparation. Future teachers need supervised experience working with struggling readers using approved interventions before they enter their own classrooms. The audit revealed gaps in how institutions prepare teachers for this reality—a weakness that must be addressed systematically. Smart Use of Technology—Amplify, Don’t Replace State lever: Approve and subsidize high-impact tech tools (e.g., adaptive assessment dashboards, digital coaching feedback platforms). Support higher education institutions in accessing technology that enables them to deliver science of reading instruction at scale. District lever: Pilot platforms in select schools with robust evaluation; build tech-support teams. School lever: Use real-time, classroom-level data to adjust teaching; leverage digital practice to extend learning, especially for struggling students. Higher Education lever: Integrate technology tools that allow pre-service teachers to receive immediate feedback on their literacy instruction during clinical placements. Don’t let “personalized learning” devolve into isolated screen time. Instead, invest in tools that enhance real teaching: AI-driven teacher feedback, adaptive practice for students, family-facing data reports, and dashboards for leaders. Ohio should pilot and scale proven platforms (like Lexia and TeachFX), evaluating their real-world classroom impact and doubling down only where outcomes improve. Technology can also help address the scale challenge in higher education. With thousands of pre-service teachers moving through preparation programs each year, digital tools can provide consistent, scalable feedback on the quality of literacy instruction while human coaches focus on complex cases. Political and Financial Staying Power State lever: Establish a bipartisan legislative task force and a Science of Reading Trust Fund with guaranteed multi-year appropriations. Maintain consistent accountability for both K-12 implementation and higher education compliance. District lever: Build strategic plans that span administrations; partner with local higher ed for continuous R&D. School lever: Celebrate “early win” stories and challenges with transparency; regularly communicate progress to families, not just test scores. Higher Education lever: Create cross-institutional learning communities where education schools share effective practices and support each other through the transformation process. Culture eats compliance for breakfast. The gravest risk to Ohio’s literacy revolution is the “implementation dip” that follows the headlines’ fade—when pressure rises, resources wobble, or leadership shifts. Policies must institutionalize stakeholder voice, public progress monitoring, and learning communities for teachers and leaders. The state must protect funding and momentum through cycles of doubt, keeping its eye on a seven-year horizon, not a seven-month one. Governor DeWine's insistence on a one-year compliance timeline demonstrates political resolve, but sustained success will require consistent leadership across electoral cycles. Ohio must codify these reforms through bipartisan commitment, ensuring that changes in administration don't derail progress. The state has approximately 40 companies for its commitment to the science of reading among the strongest in the nation, but maintaining that distinction requires ongoing investment and accountability. *Graphic was created using Perplexity. The Stakes: From Crisis to Opportunity Ohio's science of reading revolution stands at a critical juncture. The legislative framework is sound, the financial investment substantial, and the initial teacher response encouraging. Yet the difference between a promising start and lasting transformation lies in the unglamorous work of sustained implementation excellence. The December 2025 audit results serve as both a warning and an opportunity: a warning that the system has significant gaps that could undermine reform, and an opportunity to address those gaps with urgency and precision before they perpetuate another generation of reading failure. Success requires abandoning the traditional reform playbook of broad mandates and generic professional development in favor of intensive, job-embedded support that meets teachers and students where they are. It demands accountability systems that prioritize implementation fidelity over mere compliance, and calls for the political courage to maintain direction even when progress is slow or obstacles arise. Most importantly, it requires recognizing that the teacher preparation pipeline is part of the implementation ecosystem—not separate from it. The audit findings showing major universities still teaching banned literacy methods should be understood not as institutional failure but as a systems design problem. Higher education operates on different timelines, with various incentives and cultures distinct from those of K-12 schools. Successfully aligning these systems requires sustained collaboration, shared accountability, and genuine partnership—not just top-down mandates. How Ohio Can Lead the Nation The stakes could not be higher. Ohio's current reading data represents not just an educational challenge but a moral crisis that perpetuates inequality and limits human potential. The science of reading offers a proven path forward, but only if Ohio has the wisdom to implement it with the same rigor and intensity that went into developing the foundational research. Governor DeWine's characterization of noncompliance as "morally wrong" appropriately captures the urgency. Every year that passes without adequate literacy instruction compromises the life trajectories of thousands of children. Every teacher preparation program that continues teaching discredited methods produces graduates who may unwittingly harm the students they're committed to helping. But moral urgency must be paired with practical wisdom. The one-year deadline for higher education compliance is ambitious—perhaps too ambitious for genuine transformation. Ohio must balance accountability with support, consequences with capacity-building, urgency with sustainability. The goal is not performative compliance but authentic transformation that produces teachers who are genuinely prepared to implement the science of reading principles with diverse learners in complex classrooms. If Ohio can turn evidence-based policy into lived classroom practice—by making implementation the "science" to master—it won't just solve its own literacy emergency. It will create the most robust test case in America for turning legislative promises into lasting student gains. The state has made significant investments, established clear standards, and demonstrated political will. Now comes the hard part: doing the daily, unglamorous work of supporting teachers, coaches, principals, district leaders, and university faculty as they transform rhetoric into reality. Let's stop asking whether we know what works. We do. The real test is whether we are finally willing to do what it takes, in every classroom, every day, for every child, preparing every future teacher with the tools they need to succeed. If we do, Ohio won't just move the needle for its own students—it will sketch the blueprint for a nation. References: Kraft, M. A., Blazar, D., & Hogan, D. (2018). The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of Educational Research, 88(4), 547–588. https://scholar.harvard.edu/files/mkraft/files/kraft_blazar_hogan_2018_teacher_coaching.pdf Lexia. (n.d.). Lexia Core5: Adaptive blended learning for literacy development. https://www.lexia.com/resources/core5-adaptive-blended-learning-for-literacy-development/ State News. (2025, December 16). Fifteen Ohio higher ed institutions must align literacy programs with Science of Reading, or else. https://www.statenews.org/government-politics/2025-12-16/fifteen-ohio-higher-ed-institutions-must-align-literacy-programs-with-science-of-reading-or-else The Reading League. (2022). Science of Reading: Defining guide. https://www.thereadingleague.org/wp-content/uploads/2022/01/Science_of_Reading_Defining_Guide_eBook.pdf TNTP. (n.d.). Insights Surveys. https://tntp.org/insights/surveys *Graphics were created using Perplexity.

In this episode of Learning Unboxed, we sit down with Sean Geraghty, founder of Reset Coaching and co-founder of the Center for Teen Flourishing, to explore what today’s teens truly need to thrive. Sean walks us through the research behind how young people spend their time from 3 PM to 3 AM, highlighting the growing displacement of in-person connection, hobbies, work, and other meaningful activities by passive screen use. Together, we dig into why this shift matters and what opportunity costs families often overlook. We also unpack the misconceptions around motivation and executive function—especially for teens with ADHD or chronic overwhelm—and how small, personalized strategies can lead to big wins. Sean shares practical insights from coaching, research, and behavioral science that help teens re-engage with life in authentic, sustainable ways. Join us to learn more about building healthier habits, supporting agency, and helping young people flourish. To learn more, visit: pastfoundation.org We unbox: How teens’ after-school hours have shifted from real-life engagement to digital distraction   The opportunity costs of screen time and why time-use matters   What motivation and executive function actually look like for ADHD and overwhelmed teens   Why personalized systems outperform one-size-fits-all strategies   Resources: I’ll Do It Later: Surviving School and Renewing With Love With Your ADHD Son by Sean Geraghty & Mike Goldstein — A practical guide for parents supporting ADHD learners. The Anxious Generation  by Jonathan Haidt — Explore the research shaping national conversations around teens, mental health, and technology.  Center for Teen Flourishing  — Learn more about ongoing research into teens’ daily habits and wellbeing. Reset Coaching  — Discover executive function strategies and coaching support for teens and young adults. American Time Use Survey  (ATUS) — A national data source on how Americans spend their time, including trends among teens. Transcript Produced by NOVA #LearningUnboxed,  #ShowNotes, #STEM, #STEMforteachers, #Students, #Teachers, #TeachingStrategies, #TeenMotivation #ExecutiveFunctionSupport #YouthWellbeing #EducationInnovation #FamilyLearning

In this episode of Learning Unboxed, we sit down with Lisa Huffman, Dean of the University of Cincinnati’s College of Education, Criminal Justice, Human Services, and Information Technology. Together, we explore the university’s long-standing Early IT program and the powerful new Microschool partnership designed to bring multiple districts, diverse learners, and shared resources into one collaborative ecosystem. Lisa unpacks why higher education is leaning in so deeply to rethink the K–12 pipeline and how this joint endeavor creates a win-win for students, universities, and future employers alike. We also discuss how early college credit, real-world problem-based learning, and multi-district collaboration offer students a transformative pathway into high-demand IT careers. Lisa highlights the economic benefits of accelerated degree completion, the value of divergent perspectives, and why microschools may hold the key to scalable, future-ready learning experiences across communities. To learn more, visit:   pastfoundation.org We unbox: Why post-secondary institutions are rethinking partnerships with K–12 The design and purpose of the Early IT Microschool model Multi-district collaboration as an engine for divergent thinking and problem solving How early college credit accelerates economic mobility for students What it takes to scale microschool models across different contexts Resources: University of Cincinnati Early IT Program Transcript Produced by NOVA #LearningUnboxed,  #ShowNotes, #STEM, #STEMforteachers, #Students, #Teachers, #TeachingStrategies, #EducationInnovation #EarlyCollege #Microschools #FutureOfWork #ITPathways

What does it look like to build a truly learner-centered school from the ground up—and do it by activating the full power of the surrounding community? In this episode, we welcome Coi Marie Morefield, founder of the Lab School of Memphis, a PK–8 learner-centered environment blending Waldorf, Montessori, unschooling, and constructivist approaches. Coi shares how her journey began with her own children and grew into a thriving school grounded in exploration, agency, and real-world learning. We explore how the Lab School’s ecosystem model emerged out of necessity and evolved into a powerful framework for engaging local partners—from art museums and farms to restaurants, tennis programs, and even the Chamber of Commerce. Coi also reflects on growth, transitions, and what a flexible, a la carte future for high school could look like. This is an inspiring conversation about community-driven learning, bold leadership, and creating spaces where every learner is truly seen.   To learn more, visit: pastfoundation.org We unbox: The origins of the Lab School of Memphis and its learner-centered philosophy   How community partnerships fuel real-world learning experiences   Building an ecosystem that supports both learners and educators   Navigating school growth, transitions, and evolving student needs   Rethinking high school through flexible, a la carte learning pathways Resources: Lab School of Memphis Coi Marie Morefield on LinkedIn Follow Coi Marie Morefield on Instagram: @coimorefield PAST Foundation Education Reimagined Transcript Produced by NOVA #LearningUnboxed,  #ShowNotes, #STEM, #STEMforteachers, #Students, #Teachers, #TeachingStrategies, #LearnerCenteredEducation #EcosystemLearning #CommunityPartnerships #EducationInnovation #FutureOfSchool