In the half-century since personal computers became available in the 1970s, technology has become an integral part of our daily lives, transforming the way we communicate, work, and learn.

The classroom is no exception, as many embrace immense potential of technology to enhance teaching.

"I absolutely love using technology in the classroom," said Wilson Elementary School teacher Darci Smulkowski. "The biggest benefit is the differentiation I can provide for students. I can give different assignments or even different versions of the same assignment to students."

 Smulkowski appreciates that district-provided laptops allow students to work independently, and provides them with opportunities to practice necessary twenty-first century skills.

"They have to troubleshoot any problems that may arise and learn to navigate a computer desktop and the internet," she said.

The integration of technology in the classroom also expands options for teachers.

"If we're reading about the branches of government in social studies, I can look up a kid-friendly video on the same topic and show it to the class. Having two forms of the same information helps students connect with the topic they are learning," Smulkowski explained. "All of this increases student connection with the topic being discussed and helps to deepen their understanding of the topic."

Technology also allows Smulkowski to show students creative content.

"Animated picture books, mindful breathing exercises, even fun workouts, and kid yoga – all things that add to their overall experience in school," said Smulkowski.

While the use of technology in the classroom brings significant benefits, it also presents certain challenges.

"There are definitely some challenges associated with technology too. The biggest being student accountability," Smulkowski explained. “

Promoting responsible digital citizenship is vital to safe technology usage. Teachers review boundaries and expectations for the use of technology in the classroom. Navigating technology safely also gives students an opportunity to practice critical thinking as they evaluate information.

As technology continues to advance, teachers and students are often learning about new options side-by-side.

When teachers discover digital tools that they feel would improve learning, they can submit information to SPS Curriculum & Instruction for review and approval.

"Teachers are charged with keeping students physically safe, they are also charged with keeping students digitally safe. Using approved technology is one way we can keep kids safe digitally," said Educational Technology coordinator Kelly West.

All technology items used in the educational process that require a student or teacher login, collect student data, or need to be downloaded to a district device require a legal and technical evaluation per school board policy and procedure. During the evaluation process, submissions are checked to ensure they work within our technology infrastructure and are in alignment with state and federal law, and have updated, significant student safeguards.

The overall goal is that the integration of technology in the classroom offers immense opportunities to enhance learning, promote engagement, foster collaboration, and develop essential skills, ultimately preparing students for future success in their post-secondary education pursuits.

Learn more at Educational Technology.

"Be willing to walk through the door when it's opened to you. Even when you're nervous about what's on the other side, even if you're not sure it's what you want to do … walk through it and see."

That was advice from Innovia Foundation CEO Shelly O'Quinn to group of 70 high school students during Spokane Public Schools' first Empowering Young Women Summit at the NEWESD 101 Talbott Event Center on Wednesday, May 24.

The day itself was full of open doors, as students heard advice from 22 local women who have found professional success in diverse industries – including academia and education, emergency services, journalism, engineering and construction, banking and finance, and more.

"We organized this event to introduce young women in our high schools to successful women. We want them to learn from local leaders that hard work, dedication, and a support network helps create a bright future as they achieve their post-secondary goals," said Becky Ramsey, SPS Director of Teaching and Learning.

Students asked questions about making sure their work is valued and working with people who may not always offer respect. They also had time to connect one-on-one with panelists, asking advice about specific careers.

Montana Elder, a junior at North Central High School, said she was excited to attend because she likes hearing other women’s stories. "I want to know how they got to the position they are in. I want to be inspired as well," she said.

Following a lunch provided by students in NEWTech Prep’s Culinary and Hospitality program, students also participated in a Q&A with local elected leaders, moderated by KREM 2 News investigative reporter and anchor Whitney Ward.

Students shared about dealing with discouragement and asked how leaders overcame barriers to their goals.

Spokane County Commissioner Mary Kuney talked about wanting to improve conditions for other women interested in leadership roles. "You need to have the courage to have conversations and have the facts, so you can challenge others in a respectful way," she said. "If you are kind and respectful, then they will get the point."

"You have to have a good relationship with yourself," said Ochoa-Bruck. "You've heard of imposter syndrome? You must affirm yourself. You've earned this job, you belong here."

Spokane Mayor Nadine Woodward reminded the group that even when making goals and striving for something, they should be flexible and forgiving if things don’t go according to plan. "Let yourself make mistakes. Give yourself grace if you decide to change course, your path will still get you where you want to go," she said.

"Try not to be intimidated," Councilwoman Karen Statton advised. "Think about the people that you want to be strong for."

SPS School Board Vice President Nikki Lockwood, who was the first person of Latinx/Hispanic heritage elected to public office in Spokane, told the group it can be hard to see yourself as a leader when you’ve never seen a role model resembling yourself. "We are the hopes and dreams of our ancestors, we all came from strong people," she said, reminding students to stay positive even in negative situations.

 Thank you to these guests for their time and support of SPS students:

Dr. Celestina Barbosa-Leiker, Washington State University Health Sciences Spokane

Dr. Melissa Bedford, Spark Central; SPS Board of Directors

Alisha Benson, Greater Spokane Inc.

Bridget Blackmore, Spokane Fire Department

Catherine Brazil, University of Washington

Channing Curtis, KREM 2 News

Shannon Demant, College Success Foundation

Marty Dickinson, STCU

Anna Franklin, Providence EWA/MT

Coach Lisa Fortier, Gonzaga University Women’s Basketball

Melissa Gombosky, Gombosky Public Affairs

Michelle Hege, DH

Dr. Lori Hunt, Community Colleges of Spokane

Bri Kastning, McKinstry

Commissioner Mary Kuney, Spokane County

Director Nikki Otero Lockwood, SPS Board of Directors

Judge Julie McKay, Spokane County Superior Court

Captain Tracie Meidl, Spokane Police Department

Shelly O'Quinn, Innovia Foundation

Judge Gloria Ochoa-Bruck, City of Spokane Municipal Court

Tracy Poindexter-Canton, NorthEast Washington Educational Service District 101; Artist

Destiny Richards, KXLY 4 News Now

Councilwoman Karen Stratton, Spokane City Council

Stephanie Simpkins, North Star Enterprises

Linda Underwood, Banner Bank

Whitney Ward, KREM 2 News

Mayor Nadine Woodward, City of Spokane

Weiling Zhu, Spokane Symphony

Special thanks to event sponsor STCU, whose financial support helped make this opportunity possible.

 

“For a long time, Indigenous people couldn’t be who we are – our culture was banned,” said SPS Native Education coordinator Tamika LaMere, a member of the Little Shell Tribe of Chippewa Indians. “For me personally, ribbon skirts and shirts are a symbol of Indigenous pride, of resiliency, of power. It shows that we are still here.” 

This week, about 25 students, school staff and community members gathered at Flett Middle School for a Ribbon Skirt and Shirt making workshop with Spokane Schools Native Education, in preparation for the first ever Pauline Flett Pow Wow on Saturday, May 20, 11 a.m.-10 p.m. 

In the later part of the 18th century, European colonizers brought silk ribbons and other items to trade with the Anishinaabe people in the Great Lakes region. The ribbons were used as an appliqué to decorate garments like skirts and shawls, and the craft was adopted by tribes throughout Turtle Island – the name of the North American continent among many Indigenous tribes.  

The practice had all but vanished by the early 1900s as the U.S. government separated tribes from their homelands and ways of life, but a resurgence of Native American cultural traditions and activism helped to revive the craft in the 1970s. Today, garments adorned with ribbons are often worn at native cultural events, like pow wows. More information and history about ribbon work can be found at Milwaukee Public Museum. 

At this week’s workshop, measurements were taken, then fabric was cut by Anna Eagle Bear, an SPS Multi-Tiered System of Supports specialist who is a member of the Diné tribe. Students, staff, and community volunteers cut ribbons and affixed them with basting adhesive before the fabric was sewn together. Everyone supported one another, whether showing someone how to use a sewing machine or helping to pick out and place ribbons. 

“They can choose whatever fabric and colors speak to them as an individual,” Tamika said, as students laid out ribbons across patterned fabric.  

See more photos of the activity on Facebook.

The students will have the opportunity to wear their regalia at the inaugural Pauline Flett Pow Wow on Saturday, which is being organized in collaboration with multiple individuals and organizations to honor Pauline Pascal Flett and her legacy; check out this video by KSPS to learn more about Spokane Tribe elder Pauline Flett and her lifelong efforts to save the Spokane Salish language: 

Flett principal Dr. Matthew Henshaw hopes to expand opportunities for students to connect with Native cultural traditions next year, with more workshops to make regalia and learn songs and dances in preparation for the new tradition at the school. 

Learn more about the first Pauline Flett Pow Wow and thank you to the community partners that are sponsoring this event: WSU Spokane Native American Health Sciences, Salish School of Spokane, The NATIVE Project, University of Washington, Sister Sky, Elk Soup, and Spokane Tribe of Indians. 

Late in the 2021-22 school year, Shaw Middle School eighth graders approached English Language Development teacher Cynthia Hagan about starting a club for the school’s large number of Pacific Islander students.

While there wasn’t a lot of time to host many meetings, Principal Jon Swett asked the fledgling Islander Club to host a celebration for the entire school in honor of Pacific Islander Heritage Month in May.

“The kids came together, they learned a dance and did it in front of the whole school,” Hagan said.

It was a hit, and to ensure the club was sustainable, Hagan picked some students who really stood out to lead the club for the 2022-23 school year. One of them was Clancy Heine, a Marshallese student who’s lived in Spokane since 2015.

Heine was suddenly thrust into leading the club after his friend and fellow Shaw Pacific Islander student Henry tragically passed away last summer in an accident. This forced Heine to grow up quickly and lead the burgeoning group to honor his friend.

Heine has learned a valuable lesson in leading the group under such circumstances.

“There’s good times and we have bad times, but it’s mostly good times,” he said. “We learn how to overcome challenges and learn who we are.”

The Islander Club at Shaw is now busy preparing for another schoolwide showcase. Heine and his fellow club members, which include his sister, are also serving as mentors and positive examples for their fellow Islanders and classmates. Hagan said Heine is often in the hallways encouraging others.

“He comes along and if he sees sixth and seventh graders in the halls when they’re not supposed to be, it’s ‘Get to class, don’t be tardy.’ He’s setting that example for them, too,” Hagan said.

Heine hopes to be a role model, and to encourage others to keep the club going after he leaves for Rogers High School next year.

“We’re training them to be like us next year when we’re in ninth grade,” he said. “It’s been challenging at times but it’s good.”

Heine’s strength in the face of adversity helped him win this year’s Chase Youth Award for Leadership for middle school students.

“I was shocked,” he said of his award. “I thought I wasn’t going win until I heard my name. I was happy.”

Hagan was extremely proud of the award, which is a testament to Heine’s growth and maturity in leading Shaw’s Islander Club.

“The main reason I nominated him was because it was a very hard start to the year for us and he stepped up to the plate and said, ‘I’m going to be a leader for Henry’ and he did,” she said.

Trifold posterboards lined the Libby Center’s multipurpose room last week, each flanked by a student proudly presenting research to meandering family members.

No, not a science fair. More of a call to action, led by fifth graders.

Since early January, Shannon Gilfeather’s class at Odyssey has been working on a passion project with a community service twist. 

“I gave them the challenge to pick something that they’re interested in and passionate about and then pushed them to create a connection back to their community,” Shannon said. “We titled the project ‘Be the Change,’ to do individual research into something you love and contribute to the community in which we live.” 

Their efforts culminated on Thursday, April 27, with the “Be the Change Family Festival,” which included an array of projects. Several centered on homelessness, environmental concerns, and animal welfare.

Zoey investigated what types of toys make cats happiest, then made and donated a slew of them to local shelters. Kelsey’s presentation explained the mental health benefits of pets, which she hopes may lead more people to adopt one of their own. 

Camden made polar fleece dog coats he’ll donate to local homeless shelters for the dogs of unhoused individuals.

“They don’t really have enough money to keep the dogs warm enough during the winter,” he said. “I learned that a dog’s body temperature is usually 102 degrees, which is fever temperature for humans.”

One student wrote a how-to for making and donating no-sew fleece blankets to homeless shelters, while another modeled how 3-D printed houses might provide a longer-term solution to homelessness.

“My project is about how birthday parties affect people who are living in shelters,” said E, who volunteers at St. Margaret’s Shelter with their parents. “There are a lot of homeless children there. Birthday parties increase happiness, hope, and cohesion among their families and others living at the shelters.” 

Avoiding fast fashion while supporting local shops, 3-D printing toys for children at Sacred Heart, creating handmade cards and delivering them to the elderly – every project was carefully considered and executed with one central goal in mind – making our world a better place.

“I’m so proud of these students,” Shannon told the gathered group. “They’ve spent the last four months putting their best ingenuity, heart, thought, and soul into these projects. They blew it out of the water.” 

In recognition of Asian American and Pacific Islander Heritage Month, Melissa Bedford, Executive Director of Spark Central and a member of the Spokane Public Schools Board of Directors, shares barriers and victories she has faced as an Asian American woman.

How has your Asian American heritage shaped your world view?

I have to go backwards a little bit here to where I started growing up and for me, I identify as Chinese, Filipino, and half white. So multiracial Asian American.

It really wasn’t until high school where I had an incident that was the starting point of the shift for my worldview. Sophomore year in high school, the boy down the street and I got into an argument because he was kind of a bully. He insulted me using a racial slur, and I remember I was so in shock, I did not know how to respond. That was one of those moments where I think about how it shaped my worldview. There are people who sadly have hate in their heart and will use your race against you.

I see young folks who are also multiracial, and I think, if they can see me as someone to look up to, as someone who has this multiracial identity, it really is inspiring. I view my identity as a powerful, positive tool of being able to inspire and get into rooms to use my cultural background in a way that promotes good and positive change.

Who are the role models that have helped guide you in your culture?

I would absolutely say my mom and my wawa (which means “grandmother” in Tagalog). Knowing all they have done being Asian and Chinese, and the hurdles they went through to support me to get where I am now. My parents were always hardworking and again, so thankful for Wawa, for helping raise me because that made it possible for my parents to work their jobs.

My wawa raised eight children in a very small apartment. She would go without food sometimes to make sure that the kids ate. If there was anything leftover, that’s what she would have. But it was always putting her children first.

How did you come to appreciate your own culture?

Paying attention to what’s happening in the world around us has helped me appreciate my culture more because I feel like differences shouldn’t pull us apart. It should bring us together, right? When we come together, we can create such a beautiful place. So that has definitely impacted me, just really appreciating and being very proud of who I am.

I see these older Asian Americans, these Asian actors and, politicians and just leaders in our communities and I look up to them, and so I think, “What about these young folks? Who can they look up to?” If I could be that to someone, I feel like I've won. Those are the aspects that just keep me going. I am so proud to be who I am and like I said, it wasn't always that way.

What does Asian American and Pacific Islander Month mean to you?

I’m very thankful that we have these months to celebrate and highlight our Asian Americans in our communities and in our world. One of the things I do always say, especially as I’ve taught future teachers, is always remember, people exist outside these months. It’s very humbling and I just feel very honored that I get to use my voice and hopefully inspire people.

Artificial Intelligence isn’t new, but how AI is being used certainly is. That’s especially true in K-12 education, as AI’s emergence is turning heads throughout the industry.

Instead of shying away from AI, Spokane Public Schools is exploring uses that may improve the way we learn and work. That includes the classroom, of course, which is where Jared Kennedy is embracing the technology.

Kennedy is an instructional coach at Frances Scott Elementary, where he works with teachers to identify instructional goals intended to enhance student achievement. Kennedy connected with SPS special programs coordinator Nick Lundberg, who connected him with software called AI Coach that helps educators assess their own teaching methods.

Here’s how it works: Teachers record themselves giving a lesson, then upload the video to the software, which walks them through a step-by-step assessment based on specific, teacher-selected goals. The software provides feedback as if it were observing in the classroom, much like a principal or other administrator does for evaluations.

“It’s very difficult to watch yourself teach. However, it’s one of the most powerful professional development opportunities as a teacher,” Lundberg said. “So, this is a great first step, because it’s safe. Nobody watches the video except for the teacher. It’s a great entry point for teachers to ger started.”

Kennedy started using AI software in December with some of the teachers at Scott Elementary.

“By being able to reflect with video, it gives you the chance to have that objective evaluation about how the lesson went,” he said. “A lot of times you can glean cool information that’s really actionable.”

The teachers Kennedy works with have provided positive feedback about using the software, which SPS is piloting. While traditional principal evaluations aren’t going anywhere, AI allows teachers to own their assessment and use it for personal professional development.

“They’re the ones truly reflecting and they’re kind of getting stimulating questions from the AI,” Kennedy said. “The big pitch was that it gives you a chance to reflect on your own productions without having to feel any pressure from any other person guiding you through the process.”

Since the teacher is the one choosing the goals, they control their development. AI provides feedback that allows them to think more deeply about their practice.

Like any emerging technology, AI might be viewed with some trepidation or skepticism. That hasn’t been the case with the SPS staff piloting this approach.

“The timing and the explosion into ChatGPT and all that was perfect because it gets people interested in it,” Lundberg said. “So far there hasn’t been any hesitancy that I’ve heard. There’s actually been a lot of interest.”

From a professional development perspective, the next goal for Lundberg is to expand AI's use in schools or intervention groups. Kennedy also sees a day where teams of teachers use it to learn about their teaching styles and learn from others.

“I think the possibilities are pretty endless with this. I think it would be cool to allow teachers to engage with one another to see different video clips and reflect that way,” Kennedy said.

AI is here to stay. Teachers in SPS are embracing it to become better at their craft, which will ultimately help students.

Every day is Earth Day, but in the leadup to April 22 (actual Earth Day), we checked in with environmental clubs at Ferris, Shadle Park, and Lewis & Clark high schools to see how they celebrate, and why they feel it’s important to get involved.

Ferris’ club has been handed down from one class of students to the next for the past six years.

“Our mission is to bring together like-minded individuals to discuss current issues pertaining to our local and global communities as well as brainstorming ideas to make environmental conversations more attainable for our entire school,” said current club president and senior Cadence Lay.

Cadence said it’s vital to preserve the health and stability of the environment – and by extension our entire society – no matter who you are or where you come from. Young people are especially important, she said, because this generation will affect the wellbeing of the planet for decades.

“Our willingness to engage in the problems our world faces today will push us in the direction of a brighter future,” she said.

Shadle Park club president Jo Caslow agrees, saying, “Young people help to build our environment for the future generations, and those generations deserve to live in a healthy community and ecosystem.” 

Jo and other club members joined the annual Spokane River Cleanup, and are working after school with the local organization Growing Neighbors to finish beds for a community garden on Longfellow Avenue this spring.

Lewis & Clark’s club is also active. This past Sunday they also took part in a river cleanup, and are attending Earth Fest activities at Turbull Wildlife Refuge on Saturday (landscouncil.org/events/earth-fest), and the Hope For Creation Conference later in the day (whitworth.edu/hopeforcreation).

LC club advisor Cory Davis said they’ve been going strong for about 5 years, with involvement of students from all grades.

“I’m most proud of this group for the fact that they run this themselves,” Cory said. “The environment is facing serious challenges, and the scientific forecasts of 20 years ago are here, now. The energy of our younger generation along with their hope and creativity coupled with the knowledge, finances, and positions those who are older hold is an encouraging prospect.”

Jet Shee is a sophomore at Lewis & Clark High School. About seven years ago, he and his family fled their home country of Thailand and came to Spokane as refugees through World Relief.

Anilang Alee, also a sophomore at Lewis & Clark, came to Spokane 12 years ago with his parents from the Marshall Islands looking for jobs and better opportunities where the water wasn’t contaminated with radiation.

Shee and Alee are now involved with LC’s Multicultural Club and helped organize their second annual Culture Night for students and families to celebrate their cultures and those of their classmates.

The event was student-led, and Shee and Alee were at the microphone throughout the evening introducing dancers, singers and a fashion show to showcase the common attire from different cultures. A meal followed with students and families from LC’s feeder pattern schools.

“It’s a way to represent our cultures and our school,” Shee said of the event. “Being in the middle of this city, we’re going to have all sorts of people from everywhere. It’s a great way to represent and show our stories.”

“We wanted to host this so people can get their story out,” Alee added. “People that don’t know about our cultures will learn about our cultures. We wanted to create this so we can have fun explaining our cultures.”

The fun was on full display in the LC commons.

The dances, songs and fashion show were a huge hit with students confidently showcasing their culture. Students also arranged about 20 display tables to share what it’s like living in Mexico, Iraq, Tonga, and lots of other places around the globe.

“There are a lot of different backgrounds at LC,” Shee said. “Some people come from places where there are wars that destroyed their country and they had to flee to here. Others came for better opportunities.”

In the afternoon before Culture Night, displays were set up during the school day for all of LC’s 1,700-plus students to explore and learn. Shee and Alee both said the student turnout was higher this year.

“A lot more people were interested and curious because they heard how good it was last year,” Shee said.

Culture Night is a big celebration, but there’s also a long-term benefit to hosting these events. Both Shee and Alee said they felt the events invigorated the overall culture at LC and educated students, too.

“I think this event makes the kids happy because there’s more for them to teach and more kids that want to learn about their culture,” Alee said.

The event also educates the international students. While organizing the event, Shee was enlightened about the diversity of his school.

“I was really surprised at how many refugees we have, specifically from Ukraine, but also Iraq, Afghanistan,” he said. “It surprised me that there are kids with similar backgrounds or backgrounds of war or poverty. They came from all around the world to here.”

Women are making gains in the fields of science, technology, engineering, and math, according to research (as shown here and here). But they’re still underrepresented in relation to male counterparts. That’s one reason why Spokane Public Schools elementary STEM clubs are so important: they get kids – especially girls – to take an early interest in these fields.

“At such a young age, girls can go in a lot of different career paths. If they’re not encouraged to go into STEM, they might go a different direction,” said Nicole Limberg, a second-year medical student at Washington State University’s Elson S. Floyd College of Medicine in Spokane and the leader of the Girls in STEM Club at Grant Elementary. “I’m just introducing this idea, having them do hands-on activities and introducing very specific careers to show them they have options.”

Students have continuing opportunities in middle and high school to deeply explore different career paths in STEM through Career and Technical Education programs. But early exposure via library information specialists and STEM-related clubs starts them on their way.

Lela is a fourth grader at Grant who wants to be a scientist when she grows up. That’s why she joined the Girls in STEM Club at her school.

“I like science a lot. I can do actual science like designing stuff in this club,” she said. “One time we built a volcano with baking powder, and it was really fun.”

“Every session is focused on a STEM career and then the girls build something related to it,” said Limberg, who volunteers her time at Grant as part of WSU’s community engagement program.

The club recently read about ecology and how animals adapt to different environments. After a brief lesson, club members built models of animals and compared how they might adapt to different settings.

The hands-on activities pique the interest of Adelaide, a fifth grader at Grant.

“It’s not boring and it helps explain what’s going on and what you’re doing,” she said.

At Moran Prairie Elementary, the Girls Who Code Club is in its first year. Karen Branin, a substitute teacher in Spokane Public Schools and a chemical engineer by trade, leads the group of fourth, fifth and sixth graders. Branin was only exposed to coding in college, and wants kids, particularly girls, to be introduced at an earlier age to spark curiosity about the trade.

Branin uses curriculum developed by Girls Who Code, the national computer science advocacy group. The curriculum is set up for elementary students. Instead of writing traditional HTML code, students learn how to create a digital scene with characters, indoor and outdoor settings, animals and more, while problem solving to figure out how to make their characters do what they want.

One student wanted their character to be in an ocean setting talking to a crab with sunglasses. She found blocks of code that would make her character talk, move to the right within five seconds, and more.

“They’re still at the age where they’re willing to try new things and fail without being embarrassed or wondering what their peers might think,” Branin said.

That’s a lesson fourth grader Alaina took to heart.

“I’ve learned that when you make a mistake, you have to just try again and it’s always OK to ask for help even if you think you don’t need it,” she said, adding that she likes the creativity of coding. “I like how you can kind of make whatever you want. It’s fun to just experiment to see what you’re making.”

Her friend Taylor agrees.

“I like how you get to have your imagination go. You get to make up things that probably wouldn’t happen in real life,” she said.

Coding, being creative and solving problems isn’t something the students knew much about before joining the club. Now, they’re mesmerized.

“We start with an hour, but these girls can code for way past an hour,” Branin said. “When I have to tell them to shut down the computer, they’re all screaming, ‘Just a minute more!’ because they all want to keep going.”