Early STEM exposure is key for the future of the workforce

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September 28th, 2018

A survey reveals that younger STEM workers had greater STEM exposure in early elementary school

More than half of today’s adult workers (62 percent) say they were never exposed to STEM-related studies and career possibilities in elementary school, according to a survey from littleBits and YouGov.

The findings support other research indicating that early exposure to STEM courses helps students stick with these studies even as the material becomes more challenging in high school and college.

U.S. workers with 1-2 years of STEM workforce experience say they had the highest exposure to STEM concepts in elementary school–46 percent of adults in this group experienced a science- or math-related track in school, and 53 percent of this group are working in a job that either entirely or heavily involves STEM.

Much research points to the worrisome prediction that the U.S. will not have produced enough highly-skilled workers to fill STEM jobs in the next few years. Those worries are compounded by the fact that many STEM jobs in the future don’t exist today–the Department of Labor estimates 65 percent of today’s students will find themselves in such jobs. Students will need an array of STEM skills to tackle those positions.

Two out of 5 Americans believe the STEM worker shortage is at crisis levels, according to results from the fourth annual STEM survey by Emerson, released in August.

Students today are twice as likely to study STEM fields compared to their parents, the number of roles requiring this expertise is growing at a rate that exceeds current workforce capacity. In manufacturing alone, the National Association of Manufacturing and Deloitte predict the U.S. will need to fill about 3.5 million jobs by 2025; yet as many as 2 million of those jobs may go unfilled, due to difficulty finding people with the skills in demand.

The need for encouragement is particularly great among girls and minority students, according to the littleBits survey. Girls are 5 percent less likely to recall learning STEM concepts between the ages of 5-12–only 18 percent of girls recall such exposure, while 23 percent of boys say they remember learning about STEM at this age.

Girls tend to lose interest in STEM as they move into middle school, but research suggests linking STEM with real-world problems motivates girls more because they feel they are helping others. STEAM is another engaging method, because it lets children use creativity in STEM problem-solving.

Microsoft research provides some interesting insights into the lack of girls in STEM classes and careers–including the idea that only 60 percent of girls understand how STEM subjects are relevant for their personal and professional pursuits. Multiple studies show that girls value helping people over making money or working with things, and this is not the case with boys, the littleBits study points out.

Research from the National Girls Collaborative Project shows that gender disparities become even more stark in college, when women’s participation in science and engineering varies drastically by specialization. In general, women receive far fewer degrees in computer science, engineering, physical sciences, and mathematics.

It seems children learn best by doing, because 64 percent of those surveyed say hands-on lessons were most effective. Older STEM workers didn’t have the same engaging learning experiences, though.

“Worksheets and textbooks were the most popular method for learning STEM among those that have been in the workforce for 20 years or more. These previous lessons were static and one-dimensional. New workforce entrants, on the other hand, recall learning [these] topics through creative activities, like arts and crafts,” according to the survey.

Elementary-level STEM has the followed characteristics: Hands-on exploration that lets students play, explore, and invent; integration of two or more subjects; real-world connection that links lessons to actual problems and solutions; and the use of technology to facilitate learning.

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St. Vrain Valley School District (Longmont, CO) Opens Educational Third Eye with Video Coaching

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September 6, 2018

St. Vrain schools have utilized iPads, authorized by a mill levy in 2012, to enhance teaching and learning through technology and improving the way students are taught with Edthena—a video coaching tool.

SVVSD’s initiation of iPads and the use of video coaching was an approved technology resource to better teacher practice. When first receiving iPads four years ago, the video recording function on the iPad was one of the applications they quickly considered using.

“If we don’t use technology to better ourselves and to hone our craft, then we’re going to be missing out on all the different ways that we can help students use technology to increase their knowledge and skills,” said Diane Lauer, Assistant Superintendent of Priority Programs and Academic Support for SVVSD.

That led SVVSD on a path towards exploring different options with a tool that was going to support their work and support their teachers. “If students are using technology to better their learning and to support their learning, and teachers are using technology to better their teaching, why aren’t we using technology to better our practice?” added Patty Hagan, Teaching and Learning Coach for SVVSD.

Before SVVSD spent any mill levy money, they gathered a group of teachers, principals, and parents from all across the district to have a series of meetings that became a learning technology steering committee. Its purpose became finding different ways students could learn. It developed into a process of looking at how they could meet the needs of not only students but also teachers.

“We looked at what was the best practice, in what ways can we use technology to help students become producers of knowledge, not just the passive receivers of content,” said David Baker, Professional Development Coordinator for SVVSD. “How do we help students learn more effectively? It wasn’t let’s go buy them a blank, it was how do we help students and teachers carry through the learning in ways that are more effective?”

SVVSD’s motto is, “Academic excellence by design,” striving for kids to graduate with skills that are going to be marketable for their future, and academic technology is a big part of that. “By investing in technology, which is going to last them, those skills to further their education, whether they’re going to take online classes in college, or they’re going to need to be able to use technology in any kind of job,” Lauer said.

Before they started using the camera video recorder on the iPad, most SVVSD schools used VHS cameras. The librarian kept it in an office and each teacher could check it out. Teachers could use it for a day, and possibly another teacher could use it the next day, an often long-winded process. With Edthena, teachers can operate it instantly. “You can see it so easily in so many different ways. You can share it flexibly. I can take it out of my iPad, put it on my laptop so I can really see it and think it, and I don’t have to get seven cords to plug it in. I can share it digitally,” Baker said.

This new school year, SVVSD welcomed 230 new teachers. Around 50 to 60 of those teachers are brand new. That’s where the district decided to break the ice and chart new territory with video coaching. The district wanted to help new teachers accelerate with confidence and receive as much feedback as possible in the process with matched mentors or similar types of teachers. “We’re not just using it with our first-year teachers, we’re also using it with our experienced teachers as a tool to facilitate dialogue and learning for both parties,” Hagan said.

Edthena has provided the ability for teachers to reflect on aspects of their teaching that they might not have seen before or would ever see. When watching video of the lessons they facilitate in classrooms, they have the ability to reflect on teaching practices and improve classroom instruction.

“By using Edthena, I am able to watch and rewatch lessons, pausing to think about strengths and areas of improvement for both myself and my students,” said Kelly Addington, 5th Grade Math Teacher at Longs Peak Middle School. “As a mentor teacher, I improve every time I watch video of someone else. I am constantly trying to grow and learn as an educator and peer observation allows me to borrow ideas from other teachers and implement them successfully into my own classroom.”

Edthena allows teachers to jump to specifically marked areas in a video to show students their performance, including verbal and non-verbal communication during group projects and presentations. “When students see their own behaviors, it helps clarify what they are doing well and where they need to improve within their group roles and responsibilities,” said Sherie Dike-Wilhelm a Literacy Teacher at Columbine Elementary. “Even with years of experience, and eyes in the back of my head, videos always capture information that I otherwise might have missed.”

Through SVVSD’s induction program, teaching and learning coaches assist new teachers by partnering them with a mentor. Teachers continue through coaching cycles, and video coaching is part of those cycles. Typically within one coaching cycle, they have recorded themselves a minimum of two times, and there is an opportunity for three to five videos to be passed back and forth between teachers. Mentors will ordinarily engage in three coaching cycles per year with new teachers.

“That’s just one cohort of teachers that use the tool. We also have teachers who are using it with a colleague to reflect on their own practice,” said Karen Smith, Teaching and Learning Coach for SVVSD. “People are initiating, and self-initiating as well, with other cohorts across the district.”

SVVSD also teaches professional development classes and have built a video requirement into those classes for the application of learning. “I have a classroom management class where teachers are required to video the implementation of certain strategies for their self-reflection,” Hagan said. “It’s really for them to reflect, and we guide them in reflecting. It’s an opportunity to take that learning and apply it to the classroom, and demonstrate learning through that.”

Teaching and learning coaches also pair the video observation protocol with other tools and resources across the district. They pair the video with a certain type of content and focus on a particular element of instruction. For example, they have a new math curricular adoption happening in every elementary classroom across the district. “Teachers now have the opportunity to pair video with this tool so that they can observe themselves teaching this program, and they can see what their instruction looks like with this tool,” Smith said.

With the iPad app, malfunction has virtually become an obstacle of the past. Teachers, mentors, and coaches can re-record immediately afterward if an unfortunate mishap were to occur. “I had one video that didn’t work well, because when I was videotaping I put my hand over the microphone. There was this great video with no sound. Well, that was easy to fix, because that was user error. We knew right away it didn’t work,” Baker noted.

Although some school districts currently record teachers for the entire duration of a class, SVVSD does not have any future plans to do so. “That’s cumbersome. That almost makes it like, ‘I don’t have a choice. This is forced upon me, done to me as a gotcha.’ It’s our goal that we really want to shift the perception from gotcha to this is about you, this is about your own growth. That’s where it has to grow organically,” Smith said.

The camera isn’t always on the teacher during the video coaching session. Some of the best feedback teachers collect is when the camera is turned on the students to discover what they are learning. “We have to be responsive to where our students are in the world that they’re living in,” Smith said. “If I’m a high school teacher, I need to be responsive to that. I need to start learning about the tools that technology or that this iPad or that this phone has to offer. As an office of professional development, we need to be responsive to that as well. As the tools continue to evolve, our use of those tools evolves with that as well.”

Most parents can remember when they were students, when the principal or supervisor sat in on a class, watched quietly, and scribbled listlessly on a legal pad. That still happens. SVVSD’s biggest hope when they started video coaching four years ago was that teachers would get used to videotaping themselves to establish a habit that could be used throughout their entire career. “They did that on their own, and they didn’t have to wait for me to show up in their classroom,” Baker said.

SVVSD places confidence in the concept that video coaching has the power to help teachers accelerate their growth, as opposed to teachers that do not use video coaching. “It can be really, really empowering,” Lauer said. “Everybody wants to be the best that they can be. Video is something that surgeons use to reflect on their practice. Athletes use it, whether it’s basketball, or golf, or baseball. People, they watch their swing over, and over, and over again. They can tell if their shoulder is in the wrong place. They can tell by their stance. As education professionals as well, to be able to have that kind of technology to help ourselves improve is exciting. It is groundbreaking technology.”

Many teachers coming in from different universities and colleges already have experience videotaping themselves while teaching, as well as plenty of other teacher-prep programs. “As technology continues to evolve, so do the norms around using technology,” Smith said.

Educational technology has come full circle. It isn’t uncommon for students in college courses these days to sign in on their computer and interact in a virtual classroom setting with other students and teachers.

“Our memories fade. Video is concrete. It lasts,” Lauer said. “That doesn’t mean you want to videotape yourself every single day, all the time, but when you have a question and you are wondering. It’s just another eye that you can use to help you reflect.”

Can ESSA Plans Invigorate State STEM Intentions?

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Could states use their ESSA plans to formulate innovative ways to advance STEM in their schools? That’s the hope of an organization that recently examined the Every Student Succeeds Act plans developed by states for submission to the U.S. Department of Education. The analysis looked at the 17 plans that have already been submitted as well as eight other draft plans. The work was undertaken by education consultancy Education First on behalf of Overdeck Family Foundation, a family non-profit that supports programs for developing children’s love of education and especially the STEM subjects.

Researchers Anand Vaishnav and Jacob Waters identified four “high-impact policies” that surfaced throughout many of the plans, three that involved inclusion in state accountability systems:

  • State science assessment progress, referenced in 17 plans;
  • Career- and technical-education (CTE) indicators, mentioned in 17 plans; and
  • Advanced Placement and International Baccalaureate indicators, included by 19 states.

A fourth policy referenced in the plans of 10 states was to require or encourage STEM elements in 21st Century Community Learning Center grants. As an example, New Jersey’s plan references STEM as one of four themes that its learning centers may choose to focus on.

The researchers found fewer similarities among plans in how states intend to use Title II or Title IV dollars for STEM.

For Title II, the funding intentions largely cover improvement of skills and recruitment. For example, the plan submitted by Louisiana stated, “… teacher preparation providers will be rewarded for placing yearlong teaching residents in rural and high-need schools, and in high-need subject areas.” The researchers presume that the high-need subject areas include STEM.

Title IV, Part A addressed STEM instruction and professional learning. Michigan, as one example, included these in its ESSA plan: “Professional development for STEM, including coding and game design”; “Professional development on how to embed STEM (engineering design principles, computational thinking, app design) in other content areas”; and “Providing programming to improve instruction and student engagement in STEM, including computer science, and increasing access to these subjects for underrepresented groups.”

The findings called out three states — Iowa, New Mexico and Washington — for plans containing “STEM proposals that are worth watching.” For instance, New Mexico’s plan promises creation of a “new STEM readiness indicator in accountability that includes not just performance on science assessments, but student engagement in STEM.” Washington intends to expand its CTE opportunities through partnerships with companies that have a large presence in the state, including Microsoft and Boeing. Iowa has a “STEM Advisory Council” that is working to identify “high-quality STEM professional development.”

The researchers encouraged states as well as districts and STEM advocates to “think creatively in using ESSA dollars to support STEM.”

The Greatest Lesson in Life from the Commencement Address Never Given

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I remember starting my first job as a systems engineer on an aerospace project. My new boss gave me an unusual assignment on my start day. He wanted me to tell him what “E = mC(squared)” and “You can’t push on a rope” meant.

As part of figuring out the answer he said to first ask anyone you want in the department for advice or insight. Of course, I thought he just wanted me to meet everyone on my own since I already knew the answer to both questions.

It turned out I was wrong on all parts.

Here’s what I told him when we met for lunch in the cafeteria on the third day of my first job.

“E = mC(squared)” While I got the scientific principle right the bigger purpose was to understand how this relates to the real world of product design given competing constraints on functionality, time, cost and manufacturability. The lesson: It doesn’t matter how smart you are if you lose sight of the big picture.

“You can’t push on a rope.” I thought this one had to do with strength of materials, some kind of force diagram and one of Newton’s laws. But it turned out to be about human nature. The lesson: The most important part is that you can’t push the people involved to do what you want them to do despite overwhelming analysis or engineering evidence. You have to understand their needs first.

I learned later that Zig Zigler said it more eloquently, “You can get everything in life you want if you will just help enough other people get what they want.”

That’s a principle everyone needs to apply to get ahead regardless of their age or their job.

Here are a few other useful life principles I learned early on in my career.

In my first engineering design class the professor showed a picture of a bridge across some river that didn’t meet perfectly in the middle. There was a six-inch offset. The professor started by saying that in this course you’ll learn how to ensure this will never happen to you. Planning ahead was the big lesson. Thinking of the consequences of your actions was the more subtle point. Stephen Covey’s “Begin With the End in Mind” pretty much sums it up. While this stuff is easy to say, it’s hard to do whether you’re building a bridge or figuring out how to just get through the day.

Persistence overrides intellect. In most of my engineering classes the answers to the problems were given. My non-engineering friends thought this was too easy. I thought so too until I was given one very complex problem to figure out. It took me all night and a lot of trial and error to get the right answer.

There were a lot of lessons learned that night. The obvious one: Getting the answer right was secondary. Figuring out how to find the right solution was the purpose of having the answer given. A lot of smart people gave up too soon. That’s when I realized that persistence is far more important than intellect.

Some similar things happened a short time later as an intern and during my first full-time engineering job. I was assigned two very complex technical projects. In each case there was an initial 2-3 weeks of total confusion. It was clear I was going around in circles, over my head and an abject failure. After stumbling about, talking with people and thinking about the problem from a totally different perspective, the fog starting lifting. Soon a solution emerged. In both cases it took a few very uncomfortable weeks to go from nothing to a potential solution. Of course, getting the actual solution took a lot longer but that was the easy part. The lesson learned again: It’s okay to be confused but it you keep at you’ll figure out what to do.

I learned later that Winston Churchill said it much better, “Never ever give up. Never!”

But that wasn’t the big lesson in all this. By not giving up too soon you build confidence in yourself to take on any project as long as you can figure out a solution and create a vision of where you’re going. As a result I then started volunteering for projects and positions over my head and even asking for promotions in different departments. And I got them by selling the vision to others and getting them to see how this would personally benefit them. This got them to be allies not foes and they became proactively involved in ensuring we were all successful.

The real lesson is that true confidence is contagious. But you need to struggle a lot before you develop it in yourself. So look for some struggles to tackle. A lot of them. And never give up despite how easy it might be to do. I’m not sure, but maybe this is how leaders are developed, too.

Data-driven decisions require CIOs to help educators interpret and organize vast amount of information

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When it comes to data analytics, Maribeth Luftglass,CIO at Fairfax County Public Schools in Virginia, focuses on ensuring privacy of all student data. And, she adds, it should be a top concern for all CIOs. (Photo: Donnie Biggs, Fairfax County Schools)Just a few years ago, CIOs—if they were involved in data analytics at all—would run a report, export it into an Excel document and create a chart or a graph to share with teachers and district leaders once a week, or at the end of each semester.

Now it’s all about creating systems that aggregate and sort data automatically, making it easier for educators to view crucial information every day.

“The CIO is really becoming more of a leadership position,” says Elizabeth Dabney, director of research and policy analysis at the Data Quality Campaign. “It’s not just an IT role—it’s having a very broad vision and a good understanding of the value of data in supporting education goals at the district and being able to communicate that.”

Since creating its first custom data dashboard in 2014, Sun Prairie Area School District in Wisconsin has been in a constant push to develop easier ways for educators to analyze data pulled from all of its schools.

The district used to rely on the state’s WISEdash system, which is a data portal that uses “dashboards,” or visual collections of graphs and tables, to provide multiyear education data about Wisconsin schools.

But it was barely used, because it didn’t allow schools to really drill down into detailed data. So the Sun Prairie district joined a data consortium of local districts a few years ago and has been creating different custom dashboards with the help of a software company.

The most recent project: An early-warning system that identifies students at risk of not graduating high school. The system feeds data from 12 indicators—including attendance, grades and discipline—into an easy-to-use program so educators can provide extra support to at-risk students as early as middle school.

Educators would previously look at the risk indicators individually in WISEdash. The new system overlaps the data to show which students are most at risk.

“What we’ve seen is the need to get data into the hands of our teachers, and get that into their hands in real time so they can use that information for decision-making on an almost daily basis,” says Michael Mades, Sun Prairie’s director of technology.

Sun Prairie’s data transformation reflects changes in the day-to-day roles of CIOs and CTOs in many other districts. “I am not someone who is allowed to be in the background making sure that our infrastructure is working—that isn’t my job anymore,” says Tony Spence, chief information officer at Muskego-Norway School District, also in Wisconsin. “It’s on a much higher level. I spend most of my time making sure the data systems we have reflect the needs of the district.”

So how do CIOs keep up with the changing demands? Here’s what four CIOs and CTOs had to say about how data analytics is changing their jobs—and their districts.

CIO as data interpreter

CIOs say their role is increasingly that of a data interpreter—someone who bridges the gap between the technology department (or product vendor) and the academic and operational branches.

Mades, at Sun Prairie, says he speaks two languages. In meetings with principals, he talks in academic language about the kinds of data that can be generated to improve student achievement, for example. Then he goes back to his IT team and, in much more technical language, discusses the systems needed to track and analyze that data.

Mades is a member of both the academic and operational branches of the district, meaning he keeps tabs constantly on how every department uses data. “Part of my work in the meetings is to listen to what their needs are and then help our data system support those, whether that’s building new dashboards or modifying some of the reports,” Mades says.

Because Mades understands the problems leaders are trying to address, such as behavior, he can provide better analysis.

For example, if misbehavior reports increase at a school, he can help a principal determine if there’s a buildingwide issue or if the problem is limited to specific classrooms or teachers.

For Dane Conrad, director of technology at Hattiesburg School District in Mississippi, interpreting data involves working with the district’s academic evaluation specialist to determine what data should be collected and analyzed. He then turns to his vendors to identify programs or products that meet the specialist’s needs.

On a different day, he might help schools take better advantage of existing data—for example, showing them how to track and identify trends in teacher or student absences.

CIO as data visionary

Because systems change so quickly, analyzing systems is a task that requires being something of a data visionary. And it means understanding how data supports current district goals, and then thinking about what information its educators will need in five or 10 years.

Many CIOs are shifting their focus from managing district data servers and applications in-house to seeking out third-party vendors and cloud-based systems that automate analytics for them, says Tracy Weeks, executive director of the State Educational Technology Directors Association.

For CIOs who don’t have time to develop relationships with vendors that can provide analytics services, Weeks suggests teaming with neighboring districts to seek out the best products via consortium procurement agreements.

When looking for new products, Conrad from Hattiesburg relies on an email Listserv for district technology leaders in the state. He also finds ideas from Linkedin and technology conferences.

Even if the end goal is to automate analysis—when data from different areas, such as attendance or behavior, is merged in ways that educators can easily access—selecting the right systems involves hands-on work.

“We want somebody who used a product, preferably somebody who has had it for a while, that can tell us their experiences and how the product fits into their flow and make sure their flow matches our flow and our needs,” Conrad says.

CIO as trainer-in-chief

cCreating ways for teachers and administrators to study multiple kinds of data has opened up the problem-solving potential of analytics, says Rich Boettner, chief technology officer at Hilliard City Schools in Ohio.

But it’s also created a new role for CIOs: trainer-in-chief.

It’s important to make sure educators who may not have a background in analytics can use the information in meaningful ways, Boettner says.

Spence, at Muskego-Norway schools, trains teachers, academic coaches and certified staff during summer breaks and throughout the school year in how to use data systems and understand the numbers. Before CIOs can plan training or make sure data is being used effectively, however, they also must have a deep understanding of the data and how it supports district goals, Boettner says.

Boettner points to several main sources for professional development for himself and his staff: product vendors; internet resources, local and state networks for technology leaders, and conferences like ISTE.

CIO as silo regulator

And finally, after administrators understand how different departments use data, such understanding can help reduce or eliminate the data silos that exist within many districts.

At Muskego-Norway schools, Spence relies on a building-by-building plan that outlines how each school site is working on the district’s continuous improvement goals and which data will be used to support which efforts.

The plan gives Spence a clear understanding of what data each department collects, so he can ensure the systems are kept timely and up-to-date.

“Without the data plan it would be stabbing in the dark,” Spence says. “Instead we have a very specific goal about where we need to be.”

Benchmark One, Inc. Announces Strategic Partnership with PCS Edventures, Inc.

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DENVER, COLORADO — February 10, 2014

Benchmark One, Inc. a leading provider of performance development software solutions and services for the education community and PCS Edventures, a leading provider of K-12 STEM curriculum and programs both domestically and internationally, announce the formation of a strategic partnership. An initial focus of this partnership is the pursuit of joint projects with the Ministry of Education of Saudi Arabia. The strategic partnership projects showcase the capabilities of Benchmark and PCS and the two companies anticipate additional avenues of growth and development for education business opportunities throughout the world. The new partnership is expected to fast-track Benchmark One’s development and delivery of its comprehensive, cutting edge performance management software to meet domestic and international mandates and legislation for school improvement.

The Kingdom of Saudi Arabia is currently restructuring its national education system which serves 33,000 schools, over 500,000 educators and five million K-12 students nation-wide. As a major national priority, the Kingdom and its Ministry of Education have dedicated billions of dollars and a multi-year effort to realize its vision of the new model school of the future.

Benchmark, through its partnership with PCS, has designed and proposed the infrastructure and assembled the team of educational expertise to provide required educational services to assist the Kingdom in building the capacity to initiate and sustain school improvement processes throughout their schools and to develop national systems necessary to license and evaluate teacher performance. This Benchmark designed infrastructure and team, in combination with PCS, provides an excellent solution to the Saudi Arabian projects.

Integral to this effort is the inclusion of Benchmark’s flagship performance management software as a critical tool for tracking, managing, analyzing and sustaining progress throughout and beyond these educational initiatives.

“We are pleased to enter into this strategic partnership with PCS Edventures,” said Kelly Cobean, CEO of Benchmark One. “This relationship gives Benchmark One the opportunity for exponential international market growth for our flagship software product, PD Master™ and programs developed through the Educational Services Division.”

 Helen Ryley, Vice President, Benchmark One, Education Services Division, said, “Developing and delivering on opportunities to impact the teaching and learning of children in any educational environment is the mission of an educator. The opportunity to impact the quality of education for five million students as envisioned through the Model Schools of the Future projects tendered by the Kingdom of Saudi Arabia’s Ministry of Education is monumental. Our partnership with PCS opens that door in epic ways.”

 Today’s announcement is a classic example of the power achieved by combining organizational strengths and market access through business partnerships – enhancing business opportunities for both parties.

The partnership will compliment and support PCSs delivery of its STEM product lines. Robert

Grover, CEO of PCS Edventures said, “We are delighted to have formed a close partnership with

Benchmark One. This greatly expands our capabilities for responding to advanced and complex professional development needs for projects in Saudi Arabia and other countries, and will also provide cross marketing and domestic growth opportunities for PCS Edventures.”

 About Benchmark One

 Benchmark One, Inc., a privately held corporation, was founded in 1995 and has established a presence in the education and corporate marketplace. The Company has provided staff development services and program management for the US Department of Education, the Colorado Department of Education, the Midwest Regional Education Laboratory (McREL), the Education Commission of the States (ECS), and a wide range of school districts and regional education centers in more than 25 states and Canada.

Benchmark One has a long history of developing and directing system-wide organizational improvement through an extensive cadre of highly trained and experienced educators and project management professionals.

Information on Benchmark One products and services is available at http://www.benchmarkone.com.

About PCS Edventures

 PCS Edventures, Inc. (PCS) designs and delivers educational products and services to the K-16 market that develop 21st Century skills. PCS programs emphasize hands-on experiences in Science, Technology, engineering and Math (STEM) and have been deployed at over 7,000 sites in all 50 United States and 17 foreign countries.

Additional information on PCS STEM products is available at http://www.edventures.comPCS Edventures, Inc. is headquartered in Boise, Idaho and its common stock is listed on OTC Markets (OTCQB) under the symbol “PCSV”.

Thought for Today

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Little Hinges Swing Big Doors

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