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  • Teachers can advance educational equity through clear, high expectations

    Teachers can advance educational equity through clear, high expectations


    Lauren Brown teaches seventh grade science at Madison Park Business and Arts Academy in Oakland.

    Credit: Carolyn Jones/EdSource

    More often than not, people perform up to what’s expected of them. It’s why goal setting is such an effective way to self-motivate as well as motivate others. It’s widely called the Pygmalion effect, and it’s been proven in education repeatedly. A Center for American Progress study run from 2002-2012, following students throughout their learning journeys, found that 10th grade students faced with higher goals and expectations from their teachers were three times more likely to graduate from college than peers who had not been challenged with the same expectations.

    In order to set students and classrooms up for success, teachers must empower students by not only showing them what’s possible, but even more important, showing them the steps needed to get there. This second part is essential when creating positive, inclusive learning environments and advancing educational equity.

    GoGuardian’s 2022-2023 State of Engagement Report, which was conducted in collaboration with the University of Southern California’s Rossier School of Education Center EDGE, found that 94.2% of teachers reported using high expectation setting as an engagement strategy often or very often, laying out stretch goals and holding students to a high classroom standard. Setting high expectations can improve educational equity by showing students what is possible.

    Unfortunately, in the same Center for American Progress study, researchers found that secondary school teachers often had lower expectations of students of disadvantaged backgrounds. In fact, teachers predicted high-poverty students to be 53% less likely to graduate from college, which, when combined with the data proving students’ success is closely tied to the expectations teachers set for them, likely contributes to a cyclical problem.

    Education can be a great equalizer. But it’s common for students who have experienced poverty or who have faced other institutional academic (or non-academic) challenges to have never been told they can achieve great things. Setting clear and high expectations for students can change that. If students haven’t been introduced to the idea of a growth mindset, it can be challenging to suddenly place goals in front of them, But doing so is fundamental to helping students learn to set their own academic goals. If we zoom out, it’s also the first step in building an equitable and inclusive classroom environment.

    Research has shown personalized goal setting — where students track their own goals and determine their own progress — is a huge step in “self-regulated learning.” Setting personalized goals results in students having significant investment in their own learning and personalized goals. A recent study of 5 million K-eight students across the country found students who entered a school year “behind” grade level were more likely to catch up when set up with “aggressive” or “stretch” goals.

    The challenge lies in ensuring students see their goals as growth-oriented rather than unreachable or even punitive. Especially when working with students who come from lower socio-economic environments, it’s essential that educators proactively articulate (and remind) students that what they’re asking is possible. Students also need to understand the why and the how behind the goals. Setting a goal and walking away without providing a road map is not a strong strategy, and will prove especially confusing for students who aren’t used to facing high expectations.

    Humanizing expectations is extremely impactful. Students won’t achieve a goal if they don’t understand why they’re doing something. We must push students to do things that they may not even know they’re capable of, even as we keep in mind the ultimate goal of equipping them to go into the world, enabling them to compete and make the world a better place. That comes by expanding your world, being curious, and being in an environment where intellectual curiosity is supported. That originates with teachers showing each of their students that they are capable, and building equitable environments where all students can thrive.

    Ultimately, teachers, educators and other education professionals need to walk the walk when it comes to goal setting and improving equity. Implicit bias is real and cannot be ignored. Teachers and administrators need to be actively aware of their own biases and actively work to mitigate them on an ongoing basis.

    Setting high expectations also requires that teachers really understand their students, have established and nurtured relationships with them, and have demonstrated they care about all students and the unique challenges they face. Knowing what is going on with students outside of school is a key ingredient to effective goal setting. What do they have going on that may impact their ability to be all-in academically? This is perhaps the most essential step in building an inclusive learning environment.

    Education technology, especially tools built with participation or collaboration at the heart, can aid in this process by helping teachers not only personalize learning, but also help streamline data analysis that can assist in setting goals that make sense, that are achievable, but that also stretch students outside their comfort zones and move learning outcomes forward. Meeting every student’s needs is required for building educational equity. Educational technologies are often developed to do just that, supporting teachers as they work to individualize learning in a time when they are underpaid, overworked and still motivated to meet students where they are.

    Telling students you believe in them is wonderful. But showing them you believe in them — through high expectations and accountability — means you are preparing them for greatness.

    •••

    Dionna Smith is the chief diversity and public affairs officer at GoGuardian, an educational technology company that aims to help all learners feel ready and inspired to solve the world’s greatest challenges by combining the best in learning and science technology across every part of the learning journey.

    The opinions expressed in this commentary represent those of the author. EdSource welcomes commentaries representing diverse points of view. If you would like to submit a commentary, please review our guidelines and contact us.





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  • Educational rights for youth in the child welfare system | Quick Guide

    Educational rights for youth in the child welfare system | Quick Guide


    Credit: Alison Yin / EdSource

    The story has been updated to clarify that the total number of children and youth in the child welfare system.

    Over 70,000 children and youth in California have an open case in the child welfare system, according to the most recent point-in-time count, with over 51,000 of them also in foster care.

    Many come under supervision of their county Department of Children and Family Services after a reported allegation of child neglect or maltreatment, including physical abuse, sexual abuse, exploitation or emotional abuse; for others, it happens when a parent voluntarily requests support, often due to a child’s behavioral challenges.

    Children in an out-of-home placement in the child welfare system have access to particular educational rights. This is meant to ensure stability for them during a time of uncertainty.

    A child under the supervision of the Department of Children and Family Services often comes into contact with multiple individuals. Depending on the details of their case, this could include social workers, child advocates, police officers, detectives, attorneys, judges and others. If they are removed from their home, they might be placed in foster care. While not all youth in the child welfare system are in foster care, all foster youth are in the child welfare system.

    “When these rights were established, the purpose was to keep children in some kind of consistency, some kind of security, or something that felt just familiar to them,” said Jessica Gonzalez, youth justice program manager at CASA/LA, a national organization of court-appointed special advocates for youth in the child welfare system. CASA volunteers are sometimes appointed as educational rights holders for children. Even when they are not, they often advocate for education rights to be enforced, Gonzalez said.

    A child’s case might also enter the juvenile dependency court. While the primary goal for youth in dependency court is to “preserve the family” by keeping a child either in the home of their parent or a relative, they might be placed in foster care or adopted.

    Child welfare cases are complex, and outcomes depend on a multitude of factors, including the caretaking ability of a parent, whether a relative is able to take in the child, if an appeal is filed, and more.

    This story includes information on whom the educational rights apply to as well as general insight into some of these rights. Many were implemented with the enactment of AB 490 in 2003 yet remain difficult to understand for many families due to the complexity of the child welfare system.

    How many children are in the child welfare system?

    There were 51,339 children and youth with an open case and in foster care as of April 1. The count was published by the California Child Welfare Indicators Project, a data and technical assistance collaboration between the University of California at Berkeley and the California Department of Social Services.

    This point-in-time count includes those who are under the age of 1 up to age 21 and who have “an open child welfare or probation supervised placement episode” in California’s Child Welfare Services/Case Management System. The count peaked in 2016, with nearly 63,000 open cases. The lowest number of open cases occurred this year.

    Allegations of child maltreatment are much higher, however; between April 2022 and April 2023, there were more than 442,000 reported allegations.

    Which children in the system have access to particular educational rights?

    Youth in the child welfare system and in an out-of-home placement have access to specific educational rights. An out-of-home placement can include foster homes, group homes, shelters and hotels through the Department of Children and Family Services, and other similar placements.

    The purpose of these rights is to accommodate the child’s education as much as possible during a time of instability.

    What are some of the educational rights for those in the child welfare system?

    A child in the welfare system and in an out-of-home placement has access to the following rights, among others:

    • School stability. This includes the right to remain enrolled at their school of origin, which is the school they were enrolled in at the time their child welfare case began, and the right to be transported to that school.
    • Enrichment access. Youth have the right to access the same type of enrichment activities as their peers. This can include academic resources and extracurricular activities.
    • Placement in the least restrictive setting. Students have the right to be placed in the academic setting that’s least restrictive, or least strictly controlled, for them to be able to achieve academic progress and success.
    • Immediate enrollment. Regardless of whether a student has all the enrollment documents ready, or has had contact with the juvenile justice system, or has any outstanding fees — they have the right to be immediately enrolled in school.

    Each of the rights above are nuanced and dependent on each child’s case and the decisions of their educational rights holder.

    Additional information for families and children can be found by contacting the county Foster Youth Services Coordinating Program (each county’s contact can be found here) or at the California Foster Youth Education Task Force.

    What does it mean to place a child in the ‘least restrictive’ academic setting?

    While a least restrictive academic setting depends on age and whether a student has disabilities, it’s often considered the academic environment that’s least strictly controlled.

    For a high school student, the least restrictive setting might be a traditional public school where students walk from one classroom to another on their own, with sports and special events such as prom and field trips. A more restrictive academic setting is often a nonpublic school that provides a more strictly controlled environment in an effort to assist students who have specific behavioral, emotional or academic needs.

    As Gonzalez described, students are often pushed out to a more restrictive setting if they exhibit ongoing behavioral challenges — which, she says, are often a result of trauma in that child’s life.

    But students “have the right to be in a setting they feel safe in, they feel comfortable in, and they’re able to learn in,” Gonzalez said. “And so, if the child has demonstrated that they’re able to do this in a very restrictive setting, we have to give that student the opportunity to then be able to practice those skills in a less restrictive setting.”

    Who holds the educational rights for youth in the child welfare system?

    Every child has an educational rights holder with decision-making authority regarding their education. A parent often continues having the right to make educational and developmental decisions for their child even if they lose physical custody. Biological parents lose educational decision-making power only if they are explicitly limited or restricted by the juvenile court, if parental rights have been terminated (i.e., the child is up for adoption), or if the child is in a legal guardianship.

    Parents “are not always encouraged to continue to be a part of their child’s educational journey, so a lot of times what we do as CASA when we’re appointed to a case is facilitate that engagement with a parent to preserve their involvement in the child’s education,” Gonzalez said.

    Most often, organizations like CASA encourage relatives to hold educational rights. This is because once a child welfare case is closed, CASA is no longer the rights holder. Advocating for the biological parents or other relatives to remain as educational rights holders helps provide continuity in the child’s life, according to Gonzalez.

    In the absence of parents or relatives, the educational rights holder role is often filled by a court-appointed special advocate, which is where CASA’s name comes from.

    The person assigned as the educational rights holder is entitled to have “all of the educational decision-making rights normally held by a parent or guardian,” according to a recent fact sheet compiled by the California Foster Youth Education Task Force.

    How are educational decisions made?

    All educational decisions should be made with the child’s best interest in mind.

    For example, a child can remain in their school of origin if they prefer to. But if they’ve been placed far from that school and they would need to spend hours on the road to reach it, then it may be in their best interest to be enrolled in a new school.

    The educational rights holder can request a best-interest determination meeting that would include school district personnel, such as the school psychologist, before finalizing any educational decisions.

    How can an educational rights holder avoid roadblocks in advocating for a child?

    While educational rights are outlined, the rights holder may experience roadblocks in enforcing them.

    For example, information about a child, like academic assessments and individualized education programs, might not have yet been finalized at their school of origin and a new educational rights holder might face pushback from the new school.

    In such cases, children, their families and educational rights holders can contact an education attorney through the Educational Advocacy Unit at the Children’s Law Center. If the child is also in the juvenile justice system, they can contact a juvenile resource attorney through the public defender’s office.

    A significant barrier is that while foster youth liaisons at schools are designated staff members who support students in the child welfare system, they are often overwhelmed by the number of students they serve.

    Gonzalez said, “It’s a lot of just constantly showing up to the school, advocating, contacting, emailing, you know, all of those follow-ups to make sure that we’re getting the right support for each child that we serve.”





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  • California struggles to support personal, educational needs of children, report card finds 

    California struggles to support personal, educational needs of children, report card finds 


    Despite statewide efforts, California is still struggling to support the personal and educational needs of its students, according to the 2024 California Children’s Report Card conducted by the organization Children Now, which “grades the State on its ability to support better outcomes for kids” and evaluates progress made on California policies and investments. 

    “California has failed to significantly improve outcomes for kids, allowing unacceptable and economic disparities to stagnate and in many cases grow,” Ted Lempert, Children Now’s president, wrote in a letter included in the report.

    “What’s particularly disturbing is that California continues to trail far behind other states on a number of important indicators of child well-being. Despite our relatively high tax burden, our progressive leanings, and our enviable 5th largest economy in the world, California is far from a leader when it comes to kids. That’s not only a threat to our state’s collective future, but to the entire country as well since California is so often a bellwether for the nation.”  

    Children’s health

    Among the health categories assessed, “health insurance” received the highest grade, A-minus. Meanwhile, “birthing health,” “preventative screenings,” “supporting mental health,” “preventing substance abuse” and “health care access and accountability, all received grades in the D range. 

    The rest of the health categories — including “environmental health and justice,” “oral health care” and “relationships and sexual health” — all received grades in the C range.

    Additionally, the report noted that “while many states and municipalities across the country have declared racism as a public health crisis, California has yet to do so.”

    According to the report, “children’s poor health outcomes are largely driven by racism at the intersection of poverty, sexual orientation, gender, and geography.” 

    Children’s education 

    Of the 12 topics under education, none earned a grade in the A range. Here’s how the report assessed the state on its education:

    • C-minus for child care.
    • B-plus for preschool and transitional kindergarten. 
    • B-minus for early care and education workforce.
    • D for early intervention and special education. 
    • C-minus for education for dual language and English learners.
    • C-plus for funding. 
    • B for expanded learning programs
    • D for science, technology, engineering and math education. 
    • C for educator pipeline, retention and diversity. 
    • D for school climate: connections with adults on campus. 
    • C for “school climate: discipline and attendance.
    • B-minus for higher education. 

    “California is investing record amounts in public education, yet struggles to effectively support students, especially those who need the most help,” the report reads. 

    It added that the state’s education system “ranks 43rd of 50 states of outcome gaps by race and ethnicity.” 

    Support from family 

    In terms of family support, “voluntary evidence-based home visiting” earned a C-minus, while in “paid family leave,” the state received a B-minus. “Income assistance for low-income families” was given a B. 

    “Children’s well-being is fueled by good health, enriching learning opportunities, and positive and nurturing relationships with adults. Both adult and child well-being can be undermined by unmet basic needs, economic hardship, social isolation, and stress,” according to the report. 

    “Throughout the pandemic, California made positive policy changes to bolster families with key supports, even as federal funding withered away,” the report read. “However, too often, families with young children are an afterthought in California policy.”

    Child welfare in California

    None of the child welfare categories garnered an A or B. 

    Instead, the state earned a C for “home stability and enduring relationships” and a C-plus in “health care for kids in foster care.” 

    Meanwhile, the state earned a D in both education supports for students in foster care and transitions to adulthood.

    “For children and youth who cannot remain safely at home and must enter foster care, the State must ensure access to stable and nurturing foster homes, trauma-informed services, and targeted, high-quality educational supports to help them heal and thrive,” the report states. 

    Cross-sector issues facing California children 

    In terms of “cross-sector” issues, both “food security” and “cradle-to-career data systems” received a B-minus, while support for LGBTQ+ youth received a C-plus, “decriminalization of youth” received a D-plus and support for unaccompanied homeless youth landed a D-minus. 

    “While all of the issues in the “Report Card” are interrelated, the topics in this section have especially strong implications across multiple sectors and systems,” the report read.

    “A whole-child approach to supporting kids incorporates services that meet young people where they’re at and address the many factors that are needed to help them thrive.” 



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  • How to balance the health and educational needs of chronically ill students 

    How to balance the health and educational needs of chronically ill students 


    Credit: Alison Yin/EdSource

    Any parent or teacher who has worked with a seriously ill child knows how difficult it is to meet the child’s educational, physical and emotional needs all at once. 

    Melanie Brady, a lecturer at USC’s Rossier School of Education, suggests that parents and teachers can improve the lives and schooling of sick students in Los Angeles as long as they realize the uniqueness of each child and understand that there cannot be a one-size-fits-all approach to balancing both a student’s health and their education during formative K-12 years. 

    Students with chronic conditions or who are going through difficult periods of treatment often don’t have the best options to pursue their education. But here are some steps Brady suggests both parents and teachers can take. 

    This interview has been edited for length and clarity. 

    What kinds of options are there on a traditional school campus to support students who are sick? 

    It varies depending on the (grade level), ability and performance and needs. So, I think that if a parent finds themselves in a situation, they want to plan ahead and contact the teacher — and also plan ahead and ask the doctors or the nurses for resources.

    You want to talk to the school and see what’s available. Sometimes, people who have long-term health conditions already will have a 504 plan in place, or an IEP (individualized education program). When those are not in place and something takes somebody by surprise, that’s where the process needs to be initiated. 

    What kinds of options are there if a student can’t pursue their education on a traditional campus? 

    If a person, the parent, needs more support for their student, see if (the school or district has) a liaison. Sometimes, the hospitals will also have a liaison, usually in the form of a nurse or social worker. If it’s a larger hospital, they will have a schoolroom. They will have some teachers. They will have a process to try to help collaborate with the home studies. 

    There are (also) home school options that sometimes the schools will collaborate with for independent study, especially with teenagers. That’s a helpful thing. 

    There are also California Virtual Academies. And they are set up with the whole academic public education that’s similar to the L.A. schools and the public schools throughout the state. There are several different options to take a look at, but working within the current setting is probably the best place to start for any parent or student, especially when the difficulties or the challenges that are upcoming are new.  

    What types of pedagogy are most effective in working with students who are enduring chronic medical conditions?  

    One of the things is actually really simple, and I actually found it on the California Department of Education website, and they have articulated just a basic goal that’s kind of broad but important: working with that individual child and what they can do and trying to help them not to lose ground.

    But then you have these different dynamics that require flexibility, because if the condition changes, if they’re in the hospital, there’s timing of treatment. They’re not going to be able to be in a room or have bedside teaching when certain things are going on. 

    Some people may not be able to leave their bed. That’s where bedside teaching is going to be helpful, and also to engage with students (in) conversation, because the longer they’re in the hospital, the more prone they are to depression. There (are also) things to do to ameliorate that for those students, to try to bring them together. 

    They have different educational needs, especially in that environment. And you can’t do teaching like you can all at once in a K-12 classroom. 

    How do educational approaches vary across age groups when it comes to working with sick students? 

    When we’re looking at the younger children, we really want to make sure they have significant playtime. Playtime is so important to the development of their minds and their brains. There’s a lot of learning that goes on there. There’s stress relief that goes on there.

    Part of it is to be aware of what the typical development is, but also where a child is, because I think that they’re already in a distressing social- emotional space. So, moving forward from where they are is what’s important — and not comparing them to others. I don’t think we have to look so far to see that once they get to double digits (in age), with some of the social media platforms, how negatively impacted they can be because of those comparisons.

    It really needs to be a building-them-up kind of thing, because when a student feels like they have at least one area where they can do well, and one thing to be self-confident about in terms of their skill sets, I think that goes a long way to helping somebody feel like they have something that’s of value out in the world. A kid might be really good at chess. Somebody might be good at math, not good at language. Somebody might be good at art, but maybe struggles with some of the other subjects. (Finding) something that people are good at, and helping them be good at that thing, can go a long way for helping them with their identity development and forming of themselves.

    How can dealing with ongoing treatment affect students’ mental health? 

    Not only do you want to try to maintain the current level of education and help with the focus on school as a recovery, (but students also) fall behind with friendships. They’re not in their usual environment. They’re removed from things they knew before. They have lost autonomy. And then, there can also be, because of these spaces, the accelerating of maturity, so there’s these individual thought responses in terms of behavior within these spaces.  

    The other problems that can happen in this space is with the emotional struggles, the social-emotional difficulties that can impede your working memory. It can make it difficult to focus. A person may or may not have learning difficulties or learning disabilities, but it certainly could highlight or accentuate some of those struggles and make it a little bit difficult. 

    And, the thing that we want to try to help them with is to prevent that risk of not engaging with school because of their absence. We want to help support that so that there’s as little fallout as possible for them as they hopefully are adjusting back to home life and some real normalcy and in getting back into being present in a physical school environment. 

    What are the most important things educators and schools need to understand about working with students who are dealing with serious medical conditions?

    I don’t think there’s an environment today where anybody (working with these students) feels like they’re underworked. I think we all feel a little bit stressed and stretched out very thin. And, I think there are a lot of accountability measures that we try to use to make sure that we’re doing our due diligence, but I think sometimes they can fall short. 

    Let’s say there’s a situation that needs some attention, there’s some support that’s being asked for. These students who have any of these needs hear “no” so often. There are so many no’s, there are so many struggles. It’s quite a weight of discouragement. In that space, anytime I can say yes, because they’ve been told no so often, I want to be able to say, “Yeah, we can take a look at modifying that assignment.” Yes, we can take a look at what might help the students out in terms of social-emotional support.

    Modifying assignments for students becomes very cumbersome. But if we could just realize the enormous impact that we have every day on everybody and take that extra minute or that extra situation and say yes and help somebody, that can be really powerful.





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  • Ransomware’s Prime Target: Securing Educational Institutions


    Jun 6
    2023

    Ransomware’s Prime Target: Securing Educational Institutions

    Profile photo of Anthony Cusimano
    Anthony Cusimano

    By Anthony Cusimano, director of technical marketing, Object First

    In recent years, ransomware has become the most destructive cyber threat impacting industries of all sizes –in the first half of 2022, there were over 236 million ransomware attacks worldwide. Threat actors have launched ransomware attacks on various targets, including businesses, hospitals, supply chain infrastructures, and education systems, to extort money in exchange for stolen data.

    According to a 2022 year-end report, schools sustained the same number of ransomware attacks in 2022 as in 2021, with the most significant attack being Los Angeles Unified School District, which included over 1,300 schools and 500,000 students. While the goal of educators is to establish secure learning environments for students – be it through online or in-person education – far too many are faced with the challenge of ever-increasing ransomware attacks that makes safeguarding IT environments to ensure data protection difficult.

    Education systems shouldn’t have to suffer the continuous data theft and extortion that the past few years have burdened them with. By incorporating affordable ransomware-proof tools, these organizations can ensure the safety of backups and effectively defend against ransomware attacks without paying the ransom.

    Why the education system continues to be a prime ransomware target

    Schools have a wealth of sensitive information about their students and faculty on hand for cybercriminals to target. This includes information such as financial aid records, birth certificates, behavioral records, and addresses that, if left unprotected, can be stolen and sold on the dark web.

    Ransomware attacks pose the most significant cybersecurity risk regarding operational disruptions and overall expenses for K-12 schools and districts. This is often because these school systems need more money and education to adopt proper security tools. Within school systems, allocating resources to defend against cyberattacks is restricted by a limited budget, resulting in inadequate IT infrastructure and smaller teams – further weakening visibility to detect potential threats before it’s too late. Because of this, when compared to other industries, the education system falls short of proper protection.

    But that’s not all. While there are many reasons why ransomware attacks against education systems have been and continue to remain rampant, a primary reason for this surge is that the COVID-19 pandemic increased reliance on virtual platforms for students to participate in remote learning. This shift created an even larger threat landscape for an underprepared and under-resourced industry, expanding vulnerabilities while perpetuating increased data being stored electronically. This, paired with a strained IT budget and lack of dedicated resources to fight ransomware, has left schools open for attackers to capitalize on.

    The path forward: how to better protect schools against ransomware

    The first step in protecting schools from ransomware is building defense strategies that invest in mature security measures. This means outlining a comprehensive plan of action for a potential attack on education systems, including roles and responsibilities for everyone from principals to IT administrators and teachers. By making a contact list for appropriate constituents that need to be alerted in the event of an attack and connecting with these people to navigate the plan of action, everyone is prepared for when disaster strikes.

    In addition, it’s essential to ensure that school data is stored in a separate system that guarantees its availability and accessibility in the case of a data disruption. As ransomware attacks continue to rise — targeting primary data and, more often than ever, targeting backups – having multiple co-located backup copies, detection, and remediation is critical to ensure resilience. This is why on-premises object-based backup storage is a must-have for school systems. It provides inherent advantages such as scalability, availability, reliability, security, and immutability— and when implemented correctly, delivers unbelievable performance. It ensures that files cannot be modified, protecting them from threat actors.

    When choosing on-premises object storage solutions, schools should look towards solutions designed specifically for the backup use case with hardened security and the right level of redundancy tailored for constrained IT. By implementing cost-effective and user-friendly systems, schools can overcome the constraints posed by limited personnel and restricted budgets while ensuring the best defense against ransomware with effortless immutability out of the box.

    Lastly, it will always be important to educate about common cyber threats that could hit, including what signs to look out for and how to prevent them. Ensure that staff and students are participating in schoolwide cybersecurity trainings and fire drills, enable multifactor authentication into all school software and servers to ensure the correct individuals are gaining access to online systems, and stay up to date on the most recent ransomware prevention reference materials with best practices from reputable government resources.

    While there is no “perfect way” to protect your organization from ransomware attacks, you can significantly reduce your chances of becoming the next victim by diligently equipping your employees with the necessary knowledge and defenses. Security planning goes beyond installing anti-virus software and integrating cloud object storage that offers better data security, so data remains untouched when an attack strikes. School districts can build a ransomware-proof environment and make ransomware a controlled risk.



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