2025 Magna Awards: Silver Award Winners

One of the primary challenges faced by the district was the lack of opportunities for students, especially those in ISP, to acquire practical life skills in a real-world context. Traditional classroom settings provide limited chances for students to practice these essential skills, which are crucial for fostering independence. The room includes movement spaces, reading nooks, and other unique experiences, creating a dynamic and flexible environment that caters to diverse needs and preferences. Milo the Robot teaches social-emotional skills and phonics using engaging, interactive methods tailored for ISP students.

This immersive approach goes beyond traditional classroom methods by allowing students to apply practical skills in real-world settings, while also offering opportunities for movement, sensory engagement, and literacy development. Student can engage in activities such as cooking, cleaning, organizing, and managing a household—tasks that build self-reliance and prepare them for life beyond school. By addressing practical life skills, promoting inclusivity, and enhancing social interactions, the program empowers students to navigate life with greater competence, compassion, and confidence.

The Daily Living Skills Center has been running for two years. Since its inception, there has been a marked improvement in the achievement of individualized education program (IEP) goals for students in ISP. The practical experience provided by the program has reinforced essential skills, leading to measurable progress in areas such as self-care, social interaction, and daily living activities.

Data from behavioral assessments indicate a significant reduction in negative behaviors among students who participate in the center’s activities. The inclusive and engaging nature of the program has created a calming and positive environment, resulting in decreased instances of frustration and an increase in positive behaviors.

The Franklin Square Union Free School District serves students from pre-kindergarten through sixth grade. It currently enrolls approximately 1,875 students. About 22.8% of students are considered economically disadvantaged, and students with disabilities make up 15.4% of the student body.

Many ELs who recently joined the district had been out of school for more than two years due to pandemic closures.

Consequently, they often were classified as Students with Limited or Interrupted Formal Education, with gaps in foundational language skills, academic experience, and social-emotional support. The district’s response includes the integration of interpreters and technology to support various program areas. Students’ skills, comprehension, and developmental levels in their first language are assessed. 

To foster the connection to families, interpreters acted as dedicated cultural and language liaisons for commonly resettled refugee groups. They provide welcoming support from the intake process onward, assisting with enrollment, transportation, and school-related questions while connecting families with community resources.

The program has been in development over the past seven years, evolving in response to changing enrollment patterns, demographic shifts, language needs, and available resources and funding opportunities. Over the last two years alone, the district has been recognized or sought out by various organizations and agencies. Resettlement agencies have specifically selected West Springfield as a preferred destination for families, recognizing the district’s well-established support systems and comprehensive processes that ensure a smooth transition for newcomers.

West Springfield Public Schools has an enrollment of 4,000 students, with more than 50 languages and countries represented. The district currently serves 666 ELs, a significant increase from 375 students just two years ago.  

Then the pandemic caused food service staff to rethink how to make sure students were fed. The first step was to build upon existing partnerships to provide packaged breakfast, lunch, and dinner to students and other residents in need. The Food Services van became a delivery van and a second was added. Volunteers assisted with meal delivery directly into neighborhoods and homes. Employees from the transportation, custodial, and maintenance departments became part of the Food Services mission. 

Staff leaned into the notion that it’s not enough to just feed kids and families; they needed the tools to obtain and cook nutritious meals. Post-pandemic, they began to approach the Summer Meals Program differently. In a disadvantaged community with small, spread-out neighborhoods and no public transportation, many families could not get to the schools for summer meals. Buses brought elementary students in for camp but there were limited options for younger or older children. Once the USDA lifted restrictions and allowed families to take the meals off-site, delivery trucks went into the neighborhoods once again. In 2024, more than 115,000 meals were provided to Caroline County residents, and over 12,000 were supplied to the neighboring county/school district. The weekend backpack program grew from 400-500 served pre-pandemic to over 900 served this school year.

The infrastructure developed during the early days of the pandemic still exists, sustained by the efforts of individual volunteers, businesses, and community groups. In 2022, they partnered with local groups to launch ShoGo Mobile, a farmer’s market on wheels, providing low-income residents with access to fresh produce and prepared meals and groceries. A long-term component came to fruition recently when Chesapeake Blue Catfish appeared on the lunch menu in all schools. This was the start of the Bay to Tray Program that provides locally sourced fresh fish and seafood in cafeterias. This summer, staff invited residents to a dinner with heart-healthy, diabetic-friendly menus. Choptank Community Health’s team of medical providers, a dietician, and interpreters provided screening and education for pre-diabetes, diabetes, hypertension, and heart disease to all participants. The district expanded the dinner from one school to two, giving students opportunities to learn how to organize and execute an event, plan a balanced and nutritional menu, and shop for local foods. They also learned about customer service and job opportunities in the hospitality field.

The cafeterias have a participation rate of 68% for breakfast and lunch, which is the highest in Maryland. Caroline County Public Schools consists of 10 schools, 5,800 students, and 1,100 staff. All schools qualify and participate in the Community Eligibility Provision program that provides free breakfast and lunch to all students. 

Before the program, the district did not offer any advanced mathematics classes, placing all students in a regular math class regardless of their skills. Seeing that high-performing students were not being challenged, the district started a weekend tutoring program for seventh and eighth grade students. The program has evolved into a comprehensive system for nurturing mathematical talent, now encompassing students from fourth to eighth grade. 

The district incorporated advanced math classes into the existing math curriculum, including an ACT Prep class for seventh and eighth graders. For fourth through sixth graders, the district offered an advanced after-school ACT tutoring program at the junior high schools taught by junior high school math teachers. The program has helped over 3,800 students take the ACT. It partnered with Arizona Western College to enroll students as early as fifth grade to take algebra for college credit. The program has successfully helped over 3,000 sixth- through eighth-grade students take college-level math up to pre-calculus for college credit. The program now offers students English composition courses for college credit.

What started as tutoring sessions for a handful of students has become a coordinated system for identifying mathematical talent and a comprehensive strategy that has turned the second poorest zip code in Arizona into a math powerhouse. The program has helped over 2,800 students take math and English composition courses for credit through the local community college. Each year, it registers approximately 300 students for these classes. Over the first 14 years of the program, the program sent over 1,650 students to CTY and received over $7.5 million in scholarships from Johns Hopkins University. 

The program addresses the pressing need for dynamic learning experiences that enhance both student and teacher success. The challenges brought on by the pandemic highlighted the necessity of leveraging technology to transform education in unprecedented ways. While the rapid integration of these tools initially felt overwhelming for both students and educators, the dedicated STEAM team became a vital resource, fostering a supportive environment. The team is made up of a diverse group of advocates who champion the use of technology among their peers. It gives teachers a voice in how to best use available resources and teach one another.  

Since its launch in 2019, the program has had numerous successes. The growing momentum is evidenced by an increasing number of clubs and activities, heightened interest in STEAM classes, and expanded partnership opportunities.  

Nestled in the scenic Pocono Mountain region of Northeast Pennsylvania, the district serves 8,000 students. The majority of students come from economically disadvantaged backgrounds, with all nine of the district’s schools qualifying as Title 1 institutions. The diversity within the student population is noteworthy, with 34 different native languages spoken in students’ homes. This diversity drives programming as the district tailors STEAM initiatives to meet the varied needs and backgrounds of its students. By integrating technology and hands-on learning experiences, the district ensures that all students feel valued and empowered in their education. 

The Penguin Project’s reach extends beyond the students to involve parents, families, and teachers in every aspect of the production. From helping with costumes and set design to offering emotional and logistical support during rehearsals, the entire community, including parents, plays a role. In every rehearsal, every performance, and every connection made, the Penguin Project shows that magic happens when everyone, no matter their abilities, has the chance to shine.

The Penguin Project addresses a significant challenge—creating meaningful, inclusive opportunities for neurodiverse learners to fully participate in the arts. Prior to the program, students with exceptionalities lacked access to the creative outlets that their peers enjoyed. The challenge was finding a way to integrate them into programs in a way that didn’t just accommodate but celebrated and empowered them. The talent/mentor structure ensures that each student received individualized support, fosters strong relationships between neurodiverse and neurotypical students, and promotes inclusivity. The program also created a ripple effect in the district. Teachers, students, and families now see the potential of these students, shifting mindsets from accommodation to empowerment. 

One of the clearest indicators of success is the nearly 100% retention rate of students, both talent and mentors, returning for their second and third seasons. Many students have expressed that the program is not only fun and rewarding but also a place where they feel accepted and valued. Families and students who were once hesitant to get involved are now eager to join, drawn by the program’s reputation for fostering both artistic talent and inclusion.

Southwest Independent School District, located in the southwest region of San Antonio, Texas, serves a population of approximately 14,800 students. Approximately 85% of students are Hispanic, with the remaining student population comprising African American, White, and other racial and ethnic backgrounds. About 70% of students qualify for free or reduced-price meals. The district is committed to addressing the needs of all students, including providing strong support for English learners and students with special needs. 

The Newcomer Center at Thornton High School welcomes students new to the U.S. who are learning English. Newcomer students earn graduation credits while taking classes that are designed to meet their needs. The center offers students and families unique support that is different from other high schools. Any qualifying high school newcomer can choose to attend for up to two semesters, no matter their neighborhood school. Transportation is provided to students who are not within the walking boundary of Thornton High School. Students take core subjects and earn credit toward graduation with fellow newcomer students taught by Newcomer Center staff. Bilingual/multilingual classified staff help in classrooms to clarify and translate. The center offers wraparound support, including social workers, counselors, instructional coaches, and youth and family advocates. Students also can access Thornton High School courses, electives, extracurriculars, and sports.

Since opening, the Newcomer Center enrollment continues to grow. Enrollment in 2023-24 grew from 34 to 180 students. In the 2024-25 school year, 75 students started in August, and enrollment was up to 140 in October. The district English Language Development Department has been leading the way in setting the vision for the implementation and support. Department members have been sharing their instructional vision, resources, and structures at conferences and were critical partners with the Board of Education in gaining community support.

Located on the northern tier of the Denver metropolitan area, Adams 12 Five Star Schools has an enrollment of 35,000 students. Student makeup is 45% Latino, 41% White, 7% Asian, and 2% Black. About 46% of students qualify for free and reduced-price lunch. Like many districts in Colorado and across the country, Adams 12 is experiencing a decline in enrollment. Five years ago, enrollment was at 40,000 students. However, the district’s multilingual learner population continues to grow, in large part because of newcomers resettling in the area.

The Drew Horticulture Program has become the model for the nation in methodology and programs developed to educate center-based special education students in the areas of horticulture science. The objectives of the program center on helping each student gain functional independence and/or job readiness skills in the production, consumption, and sales of food and food-related products. Drew students, due to their cognitive deficits, do not qualify for standard employment opportunities. The program enables students to work daily to master vocational skills, progress further through an extended school year program, then progress to work-study placements in the community. Student response to their involvement has been amazing, showing their appreciation for the ability to work in the program. Students also are aware that they may end up with an opportunity for a work-based learning position or an employment offer.

Project: Creativity has allowed over 4,000 students to use industry-standard software from virtually anywhere. It grants students the freedom to create without limits, making it a true launchpad for innovation and learning. Project: Creativity embodies the district’s commitment to inspiring creativity and providing equitable access to powerful tools, preparing students to become global citizens capable of developing transformative solutions. It has redefined equity in education by ensuring that all students, regardless of their school’s resources, have access to creative tools. Previously, students’ ability to engage in high-quality media arts projects was limited by the equipment available at their schools, often leading to disparities. By providing iPad Pros to media arts students, Project: Creativity allows every student to explore their creative potential on an even playing field. The iPad Pro offers advanced capabilities—including the Apple Pencil, high-resolution display, and access to professional-grade creative apps like Procreate and Adobe Creative Suite—so students from diverse economic backgrounds can now work with the same high-quality tools used by industry professionals. Lightweight and portable, the iPad Pro enables students to work on their projects anytime, anywhere. This flexibility especially benefits students who may lack a dedicated workspace or computer at home, closing the gap in resource accessibility and encouraging creative freedom beyond the classroom. 

In 2023, Project: Creativity earned recognition as an Apple Distinguished Schools (ADS) Program. The program’s influence is also evident in its positive impact on enrollment. Media arts students receive their iPad Pros starting in their second year, creating a strong incentive for continued enrollment. This has led to increased participation in Media Arts Production 2 and encouraged two additional high schools to add Media Arts Production courses to their curriculum. Project: Creativity paves the way for students to access advanced creative tools, explore their potential, and prepare for future careers in media arts. 

Prince George’s County Public Schools, one of the nation’s 20 largest school districts, has 200 schools and centers with more than 132,854 students. The school system serves a diverse student population from urban, suburban, and rural communities located in the Washington, D.C., suburbs. The school system’s highest priority is to prepare students to meet the demands of college and careers.

The program is structured so families pay what they choose and get what they need, including options on teacher in-service days and school breaks. As a result, all 36 elementary and 12 middle schools offers free extended-learning opportunities to students in areas to help them learn and grow. The programs include homework help as well as nurturing and exploratory activities in art, theater, music, science, and sports. The strengths of community partnerships are illustrated through the structure of this program. In the 2023-24 school year, over 64 different partner agencies offered programming on-site.

Programming is different at each site and includes a variety of local professionals providing specialized programming. Last school year, the district offered 1,875 programs across schools in academics, arts, clubs, intramurals, mentoring, online learning, recreation, and STEM. It served 29,270 participants and over 8,000 unique students.

The child care crisis is a national issue. Pierce County and the city of Tacoma have unfortunately been a part of this crisis. Families face an uphill battle finding safe, affordable, equitable care in their neighborhoods. The cost of child care for the average family exceeds monthly housing costs, while the cost of infant care is greater than the cost of tuition for a public university. Numerous studies have shown that a student’s sense of belonging helps improve academic outcomes, continued student enrollment, and improved mental outcomes. Beyond the Bell and Club B have fostered a sense of belonging and provided an alternative to child care in a community that desperately needs more resources.

After a few pilots, the district took a systemic approach in the 2019-20 school year. It recruited high school and college students to become coaches and advisors through paid internships. Club instructors (28 per session) are local high school and/or college interns. In regard to students feeling a sense of belonging, over 72% of respondents reported that they felt “very safe” when participating in Beyond the Bell programming.

Tacoma Public Schools is one of the largest districts in Washington state, serving approximately 28,000 children in preschool through grade 12. The district has 36 elementary schools, 13 middle schools, 11 high schools, and four early learning centers. Tacoma Public Schools is a diverse school district with over 60% of students from low-income families, and it has the highest number of homeless students in the state of Washington.