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Success Stories Distance Learning

Safeguarding Students During the Pandemic: One District’s Story


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Written by Lisa Railton
on June 12, 2020

Like most school districts across the country, Fillmore Unified School District in Southern California had to quickly pivot to distance learning during the pandemic. After partnering with Gaggle in January 2020 to monitor content for students in the sixth grade and above, Fillmore USD rolled out the platform to protect students across all grade levels in their Office 365 and Teams environments when the shelter-at-home orders were put in place.

 

“Gaggle could not have come at a more appropriate time,” said Superintendent Dr. Adrian Palazuelos. “We’ve been handing out more devices to our students, so having the partnership with Gaggle created another safety net for us,” he explained. “We knew we were going to be debilitated and frankly, unable to address student safety concerns on a daily basis, 24/7. Having Gaggle as a component when we put the device in a student’s hands gives us that additional reassurance.”

With the district’s 3,700 students spending more time than ever on their devices as they learned remotely, Gaggle helps Fillmore USD keep students safe in the digital environment around the clock. In the few months since implementing the student safety platform, Gaggle has already identified more than 15 concerning incidents involving students who were possibly in danger, viewing inappropriate content, or using inappropriate language on their district-owned devices.

Thanks to Gaggle, the district can react swiftly and appropriately to these situations, even when students aren’t in the physical school building. “We’re able to have a presence in a space that normally we wouldn’t be part of,” he added. “We’re not in their homes with them, but when students are creating these calls for help, we want to be able to act and provide the necessary support.”

To learn more about how Fillmore USD protects students in Office 365 and Teams, be sure to read the full case study.

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