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Team meetings, parent phone calls, emails, hall duty, department meetings —these are just a few of the responsibilities a teacher faces during “prep” time. So, how does a teacher create a lesson involving high levels of student participation with little preparation?
‘Tis the season to start to feel a bit of burnout! How do we keep up with the holly-jolly in the midst of chaos and stress? Educators are constantly pouring our hearts and souls into serving others without a second thought on how we’re taking care of ourselves as individuals. But how can we pour from an empty cup? How can students receive the best version of ourselves if we don’t give ourselves the care we deserve?
Let’s define the most common education assessments: benchmark assessments and universal screening tools. Each has their purpose within a multi-tiered system of support (MTSS), but we tend to be more familiar with benchmark assessments, because these are the most common ways we measure grade-level performance.
In recent years, school districts have been looking at disproportionality more closely — especially as to how it pertains to general enrollment, special programs, and disciplinary actions. But not all educators understand what disproportionality is — or why it matters.
An equitable organization values people as individuals, and provides the support and structure each person needs to reach their full potential. So how does that apply to our academic institutions? Read on to learn more about creating just learning environments for our students!
We know the base or foundation of that pyramid, Tier 1, is the largest component. We are also all familiar with the following terms and their meanings: from the ground up, solid foundation, strong base, sure footing. Why is it then, as educators, we don’t consistently apply these terms when it comes to the implementation of MTSS?
As a school administrator, one of the key responsibilities is to observe teachers within the classroom and to provide feedback. So, what can we do differently and how can we adapt teaching practices to increase active student responding?
At that point, I began to ask my typical round of questions: what have you seen going on with the student in the classroom? What types of behavioral challenges is the student exhibiting? What types of interventions and/or consequences have you provided to support the student and try to correct the behavior?