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?
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).
Many districts throughout the country are currently being cited for significant disproportionality. Here are some basic tenets of calculating significant disproportionality
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?
I’ve been hearing from more and more district administrators who are asking, what about our secondary level students? Should we implement MTSS/RTI at the middle and high school? The answer to this question is, yes!
Over my years as a special education director and work in the ed tech sector, I have often heard from districts that the burden of documentation and other rules are too great for them to actively claim Medicaid reimbursement.
When we go into education, specifically education administration, we aren’t always taught strategies used in the business world. Our perspective is typically one of an educator, not a manager.
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?
As I continue to have conversations with colleagues and fellow educators, the largest area of concern is not academics or how much students have struggled during virtual learning. It is how do we address social/emotional well-being as we reenter school?
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