Promoting Educational Equity
If your district is struggling with addressing disproportionality, our consultants are working within K-12 Districts to guide, counsel, and advise data teams.
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If your district is struggling with addressing disproportionality, our consultants are working within K-12 Districts to guide, counsel, and advise data teams.
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.
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!
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.
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