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Will ESSA Fail to Close the Achievement Gaps?

Achievement gaps persist for economically disadvantaged students, English Language Learners and students with disabilities. Will ESSA fail to close them?

Is Your Child’s IEP Really Making a Difference?

Unfortunately, far too often, parents find that their child’s IEP is neither all that individualized nor helping their child make substantial gains. This blog examines three concerns often expressed about IEPs.

Cognitive Literacy Solutions Demos

Six dynamic demos of our remarkable Cognitive Literacy Solutions. Enjoy!

What Do You Mean by “Cognitive Capacity?”

A webinar hosted by EdWeb was provocatively titled, “4 Lies the System Teaches School Leaders about Struggling Readers.”  The first “lie,” according to the presenter is that struggling readers have a lower cognitive capacity than typical readers.  Is that a lie?  Well, whether or not this is a lie depends on what you mean by cognitive capacity. 

The Role of Cognitive Remediation in Special Education

Current approaches to special education generally seek bypass the cognitive processes that are weak in order to minimize the impact of processing deficits. Remediation of cognitive processes needs to be a fourth pillar in our approach to support students in special education.

Mind the Cognitive Gap

The phrase “Mind the Gap” refers to the gap between the train door and the station platform, particularly on the London underground system.  It reminds passengers to be careful when

Helping Children Take Responsibility for Their Own Learning Needs

I knew it was important to get at the root of the issues and provide the supports that Charlie needs.  When we started, he and I didn’t have a way to talk about the struggles.  Kids don’t know why they struggle or why something is hard for them.  They just struggle.  Conversations about school work just seemed to make him more anxious. It was time for a different approach.

Cognitive Training: Questions Frequently Asked by Skeptics

There continues to be controversy regarding cognitive training (sometimes called brain training) programs, and there continue to be many skeptics.  As the developer of the most researched, comprehensive, integrated cognitive training program available today, we encourage skepticism.  Skepticism is healthy and it also means that the skeptic is open to a variety of possibilities.  Here are some comments and questions we often hear from cognitive training skeptics and the way we answer them for BrainWare SAFARI

Brain Games and Brain Training are Different

In the last week, we came across another study that says that neuroscientists have debunked the claims that a brain game results in a brain gain.  No kidding! Research scientists seem to be in love with the idea of contradicting the market hype about the value of brain games.  And that’s a good thing.  There is far too much hype.  And too little understanding of the difference between a brain game and serious cognitive training (also called brain-training). Saying that a typical “brain game” can yield measurable cognitive benefit that translates into real-world improvements is like saying that exercising the biceps of your left arm will lead to overall physical fitness.

BrainWare Implementation and Impact Report – Big Shoulders Fund

This case study summarizes the experience of six schools that elected to implement BrainWare with students in middle elementary grades, with the support of the Big Shoulders Fund in Chicago, IL.  Big Shoulders Fund provides support to Catholic schools in the neediest areas of inner-city Chicago.  Student growth and outcomes were tracked over time using the ACT Aspire Interim assessments, with some significant growth for students who used the program most consistently with the recommended frequency and intensity.