A New Formula for Helping Students and Schools “Level Up”
In this webinar, Tom Hughes, principal, and Trudy Blue, instructional coach, of Maple Crest Middle School in Kokomo Indiana, will tell their story of the search to find solutions for students who are behind grade level in .
Please Take My Crutches
A 17-year-old high-school student recently walked into a high-stakes test without the accommodations that he had received for years. This was not an arbitrary administrative decision; it was his choice.
Some Thoughts on Learner Variability
Uneven cognitive skills can be just as stressful, sometimes moreso, for a student than having more consistent but less strong learning skills.
Do Resource Teachers Have the Right Resources?
The system that is supposed to help students get supports often doesn’t work because the goal changes from having a real impact to checking off boxes and focusing on compliance. What is your experience with resource teachers having the right resources?
Make Summer Count
First of all, summer should be fun, so the three programs we talk about in this blog ARE fun. At the same time, they have the power to transform your child’s learning skills so the next school year has a better chance of fulfilling your and your child’s aspirations.
Do Too Many or Too Few Students from Poverty Get a Special Ed Label?
Do you have evidence for or believe that students living in poverty (with cognitive impact) are identified as needing specialized instruction and supports – therefore special education services? Or do you believe that these students are over-identified as needing special education services and do not require them and unnecessarily receive an educational label.
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.