With limited staffing resources, here are teacher observations on best practices to maintain effectiveness and efficiency while reducing demands on teacher time • Identify Starting Points By identifying the level…
Read MoreMost programs put kids into three categories, the lows, the middles, and the highs. I’m so proud that Ascend Math architecture allows kids to work at their own pace. So…
Read More2020 not only marks a new decade, it also marks the 20th year I have had the privilege of working in education. Every day I have the opportunity to work with amazing…
Read MoreNo matter how effective a solution, without fidelity of implementation that solution will not be successful. Fidelity of implementation, sometimes referred to as “Intervention Integrity” simply means that the intervention…
Read MoreAlthough widely acknowledged for more than a decade as critical to student success, the use of data in the decision-making process is still far from being maximized in schools. It’s…
Read MoreProgress monitoring refers to the process of frequently gathering student achievement data, analyzing the data in a timely, repeatable manner, and making sound instructional and intervention decisions based on the…
Read MoreEvery student is unique, with different instructional gaps at different levels. Typically, students are instructed according to grade level and with an assumption they have mastered all the preceding building…
Read MoreThere is widespread agreement among education researchers and experts that universal screening is central to an effective RTI program. Implemented as part of a Tier 1 Intervention, universal screening identifies…
Read MoreResearchers agree that a tiered system of intervention is critical to an effective RTI model. The tiered design includes three, increasingly intensive, levels of intervention depending on a student’s needs…
Read MoreThe goal for math equity is to achieve a math identity for all students. When I think about the many challenges schools and districts face in addressing all students, I…
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