Last month, a friend asked me to review his school’s plan for restarting traditional classroom learning in April. Specifically, he requested that I look at his priorities and see if he missed anything. He added a caveat “do not depress me.” In reviewing is plan (actually plans) I was struck

When the Ed Directions coaches started working with schools, they were working with schools that had been identified as “in decline” or “in crisis.” They were given labels because of scores that their students had earned on a very rigorous state assessment of all content areas. As we started working

While there are “smart student characteristics” that are common to all disciplines and all grade levels, there are some characteristics that indicate proficiency in a given area of study or discipline. In social studies, there are a large number of “disciplines” that may be tested in a tremendous amount of

While there are “smart student characteristics” that are common to all disciplines and all grade levels, there are some characteristics that indicate strength in a given discipline. In science, for example, there are a number of variables that determine whether or not a student will develop as a “proficient” science

When it comes to writing, there are a number of variables that determine whether or not a student will develop as a “proficient” writer. This is a critical list for teachers, not only in language arts, but in all disciplines because all disciplines tested include some questions (usually the highest

As we’ve discussed in past blog entries, there are smart student characteristics that are common to all disciplines and all grade levels, and there are some characteristics that indicate strength in a given discipline. In reading, for example, there are a number of variables that determine whether or not a

While there are smart student characteristics that are common to all disciplines and all grade levels, there are some characteristics that indicate strength in a given discipline. In math, for example, there are a number of variables that determine whether or not a student will develop as a “proficient” mathematics

At this point, we’re essentially two semesters deep into non-traditional instruction (NTI) as a result of Covid-19.  The natural assumption at the beginning of the school year was that these changes to the classroom structure would only serve to widen gaps between and among student groups.  It was also thought

As schools and teachers focus on content coverage and test scores, it’s easy to lose sight of the fact that the real job of schools is to build confident and competent learners and confident and proficient performers. In the school data collection at the beginning of the first and the

  In a recent discussion of how schools can address data needs with the uncertainties of off-site instruction, flexible schedules, etc. One of the groups noted that schools really needed three different data sets: one that identified student progress in NTI one that identified the impact of NTI on student

At this early point in a normal school year, teachers and administrators are assessing the student population to identify those who are most “at risk.” Today, with the threat of Covid-19, the uncertainty of the school year, and the multiple educational venues like virtual, hybrid classrooms, learning centers, etc., I

Ed Directions coaches and trainers are currently presenting “Rhythm of the Learner Year – Formative Period” workshops in our partnership schools. The focus of these workshops is to prepare academic leaders and teachers to plan for a Formative Period that builds each student’s competence as a learner and potential for

 It comes as no surprise that one of the most challenging issues that our coaches have helped teachers with has to do with keeping students engaged while in a virtual classroom setting. We have found that many teachers feel that both the level of overall engagement as well as the

Through discussions with teachers who were finishing their first “virtual school” experience last spring, we found that regular attendance was an issue. For Ed Directions coaches, student attendance is a critical variable that schools must control in order to reach the goal of “success for all.” Research indicates that if

Assessing the Impact – Who Needs Rituals and Routines All students benefit from rituals and routines. They support optimum cultures and climates in classrooms, build comfort zones for students to support optimum behaviors, and they provide proactive interventions that do not have to involve punishments or recriminations. Students who are