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

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

A group of Ed Directions coaches were speculating as to the strategies schools were going to use to start school in August 2020. They were concerned that plans were going to be focused on running a virtual, hybrid, or a physical school.  We quickly realized that the conversation needed to

The coronavirus put schools and teachers into an untenable position because they were forced to shut down classrooms and offer nearly a full semester of virtual school experience without adequate preparation, training, or resources. Now that we’ve had our first experience with an extended virtual school program, let’s take a

When the Ed Directions coaches started discussing the impact of the coronavirus on schools, one of our first concerns was how moving to virtual learning would exacerbate gaps between and among groups of students. Since most of our work is with schools that need to improve test scores or reduce

The NASSP report on principal retention addressed one of the major barriers to ongoing school improvement – the problem of retaining effective principals in place. As a company that works with schools or districts that have been identified as “needing assistance,” Ed Directions has experienced almost all of the data

For the past 20 years, the coaches and leaders at Ed Directions have had the opportunity to review school testing plans and have found that most schools follow a predictable pattern. Schools plan to meet all state and district guidelines and requirements; develop a schedule for receiving, storing, and distributing the tests;

In a recent community forum the focus of the discussion was school violence. The audience was enthusiastic and involved, but the discussion varied from speaker to speaker and from focus area to focus area. As the last speaker on the panel I tried to focus on a practitioner’s view of

Frank DeSensi | Founder/CIOEducational Directions I will admit that as an assistant principal, I did not consider the academic potential for learners when I planned for the weeks remaining after the end-of-year test. As result, while we were able to end the year without serious casualties, clear the classrooms and