At one point in education, having a poster of a stop light with students’ names written on clothes pins clipped next to the red light, yellow light, or green light was common.  While that practice is still being used in some places, a newer trend is to have not just those three colors but instead an array of colors on some sort of continuum.  Regardless of the number of colors on the poster, the think...

When I was teaching and told a parent that her child did not qualify for Special Education but might instead qualify for support under Section 504, a very common response was, “What is Section 504?”  The next question was often, “How can my child qualify for this if he does not qualify for special education?”

Texas Project First provides a concise explanation, “All students who qualify for special educ...

As the school year approaches, our thoughts begin to move away from summer vacations and back to the classroom. One question that might arise is how the teacher down the hall always seems to have the most well-behaved students. This is probably not as simple as that teacher always getting the “best” students; instead it probably has a lot more to do with the intentionality of her classroom management...

As educators, we plan how we will teach a lesson; we plan how to determine if a child understands the concept; we even plan the materials we will use. We always seem to be planning, yet we often neglect to plan for something that occurs numerous times throughout the day which can have a tremendous impact on the flow of the classroom- transitions. Think about the first time you drove somewhere new. Pre...

Two terms commonly used when speaking of children receiving Special Education services are accommodations and modifications.    People often mistakenly use the terms interchangeably, but in reality they have very different meanings and ramifications.  

Accommodations do not change the content or difficulty level of the material being learned; rather, they provide support to the stud...

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Training Spotlight

1st-3rd grade educators worked together to learn engaging ways to develop number sense. Students will develop fact fluency while playing games that use their number sense strategies. By learning their facts in this way, students are not merely memorizing, but rather learning to work with numbers flexibly.  “Low achievers are often low achievers not because they know less but because they don’t use numbers flexibly – they have been set on the wrong path, often from an early age, of trying to memorize methods instead of interacting with numbers flexibly.” Jo Boaler,  Stanford University, 2009


April 8, 2019

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