News: Positive Academic Support Systems

Underachieving, Unresponsive, Unsuccessful, Disabled, and Failing Readers (Part II)

Diagnostic Assessment Must Link to Intervention: If We Don’t Know “Why,” We Can’t Know “What”Dear Colleagues,Introduction   Last month, I was asked to lead an Invited Workshop on “Academic I...

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Literacy Instruction and Student Reading Proficiency: The Multi-Tiered Whole Must be Greater than the Sum of Its Disconnected Parts (Part I)

How a Comprehensive Blueprint Prevents Isolated Solutions and Inconsistent ResultsDear Colleagues,Introduction   Well. . . “all of a sudden,” there has been a nationwide rush of policy, publ...

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Mindfulness & Meditation Will NOT Change Students’ Emotional Volatility or Immediate Reactions to Trauma

The Neurological Science Does Not Add Up—Another Fad & More Wasted Time in Pursuit of a Silver Bullet (Part II)Dear Colleagues,Introduction   Our last Blog message (January 11, 2020) was the first in...

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The Year in Review (Part I): Schools’ Pursuit of Academic Achievement and Student Proficiency

Curriculum, Instruction, Intervention, and EquityDear Colleagues,Introduction   It seems that every day this month, I’ve received yet another e-mail or Blog from a national educational organization, n...

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Redesigning Multi-Tiered Services in Schools

Redefining the Tiers and the Difference between Services and InterventionsDear Colleagues,Introduction   During the past month or so, I have been updating my electronic monograph, A Multi-Ti...

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Reconsidering What Effective High Schools Do, and What Failing High Schools Miss

Credit Recovery Programs Should be Strategic, Selective, Student-Focused, and Not the Only Game in TownDear Colleagues,Introduction:  What Really is an “Effective” High School?   I cons...

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