News: Functional Assessment
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...
Read Full ArticleLiteracy 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...
Read Full ArticleMindfulness & 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...
Read Full ArticleTrauma-Informed Schools: New Research Study Says “There’s No Research”
Schools “Hitch-Up” to Another Bandwagon that is Wasting Time and Delaying Recommended Scientifically-Proven Services (Part I)Dear Colleagues,Introduction While most educators know that they are supp...
Read Full ArticleThe Year in Review (Part II): Schools’ Pursuit of Effective School Discipline, Classroom Management, and Student Self-Management Strategies
Prevention, Disproportionality, Trauma, and Seclusions & RestraintsDear Colleagues,Introduction With the whole New Years thing going on, and our transition into a new decade, I was in the mood to st...
Read Full ArticleAn Open Letter to the U.S. Commission on Civil Rights Regarding Its Report, "Beyond Suspensions: Examining School Discipline Policies"
Begin with the End in Mind: It’s about Root Causes and Intervention—Not About Policies or PositionsDear Colleagues,Introduction Over the past year (at least), I have been writing som...
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