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Empowering Educators, Inspiring Learning
Teaching is an art and a science. Here, we explore strategies that foster engagement, equity, and student agency. Join the conversation and take your practice to the next level.
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This is the final blog in the series exploring high-leverage instructional strategies to strengthen Tier 1 instruction. The first blog focused on setting the stage for success before instruction. The second blog explored strategies for delivering engaging, accessible, […]
This is the second blog in a series focusing on strategies teachers can use DURING instruction to actively engage students, facilitate meaning-making, and create more dynamic and responsive learning experiences. The first blog in the series, “MTSS: Setting […]
This is the first blog in a series that explores high-leverage instructional practices that can enhance Tier 1 instruction, helping teachers design more accessible, inclusive, and equitable learning experiences. Each blog will focus on a different phase of […]
Every teacher has faced a similar challenge: delivering a whole-group lesson to the entire class and watching the mixed reactions on the students’ faces. Some grasp the concept immediately, while others struggle to comprehend it and clearly need […]
Multi-Tiered System of Supports (MTSS) is an instructional framework that uses assessment data to identify and address students’ academic, behavioral, and social-emotional needs. It provides targeted instruction, scaffolds, and support at varying levels of intensity to ensure all […]
An increasing number of schools nationwide are shifting to more inclusive instruction, keeping students with special needs, individualized education plans (IEPs), and diverse learning profiles in mainstream classrooms. This shift toward inclusive classrooms is driven, in part, by […]
Are you tired of lessons that aren’t working? Do you feel like you’re pouring time and energy into planning only to face disengaged students, inconsistent progress, and widening learning gaps? Are you struggling to differentiate learning experiences and […]