Imagine a situation where a student continually receives referrals from the commons area during lunchtime. How would you address this issue? Is it reflective of a schoolwide issue, or is it confined to just that student? To address such issues, schools can use the problem-solving model (PSM). The PSM is used to identify and solve issues that arise, whether they are systems-level issues or concerns with individual students. The PSM consists of four distinct steps. Read more
Today, literacy skills can be linked directly to employment and earnings, which are ultimately linked to poverty, incarceration, and massive expenditures for welfare supports. Over the past half century, the world has been losing jobs designed for an economy needing low- or semiskilled workers. Our economy now demands a more highly educated workforce. Read more
In our books, It’s About Time: Planning Interventions and Extensions in Elementary/Secondary School (Buffum & Mattos, 2015) we solicited chapters from twenty-four schools that had successfully found time to give students what we call “Core and More.” In these schools, ALL students had access to essential grade-level standards, as well as access to Tier 2 supports with these essential standards. In addition, some students in these schools also received intensive Tier 3 interventions to remediate skills and knowledge that should have been acquired in previous years. In this particular post, I’d like to expand on the importance of Tier 3 interventions. Read more
Sneakers, planes, rockets, and boats. Getting from place to place happens with a structured itinerary, whether one is on foot, in the air, in space, or on water. Education, like navigation, embraces the planning, collaboration, and knowledge. Read more
There are four questions that drive the conversations of members of collaborative planning teams have as part of their Professional Learning Communities. These questions are (DuFour, DuFour, Eaker, & Many, 2010):
- What is it we want our students to learn?
- How will we know if each student has learned it?
- How will we respond when some students do not learn it?
- How can we extend and enrich the learning for students who have demonstrated proficiency? (p. 119)
For the past several decades, schools have focused on these questions to impact students’ learning. Well, really, teams have more likely focused on the first three questions. Read more