-by Pamela Dean, M.Ed. According to a review of Data Literacy of Educators: Making it Count in Teacher Preparation and Practice in the Harvard Educational Review, data literacy in education is the ability to create actionable instruction based on the collection and examination of student data such as attendance, grades, test scores, behavior, and motivation. Sounds easy enough:Continue reading “Why data literacy matters.”
-by Annmarie Granstrand James Clear, author of Atomic Habits, shares that we don’t rise to the level of our goals, we fall to the level of our systems. As a literacy coach, I was always on the hunt for routines that could bear the weight of big data. Here are some strategies to build intoContinue reading “Be prepared: Three practices to make your data meetings effective and efficient”
-by Timothy (Tim) Grivois, Ed.D. I frequently lead professional learning on how to use data effectively, most recently with Youth On Their Own, a Tucson-based nonprofit that supports youth without a permanent place to live in graduating high school. Over the years, I’ve collected a few topics that tend to be effective for whole-staff trainings,Continue reading “Ongoing Professional Learning with Data“
-by Timothy (Tim) Grivois, Ed.D. While most school leaders view reviewing student data in professional learning communities (PLCs) to be essential, most teachers view these meetings as a waste of time. (Gates Foundation, 2014). Here are three objections to data that I hear frequently from teachers that I encourage all leaders like you to validateContinue reading “Three true objections to data that you can’t ignore.“
-by Timothy (Tim) Grivois, Ed.D. Right now, I’m working on a presentation on data for Youth On Their Own a nonprofit in Southern Arizona that supports youth without permanent homes to graduate high school. Like many of the schools, nonprofits, and government agencies I work with, data is at the heart of what Youth onContinue reading “Two reasons why your team resists data.”
Combined with in-the-moment feedback and support from families, schools can create exceptional learning environments for all students while offering students with ADHD effective and respectful support.
One of the best researched and most effective interventions for ADHD is medication. However, medication is not an option for every child, and schools can’t require families to seek a diagnosis or a prescription. Since schools generally can’t control whether a family chooses medication as a treatment for ADHD, often the most effective, evidence-based supports for children with ADHD involve “classroom-possible” strategies that are good for all students, yet demonstrate the most benefit for students with ADHD.
- Play-based skills coaching with peers
- Recess at the beginning of the day, and ideally throughout instructional time
- Positive reinforcement paired with clear, predictable expectations for behavior and classroom routines
- Explicit training in organizational skills
One of my clients is building a system for supporting students’ social, emotional, and academic achievement for the first time. Another is revising their approach to ensure that they are aware of their students’ social, emotional, and academic needs and has already created a system for supporting anything that might prevent student learning. Often, people call this “response to intervention” or “RTI.” Both are accomplishing this work with no triangles, and no tiers.
One of the problems with CICO is that it works. What if the only reason student behavior improves is because we’ve provided frequent doses of external motivation, and never connect the goals we have for students to goals that they have for themselves?
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