Blog

20 blog posts in 2019

Closing Secondary Students’ Significant Academic Skill Gaps: Teach at Their Grade Level or Their Skill Level? (Part II)

Reviewing Two Recent Studies of Math Deficient StudentsDear Colleagues,Introduction   Two Blog messages ago (on September 28th), I began a two-part discussion on:Closing Academic Gaps in Mid...

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The Traps and Troubles with “Trauma Sensitive” Schools: Most Approaches Are Not Scientifically-Based, Field-Tested, Validated, or Multi-Tiered

A National Education Talk Radio Interview (Free Link Included) Puts it All into PerspectiveDear Colleagues,Introduction   Given the wide range of family, community, school, peer, virtual, an...

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Closing Academic Gaps in Middle and High Schools: When Students Enroll without Mastering Elementary Prerequisites (Part I)

The MTSS Dilemma—Differentiate at the Grade Level or Remediate at the Student Skill Level?Dear Colleagues,Introduction   I do a great deal of consulting in middle schools and high schools ac...

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Inequities in the Distribution of School Funds to Individual Students Revisited: Required Transparency, ESEA/IDEA Funding Flexibility, and Multi-Tiered Efficacy

Reminding Schools of their Responsibilities and PossibilitiesDear Colleagues,Introduction   Earlier this Spring, near the 65th anniversary of the landmark Brown v. Board of Education case, I wrote two...

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As Cyberbullying Increases, Positive School Climate Decreases

Student Involvement Must Be Part of the Solution. . . How to Do ItDear Colleagues,Introduction   I receive about fifteen or twenty e-mails a day from different national organizations, education news f...

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Aren’t Schools with Positive, Safe Climates Already “Trauma Sensitive”?

Unmasking the ACEs, and Helping Students Manage their Emotions in SchoolDear Colleagues,Introduction   The new school year started this week in many districts across the country.  And m...

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An 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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Revisiting the School Seclusion and Restraint Epidemic: The Federal Government Says It's Worse than Thought

While the Numbers are Important, We Need to Focus on the Reasons and SolutionsDear Colleagues,Introduction   Back in March, we wrote a two-part Blog Series on the issues related to the number of seclu...

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Analyzing Your School Discipline Data Now . . . to Prepare for the New School Year (Part III)

Conducting “Special Situation Analyses” for Your Hallways, Bathrooms, Buses, Playgrounds, and CafeteriaDear Colleagues,Reviewing Parts I and II of this Blog Series, and Introducing Part III   This thr...

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Analyzing Your School Discipline Data Now . . . to Prepare for the New School Year (Part II)

Conducting “Special Situation Analyses” for Common School Areas and Peer-Related Anti-Social BehaviorDear Colleagues,Prologue   Later this week, I will be attending a small, interdisciplinary working...

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Analyzing Your School Discipline Data and Your SEL (PBIS or School Discipline) Program (Part I)

Students’ Discipline Problems are Increasing Nationally Despite Widespread SEL UseDear Colleagues,Introduction   Happy June !!!   With everyone consumed with testing, end-of-year a...

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The Journey toward Real School Equity: Students’ Needs Should Drive Student Services … and Funding (Part II)

The Beginning of the Next School Year Starts Now: The “Get-Go Process”Dear Colleagues,Introduction   Last week, on May 17th, the 65th anniversary of the landmark Brown v. Board of Education...

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Solving Student Crises in the Context of School Inequity: The Case for “Core-Plus District Funding” (Part I)

When Schools Struggle with Struggling Students:  “We Didn’t Start the Fire”Dear Colleagues,Introduction   The last two weeks have been a blur.  Just over two weeks ago, I landed in...

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How Hattie’s Research Helps (and Doesn’t Help) Improve Student Achievement

Hattie Discusses What to Consider, Not How to Implement It . . . More Criticisms, Critiques, and ContextsDear Colleagues,Introduction   By the time you read this Blog, I will have just lande...

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The Art of Doubling Down: How the U.S. Department of Education Creates Grant Programs to Fund and Validate its own Frameworks

Call Congress:  The Tainting of RtI, PBIS, MTSS, and SELDear Colleagues,Introduction   In Poker, a player “doubles down” when they have a losing hand, but they want the other players to...

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States Take Note: How to Really Address the School Seclusion and Restraint Epidemic (Part II)

What State Departments of Education Need to Learn If Using PBIS to “Solve” This ProblemDear Colleagues,Introduction   The number of seclusions and restraints in our nation’s schools—whether involving...

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Congress Take Note: How to Really Address the School Seclusion and Restraint Epidemic (Part I)

The U.S. Department of Education Keeps Pushing PBIS, but PBIS Ain’t Got Nothing to GiveDear Colleagues,Introduction   Seclusions (including isolation) and physical restraints (including mech...

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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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New Rand Corporation Study Finds Restorative Practices Produce Mixed and Underwhelming Results

New Rand Corporation Study Finds Restorative Practices Produce Mixed and Underwhelming Results:  But Some Publications are “Spinning” the Outcomes and Twisting these ResultsDear Colleagues,I...

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The Year in Review: Successful School Safety and Equity in School Discipline (Part II)

Putting Politics Aside to Protect our Kids—A Review of the Federal Commission’s School Safety ReportDear Colleagues,Introduction   Happy New Year !!!  I hope that everyone had a great H...

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