News: Functional Assessment

Why Stress-Informed Schools Must Precede Trauma-Informed Schools

When We Address Student Stress First, We Begin to Impact Trauma. . . If It ExistsDear Colleagues,Introduction   I hope that you, your families, and your colleagues are safe, healthy, and pro...

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Teaching in this Fall’s Post-Pandemic World: Addressing the Academic Needs of the “Way High” and “Way Low” Students (Part II)

For Some Students, There Will Be No COVID-19 SlideDear Colleagues,Introduction   The pandemic clearly is not over.    In fact, over the past two weeks, the number of COVID-19 cases and deaths have inc...

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Why is Education Week Sensationalizing Student Trauma During this Pandemic? (Part I)

Will Schools Re-Open Without Pathologizing their Students' Emotional Needs?Introduction   As a school psychologist and Past-President of the National Association of School Psychologists (NASP), the so...

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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...

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Literacy 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...

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Mindfulness & 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...

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