Every fall, educators expect some level of learning loss as students return to school from summer break. But this school year we’re dealing with more than the typical summer slide. How have nearly six months out of the classroom and…
In talking with educators, one of the greatest concerns regarding the 2020-21 back-to-school season is the extent of learning loss students suffered as a result of COVID-19. When schools closed, students missed out on important instructional time, even if learning…
The 2020-21 school year certainly looks different from years past. In fact, it probably looks different district-to-district, school-to-school and even student-to-student.
But even though learning environments have changed drastically for some, that doesn’t mean your core instructional approach has to change, too. The practices that made up your Multi-Tiered System of Supports (MTSS) framework pre-COVID-19 will be just as effective in restarting learning this school year. Learning loss may be greater than usual, but following your embedded MTSS process will allow you to assess student needs and address them with timely, targeted supports to get them back on track.
A version of this article originally appeared on the Illuminate Education blog on May 4.
If you think back to someone who made a significant, positive impact on your young life, you might envision a parent or family member. Or you might think of a teacher.
Teachers hold many roles beyond providing curricular instruction. They give us a physically and emotionally safe place to be and to think and to not always succeed on the first try. It’s our teachers who believe in us before we believe in ourselves. Who challenge us, who truly “see us,” and who show that we each have something that is uniquely ours to contribute to the world around us.
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When FastBridge Learning joined the Illuminate Education family in June 2019, it brought together pioneers in integration of improved assessment and data-management tools for teachers with all of the FAST measures. From this has sprung many new opportunities, including custom assessment item banks, data management and warehouse tools, giving these combined products more potential than ever.
Since earning her Ph.D. from the University of Massachusetts (UMass) Amherst in 2002, Judy Loughlin has made a career as a consultant to districts and schools seeking to improve students’ literacy outcomes. Her resume includes working with IDEAL Consulting, the Hill Institute, the Connecticut and Massachusetts Departments of Education, and countless schools and districts across New England. She also has served as an adjunct instructor in the UMass Amherst College of Education and worked as a teacher and school psychologist.
It was during her time practicing school psychology and visiting schools seeking to address their high rates of special education referrals that something became strikingly clear to her. The degree to which educators needed to focus on prevention and early intervention for students struggling with reading was critical to everything else that needed to take place to improve their schools. And so launched a career-long interest in schoolwide reading improvement.