Understanding language is critical to reading, beginning with oral language and growing to include drawing inferences to determine meaning. So how do educators build a comprehensive framework for language comprehension?
It happens all the time. You make a purchase and sign your name with your finger, knowing that it looks nothing like your real signature. But at a store, it doesn’t really matter. Imagine, though, you’re in second or third grade, not only learning how to write but also studying English as a second language. Suddenly, every stroke and line matters. For bilingual learners at schools with 1:1 programs, edtech can either be a saving grace or yet another obstacle to an equitable education.
District leaders often have grand visions for building schools’ impact. The challenge can be bringing those visions to life. Putting them into motion on campuses is a strategic move—they must be translated into day-to-day school realities to take hold.
The Department of Justice has revised its final rule (the “2024 Rule”) regulating the implementation of Title II of the Americans with Disabilities Act (ADA). The revision requires that web and mobile app resources used by government entities be accessible to people with disabilities. The original 2026 deadline to meet specific standards has been extended to April 2027 or 2028, depending on the organization’s size.
MTSS provides educators with a powerful opportunity to help all students achieve grade-level proficiency. From lack of fidelity in collecting data to difficulties with middle and high school implementation, administrators still face barriers concerning the effective use of MTSS. Experts on the edLeader Panel “Overcoming MTSS Challenges to Better Serve All Students” discussed five main obstacles and their strategies to overcome them.
Your student is acting out again, and you become dysregulated. Out goes the student for a discipline referral. You are worried that you will have to tackle more difficult behavior, and it shows—your demeanor lets students know you have had it. Navigating challenging behavior is not easy. It often leads to disciplinary actions that benefit no one. It is also emotionally disruptive.
Every two years, America Succeeds analyzes 82 million job descriptions. Researchers found that eight of the top ten most in-demand skills are not taught explicitly in schools, according to Tim Taylor, Co-founder and President of America Succeeds, and one of the edLeader Panelists on “From College and Career Readiness Silos to Connected Student Experiences: Sparking Enrollment and Excitement.”
In today’s rapidly changing world, students’ and educators’ needs constantly shift, necessitating timely, relevant professional learning to ensure that everyone has the skills to succeed.
K–5 teachers are under constant pressure to cover every standard, often leaving social studies behind in favor of more time for literacy. But what if you don’t have to choose? In the edLeader Panel “Social Studies and Literacy: The Dynamic Duo for K–5 Success,” district leaders shared how making time for social studies can boost engagement, expand content coverage, and reinforce core reading and writing skills—all within your existing schedule.
Kids these days just don’t have a long attention span anymore, especially with reading. That’s a common refrain. But what if, in a world where everything is a snippet, students were challenged to slow down and build reading stamina by learning with whole texts? How would that impact their ability to not only read but also enjoy long-form writing?