by Chandra Williams | Jan 19, 2023 | Dyslexia, Gifted and Talented Learner, Literacy Instruction
Dyslexia is a learning disorder that affects around 17-20% of the population, making it the most common learning disorder. It is characterized by difficulty in reading, spelling, and writing, despite normal or above-average intelligence. If left undiagnosed and... 
by Chandra Williams | May 10, 2021 | Back to School and Classroom Management, Equity and Excellence, Instructional Strategies, School Improvement, School Leaders, Special Education, Students At Risk, Teacher Professional Development
Effective professional learning takes place through a combination of different media and formats, including online professional development opportunities! We’ve rounded up six of our favorite on-demand PD resources for school leaders as we approach the 2021-2022... 
by Chandra Williams | Feb 1, 2021 | Blended Learning and Virtual Learning, Culturally Responsive Teaching, Equity and Excellence, School Reopening, Special Education, Student Engagement, Students At Risk
When the COVID-19 pandemic caused emergency school closures last spring, news outlets like CNBC, The Washington Post, and many more began reporting how the crisis deepened educational inequity for already underserved students. Vulnerable student populations, such as... 
by Chandra Williams | Jun 15, 2018 | Instructional Strategies, School Improvement, Students At Risk
Although schools have implemented Response to Intervention (RTI) for years, stakeholders may continue to have varying levels of understanding and RTI experiences. While serving as an educator, several high-frequency questions about RTI are repeatedly asked over time... 
by Chandra Williams | May 11, 2018 | Instructional Strategies, School Improvement, Students At Risk
To achieve the best possible outcomes for all students, a range of steps can be taken to improve their chances. These steps often begin with the appointment of an effective school principal. Few schools are able to show significant improvement without first...
