by Chandra Williams | Sep 19, 2023 | Science of Reading
In today’s dynamic educational landscape, standard-based instruction acts as a beacon, guiding curriculum design, instruction, and assessment. For K-5 literacy teachers, intertwining standard-based principles with the Science of Teaching and Reading provides an... 
by Chandra Williams | Jun 23, 2020 | Blended Learning and Virtual Learning, Equity and Excellence, Instructional Strategies, School Improvement, School Leaders, Special Education, Teacher Professional Development
When the coronavirus crisis made its way into our communities in late February/early March this year, most school systems were not prepared with a crisis plan to transition from brick-and-mortar schools to online instruction. As school leaders plan for the 2020-2021... 
by Chandra Williams | Oct 15, 2019 | Equity and Excellence, Instructional Strategies, School Improvement, Students At Risk, Teacher Professional Development
How do you use assessments in the classroom? Many view assessments simply as a means of determining student success after completing a learning unit, but assessments can also be used as tools to help improve student achievement throughout the school year. When used... 
by Chandra Williams | Oct 8, 2019 | Equity and Excellence, Instructional Strategies, Students At Risk, Teacher Professional Development
As teachers, our mission is to equip and inspire students to become lifelong learners. Traditional methods of instruction which emphasize rote learning and memorization may help some students achieve high test scores. However, this approach won’t help students develop... 
by Chandra Williams | Oct 1, 2019 | Equity and Excellence, Hiring and Retention, Instructional Strategies, School Improvement, Students At Risk
Last week, we took a look at the research supporting the use of Multi-tiered Systems of Support (MTSS) and Culturally Responsive Positive Behavioral Interventions and Supports (PBIS) as methods for promoting equity and reducing the achievement gap in schools. This...
