by Dr. Chandra Williams | Mar 22, 2022 | Culturally Responsive Teaching, ELL and ESL, Literacy Instruction, Student-Centered, Students with Invisible Disabilities
All month long, we’ve been highlighting best practices for working with English as a Second Language (ESL) students and English Language Learners (ELLs). We’ve discussed: Lesson Planning for ESL Students Differentiation for ESL Students Response to Intervention (RTI)...
by Dr. Chandra Williams | Mar 8, 2022 | Culturally Responsive Teaching, ELL and ESL, Parent Engagement, RTI, Students At Risk
This month, we’re covering all kinds of questions about working with English as a Second Language (ESL) students and English Language Learners (ELLs) on our blog. So far, we have discussed: Lesson Planning for ESL Students Differentiation for ESL Students This week,...
by Dr. Chandra Williams | Jan 25, 2022 | Dyslexia, Literacy Instruction, Special Education
The Covid-19 pandemic has resulted in unprecedented challenges for children and families, particularly those who suffer from learning disabilities. One group, in particular, children with dyslexia, has struggled with the changes to schooling and the learning loss that...
by Dr. Chandra Williams | Jun 10, 2020 | Blended Learning and Virtual Learning, Equity and Excellence, Instructional Strategies, Parent Engagement, Special Education, Students At Risk
Because of coronavirus-related school closures, most US students will have lost between one and two months of classroom instruction this spring. On its face, this news sounds bad; after all, we’ve seen scary statistics about the “summer slide” showing that...
by Dr. Chandra Williams | Oct 29, 2019 | Equity and Excellence, Instructional Strategies, School Improvement, Teacher Professional Development
Instructional Rounds can help promote a collaborative Professional Learning Community for your teachers and provide space for teachers to individually reflect on their own instructional practices. This week, we want to help you implement Instructional Rounds in your...
