Local Agency and Adaption Are Needed for Equitable Improvements to Instruction

Educators and schools whose students have high average achievement tend to be given a lot of freedom whereas educators and schools whose students have low average achievement are given little freedom. In this article, Chris Schunn, an LRDC senior scientist, shares that in his experience, this approach tends to have many negative consequences, and the net effect is to amplify inequities.

When a High Assessment Load Prevents Learning

In the time of COVID, so many are worried about learning loss, and because of this concern, assessments quantifying this learning loss are on the rise. The intent is to help bring students back on track, but this response has large negative effects on teaching and learning. Now is the time to give your students’ assessment load a large downsizing.

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Using Accountable Talk® Features to Think Through the Design of Remote Instruction

Infusing practices from the business of instructional technology with Accountable Talk® features provides a light that can guide the planning of technology-based instruction, helping educators navigate challenges in order to enrich remote learning.

® Accountable Talk is a registered trademark of the University of Pittsburgh.

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Raising the Score: Structuring a school for a student-centered math intervention program

Changing the system changes the outcomes is the premise by which one school approached reorganizing their resources to maximize mathematics interventions. This meant getting everyone on board to increase and improve mathematical understanding for all learners. This article is the second of a two-part series the explores one school’s efforts to change their system of mathematics intervention to better meet the needs of every student (and every teacher) across all tiers of instruction.

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Meeting Challenges with Commitment and Cariño Is a Good Life

Never doubt the big impact something small can create. A tiny acorn grows into a towering tree, providing air for the world around it to breathe. A flicker of ember being carried by the wind can spark a towering inferno. And then there is Executive Director Rosita Apodaca, who announced her retirement after 22-years with the IFL and a lifetime of inspiring students and fighting to ensure that each and every child are given a fulfilling educational experience.

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Defining the Post-Pandemic New Normal: 6 Things to Think About for School Reopening

Examining ways that school systems can rethink preparation for high-stakes testing, so that it does not highjack the rest, can help establish a post-pandemic new normal. Based on our research-informed work in schools and classrooms, no matter how well-intended, the current system of rewards and sanctions tied to test scores has negatively impacted opportunities for meaningful, high-quality learning experiences that prepare learners for college, career, and community engagement. This has disproportionately impacted students of color, those impacted by poverty, and multi-language learners.

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Making Space for Creativity Using A Mathematics Lesson Routine

Creativity in mathematics abounds at the intersection of belief and practice! When the belief that all learners are doers of mathematics and enter the classroom with valuable lived math experiences intersects with the use of a lesson routine that offers space for students to do the thinking, learners become the creators and authors of the material from which they learn.

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