Mislabeling disabilities as differences allows schools to avoid the commitment they are required to make to teach their students appropriately.
For every issue of The Beacon, Head of The Windward School Jamie Williamson will contribute a piece to the column, Head Lines.
We remain committed to learning, to community, and to making an impact. By modeling resilience in the face of adversity, we demonstrate to our children that anything is possible.
The most at-risk readers in the U.S. have not significantly improved reading scores since 1992. The good news is we know how to move the reading needle forward.
For parents, guardians, and educators, a four-step framework of Review, Record, Request, Refer is a beneficial tool to initiate conversations about intervention.
By identifying struggling readers, kindergarten teachers can help prevent the cascading, debilitating effects of not learning to read.