Too often, multilingual learners are unfairly blamed for their attendance patterns without consideration of the systemic barriers they face. When teachers assume that chronic absenteeism reflects a lack of motivation or family indifference, it reinforces deficit-based thinking and lowers expectations.

Educators are stretched thin, often working in isolation, and many professional learning communities (PLCs) fail to deliver meaningful results. After decades of studying and implementing PLCs, we realized that the model from the 1990s no longer meets the needs of today’s classrooms. That’s why we developed PLC+, the next generation of professional learning communities.

When students learn to evaluate their own work, teachers’ roles in assessment change for the better.

Here, we build on that foundation by showing how aspects of GRR can be used not only in sequence, but also simultaneously—allowing teachers to respond flexibly to student needs and keep all learners engaged.

But, when integrated seamlessly into instruction, assessment guides instruction, empowers learners, and supports student understanding

When the ratio between failure and success tips to failure, students are less likely to take risks. In fact, they may disengage from the learning process to avoid repeated failures.

Help your students anticipate and construct counterclaims to improve their persuasive writing.

...we identified multiple potential components of rigor based on our review of research and then asked over 400 teachers and leaders to vote on them.

When our learning experiences, explanations, examples, and plan for generating evidence is clearly articulated, there is a greater potential that we engage in deliberate practice—a focused, systematic approach to accelerating learning.

But what seems to be missing from the conversations about quality reading instruction is the sentence-level work that students must do to understand what they read.