We often mistake "delivering content" for "teaching. It’s an easy trap to fall into, especially when the concepts are tough. When students struggle, our instinct as educators is often to take over—to explain more, to talk longer, and to stand at the front of the room and "pour" knowledge into them. Ms. Diaz, a 4th-grade teacher I’ve been coaching, had this particular challenge, and she wanted to shift how she delivered content.

Facilitating learning shifts the focus from the teacher as the sole source of knowledge to the students as active participants in their own discovery. Ms. G’s role had to evolve into one of creating experiences, posing questions, providing resources, and guiding students as they explored and made sense of meaning.

When we ask a student with low-level reading skills to solve a complex word problem, we are asking so much more than to simply calculate some numbers. We’re asking them to decode and switch back and forth between linguistic and mathematical concepts. That is a huge cognitive load! If we don't “decouple” reading ability from mathematical reasoning, we risk “labeling” kids with a math disability when that is absolutely not the case. It’s reading that becomes the barrier to math

When students read below grade level, traditional assessments often measure their reading ability rather than their instructional content knowledge. If we want an accurate picture of what a student knows about the subject being taught, we must “decouple” the assessment of content from the mechanical act of reading and writing. Remove the barrier.

Learning outcomes clearly define what a student should know, understand, or be able to do by the end of a course, grade level, or program. They shift the focus from merely teaching content to ensuring observable and measurable mastery of that content. When outcomes are clear, they support both educators in designing effective instruction and assessment and students in understanding the learning goal.

As folks in education, regardless of our roles, we all want to see our students succeed. For many students, Math can feel like a vaulting box that they’re scrambling to get over. The traditional way of teaching Math, mostly with paper and pencil, while effective for some, can leave others feeling frustrated, defeated, and convinced they "just aren't good at math." Because I was one of those kids, as a teacher, I took so many workshops and PD sessions on all things Math and nu

For general education teachers, specialized training and consistent support in working with students with disabilities is no longer a niche skill—it’s a foundational requirement for effective teaching.  Despite this reality, there is currently no mandate for general education teachers to undergo professional development focused on diverse learners as part of their recertification requirements. Preparing these teachers with instructional skills benefits every student and teach

Instructional coaching is the single most effective lever for translating educational theory into actual, high-quality classroom practice. It's a collaborative partnership with no evaluation attached to it, and teachers can really appreciate that. For a teacher lacking traditional training, an instructional coach is their personal guide to more effective instruction.

Earlier this year, I supported Ms. Heather, a 4th grade teacher, in her Tier 1 instruction. When we sat down to discuss a possible goal for our coaching, everything pointed to greater supports for executive functioning. So many of her students struggled with organization and time management; Ms. Heather was concerned that their learning (and thinking) would be more surface level rather than complex and critical.

Differentiation and specially designed instruction aren't one-size-fits-all solutions. The key is to be flexible, creative, and responsive to your students' diverse needs. By tailoring your teaching, you can create a classroom where every student feels challenged, supported, and empowered to reach their full potential.

The explicit modeling reduced cognitive load, the graphic organizer provided a structured scaffold, and the guided practice ensured he didn't get lost before attempting it alone. This high-quality, universally-designed core instruction was exactly what Leo needed to keep pace with his peers, ultimately reducing the need for intensive pull-out services. What happens when there is poor quality Tier 1 instruction?

For kids with disabilities, achieving independence often involves a carefully structured approach to support, and that's where the prompt hierarchy comes in.  A prompt hierarchy is a systematic way of providing assistance, gradually reducing the level of support as the child learns a new skill. This method not only helps children acquire new abilities but also significantly boosts their autonomy and self-confidence. Let's take a look at the different levels of a prompt hierar

Think about it: how many adults would choose to sit rigidly in the same chair for hours on end while trying to focus? Probably not many! I remember attending a required training in my former school district where this was an unspoken expectation, and I created my own flexible “seat” by standing off to the side! So why would we expect this of our youngest learners? For neurodivergent children, such as those with ADHD or autism, traditional seating can be a significant barrier

For students with sensory and emotional needs, the classroom can sometimes feel overwhelming. Unpredictable routines, unclear expectations, and sensory overload can lead to frustration, anxiety, and even meltdowns. The good news is, there are simple, yet powerful tools you can use to create a calmer and more predictable learning environment: routines, schedules, and visual supports.

We've all been there. Another professional development day… Ugh. You settle in, and it’s the same thing AGAIN!  "Differentiation strategies," "classroom management basics," "understanding data" – while these topics are undoubtedly important, too often, the same sessions rotate through our calendars year after year, offering little new insight or practical application for the complex challenges we face in today's classrooms. And let’s be real. Teaching is far different than it

What if we shifted away from the word “corner”? The "Reset Space": Reframing for Support Given the lingering negative connotations of "the corner," and even the subtle punitive feel that "calm down" or "cool down" can sometimes carry, I propose we adopt a new term: the Reset Space. Why "Reset Space"?

The digital age offers a load of assistive technology (AT) to empower students with special needs. These tools can bridge learning gaps, boost engagement, and unlock a world of communication and expression possibilities. Let's explore some readily available, high-tech AT options that can transform your classroom.

A 504 Plan is often a good first step, providing accommodations to help a student access their education. But what happens when you have a child with a 504 Plan who is still struggling? Take a look at this post from a teacher that I came across on a social media site...

The truth is, a child can have high support needs in one area and low support needs in another. For example, a student might need significant academic help but thrive socially and emotionally with minimal support. Another child might excel academically but require extensive support to manage their behavior and social interactions.

Do you have students that might benefit from AT? Assistive technology (AT) is a powerful ally for creating inclusive classrooms, but it doesn't have to mean expensive gadgets and complicated software. Sometimes, the most effective tools are readily available, affordable, and require no batteries! Enter the world of low-tech AT and learn how everyday items can be transformed into powerful learning enhancers.