Neuroscience shapes how we understand reading. Do classrooms keep up? The “From the Archives” article, “The ‘Reading Brain’ is Taught, Not Born,” shows how cognitive science challenges assumptions and reinforces the need for evidence-based instruction. hubs.la/Q03DYG9S0

If you reach your goals by compromising your values, you haven’t succeeded. If you fall short of your goals by upholding your values, you haven’t failed. The true measure of accomplishment is standing by your principles when they’re tested.

Always grateful to learn alongside friends and colleagues at the Reading League Conference! A highlight this year was asking Dr. David Share a burning question about the self-teaching hypothesis—such a memorable moment! Excited for one more day of #TRLConf2025.

Perpetuating neuromyths is profoundly inequitable.

Yes! 💯 But also ask candidates (or yourself): How is what you are learning informed by student outcomes and adult implementation data? If what you are leading isn’t aligned with the needs of your students (and the educators who teach them), the benefits may be negligible.

Everyone needs to hear this…

Yes! I say this all the time— it has big implications for enrichment.

“Because, but, so” works not because it’s cute but because it aligns with how memory and understanding actually form. Retrieval. Elaboration. Generation. The science behind these 3 small words and how I use it in the wild to make expert thinking accessible. 🔗👇

Engagement does not imply learning. Exhaustion does not imply learning. Enjoyment does not imply learning. Struggle does not imply learning. Comfort does not imply learning. Discomfort does not imply learning. “Following along” does not imply learning. What DOES imply

Everybody reads. Everybody writes. Everybody does everything. It’s like a basketball coach saying, “First, watch Billy dribble. Now watch Susie. Now Jake’s turn.” In sports, that’s absurd—get everyone a ball and have them all dribble. Teach first. Then have everyone practice.

#Halloween2025 Really scary.

I recently presented at the Ohio Assessment Conference about purpose-driven assessment, and I embedded a case study showing how the collaborative problem-solving model facilitates early enrichment. You can find a recording here, if you'd like to watch: vimeo.com/1131000771

It was an honor presenting at the NOBIDA Symposium alongside Dr. Carolyn Denton and Dr. Sarah Powell last Friday!  Local friends, don’t forget to check out all of the fabulous virtual sessions! 📚📓

MTSS is a viable mechanism for data-driven extensions, enrichment, and acceleration. Let’s leverage what we know about providing a flexible continuum of supports in service of gifted AND advanced learners, too. nytimes.com/2025/11/19/lea…