Improving Reading Outcomes for Secondary Students: Cardinal Hume’s Success with Sounds-Write... buff.ly/GMp8dEe Cardinal Hume Catholic School RP #schools, education #teaching #learning #phonics #literacy #educators #teaching #classroom #reading #writing

I’m excited to be a host at this symposium! Let’s be honest, we aren’t exactly ‘nailing’ literacy here in the US. Join us to learn from others around the globe who ARE getting outstanding literacy results (and how you can as well!) It’s free and will be well worth your time!

Decorating your classroom with 200 laminated stars and hearts, neon posters, random disconnected academic graphics, and lame inspirational quotes is a waste of time

What political constituency in the US at present firmly supports high academic standards? Either political party? No. The college board? Higher education? No. Parents? interested in their own kid getting in to good schools. unions? Ha! ha ha ha! No strong organized group in the

We often discuss explicit instruction as a method, but rarely as a matter of equity. Its purpose is to provide all students, regardless of background, with the kind of knowledge that can genuinely change their lives. 🧵⬇️

A brilliant blog post by Dr. Snow on CLT. A must read for educators!

I've consistently said we are about 10-15 years behind England. We have a lot of work to do; let's get to it! ‘Cognitive Science,’ All the Rage in British Schools, Fails to Register in U.S. The 74 the74million.org/article/cognit…

The U.S. ignores home-grown ed ideas that are accelerating progress overseas fordhaminstitute.org/national/comme…

Your occasional reminder that knowing what curriculum or program a school "adopts" does not mean you know what gets taught. Also, the evidence base for customizing and supplementing remains thin to non-existent. It's a faith-based practice. edweek.org/teaching-learn…

Academic papers ask "Does X improve learning?" but schools need to know "Does X improve learning enough to justify its implementation costs compared to alternative Y?"

It amazes me so many educators and districts go the way of small group instruction. I was just talking with a principal who believes small group is what works best. I pushed back. A key is “serious teacher training in effective whole-class instruction” is needed.

1/ Why are 72% of NYC 4th graders reading below grade level? Watch ⬇️ 🎥

Always working to bring knowledge of the Science of Learning to the US. Sadly, it is still largely unknown.

If I had to divide schools into 2 categories, it’d be those with mission-driven urgency and those that act like time is unlimited. Time sure feels endless until it’s your child who can’t read. At the end of the day, it’s strangers’ children who bear the consequences of inaction.

If a child starts behind in reading, the odds of catching up fall fast: • 49% in kindergarten • 29% in first grade • 18% in second • 5% in third We don’t have a third-grade reading crisis. We have an early learning problem. Great take, Chad Aldeman. chadaldeman.com/p/do-not-wait

We judge schools by test scores, demographics, and zip codes—everything except the people leading the learning. The truth? Educator expertise determines outcomes. Not the data. Not the demographics.

Caitlin Clark 🤝 Hinkle Fieldhouse #DawgsOnly

Sounds-write is the most effective approach to teaching spelling and reading. If your current approach is not working so well, do look at this.

"Increased instructional time in social studies—but not in English Language Arts—is associated with improved reading ability." Yes, you read that right. More dosage of reading instruction isn't associated with reading gains. Add social studies time, on the other hand... From