In this episode, we discuss information why and how teaching programs fail to prepare gen ed teachers for working with students with disabilities, break down a few common myths about students with disabilities, and give teachers actionable ideas and strategies for building student agency with their entire class. Our guests are two NWEA experts in special education: Douglas Buttorff (content designer) and Elizabeth Barker (accessibility research scientist).

In this discussion, we cover how to recognize the assets emergent bilingual students bring with them, how to get back into the groove of academic language, and how to make room for both language and communication with English language learners.

Superintendents know that outcomes across a school or district are often far from homogenous. Learn how to create more consistency using NWEA’s MAP Accelerator, a personalized math learning tool for students in grades 3–8.

In relentless pursuit of our mission to help all kids learn, the Policy and Advocacy team at NWEA elevates five key areas in which we seek to influence decision-making: informing the recovery from the COVID-19 pandemic, driving equity and innovation in assessments, supporting the reimagining of accountability, building and supporting a diverse educator workforce, and expanding opportunities to learn.

In this conversation, we venture into the domain specific ways we, as educators, can empower students within our classrooms.

At NWEA, we understand that data from the assessments we create plays a critical role in supporting student-centered instruction, and in informing the systems, policies, and investments that support equal opportunity for all students to learn. As we partner with states and the districts to create systems that positively impact all students, we apply an equity lens to test design, content development, and integration of accessibility and accommodations.

This episode will explore elements of culturally responsive teaching, supportive environments, and the actions that educators and leaders can take to create a space where students belong, feel valued, and thereby are more likely to take risks, make mistakes, and build a sense of self-efficacy that will serve them well in their academic journeys and in their lives beyond school.