Lots of great teaching stories and tips in this one! Two teachers (and longtime friends) join Kailey to get the tea on getting back to school.  They talk back-to-school routines, first week tips, introducing yourself to new families, hitting the wall, relationship-centered learning, and more. And of course: What’s on your back-to-school playlist? Thanks to our guests: Shelby Coffin, ELA teacher @ Decatur High School, and Olivia Rocamora, high school Spanish teacher @ the Weber School.

The science of reading is both a body of research and movement in literacy education. How do we keep those two things connected when they’re not always aligned? What are most common myths about literacy instruction, how do we fight them? A roundtable of educators and specialists from NWEA join Jacob & Kailey to talk about how the science of reading works best in classrooms and where both the movement and the research are going.

All reading tests are not created equal. With helpful features, innovative reporting tools, and robust professional learning experiences, MAP® Reading Fluency™ is an early reading assessment unlike any other. Learn more about the equity-advancing, time-saving features included with MAP Reading Fluency

Why do educators choose MAP Growth for assessments? It isn’t just another test – it’s an innovative assessment that helps educators make decisions with confidence. Watch this video for a summary of how MAP Growth supports education excellence at all levels – from teachers to district leaders.

How can we support academic growth for English learners (ELs) who may have experienced disproportionate academic impacts from COVID-19? Recent NWEA research may help inform how federal ESSER funding can provide early intervention and extended school year support in the summer and after-school that can create sustainable change and further growth for ELs.

How can we support academic growth for students with disabilities (SWD) who may have experienced disproportionate academic impacts from COVID-19? Recent NWEA research may help inform how federal ESSER and IDEA funding can provide early intervention, extended school year support in the summer, and other evidence-based supports that can create sustainable change and further growth for SWD.

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.