This past year, I was assisting the Burlington Public Schools improve their already high-quality prevention-focused services to at-risk children by helping to enhance the precision of some of their formative assessment procedures at the elementary level. As part of this, I put together a narrative and video guide for how to use Google Spreadsheets to make collecting normative data easier.
Friday, July 25, 2014
Friday, July 11, 2014
Wednesday, March 5, 2014
It seems that one of the secrets behind effective models of RTI is teambuilding - it's the interpersonal aspect of school change. What should consultants helping school districts do? What are some things to look for in the environment to indicate the need for teambuilding?
Thursday, October 24, 2013
Siegfried Engelmann wrote a paper called Diagnosing Instruction (available below), and I read this paper about 10 years ago. I've read it almost every year since and find myself as intrigued as I was when I began. Consistent with a philosophy major (he majored in philosophy), the writing in the paper reaches somewhat beyond the ordinary reader because its ideas are not only genuine, but because the writing holds a secret that only the best educators know: that when children fail to learn it's because there was a failure to teach something important.
Sunday, September 8, 2013
My website has been updated (www.scottandrewmethe.com) as a resource page for interventionists. The new site includes much less about me and much more information for practitioners such as various live auto-update feeds with links to resources and tools as well as cutting edge applied research for teachers, school psychologists, and a variety of others. Please publicize this site if you think it to be useful! Thanks!
Friday, September 6, 2013
Interesting discussion about contemporary education on WBUR tonight. There's an ominous feel to the topic, though, when so-called contemporary education "experts" (who happen to always be men from Harvard or MIT) make it a point to dichotomize the issue of intrinsic versus extrinsic motivation