Spring 2026 IMPACT

Spring 2026

impact

Volume 51 No. 1

On Instructional Improvement

Intention, Clarity & Commitment

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nysALL.org

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Executive Board 2025-2026

President Matthew Younghans Smithtown CSD

Board Members Gregory Borman NYC Department of Education

President-Elect Amanda Zullo St. Regis Falls CSD

Lisa B. Brosnick North Collins CSD/SUNY Buffalo Jill Christian-Lynch Jamesville-DeWitt/Syracuse University Teacher Center

Immediate Past-President Mark Secaur Smithtown CSD

Ted Fulton Hicksville PSD

Vice President for Communications and Affiliate Relations Brenda Aull-Klaben Cayuga Onondaga Teacher Center

Eric Larison Solvay UFSD (retired) Mary Loesing Connetquot CSD (retired)

Treasurer Deborah Hoeft Young Women’s College Prep

LaQuita Outlaw Bay Shore UFSD

Secretary Marcia Ranieri Capital District, RBERN

Krissy Purcell Central NY/Oswego County Teacher Center

Ex-officio NYS Education Department Santosha Oliver Assistant Commissioner, Office of Standards and Instruction

Your Executive Board of Directors represents urban, suburban, and rural districts. The members hail from the tip of Long Island to Western New York. We have teachers, administrators, college professors, and NYSED representatives.

Executive Director Brian Kesel West Genesee CSD (retired) NYSALL.org

Publication Statement Impact on Instructional Improvement is the official journal of NYSALL. Membership in NYSALL includes a subscription to Impact and the newsletter, NYSALL Developments. The views expressed or implied in the articles in this publication are not necessarily official positions of NYSALL or the editor.

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impact Published by: NYSALL PO Box 282 Camillus, NY 13031 director@nysall.org

On Instructional Improvement Spring 2026 Volume 51 No. 1

Foreward...........................................................................5 LaQuita Outlaw

Editor - IMPACT LaQuita Outlaw, Ed.D. director@nysall.org

Vocabulary Instruction: Quality Time Pays Off..............7 Amy Benjamin

Design & Digital Publication: CatStone Press (434) 960-0036 catstonepress.com@gmail.com

Durable Assessments: How Can We Begin the Process of Evaluating and Using AI in Our Teaching and Learning?.......................................................................13 Shawn Robertson Dual Coding: Neuro-move #3 (of 5)..............................18 Robert K. Greenleaf, Elaine M. Millen, and LaVonna Roth From Struggling Learners to Strivers and Thrivers.......24 Melissa Garcia

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Foreword Beyond the Hype – Deepening Learning in the Age of Cognition and AI Education is, at its core, an act of belief—belief that learning is possible, that growth is real, and that every student deserves the tools and opportunities to thrive. Yet the landscape is shifting faster than ever before, shaped by LaQuita Outlaw, Ed.D. has worked in school leadership for over a decade. Dr. Outlaw serves as a peer editor for Corwin Press and assists several local organizations with organizing professional development opportunities for educators across Long Island.

evolving research, emerging technologies, and an urgency to build effective systems. The articles in this issue invite us to meet that challenge with intention, clarity, and an unwavering commitment to children.

We begin with a powerful reminder that vocabulary is not an accessory to learning, but it’s the foundation. Amy Benjamin’s call for “quality time” with words reframes vocabulary instruction as one of the most meaningful investments educators can make—an essential gateway to comprehension, expression, and academic success across disciplines.

From the importance of language itself, we move naturally into the exploration of artificial intelligence and the urgent need for durable assessments. As students gain instant access to information, educators must rethink what it means to measure learning. Shawn Robertson challenges us not to retreat from innovation but to create thoughtful frameworks that ensure integrity, sustainability, and deeper thinking.

As assessment evolves, so must instruction. Robert Greenleaf, Elaine Millen, and LaVonna Roth extend the conversation by grounding learning in cognitive science 5

through dual coding—showing how the deliberate pairing of visual and verbal processing strengthens comprehension and memory. Their practical “neuro-move” reinforces that learning is not just about content delivery, but about designing experiences the brain can retain.

Finally, Melissa Garcia brings these themes together through the lens of inclusion and access. Her work reminds us that rigorous learning is not reserved for a select few—it is a right.

By shifting language, mindset, and systems, she illustrates how schools can move students from struggling to striving, and ultimately thriving.

Together, these pieces form a roadmap for what education can become when we teach with purpose, adapt with wisdom, and lead with belief.

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Vocabulary Instruction: Quality Time Pays Off Amy Benjamin

Educators, whoever they are and whatever or wherever they teach, cannot spend academic class time more productively than by teaching about words: what they mean Amy Benjamin, a nationally recognized consultant and author, works with teachers throughout Long Island on literacy instruction at the secondary level.

As a middle and high school English teacher, her classroom work has been used in training videos for Standards-based education. She leads workshops for seniors in the craft of writing and in revisiting literary classics. Amy is a professional Shakespearean actor whose most recent role is King Lear in King Lear. Her website is www. amybenjamin.com

in various contexts, how they are used, where they come from, how they can change their forms to fit into a sentence, how they can be recalled, what kinds of words usually surround them, how they differ from similar words, and, yes, how they are spelled. We have long recognized the importance of building background knowledge, and, according to Robert Marzano (Building Background Knowledge for Academic Achievement. ASCD, 2004), background knowledge and vocabulary knowledge are so closely aligned as to be inseparable. Without a doubt, vocabulary knowledge, which includes terms in phrases as well as single words, is foundational to learning content. Any content.

Yet without a doubt, too many educators address vocabulary marginally—sidelining it as mere workbook exercises— and superficially—not moving beyond brief definitions. The result is the persistent deficit that everyone frets over. If we are still seeing teachers minimizing vocabulary instruction by assigning weekly lists of words that have nothing to do with each other; if students are copying dictionary definitions without even understanding what they 7

are copying; if they are writing brief sentences

we learn words effortlessly through this

with little meaning; if all this is assessed by

natural process. We understand the meaning

a Friday quiz requiring memorization; and

of a word receptively first, i.e., by hearing

if no evidence points to the genuine growth

it used authentically, before we use it

...we need to understand how words get learned and stay learned, and we need to give vocabulary the quality instructional time it deserves. in word knowledge that we should expect

productively, i.e. speaking it ourselves. The

to see in reading and writing skills, then we

full meaning of a word may not be clear at

need to do better. And we can. But we need to

first—a learner may use it too broadly, or

understand how words get learned and stay

in the wrong grammatical form— but upon

learned, and we need to give vocabulary the

repeated exposure in a variety of contexts and

quality instructional time it deserves.

forms, its correct meaning and use emerges, as if out of the mist.

In this article, I will explain how words

A five-year-old in an English-speaking

get learned and stay learned (natural

family knows the meaning of the words

language acquisition) and how there are

inappropriate, decorate, and maybe accessory

three kinds of words: generic academic

not because someone has sat her down and

words, glossary words, and literary words.

given her the definition of those words; not

I will suggest research-aligned ways in

because she filled in spaces in a worksheet,

which these three types of words can be

but only because she has been exposed to

taught so that they are retained and used,

those words in a variety of contexts and

resulting in durable vocabulary growth, the

forms. Yet, these words are polysyllabic and

key component of information processing

abstract. By all rights, they should be “hard

and expression. I will suggest formative and summative assessment as well.

words.” But, in fact, there is no such thing as a

Repeated Exposure

are really just infrequent in a person’s world.

hard word! Words that we think of as “hard”

Words get learned and stay learned as

Well, that is good news indeed. All we

a result of repeated exposure in a variety of

educators have to do is make academic words

contexts and forms, over time. Theoretically,

more frequent—by using them repeatedly in 8

a variety of contexts and forms, over time—

NYSED Assessments: “My students know

and students will learn them without even

the answers. But they don’t understand the

knowing what hit them. That is what we mean

words in the questions. It’s so frustrating.” We

by implicit or indirect instruction, sometimes

can reduce that frustration by acquainting

referred to as being “caught, not taught.”

our educators with the AWL and having them understand the simple way that they

The AWL

can help—elevate their own vocabulary when speaking with students by using AWL words.

“Caught, not taught” for generic academic

Infuse the atmosphere with these words,

words will work over time. That is because

subset by subset.

such words appear frequently as supportive players in academic text. What exactly are

Conveniently enough, there are ten

the most frequent generic academic words?

subsets and ten months in the school year.

You can find many such lists. The one I

What would happen if all educators in your

prefer is The Academic Word List (AWL)

school or district entered into a conspiracy

compiled by Dr. Averil Coxhead in (2000).

in which they agreed to use as many of the

Dr. Coxhead compiled her game-changing

words as possible, in a natural way, every

list of some 570 words gleaned from two

day. What would happen if they practiced a

hundred college-level texts across thirty-

routine of having students work cooperatively

eight subject areas. She then divided the list

to write one or two sentences summarizing

into ten subsets, each presented in order of

recent learning, integrating at least one of the

frequency. This teacher-friendly organization

AWL words in their sentences?

sets the AWL apart as a uniquely teacher-

Scaffolding with Synonyms

friendly bridge between linguistic research and classroom practice. The New York State

I’ve heard teachers say, “But if I used

Assessments in all subject areas are replete

words like this, the students wouldn’t

with words from the AWL.

understand me.” A common concern, but

It has been my privilege to have worked

one that is easily fixable. Many teachers

with thousands of New York State educators,

are already in the habit of scaffolding

K-12, in every kind of demographic and

comprehension by coupling what might

structure you can think of. I have never heard

be an unfamiliar word with an accessible

any of them deny that knowledge of generic

synonym, all in the same breath. The parent

academic vocabulary—the kind of words on

who admonishes her five-year-old by saying,

the AWL—is a problem when it comes to the

“Stop doing that. That’s inappropriate, It’s 9

not nice. We don’t do that here” is doing that

uses academic language. Note that in both

kind of toggling. We need all teachers to

formative and summative assessments, we’re

become expert at toggling like that.

looking for gradual progress on an individual basis rather than the student’s ability to

If you are reading this journal, you know

produce a memorized definition on demand.

all of the AWL words and you never looked

Teaching Glossary Words

any of them up in a dictionary, never filled in blanks in a worksheet, never had anyone give

Not all words can be learned through

you a definition. You learned them through

natural language acquisition (repeated

natural language acquisition, and that is how

exposure in a variety of contexts and forms)

the students in your school or district will

because some words are limited to specific

learn them. Trust the process. It works.

topics. If you don’t know what “iambic pentameter” is, you’re probably not going to

Assessment

be able to figure it out without a definition

As a formative assessment, teachers can

and examples. Once you learn it, however,

use a quick “strangers, acquaintances, friends”

you will forget it if you don’t use it after

rating of a set of words to get an idea of how

your twelfth grade English class (unless you

well students themselves say they know them.

become a Shakespearean actor). Glossary

They can then use the data to determine

words have to be explicitly taught.

Note that in both formative and summative assessments, we’re looking for gradual progress on an individual basis rather than the student’s ability to produce a memorized definition on demand.

Here are some guidelines for teaching

which words to emphasize as they deliver

glossary words deeply:

lessons. After a week or so, students revisit their ratings to celebrate word growth.

To introduce the word, the teacher

An authentic summative assessment

describes the concept before presenting the

would be to see if there’s any improvement

target word. We do it that way because the

in how students handle AWL words that

brain finds it easier and more sensible to label

are embedded in the kind of tests that

something already known than it is to be told 10

After the initial exposure, students need to practice and revisit. As a formative assessment, she will have them work cooperatively to compose a sentence related to what they are learning. The sentence should have at least eight words, an action verb, and words that create a visual image.

The sentence should put the word to use, not just declare what it means. The summative assessment will be a traditional test in which knowledge of glossary words is expected.

what an unfamiliar word means right off the bat. The teacher may describe the concept with a metaphor, a personal connection, a story, a visual, or all of these. When the new word is introduced, it knows where to go in the brain. Brains love their filing systems.

Once the targeted word has been spoken and shown, the teacher repeats it numerous times in the course of her explanation.

Remember, she is condensing and intensifying the normal course of language acquisition because the glossary word is probably not going to come up outside of school. She reinforces the concept and word with a visual. Visuals are powerful tools for retrieval and comprehension.

Literary Words Now let’s talk about teaching the kinds of words we meet in literature, which is the domain of our English Language Arts team.

There will never be enough time to thoroughly teach all of the words in a work of literature that students do not know.

Teachers need to apply criteria to privilege key words for extended instruction and deep processing. I recommend that we limit the number of words to five per week, but the words chosen must have a wide “blast radius”: one well-chosen, well-taught word can radiate out to to many others connected by meaning or morphology. Brains love clusters of related things.

She takes the time to have students notice how the word is spelled, pointing out other words that have similar letter patterns. If the word has an affix, she points it out as well because that will make a polysyllabic word more accessible. Most glossary words have Latin or Greek roots or prefixes, often both.

She helps students think analytically about words and find connections to other words.

To strengthen visual, auditory, and muscle memory, she has students write the word, spelling it out aloud in a rhythmic manner.

She has them write it by hand, larger than necessary, mindful of legibility. All of these practices increase the likelihood that the word will be remembered and used. That’s quality time instruction.

Reading for Enjoyment I conclude with what is arguably the most important academic habit we can nurture: reading for enjoyment. When our institution 11

promotes a reading culture, our students grow their vocabulary seamlessly, organically, and measurably. Let’s never lose sight of the importance of vibrant and well-used school libraries, classroom libraries, connections to public libraries, book clubs, book fairs, parent outreach, designated independent readingfor-fun time, teachers and administrators modeling themselves as readers, “One School, One Book” events, summer reading programs, celebrations of book achievements, access to diverse and interesting texts of all kinds at all levels, author visits, student involvement in library selections, reading-related professional development for teachers and administrators, and a visible book presence throughout the school and district.

REFERENCES Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34(2)-213-238. https://dol.org/10.2307/3587951.

Cullinan, B.E. (2000). Independent reading and school achievement. School Library Media Research, 3, 1-24.

Krashen, S. D. (2011) Free voluntary reading.

Libraries Unlimited.

Marzano, R. J. (2004). Building Background Knowledge for academic achievement: Research on what works in schools. ASCD. National Center on Improving Literacy.

(2023). The educator’s science of reading toolbox: Explicit vocabulary instruction to build equitable access for all learners.

U.S. Department of Education, Office of Elementary and Secondary Education, Office of Special Education Programs. https://improvingliteracy.org New York State Education Department.

(2017) Hallmark 4 of Advanced Literacies Instruction: Academic Vocabulary and Language (Topic Brief 6 of 8). Albany, NY: NYSED. New York State Education Department.

(2024). The Science of Reading: The Elementary Years (Brief 5 of 7). Albany, NY: NYSED. 12

Durable Assessments: How Can We Begin the Process of Evaluating and Using AI in Our Teaching and Learning?

Shawn Robertson

Society is changing faster than instruction can keep up in classrooms all around the world. There are a myriad of challenges that exist when it comes to pedagogy in the classroom. Pedagogy—or the interplay between teaching and Dr. Shawn Robertson is an Associate Professor in the Child Study Department at St. Joseph’s College. He is a former middle school and high school English teacher and has served as an Assistant Principal, Principal and Chief Academic Officer. He holds a BA from SUNY Cortland, an MS in English Education from Queens College, an MA in Education from Massachusetts College of Liberal Arts, and a Doctorate in Educational Leadership and Administration from St. John’s University. He is a consistent presenter to local, national and international audiences in the areas of pedagogy and technology integration. He has authored several articles, and is a self described “tech-geek” who has a passion for teaching educators how to successfully bridge the digital divide through leveraging technology in the classroom.

learning—is at the center of how teachers and educators of all kinds will be able to support learners as we move through uncharted waters of artificial intelligence and education.

As the gateway between higher education and/or the world of vocational and other work, secondary administrators and teachers are uniquely positioned to shape educational processes in this new frontier. There are many questions that challenge secondary educators today when it comes to instruction in the classroom, but two major points will be explored through this practical theoretical paper. Contention number one is that educators must create durable assessments that can withstand students’ ability to access intelligence and information at the touch of a finger or even merely speaking and asking. That is those assessments that integrate durable skills such as problem solving, critical thinking and as well as meeting proficiency levels for each grade level. The assessments of old will no longer be able to hold muster in the face of such ground-shifting technological change.

Contention number two proposes the idea that teachers themselves must be able to create frameworks through 13

which students can learn to utilize artificial

One key component of assessment for

intelligence in teaching and learning processes

many educators over the years and in particular

or schooling. Secondary educators need to

over the last several decades has been to have

lean into and develop frameworks that will

students engage in creating a product in

help themselves and their students navigate

isolation, oftentimes over time, and depending

these waters with clear support and well

on the type of assessment, unsupervised.

When assessments do not live up to their potential... students and teachers as well as administrators are left unclear... defined goals posts. Secondary administrators

Assessments that have fallen into this category

must be at the forefront as they owe it to their

are essays and other projects in which

teachers and students and stakeholders to

students are given the assignment and are to

create frameworks, policies and practices that

complete it on their own, frequently outside

will help usher in this brave new world in a

of class. Although at times they may complete

positive way.

components within the classroom, there are challenges with these types of assessments in

Contention 1: Durable assessments

the current learning context.

Assessment is at the core of identifying,

The main issue is, of course: Can the

whether or not curriculum and instruction

assignment be completed with a simple

are helping students to successfully achieve

prompt into a generative AI system such as

learning standards and objectives. Such

ChatGPT or Gemini?

student learning outcomes are integral to schooling as it demonstrates how students

A practical way of figuring out if

are learning in relationship to the teaching

the assessment is durable is to use a

that is going on in their classrooms. In

framework for analysis. A basic one such as

short assessment is a key contributor in

completing a SWOT (Strengths, Weaknesses,

helping educators lean into pedagogy. When

Opportunities, Threats) analysis could be used

assessments do not live up to their potential,

as a starting point. A template that could help

teaching and learning suffers and students

a group navigate this process of analysis can

and teachers as well as administrators are left

be found here.

unclear about whether they are as a group

This template helps to clearly organize

successfully reaching or achieving learning

what is a strength of an assessment or a

standards and objectives.

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weakness as well as where opportunities

through using generative AI in any significant

for improvement or challenges might come

capacity. Part of the challenge is that teachers

from both internally or externally. Engaging

and administrators sometimes look to fix

in a conversation around such assessment

the problem of academic integrity and

Part of the challenge is that teachers and administrators sometimes look to fix the problem of academic integrity and miss the opportunity to embrace academic sustainability practices will yield the chance to evaluate

miss the opportunity to embrace academic

what is being done more effectively. A major

sustainability (new ways of pedagogy that are

question to consider in doing this analysis is:

fluid) within the new context of teaching and

Which instructional practices are sustainable

learning. In other words, AI is not embraced

in this new frontier?

or utilized in any aspect of the learning process or used in limited fashion. Many educators

For example, the practice of assigning

have a challenge with redesigning learning

papers to students as many have ascertained is,

and assessment because they are unclear of

for intents and purposes, a fruitless activity if

where to draw the line of academic integrity or

done using a traditional model or framework

answering the question: How does the student

where students are given the prompt and

demonstrate their literacy competencies while

allowed to work on the paper in isolation.

utilizing generative intelligence?

Transforming such an activity requires

Again, administrators should collaborate

significant shifts from traditional pedagogy.

with their teachers to lean into exploring and

In some schools there is a shift to move to

building frameworks for generative AI usage

some form of observed exam or assessment

in order to set clear boundaries of usage and

in lieu of such a paper. This shift is somewhat

assist in connecting pedagogy to generative

of a “turn-back-the-clock” approach that can

AI in a sound constructive way.

successfully force students into demonstration of knowledge and competency that is truly

Contention 2: Frameworks for Utilizing

known. It is certainly one way to ensure

Generative AI

that students are learning. However, it is

Students need to have clear guidelines

also time intensive and misses one key ingredient to navigating this new frontier:

concerning the work they engage in and to

It does not address the opportunity to grow

what degree they are able to lean into the 15

use of AI. Administrators and teachers have

sense of how to either utilize or develop

the challenge of figuring this out in relation

such frameworks, make such frameworks a

to current and future teaching and learning

professional development study.

practices. The advantage that many districts

A place to start in regards to resources

now have is that after the COVID epidemic,

for frameworks is this website which has

educators leaned into technology at historic

multiple examples of frameworks to utilize.

rates. They learned how to design, implement

The aforementioned website by Furze (2024)

and assess learning in a myriad of new ways;

also has a newer site. This site has their

therefore the capacity for the next level of

newest version of their AI assessment scale as

technology integration into pedagogy at least

well as a GPT to assist educators in using the

has been partially developed.

scale. Starting here is a prudent way to go and

This new technology has disrupted every

will give educators a clear pathway forward

sector in the world, especially education. A

for redesigning their assessments as well as

simple way to approach the breaking down

making clear when students are able to use

of utilizing Generative AI for use in the

Generative AI and when they are not.

classroom and beyond is to first consider

The added benefit to engaging in this

the SWOT analysis of creating Durable

process is that in order to make it clear for

Assessments and then second review different

students, administrators and teachers must

frameworks that give insight into how

be clear on how and why they have designed

teaching and learning can be supported,

instruction and assessments in the ways in

developed and re-fashioned. For example,

which they have chosen to do so. Critical

if educators want to test students’ base level

questions to consider throughout this

knowledge of a concept then it’s probably

process include:

useful to engage in a clear limiting of AI usage to complete any assessment. This might

• What is the purpose of the work that

mean an in-class observable assessment could

students are engaged in?

be given. If some activities lend themselves

• Which learning standards or durable

to be an opportunity to collaborate with

skills are we trying to assess? Will AI

Generative AI tools then show the process

help or hurt such efforts?

of how students could be engaged in that work. Label those activities as Collaborative

• How can we continue to be forward

AI opportunities with clearly delineated

thinking in our use and assessment of

guidelines. In order to obtain a clearer

both using AI or limiting its use?

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These critical starting questions allow for clear planning and creates an initial point from which to start discussions between teachers and administrators. Conversations and actions dealing with this new frontier are and will continue to be challenging as the educational landscape continues to shift on an almost daily basis. Holding fast to the notion that it must be educators that lead the way concerning new practices of pedagogy.

Educators must not let go of the reigns of education, but must continue to grow and evolve into what’s next. What that will must be created by and for us.

REFERENCES Furze, L. (2024, May 20). The AI assessment scale in action: Examples from K–12 and higher education across the world. Leon Furze. https://leonfurze. xom/2024/05/20/the-ai-assessmentscale-in-action-examples-from-k-12and-higher-educatio-across-the-world/ comment-page-1/

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DUAL CODING: Neuro-move #3 (of 5) Robert K. Greenleaf, Elaine M. Millen, and LaVonna Roth

“A picture is worth a thousand words... be it hard copy or internal imagery.”

The “Wings” of the DNA of Learning Blueprint “give Dr. Robert K. Greenleaf was formerly a professional development specialist at Brown University.

Having taught in all grades, he has 45 years of experience in education ranging from superintendent, assistant superintendent, elementary principal, teacher, special education assistant, playground supervisor and even bus driver! He served as an adjunct professor and in other capacities at Thomas College, SNHU and USNH-GSC. As President of Greenleaf Learning Bob specializes in strategies for understanding behaviors, learning and cognition.

He is the author of 8 instructional books on Movies of the Mind, the Neuroscience of Learning, Microformative Assessments and Engaging Students and has traveled the world conducting Brain & Learning Institutes. Dr. Bob holds a doctorate in education from Vanderbilt University, a M.Ed in Education and a Bachelor’s degree in psychology. bob@greenleaflearning.com

flight” to four principles of engagement that must be interwoven within pedagogy and instruction. As relationships are built and student interests become known, there are demonstrable practices that intersect education with learning science research. Without becoming experts, we can adopt practices that align with the fundamentals of generating “minds-on” processing. These promote results that go well beyond the “entertaining, flashy, the kids love it” type of approach. Many common brain-based strategies are misunderstood or misapplied, yielding little benefit.

These neuro-moves are readily incorporated into educational settings. The focus of this segment is “dual coding.”

Strategies need to be timeless, effective approaches for learning and life!

What if we placed a post-it at intervals in a book and asked students to stop at each one, pause, and take note of what the primary image or thought was in their head at that time?

Would this practice improve comprehension and memory?

Well, it certainly does! This is one way to help teach kids how to make best use of their brain’s natural learning systems. Have 18

them write a word, phrase, or draw a picture that captures the mental image. As they collect and organize their visually generated quick notes, the capacity for comprehension and recall will increase. As they begin to access their innate capacity for visual memory, they will automatically apply this across subjects. Unfortunately, there is a mindset in education that, as students’ reading proficiency increases, we should use fewer educational practices that deliberately integrate central visuals to deepen understanding for sustained learning.

Dual Coding Dual coding is the merging of visual and verbal cues for the learner. These MUST be done explicitly and simultaneously if they are to yield full impact. When effective, they support a more comprehensive capacity for expressive and receptive communication. If students had a picture of George Washington and Abraham Lincoln and placed what they had in common between the images while writing ideas that distinguished them from each other on the respective pictures, they would be dual coding. EXPLICITLY (directly stated, not implied) and SIMULTANEOUSLY (at the same time) are imperatives. When we use both modes to consciously process the verbal and visual attributes together, our brain uses and integrates pathways. Visuals contain many cues, subtleties and prompts that bolster memory, recall, and transfer. When we superimpose visuals, whether on paper or in our minds, with verbal elements, we take better advantage of our natural capabilities—a timeless skill!

Central Image Example Many students struggle to retain the ocean of content encountered weekly, if not daily. To coach learners how to take advantage of this, put the verbal (text) and visual (image) 19

Elaine M. Millen, M.Ed. C.A.G.S.., has over 50 years of experience in education as a teacher, principal, director of special education, curriculum director and assistant superintendent of schools. She has taught at both the undergraduate and graduate levels in both pubic and private institutions.

As an educational consultant and instructional coach, she has worked with hundreds of school leaders across the country in areas related to leadership, instructional coaching, student engagement, and helping schools design structures and systems to meet 21st Century learner needs. She was part of the Northeast Regional Laboratory at Brown University and was a consultant to the secondary reform project. Elaine has written several articles on transforming professional learning opportunities for teachers, students and leaders.

Elaine.millen90@gmail.com

aspects together, make an enlarged copy of such a key representation for each student. Instruct students they have the option to write directly on the image in whatever way they believe has importance or meaning for them. They can capture what they believe is relevant (locating geographical points during exploration, identifying chronologies of events, depicting characterizations of key people) by writing directly on the visual. Their own system of symbols and markings will identify items of importance that later cue memory.

LaVonna Roth, M.A.T., M.S.Ed. is an engaging and interactive keynote speaker, consultant, educator, and mom, LaVonna bridges her passion for how the brain learns with identifying how every individual S.H.I.N.E.s with their mindset and socialemotional well-being. She leads a small business where her and her team boost schools in embodying a Human-Focused Culture.

A culture where we put those doing the work at the heart of the impact desired.

How? By supporting schools in harnessing the S.H.I.N.E. framework, increasing psychological safety, & building the foundation based on the brain sciences.

S.H.I.N.E. is the secret to a work environment where all want to be! LaVonna has 3 degrees, is the author of 8 books, and has worked with organizations in the U.S./Canada, Europe, South America, and the Middle East.

The big ideas of the unit develop clarity, connections and expand depth of understanding. Conscious acts generating a physical illustration of their own from readings or discussion causes the mind to work further to capture personal understanding. Ultimately, when a learner creates his/her own mental image its relevance is increased.

Powerful Internal Imagery Let’s explore internal coding in the brain. Close your eyes and ask yourself, “How many windows are in my living room?” Given the verbal prompts of “windows” and “living room,” the mind scans the room via visual memory and knows for certain how many windows there are. Right? You have never intentionally studied or rehearsed this, yet the visual recall is available. Now ask, “What type of locks are on the windows?” Again, internal visual scanning begins, bringing focused attention to access the location of the window locks. All of this without the benefit of study or deliberate conscious processing. The brain has visually coded the information as a fundamental way experiences are processed, stored, and retrieved without formal school-type study activities.

Unpacking the Basics Infants first learn to understand the world through their senses.

Prior to being introduced to letters, numbers, and written words, the mind learns by seeing/hearing patterns and by trial and error.

Processing visual cues becomes a vital component of assessing the 20

“WINGS” portion of the DNA of Learning Blueprint

Central Image Example Many students struggle to retain the ocean of content encountered weekly, if not daily. To coach learners

worldhow wetoare into. When available, takeborn advantage of this, put the verbalthe (text) and visual (image) aspects together, make an enlarged

of such a key representation for each student. Instruct students they have the option to write directly on visualcopy modality is key to both early and later the image in whatever way they believe has importance or meaning for them. They can capture what they believe geographical points during exploration, identifying chronologies of events, learning andis relevant is often(locating underutilized.

Marzano depicting characterizations of key people) by writing directly on the visual. Their own system of symbols and et al.’smarkings (2001)will work supports this through identify items of importance that later cue memory. The big ideas of the unit develop clarity, and expand depth of understanding. Conscious acts generating a physical illustration of their own connections findings on nonlinguistic representations, from readings or discussion causes the mind to work further to capture personal understanding. Ultimately, showing the use of visual supports whenthat a learner creates his/her own mental image its relevance is increased.

while learning bolsters achievement (27% Internal Imagery gain).Powerful Unfortunately, the more proficient the

Let’s explore internal coding in the brain. Close your eyes and ask yourself, “How many windows are in

purposes of writing, could be via emphasized. students’ reading become, less my living room?”capabilities Given the verbal promptsthe of “windows” and “living room,” the mindetc. scans the room visual memory and knows for certain how many windows there are.

Right? illustrations, You have never maps, intentionally studied or Images, diagrams, and educational practices deliberately integrate rehearsed this, yet the visual recall is available. Now ask, “What type of locks are on the windows?” Again,

wealth material central visuals that deepen understanding. to access all the provide location ofathe windowoflocks.

All of internal visual scanning begins, bringing focused attention photos this without the benefit of study or deliberate conscious processing. The brain has visually coded the from which learners can interpret and information as a fundamental way experiences are processed, stored, and retrieved without formal “Draining Text” from Visuals express experiences, prior knowledge, and school-type study activities. impressions on the route to applying skills

Have students “drain” meaning via

and concepts that move learning forward.

Unpacking Basics(picture example). text from a keythe image

Infants first learn to understand the world through their senses. Prior to being introduced to letters,

As words come to mind, all learners can numbers, and written words, the mind learns by seeing/hearing patterns andbig by trial andexample: error. Processing Climate (any idea) visual cues a vital component assessing the world we are born into. When available, the visual contribute to abecomes brainstorm of ideas, of emotions, modality is key to both early and later learning and is often underutilized. Marzano et al.’s (2001) work

Afterthat watching videos on wordssupports that come to mind, regardless the use ofselected visual supports while this through findings on nonlinguistic representations, showing

learning bolsters achievement (27% gain). the more proficient the students’ reading from prior have students generate, of prior levels of accomplishment (joy, Unfortunately, climate, capabilities become, the less educational practices deliberately integrate central visuals that deepen

ecstasy, happiness, elation...). As related understanding.

knowledge, all they know about climate (or

and differing perspectives are offered,

other big idea) and the relationship or cause/

everyone present benefits from the array of

effect of climate conditions that exist or

vocabulary learning focus © Millengenerated. & Greenleaf,Any In Press

happen. Brainstorm and list all contributed

can follow! Word choice, synonyms, genres,

terms and phrases where everyone can 21

material from which learners can interpret and express experiences, learners can contribute to a brainstorm of ideas, emotions, words that prior knowledge, and impressions on the route to applying skills and concepts that move learn come to mind, regardless of prior levels of accomplishment (joy,

ecstasy, happiness, elation...). As related and differing persp see them (whiteboard, flipchart). Thispresent benefits Show students a cause/effect or digitalof voc are offered, everyone from the array story video, in this case—a vehicle rolling brainstorming will provide review for some, generated. learning cana steep follow! choice, syno slope intoWord a lake. Then show a stretch for others,Any and a good cueing focusdown video, with a gentle slope. mechanism for their memories become genres, purposes of towriting, etc.a similar could bebutemphasized.

Image Ask them what they noticed...and what it more accessible as they proceed. Have them illustrations, maps, diagrams, and photos all provide a wealth would take to determine the speed or time individually create a personal anchor chart, elapsed as the vehicleand enters the water. Ask exper “mind-map,”from or other which format of their choice material learners can interpret express students to think of the videos and represent of how they perceive the causes/effects of prior knowledge, and impressions on the route to applying sk components in formulas that are used to climate conditions. These initial student-

ecstasy, happiness, elation...). As related and differing perspectives are offered, everyone present benefits from the array of vocabulary generated.

Any learning focus can follow! Word choice, synonyms, idea) example: Climate (any big genres, purposes of writing, etc. could be emphasized. Images, illustrations, maps, diagrams, and photos all students provide a generate, wealth of from prior knowledge, After watching selected videos on climate, have material from which learners can interpret and express experiences, about climate (or other big idea) and the relationship or cause/effect of climate conditions tha prior knowledge, and impressions on the route to applying skills and concepts that move learn

happen. Brainstorm and list all contributed terms and phrases where everyone can see them ( flipchart). This brainstorming will provide review for some, a stretch for others, and a good cu for their memories to become moreexample: accessible as they proceed. Have them individually create Climate (any big idea) anchor chart, “mind-map,” or other format of their choice of how they perceive the causes/eff After watching selected videos on climate, have students generate, from prior knowledge,

about climate (or other big idea) and the relationshipprovide or cause/effect of climate conditions th conditions. These initial student-generated representations an ongoing guide to assist happen. Brainstorm and list all contributed terms and phrases where everyone can see them capturing new information, understa flipchart). This brainstorming will provide review for some, a stretch for others, and a good cu making adjustments within context a for their memories to become more accessible as they proceed. Have them individually creat pairsoforhow alone, compare/contr anchor chart, “mind-map,” or other format of their choice they they perceive the causes/eff ideas, relationships, words, writings conditions. These initial student-generated representations provide an ongoing guide to assist as their understanding grows. Shar capturing new information, understa with each other provides opportuni making adjustments within context a gain feedback.

As activities progr pairs or alone, they compare/contr figure an this out.representation As they process toideas, generate generated representations provide an ongoing The initial fina may want to generate updated of their understandings. relationships, words,and writings as their understanding grows. Shar telling pre-post indicators (assessments) of their work!

an image that aligns with each letter, their with each other provides opportuni gain feedback. As activities progr comprehension of what the algorithm may want to generate an updated representation of their understandings. The initial and fina information, understandings and making Math Example: telling pre-post indicators (assessments) of their work! indicates increases. Importantly, they have adjustments within context as they learn. In Show students a cause/effect or digital story video, in this case—a vehicle rolling down a a lake.

Then show aExample: similar video, but with a gentle slope. Askoccurrences. them what they noticed...and w applied mathematics to real-life Math pairs or alone, they compare/contrast their guide to assist students in capturing new

Climate (any big idea) example:

take to determine the speed or time elapsed as the vehicle enters the water. Ask students to t

Show students a cause/effect or digital story video, in this case—a vehicle rolling down a videos and represent components in formulas that are used to figure this out. As they process visuals, ideas, relationships, words, writings, a lake. Then show a similar video, but with a gentle slope. Ask them what they noticed...and

After watching selected videos on climate, have students g about climate (orwith other big idea) and the relationship or caus grows. Sharing their work each other provides opportunities to give and gain happen.

Brainstorm and list all contributed terms and phrase feedback. As activities progress, students may flipchart). brainstorming will provide review for some, a want to generateThis an updated representation © understandings. The initial and final forof their their memories to become more accessible as they procee visuals become telling pre-post indicators anchor chart, or other format of their choice of h (assessments) of their“mind-map,” work!

image that aligns each letter, theirorcomprehension algorithm indicates increas vehiclethe enters the water.

Ask students to t take with to determine the speed time elapsed as of thewhat

connections, etc. as their understanding they have applied real-life inoccurrences. videosmathematics and representto components formulas that are used to figure this out. As they process

image that aligns with each letter, their comprehension of what the algorithm indicates increas they have applied mathematics to real-life occurrences.

Millen & Greenleaf, In Press

© Millen & Greenleaf, In Press

Math Example: conditions.

These initial student-generated representations pr cap ma pa ide as wit ga 22

Moving toward tomorrow

Once the psychology of engaging a learning mindset occurs, then the biology of neuro-moves can complete the learning agenda. The deliberate and conscious use of simultaneous verbal & visual senses strengthens processing. Increased attention, memory construction and retrieval cue pathways are greater if the information is dually coded into affiliated memory pathways.

The cognitive load of a task impacts the extent to which working memory is available... or overloaded. When learners deliberately, consciously use two modalities in synch— together—explicitly--the resulting processing increases potential “related connections.” This can ease the demands on working memory. If so, “a picture may well be worth a thousand words!”

Step 1: Identify a key, pivotal, central representation from the upcoming unit. Make a copy for each student to use as a reference, make notes on, alter, etc. This representation must connect to the primary purpose of the unit!

Step 2: Cause students to consciously access their internal images that relate to the big ideas articulated in the unit Step 3: Consider how students might generate an image of their own (whole class, groups or individuals) if feasible Step 4: Ensure that each segment of learning has at least one opportunity for learners to simultaneously and explicitly process visual/ verbal aspects of a main idea, concept or learning goal.

For more strategies and tools, visit www. greenleaflearning.com. Coming soon: Stay tuned for the 4th neuro-move of the DNA of Learning series!

Step 5: When presenting learning outcomes (potential assessment component), invite students to demonstrate their understanding in both visual and verbal ways.

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From Struggling Learners to Strivers & Thrivers: Achieving Inclusion & Enrichment Melissa Garcia

Take a moment to think about the highest-level courses in your district: Who gets a seat? Who is left out? Too often, Melissa Garcia is an educational leader, researcher, and high school English and special education teacher at Harrison Central School District. She currently teaches in a therapeutic setting, supporting students with social-emotional and academic skills so they can be successful in the general education classroom, while also consulting with general education teachers to strengthen inclusive supports.

She holds a Master’s of Science in Teaching from Pace University and a Certificate of Advanced Study in Educational Leadership from Binghamton University.

access to rigor requires students to “prove” they are ready.

But what if the doors were open for all students—regardless of past performance?

It starts with leadership. The National Policy Board for Educational Administration (2015) calls for leaders to enact a shared mission, vision, and core values that promote highquality education for the well-being of each student (p.9).

By embracing the core values of equity, access, rigor, and adaptability, Harrison Central School District has adopted a K–12 “International Baccalaureate (IB) for ALL” model through co-teaching and UDL, to include those receiving special education and English as a New Language (ENL) services in rigorous coursework.

A commitment to access prompted a fundamental redesign of beliefs and systems in the District. The “International Baccalaureate (IB) for ALL” model, Universal Design for Learning (UDL), and an unwavering belief in every learner’s potential have reshaped how we define rigor, access, and belonging. This work is more than an initiative; it 24

is a mindset. It requires examining language,

an equitable opportunity to access the general

redesigning systems, and rethinking who

education curriculum. Such environments

rigorous learning is for. And when we do,

value all learners and support achievement

students rise. Since 1999, AP/IB exam

with specially designed instruction.

participation has grown from 131 students in

In Harrison, the Least Restrictive

the 1998–1999 school year to 1,532 students

Environment has lent itself to robust

in the 2023–2024 school year. Despite this

Integrated Co-Teach (ICT) models,

growth, college readiness scores remained

extending to IB courses. As a special educator,

relatively steady, demonstrating that widening

I believe that LRE has shed light on the

access does not dilute outcomes. Instead, it

fact that a “disability” does not indicate an

expands opportunity.

“inability” to achieve. Rather, it demonstrates that, as appropriate, students require varying,

Every 11th and 12th grader takes IB-level math and English, with co-taught sections

individualized supports to provide access to

available (except students in self-contained

general education and advanced curricula.

programs). Students do not need to test in

Understanding the Problem: Watered-

or be hand-selected—they simply need to

Down Curriculum and the Cycle of

be welcomed and have a team that believes

Disengagement

in them. The Class of 2025 demonstrates the impact: 97% enrolled in AP/IB; 57% took 10

Perception is reality. The historical

or more AP/IB courses.

response to students who “struggle to understand the unaltered curriculum” is

Inclusion and UDL: The Right to

to view them as “slow or disabled” (Brooks

Enrichment

& Books, 1999, p.7). This contributes to a

In alignment with the Individuals with

gap between how successful students are

Disabilities Education Act (IDEA), the Least

perceived to be and their actual ability to

...a “disability” does not indicate an “inability” to achieve.

Restrictive Environment (LRE) requires that,

learn and perform (Brooks & Books, 1999,

to the maximum extent appropriate, students

p. 8). Students who are performing below

with disabilities be placed in mainstream

grade level too often face remedial, drill-based

classrooms that accommodate their needs for

instruction that undermines engagement and 25

and what need must be met before learning can happen? Maslow reminds us that fo confidence. This deficit-based approach reinforces a belief that these students are not capable.

Over time, mindset becomesus a barrier as real as any academic skill gap. come first;this Bloom reminds that higher-level learning follows.

By removing barri

When we seeinstructional student apathy or negativewe behaviors, the student real question is: What barrier is language, and design, can shift self-perception, build resilie the student facing, and what need must be met before learning can happen? Maslow reminds

us thatoffoundational needs come first; Bloom 1reminds us barrier-to-strategy that higher-level learning follows. By cycle disengagement.

(See Figure for our framework.) removing barriers through mindset, language, and instructional design, we can shift student

self-perception, build resilience, and disrupt the cycle of disengagement. (See Figure 1 for our barrier-to-strategy framework.)

Figure 1: Barrier to Strategy Framework

Source: Matthew Radoslovich and Melissa Garcia 26

A Shift in Language to a Shift in Mindset:

Inspired by Michele Borba’s book,

From Deficit to Growth

Thrivers (2022), special education teacher Matthew Radoslovich and I built

Words matter. They shape how students

a professional development course that

see themselves and how they respond to

helps reframe how we view “struggling” or

challenges. When addressing students with

...it is important to remember that our job is not to sort students into these categories but to help all strivers become thrivers. disabilities, academic gaps, Social-Emotional

“reluctant” learners. At its core, we embrace

learning (SEL) needs, trauma histories,

these definitions: strivers persevere through

language differences, or diverse cultural

obstacles but still need support developing

identities, it is crucial that educators practice

resilience, while thrivers have internal

utilizing inclusive, encouraging language.

protective factors that allow them to flourish,

Research has proven that students who are

such as self-awareness, motivation, and

exposed to growth mindset language show

regulation (Borba, 2022). However, it is

increased motivation, effort, engagement

important to remember that our job is not to

in learning, and improved academic

sort students into these categories but to help

performance (Suman, 2018). One example

all strivers become thrivers. This is where the

of shifting language is the difference between

culture shift is rooted.

telling a student, “You are struggling with

In the classroom, there are simple ways

this,” versus “You are striving to master this.”

teachers can shift language so that students

The first reinforces a deficit; the second

can begin to internalize a growth mindset

empowers progress. Our district values this practice—we welcome all students into

(See Figure 2 on the following page).

rigorous environments, while continuing to

Reimagining Summer School: A Case Study

build the capacity of educators to incorporate effective, inclusive, growth-oriented language

This mindset shift began for me in an

and strategies. This is especially important in

unexpected place: summer school. Traditionally

inclusive IB classrooms and summer school,

a last-chance effort for at-risk students, our

where students may struggle to see themselves

program has evolved into a model of success

as capable, confident learners.

and celebration. We redesigned our approach 27

Figure 2

Source: Matthew Radoslovich and Melissa Garcia

Source: Matthew Radoslovich and Melissa Garcia Reimagining Summer School: A Case Study

to focus on relationships, data-informed

their intelligence, learning styles, values,

instruction, growth mindset, UDL, and most

and ability to self-regulate and succeed. That

importantly, joy.

summer, 100% of our students in ELA credit-

This mindset shift began for me in an unexpected place: summer school. Traditionally a last-chance effort for at-risk students, our program has evolved into a model of success and celebration. redesigned recovery passed, including We those retakingour

Summer school teachers identified barriers

the New Yorkmindset, State Regents Exams approach to focus on relationships, data-informed instruction, growth UDL, and most required

and analyzed student feedback and behavior to

for graduation. We then passed on one-page

importantly, joy.interventions. Summer school design targeted

summaries of each student to their teacher

teachers triangulated academic, behavioral, and

teams for the next year to continue the perception data from students, previous teachers, Summer school teachers identified barriers and analyzed student feedback and behavior to design targeted support. Even more telling: all of our summer and families, while intentionally building interventions. We triangulated academic, behavioral, andschool perception data from students, and the students passed their teachers, English class relationships and using “striver and thriver” following year. families, while intentionally building relationships and using “striver and thriver” language. Each day language. Each day began with community Up: Areflection, District-Wide Shift of joy. circles began and withcheck-ins, communityembedding circles and mindfulness, check-ins, embeddingScaling mindfulness, and moments reflection, and moments of joy. Student voice

Student voice shaped our ELA curriculum, which centered onGiven self-care, and reflection. thatpersonal success,growth, we expanded the work

shaped our ELA curriculum, which centered on

through district-wide professional learning.

With complete student profiles, used content self-care, personal growth, andwe reflection.

Withto build skills and shift students’ mindsets.

During our Superintendent’s Conference Day, complete profiles, wejust used content to In the end,student our students didn’t earn back credits—they reflected on discovering their intelligence, Matthew and I led a “Strivers & Thrivers” build skills and shift students’ mindsets. learning styles, values, and ability to self-regulate and succeed. summer, 100%faculty. of our students in the sessionThat open to district To extend success of our required summerforprogram, we(New modeled the end, our students did notthose just earn ELAIncredit-recovery passed, including retaking state assessments graduation how to collect and analyze data to identify

back credits—they reflected on discovering

28

Co-teaching IB Language and Literature,

root causes of disengagement. Teachers used Maslow’s hierarchy to guide action plans,

I have seen how UDL unlocks access without

paired with asset-based language, to help

compromising rigor through intentional

“strivers” overcome barriers and build lasting

design and a shared growth mindset. Rather

momentum toward becoming “thrivers.”

than prescribing fixed accommodations to certain students, we use universally designed

Teachers in the session reported that the

routines and materials that promote student

strategies designed for their target students

agency, self-awareness, and collaboration with

would prove successful for all of their students.

teachers. While adhering to Individualized

This work emphasizes a powerful truth: all

Education Programs (IEPs) and 504s for

teachers are teachers of all students. When we

students with disabilities, supports are

design for the margins, everyone benefits.

available to all, based on genuine need.

For example, when writing a literary

UDL in Practice: Our IB Co-Teaching

analysis, all students choose from a tiered

Toolbox

menu of supports, ranging from a blank

The brain learns best when conditions

brainstorming page to detailed outlines with

are clear and supportive: challenging yet

sentence stems, through a reflective process

manageable, with clear information and

guided by teacher conferences.

enough mental space to connect new ideas

These tools live in our shared IB

to prior knowledge (Willingham, 2021).

Language and Literature UDL Toolbox

To sustain this passion for learning, these

(Figure 3 on the following page), a

conditions must be consistent.

hyperlinked, collaborative resource

But how can educators create these optimal

accessible to all educators. What makes this

conditions? Our district points to UDL as

toolbox powerful is not just the content, but

a proactive instructional approach for the

the culture of access behind it; any teacher

whole class, rather than relying on reactive

can seek out what a student needs, when

modifications for struggling students. Center for

they need it. For learners with identified

Applied Special Technology (2011) notes that

needs, this process is more structured, but

UDL is often mistakenly applied “after-the-fact”

the underlying principle remains: support is

to a “one-size-fits-all” curriculum when it should

proactive, intentional, personalized, rooted

be “intentionally and systematically designed

in equity, and grounded in enrichment.

from the beginning to address individual

This model does not lower the bar; it

differences” (CAST, 2011, p. 9).

provides access.

29

Figure 3: International Baccalaureate Language and Literature UDL Toolbox

Source: Melissa Garcia

Source: Melissa Garcia

The Resilience The Results: Results:Rising RisingLiteracy Literacyand and Resilience

and rigor are not mutually exclusive and are

all a result of adaptability.

Since implementing this collaborative Since implementing this collaborative UDL-driven approach in an inclusive, de-tracked IB course, our UDL-driven approach in an inclusive, de-

To this effect, Boaler (2022) argues, “there

NYS English Regents scores have continued to rise year over year, with 95% of students demonstrating

tracked IB course, our NYS English Regents

is another solution to the problem of students

proficiency the 2023-2024 school Students areinto not low-level only passing, they’re scores haveincontinued to rise yearyear over(NYSED, 2024). being placed tracks and classes;

year, with 95% students demonstrating notwork, evenand offer low-level tracks or flourishing.

Theyof learn to advocate for themselves, take that prideis, in to their approach challenges with proficiency in the 2023-2024 school year

classes” (p. 100). In our district, no matter

(NYSED, 2024). Students are not only

their needs or academic history, all students

mutually exclusive are all a result of learn adaptability. passing— they areand flourishing.

They

now access IB courses with embedded

to advocate for themselves, take pride in

supports. Boaler also cites a study showing

confidence. The data supports what we already feel in our classrooms: equity, access, and rigor are not

their approach with that students in de-tracked environments To thiswork, effect,and Boaler (2022) challenges argues, “there is another solution to the problem of students being placed confidence. The data supports what we

took more advanced math, enjoyed it more,

already feel in our classrooms: equity, access,

and passed the state test a year earlier than

into low-level tracks and classes; that is, to not even offer low-level tracks or classes” (p. 100). In our district, no matter their needs or academic history, all students now access IB courses with embedded

30

those in tracked settings (Boaler, 2022, p.

We become a lighthouse: shining a beam of

117). In line with Boaler’s conclusions, all 8th

possibility for what education can be when it

graders in our district take the New York State

is built on inclusion. Systems rooted in UDL,

Algebra Regents, scoring 25% higher than the

guided by data, and uplifted by the simple

state average (NYSED, 2024). We have seen

but powerful belief that every student can

similar results with steady growth in NYS

grow and engage will create a culture where

English Regents scores.

students move from strivers to thrivers—and educators light the way.

Students trained through enrichment and critical thinking rather than rote drills become

REFERENCES

what the IB learner profile defines as thinkers:

Boaler, J. (2022). Mathematical mindsets.

those who “use critical and creative thinking

Jossey-Bass. (Text, Chapter 1, “The Brain

skills to analyse and take responsible action

and Mathematics Learning,” Chapter 2,

on complex problems” (IB Organization). In

“The Power of Mistakes and Struggle,”

our district, we view and treat all students as

Chapter 6, “Mathematics and the Path to

thinkers, and students adopt this belief about

Equity,” and Chapter 7, “From Tracking to

themselves in the process.

Growth Mindset,” pp. 1-23, 95-148)

Conclusion: A Lighthouse District in Action

Borba, M. (2022). Thrivers: The surprising reasons why some kids struggle and others

This cultural shift began with a shift in

shine. G. P. Putnam’s Sons.

belief: first among educators, and ultimately, students. As Willingham (2021) explains, the

Brooks, J. & Brooks, M. (1999). In search of

joy of learning is hardwired into us; it does

understanding: The case for constructivist

not need to be unlocked, only nurtured. The

classrooms. Alexandria, VA: ASCD. (Part

workings of “IB for All,” UDL, growth mindset,

1, pp. 3-31)

and co-teaching reflect that philosophy: when we assume all students can and want to

CAST (2011). Universal Design for Learning

learn, and we provide them with enriching,

Guidelines version 2.0. Wakefield, MA.

supportive environments, their innate desire to

(PDF, pp. 1-10, highlighted sections)

learn is awakened and sustained.

IB Organization. (n.d.). Learner Profile for

When schools dare to believe in every

IB students. International Baccalaureate.

student’s potential and back that belief with

https://www.ibo.org/benefits/learner-

intentional systems, real change happens.

profile/ 31

National Policy Board for Educational Administration. (2015). Professional standards for educational leaders. https://www.npbea.org/wp-content/ uploads/2017/06/ProfessionalStandards-for-Educatio nalLeaders_2015.pdf

Suman, C. (2018). Growth Mindset Language in the Classroom. UGC Journal. https://www.researchgate.net/ publication/380817296 Willingham, D. T. (2021). Why don’t students like school? 2nd Edition. Jossey-Bass.

(PDF, pp. 1-24)

New York State Education Department.

(2024). Harrison CSD – report card.

NYSED Data Site. https://data.nysed. gov/essa.php?instid=800000035425&yea r=2024&createreport=1&regents=1

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Ensuring Reading Success: Strengthening RTI/MTSS Systems Through Deeper Understanding

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High Impact Engagement Strategies

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Better Boundaries: Building Trusted Relationships with Students Without Blurring Lines or Burning Out

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EdTech Essentials: Strategies for Every Classroom in the Age of AI with Monica Burns

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Beyond Grades: Transforming Assessment to Empower Student Learning with Starr Sackstein

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Lexia From acceleration, to intervention, to English Language Development, to assessment and professional learning, Lexia solutions can be used together or individually to meet all structured literacy needs for any student.

PLC Associates PLC Associates is completely committed to working with schools and organizations to achieve results, simply stated. We will stay with you and provide our “wraparound support” in order to get to the target outcomes each school and district designates. The result – we help you actually achieve your student achievement and performance goals. The company has developed numerous proprietary tools © and methodologies used successfully by schools.

New York State Teacher Centers From the Lighthouse in Montauk to the Adirondack Mountains to Niagara Falls, the NYSTC Network is a vibrant collaborative public organization that provides professional learning opportunities for educators. With 125 Teacher Centers and 7 regional networks, the NYSTC Network meets the needs of our diverse student population living in an ever-changing global environment. For more information, or to determine which Center is yours, visit www. nysteachercenters.org SAANYS - the School Administrators Association of New York State SAANYS has a long history of supporting New York’s public school leaders and their communities. Their mission is to provide direction, service, and support to their membership in their efforts to improve the quality of education and leadership in New York State schools.

ASCD Connect the dots to your child’s success with the ASCD Whole Child approach to education.

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nysALL Over 60 Years of Service to New York State Educators 1941-2025 NYSALL has provided over 60 years of service under the capable leadership of the following Presidents: Lance Hunnicut Fred Ambellan Ethel Huggard Lillian Wilcox Ernest Weinrich Amy Christ William Bristow Bernard Kinsella Grace Gates Joseph Leese Charles Shapp Gerald Cleveland Mark Atkinson Ward Satterlee Lilian Brooks John Owens Dorthy Foley Anthony Deuilio Tim Melchoir Arlene Soifer Mildred Whittaker

Lawrence Finkel David Manly George Jeffers George McInerney Thomas Schottman Helen Rice Albert Eichel Conrad Toepher, Jr. Peter Incalacaterra Albert Eichel Robert Brellis James Beane Thomas Curtis Marcia Knoll Don Harkness Nick Vitalo Florence Seldin Donna Moss Lynn Richbart John Glynn Robert Plaia 34

Robert Schneider John Cooper Diane Kilfoile Diane Cornell Marilyn Zaretsky John Gangemi Sandra Voigt Mary Ellen Freeley Jan Hammond Linda Quinn James Collins Lynn Macan Judy Morgan John Bell Judy Morgan Brian Kesel Timothy Eagen Ted Fulton Mary Loesing Mark Secaur