Many challenging behaviors we see in classrooms happen because of intense emotions. Validating emotions is the first step to take.

We can fix gaming-for-grades school cultures by changing our understanding of formative classroom work.

EL editors asked several teens across the country to tell us what they most need from schools.

It’s time for schools to move toward a grading system that is fair, accurate, specific, and timely.

What's the difference between accommodations and modifications, and why is the distinction important?

Although computerized grading programs have advantages, teachers' judgment has been shown to be more reliable.

The roots of a response-to-intervention approach and mastery learning have much in common.

In this study researchers developed an IEP evaluation tool based on IDEA requirements and National Research Council recommendations for children with ASD.

Using UDL principles upfront means making fewer adaptations later—and reaching more students.

Teaching self-regulation skills to young students has to go beyond praise and censure.

For students with learning disabilities, art class is often the best part of the day. Why take it away from them?

Goal attainment scaling, which tracks students' skill progression over time, offers an alternative to fixed methods of assessment.

Four common grading practices can hurt students and erode instructional culture.

In this study, the authors compared the effects of web-based versus face-to-face coaching of teachers of young children with autism spectrum disorders.

This five-step model provides fair and accurate grades for students who have IEPs

This five-step model provides fair and accurate grades for students with disabilities and English language learners.

Leaving a keynote feeling inspired isn't the same as leaving with research-based, actionable information that can add to students' outcomes.

This is the study guide that accompanies the book, Your Students, My Students OUR Students, published by ASCD.

Students with invisible disabilities often feel isolated in school. But they desperately want to belong.

Behavior charts and similar public shaming methods don't teach self-regulation. They mainly harm vulnerable learners.

Adopting a norm of "disagree and commit" allows schools to pilot promising practices even if some faculty aren't supportive..

As standards- based curricula and assessments are implemented, grading practices must also change to be meaningful and fair.

A group of teachers, school leaders, and education researchers create report cards that link course grades to progress on standards.

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