This episode explores how teachers can provide intensive instruction that supports both academics and behavior. Heather and Ashley dive into what true intensity looks like in classroom instruction, going beyond small groups or surface-level strategies. Ashley shares experiences from her time as both a teacher and administrator, emphasizing the importance of planning, engagement, and building strong relationships with students. She highlights how individualized approaches, one-on-one interactions, and data-driven planning help close learning gaps while supporting positive behavior.

From the administrative perspective, Ashley stresses the role of collaboration, coaching, and celebrating strong teachers to model best practices across a school. Together, they underscore that effective intensive instruction requires both professional preparation and personal connection with students. The conversation leaves listeners with practical insights into how educators can balance rigor, care, and collaboration to truly meet student needs.

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This episode explores using assistive and instructional technologies to support student learning. Heather and Lathyrelle discuss how these tools go beyond apps and devices, highlighting simple yet powerful supports such as changing fonts or providing glasses. They emphasize the importance of universal design for learning, where strategies designed for one student can benefit many. The conversation dives into how behavior challenges can sometimes mask underlying academic struggles, and how creative use of technology can help reduce frustration and open learning opportunities.

Lathyrelle shares real-world stories that illustrate the need to think outside the box, collaborate with parents and teams, and value every resource—whether from professionals, families, or even students. The episode encourages educators to see technology as flexible, practical, and rooted in meeting real student needs.

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This episode focuses on strategies to promote active student engagement. Candace and Heather dive into the challenges of working with students who are resistant to academics and highlight the importance of understanding each learner’s motivators, strengths, and barriers. They discuss practical strategies such as adjusting content levels, breaking tasks into manageable steps, incorporating movement or creativity, and offering meaningful rewards.
The conversation emphasizes the need for teachers to remain flexible, pivot when strategies aren’t working, and provide frequent opportunities for students to respond. Ultimately, the hosts underscore that true engagement stems from educators being actively engaged with their students—meeting them where they are, sustaining motivation, and nurturing learning as an ongoing, dynamic process.

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This episode explores the power of flexible grouping to support students academically, socially, and behaviorally. Manny shares real classroom examples where intentional groupings helped students bridge language barriers, build peer-to-peer learning opportunities, and reduce challenging behaviors rooted in frustration or misunderstanding. The conversation highlights that flexible grouping is not a “set it and forget it” strategy but a dynamic, ongoing process that requires teachers to adapt based on student needs.

Listeners will hear how grouping decisions can foster language acquisition, improve engagement in math and reading, and even de-escalate behaviors by uncovering the academic or social gaps behind them. The episode emphasizes that success lies in intentionality—matching students thoughtfully rather than randomly—to create meaningful learning opportunities. Ultimately, flexible grouping empowers students to grow academically while building confidence, social connections, and independence.

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This episode features Heather with Eryn as they explore the use of explicit instruction to support student learning. The discussion highlights how explicit instruction goes beyond simply modeling skills, emphasizing the importance of think-alouds, breaking content into smaller steps, providing examples and non-examples, and giving students multiple opportunities to practice with guided feedback.

Heather and Eryn stress that the "we do" phase is often overlooked but is essential for uncovering misconceptions, differentiating instruction, and keeping students engaged. They also discuss how explicit instruction applies not only to academic skills, such as reading and visualization, but also to classroom management, social-emotional learning, and setting clear behavioral expectations. By structuring lessons in cycles of "I do, we do, you do," teachers can better meet students’ diverse needs while maintaining clarity and consistency. The episode underscores that effective explicit instruction is as much about student voice, feedback, and engagement as it is about teacher delivery.

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This episode explores high-leverage practice number 15: providing scaffolded supports to help all learners succeed. Ann shares practical strategies for identifying student needs, adapting instruction, and embedding scaffolds into everyday classroom routines. From adjusting the environment to leveraging peer support, small groups, and technology, she highlights how scaffolding can be flexible, individualized, and responsive.

The conversation emphasizes that scaffolds are not one-size-fits-all but should be matched to each learner’s strengths, challenges, and context. Ann also underscores the importance of collaboration, whether with colleagues, students, or instructional tools, to expand the range of supports available. Listeners gain a clear picture of how scaffolding functions as part of a dynamic, student-centered classroom that balances structure with responsiveness.

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This episode explores teaching cognitive and metacognitive strategies to support learning and independence. Heather and Jon unpack what it means to help students—and adults—notice and reflect on their thoughts, connecting those thoughts to behaviors and emotions. Jon shares practical examples from his work with students, showing how guiding them to ask, “What am I telling myself about this?” can break cycles of conflict and anxiety while building self-awareness.
The conversation highlights both the challenges and the transformative potential of teaching metacognition, emphasizing that it’s not about stopping thoughts or forcing positivity, but about recognizing and reframing unhelpful thinking. They also discuss how educators can model this process themselves, shifting from rigid expectations to empathetic understanding. Listeners come away with insight into how fostering metacognition empowers students to develop resilience, internal control, and healthier ways of engaging with the world.

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This episode focuses on adapting curriculum tasks and materials for specific learning goals. The conversation breaks down the difference between accommodations, which provide access without lowering expectations, and modifications, which adjust the content itself. Heather and Eryn highlight the common confusion between the two, emphasizing the importance of identifying the “game changer” supports that truly help students succeed rather than overwhelming them with a long checklist.

They discuss how assessment, teamwork, and clear communication across educators and specialists ensure that adaptations are both functional and effective. Special attention is given to students with emotional, behavioral, and mental health challenges, where effective strategies often include offering real choices, building in breaks, and fostering student agency. Ultimately, the episode underscores the value of student involvement, ongoing data collection, and flexible approaches that balance high expectations with meaningful support.

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