Now, pivot from that extraordinary scenario to the familiar, long-term challenges faced by educational teams. From district leadership to grade-level PLCs, educators also work in what DeChurch calls “small containers” under immense pressure. 

   In this Podcast, Angela and Davey synthesize Dr. Howie Knoff's November 22, 2025 Blog exploring the fundamental problem both NASA and school leaders must solve: Why the initial energy of a new team so often fades, and why sustaining  a team over many years is a fundamentally different challenge than starting one. The Podcast describes the research-to-practice relative to how leaders can build a sustainable "improvement infrastructure" through practical strategies. 

   This is accomplished as leaders establish predictable meeting rhythms and use meeting agenda micro-protocols, make small wins visible to maintain motivation and, crucially, foster the psychological safety so that teams can have honest conversations. 

   Angela and Davey compare these factors to those identified by NASA researchers that astronauts will need demonstrate to maintain crew positivity and productivity during the long Mars mission. Not surprisingly, the NASA crew factors significantly overlap with the educational team factors.

   This Podcast’s Host summarize with the universal truths that are essential for any long-duration team to succeed. Tune in to discover the research-based strategies needed to build teams that not only start strong but maintain their cohesion and productivity for the entire journey.

   Indeed, when Black students experience unjust disciplinary accusations and actions, they suffer lasting increases in stress hormones, sleep disturbances, depression, and anxiety that can persist for years. The research also shows that their still-developing emotional regulation systems become overwhelmed by feelings of rage, helplessness, and institutional betrayal. . . and that their adolescent brains simply cannot process these emotions effectively.
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   Davey and Angela discuss the “adultification” of Black students and its impact on implicit bias, how Black students experiencing disproportionate school discipline use "academic withdrawal" as a survival mechanism, and how Black students—who previously demonstrated high academic potential—are forced to expend their cognitive energy on threat detection and self-protection, rather than learning and collaboration. They also discuss how disproportionality creates intergenerational trauma that ripples through families and communities, and how Black students are publicly humiliated when disciplined in front of peers—experiences that lead to social isolation and lasting stigmatization within their school and peer communities. 

   This Podcast will transform your understanding of the documented trauma being inflicted on Black students in schools nationwide. This isn’t just about devastating statistics—it is about the human cost that implicit bias and discrimination has on Black students’ stress, anxiety, and trust, and how this  systematically denies them their dreams and futures.

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   Podcast Hosts Angela and Davey summarize the Key Takeaways in this Podcast including the critical need to question certain professional assumptions and practices when interacting with students on the spectrum. Through Dr. Knoff, they caution against automatically ascribing challenging behaviors to a student's autism without objective, ecologically-valid assessment. Some behaviors, instead, may be reactions to external triggers, such as trauma from restraints, or they may be autonomic, biologically-based responses. Given this potential, Davey and Angela suggest that using Functional Behavioral Assessments (FBAs) for biologically-based behaviors may render them ineffective or even potentially harmful. 
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   During the Podcast, Angela and Davey also provide a detailed breakdown of the diagnostic foundations of autism, examine the deceptive complexities of both Level 1 ("apparent competence") and Level 3 ("apparent incompetence") support needs, and conclude with a powerful call to action. 

   Dr. Knoff and your Hosts assert that the ultimate educational goal for students with autism is not to make them appear neurotypical, but to foster educational environments that honor their neurological differences, prioritize their dignity and communication access, and allow them to flourish as their authentic selves.

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   With over 20% of children living with diagnosed mental health conditions, depression rates climbing 75% since 2016, and nearly half of high school students reporting persistent feelings of hopelessness, we are in the midst of a psychological epidemic. 

   And the correlation is undeniable: With teens’ smartphone ownership and almost-universal social media involvement significantly correlates with these trends. In fact, average teens spend nearly two hours daily on social media, and check their phones 174 times per day. 
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   Angela and Davey take address this topic head-on with a specific proposal.

   Similar to adolescents getting a Learner’s Permit for driving, they discuss the need for a state-mandated program—supported by the federal government—requiring high school students to earn “Learner’s Permits” and, eventually, “Social Media Certificates” as prerequisites to signing onto any social media platform.

   Angela and Davey share the other required components—a joint student/parent agreement, the need for a Social Media Insurance Policy, the creation of state and federal Social Media Registries, and requirements that social media companies approve the documentation before allowing any student 15 or older to gain website access.

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   Angela and Davey first describe the numbers that represent this national crisis. An estimated 22% of students (2.8 million) were chronically absent in the 2024-2025 school year—a significant increase from the pre-pandemic rate of 15-16%. This issue disproportionately affects vulnerable student populations across urban, suburban, and rural districts.
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   Davey and Angela then advocate for a shift away from punitive measures toward a root cause analysis framework, specifically recommending the "Five Why's" technique to diagnose the specific factors driving absenteeism at the community, school, peer, and individual student levels. The analysis identifies a wide spectrum of root causes, including family instability, negative school climate, peer-related issues, and individual student health and academic struggles. 

   They then detail that the costs of absenteeism are pervasive, undermining the academic progress of absent students, disrupting instruction for present students, and demoralizing educators.

   Finally, Davey and Angela emphasize that the path forward requires implementing comprehensive, multi-tiered, evidence-based interventions that are directly linked to identified root causes. They conclude with a call to action for educational leaders to adopt this diagnostic and strategic approach to transform attendance culture and ensure chronically-absent students become success stories rather than statistics.

   Angela and Davey address the concerning trend of adolescents (especially) seeking emotional support from AI, illustrating the dangers through a study on ChatGPT's harmful responses and a tragic suicide. In the end, they provide actionable strategies for administrators, mental health professionals, teachers, parents, and peers to better identify distress, promote media literacy, and offer human-centered support.
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   This Podcast emphasizes that school-aged students express distress in contemporary, culturally embedded ways. This “communication” does not always conveniently fit diagnostic frameworks. Research has long-confirmed that recognizing this language, completing diagnostic assessments, implementing a multi-tiered continuum of validated interventions, and lowering the barriers and access to human support makes a real difference.

   AI is increasingly ubiquitous and available to school-aged students, but it is not built—or designed—to offer emotional guidance. This Podcast underscores a sobering reminder of that boundary.

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   In his blog, Dr. Howie Knoff argues that Artificial Intelligence, when used wisely, can act as a “re-set lever.” AI is not about replacing leaders—it’s about empowering them to recover time, improve efficiency, and refocus on what matters most: fostering a thriving learning environment for students and staff. Angela and Davey outline Knoff’s twelve critical domains where AI can ease the load—from budgeting, compliance, and policy monitoring to crisis communication, curriculum alignment, and staff recruitment.

   Davey and Angela continue by describing the AI landscape itself as overwhelming. With hundreds of new tools appearing every month, leaders face a confusing marketplace. Questions of interoperability, accuracy, privacy, and political feasibility make it risky for administrators to “go it alone.” Most simply lack the time or technical expertise to sort through the noise, evaluate tools, and ensure solutions integrate with existing systems. Without trusted guidance, AI adoption risks becoming fragmented, expensive, and ineffective.

   Knoff, Davey, and Angela urge districts to partner with professional AI solution providers—organizations that can curate tools, ensure integration, deliver hands-on training, and tailor solutions to the unique demands of educational administration. Knoff specifically points to AI for Business as an example of the kind of vetted, comprehensive platform that schools should expect from any trusted partner. 

   The call to action is clear: acknowledge the promise of AI, avoid piecemeal experimentation, and engage expert partners who can help leaders strategically adopt AI to lighten the administrative load. 

   The result? AI can streamline many of the management, operations, budgeting, and communication tasks that take administrators so much time—leaving them free to focus on the leadership, relationships, and instructional vision that no machine can replace.

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   Each part of the Blog Series has underscored the importance of analyzing information and data from the previous school year to facilitate improvements for the new academic year. 

   In this Podcast, your Hosts highlight School Climate and Student Engagement as both the foundation and the culmination of the four preceding discussions, indicating its pivotal role in overall school effectiveness.
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   A core insight from Dr. Knoff's research is the persistent reality of student social groups from 1975 to 2025, revealing that despite five decades of school reform, technological advancements, and socio-political changes, the fundamental social structures within high schools remain remarkably similar. To do this, Angela and Davey identify and then compare and contrast the cliques represented in most schools in 1975 versus 2025. They note the remarkable similarities, and connect these peer groups to school climate and student engagement. They suggest that schools have primarily focused on curriculum and technology, but insufficiently addressed the social and emotional dimensions of the school experience that ultimately drive student engagement.

   Angela and Davey further elaborate on what, according to Dr. Knoff, constitutes school and classroom engagement, defining it as the behavioral, emotional, and cognitive investment students make in their educational experience, which goes beyond mere compliance or attendance. They then identify the primary characteristics of Engaged versus Disengaged students. This is followed by respective discussions of the research-to-practice areas that schools need to focus on to maintain student engagement and change student disengagement.

   The Podcast concludes by summarizing the importance of School Climate and Student Engagement in the context of the other four school success areas. An Evaluation Template of questions is provided with eight questions each that schools can ask themselves to help identify Engaged versus Disengaged students, respectively. The Final Call-to-Action emphasizes the need to evaluate this—in fact, all five—school success area(s) so that the new school year can begin strategically—based on the “lessons learned” from last year.

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   Angela and Davey guide listeners through Dr. Knoff’s "7 C’s" framework: Communication, Caring, Commitment, Collaboration, Consultation, Celebration, and Consistency. As each characteristic is explored, the conversation reveals how these interrelated elements go far beyond surface-level teamwork. Instead, they represent a blueprint for building psychologically safe environments where educators feel empowered, supported, and unified by shared goals. The hosts invite reflection and action, showing how effective communication and balanced caring, for example, build the trust needed for genuine collaboration and problem-solving.

   Throughout the episode, your Hosts share vivid examples, sharp insights, and evidence-based practices that connect the dots between adult collaboration and student learning outcomes. The discussion ties in powerful research on Collective Teacher Efficacy (CTE), which has been shown to yield dramatic academic gains when educators share a deep belief in their collective impact. Listeners come away with an understanding that investing in staff cohesion is not a luxury, but a high-leverage strategy to foster equity, academic engagement, and emotional support for every student.

   The episode concludes with a call to action. Davey and Angela note that Dr. Knoff outlines how school leaders can use the "7 C’s" as both a diagnostic and planning tool, offering a robust set of needs assessment questions to help schools identify where they are and where they need to go. The conversation is candid, energizing, and actionable—leaving listeners inspired to prioritize people, reimagine school teams, and create the kind of cohesive, committed environments that transform student lives. 

   Whether you're a school leader, educator, or policymaker, this episode is a must-listen for anyone who believes in the power of people to make schools work better for all.

   The Podcast first summarizes the organizational characteristics of an effective MTSS system identified by Dr. Knoff: System-Wide Principles and Practices, Collaborative Leadership, Time, and Consistent, System-Wide Procedures. It then provides eight questions so that Educational Leaders (a) can evaluate their setting’s current MTSS organizational status, and (b) develop and implement Action Plans to maintain current strengths and close specific gaps for the coming school year.

   Next, Angela and Davey detail the staff and staffing characteristics needed for an effective MTSS system. Moving past the staff focused MTSS discussions in the previous two Podcasts, they take a more systems perspective. This is done by describing the staff and staffing implications of the Consultation Referral Audit and the Consultation Staff Resource Directory, respectively. They then sample from Dr. Knoff’s eight questions to evaluate a school’s current MTSS status in this area.

   The Podcast concludes by addressing the assessment and intervention characteristics of effective MTSS systems. Here, Davey and Angela note that the critical importance of ensuring that general education, special education, and related services staff share and integrate their assessment and intervention activities across the multi-tiered continuum.

   The Podcast concludes with a "Call to Action," asserting that the summer months offer a "unique and invaluable opportunity" for "reflective analysis, strategic planning, and skill development."

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   Angela and Davey discuss how Knoff asserts that blaming external factors or implementing "quick fixes" like SEL and PBIS are ineffective, and he—instead—outlines five essential, interdependent, evidence-based, and field-proven components that focus on Positive School Climate, Explicit Prosocial Behavioral Expectations, Student Motivation and Accountability, Consistency and Fidelity, and Addressing Special Situations through Multi-Tiered Supports. 

   Davey and Angela describe the critical contents in each of these components, noting that Knoff has provided detailed questions for school leaders—in each component—to assess their school or district’s current status, so that resulting Action Plans can make changes for the upcoming academic year. 

   Angela and Davey then summarize Knoff’s research-based suggestions on the characteristics of effective grade or instructional teams, individual teachers, and related services professionals, and what they do to make the five school discipline, classroom management, and student self-management components above work.

   The Podcast concludes with a "Call to Action," asserting that the summer months offer a "unique and invaluable opportunity" for "reflective analysis, strategic planning, and skill development." The ultimate choice outlined for educational leaders is "between preparation versus procrastination, between systematic improvement versus wishful thinking, between investing in summer planning versus accepting the status quo."

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   One middle school’s Leadership Team used the summer time to conduct in-depth analyses of their classroom instruction, teaching team effectiveness, and related services staff support. They developed action plans by the end of June, and began implementing these plans in July and August—before the new school year began.

   The other middle school decided that staff needed “a break,” and they did not begin their improvement planning until the three days before the beginning of the new school year.

   Angela and Davey outline seven research-proven core characteristics of effective classroom teachers, emphasizing areas like strong content knowledge, data utilization, and continuous professional growth. They then discuss the seven research-to-practice characteristics of effective teaching teams. And they finish by detailing the seven characteristics of effective instructional/intervention support staff—stressing collaboration, evidence-based practices, and a systems perspective. 

   The Podcast concludes with a "Call to Action," asserting that the summer months offer a "unique and invaluable opportunity" for "reflective analysis, strategic planning, and skill development." The ultimate choice outlined for educational leaders is "between preparation versus procrastination, between systematic improvement versus wishful thinking, between investing in summer planning versus accepting the status quo."

[CLICK HERE to Set Up a Meeting with Howie]

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   This Podcast (and the Blog) proceeds with a discussion of a number of the most-common seizures along with their general characteristics, incidence levels, and impact on students in school. In addition, Davey and Angela describe (a) the neurological root causes for each of seizures discussed, along with the areas of the brain involved; and (b) the complex bidirectional relationship between seizures and stress and PTSD.

   Relative to this latter area, Angela and Davey note the existence of Psychogenic Non-Epileptic Seizures (PNES), also called functional or pseudoseizures. They detail their symptoms, underlying causes and risk factors, treatment approaches, and the supports for affected students in school.

   Finally, the Podcast examines the link between Traumatic Brain Injuries (TBI) and different classifications of post-traumatic seizures and epilepsy. It concludes with a section on management approaches for these conditions and the crucial role of schools in providing support and implementing strategies like Seizure Action Plans.

   They then describe the significant academic, social, and emotional challenges students face due to migraines, including cognitive difficulties and inconsistent attendance.  

   Davey and Angela then overview the brain structures, chemical systems, and neurological pathways involved generally in migraines. They then compare and contrast four specific types of migraines (ocular/retinal, vestibular, concussion-related, and stress/PTSD) in terms of their symptoms, underlying mechanisms, diagnosis, and management.

   While emphasizing that the differential diagnoses of these migraine types must be rendered by medical professionals, Angela and Davey note that—when interacting with studentsexhibiting headaches or migraines in school settings, MTSS (Multi-Tiered System of Supports) Team members in schools should still understand their clinical similarities and differences. . . at the very least, so that they can ask informed questions when conferring with parents and—with permission—medical professionals.

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Angela and Davey detail how impairments in these sensory areas, often identified through school screenings, can significantly affect academic performance, behavior, and overall development. They describe the specific screenings results that indicate the need for formal medical evaluations, and the potential long-term medical, academic, and psychological consequences of uncorrected vision and hearing issues—as well as the often-overlooked impact of common respiratory illnesses. 

  Finally, the Podcast highlights the serious, though less common, neurological risks associated with untreated infections of the eyes, ears, and nose, stressing the need for collaboration between educators, parents, and medical professionals to ensure timely intervention and support for vulnerable children.

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   These Skill Sets focus on: Goal-Setting and Active Learning, Time Management and Study Skills, Interpersonal and Collaborative Learning Skills, Stress Management and Emotional Self-Care, and Self-Awareness and Self-Efficacy skills. These skills are crucial for future-proofing students' success in uncertain times by equipping them with the ability to navigate challenges and take ownership of their learning. 

   Dr. Knoff emphasizes that these skills are most effective when integrated school-wide and consistently reinforced by educators and peers. Angela and Davey discuss and apply the Skill Sets to the challenges of adolescence, reinforcing their ability to empower students to become more responsible, responsive, and self-reliant learners.

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These changes include staff reductions and reallocations at the U.S. Department of Education, and relate to school choice prioritization, alterations to DEI and civil rights enforcement, the cancellation of many grants nationwide to states, universities, and school districts. 

   Knoff advises educational leaders to implement eight "future-proofing" strategies to navigate these uncertainties. These strategies encompass revisitingmission statements, streamlining operations, strengthening governance, investing in evidence-based practices, prioritizing professional development, enhancing community engagement, building local partnerships, and diversifyingfunding. 

   Angela and Davey discuss these strategies and emphasize the importance of a clear and adaptable mission statement. They also provide a framework for developing a strategic Public Relations Plan to communicate school strengths. Ultimately, this Plan helps educational leaders ensure that their institutions not only survive but thrive amidst a changing educational landscape.

   Angela and Davey conclude by stating that schools and other educational settings need to take active steps now to be in the strongest and most advantageous position to not just respond to today’s unprecedented shifts in policies and resources, but to stay ahead of them.

Knoff argues that the Trump administration is employing"Ready-Fire-Aim" tactics, particularly concerning DEI initiatives, creating fear and confusion. This approach is leading some schools and districts to make hasty policy changes based on fears that they will be investigated and potentially lose federal funding. 

Knoff highlights a recent Department of Education guidance that initially took a “hard line” position relative to race-based discrimination, only to soften its position twoweeks later. 

Davey and Angela discuss the educational and psychological implications of all of this, and advise educators to avoid knee-jerk reactions, understand the limitations of the administration's power, and maintain focus on quality instruction. They also urge action to respond to the potential dismantling of the Department of Education, and to bring students’ voices “to the table.”

Finally, Knoff, Davey, and Angela urge readers to contacttheir representatives to advocate for better education and suggest local actions to improve schools while recognizing that threats come and go. They also encourage educators to remain grounded in effective practices and to not be unduly swayed by political maneuvering.

The Blog highlights how Section 504 protects individualsfrom discrimination based on disability, emphasizing that disabilities often arise from chance events. Hence, anyone could potentially need 504’s legal protections. The Blog also provides examples of the disabilities covered, and the accommodations required to ensure equal access to education and other services. 

Davey and Angela share their concerns regarding a currentlawsuit, Texas v. Becerra, which appears to focus on questioning the inclusion of “gender dysphoria” as a disability in the 2024 update of Section 504. But the lawsuit may really be about an additional request to eliminate Section 504 as unconstitutional. If successful, the civil rights, access to education and the workplace, and accommodations protected by Section 504 would be stripped from millions of students and adults with disabilities. 

Echoing Dr. Knoff, Davey and Angela urge listeners tocontact their state officials to oppose the lawsuit and safeguard these critical protections.  

Davey and Angela share Dr. Knoff’s advocacy for maintaining Section 504, even if its "gender dysphoria" inclusion is deleted. They note that anyone could become disabled—needing Section 504’s protections—due to life's sometimes unpredictable events.

   Relative to the external distractions, studies are reviewed to demonstrate that the premises underlying recent Executive Orders targeting schools teaching “discriminatory equity ideologies” are unfounded. The Orders targeting trans and nonbinary students are being challenged or were quickly withdrawn.

   Relative to internal distractions, cellphone use in the classroom is highlighted along with recent studies showing the positive effects of cellphone bans on student engagement and behavior.

   The Blog emphasizes that teachers are not politically indoctrinating students, students feel comfortable discussing controversial topics, and that cellphone bans are positively affecting classroom learning. 

   Educators are encouraged to “build a figurative wall” to discourage and keep distractions out of our schools and classrooms. Teachers need to teach, and students need to learn.

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They then assert, using Dr. Howie Knoff's recent Blog, that students are not going to fix themselves, that there truly are no quick fixes, and that everyone in an affected school—especially teachers and administrators—needs to be part of the problem analysis and strategic solutions.

Angela and Davey use Dr. Howie Knoff's blog to draw a parallel between the recent improvement of the National Football League's Detroit Lions--under Coach Dan Campbell-- and the potential for positive change in school and classroom discipline. They note that addressing this problem requires a team effort from all school staff, implementing evidence-based strategies, and fostering a positive school climate. 

This Podcast (and the Blog) describes the evidence-based component of effective school and classroom discipline, the related need for teacher training and support--especially for new teachers, and how to consistently implement proven practice. 

Continuing the parallel with Dan Campbell and the Detroit Lions throughout, Angela and Davey highlight the importance of strong leadership and a shared commitment to creating positive learning environments--even when there are unexpected losses.

  They close by encouraging schools to start now on the road to school and classroom discipline improvement. . . noting that "you’ve got to put in the work to earn the rewards."

In this context, as Students with Disabilities (SWD) comprise 14% of the entire student population in the average district, it is important to determine the staffing, resources, and funding that these students need next year also. This is best done by analyzing each SWD's IEP.

Davey and Angela emphasize the importance of creating Individualized Education Plans (IEPs) that are Acceptable, Actionable, and Appropriate for SWDs. They describe three federal court cases—Chris D., Cory M., and Endrew F.—to illustrate the legal ramifications of failing to meet these criteria.

Your Hosts also explain that IEPs must be collaboratively developed, implemented with fidelity, and result in meaningful student progress.

They provide practical recommendations for school districts to assess their current IEP practices and prepare for the upcoming school year's budget. Ultimately, the goal is to improve student outcomes, parental partnerships, and reduce potential legal challenges.

Listen to Davey and Angela as they discuss how the Blog's four themes were critical to the "state of education" this past year, and how education needs to address them in the new year relative to student, staff, school, and systems-level improvement and success.

Using the December 7, 2024 blog post by Dr. Howie Knoff, your Hosts critique the state of special education in the United States. They highlight the persistent problems that continue to hinder effective services for students with disabilities, such as inadequate funding and a lack of qualified professionals. And they suggest that part of the problem is the Office of Special Education Programs' (OSEP) flawed, sometimes politically-motivated agenda.

Much of the discussion focuses on their proposals for a new agenda dedicated to improving student outcomes. Here, they outline the characteristics needed in the next OSEP Director to facilitate the needed systemic changes.

Using the movie “Moneyball” as a metaphor, they suggest that many districts and schools are locked into antiquated data analysis and school improvement thinking. Similar to how data analytics revolutionize baseball, they advocate that districts and schools use “Moneyball Thinking” to rethink and revolutionize their decision-making practices, especially to link Needs Assessment results to more successful strategic planning and action.

The discussion analyzes a recent U.S. Department of Education grant program focusing on school mental health, highlighting how some districts did not need more money or staff; they needed to analyze and reallocate how existing staff were deployed and the tasks they were doing.

In the end, Davey and Angela emphasize the need for comprehensive needs assessments, incorporating historical data, SWOT analysis, and gap analysis to identify and address areas needing improvement. They believe that a data-driven approach can revolutionize educational practices, leading to more efficient resource allocation and improved student outcomes. This will ultimately promote a shift from haphazard data usage to a strategic, analytical approach.

Based on Dr. Howie Knoff's November 9, 2024 blog post, your Hosts outline a shared leadership school model that involves seven components--each supported by six school-level committees--all to improve student, staff, and school outcomes. A key to this model is the effective delegation of duties and decisions, and Angela and Davey draw on research by Blunden and Steffel which emphasizes the importance of fair and relevant task assignment to avoid staff resentment.

The discussion details various decision-making processes, from command to consensus, and when to selectively use them to encourage and sustain staff buy-in. 

Ultimately, the goal is to create a collaborative environment where staff feel empowered, contributing to enhanced school success. The discussion concludes with practical recommendations for administrators to successfully implement shared leadership in their districts, schools, or educational settings.

Using a blog message posted on October 19, 2024 by Dr. Howie Knoff, your Hosts emphasize that the optimal speed of implementing school reforms depends on a number of factors. They contrast last year's rapid, systemic overhaul led by Superintendent Mike Miles in the Houston Independent School District with the more gradual change approaches typical in less dysfunctional or stressed districts. 

Through Dr. Howie's work, Angela and Davey identify ten key variables—including leadership, stakeholder engagement, and resource availability—to guide the decision-making process on how fast or slow to go. They also present a case study illustrating how a needs assessment can help identify the critical variables that determine the pace needed for effective change. 

Ultimately, Angela and Davey advocate for a strategic approach to school change and reform, emphasizing the need to avoid both excessively slow and overly rapid speeds of implementation.

Based on an October 5, 2024 blog post by Dr. Howie Knoff, your Hosts address the long-standing conflict between general and special education in schools, likening it to a "Cold War." Five key barriers between the two groups of colleagues are discussed: Organizational, Supervisory, Professional Development, and Instructional barriers, and those related to "Persistence." They describe a number of solutions to dismantle these barriers, focusing on improved communication, collaboration, and shared responsibility between general and special education staff.

The ultimate goal is to better serve students with disabilities by integrating them more fully into general education classrooms with appropriate support. The discussion concludes with an emphasis on the importance of a collaborative, problem-solving approach to ensure the success of all students.

Based on a September 21, 2024 Blog by Dr. Howie Knoff, your hosts discuss (a) the characteristics and concerns with social-emotional screening tools; (b) the use of the ACEs (Adverse Childhood Experiences (screening tool in particular; and (c) the importance of understanding the results social-emotional screening tool, and the limitations of using the ACEs-- especially by itself.

Davey and Angela discuss a recent ACEs study that found correlations between ACEs' scores for young students’ and their social-emotional--but not their academic--status. They note at the same time the serious limitations with the validity of ACEs assessments, and the tool's (in)ability to causally explain students’ social-emotional—and, especially, trauma-related—difficulties. The many reasons (beyond traumatic events) that explain students’ significant social-emotional challenges are presented, as well as a discussion of the Tier 2 and 3 interventions that are available.

The discussion concludes by emphasizing that comprehensive diagnostic assessments are needed to understand the root causes of students' social-emotional challenges. These causes need to be linked to a multi-tiered support system that includes a range of interventions and trained mental health professionals. Through Dr. Howie's work, Davey and Angela conclude that an ecological approach to social-emotional assessment, and a holistic approach to intervention is superior to relying solely on ACEs scores.

They especially highlight the lack of rigorous methodology and the resulting negative impact on teacher morale and student outcomes.

Your Hosts emphasize the importance of evidence-based practices and data-driven decision-making to avoid making (or repeating) these mistakes. . . noting that these missteps foster resistance to future programs (that actually can work).

Davey and Angela, through Dr. Howie, discuss case studies of flawed programs, and how a teacher survey can be used to illustrate the consequences of poorly implemented initiatives.

They urge a more critical and analytical approach to educational reform and school improvement. Ultimately, this involves a shift toward identifying the root causes of educational challenges, and implementing sustainable, research-based solutions.

Your Hosts discuss why applications using cognitive-behavioral and social learning theory, help build essential self-management skills in students. . . improving their social-emotional well-being. They cite Dr. Howie's emphasis on the need for schools to adopt effective, evidence-based programs, such as his "Stop & Think Social Skills Program" as an example .

Angela and Davey's overall message emphasizes the urgency of proactive intervention to support students' mental and emotional health.

Using Dr. Howie Knoff's August 10, 2024 blog as a jumping off point, your Hosts emphasize that creating a "winning" school requires teamwork, coordination between staff, and a focus on student well-being. They additional note that successful schools maintain high-quality instruction at every grade level, seamless transitions between teachers and across grade levels, and explicit social-emotional instruction.

The comparison highlights the need for collective effort, the need to directly address weaknesses, and preparing students (and staff) to perform under pressure. Critically, this is exactly how Olympic athletes train for their success.

Ultimately, Davey and Angela encourage educators to reflect on their school's collaborative spirit, preparation, and consistent focus on student success.

Angela and Davey caution that many schools are implementing ineffective interventions to address these issues, and they advocate for a data-driven, root-cause analysis approach to address these problems. 

They also emphasize the need to explicitly teach students from preschool through high school social-emotional skills, arguing that this instruction requires the same rigor as literacy instruction. 

Finally, they stress the importance of proactive, evidence-based strategies, rather than reactive, random interventions, to achieve lasting positive change in student behavior. Angela and Davey use three quotes from one of Dr. Howie's recent conference presentations to illustrate key points.

Guided by Dr. Howie Knoff's July 13, 2024 blog post, your Hosts critique the narrow definition of school success that is solely based on standardized test scores. In doing this, they highlight the significant number of students that are still struggling academically, socially, emotionally, and behaviorally, even in high-performing schools.

Advocating for a more comprehensive and proven approach, they describe the seven-solution blueprint for continuous school improvement. This blueprint emphasizes strategic planning, community involvement, robust professional development, effective instruction in academics and behavior, multi-tiered support systems, and rigorous data-driven evaluation.

The ultimate goal is to maximize the potential of every student by moving beyond superficial metrics of success and implementing evidence-based practices. They note that while too many schools still focus on how many students “pass the state test,” they need to focus instead on helping students to be proficient and prepared for their post-graduation lives.

Your Hosts echo Dr. Howie noting that current social-emotional learning (SEL) programs often lack the necessary behavioral instruction and practice to produce lasting change. They emphasize the importance of explicitly teaching specific social skills, using a structured, evidence-based program like his "Stop & Think Social Skills Program."

The "Stop & Think Program" has been an evidence-based (through SAMHSA) and CASEL-approved (since 2005) curriculum that incorporates modeling, role-playing, feedback, and transfer into applied classroom and school setting. The curriculum's success relies on a five-step universal language that embeds specific social skill steps.

The universal language has students telling themselves to: Stop and Think, Consider their Good or Bad Choices, Identify the Choices/Steps they need to make, Do It, and Tell themselves they did a Good Job.

Davey and Angela detail the scientific basis and practical application of teaching social skills in general education classrooms, highlighting the importance of consistent teacher fidelity and multi-tiered support systems for students.

Their discussion details Title IX's definitions of key terms, such as sexual harassment and formal complaint, and they outline the required steps for handling Title IX Sexual Harassment allegations.  They also emphasize the importance of prompt responses, supportive measures for complainants, and equitable investigative processes.

Finally, Angela and Davey discuss how Dr. Howie addresses the psychological impact of sexual harassment on victims, including secondary victimization resulting from inadequate responses--advocating for a preventative approach through education and proactive measures.

They discuss Dr. Howie's suggestions for a multi-faceted approach to improving student engagement, including defining specific disengagement behaviors, analyzing root causes using a "RIOTS" framework (Review, Interview, Observe, Talk, Survey), and employing the U.S. Department of Education's ED School Climate Survey. 

A whole-school effort with integrated interventions is suggested, incorporating various staff members and peer support, and focusing on relationship building and positive school climate during the first days of school and potentially even during the summer. The ultimate goal is to prevent summer disengagement from worsening and to create a more engaging school environment on the FIRST day of the new school year.

Your Hosts describe the Blog's MTSS "First Things First" protocol, emphasizing the comprehensive collection of data before intervention are designed and implemented--similar to how a doctor obtains a patient's medical history and runs medical, diagnostic tests.

Davey and Angela outline the principles for effective MTSS implementation, stressing data-driven decision-making and accountability for educators. They present a case study that applies these principles. . . and, ultimately, they emphasize the need for scientifically-based, evidence-driven approaches to improve student outcomes.

They discuss how Dr. Howie details a colleague's public relations disaster stemming from an ill-advised social media post, highlighting the importance of humility, self-control, and thoughtful communication.

Your hosts offer five key takeaways for safe social media practices and discusses the role of algorithms in shaping online experiences. They relate all of this to schools and education, concluding by emphasizing the need for media literacy education to mitigate the risks associated with social media.

He also discusses his work as an expert witness in special education cases, highlighting the challenges of supporting students with autism.

Listen to Angela and Davey as they reflect on the pervasive issue of learning loss and the overwhelming pressures faced by educators in under-resourced schools, particularly in rural areas.

Ultimately, the discussion and the post emphasize the need for realistic expectations and a collective effort to support students and staff, acknowledging that some challenges may not have easy solutions. Angela and Davey conclude by celebrating the dedication and resilience of educators.

Your hosts define cognitive biases and their relationship to stereotypes, prejudice, and discrimination--providing examples of eight common biases. These biases are categorized by when they impact decision-making: before, during, and after.

Davey and Angela--through Dr. Howie--also offer strategies for recognizing and mitigating these biases, emphasizing the importance of objective criteria and fostering open communication.

Finally, they highlight the challenges and necessity of addressing these biases for improved educational outcomes.

They also advocates for replacing the terms "best practices" and "pilot projects" with "effective practices" and "field-tested," arguing that these changes foster more realistic expectations and collaboration.

Davey and Angela, through Dr. Howie, stress the importance of aligning chosen programs with a school's specific context and available resources for successful and sustainable implementation. Ultimately, they recommend a data-driven, context-aware approach to educational program selection and implementation.

They emphasize the need to critically evaluate marketing claims, particularly the terms "scientifically-based," "evidence-based," and "research-based," by examining the underlying research methodology and its applicability to specific contexts.

Their discussion highlights the crucial questions educators should ask when assessing educational products to ensure effectiveness and cost-effectiveness for their students and institutions. Moreover, they stress the importance of independent verification of research claims and avoiding reliance on superficial marketing strategies.

Will this decision move the pendulum toward greater parental accountability when schools recommend outside supports to address their children’s significant health, mental health, and wellness needs?

Will the threat of litigation motivate these parents to take timely and effective action—consistent with the recommendations? and

Will schools become more assertive in their interactions with parents, especially when there is a documented threat of student, staff, and school violence?

Davey and Angela explore the complexities of school-parent communication regarding student mental health needs, discussing the factors influencing parental responsiveness to school recommendations for outside services. They agree that the Crumbley case is a tragic example emphasizing the need for stronger collaboration between schools and parents in addressing student behavioral and mental health issues. 

The discuss Dr. Howie's strategic approach for schools to effectively communicate with and engage parents in seeking appropriate community-based services. Finally, they underscore the potential impact of the Crumbley verdict on future school policies and parent-school interactions.

Davey and Angela unpack Dr. Howie's Blog on this topic. The conversation offers strategies for leading productive classroom discussions on sensitive topics like race, religion, and current events. The Blog is anchored by an antisemitic incident at a girls' basketball game, highlighting the need for proactive, rather than reactive, teaching of social-emotional skills and conflict resolution.

The presentation provides a framework for preparing and facilitating challenging discussions, including choosing appropriate teachers, preparing students with ground rules and respectful disagreement techniques, and managing challenging moments.

Specific strategies for pre-lesson, in-lesson, and post-lesson phases are detailed, drawing upon research from various educational institutions. Ultimately, the goal is to cultivate a safer, more inclusive classroom environment where students can engage respectfully with diverse perspectives.

Davey and Angela discuss a study revealing significant grade inflation in high school, particularly impacting Black students and those from disadvantaged backgrounds. They note that Dr. Howie argues that inflated grades, often inconsistently assigned, fail to accurately reflect students' actual skill mastery. This inaccuracy hinders future academic success and equitable educational opportunities.

Dr. Howie emphasizes the importance of assessing students' skill proficiency rather than solely relying on grades to gauge their learning and readiness for advancement. Ultimately, Davey and Angela note that Dr. Howie advocates for a shift in focus from grades to demonstrable skill mastery to better serve students and improve educational outcomes.

Five key themes are examined: (a) Hiring, Supervising, Supporting, and Retaining School Staff; (b) Encouraging Effective and Eliminating Ineffective Staff Policies and Practices; (c) Special Education Services for Students with Disabilities; (d) Social-Emotional Learning’s Illusions and Realities; and (d) Race and Equity: Research and Effective Practices. Each theme is discussed by analyzing its inherent problems and offering evidence-based solutions.

Angela and Davey emphasize the importance of strategic planning, data-driven decisions, and a cautious adoption of new programs to improve student, staff, and school outcomes. A final summary encourages the critical evaluation of research and practices before classroom or school-wide implementation.

Your Host provide analogies to illustrate how simplifying complex processes in other fields would be unacceptable, emphasizing the need for fidelity when implementing evidence-based practices at the classroom and student levels.

They also highlight the ethical and practical consequences of choosing expediency over quality in education, ultimately advocating for comprehensive, data-driven interventions tailored to individual student needs.

Their discussion is anchored by a Blog post by Dr. Howie Knoff on effective social-emotional learning (SEL) in schools. This post--and your Hosts' discussion-- details the correct science-to-practice blueprint needed to teach emotional self-control, describing (a) the four interdependent components needed; (b) the neuro-physiological and psychological science of self-control; (c) the components of the Emotional Control Paradigm; and (d) how to condition self-control through Dr. Knoff's evidence-based "Stop & Think Social Skills Program."

Davey and Angela describe the science-based approach that emphasizes emotional awareness, control, communication, and coping; and the Stop & Think Social Skills Program's approach to helping students manage their emotional triggers, physiological cues, positive self-statements, and behavioral responses and interactions.

The ultimate goal is to train students to control their emotions, think through the challenging situation, prepare a prosocial response, and enact that response. . . all in three to five seconds. All of this results in students who are able to control their emotional, impulsive reactions to highly charged situations.

They highlight a current trend in education where school leaders focus more on motivating staff and students that identifying and addressing systemic deficits in curriculum, instruction, and support services.

Three school-specific case studies illustrate what happens when schools either neglect their deficits or identify the weaknesses. . . implementing significant, strategic improvement strategies.

Angela and Davey emphasize the importance of data-driven decision-making, shared leadership, and a comprehensive approach that includes both academic and social-emotional learning. The twelve components provide a framework for analyzing existing school practices and developing targeted action plans.

Your Hosts then move on to discuss Dr. Howie's experience that some school districts often prioritize short-term legal victories (i.e., winning their case in Court) without considering how the "win" will impact their future relationships with the same parents and students.

They discuss a recent court case that Dr. Knoff was involved in as an expert witness to illustrate the potential consequences of prioritizing legal wins over collaborative solutions. Angela and Davey then review Dr. Knoff's seven suggestions that can help avoid special education litigation and needless Court appearances. These include improving communication and collaboration with parents of students with disabilities, emphasizing the importance of admitting mistakes, understanding parental perspectives, and maintaining a professional approach.

They ultimately suggest that building strong relationships yields better long-term outcomes for students, staff, and the district as a whole, despite the fact that district tend to win many (most) special education cases at the due process or federal court levels.

Based on a Blog by Dr. Howie Knoff, your Hosts then outline the lack of empirical evidence supporting the effectiveness of the very popular growth mindset interventions being implemented in schools across the country. A meta-analysis of numerous studies is described that reveals significant flaws in research design and reporting bias, suggesting that positive results are largely artifacts.

Next, Davey and Angela reference Dr. Knoff's Blog discussion regarding the effect of "culturally fluent ideas" and how this bias explains why some educators continue to recommend or use growth mindset strategies in their classrooms. . . despite the contradictory evidence.

The Podcast concludes by emphasizing the waste of resources and potential harm to students when ineffective classroom interactions, instruction, and interventions are used.

The discussion is grounded on a blog written by Dr. Howie Knoff who argues that prioritizing timely graduation over students' academic mastery and proficiency forces schools to compromise effective teaching and student learning practices. Dr. Knoff advocates for a competency-based approach to learning and graduation, suggesting that allowing giving some students more (or less) time to graduate will ultimately be more beneficial to their post-graduation success.

Angela and Davey highlight how some state education policies are often based on flawed assumptions about teacher motivation and performance, how they can negatively impact at-risk students, and how they create an environment of stress and competition rather than collaboration and effective learning.

Ultimately, they recommend a shift toward policies that support student proficiency over rigid timelines, and the need to use this example as a cautionary tale.

Your Hosts discuss Knoff's analysis of a well-designed study in the Pittsburgh School District that showed limited effectiveness and even negative consequences for the schools implementing a Restorative Practice Program.

They also review the reasons why Dr. Knoff believes that restorative discipline has continued to be popular. . . despite its questionable (at best) findings. These reasons include people's affinity for simplistic solutions to complex problems, social contagion, and a reliance on anecdotal evidence rather than scientific findings. 

Davey and Angela further note that restorative practices are often merely rebranded classroom management techniques, and that addressing school discipline requires a multifaceted approach that focuses on bias, teacher training, and effective classroom management.

Finally, they note Dr. Knoff's suggestion for a complete rollback of restorative discipline programs, emphasizing the need for scientifically-proven interventions.

Your Hosts review two new research studies, highlighting the role of implicit bias in the discipline referrals of Black students, and how teacher experience also contributes to the disproportionality. Dr. Howie proposes three paths to address the issue: improved data analysis, policy changes aligning with recent federal guidance, and enhanced teacher training focusing on cultural competency and classroom management.

A case study illustrates the devastating effects of racial harassment on a Black student's well-being, and Davey and Angela reflect on what educators need to do to correct this historical issue.

Based on Dr. Howie Knoff's recent blog post, your Hosts outline seven interdependent areas crucial for continuous school improvement. These areas, focusing on classroom instruction and multi-tiered student support, provide opportunities for post-tenure teachers to take on leadership roles.

Their discussion details how these seven areas are implemented through various school committees, emphasizing the contributions of experienced teachers. Post-tenure teachers' expertise in areas like curriculum, assessment, and community outreach are highlighted as vital for effective school improvement.

The framework promotes a shared leadership model, leveraging the experience of veteran educators to enhance student success. Angela and Davey emphasize that this is all part of using the talents of post-tenure teachers as leaders and experts.

The discussion is based on Dr. Howie Knoff's blogs advocating a new approach to teacher evaluation and professional development. . . shifting from a model that focuses largely on "time-in-rank" to a performance- and outcomes-based model emphasizing continuous growth and improvement. 

The core of today's discussion is the use of Professional Development Plans (PDP) that teachers create and administrators approve, and that outline specific, measurable goals in research, instruction, and community service. Differentiated by the number of years of teaching experience, the PDP guides teachers' development, potentially leading to increased post-tenure responsibilities like coaching or specialization. 

Regular reviews of the PDP ensure accountability and ongoing progress, while also aligning individual teacher goals with school-wide initiatives. The system also includes a structured process for continuing advanced teachers' tenure appointments and salary increases. . . based on their PDP success and contributions.

Guided by Dr. Howie Knoff's recommendations for improving teacher recruitment, evaluation, and tenure, your Hosts discuss the need for a multi-year induction program for new teachers. They differentiate these teachers as "novice," "transfer," or "transitional" teachers, and they emphasize that schools' induction/tenure process needs to focus on skill development in research, curriculum, instruction, and community service. 

They, through Dr. Howie, propose that tenure be awarded after five years, and that "candidates" need to submit a portfolio demonstrating proficiency in the areas above. The portfolio should be evaluated by a Tenure Committee and the district's Superintendent. 

This entire process emphasizes professional growth rather than simply time-in-employment, and it utilizes teacher effective frameworks, like the one developed by Danielson, to guide teacher development and progress. Some initially-unsuccessful candidates may receive additional time to improve. Other clearly ineffective teachers should not be tenured, and their contracts should not be renewed.

Much of their discussion is based on a blog post from Dr. Howie Knoff, President of Project ACHIEVE Educational Solutions.

Your Hosts examines the shortcomings of current teacher recruitment, training, and evaluation methods, in the context of the fortieth anniversary of the "A Nation at Risk" report. Highlighting the continuing need for school improvement they analyze Dr. Howie's belief that districts' current staffing and personnel systems are ineffective. He proposes a four-pillar approach focusing on hiring, induction, continued coaching, and leadership development.

Angela and Davey discuss Dr. Howie's advocacy for a more rigorous teacher selection process, using his analogy of what happens in universities' graduate program admissions processes to illustrate a more effective interview approach.

Finally, the discussion emphasizes the importance of a thorough teacher orientation program to ensure a smooth transition and successful integration into the school environment.

Your Hosts discuss and describe Dr. Howie's advocacy for a direct, evidence-based approach that focuses on teaching specific, observable social and emotional skills. This approach emphasizes practical skill-building, consistent positive reinforcement, and multi-tiered support systems tailored to student needs. 

The discussion details practical social skills to teach and provides a five-step instructional model based on social learning theory. Finally, it highlights essential school conditions for successful implementation, such as staff training and buy-in.