Improving Education Today: The Deep Dive

Imagine the challenge of keeping an astronaut crew productive on a three-year mission to Mars. As organizational expert Leslie DeChurch asks, “How can we build one perfect team that can survive and thrive in a small container for that long, in a totally unprecedented scenario where things will go wrong, with no backup plan?”     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.

   In this Podcast, Angela and Davey synthesize Dr. Howie Knoff's November 8, 2025 Blog post which presents evidence that will fundamentally change how you understand school discipline and racial discrimination. Dr. Knoff and your Podcast Hosts summarize the latest research that reveals that Black students are, nationally, suspended from school at 3.8 times the rate of White students—not because of behavioral differences, but due to systematic racial bias. This significantly impacts Black students' psychological, academic, and social development, and it fundamentally rewires their developing adolescent brains for chronic trauma.     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._ _ _ _ _ _ _ _ _ _ Read the Full Text of this Podcast as a LinkedIn Newsletter: CLICK HERE Read the Full Text of this Podcast as a Project ACHIEVE Blog: CLICK HERE_ _ _ _ _ _ _ _ _ _    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.    Check out this NEWEST Podcast and its Call to Action. . . and “Follow” us so that you get notified when every new podcast is released.

   This Podcast synthesizes the core arguments presented in Dr. Howie Knoff's November 1, 2025 Blog post, which advocates for a fundamental shift in how educators and clinicians understand and support students with autism. The central thesis is a call to move beyond managing observable behaviors and diagnostic labels toward a deeper, empathetic understanding of the unique, lived experiences of each individual. Dr. Knoff posits that many professionals fail to comprehend the internal worlds of their autistic students, just as these students struggle to make sense of a neurotypical world.    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. _ _ _ _ _ _ _ _ _ _ Read the Full Text of this Podcast as a LinkedIn Newsletter: CLICK HERE Read the Full Text of this Podcast as a Project ACHIEVE Blog: CLICK HERE_ _ _ _ _ _ _ _ _ _    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.    Check out this NEWEST Podcast. . . and “Follow” us so that you get notified when every new podcast is released.

   The mental health crisis involving American adolescents has reached a breaking point that demands immediate, decisive action.     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. _ _ _ _ _ _ _ _ _ _ Read the Full Text of this Podcast as a LinkedIn Newsletter: CLICK HERE Read the Full Text of this Podcast as a Project ACHIEVE Blog: CLICK HERE_ _ _ _ _ _ _ _ _ _    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.    Check out this NEWEST Podcast. . . and “Follow” us so that you get notified when every new podcast is released.

   Your Podcast Hosts Angela and Davey discuss Dr. Howie Knoff's newest Project ACHIEVE Blog addressing a long-standing crisis in our nation’s schools: chronically-absent students. The Podcast documents the incident rates of chronic absenteeism over the past decade, specifies the root causes, and outlines the potential solutions and interventions. Dr. Knoff emphasizes that Chronic Absenteeism is a symptom, and that educators need to focus on the specific root causes—at each individual student level—for the collective solutions.     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._ _ _ _ _ _ _ _ _ _ Read the Full Text of this Podcast as a LinkedIn Newsletter: CLICK HERE Read the Full Text of this Podcast as a Project ACHIEVE Blog: CLICK HERE_ _ _ _ _ _ _ _ _ _    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.

   Your Podcast Hosts Angela and Davey discuss Dr. Howie Knoff's newest Project ACHIEVE Blog that highlights the pervasive mental health crisis among preschool through high school students, emphasizing that a significant number are struggling with internalizing and externalizing issues, often compounded by trauma. Dr. Knoff argues that schools frequently miss crucial opportunities for early intervention due to inadequate mental health screenings, threat assessments that especially overlook internalizing problems, and a national shortage of mental health professionals.     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._ _ _ _ _ _ _ _ _ _ Read the Full Text of this Podcast as a LinkedIn Newsletter: CLICK HERE Read the Full Text of this Podcast as a Project ACHIEVE Blog: CLICK HERE_ _ _ _ _ _ _ _ _ _    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.    Check out this NEWEST Podcast. . . and “Follow” us so that you get notified when every new podcast is released.

   Your Podcast Hosts Angela and Davey discuss Dr. Howie Knoff's newest Project ACHIEVE Blog that begins by recognizing that today’s superintendents, principals, and other district leaders are not just busy—they are overwhelmed. Compliance reporting, budget oversight, parent communication, board preparation, transportation, facilities, staff recruitment, and constant crises leave little time for true instructional leadership. Research confirms the problem: more than 60% of administrators’ time is consumed by operational and compliance demands, crowding out the strategic, student-focused leadership that makes schools thrive.    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.    Check out this NEWEST Podcast. . . and “Follow” us so that you get notified when every new podcast is released.

   Your Podcast Hosts Angela and Davey discuss Dr. Howie Knoff's most recent Project ACHIEVE Blog as the final part of a five-part series, aiming to assemble "the school success puzzle.” This comprehensive series emphasizes that truly effective schools evaluate, strategically plan for, and attend to five interdependent components: Quality Instruction, Discipline and Classroom Management, Multi-tiered Services and Supports, Staff Cohesion and Collaboration, and School Climate and Student Engagement.     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._ _ _ _ _ _ _ _ _ _ Read the Full Text of this Podcast as a LinkedIn Newsletter: CLICK HERE Read the Full Text of this Podcast as a Project ACHIEVE Blog: CLICK HERE_ _ _ _ _ _ _ _ _ _    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.    Check out this NEWEST Podcast. . . and “Follow” us so that you get notified when every new podcast is released.

   In the newest podcast, co-hosts Angela Jones and Davey Johnson discuss the seven characteristics of staff cohesion and collaboration. Drawing on the themes from Dr. Howie Knoff’s latest blog and research within Project ACHIEVE Educational Solutions, the episode dives deep into why staff cohesion isn’t just a feel-good concept—it’s a fundamental driver of student success and school improvement. With a nod to General Colin Powell’s philosophy that “Leadership is all about people,” the conversation starts by grounding listeners in the importance of relationships and people-centered leadership in education, setting the tone for a profound and practical discussion.    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.

   Your Podcast Hosts Angela and Davey discuss Dr. Howie Knoff's most recent Project ACHIEVE Blog on how to analyze the effectiveness of a district, school, or educational setting’s MTSS system.    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."    Check out this NEWEST Podcast. . . and “Follow” us so that you get notified when every new podcast is released.[CLICK HERE to Set Up a Meeting with Howie] [CLICK HERE to read this Blog on the Project ACHIEVE Webpage]

   Your Podcast Hosts Angela and Davey discuss Dr. Howie Knoff's most recent Blog from Project ACHIEVE Educational Solutions. The Blog discusses the ongoing issues with student behavior and classroom management in schools since the pandemic, highlighting a significant increase in discipline referrals. The Blog emphasizes that student behavior is not improving, citing an Education Week survey where 72% of educators reported increased misbehavior.     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."[CLICK HERE to Set Up a Meeting with Howie] [CLICK HERE to read this Blog on the Project ACHIEVE Webpage]

   Podcast Hosts Angela and Davey discuss Dr. Howie Knoff's most recent Blog from Project ACHIEVE Educational Solutions. The Blog and Podcast focus on the importance of strategic summer planning to drive school improvement during the coming new school year. They begin by contrasting two low-performing middle schools in the same school district that approached their time during the summer in significantly different ways.     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] [CLICK HERE to read this Blog on the Project ACHIEVE Webpage]

   Your Podcast Hosts Angela and Davey discuss Dr. Howie Knoff's most recent Blog (Part III of a comprehensive Series) from Project ACHIEVE Educational Solutions. It begins by highlighting how important it is for school personnel to understand students who present with seizures—initially, through the lens of a recent Supreme Court case involving a student with severe epilepsy and the accommodations she was denied.    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.

   Your Podcast Hosts Angela and Davey discuss Dr. Howie Knoff's most recent Blog (Part II of a comprehensive Series) from Project ACHIEVE Educational Solutions. This Podcast(and the Blog) explains the difference between common headaches and migraines, highlighting how migraines are a distinct neurological condition with more severe and complex symptoms.     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.    Check out this NEWEST Podcast. . . and “Follow” us so that you get notified when every new podcast is released.

Your Podcast Hosts Angela and Davey discuss Dr. Howie Knoff's most recent Blog from Project ACHIEVE Educational Solutions. This Podcast (and the Blog) emphasizes the crucial connection between students' sensory and neurological functions and their educational experiences. As a school psychologist, Dr. Knoff asserts that educators must understand the biological underpinnings of how vision, hearing, and respiratory/nasal health impact learning and socialization. . . and how they may contribute to problems experienced by underachieving, unsuccessful, and students with disabilities.  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.   Check out this NEWEST Podcast. . . and “Follow” us so that you get notified when every new podcast is released.

   In this new Podcast, Angela and Davey address the concerning trend of declining independence and engagement among middle and high school students since the pandemic. Using Dr. Howie Knoff’s concurrently-released Blog, they discuss five essential "meta-skill" sets that are the foundation to students’ academic success.    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.    Check out this NEWEST Podcast. . . and “Follow” us so that you get notified when every new podcast is released.

In this newest podcast, hosts Davey Johnson and Angela Jones discuss Dr. Howie Knoff's recent Blog that  addresses the significant shifts in education policy under the Trump administration over its first two months in office. 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.

Hosts Davey Johnson and Angela Jones discuss Dr. Howie Knoff's March 8th Blog post that uses the "Peanuts" comic strip saga of Lucy pulling away the football from Charlie Brown to illustrate the current political climate's impact on education.  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.

In this newest “Improving Education Today: The Deep Dive” podcast, hosts Davey Johnson and Angela Jones discuss Dr. Howie Knoff's recent Blog post focusing on the importance of the recently-updated Section 504 of the Rehabilitation Act of 1973 to better align it with the Americans with Disabilities Act. 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.

   Angela and Davey discuss a new Blog by Dr. Howie Knoff about the impact of various external political and internal classroom distractions on education, and how they undermine good instruction and student learning. They review recent studies showing that students proficient in reading and math in eighth grade, and who takeadvanced courses in high school are better employed and more financially secured in their later lives. They then reference the dreadful recent NAEP reading and math results, and emphasize the need to prioritize effectiveteaching and learning, and supportive environments free from unnecessary disruptions.    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.   Check out this NEWEST Podcast. . . and “Follow” us so that you get notified when every new podcast is released.

   Angela and Davey describe a recent nationally-representative Education Week Research Center survey of educators across the country that found that student discipline and classroom management continues to get worse post-pandemic. 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 the first Podcast of the new year and new volume (2025; Volume 3), Davey and Angela summarize the January 11, 2025 blog by Dr. Howie Knoff. He reminds educators that--even though the current school year is half over, NEXT year's activities and budget are already being prepared. 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.

In this podcast, Davey Johnson and Angela Jones analyze Dr. Howie's end-of-year Blog that revisited the 24 blogs he published in 2024. 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.

Davey and Angela use the 20th anniversary of the signing of the last reauthorization of the Individuals with Disabilities Education Act (IDEA 2004), and the coming second Trump administration to analyze, critique, and make recommendations on how to improve special education services in our country’s K-12 schools. 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.

Davey and Angela discuss the fact that many districts or schools are budget-restricted and/or have a current curriculum or program that is not working, and they are looking for a change. Using Dr. Howie Knoff's November 23, 2024 blog post as a guide, they suggest the need for school leaders in these situations to--first--apply a "Moneyball" approach to the school improvement needs. 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.

Angela and Davey do a "Deep Dive" discussing shared leadership in schools, and how to avoid staff resentment when they are asked to participate on committees and in school improvement decisions. 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.

Angela and Davey discuss the importance of the speed of implementation when change processes in districts or schools. 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.

Angela and Davey discuss the often-present "wall" between general education teachers and special education teachers, and how this impacts students with disabilities. . . who are often more general education students than those with dramatic special needs. 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.

Davey and Angela discuss the current state of students' mental health across the country, and the challenges that schools face relative to addressing these students' social-emotional needs. 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.

Davey and Angela examine the detrimental effects of adopting ineffective educational fads and programs on school staff and relative to student outcomes. Based on the September 7, 2024 blog by Dr. Howie Knoff, they note how many schools do not sufficiently evaluate new programs or interventions before purchasing and/or implementing them. 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.

Angela and Davey address the alarming mental health and social-emotional challenges facing U.S. students, citing a CDC report showing significant increases in sadness, hopelessness, violence, and bullying. Building from Dr. Howie Knoff's August 24, 2024 blog, they advocate for a comprehensive, evidence-based social skills program, implemented from preschool through high school, as a foundational element for addressing these issues.  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.

Davey and Angela compare the success of the U.S. Women's 2024 gold-winning Olympic Gymnastics team to what schools need to do to attain comprehensive levels of school success.  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 discuss one of the most concerning topics in education today: Students' school and classroom behavior and interpersonal interactions. Anchored by Dr. Howie Knoff's July 27, 2024 blog, our Hosts analyze a National Center for Education Statistics (NCES) survey revealing widespread student behavioral issues in U.S. schools, including lack of focus, classroom disruptions, disrespect, bullying, and substance abuse.  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.

Davey and Angela discuss school improvement, and the "Seven Sure Solutions". . . the evidenced-based components. . . that have been proven to facilitate school success in schools across the country. 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.

Davey and Angela take on the topic of teaching students social skills in school and how to do this. They do this by critically reviewing the June 22, 2024 blog post by Dr. Howie Knoff. Dr. Howie advocates for a behavioral approach to teaching social skills in schools, particularly to pre-K through 3rd-grade students. 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.

In today's Program, Angela and Davey summarizes a June 8, 2024 Blog post by Dr. Howie Knoff explaining Title IX's requirements regarding sexual harassment in schools. They highlight the frequent lack of awareness among school officials regarding Title IX's specific procedures and responsibilities--even though it is Federal law. 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.

Angela and Davey tackle the challenging topic of increasing student engagement. Using Dr. Howie Knoff's May 25, 2024 Blog message as a guide, they advocate for proactive measures to address student disengagement. They also emphasize the importance of planning interventions well in advance of the new school year, beginning even the prior April and May.  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.

Davey and Angela outline Dr. Howie Knoff's May 11, 2024 Blog and his critique of ineffective Multi-Tiered Systems of Support (MTSS) practices in education. Dr. Howie argues that many companies market MTSS services without sufficient evidence of their effectiveness, comparing this to medical malpractice. 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.

Angela and Davey reflect on Dr. Howie Knoff's April 27, 2024 Blog that uses the parable of the Sword of Damocles to illustrate the potentially devastating consequences of uncontrolled social media use. 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.

Dr. Howie Knoff's April 13, 2024 blog post details a day in his life as an educational consultant, reflecting on observations from a laundromat revealing the complex lives of students and their families. 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.

Davey and Angela reflect on Dr. Howie Knoff's March 30, 2024 blog post (from Project ACHIEVE Educational Solutions) exploring how cognitive biases influence perceptions and decisions within educational settings. 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.

Davey and Angela use Dr. Howie Knoff's March 16, 2024 Blog to address the challenges schools face in selecting and implementing evidence-based programs. They highlight five common mistakes educators make when evaluating programs, emphasizing the need to move beyond simplistic metrics like effect sizes and to critically examine the research methodology. 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.

Based on Dr. Howie Knoff's February 24, 2024 Blog, Davey and Angela examine the importance of media and product literacy for educators, drawing parallels between Super Bowl commercials' persuasive techniques and the marketing of educational products. 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.

On February 6, 2024, Jennifer Crumbley was found guilty of four counts of involuntary manslaughter for allowing her son to bring a gun to school where he killed four and injured seven others. Facing up to 60 years in prison, Davey and Angela discuss Dr. Howie's Blog on this situation, analyzing the case and asking: 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.

Many challenging, controversial, and emotional social issues have impacted the climate and interactions across students, staff, and schools. To ensure that discussions around these issues are safe and productive, staff need to be trained to teach and guide students in the necessary discussion expectations, ground rules, and conflict prevention and resolution strategies. 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 analyze Dr. Howie's first Blog of 2024. The Blog reviews a major study demonstrating that high school grades across the country have been inflated from 2010 through 2022. At the same time, it emphasizes that grades are less important than the mastery of specific academic skills when predicting success in the next course, the next level of education, or a graduate’s performance once employed. 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.

Davey and Angela end this year (and Volume) by reviewing the critical issues that highlighted the 2023 calendar year. Guided by Dr. Howie Knoff's year-end Blog--summarizing all of his 2023 Blog posts-- your Hosts tackle the persistent challenges faced by virtually every educator.  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.

Angela and Davey discuss the essence of Dr. Howie Knoff's December 9, 2023 blog which critiques the oversimplification of educational solutions to address students' complex mental health issues. Knoff argues that diluting sophisticated interventions within the multi-tiered system of supports (MTSS) undermines their effectiveness, delays appropriate help for students, and may actually make the original problem worse. 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.

Davey and Angela talk about the importance of teaching students how to control their emotions, and yet many schools are teaching these emotional self-control or self-regulation skills in ways that ignore the neurobehavioral and psychological research-to-practice. 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.

Angela and Davey discuss Dr. Howie Knoff's recent blog post, discussing twelve elements that are essential for continuous school improvement. 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.