December is here and the winter break is right around the corner.  Everyone in education knows the markers of an upcoming break: tired teachers, overwhelmed

Similar to last week’s implementation post, when you are evaluating a study that tout’s a program’s effectiveness you need to find out if the sample

One of the most important (and easiest) pieces of information you need to research when you are evaluating a program’s “research base” is how was

Every program, curriculum, and even lots of books out there say they are research-based, but what does that really mean?  Why do “research-based” programs still

Last week we talked about the benefits of implementing full inclusion; however, there are some realistic barriers to implementing this program.  As with anything, it’s

During one of our recent programs, we visited the CHIME Institute, a charter school dedicated to implementing full inclusion with all of their students.  CHIME

Data can only tell you so much about how to plan instruction and deciding what data to triangulate (see previous post) depends upon the question

In the previous post, we talked about the differences between qualitative and quantitative data. In this post, we’ll talk about how to use these data

One of the biggest things we’ve learned working with schools is that teachers and principals are overwhelmed with the amount of data they have access