For schools grappling with engagement and attendance, the implication is straightforward: ask if connection is being built into the daily experience of your districts' students.

Simply by listening and imitating, a second language can feel as natural as one's first. Learning how to read in two languages is a bit more complex.

A few months ago, an elementary interventionist told me her district had tightened student screen time limits. She was trying to ensure students completed their Tier 2 math intervention within the new 45-minute weekly cap. The intervention required logging in to one platform for lessons, then another for progress monitoring. Literacy ran on yet another. […]

Across the country, the third-grade reading mania that spurred laws in 19 states in the early 2000s seems to be returning.