Reteach, Regroup, Respond: Catching All Students Before It's Much Too Late

Reteach, Regroup, Respond: Catching All Students Before It's Much Too Late

Three books, and not quite agreement on when to step in. "Taking Action" and "Simplifying Response to Intervention" build the classic Tier 2 model — identify, target, and monitor through scheduled flex time on a roughly three-week cycle. "Acceleration for All" pushes back, embedding "just-in-time" support directly into daily instruction through a tighter ten-day cycle, and drops the word "remediation" entirely. This episode has the hosts work through that disagreement rather than smooth it over. Along the way: why mixing a "can't do" student with a "won't do" student in the same intervention group is like putting gasoline and a match in the same room, why targeting a standard isn't the same as targeting the actual cause of a struggle, and what a small elementary team with one or two extra hands can realistically pull off. Built for teacher-leaders heading into a data meeting who want a sharper answer than "we'll reteach it."

Build It to Remove It: Instructional Scaffolding

Scaffolding is one of education's most used — and most misunderstood — tools. In this episode, we go beyond the graphic organizer to examine what scaffolding actually demands: reciprocity, timing, and the discipline to take it away. If your scaffolds never disappear, they're not scaffolds anymore. They're furniture.

Same River, Different Banks: The Illinois Numeracy Plan Meets Dyscalculia Science

Illinois has a bold new vision for math education — but does it see every learner in the room? In this episode, we put the Illinois Comprehensive Numeracy Plan in direct conversation with the SLD Project's Dyscalculia Handbook to find out where state policy and learning disability science are pulling in the same direction, where they're talking past each other, and what's at stake for the students who can't afford the gap between them.

Illinois Has a Numeracy Plan. Alabama Has a Law. What's the Difference?

Only 38.5% of Illinois students in grades 3–8 are meeting grade-level math standards — and that number doesn't get better in high school. This episode dives deep into Illinois's newly finalized Comprehensive Numeracy Plan: what it requires, what it recommends, and what it leaves entirely up to you. Then it traces what changed from Draft 2 to the June 2026 final — and why those edits matter for districts already in motion. It closes with a head-to-head comparison to Alabama's Numeracy Act, the legislation that funds coaches, designates struggling schools, and ultimately reconstitutes the ones that don't improve. Same problem. Two very different theories about who's responsible for solving it.

Co-Teaching Done Right — or Not at All

Most co-teaching partnerships look like one teacher teaching and one teacher watching. This episode cuts through the comfortable version of inclusion and gets honest about what high-functioning co-teaching actually requires — main models explained, Levels 1 and 2 unpacked, the research behind why it works, and the real reasons teachers resist it. Plus: what your Enneagram type has to do with whether your partnership thrives or quietly collapses. Built for small schools where limited special education teachers serve an entire building and the schedule is the first thing to break.