Howie Knoff, Ph.D.’s Post

This Blog (Part II) reveals the social, emotional, behavioral challenges identified in a May, 2024 National Center for Education Statistics survey of 1,714 public school K-12 leaders from every state and Washington, D.C. These challenges included students’ (a) lack of focus and preparation for their classes; (b) classroom disruptions and the use of prohibited cellphones and other electronic devices; (c) verbal abuse and acts of disrespect toward teachers; (d) (cyber)bullying and physical attacks with peers; and (e) substance abuse and bringing weapons into school. The Blog reflects on the “solutions” suggested by the leaders surveyed by the NCES and, instead, recommends that individual districts and schools (a) objectively and independently analyze their own students, staff, data, and circumstances; and (b) decide which of the reported problems exist in their settings, why they exist, and which ones can be addressed as the new school year begins. To facilitate this process, three quotes from a recent presentation at the annual Model Schools Conference are presented along with their implications and importance to generating high probability of success interventions. . . so that the problems above can be effectively and expeditiously solved. What do you think?

This Blog (Part II) reveals the social, emotional, behavioral challenges identified in a May, 2024 National Center for Education Statistics survey of 1,714 public school K-12 leaders from every state and Washington, D.C. These challenges included students’ (a) lack of focus and preparation for their classes; (b) classroom disruptions and the use of prohibited cellphones and other electronic devices; (c) verbal abuse and acts of disrespect toward teachers; (d) (cyber)bullying and physical attacks with peers; and (e) substance abuse and bringing weapons into school. The Blog reflects on the “solutions” suggested by the leaders surveyed by the NCES and, instead, recommends that individual districts and schools (a) objectively and independently analyze their own students, staff, data, and circumstances; and (b) decide which of the reported problems exist in their settings, why they exist, and which ones can be addressed as the new school year begins. To facilitate this process, three quotes from a recent presentation at the annual Model Schools Conference are presented along with their implications and importance to generating high probability of success interventions. . . so that the problems above can be effectively and expeditiously solved. What do you think?

This Blog (Part II) reveals the social, emotional, behavioral challenges identified in a May, 2024 National Center for Education Statistics survey of 1,714 public school K-12 leaders from every state and Washington, D.C. These challenges included students’ (a) lack of focus and preparation for their classes; (b) classroom disruptions and the use of prohibited cellphones and other electronic devices; (c) verbal abuse and acts of disrespect toward teachers; (d) (cyber)bullying and physical attacks with peers; and (e) substance abuse and bringing weapons into school. The Blog reflects on the “solutions” suggested by the leaders surveyed by the NCES and, instead, recommends that individual districts and schools (a) objectively and independently analyze their own students, staff, data, and circumstances; and (b) decide which of the reported problems exist in their settings, why they exist, and which ones can be addressed as the new school year begins. To facilitate this process, three quotes from a recent presentation at the annual Model Schools Conference are presented along with their implications and importance to generating high probability of success interventions. . . so that the problems above can be effectively and expeditiously solved. What do you think?

This Blog (Part II) reveals the social, emotional, behavioral challenges identified in a May, 2024 National Center for Education Statistics survey of 1,714 public school K-12 leaders from every state and Washington, D.C. These challenges included students’ (a) lack of focus and preparation for their classes; (b) classroom disruptions and the use of prohibited cellphones and other electronic devices; (c) verbal abuse and acts of disrespect toward teachers; (d) (cyber)bullying and physical attacks with peers; and (e) substance abuse and bringing weapons into school. The Blog reflects on the “solutions” suggested by the leaders surveyed by the NCES and, instead, recommends that individual districts and schools (a) objectively and independently analyze their own students, staff, data, and circumstances; and (b) decide which of the reported problems exist in their settings, why they exist, and which ones can be addressed as the new school year begins. To facilitate this process, three quotes from a recent presentation at the annual Model Schools Conference are presented along with their implications and importance to generating high probability of success interventions. . . so that the problems above can be effectively and expeditiously solved. What do you think?

This Blog (Part II) reveals the social, emotional, behavioral challenges identified in a May, 2024 National Center for Education Statistics survey of 1,714 public school K-12 leaders from every state and Washington, D.C. These challenges included students’ (a) lack of focus and preparation for their classes; (b) classroom disruptions and the use of prohibited cellphones and other electronic devices; (c) verbal abuse and acts of disrespect toward teachers; (d) (cyber)bullying and physical attacks with peers; and (e) substance abuse and bringing weapons into school. The Blog reflects on the “solutions” suggested by the leaders surveyed by the NCES and, instead, recommends that individual districts and schools (a) objectively and independently analyze their own students, staff, data, and circumstances; and (b) decide which of the reported problems exist in their settings, why they exist, and which ones can be addressed as the new school year begins. To facilitate this process, three quotes from a recent presentation at the annual Model Schools Conference are presented along with their implications and importance to generating high probability of success interventions. . . so that the problems above can be effectively and expeditiously solved. What do you think?

This Blog (Part II) reveals the social, emotional, behavioral challenges identified in a May, 2024 National Center for Education Statistics survey of 1,714 public school K-12 leaders from every state and Washington, D.C. These challenges included students’ (a) lack of focus and preparation for their classes; (b) classroom disruptions and the use of prohibited cellphones and other electronic devices; (c) verbal abuse and acts of disrespect toward teachers; (d) (cyber)bullying and physical attacks with peers; and (e) substance abuse and bringing weapons into school. The Blog reflects on the “solutions” suggested by the leaders surveyed by the NCES and, instead, recommends that individual districts and schools (a) objectively and independently analyze their own students, staff, data, and circumstances; and (b) decide which of the reported problems exist in their settings, why they exist, and which ones can be addressed as the new school year begins. To facilitate this process, three quotes from a recent presentation at the annual Model Schools Conference are presented along with their implications and importance to generating high probability of success interventions. . . so that the problems above can be effectively and expeditiously solved. What do you think?

This Blog (Part II) reveals the social, emotional, behavioral challenges identified in a May, 2024 National Center for Education Statistics survey of 1,714 public school K-12 leaders from every state and Washington, D.C. These challenges included students’ (a) lack of focus and preparation for their classes; (b) classroom disruptions and the use of prohibited cellphones and other electronic devices; (c) verbal abuse and acts of disrespect toward teachers; (d) (cyber)bullying and physical attacks with peers; and (e) substance abuse and bringing weapons into school. The Blog reflects on the “solutions” suggested by the leaders surveyed by the NCES and, instead, recommends that individual districts and schools (a) objectively and independently analyze their own students, staff, data, and circumstances; and (b) decide which of the reported problems exist in their settings, why they exist, and which ones can be addressed as the new school year begins. To facilitate this process, three quotes from a recent presentation at the annual Model Schools Conference are presented along with their implications and importance to generating high probability of success interventions. . . so that the problems above can be effectively and expeditiously solved. What do you think?

This Blog (Part II) reveals the social, emotional, behavioral challenges identified in a May, 2024 National Center for Education Statistics survey of 1,714 public school K-12 leaders from every state and Washington, D.C. These challenges included students’ (a) lack of focus and preparation for their classes; (b) classroom disruptions and the use of prohibited cellphones and other electronic devices; (c) verbal abuse and acts of disrespect toward teachers; (d) (cyber)bullying and physical attacks with peers; and (e) substance abuse and bringing weapons into school. The Blog reflects on the “solutions” suggested by the leaders surveyed by the NCES and, instead, recommends that individual districts and schools (a) objectively and independently analyze their own students, staff, data, and circumstances; and (b) decide which of the reported problems exist in their settings, why they exist, and which ones can be addressed as the new school year begins. To facilitate this process, three quotes from a recent presentation at the annual Model Schools Conference are presented along with their implications and importance to generating high probability of success interventions. . . so that the problems above can be effectively and expeditiously solved. What do you think?

This Blog (Part II) reveals the social, emotional, behavioral challenges identified in a May, 2024 National Center for Education Statistics survey of 1,714 public school K-12 leaders from every state and Washington, D.C. These challenges included students’ (a) lack of focus and preparation for their classes; (b) classroom disruptions and the use of prohibited cellphones and other electronic devices; (c) verbal abuse and acts of disrespect toward teachers; (d) (cyber)bullying and physical attacks with peers; and (e) substance abuse and bringing weapons into school. The Blog reflects on the “solutions” suggested by the leaders surveyed by the NCES and, instead, recommends that individual districts and schools (a) objectively and independently analyze their own students, staff, data, and circumstances; and (b) decide which of the reported problems exist in their settings, why they exist, and which ones can be addressed as the new school year begins. To facilitate this process, three quotes from a recent presentation at the annual Model Schools Conference are presented along with their implications and importance to generating high probability of success interventions. . . so that the problems above can be effectively and expeditiously solved. What do you think?

This Blog (Part II) reveals the social, emotional, behavioral challenges identified in a May, 2024 National Center for Education Statistics survey of 1,714 public school K-12 leaders from every state and Washington, D.C. These challenges included students’ (a) lack of focus and preparation for their classes; (b) classroom disruptions and the use of prohibited cellphones and other electronic devices; (c) verbal abuse and acts of disrespect toward teachers; (d) (cyber)bullying and physical attacks with peers; and (e) substance abuse and bringing weapons into school. The Blog reflects on the “solutions” suggested by the leaders surveyed by the NCES and, instead, recommends that individual districts and schools (a) objectively and independently analyze their own students, staff, data, and circumstances; and (b) decide which of the reported problems exist in their settings, why they exist, and which ones can be addressed as the new school year begins. To facilitate this process, three quotes from a recent presentation at the annual Model Schools Conference are presented along with their implications and importance to generating high probability of success interventions. . . so that the problems above can be effectively and expeditiously solved. What do you think?