The third episode of Dr. McGrath’s Edu-Chat focuses on Principals as Lead Learners.

Sioux City, IA -- (SBWIRE) -- 04/09/2012 -- School Administrators of Iowa recognized Dr. Richard McGrath as one of the leading elementary school principals in Iowa in 2011. Dr. McGrath's passion is to ensure that all children are reading at grade level or better. McGrath has served as principal in a diverse school district in Iowa for nearly a decade.

Dr. Rich McGrath (http://www.drrichmcgrath.com) is an expert in all phases of education, particularly versed in school-wide reform of inner city schools; with experience leading a school of students with over 90% poverty and over 60% English Language Learners.

The third episode of Dr. McGrath's Edu-Chat focuses on Principals as Lead Learners. In the conversation, Dr. Rich McGrath spoke with elementary school principal, Dawn Stansbury about the importance of principals to model and fully demonstrate competency and strategy understanding. Dr. McGrath explained, "We wanted to capture conversations among leading education experts on a wide variety of subjects, so these brief, three-minute chats, will allow other education thought leaders to engage in an ongoing dialog about what is new and what is news in the education environment. It is part of a passionate commitment to bringing the conversation of learning into the mainstream."

Dr. McGrath has served as principal since 2004. Before his career as a principal, he was a reading consultant for Northwest Area Education Agency for five years; a classroom teacher for fifteen years for Sioux City Community Schools, Iowa and Aurora Public Schools, Colorado.

A graduate of University of Denver, Colorado, Dr. McGrath studied education under Ellin Oliver Keene, noted education author. Dr. McGrath received his Master's in School Administration from University of Northern Iowa and then earned his doctorate from The University of South Dakota in Curriculum and Instruction.

From No Child Left Behind to new data and strategy trends in Education, thousands of followers are receiving this important information via the tweets of this leading academic thought leader. Follow Dr. Rich McGrath on Twitter @drrichmcgrath.

For more information on this press release visit: http://www.releasewire.com/press-releases/release-3.htm

The second episode of Dr. McGrath’s Edu-Chat focuses on Teaches as strategic thinkers.

Sioux City, IA -- (SBWIRE) -- 04/09/2012 -- School Administrators of Iowa recognized Dr. Richard McGrath as one of the leading elementary school principals in Iowa in 2011. Dr. McGrath's passion is to ensure that all children are reading at grade level or better. McGrath has served as principal in a diverse school district in Iowa for nearly a decade.

Dr. Rich McGrath (http://www.drrichmcgrath.com) is an expert in all phases of education, particularly versed in school-wide reform of inner city schools; with experience leading a school of students with over 90% poverty and over 60% English Language Learners.

The second episode of Dr. McGrath's Edu-Chat focuses on Teaches as strategic thinkers. In the conversation Dr. Rich McGrath spoke with Diane Fleming, a seasoned professional TAG teacher, about getting teachers to understand that they are strategic thinkers. Dr. McGrath explained, "We wanted to capture conversations among leading education experts on a wide variety of subjects, so these brief, three-minute chats, will allow other education thought leaders to engage in an ongoing dialog about what is new and what is news in the education environment. It is part of a passionate commitment to bringing the conversation of learning into the mainstream."

Dr. McGrath has served as principal since 2004. Before his career as a principal, he was a reading consultant for Northwest Area Education Agency for five years; a classroom teacher for fifteen years for Sioux City Community Schools, Iowa and Aurora Public Schools, Colorado.

A graduate of University of Denver, Colorado, Dr. McGrath studied education under Ellin Oliver Keene, noted education author. Dr. McGrath received his Master's in School Administration from University of Northern Iowa and then earned his doctorate from The University of South Dakota in Curriculum and Instruction.

From No Child Left Behind to new data and strategy trends in Education, thousands of followers are receiving this important information via the tweets of this leading academic thought leader. Follow Dr. Rich McGrath on Twitter @drrichmcgrath.

For more information on this press release visit: http://www.releasewire.com/press-releases/release-3.htm

The third episode of Dr. McGrath’s Edu-Chat focuses on Principals as Lead Learners.

Sioux City, IA -- (SBWIRE) -- 04/03/2012 -- The third episode of Dr. McGrath's Edu-Chat focuses on Principals as Lead Learners. In the conversation, Dr. Rich McGrath spoke with elementary school principal, Dawn Stansbury about the importance of principals to model and fully demonstrate competency and strategy understanding. Dr. McGrath explained, "We wanted to capture conversations among leading education experts on a wide variety of subjects, so these brief, three-minute chats, will allow other education thought leaders to engage in an ongoing dialog about what is new and what is news in the education environment. It is part of a passionate commitment to bringing the conversation of learning into the mainstream."

Dr. Rich McGrath (http://www.drrichmcgrath.com) is an expert in all phases of education, particularly versed in school-wide reform of inner city schools; with experience leading a school of students with over 90% poverty and over 60% English Language Learners.

Dr. McGrath has served as principal since 2004. Before his career as a principal, he was a reading consultant for Northwest Area Education Agency for five years; a classroom teacher for fifteen years for Sioux City Community Schools, Iowa and Aurora Public Schools, Colorado.

A graduate of University of Denver, Colorado, Dr. McGrath studied education under Ellin Oliver Keene, noted education author. Dr. McGrath received his Master's in School Administration from University of Northern Iowa and then earned his doctorate from The University of South Dakota in Curriculum and Instruction.

School Administrators of Iowa recognized Dr. Richard McGrath as one of the leading elementary school principals in Iowa in 2011. Dr. McGrath's passion is to ensure that all children are reading at grade level or better. McGrath has served as principal in a diverse school district in Iowa for nearly a decade.

From No Child Left Behind to new data and strategy trends in Education, thousands of followers are receiving this important information via the tweets of this leading academic thought leader. Follow Dr. Rich McGrath on Twitter @drrichmcgrath.

For more information on this press release visit: http://www.releasewire.com/press-releases/release-3.htm

The second episode of Dr. McGrath’s Edu-Chat focuses on Teachers as strategic thinkers.

Sioux City, IA -- (SBWIRE) -- 04/03/2012 -- The second episode of Dr. McGrath's Edu-Chat focuses on Teachers as strategic thinkers. In the conversation Dr. Rich McGrath spoke with Diane Fleming, a seasoned professional TAG teacher, about getting teachers to understand that they are strategic thinkers. Dr. McGrath explained, "We wanted to capture conversations among leading education experts on a wide variety of subjects, so these brief, three-minute chats, will allow other education thought leaders to engage in an ongoing dialog about what is new and what is news in the education environment. It is part of a passionate commitment to bringing the conversation of learning into the mainstream."

Dr. Rich McGrath (http://www.drrichmcgrath.com) is an expert in all phases of education, particularly versed in school-wide reform of inner city schools; with experience leading a school of students with over 90% poverty and over 60% English Language Learners.

Dr. McGrath has served as principal since 2004. Before his career as a principal, he was a reading consultant for Northwest Area Education Agency for five years; a classroom teacher for fifteen years for Sioux City Community Schools, Iowa and Aurora Public Schools, Colorado.

A graduate of University of Denver, Colorado, Dr. McGrath studied education under Ellin Oliver Keene, noted education author. Dr. McGrath received his Master's in School Administration from University of Northern Iowa and then earned his doctorate from The University of South Dakota in Curriculum and Instruction.

School Administrators of Iowa recognized Dr. Richard McGrath as one of the leading elementary school principals in Iowa in 2011. Dr. McGrath's passion is to ensure that all children are reading at grade level or better. McGrath has served as principal in a diverse school district in Iowa for nearly a decade.

From No Child Left Behind to new data and strategy trends in Education, thousands of followers are receiving this important information via the tweets of this leading academic thought leader. Follow Dr. Rich McGrath on Twitter @drrichmcgrath.

For more information on this press release visit: http://www.releasewire.com/press-releases/release-3.htm

The second episode of Dr. McGrath’s Edu-Chat focuses on Teaches as strategic thinkers. In the conversation Dr. Rich McGrath spoke with Diane Fleming, a seasoned professional TAG teacher, about getting teachers to understand that they are strategic thinkers.

Sioux City, IA -- (SBWIRE) -- 04/02/2012 -- Dr. Rich McGrath (http://www.drrichmcgrath.com) is an expert in all phases of education, particularly versed in school-wide reform of inner city schools; with experience leading a school of students with over 90% poverty and over 60% English Language Learners.

The second episode of Dr. McGrath's Edu-Chat focuses on Teaches as strategic thinkers. In the conversation Dr. Rich McGrath spoke with Diane Fleming, a seasoned professional TAG teacher, about getting teachers to understand that they are strategic thinkers. Dr. McGrath explained, "We wanted to capture conversations among leading education experts on a wide variety of subjects, so these brief, three-minute chats, will allow other education thought leaders to engage in an ongoing dialog about what is new and what is news in the education environment. It is part of a passionate commitment to bringing the conversation of learning into the mainstream."

Dr. McGrath has served as principal since 2004. Before his career as a principal, he was a reading consultant for Northwest Area Education Agency for five years; a classroom teacher for fifteen years for Sioux City Community Schools, Iowa and Aurora Public Schools, Colorado.

A graduate of University of Denver, Colorado, Dr. McGrath studied education under Ellin Oliver Keene, noted education author. Dr. McGrath received his Master's in School Administration from University of Northern Iowa and then earned his doctorate from The University of South Dakota in Curriculum and Instruction.

School Administrators of Iowa recognized Dr. Richard McGrath as one of the leading elementary school principals in Iowa in 2011. Dr. McGrath's passion is to ensure that all children are reading at grade level or better. McGrath has served as principal in a diverse school district in Iowa for nearly a decade.

From No Child Left Behind to new data and strategy trends in Education, thousands of followers are receiving this important information via the tweets of this leading academic thought leader. Follow Dr. Rich McGrath on Twitter @drrichmcgrath.

For more information on this press release visit: http://www.releasewire.com/press-releases/release-3.htm

Sioux City, IA -- (SBWIRE) -- 04/02/2012 -- Dr. McGrath suggested in a recent blog that No Child Left Behind means that data integrity is urgently required because achievement gaps impact children of poverty. Many congressional representatives signed off with a wink that all our children would be reading and computing math at grade level by 2014. This lofty and admirable goal is neither realistic nor will it come to pass.

Dr. Rich McGrath (http://www.drrichmcgrath.com) is an expert in all phases of education, particularly versed in school-wide reform of inner city schools; with experience leading a school of students with over 90% poverty and over 60% English Language Learners.

Children with learning disabilities and those learning a second language continue to struggle. Children caught in the cycle of poverty continue to struggle. These achievement gaps continue and sadly, will for some time. Each individual state determined goals of proficiency or Adequate Yearly Progress (AYP). Now ten years later, nearly half of the states have not met AYP goals and the failure rate grows annually.

While 20% of Massachusetts' schools have met the federally requirements of NCLB, a whopping 78% of Louisiana's schools have also met these requirements. These data might allow one to erroneously conclude that Louisiana's schools are demonstrably better than Massachusetts' schools.

McGrath insists, "This discrepancy is merely manipulation and a direct result of individual states determining and defining unique levels of student proficiency. Incomparable data leads to inaccurate conclusions…comparing apples to oranges never works."

Arne Duncan, with the blessing of the Obama administration, decided to bail out the individual states from NCLB and so far eleven states already had waivers approved and many more on their way. Most states will have requests for waivers from NCLB approved by September 2012. NCLB, as currently constructed, will be left impotent.

Emphasis will continue to be placed on standardized assessments, but states will be measured on a growth model versus a proficiency model. Schools are accountable for demonstrating student growth no matter how low or high current performance data reflects. Test results will determine whether teachers are successful. Some states already base a part of teacher salary and/or job performance on student test performance; these trends will continue, as detailed by the National Council on Teacher Quality.

With statistically sound data assessment, all engaged in the education field must constantly and consistently operating in the lean world where Kaizen Education Models force parents, students, teachers, principals, communities, and technology breakthroughs, to challenge the status quo. Every day we find better ways to help all children from falling behind. These ever greater demands for knowledge and the capacity to learn, read, compute, and communicate with dynamic proficiency and effectiveness will create a greater gap among the children who most need dynamic (and methodologically sound) education solutions.

Follow Dr. Rich McGrath on Twitter @drrichmcgrath. Insights, news, and best-practices can be followed daily.

For more information on this press release visit: http://www.releasewire.com/press-releases/release-3.htm

The third episode of Dr. McGrath’s Edu-Chat focuses on Principals as Lead Learners. In the conversation,

Sioux City, IA -- (SBWIRE) -- 03/28/2012 -- Dr. Rich McGrath (http://www.drrichmcgrath.com) is an expert in all phases of education, particularly versed in school-wide reform of inner city schools; with experience leading a school of students with over 90% poverty and over 60% English Language Learners.

The third episode of Dr. McGrath's Edu-Chat focuses on Principals as Lead Learners. In the conversation, Dr. Rich McGrath spoke with elementary school principal, Dawn Stansbury about the importance of principals to model and fully demonstrate competency and strategy understanding. Dr. McGrath explained, "We wanted to capture conversations among leading education experts on a wide variety of subjects, so these brief, three-minute chats, will allow other education thought leaders to engage in an ongoing dialog about what is new and what is news in the education environment. It is part of a passionate commitment to bringing the conversation of learning into the mainstream."

Dr. McGrath has served as principal since 2004. Before his career as a principal, he was a reading consultant for Northwest Area Education Agency for five years; a classroom teacher for fifteen years for Sioux City Community Schools, Iowa and Aurora Public Schools, Colorado.

A graduate of University of Denver, Colorado, Dr. McGrath studied education under Ellin Oliver Keene, noted education author. Dr. McGrath received his Master's in School Administration from University of Northern Iowa and then earned his doctorate from The University of South Dakota in Curriculum and Instruction.

School Administrators of Iowa recognized Dr. Richard McGrath as one of the leading elementary school principals in Iowa in 2011. Dr. McGrath's passion is to ensure that all children are reading at grade level or better. McGrath has served as principal in a diverse school district in Iowa for nearly a decade.

From No Child Left Behind to new data and strategy trends in Education, thousands of followers are receiving this important information via the tweets of this leading academic thought leader. Follow Dr. Rich McGrath on Twitter @drrichmcgrath.

For more information on this press release visit: http://www.releasewire.com/press-releases/release-3.htm

Dr. McGrath suggested in a recent blog that No Child Left Behind means that data integrity is urgently required because achievement gaps impact children of poverty.

Sioux City, IA -- (SBWIRE) -- 03/28/2012 -- Dr. Rich McGrath (http://www.drrichmcgrath.com) is an expert in all phases of education, particularly versed in school-wide reform of inner city schools; with experience leading a school of students with over 90% poverty and over 60% English Language Learners.

Dr. McGrath suggested in a recent blog that No Child Left Behind means that data integrity is urgently required because achievement gaps impact children of poverty. Many congressional representatives signed off with a wink that all our children would be reading and computing math at grade level by 2014. This lofty and admirable goal is neither realistic nor will it come to pass.

Children with learning disabilities and those learning a second language continue to struggle. Children caught in the cycle of poverty continue to struggle. These achievement gaps continue and sadly, will for some time. Each individual state determined goals of proficiency or Adequate Yearly Progress (AYP). Now ten years later, nearly half of the states have not met AYP goals and the failure rate grows annually.

While 20% of Massachusetts' schools have met the federally requirements of NCLB, a whopping 78% of Louisiana's schools have also met these requirements. These data might allow one to erroneously conclude that Louisiana's schools are demonstrably better than Massachusetts' schools.

McGrath insists, "This discrepancy is merely manipulation and a direct result of individual states determining and defining unique levels of student proficiency. Incomparable data leads to inaccurate conclusions…comparing apples to oranges never works."

Arne Duncan, with the blessing of the Obama administration, decided to bail out the individual states from NCLB and so far eleven states already had waivers approved and many more on their way. Most states will have requests for waivers from NCLB approved by September 2012. NCLB, as currently constructed, will be left impotent.

Emphasis will continue to be placed on standardized assessments, but states will be measured on a growth model versus a proficiency model. Schools are accountable for demonstrating student growth no matter how low or high current performance data reflects. Test results will determine whether teachers are successful. Some states already base a part of teacher salary and/or job performance on student test performance; these trends will continue, as detailed by the National Council on Teacher Quality.

With statistically sound data assessment, all engaged in the education field must constantly and consistently operating in the lean world where Kaizen Education Models force parents, students, teachers, principals, communities, and technology breakthroughs, to challenge the status quo. Every day we find better ways to help all children from falling behind. These ever greater demands for knowledge and the capacity to learn, read, compute, and communicate with dynamic proficiency and effectiveness will create a greater gap among the children who most need dynamic (and methodologically sound) education solutions.

Follow Dr. Rich McGrath on Twitter @drrichmcgrath. Insights, news, and best-practices can be followed daily.

For more information on this press release visit: http://www.releasewire.com/press-releases/release-3.htm

Dr. McGrath suggested in a recent blog that No Child Left Behind is a wash and that now there is a national trend that will eventually disembowel NCLB.

Sioux City, IA -- (SBWIRE) -- 03/19/2012 -- Dr. Rich McGrath (http://www.drrichmcgrath.com) is an expert in all phases of education, particularly versed in school-wide reform of inner city schools; with experience leading a school of students with over 90% poverty and over 60% English Language Learners.

Dr. McGrath suggested in a recent blog that No Child Left Behind is a wash and that now there is a national trend that will eventually disembowel NCLB. States have started applying for waivers to excuse them from the strict regulations of the law. The federal government estimates that eventually all states will have approved waivers from NCLB. Some teachers and principals will celebrate that states will now have the freedom to modify a draconian law into something that will meet individual states' needs. The goal of NCLB was for all students to reach 100% proficiency in reading and mathematics by the year 2014. According to the National Assessment Educational Progress (NAEP), national reading scores have been virtually stagnant since the beginning of the assessment in 1970's with some improvements sited (NAEP, 2012) in mathematics.

There are many things wrong with NCLB. It permitted states to create their own high-stakes assessment and determine self-determined levels of proficiency. This formula made it impossible for states to be compared. One state may appear to be successful at producing proficient students, but actually have a lower bar for achievement.

Additionally, NCLB treated all school demographics the same. This one-size-fits-all approach demanded achievement for all children be measured identically as if all children came from the same home environments. It disregarded other factors of achievement, including poverty and children learning English as a second language

To get the waiver, each state must develop a plan to improve the educational outcomes of students, close the achievement gap, and improve the quality of teachers and the instruction delivered. Dr. McGrath has served as principal since 2004. Before his career as a principal, he was a reading consultant for Northwest Area Education Agency for five years; a classroom teacher for fifteen years for Sioux City Community Schools, Iowa and Aurora Public Schools, Colorado.

A graduate of University of Denver, Colorado, Dr. McGrath studied education under Ellin Oliver Keene, noted education author. Dr. McGrath received his Master's in School Administration from University of Northern Iowa and then earned his doctorate from The University of South Dakota in Curriculum and Instruction.

School Administrators of Iowa recognized Dr. Richard McGrath as one of the leading elementary school principals in Iowa in 2011. Dr. McGrath's passion is to ensure that all children are reading at grade level or better. McGrath has served as principal in a diverse school district in Iowa for nearly a decade. His blogs are updated regularly and thousands of followers are watching and tweeting this academic thought leader. Sign up for Twitter to follow Dr. Rich McGrath @drrichmcgrath. Insights, news, and best-practices can be followed daily.

For more information on this press release visit: http://www.releasewire.com/press-releases/release-3.htm

Dr. Rich McGrath is an expert in all phases of education, particularly versed in school-wide reform of inner city schools; with experience leading a school of students with over 90% poverty and over 60% English Language Learners.

Sioux City, IA -- (SBWIRE) -- 03/16/2012 -- Anyone who has learned a second language fluently reports the biggest impact on language acquisition was being forced to speak it. Ironically, production is the one of the last aspects of language automaticity to develop, yet most critical. Dr. Rich McGrath (http://www.drrichmcgrath.com) is an expert in all phases of education, particularly versed in school-wide reform of inner city schools; with experience leading a school of students with over 90% poverty and over 60% English Language Learners.

Dr. McGrath discussed in a recent blog the challenges of teaching English Language Learners. As an instructional leader, the principal needs to prepare teachers for the unique challenges that ELLs bring to the classroom. Most faculty members recall taking another language in high school. The instruction was often delivered as lecture from a textbook. Students learned to conjugate verbs and memorize the meaning of words, but seldom learned to speak fluently. These methods of instruction for ELLs are equally ineffective. Teachers need a toolkit of effective strategies that work!

Dr. Kate Kinsella, San Francisco State University, advocates teachers hold students responsible for using academic vocabulary. Students need many opportunities to use English, but this alone is not enough. When students speak to one another, they often use social language, even in an academic setting.

When teachers structure instruction effectively, students begin to use rich language reflective of mature vocabulary speakers. Students can only be expected to use academic language if it is explicitly taught, monitored by the teacher, and believe that all students can learn it.

Dr. McGrath has served as principal since 2004. Before his career as a principal, he was a reading consultant for Northwest Area Education Agency for five years; a classroom teacher for fifteen years for Sioux City Community Schools, Iowa and Aurora Public Schools, Colorado.

A graduate of University of Denver, Colorado, Dr. McGrath studied education under Ellin Oliver Keene, noted education author. Dr. McGrath received his Master's in School Administration from University of Northern Iowa and then earned his doctorate from The University of South Dakota in Curriculum and Instruction.

School Administrators of Iowa recognized Dr. Richard McGrath as one of the leading elementary school principals in Iowa in 2011. Dr. McGrath's passion is to ensure that all children are reading at grade level or better. McGrath has served as principal in a diverse school district in Iowa for nearly a decade. His blogs are updated regularly and thousands of followers are watching and tweeting this academic thought leader. Sign up for Twitter to follow Dr. Rich McGrath @drrichmcgrath. Insights, news, and best-practices can be followed daily.

For more information on this press release visit: http://www.releasewire.com/press-releases/release-3.htm

Leading education expert, Dr. Rich McGrath, discusses the challenges of teaching English Language Learners.

Sioux City, IA -- (SBWIRE) -- 03/08/2012 -- Dr. McGrath discussed in a recent blog the challenges of teaching English Language Learners. As an instructional leader, the principal needs to prepare teachers for the unique challenges that ELLs bring to the classroom. Most faculty members recall taking another language in high school. The instruction was often delivered as lecture from a textbook. Students learned to conjugate verbs and memorize the meaning of words, but seldom learned to speak fluently. These methods of instruction for ELLs are equally ineffective. Teachers need a toolkit of effective strategies that work!

Dr. Rich McGrath (http://www.drrichmcgrath.com) is an expert in all phases of education, particularly versed in school-wide reform of inner city schools; with experience leading a school of students with over 90% poverty and over 60% English Language Learners.

Anyone who has learned a second language fluently reports the biggest impact on language acquisition was being forced to speak it. Ironically, production is the one of the last aspects of language automaticity to develop, yet most critical.

Dr. Kate Kinsella, San Francisco State University, advocates teachers hold students responsible for using academic vocabulary. Students need many opportunities to use English, but this alone is not enough. When students speak to one another, they often use social language, even in an academic setting.

When teachers structure instruction effectively, students begin to use rich language reflective of mature vocabulary speakers. Students can only be expected to use academic language if it is explicitly taught, monitored by the teacher, and believe that all students can learn it.

Dr. McGrath has served as principal since 2004. Before his career as a principal, he was a reading consultant for Northwest Area Education Agency for five years; a classroom teacher for fifteen years for Sioux City Community Schools, Iowa and Aurora Public Schools, Colorado.

A graduate of University of Denver, Colorado, Dr. McGrath studied education under Ellin Oliver Keene, noted education author. Dr. McGrath received his Master's in School Administration from University of Northern Iowa and then earned his doctorate from The University of South Dakota in Curriculum and Instruction.

School Administrators of Iowa recognized Dr. Richard McGrath as one of the leading elementary school principals in Iowa in 2011. Dr. McGrath's passion is to ensure that all children are reading at grade level or better. McGrath has served as principal in a diverse school district in Iowa for nearly a decade. His blogs are updated regularly and thousands of followers are watching and tweeting this academic thought leader. Sign up for Twitter to follow Dr. Rich McGrath @drrichmcgrath. Insights, news, and best-practices can be followed daily.

For more information on this press release visit: http://www.releasewire.com/press-releases/release-3.htm

Dr. Rich McGrath is an expert in all phases of education, particularly versed in school-wide reform of inner city schools; with experience leading a school of students with over 90% poverty and over 60% English Language Learners.

Sioux City, IA -- (SBWIRE) -- 03/07/2012 -- Dr. McGrath suggested in a recent blog that No Child Left Behind is a wash. The goal of NCLB was for all students to reach 100% proficiency in reading and mathematics by the year 2014. According to the National Assessment Educational Progress (NAEP), national reading scores have been virtually stagnant since the beginning of the assessment in 1970's with some improvements sited (NAEP, 2012) in mathematics.

Dr. Rich McGrath (http://www.drrichmcgrath.com) is an expert in all phases of education, particularly versed in school-wide reform of inner city schools; with experience leading a school of students with over 90% poverty and over 60% English Language Learners.

There are many things wrong with NCLB. It permitted states to create their own high-stakes assessment and determine self-determined levels of proficiency. This formula made it impossible for states to be compared. One state may appear to be successful at producing proficient students, but actually have a lower bar for achievement.

Additionally, NCLB treated all school demographics the same. This one-size-fits-all approach demanded achievement for all children be measured identically as if all children came from the same home environments. It disregarded other factors of achievement, including poverty and children learning English as a second language

Now there is a national trend that will eventually disembowel NCLB. States have started applying for waivers to excuse them from the strict regulations of the law. The federal government estimates that eventually all states will have approved waivers from NCLB. Some teachers and principals will celebrate that states will now have the freedom to modify a draconian law into something that will meet individual states' needs.

To get the waiver, each state must develop a plan to improve the educational outcomes of students, close the achievement gap, and improve the quality of teachers and the instruction delivered. Dr. McGrath has served as principal since 2004. Before his career as a principal, he was a reading consultant for Northwest Area Education Agency for five years; a classroom teacher for fifteen years for Sioux City Community Schools, Iowa and Aurora Public Schools, Colorado.

A graduate of University of Denver, Colorado, Dr. McGrath studied education under Ellin Oliver Keene, noted education author. Dr. McGrath received his Master's in School Administration from University of Northern Iowa and then earned his doctorate from The University of South Dakota in Curriculum and Instruction.

School Administrators of Iowa recognized Dr. Richard McGrath as one of the leading elementary school principals in Iowa in 2011. Dr. McGrath's passion is to ensure that all children are reading at grade level or better. McGrath has served as principal in a diverse school district in Iowa for nearly a decade. His blogs are updated regularly and thousands of followers are watching and tweeting this academic thought leader. Sign up for Twitter to follow Dr. Rich McGrath @drrichmcgrath. Insights, news, and best-practices can be followed daily.

For more information on this press release visit: http://www.releasewire.com/press-releases/release-3.htm

Dr. Rich McGrath, leading expert in all phases of education, discusses the challenges of teaching English Language Learners.

Sioux City, IA -- (SBWIRE) -- 02/29/2012 -- Dr. Rich McGrath (http://www.drrichmcgrath.com) is an expert in all phases of education, particularly versed in school-wide reform of inner city schools; with experience leading a school of students with over 90% poverty and over 60% English Language Learners.

Dr. McGrath discussed in a recent blog the challenges of teaching English Language Learners. As an instructional leader, the principal needs to prepare teachers for the unique challenges that ELLs bring to the classroom. Most faculty members recall taking another language in high school. The instruction was often delivered as lecture from a textbook. Students learned to conjugate verbs and memorize the meaning of words, but seldom learned to speak fluently. These methods of instruction for ELLs are equally ineffective. Teachers need a toolkit of effective strategies that work!

Anyone who has learned a second language fluently reports the biggest impact on language acquisition was being forced to speak it. Ironically, production is the one of the last aspects of language automaticity to develop, yet most critical.

Dr. Kate Kinsella, San Francisco State University, advocates teachers hold students responsible for using academic vocabulary. Students need many opportunities to use English, but this alone is not enough. When students speak to one another, they often use social language, even in an academic setting.

When teachers structure instruction effectively, students begin to use rich language reflective of mature vocabulary speakers. Students can only be expected to use academic language if it is explicitly taught, monitored by the teacher, and believe that all students can learn it.

Dr. McGrath has served as principal since 2004. Before his career as a principal, he was a reading consultant for Northwest Area Education Agency for five years; a classroom teacher for fifteen years for Sioux City Community Schools, Iowa and Aurora Public Schools, Colorado.

A graduate of University of Denver, Colorado, Dr. McGrath studied education under Ellin Oliver Keene, noted education author. Dr. McGrath received his Master's in School Administration from University of Northern Iowa and then earned his doctorate from The University of South Dakota in Curriculum and Instruction.

School Administrators of Iowa recognized Dr. Richard McGrath as one of the leading elementary school principals in Iowa in 2011. Dr. McGrath's passion is to ensure that all children are reading at grade level or better. McGrath has served as principal in a diverse school district in Iowa for nearly a decade. His blogs are updated regularly and thousands of followers are watching and tweeting this academic thought leader. Sign up for Twitter to follow Dr. Rich McGrath @drrichmcgrath. Insights, news, and best-practices can be followed daily.

For more information on this press release visit: http://www.releasewire.com/press-releases/release-3.htm

Dr Rich McGrath, an expert in all phases of education, blogs about NCLB.

Sioux City, IA -- (SBWIRE) -- 02/28/2012 -- Dr. Rich McGrath (http://www.drrichmcgrath.com) is an expert in all phases of education, particularly versed in school-wide reform of inner city schools; with experience leading a school of students with over 90% poverty and over 60% English Language Learners.

Dr. McGrath suggested in a recent blog that No Child Left Behind is a wash. The goal of NCLB was for all students to reach 100% proficiency in reading and mathematics by the year 2014. According to the National Assessment Educational Progress (NAEP), national reading scores have been virtually stagnant since the beginning of the assessment in 1970's with some improvements sited (NAEP, 2012) in mathematics.

There are many things wrong with NCLB. It permitted states to create their own high-stakes assessment and determine self-determined levels of proficiency. This formula made it impossible for states to be compared. One state may appear to be successful at producing proficient students, but actually have a lower bar for achievement.

Additionally, NCLB treated all school demographics the same. This one-size-fits-all approach demanded achievement for all children be measured identically as if all children came from the same home environments. It disregarded other factors of achievement, including poverty and children learning English as a second language

Now there is a national trend that will eventually disembowel NCLB. States have started applying for waivers to excuse them from the strict regulations of the law. The federal government estimates that eventually all states will have approved waivers from NCLB. Some teachers and principals will celebrate that states will now have the freedom to modify a draconian law into something that will meet individual states' needs.

To get the waiver, each state must develop a plan to improve the educational outcomes of students, close the achievement gap, and improve the quality of teachers and the instruction delivered. Dr. McGrath has served as principal since 2004. Before his career as a principal, he was a reading consultant for Northwest Area Education Agency for five years; a classroom teacher for fifteen years for Sioux City Community Schools, Iowa and Aurora Public Schools, Colorado.

A graduate of University of Denver, Colorado, Dr. McGrath studied education under Ellin Oliver Keene, noted education author. Dr. McGrath received his Master's in School Administration from University of Northern Iowa and then earned his doctorate from The University of South Dakota in Curriculum and Instruction.

School Administrators of Iowa recognized Dr. Richard McGrath as one of the leading elementary school principals in Iowa in 2011. Dr. McGrath's passion is to ensure that all children are reading at grade level or better. McGrath has served as principal in a diverse school district in Iowa for nearly a decade. His blogs are updated regularly and thousands of followers are watching and tweeting this academic thought leader. Sign up for Twitter to follow Dr. Rich McGrath @drrichmcgrath. Insights, news, and best-practices can be followed daily.

For more information on this press release visit: http://www.releasewire.com/press-releases/release-3.htm

Sioux City, IA -- (SBWIRE) -- 02/24/2012 -- Sign up for Twitter to follow Dr. Rich McGrath @drrichmcgrath. Insights, news, and best-practices can be followed daily. Dr. McGrath insists that too many in academia simply need to know what new data, strategies and approaches are being developed, tested, and assessed as efficacious for education. Tweeting about these data allows everyone to quickly monitor these research findings.

Dr. Rich McGrath (http://www.drrichmcgrath.com) is an expert in all phases of education, particularly versed in school-wide reform of inner city schools; with experience leading a school of students with over 90% poverty and over 60% English Language Learners.

There are critical screenings, assessments, and progress monitoring systems. Ongoing assessments are part of progress monitoring and include running record data, a fluency prosody rubric, a retelling rubric, and evaluation of expository writing. The study of students' work gives teachers an authentic view of the strengths of the student and skill areas that need to be addressed. Assessment data for all interventions must be recorded. Collaborative progress-monitoring meetings with grade-level teachers must use data to make decisions about adjustments to interventions. The organization, analysis and utility of the data are critical because it provides timely feedback to the student and teacher.

McGrath insists, "No two children are the same and responsive and differentiated teaching is essential. Classroom teachers must have the tools to offer responsive and differentiated teaching through with a specially trained teacher."

Grade-level team meetings must be held monthly and include classroom teachers, reading specialists, special education teachers, English Language Development teachers, and the principal. Each teacher must share data. When a student does not show progress, the team must work together to generate approaches that are proven effective. The team approach exemplifies the expectation that all involved are responsible for the progress of each child.

Dr. McGrath has served as principal since 2004. Before his career as a principal, he was a reading consultant for Northwest Area Education Agency for five years; a classroom teacher for fifteen years for Sioux City Community Schools, Iowa and Aurora Public Schools, Colorado.

A graduate of University of Denver, Colorado, Dr. McGrath studied education under Ellin Oliver Keene, noted education author. Dr. McGrath received his Master's in School Administration from University of Northern Iowa and then earned his doctorate from The University of South Dakota in Curriculum and Instruction.

School Administrators of Iowa recognized Dr. Richard McGrath as one of the leading elementary school principals in Iowa in 2011. Dr. McGrath's passion is to ensure that all children are reading at grade level or better. McGrath has served as principal in a diverse school district in Iowa for nearly a decade.

For more information on this press release visit: http://www.releasewire.com/press-releases/release-3.htm

Dr. Rich McGrath, leading expert in education, advocates that principals use progress monitoring systems.

Sioux City, IA -- (SBWIRE) -- 02/23/2012 -- There are critical screenings, assessments, and progress monitoring systems. Ongoing assessments are part of progress monitoring and include running record data, a fluency prosody rubric, a retelling rubric, and evaluation of expository writing. The study of students' work gives teachers an authentic view of the strengths of the student and skill areas that need to be addressed. Assessment data for all interventions must be recorded. Collaborative progress-monitoring meetings with grade-level teachers must use data to make decisions about adjustments to interventions. The organization, analysis and utility of the data are critical because it provides timely feedback to the student and teacher. Dr. Rich McGrath (www.drrichmcgrath.com) is an expert in all phases of education, particularly versed in school-wide reform of inner city schools; with experience leading a school of students with over 90% poverty and over 60% English Language Learners.

Academic Intervention According to Dr. McGrath

Dr. McGrath insists that, "Each classroom needs an intervention when the classroom teacher, reading specialists, and special education teachers meet with a small group of struggling readers to accelerate student performance. Teachers routinely observe, demonstrate, and collaborate with one another to acquire practices that reflect research-based skills." Another essential area of best practice is the collection of formative performance data. These student data serve as a "dip-stick" approach to inform the teacher of the needs of the child and provide valuable feedback to the teacher.

McGrath insists, "No two children are the same and responsive and differentiated teaching is essential. Classroom teachers must have the tools to offer responsive and differentiated teaching through with a specially trained teacher."

Grade-level team meetings must be held monthly and include classroom teachers, reading specialists, special education teachers, English Language Development teachers, and the principal. Each teacher must share data. When a student does not show progress, the team must work together to generate approaches that are proven effective. The team approach exemplifies the expectation that all involved are responsible for the progress of each child.

Dr. McGrath has served as principal since 2004. Before his career as a principal, he was a reading consultant for Northwest Area Education Agency for five years; a classroom teacher for fifteen years for Sioux City Community Schools, Iowa and Aurora Public Schools, Colorado.

A graduate of University of Denver, Colorado, Dr. McGrath studied education under Ellin Oliver Keene, noted education author. Dr. McGrath received his Master's in School Administration from University of Northern Iowa and then earned his doctorate from The University of South Dakota in Curriculum and Instruction.

School Administrators of Iowa recognized Dr. Richard McGrath as one of the leading elementary school principals in Iowa in 2011. Dr. McGrath's passion is to ensure that all children are reading at grade level or better. McGrath has served as principal in a diverse school district in Iowa for nearly a decade.

Dr. McGrath can be followed on Twitter at @drrichmcgrath

For more information on this press release visit: http://www.releasewire.com/press-releases/release-3.htm

Dr. Rich McGrath, leading expert in all phases of education, discusses differentiated teaching.

Sioux City, IA -- (SBWIRE) -- 02/21/2012 -- Dr. Rich McGrath (http://www.drrichmcgrath.com) is an expert in all phases of education, particularly versed in school-wide reform of inner city schools; with experience leading a school of students with over 90% poverty and over 60% English Language Learners. McGrath insists, "No two children are the same and responsive and differentiated teaching is essential. Classroom teachers must have the tools to offer responsive and differentiated teaching through with a specially trained teacher."

Academic Intervention According to Dr. McGrath

Dr. McGrath insists that, "Each classroom needs an intervention when the classroom teacher, reading specialists, and special education teachers meet with a small group of struggling readers to accelerate student performance. Teachers routinely observe, demonstrate, and collaborate with one another to acquire practices that reflect research-based skills." Another essential area of best practice is the collection of formative performance data. These student data serve as a "dip-stick" approach to inform the teacher of the needs of the child and provide valuable feedback to the teacher.

There are critical screenings, assessments, and progress monitoring systems. Ongoing assessments are part of progress monitoring and include running record data, a fluency prosody rubric, a retelling rubric, and evaluation of expository writing. The study of students' work gives teachers an authentic view of the strengths of the student and skill areas that need to be addressed. Assessment data for all interventions must be recorded. Collaborative progress-monitoring meetings with grade-level teachers must use data to make decisions about adjustments to interventions. The organization, analysis and utility of the data are critical because it provides timely feedback to the student and teacher.

Grade-level team meetings must be held monthly and include classroom teachers, reading specialists, special education teachers, English Language Development teachers, and the principal. Each teacher must share data. When a student does not show progress, the team must work together to generate approaches that are proven effective. The team approach exemplifies the expectation that all involved are responsible for the progress of each child.

Dr. McGrath has served as principal since 2004. Before his career as a principal, he was a reading consultant for Northwest Area Education Agency for five years; a classroom teacher for fifteen years for Sioux City Community Schools, Iowa and Aurora Public Schools, Colorado.

A graduate of University of Denver, Colorado, Dr. McGrath studied education under Ellin Oliver Keene, noted education author. Dr. McGrath received his Master's in School Administration from University of Northern Iowa and then earned his doctorate from The University of South Dakota in Curriculum and Instruction.

School Administrators of Iowa recognized Dr. Richard McGrath as one of the leading elementary school principals in Iowa in 2011. Dr. McGrath's passion is to ensure that all children are reading at grade level or better. McGrath has served as principal in a diverse school district in Iowa for nearly a decade.

Dr. McGrath can be followed on Twitter at @drrichmcgrath

For more information on this press release visit: http://www.releasewire.com/press-releases/release-3.htm

Dr. Rich McGrath, leading expert in all phases of education, asserts leading principals are required for academic excellence.

Sioux City, IA -- (SBWIRE) -- 02/21/2012 -- Dr. Rich McGrath (http://www.drrichmcgrath.com) is an expert in all phases of education, particularly versed in school-wide reform of inner city schools; with experience leading a school of students with over 90% poverty and over 60% English Language Learners.

Academic Intervention According to Dr. McGrath

Dr. McGrath insists that, "Each classroom needs an intervention when the classroom teacher, reading specialists, and special education teachers meet with a small group of struggling readers to accelerate student performance. Teachers routinely observe, demonstrate, and collaborate with one another to acquire practices that reflect research-based skills." Another essential area of best practice is the collection of formative performance data. These student data serve as a "dip-stick" approach to inform the teacher of the needs of the child and provide valuable feedback to the teacher.

There are critical screenings, assessments, and progress monitoring systems. Ongoing assessments are part of progress monitoring and include running record data, a fluency prosody rubric, a retelling rubric, and evaluation of expository writing. The study of students' work gives teachers an authentic view of the strengths of the student and skill areas that need to be addressed. Assessment data for all interventions must be recorded. Collaborative progress-monitoring meetings with grade-level teachers must use data to make decisions about adjustments to interventions. The organization, analysis and utility of the data are critical because it provides timely feedback to the student and teacher.

McGrath insists, "No two children are the same and responsive and differentiated teaching is essential. Classroom teachers must have the tools to offer responsive and differentiated teaching through with a specially trained teacher."

Grade-level team meetings must be held monthly and include classroom teachers, reading specialists, special education teachers, English Language Development teachers, and the principal. Each teacher must share data. When a student does not show progress, the team must work together to generate approaches that are proven effective. The team approach exemplifies the expectation that all involved are responsible for the progress of each child.

Dr. McGrath has served as principal since 2004. Before his career as a principal, he was a reading consultant for Northwest Area Education Agency for five years; a classroom teacher for fifteen years for Sioux City Community Schools, Iowa and Aurora Public Schools, Colorado.

A graduate of University of Denver, Colorado, Dr. McGrath studied education under Ellin Oliver Keene, noted education author. Dr. McGrath received his Master's in School Administration from University of Northern Iowa and then earned his doctorate from The University of South Dakota in Curriculum and Instruction.

School Administrators of Iowa recognized Dr. Richard McGrath as one of the leading elementary school principals in Iowa in 2011. Dr. McGrath's passion is to ensure that all children are reading at grade level or better. McGrath has served as principal in a diverse school district in Iowa for nearly a decade.

Dr. McGrath can be followed on Twitter at @drrichmcgrath

For more information on this press release visit: http://www.releasewire.com/press-releases/release-3.htm

Sign up for Twitter to follow Dr. Rich McGrath@drrichmcgrath. Insights, news, and best-practices can be followed daily.

Sioux City, IA -- (SBWIRE) -- 02/15/2012 -- From No Child Left Behind to new data and strategy trends in Education, thousands of followers are watching and tweeting this leading academic thought leader. Sign up for Twitter to follow Dr. Rich McGrath@drrichmcgrath. Insights, news, and best-practices can be followed daily.

Dr. McGrath insists that, "Each classroom needs an intervention when the classroom teacher, reading specialists, and special education teachers meet with a small group of struggling readers to accelerate student performance. Teachers routinely observe, demonstrate, and collaborate with one another to acquire practices that reflect research-based skills." Another essential area of best practice is the collection of formative performance data. These student data serve as a "dip-stick" approach to inform the teacher of the needs of the child and provide valuable feedback to the teacher.

Dr. Rich McGrath (http://www.drrichmcgrath.com) is an expert in all phases of education, particularly versed in school-wide reform of inner city schools; with experience leading a school of students with over 90% poverty and over 60% English Language Learners.

There are critical screenings, assessments, and progress monitoring systems. Ongoing assessments are part of progress monitoring and include running record data, a fluency prosody rubric, a retelling rubric, and evaluation of expository writing. The study of students' work gives teachers an authentic view of the strengths of the student and skill areas that need to be addressed. Assessment data for all interventions must be recorded. Collaborative progress-monitoring meetings with grade-level teachers must use data to make decisions about adjustments to interventions. The organization, analysis and utility of the data are critical because it provides timely feedback to the student and teacher.

McGrath insists, "No two children are the same and responsive and differentiated teaching is essential. Classroom teachers must have the tools to offer responsive and differentiated teaching through with a specially trained teacher."

Grade-level team meetings must be held monthly and include classroom teachers, reading specialists, special education teachers, English Language Development teachers, and the principal. Each teacher must share data. When a student does not show progress, the team must work together to generate approaches that are proven effective. The team approach exemplifies the expectation that all involved are responsible for the progress of each child.

Dr. McGrath has served as principal since 2004. Before his career as a principal, he was a reading consultant for Northwest Area Education Agency for five years; a classroom teacher for fifteen years for Sioux City Community Schools, Iowa and Aurora Public Schools, Colorado.

A graduate of University of Denver, Colorado, Dr. McGrath studied education under Ellin Oliver Keene, noted education author. Dr. McGrath received his Master's in School Administration from University of Northern Iowa and then earned his doctorate from The University of South Dakota in Curriculum and Instruction.

School Administrators of Iowa recognized Dr. Richard McGrath as one of the leading elementary school principals in Iowa in 2011. Dr. McGrath's passion is to ensure that all children are reading at grade level or better. McGrath has served as principal in a diverse school district in Iowa for nearly a decade.

For more information on this press release visit: http://www.releasewire.com/press-releases/release-3.htm

Sioux City, IA -- (SBWIRE) -- 02/15/2012 -- Collaborative progress-monitoring meetings with grade-level teachers must use data to make decisions about adjustments to interventions. There are critical screenings, assessments, and progress monitoring systems. Ongoing assessments are part of progress monitoring and include running record data, a fluency prosody rubric, a retelling rubric, and evaluation of expository writing. The study of students' work gives teachers an authentic view of the strengths of the student and skill areas that need to be addressed. Assessment data for all interventions must be recorded. The organization, analysis and utility of the data are critical because it provides timely feedback to the student and teacher. Dr. Rich McGrath (http://www.drrichmcgrath.com) is an expert in all phases of education, particularly versed in school-wide reform of inner city schools; with experience leading a school of students with over 90% poverty and over 60% English Language Learners.

Academic Intervention According to Dr. McGrath

Dr. McGrath insists that, "Each classroom needs an intervention when the classroom teacher, reading specialists, and special education teachers meet with a small group of struggling readers to accelerate student performance. Teachers routinely observe, demonstrate, and collaborate with one another to acquire practices that reflect research-based skills." Another essential area of best practice is the collection of formative performance data. These student data serve as a "dip-stick" approach to inform the teacher of the needs of the child and provide valuable feedback to the teacher.

McGrath insists, "No two children are the same and responsive and differentiated teaching is essential. Classroom teachers must have the tools to offer responsive and differentiated teaching through with a specially trained teacher."

Grade-level team meetings must be held monthly and include classroom teachers, reading specialists, special education teachers, English Language Development teachers, and the principal. Each teacher must share data. When a student does not show progress, the team must work together to generate approaches that are proven effective. The team approach exemplifies the expectation that all involved are responsible for the progress of each child.

Dr. McGrath has served as principal since 2004. Before his career as a principal, he was a reading consultant for Northwest Area Education Agency for five years; a classroom teacher for fifteen years for Sioux City Community Schools, Iowa and Aurora Public Schools, Colorado.

A graduate of University of Denver, Colorado, Dr. McGrath studied education under Ellin Oliver Keene, noted education author. Dr. McGrath received his Master's in School Administration from University of Northern Iowa and then earned his doctorate from The University of South Dakota in Curriculum and Instruction.

School Administrators of Iowa recognized Dr. Richard McGrath as one of the leading elementary school principals in Iowa in 2011. Dr. McGrath's passion is to ensure that all children are reading at grade level or better. McGrath has served as principal in a diverse school district in Iowa for nearly a decade.

Dr. McGrath can be followed on Twitter at @drrichmcgrath

For more information on this press release visit: http://www.releasewire.com/press-releases/release-3.htm

Sioux City, IA -- (SBWIRE) -- 02/15/2012 -- Dr. Rich McGrath (http://www.drrichmcgrath.com) is an expert in all phases of education, particularly versed in school-wide reform of inner city schools; with experience leading a school of students with over 90% poverty and over 60% English Language Learners.

Academic Intervention According to Dr. McGrath

Dr. McGrath insists that, "Each classroom needs an intervention when the classroom teacher, reading specialists, and special education teachers meet with a small group of struggling readers to accelerate student performance. Teachers routinely observe, demonstrate, and collaborate with one another to acquire practices that reflect research-based skills." Another essential area of best practice is the collection of formative performance data. These student data serve as a "dip-stick" approach to inform the teacher of the needs of the child and provide valuable feedback to the teacher.

There are critical screenings, assessments, and progress monitoring systems. Ongoing assessments are part of progress monitoring and include running record data, a fluency prosody rubric, a retelling rubric, and evaluation of expository writing. The study of students' work gives teachers an authentic view of the strengths of the student and skill areas that need to be addressed. Assessment data for all interventions must be recorded. Collaborative progress-monitoring meetings with grade-level teachers must use data to make decisions about adjustments to interventions. The organization, analysis and utility of the data are critical because it provides timely feedback to the student and teacher.

McGrath insists, "No two children are the same and responsive and differentiated teaching is essential. Classroom teachers must have the tools to offer responsive and differentiated teaching through with a specially trained teacher."

Grade-level team meetings must be held monthly and include classroom teachers, reading specialists, special education teachers, English Language Development teachers, and the principal. Each teacher must share data. When a student does not show progress, the team must work together to generate approaches that are proven effective. The team approach exemplifies the expectation that all involved are responsible for the progress of each child.

Dr. McGrath has served as principal since 2004. Before his career as a principal, he was a reading consultant for Northwest Area Education Agency for five years; a classroom teacher for fifteen years for Sioux City Community Schools, Iowa and Aurora Public Schools, Colorado.

A graduate of University of Denver, Colorado, Dr. McGrath studied education under Ellin Oliver Keene, noted education author. Dr. McGrath received his Master's in School Administration from University of Northern Iowa and then earned his doctorate from The University of South Dakota in Curriculum and Instruction.

School Administrators of Iowa recognized Dr. Richard McGrath as one of the leading elementary school principals in Iowa in 2011. Dr. McGrath's passion is to ensure that all children are reading at grade level or better. McGrath has served as principal in a diverse school district in Iowa for nearly a decade.

Dr. McGrath can be followed on Twitter at @drrichmcgrath

For more information on this press release visit: http://www.releasewire.com/press-releases/release-3.htm

Sioux City, IA -- (SBWIRE) -- 02/14/2012 -- Dr. Rich McGrath (http://www.drrichmcgrath.com) is an expert in all phases of education Intervention. According to Dr. McGrath, particularly versed in school-wide reform of inner city schools; with experience leading a school of students with over 90% poverty and over 60% English Language Learners. Dr. McGrath insists that, "Each classroom needs an intervention when the classroom teacher, reading specialists, and special education teachers meet with a small group of struggling readers to accelerate student performance. Teachers routinely observe, demonstrate, and collaborate with one another to acquire practices that reflect research-based skills." Another essential area of best practice is the collection of formative performance data. These student data serve as a "dip-stick" approach to inform the teacher of the needs of the child and provide valuable feedback to the teacher.

There are critical screenings, assessments, and progress monitoring systems. Ongoing assessments are part of progress monitoring and include running record data, a fluency prosody rubric, a retelling rubric, and evaluation of expository writing. The study of students' work gives teachers an authentic view of the strengths of the student and skill areas that need to be addressed. Assessment data for all interventions must be recorded. Collaborative progress-monitoring meetings with grade-level teachers must use data to make decisions about adjustments to interventions. The organization, analysis and utility of the data are critical because it provides timely feedback to the student and teacher.

McGrath insists, "No two children are the same and responsive and differentiated teaching is essential. Classroom teachers must have the tools to offer responsive and differentiated teaching through with a specially trained teacher."

Grade-level team meetings must be held monthly and include classroom teachers, reading specialists, special education teachers, English Language Development teachers, and the principal. Each teacher must share data. When a student does not show progress, the team must work together to generate approaches that are proven effective. The team approach exemplifies the expectation that all involved are responsible for the progress of each child.

Dr. McGrath has served as principal since 2004. Before his career as a principal, he was a reading consultant for Northwest Area Education Agency for five years; a classroom teacher for fifteen years for Sioux City Community Schools, Iowa and Aurora Public Schools, Colorado.

A graduate of University of Denver, Colorado, Dr. McGrath studied education under Ellin Oliver Keene, noted education author. Dr. McGrath received his Master's in School Administration from University of Northern Iowa and then earned his doctorate from The University of South Dakota in Curriculum and Instruction.

School Administrators of Iowa recognized Dr. Richard McGrath as one of the leading elementary school principals in Iowa in 2011. Dr. McGrath's passion is to ensure that all children are reading at grade level or better. McGrath has served as principal in a diverse school district in Iowa for nearly a decade.

Dr. McGrath can be followed on Twitter at @drrichmcgrath

For more information on this press release visit: http://www.releasewire.com/press-releases/release-3.htm

Sioux City, IA -- (SBWIRE) -- 02/13/2012 -- There are critical screenings, assessments, and progress monitoring systems. Ongoing assessments are part of progress monitoring and include running record data, a fluency prosody rubric, a retelling rubric, and evaluation of expository writing. The study of students' work gives teachers an authentic view of the strengths of the student and skill areas that need to be addressed. Assessment data for all interventions must be recorded. Collaborative progress-monitoring meetings with grade-level teachers must use data to make decisions about adjustments to interventions. The organization, analysis and utility of the data are critical because it provides timely feedback to the student and teacher. Dr. Rich McGrath (http://www.drrichmcgrath.com) is an expert in all phases of education, particularly versed in school-wide reform of inner city schools; with experience leading a school of students with over 90% poverty and over 60% English Language Learners.

Academic Intervention According to Dr. McGrath

Dr. McGrath insists that, "Each classroom needs an intervention when the classroom teacher, reading specialists, and special education teachers meet with a small group of struggling readers to accelerate student performance. Teachers routinely observe, demonstrate, and collaborate with one another to acquire practices that reflect research-based skills." Another essential area of best practice is the collection of formative performance data. These student data serve as a "dip-stick" approach to inform the teacher of the needs of the child and provide valuable feedback to the teacher.

McGrath insists, "No two children are the same and responsive and differentiated teaching is essential. Classroom teachers must have the tools to offer responsive and differentiated teaching through with a specially trained teacher."

Grade-level team meetings must be held monthly and include classroom teachers, reading specialists, special education teachers, English Language Development teachers, and the principal. Each teacher must share data. When a student does not show progress, the team must work together to generate approaches that are proven effective. The team approach exemplifies the expectation that all involved are responsible for the progress of each child.

Dr. McGrath has served as principal since 2004. Before his career as a principal, he was a reading consultant for Northwest Area Education Agency for five years; a classroom teacher for fifteen years for Sioux City Community Schools, Iowa and Aurora Public Schools, Colorado.

A graduate of University of Denver, Colorado, Dr. McGrath studied education under Ellin Oliver Keene, noted education author. Dr. McGrath received his Master's in School Administration from University of Northern Iowa and then earned his doctorate from The University of South Dakota in Curriculum and Instruction.

School Administrators of Iowa recognized Dr. Richard McGrath as one of the leading elementary school principals in Iowa in 2011. Dr. McGrath's passion is to ensure that all children are reading at grade level or better. McGrath has served as principal in a diverse school district in Iowa for nearly a decade.

Dr. McGrath can be followed on Twitter at @drrichmcgrath

For more information on this press release visit: http://www.releasewire.com/press-releases/release-3.htm

From No Child Left Behind to new data and strategy trends in Education, thousands of followers are watching and tweeting this leading academic thought leader. Sign up for Twitter to follow Dr. Rich McGrath @drrichmcgrath. Insights, news, and best-practices can be followed daily.

Sioux City, IA -- (SBWIRE) -- 02/13/2012 -- Dr. Rich McGrath (http://www.drrichmcgrath.com) is an expert in all phases of education, particularly versed in school-wide reform of inner city schools; with experience leading a school of students with over 90% poverty and over 60% English Language Learners.

From No Child Left Behind to new data and strategy trends in Education, thousands of followers are watching and tweeting this leading academic thought leader. Sign up for Twitter to follow Dr. Rich McGrath @drrichmcgrath. Insights, news, and best-practices can be followed daily.

Dr. McGrath insists that, "Each classroom needs an intervention when the classroom teacher, reading specialists, and special education teachers meet with a small group of struggling readers to accelerate student performance. Teachers routinely observe, demonstrate, and collaborate with one another to acquire practices that reflect research-based skills." Another essential area of best practice is the collection of formative performance data. These student data serve as a "dip-stick" approach to inform the teacher of the needs of the child and provide valuable feedback to the teacher.

There are critical screenings, assessments, and progress monitoring systems. Ongoing assessments are part of progress monitoring and include running record data, a fluency prosody rubric, a retelling rubric, and evaluation of expository writing. The study of students' work gives teachers an authentic view of the strengths of the student and skill areas that need to be addressed. Assessment data for all interventions must be recorded. Collaborative progress-monitoring meetings with grade-level teachers must use data to make decisions about adjustments to interventions. The organization, analysis and utility of the data are critical because it provides timely feedback to the student and teacher.

McGrath insists, "No two children are the same and responsive and differentiated teaching is essential. Classroom teachers must have the tools to offer responsive and differentiated teaching through with a specially trained teacher."

Grade-level team meetings must be held monthly and include classroom teachers, reading specialists, special education teachers, English Language Development teachers, and the principal. Each teacher must share data. When a student does not show progress, the team must work together to generate approaches that are proven effective. The team approach exemplifies the expectation that all involved are responsible for the progress of each child.

Dr. McGrath has served as principal since 2004. Before his career as a principal, he was a reading consultant for Northwest Area Education Agency for five years; a classroom teacher for fifteen years for Sioux City Community Schools, Iowa and Aurora Public Schools, Colorado.

A graduate of University of Denver, Colorado, Dr. McGrath studied education under Ellin Oliver Keene, noted education author. Dr. McGrath received his Master's in School Administration from University of Northern Iowa and then earned his doctorate from The University of South Dakota in Curriculum and Instruction.

School Administrators of Iowa recognized Dr. Richard McGrath as one of the leading elementary school principals in Iowa in 2011. Dr. McGrath's passion is to ensure that all children are reading at grade level or better. McGrath has served as principal in a diverse school district in Iowa for nearly a decade

For more information on this press release visit: http://www.releasewire.com/press-releases/release-3.htm

Dr. Rich McGrath, leading expert in education, advocates differentiated teaching.

Sioux City, IA -- (SBWIRE) -- 02/13/2012 -- Dr. Rich McGrath (http://www.drrichmcgrath.com) is an expert in all phases of education, particularly versed in school-wide reform of inner city schools; with experience leading a school of students with over 90% poverty and over 60% English Language Learners. McGrath insists, "No two children are the same and responsive and differentiated teaching is essential. Classroom teachers must have the tools to offer responsive and differentiated teaching through with a specially trained teacher."

Academic Intervention According to Dr. McGrath

Dr. McGrath insists that, "Each classroom needs an intervention when the classroom teacher, reading specialists, and special education teachers meet with a small group of struggling readers to accelerate student performance. Teachers routinely observe, demonstrate, and collaborate with one another to acquire practices that reflect research-based skills." Another essential area of best practice is the collection of formative performance data. These student data serve as a "dip-stick" approach to inform the teacher of the needs of the child and provide valuable feedback to the teacher.

There are critical screenings, assessments, and progress monitoring systems. Ongoing assessments are part of progress monitoring and include running record data, a fluency prosody rubric, a retelling rubric, and evaluation of expository writing. The study of students' work gives teachers an authentic view of the strengths of the student and skill areas that need to be addressed. Assessment data for all interventions must be recorded. Collaborative progress-monitoring meetings with grade-level teachers must use data to make decisions about adjustments to interventions. The organization, analysis and utility of the data are critical because it provides timely feedback to the student and teacher.

Grade-level team meetings must be held monthly and include classroom teachers, reading specialists, special education teachers, English Language Development teachers, and the principal. Each teacher must share data. When a student does not show progress, the team must work together to generate approaches that are proven effective. The team approach exemplifies the expectation that all involved are responsible for the progress of each child.

Dr. McGrath has served as principal since 2004. Before his career as a principal, he was a reading consultant for Northwest Area Education Agency for five years; a classroom teacher for fifteen years for Sioux City Community Schools, Iowa and Aurora Public Schools, Colorado.

A graduate of University of Denver, Colorado, Dr. McGrath studied education under Ellin Oliver Keene, noted education author. Dr. McGrath received his Master's in School Administration from University of Northern Iowa and then earned his doctorate from The University of South Dakota in Curriculum and Instruction.

School Administrators of Iowa recognized Dr. Richard McGrath as one of the leading elementary school principals in Iowa in 2011. Dr. McGrath's passion is to ensure that all children are reading at grade level or better. McGrath has served as principal in a diverse school district in Iowa for nearly a decade.

Dr. McGrath can be followed on Twitter at @drrichmcgrath

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