<?xml version="1.0" encoding="UTF-8"?><rss xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:content="http://purl.org/rss/1.0/modules/content/" xmlns:atom="http://www.w3.org/2005/Atom" version="2.0"><channel><title><![CDATA[Jana Lee & Associates]]></title><description><![CDATA[I partner with school districts nationwide to develop tailored strategies, systems, and processes to improve academic performance. ]]></description><link>https://www.janaleeconsulting.com/behind-the-desk-blog</link><generator>RSS for Node</generator><lastBuildDate>Thu, 21 May 2026 10:49:01 GMT</lastBuildDate><atom:link href="https://www.janaleeassociates.com/blog-feed.xml" rel="self" type="application/rss+xml"/><item><title><![CDATA[How to Use Standards to Guide Instruction (Why Teaching to the Standard Isn’t Enough)]]></title><description><![CDATA[A key part of instructional planning is making sure it’s aligned to the standards students are expected to meet. But standards are intentionally broad—they’re not meant to define what we teach day-to-day.  And we can’t teach a standard without teaching the skills that lead up to it. That step—unpacking the standard into those specific skills—is often the part that gets skipped. As a result, instruction can become focused on what students need to know, rather than what they need to be able to...]]></description><link>https://www.janaleeassociates.com/post/how-to-use-standards-to-guide-instruction</link><guid isPermaLink="false">6a01edc548aeb3fcb23d39d8</guid><pubDate>Wed, 13 May 2026 11:00:07 GMT</pubDate><enclosure url="https://static.wixstatic.com/media/11062b_54838d5e025d42c3a2b5a7feab5276a9~mv2.jpg/v1/fit/w_1000,h_1000,al_c,q_80/file.png" length="0" type="image/png"/><dc:creator>Dr. Jana Lee</dc:creator></item><item><title><![CDATA[Using Data to Inform Instruction: Solve the Right Problem]]></title><description><![CDATA[When schools talk about using data to inform instruction, the focus is almost always on identifying where the gaps are.  And that part matters. It’s important to know where students are struggling, but what often gets missed is what those gaps actually require of us as educators. Because not all gaps should be solved in the same place—and that’s where things tend to break down. Different Gaps Require Different Responses If you look closely, not all gaps found in the data are pointing to the...]]></description><link>https://www.janaleeassociates.com/post/using-data-to-inform-instruction</link><guid isPermaLink="false">69ef7799d00855f52b1e2970</guid><pubDate>Mon, 27 Apr 2026 15:10:23 GMT</pubDate><enclosure url="https://static.wixstatic.com/media/11062b_b90f0c409dc344ee994650889eac446c~mv2.jpg/v1/fit/w_1000,h_1000,al_c,q_80/file.png" length="0" type="image/png"/><dc:creator>Dr. Jana Lee</dc:creator></item><item><title><![CDATA[Embedding Test Prep Into Instruction: 4 Ways to Build Student Readiness]]></title><description><![CDATA[Test prep is one of those areas where most schools are already doing a lot.  But even with strong practices in place, it often gets pulled out as something separate in the weeks leading up to an assessment—interrupting pacing and adding pressure for both teachers and students. That pattern is understandable.  But it also points to a bigger opportunity. Test readiness doesn’t have to be something we “switch into” at the end. It can be built through daily instruction—through consistent...]]></description><link>https://www.janaleeassociates.com/post/embedding-test-prep-into-instruction</link><guid isPermaLink="false">69dcefaf8946a7ddf46e316b</guid><pubDate>Tue, 14 Apr 2026 22:06:33 GMT</pubDate><enclosure url="https://static.wixstatic.com/media/11062b_15539e28290544d39fb7dc96607c2fcc~mv2_d_5400_3601_s_4_2.jpg/v1/fit/w_1000,h_1000,al_c,q_80/file.png" length="0" type="image/png"/><dc:creator>Dr. Jana Lee</dc:creator></item><item><title><![CDATA[How Instructional Coaching Look-Fors Improve Consistency in Classrooms]]></title><description><![CDATA[Walk into five classrooms in the same building, and you’ll often see five different versions of “good instruction.” Not because teachers aren’t working hard—but because there isn’t always a shared definition of what strong instruction should actually look like. Lessons may feel engaging. The pacing may be strong.  But across classrooms, expectations vary—and over time, that variability leads to inconsistent student experiences and uneven results. For instructional coaches—and for the leaders...]]></description><link>https://www.janaleeassociates.com/post/instructional-coaching-look-fors</link><guid isPermaLink="false">69c3f733653657f03d5cf00b</guid><pubDate>Fri, 27 Mar 2026 16:09:43 GMT</pubDate><enclosure url="https://static.wixstatic.com/media/11062b_6969086045f144fba681ef6887d3f3b4~mv2.jpg/v1/fit/w_1000,h_1000,al_c,q_80/file.png" length="0" type="image/png"/><dc:creator>Dr. Jana Lee</dc:creator></item><item><title><![CDATA[High-Impact Teaching Strategies: What School Leaders Should Look for in Classrooms]]></title><description><![CDATA[Most teachers can name dozens of instructional strategies: turn-and-talk, graphic organizers, small groups, checks for understanding. I’ve sat in plenty of classrooms where those strategies were all present in the lesson. Students were talking. The activity was engaging. The pacing looked solid. And yet when the teacher checked student work, it was clear many students still didn’t understand the skill. The issue usually isn’t that teachers lack strategies. It’s that strategies alone don’t...]]></description><link>https://www.janaleeassociates.com/post/high-impact-teaching-strategies</link><guid isPermaLink="false">69b03231a547e1dd3d7d0b57</guid><pubDate>Wed, 11 Mar 2026 14:56:29 GMT</pubDate><enclosure url="https://static.wixstatic.com/media/11062b_be984521b77a45259d2c554a15865507~mv2.jpg/v1/fit/w_1000,h_1000,al_c,q_80/file.png" length="0" type="image/png"/><dc:creator>Dr. Jana Lee</dc:creator></item><item><title><![CDATA[Improving Academic Performance: What Schools Should Fix Before Buying a New Curriculum]]></title><description><![CDATA[When student scores decline or stagnate, the reaction in many schools is swift and predictable.  We need a new curriculum. It feels logical. If outcomes are not where they should be, the materials must be the issue.  A new program promises alignment, structure, fresh resources, and a reset. But curriculum overhauls are expensive. They’re also disruptive — requiring months of training, adjustment, and recalibration. And in many cases, they fail to produce the dramatic gains leaders were hoping...]]></description><link>https://www.janaleeassociates.com/post/improving-academic-performance</link><guid isPermaLink="false">699cd5d23633f91285ee4705</guid><pubDate>Mon, 23 Feb 2026 23:13:28 GMT</pubDate><enclosure url="https://static.wixstatic.com/media/11062b_4e4d74a21c8e4b399c82f7f69f44cb5a~mv2.jpg/v1/fit/w_1000,h_1000,al_c,q_80/file.png" length="0" type="image/png"/><dc:creator>Dr. Jana Lee</dc:creator></item><item><title><![CDATA[Using Data to Support Teacher Growth]]></title><description><![CDATA[If you’ve ever sat in a data meeting and walked away thinking, We talked about a lot… but I’m not sure what actually needs to happen next , you’re not alone. Schools collect enormous amounts of data. Benchmark assessments. Interim checks. Walkthrough notes. Student work samples. PLC spreadsheets. And yet, even with all that information, many leaders still struggle to see consistent instructional growth across classrooms. Because the thing is, data alone doesn’t drive growth. Instructional...]]></description><link>https://www.janaleeassociates.com/post/using-data-to-support-teacher-growth</link><guid isPermaLink="false">698a015a440069b1798dd2ee</guid><pubDate>Mon, 09 Feb 2026 18:25:45 GMT</pubDate><enclosure url="https://static.wixstatic.com/media/11062b_03232cbcf50f468195b7c7d0f3d325bd~mv2.jpg/v1/fit/w_1000,h_1000,al_c,q_80/file.png" length="0" type="image/png"/><dc:creator>Dr. Jana Lee</dc:creator></item><item><title><![CDATA[Every Behavior Intervention Plan Should Include These 3 Elements]]></title><description><![CDATA[Most schools have behavior intervention plans in place, but far fewer see those plans consistently change student behavior.  And the thing is, most behavior plans don’t fail because they’re missing strategies, incentives, or consequences, but because they’re missing the foundational elements that make change possible across real classrooms throughout a real school day. But before adding another tool or rewriting another plan, it’s worth stepping back and asking a simpler question:  What...]]></description><link>https://www.janaleeassociates.com/post/behavior-intervention-plan</link><guid isPermaLink="false">69766c3ce611fcb48793493a</guid><pubDate>Sun, 25 Jan 2026 19:45:35 GMT</pubDate><enclosure url="https://static.wixstatic.com/media/11062b_33673cc95782434284ee94208f64abc1~mv2.jpg/v1/fit/w_1000,h_1000,al_c,q_80/file.png" length="0" type="image/png"/><dc:creator>Dr. Jana Lee</dc:creator></item><item><title><![CDATA[High-Impact Small Group Practices for Reading &#38; Writing]]></title><description><![CDATA[If you’ve ever walked into a classroom during small group time, you’ve seen a familiar scene: the teacher is working hard, students are rotating, and everyone looks “busy”… but not everything is actually moving learning forward. That’s because although small groups are one of the easiest structures to implement — they’re one of the hardest to do well. High-impact small group instruction isn’t about cute rotations, perfectly laminated centers, or running three different lessons at once. It’s...]]></description><link>https://www.janaleeassociates.com/post/high-impact-small-group-instruction</link><guid isPermaLink="false">69643455768b848d2714090c</guid><pubDate>Mon, 12 Jan 2026 00:06:05 GMT</pubDate><enclosure url="https://static.wixstatic.com/media/11062b_512033916900411684c3f51ed6bb2dd6~mv2.jpg/v1/fit/w_1000,h_1000,al_c,q_80/file.png" length="0" type="image/png"/><dc:creator>Dr. Jana Lee</dc:creator></item><item><title><![CDATA[Reading Comprehension Strategies: How to Support Special Education Students]]></title><description><![CDATA[For many special education students, the biggest barrier to reading comprehension may not be decoding. Rather, it may be invisible-thinking work happening underneath the surface: holding ideas in working memory, filtering irrelevant details, interpreting complex sentences, making meaning from discipline-specific language, and understanding how the text is structured. Generic reading comprehension strategies rarely account for these demands — or for the processing differences many SPED...]]></description><link>https://www.janaleeassociates.com/post/reading-comprehension-strategies-for-special-education-students</link><guid isPermaLink="false">6941889ff76939b608d166ad</guid><pubDate>Wed, 24 Dec 2025 12:00:27 GMT</pubDate><enclosure url="https://static.wixstatic.com/media/d55071df554e4b8b9f4d1bea94e903d2.jpg/v1/fit/w_1000,h_1000,al_c,q_80/file.png" length="0" type="image/png"/><dc:creator>Dr. Jana Lee</dc:creator></item><item><title><![CDATA[Disciplinary Literacy in Secondary Education: Why Schools Must Go Beyond ELA]]></title><description><![CDATA[Walk into any middle or high school classroom and you’ll see it: students staring at a text — a primary source, a lab write-up, a multistep word problem — and they’re stuck before they even start.  And yes, part of the issue is that some students in these classrooms still haven’t mastered foundational reading skills. That’s real, and we can’t pretend it away. But here’s the bigger truth: even when students struggle with reading, they still need access to the content in front of them — and we...]]></description><link>https://www.janaleeassociates.com/post/disciplinary-literacy-in-secondary-education</link><guid isPermaLink="false">693206f58e416ac5ac9f0344</guid><pubDate>Wed, 10 Dec 2025 12:00:23 GMT</pubDate><enclosure url="https://static.wixstatic.com/media/11062b_88c410ddc94c4fa5a6c3eff775fe81d5~mv2.jpg/v1/fit/w_1000,h_1000,al_c,q_80/file.png" length="0" type="image/png"/><dc:creator>Dr. Jana Lee</dc:creator></item><item><title><![CDATA[MTSS Behavior Interventions in Action: What Tiered Behavior Support Looks Like in Schools]]></title><description><![CDATA[Most educators can explain the idea of a multi-tiered system of supports (MTSS), but far fewer can picture what effective Tier 1, Tier 2, or Tier 3 behavior interventions actually  look like in real classrooms with real students. Not in theory. Not in a binder. In action. And if you work in a school right now, you already know how essential MTSS behavior interventions  have become. Student needs are rising, behavior feels more unpredictable, and teachers are exhausted from managing challenges...]]></description><link>https://www.janaleeassociates.com/post/mtss-behavior-interventions</link><guid isPermaLink="false">691f45d04a1b574676f2dbe9</guid><pubDate>Mon, 24 Nov 2025 16:19:59 GMT</pubDate><enclosure url="https://static.wixstatic.com/media/11062b_1c367c4a5db149f4b00617164ac62170~mv2.jpg/v1/fit/w_1000,h_1000,al_c,q_80/file.png" length="0" type="image/png"/><dc:creator>Dr. Jana Lee</dc:creator></item><item><title><![CDATA[Coaching Resistant Teachers: 4 Ways to Build Trust and Momentum (Without the Power Struggle)]]></title><description><![CDATA[Every school has that  teacher — the one who’s been around since dial-up internet, can quote the district’s last ten initiatives, and has perfected the art of the strategic eye roll.  You walk into their room to offer feedback, and the vibe says it all: “Here we go again.” Most veteran teachers have weathered countless changes, leadership shifts, and “new” strategies that felt like old ideas with new buzzwords — so of course they’re… resistant. But resistance isn’t defiance, and resistant...]]></description><link>https://www.janaleeassociates.com/post/coaching-resistant-teachers</link><guid isPermaLink="false">690e4f92e124b778611a5bae</guid><pubDate>Mon, 10 Nov 2025 21:23:49 GMT</pubDate><enclosure url="https://static.wixstatic.com/media/11062b_22376531e74d406aa86ed26844304288~mv2.jpg/v1/fit/w_1000,h_1000,al_c,q_80/file.png" length="0" type="image/png"/><dc:creator>Dr. Jana Lee</dc:creator></item><item><title><![CDATA[K12 Homeschooling is on the Rise—Here’s What School Leaders Should Know]]></title><description><![CDATA[Let’s not sugarcoat it — K12 homeschooling  isn’t a fringe movement anymore. It’s a full-on shift in how families think about education. Across the country, parents are pulling their kids from traditional classrooms and choosing home schooling online, hybrid learning models, and other flexible options that let them mix and match learning experiences. And while some districts may see this as a challenge, smart school leaders know it’s also an opportunity — to rethink what public education can...]]></description><link>https://www.janaleeassociates.com/post/k12-homeschooling</link><guid isPermaLink="false">68f8fc2dbede580f0138533a</guid><pubDate>Sun, 26 Oct 2025 22:07:23 GMT</pubDate><enclosure url="https://static.wixstatic.com/media/11062b_8e967e6cca8b4d5bbb6e96733fc92e92~mv2.jpeg/v1/fit/w_1000,h_1000,al_c,q_80/file.png" length="0" type="image/png"/><dc:creator>Dr. Jana Lee</dc:creator></item><item><title><![CDATA[Classroom Walkthroughs: Turn Quick Visits into Real-Time Coaching]]></title><description><![CDATA[Most teachers don’t exactly cheer when you say, “I’ll be stopping by for a walkthrough.” And can you blame them? Too often, a classroom...]]></description><link>https://www.janaleeassociates.com/post/classroom-walkthroughs</link><guid isPermaLink="false">68e3e0d06f3ab0c47bb0b83d</guid><pubDate>Fri, 10 Oct 2025 11:00:18 GMT</pubDate><enclosure url="https://static.wixstatic.com/media/31d0a93857b149b5ab12ec952dde0516.jpg/v1/fit/w_1000,h_1000,al_c,q_80/file.png" length="0" type="image/png"/><dc:creator>Dr. Jana Lee</dc:creator></item><item><title><![CDATA[Teacher Burnout in Special Education: Why It’s Worse—and How We Can Help]]></title><description><![CDATA[If you’re in the classroom right now, you don’t need a research study to tell you that teacher burnout is on the rise. You feel it in...]]></description><link>https://www.janaleeassociates.com/post/special-education-teacher-burnout</link><guid isPermaLink="false">68d5717b6a8b844fb515da51</guid><pubDate>Thu, 25 Sep 2025 17:05:43 GMT</pubDate><enclosure url="https://static.wixstatic.com/media/f4a2eb10b3154a8a8c1bcda2e37e94c0.jpg/v1/fit/w_1000,h_1000,al_c,q_80/file.png" length="0" type="image/png"/><dc:creator>Dr. Jana Lee</dc:creator></item><item><title><![CDATA[Resilience Strategies for Students: How to Support Our ‘Anxious’ Generation]]></title><description><![CDATA[Let’s be honest  — we’re watching the most anxious generation  of students move through our classrooms today. Nearly 40% of high school...]]></description><link>https://www.janaleeassociates.com/post/resilience-strategies-for-students</link><guid isPermaLink="false">68c06210f266814831369c05</guid><pubDate>Thu, 11 Sep 2025 20:56:35 GMT</pubDate><enclosure url="https://static.wixstatic.com/media/11062b_573151d39a864787b3bbad75f3b85c6d~mv2.jpg/v1/fit/w_1000,h_1000,al_c,q_80/file.png" length="0" type="image/png"/><dc:creator>Dr. Jana Lee</dc:creator></item><item><title><![CDATA[What is Positive Behavior Support and Why Do We Need It Now?]]></title><description><![CDATA[When it comes to student behavior, schools often spend more time reacting to problems than preventing them. A fight breaks out in the...]]></description><link>https://www.janaleeassociates.com/post/positive-behavior-support</link><guid isPermaLink="false">68a74b6212a9126f7a970bbd</guid><pubDate>Fri, 29 Aug 2025 11:00:10 GMT</pubDate><enclosure url="https://static.wixstatic.com/media/9d4821369a424b98994db739211dea96.jpg/v1/fit/w_1000,h_1000,al_c,q_80/file.png" length="0" type="image/png"/><dc:creator>Dr. Jana Lee</dc:creator></item><item><title><![CDATA[3 Actionable Ways to Build a Positive Student Teacher Relationship]]></title><description><![CDATA[Let’s be real: a positive student teacher relationship  isn’t just some fluffy, feel-good idea cooked up in a teacher prep textbook. It’s...]]></description><link>https://www.janaleeassociates.com/post/positive-student-teacher-relationship</link><guid isPermaLink="false">6894b390778fcaf78d20f8e7</guid><pubDate>Wed, 13 Aug 2025 17:57:14 GMT</pubDate><enclosure url="https://static.wixstatic.com/media/11062b_be984521b77a45259d2c554a15865507~mv2.jpg/v1/fit/w_1000,h_1000,al_c,q_80/file.png" length="0" type="image/png"/><dc:creator>Dr. Jana Lee</dc:creator></item><item><title><![CDATA[Evaluating Curriculum Effectiveness]]></title><description><![CDATA[When it comes to helping students learn and grow, few things matter more than the curriculum we choose and use. A well-designed...]]></description><link>https://www.janaleeassociates.com/post/evaluating-curriculum</link><guid isPermaLink="false">686540abfa5bf069fd2d0271</guid><pubDate>Fri, 11 Jul 2025 11:00:14 GMT</pubDate><enclosure url="https://static.wixstatic.com/media/34efaf1940d446c6a4bc7aed43ebfdfd.jpg/v1/fit/w_1000,h_1000,al_c,q_80/file.png" length="0" type="image/png"/><dc:creator>Dr. Jana Lee</dc:creator></item></channel></rss>