About Margy Hillman

Margy Hillman is an experienced educator and writer who develops learning experiences and products that engage the brain and trigger creative and critical thinking. As part of the Let’s Go Learn team, she studies the education environment and learning research, trends, and strategies, documenting the role of Let’s Go Learn products in transforming learning loss into learning gain. She has a BA in English and an MA in American Studies and K-12 and adult teaching credentials. In addition to her work with K-12 teachers and learners, she is an adjunct professor at National University in Strategic Communications.

Dyscalculia Intervention: Definition and Treatment for Students Who Struggle with Math

Introduction Do you have students who do well in most content areas but struggle to learn arithmetic operations and their representative signs? Or perhaps they have difficulty matching a number to the word that represents the number. Your students may have dyscalculia, a learning difference that impacts a learner’s basic math skills and

By |2021-12-02T05:57:43+00:00November 4th, 2021|Mathematics|0 Comments

Community Schools: Achieving Whole-School Equity

As US educators struggle with how to achieve equity for all students, full-service community schools continue to rise to the top of solutions that demonstrate evidence of breaking the barrier to achievement. The Coalition for Community Schools estimated in 2018 that there are more than 5,000 community schools. The impetus to grow the number

By |2021-10-27T04:17:42+00:00October 27th, 2021|Education Reform|0 Comments

No Child Left Behind Act: The 2001 Reauthorization of the Elementary and Secondary Education Act

Background: Elementary and Secondary Education Act (ESEA) To understand No Child Left Behind (NCLB), it’s necessary to quickly review its history as a reauthorization of the Elementary and Secondary Education Act (ESEA) signed into law in 1965 by President Lyndon B. Johnson. ESEA was a significant part of President Johnson’s War on Poverty

By |2021-10-28T15:52:40+00:00October 25th, 2021|Education Reform|0 Comments

5 Easy Tips to Support & Retain New Teachers

44%+ teachers leave education within their first five years (Council of Exceptional Children [CEC], 2021). What can you do to make them want to stay? Here are 5 easy tips on how to support and retain your new teachers this school year. Tip 1: Welcome the innovation your new teachers bring. Yes,

By |2021-10-05T19:26:43+00:00October 5th, 2021|Instruction|0 Comments

10 Strategies to Help Schools Restart

The reopening of schools this fall will be a challenge that may continue throughout the entire school year. Here are 10 evidenced-based strategies to help guide you through this stage. Review these strategies and adjust them for your particular needs. Then share them with your principals and/or site leaders. They will help accelerate learning,

By |2021-09-09T01:22:22+00:00September 9th, 2021|Assessment, Instruction, Mathematics, Reading|0 Comments

Let’s Go Learn Launches the First Stand-Alone Online Digital Dyslexia Screener

What is the best dyslexia screener? Let’s Go Learn is proud to announce a groundbreaking online digital screener for dyslexia as our contribution to accelerating progress for struggling readers impacted by the COVID pandemic. According to Martinelli of the Child Mind Institute, “It is estimated that as many as one in five kids has

By |2021-07-29T19:37:12+00:00May 21st, 2021|Assessment, Reading|0 Comments

Why Add Our Diagnostic Assessments to State Testing?

“If schools do not take action, experts warn, the career opportunity gaps that already exist will grow even wider.” Standardized Assessments Again Required  After a one-year hiatus, the Department of Education’s Ian Rosenblum announced on February 22nd that all states must use standardized assessments “to help target resources and support to the students

By |2021-03-29T23:01:07+00:00March 29th, 2021|Assessment, Mathematics, Reading|1 Comment

How to Solve for Learning Loss — What Does the Evidence Say?

You don’t need to consult the myriad statistical reports during COVID-19 to know that most students have suffered a learning loss. And students who entered the pandemic below grade level have of course suffered most. How can teachers and learners recover? First, let’s look at the phrase itself. In a recent article in Ed

By |2021-07-21T20:36:08+00:00February 23rd, 2021|Assessment, Instruction, Mathematics, Reading|0 Comments
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