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From time-to-time, principals with grade-level staff need to examine the strength of their instructional programs embedded within a school’s curriculum. Instructional units should be a delivery system to deliver teaching/learning/assessment. To do so, important criteria must be followed with an examination for evidence. Criteria for analysis are stated below:  

Content Analysis 

• What text(s) will be used in the unit activities? 
• Is there evidence that the texts were evaluated for complexity? 
• What evidence can be noted for the texts exhibiting exceptional craft and thought and/or providing useful information? What are the central ideas of the texts? 
• What is the intended learning for each activity within the unit? 
• Which standard(s) are targeted for the unit activities? 
• Does the unit and related activities plan for a majority of the time to be spent reading, writing or speaking about the texts?   

Student Performance Analysis 

• How are questions, activities, and tasks designed and sequenced to guide students to the central ideas and development of the texts to build knowledge?  
• How are students expected to use evidence from the texts to demonstrate understanding and support their ideas (e.g., Think, Pair, Share; journal; small group discussion, act it out, etc.)?

Language Analysis 

• Which vocabulary words, phrases, and sentences demand time and attention because they are:  
  • critical to comprehension, or 
  • valuable words for students to know,  
  • related to the central ideas of the text?  
• How are they addressed in unit activities? 
• If present, what is the culminating task for the unit? How will students demonstrate understanding of the structure, concepts, ideas, or details of the texts?  
• How are language and foundational skill practice addressed (for grades K-5, if applicable) in the activities?  

Instructional Method Practice Analysis 

• What scaffolds are planned so that all students will persevere through difficult tasks?  
• What supports are planned for students who read below grade level? 
• What extensions are planned for students who read above grade level? 
• What consideration and opportunities for student progress toward independent reading of these texts are built into the activities? 

Program Systemic Analysis 

• Are there indications that these texts are part of a sequence designed to build knowledge?  
• Is there evidence of how this unit and related activities fit within longer-term content goals?  
• Is there evidence of support for increasing independence in reading, writing, or speaking? 

Those interested in learning more about EdVistas’ ways to harness technology to gain early access to new student performance may do so by contacting Pete Cooper at 518-925-6021 or pcooper@edvistas.com.

Dr. Bruce H. Crowder is a senior researcher for Educational Vistas, Inc. His work is primarily focused on creating pathways for deeper learning for all students through a dynamic curriculum replete with strategic teaching and student performances. Dr. Crowder may be reached at bcrowder@edvistas.com. 

I have written about the power of EdVistas’ DataMate system in the past. However, I am compelled to remind users that the redistribution of students into their new classes each September provides an initial review of their previous year’s performance. It is remarkable to learn about your students’ performance from their testing results as they enter your class in September. It creates a pre-testing situation in formulating a teaching plan for the coming year to identify, address, and correct key areas and skills.  

All of the pre-analysis is found in DataMate with its multitude of reports from students’ individual item performance to status in acquiring learning standards. There is no need to lose a critical portion of a school year to acquire such valuable insight. Such early insights are critical in setting up early student engagement to address learning gaps. When student performance is unchanged in important areas of learning, as reflected in end-of-year state testing, students continue to be unprepared to take on the next level of academic challenges.  

Here is where early insight supports direct instruction of challenges which may be addressed with formative assessments to monitor improvement. Such formatives may be administered online through DataMate with immediate feedback for the student and teacher. With the use of this technology, we are working smarter with the results we expect through constant inspection.  

In addition, EdVistas may also assist formative testing with its large assessment databank or develop specific assessments based on criteria provided by a school. To witness the diminution of persistent challenges is proof of goodness. Teachers in grade-level teams may all benefit not only from the information about their new students, but also from shared strategies which have immediate positive impacts. It tends to support Niccolo Machiavelli’s quip, “To be forewarned is to be forearmed.”

Those interested in learning more about EdVistas’ ways to harness technology to gain early access to new student performance may do so by contacting Pete Cooper at 518-925-6021 or pcooper@edvistas.com.

Dr. Bruce H. Crowder is a senior researcher for Educational Vistas, Inc. His work is primarily focused on creating pathways for deeper learning for all students through a dynamic curriculum replete with strategic teaching and student performances. Dr. Crowder may be reached at bcrowder@edvistas.com. 

Native American culture has sayings to strengthen the value of listening such as: Know that you were given two ears and one mouth. Listen or your tongue will make you deaf.

These powerful proverbs emphasize that constant talking can prevent a person from gaining knowledge and understanding. 

We are in an age of information overload with intuition as a key to discernment. It is our sense of deep knowing and our natural ability to see reality in a clear, uncompromised way. Hanna Stewart’s research brings us to Intuitive listening to help us process everyday information. Conventional listening primarily deals with hearing and interpreting words. However, intuitive listening reaches deeper into understanding the unspoken, grasping emotions, and connecting with the underlying essence of what is being conveyed. It goes beyond mere auditory perception to encompass empathy, intuition, and a genuine curiosity to understand beyond the surface. Speaking with friends, quickly reading news reports, or listening to a class presentation, intuitive listening filters and extracts significant ideas from our experiences.  

It is done without recognizing that our intuition is in play. Activation of our intuition is natural. It is not complex. However, awareness about how intuition works is to understand how it sees past our personal opinions and feelings. It has the power to cause us to get excited when grasping meaningful information. This can result in rethinking an old problem in a new light to move forward. The application of intuitive listening brings a new and important dimension to being a good student.  

Intuitive listening can overcome a hyperactive mind. It is clear that busy brains tend to grab mounds of information, disabling the capture of small, valuable details. Also, overconsuming information to understand every detail consumes a great amount of energy resulting in confusion. Students need an understanding of intuitive listening from verbal information as well as reading content. To capture a main idea or theme requires the ability to move from detail acquisition to a larger picture. In some cases, the larger picture may emerge automatically; however, it must then be supported.  

All teachers of reading are able to strengthen students’ listening comprehension through practice with constant examination of lessons, texts, and interactions on important subjects. It is a way to help students get in touch with the quality of their listening. Simple questions may suffice: What does your intuition tell you about the main character in the story? Why do you say that?    

Learning about intuitive listening is a way for students to understand more about how they listen. It also speaks to how they think. There are many instances in life where listening may make the difference between success and failure.

Those interested in learning more about EdVistas support systems may do so by contacting Pete Cooper at 518-925-6021 or pcooper@edvistas.com.

Dr. Bruce H. Crowder is a senior researcher for Educational Vistas, Inc. His work is primarily focused on creating pathways for deeper learning for all students through a dynamic curriculum replete with strategic teaching and student performances. Dr. Crowder may be reached at bcrowder@edvistas.com. 

Academic testing serves multiple purposes. For the most part, teachers test to learn about and improve their students’ performance. Yet, students continue to struggle with similar areas of a subject and related tasks from grade to grade. While statewide testing focuses on grades 3-8, middle grades 5-8 are the most critical to correct the areas and tasks presenting a continuous struggle.

We are able to identify and aggregate areas and tasks in most subjects which present common challenges for many students coming out of elementary school and entering middle grades. Let’s take English language arts as an example. Aside from test anxiety which should be addressed as a separate challenge, comprehension and writing rest at the center of this subject, and the areas and tasks most challenging as indicated below.

Comprehension & Analysis

• Inferencing and Evidence: Difficulty drawing conclusions or finding specific textual support for answers, especially with complex texts.
• Vocabulary: Complex/unfamiliar language: idioms, vocabulary, and syntax.
• Text Structure/Format: Struggling to identify how a text is organized (e.g., cause/effect, compare/contrast).
• Organizing Thoughts: Thinking in terms of related chunks of content.
• Long Passages: Overwhelmed by the length and detail in reading materials.
• Complex Comprehension: Citing evidence, and inferring.

Writing Skills

• Planning: Skipping the Planning Stage: Using graphic organizers leads to disorganized responses.
• Incomplete, or Rambling Responses: Not using paragraphing to structure and order a response.
• Mechanics: Issues with grammar, punctuation, and language conventions.
• Supportive Writing: Crafting persuasive or analytical responses with strong supporting details.

Teachers tend to be familiar with the area of challenge and related tasks in the subjects they teach; however, students continue to repeat miscues in these areas and related tasks year after year. The issue may reside in the fact that being identified is not the same as correcting them. A good place to begin is to identify examples and share them with students early in a school year with examples and student interactions leading to correctives with rationales. Here is where the power of testing impacts the readiness of learning. Teachers working in subject-grade level teams are able to find examples which may be taken directly from tests.

Students need to acknowledge their areas of challenge and learn how to overcome them. With the assistance of technical support such as EdVistas’ DataMate Assessment and Reporting System, common areas and related tasks may be identified and monitored to record progress throughout a school year.

Those interested in learning more about EdVistas’ DataMate Assessment and Reporting System to support assessment monitoring and reporting may do so by contacting Pete Cooper at 518-925-6021 or pcooper@edvistas.com.

Dr. Bruce H. Crowder is a senior researcher for Educational Vistas, Inc. His work is primarily focused on creating pathways for deeper learning for all students through a dynamic curriculum replete with strategic teaching and student performances. Dr. Crowder may be reached at bcrowder@edvistas.com. 

An effective practice in high performing schools has teachers taking student tests in the academic subjects they teach, from formatives to practice and NYS assessments.    

Rationale 

Teaching for learning is a given; however, assessment for learning is another. In assessment for learning, teachers taking student tests experience the challenges inherent in the tests. This provides a virtual way for teachers to get into the heads of their students and capture the nature of challenges inherent in both objective and performance test items to arrive at a correct response. In addition, it places post-test questions such as Why and how are my students having difficulty with these test items and where? in the prior learning zone.  

Insights 

As the author Cervantes (Don Quixote) says: Forewarned, forearmed; to be prepared is half the victory. Teachers taking students tests supports perceived understanding of student test challenges in advance of teaching and testing. In particular, it provides a possible need to adapt the teaching of certain types of challenges inherent in test items. Imagine a grade-level team of teachers taking a previous NYS assessment for their subject at the beginning of a school year and sharing their gleaned insights and how their understanding of item miscues may possibly affect their practice as well as the curriculum for the subject. Working with formatives and State tests keeps the practice on track. Knowing that NYS assessments pretty much tend to measure similar standards each year, an examination of student results at the end of a school year is a powerful indicator of the effectiveness of the practice.  

Teaching Practices & Technology 

EdVistas DataMate Assessment and Reporting System is a powerful tool to confirm effectiveness of a teaching practice. It is easy and quick to provide student assessment data and information in multiple formats such as individual student reports, distractor analysis, and level of acquisition of NYS learning standards item by item.

Those interested in learning more about EdVistas ways to harness technology, particularly DataMate, to support formative assessment may do so by contacting Pete Cooper at 518-925-6021 or pcooper@edvistas.com. 

Dr. Bruce H. Crowder is a senior researcher for Educational Vistas, Inc. His work is primarily focused on creating pathways for deeper learning for all students through a dynamic curriculum replete with strategic teaching and student performances. Dr. Crowder may be reached at bcrowder@edvistas.com. 

I have written about the effectiveness of DI in the past, and now I feel it is appropriate to bring this method of instruction before us again. The method is Direct Instruction (DI), and it is simple in structure and process with remarkable effects for both teaching and learning. Simple approaches are so often the most effective. 

Direct Instruction (DI): Structure & Process 
The DI structure follows this simple process: 

TEACH > TEST > CORRECT > TEACH > TEST 

Method for Engaging Students with Texts and Formative Assessment 
Steps in the DI method would proceed as follows: 

 Identify what is to be learned, e.g., a state standard such as Central Idea 

_Central idea of a nonfiction text 

 Present the standard by defining it 

_The central idea of a nonfiction text is the main point or message the author wants to convey about a topic. It may be expressed in a single sentence. It is the foundation for the text, with supporting details, facts, and examples provided to explain and develop it. 

 Explain/illustrate examples of how it works 

_Work with a short, nonfiction text using a structured approach examining text features like titles, headings, and the table of contents reflecting the text’s organization and purpose. Other features such as visual aids and special print (bold, italics) highlighting important elements. 

 Model the process using think-alouds and graphic organizers to show students how to clarify the topic and what the author’s main point is about the topic. 

 Test students with at least two similar situations to complete: identifying the central idea. 

 Engage students with the first text with questions regarding their approach and finding with explanations that display their approach and thinking. Do the same with the second text. 

 Show students what a correct response for each situation would look like and how the central idea evolved from within the text. 

 Engage students as they self-correct their approaches where needed to arrive at an appropriate central idea. 

 Test students with at least three similar situations to complete and engage them. This may be a final check for understanding, and in most instances it is. 

Clarity, Intent, and Questioning 
Success of DI is directly related to student understanding of the task. Next is the importance of the intent of what is to be accomplished. In this case identifying a central idea of a nonfiction text. However, the heart of the method is questioning for conceptual understanding that maintains a clear focus on understanding and intent. Questioning is an ancient and true teaching method. It unlocks what may be hidden to improve it where needed. 

Finally, avoid a failed practice of assuming what is being learned. That is dangerous and supports the notion of accumulated ignorance. Be direct! 

Those interested in learning more about EdVistas ways to harness technology to support formative assessment may do so by contacting Pete Cooper at 518-925-6021 or pcooper@edvistas.com. 

Dr. Bruce H. Crowder is a senior researcher for Educational Vistas, Inc. His work is primarily focused on creating pathways for deeper learning for all students through a dynamic curriculum replete with strategic teaching and student performances. Dr. Crowder may be reached at bcrowder@edvistas.com. 

Assessment is a critical element supporting a deeper understanding of student progress and teacher
effectiveness. It provides teachers and administrators with insight and status of student acquisition of
foundational concepts and practical skills essential for understanding the complexities of important
topics being studied.

Self-Assessment as an Actionable Tool
Student self-assessment automatically integrates degrees of understanding and learning by bringing
it into full view. For this to happen, formative assessment of what is being learned is critical because
it requires a continuous review of performance compared to criteria indicative of student
understanding. Therefore, effective self-assessment requires high-quality criteria to describe the
performance desired.

Strategies for Student Formative Self-Assessment
To assume students are learning places teaching on shaky grounds. Therefore, it becomes necessary to
gauge student perceived understanding of what is being expected by using a simple process to survey an
entire class. The process may begin with students rating their perceived understanding of what is tested
against attainment of expected performance. This may be done with a simple thumbs up/down action.
Next, students should be asked to describe their understanding with a quick-write or similar response.
Finally, students review their understanding with a rubric and feedback. This would be sufficient action
to establish the status of student understanding of what is being learned and tested. It may also serve as
the basis for reteaching.

Teacher questions drive the process which means that a question being asked is the one about
which you want students to self-assess. This places a finite focus on teacher/student interaction. A
feedback break helps to ensure students take time to self-assess and process what is being asked.

Self-Assessment as Self-Learning
The purpose of self-assessments is a way to make clear and access students’ thinking to measure
the amount and quality of understanding. Said another way, it is designed to get inside students’
heads to examine how their thinking takes them to their perceived understanding. Also, it helps
students to correct inappropriate ways of striving for understanding. Therefore, the process benefits
both the student and teacher. Each use of self-assessment supports the long journey of teaching and
learning by improving students’ performance progress and how to support it.

Those interested in learning more about EdVistas ways to harness technology to support formative
assessment may do so by contacting Pete Cooper at 518-925-6021 or pcooper@edvistas.com.

Dr. Bruce H. Crowder is a senior researcher for Educational Vistas, Inc. His work is primarily focused on creating pathways for deeper learning for all students through a dynamic curriculum replete with strategic teaching and student performances. Dr. Crowder may be reached at bcrowder@edvistas.com. 

It has always been obvious to improve instruction and learning rests with the process to get into a
student’s thinking, as reflected in examining assessment results. It does not matter if the assessment is a
NYS test, a classroom test, or a quiz. So, what is there about DataMate that makes all this possible?

Test-Item Distractor
What is a test-item distractor? A distractor is any incorrect answer in a multiple-choice question
which is plausible, but incorrect. For example, if a given multiple-choice question has the
game Cricket as the correct answer, then the other choices (distractors) like Football, Golf, Ultimate
Frisbee, etc. must be plausible responses. Multiple-choice questions are the most
popular assessment questions and serve a very important function in monitoring and improving student
performance (especially cognition), as well as teacher instruction. Developing effective distractors for a
test or quiz question requires a challenge for question authors and teachers. A distractor should not be too
difficult or too simple. But it needs to be plausible, possible, but not correct if it is to generate teacher
insight as to why one or more students chose it.

Power of DataMate: Item Distractor/Miscue Analysis
An analysis of a test item distractor would be extremely time-consuming for an administrator or
teacher without the help of technology. However, with EdVistas’ DataMate Assessment and Reporting
System, it is a rapid-response tool which quickly displays the percentage of students responding to each
of the options: correct and each incorrect option. For example, the responses for a test-item may
resemble this display:

A teacher’s examination of the percentage of student-selected responses for each option is the
beginning point in which questions must be raised such as: Why did a quarter of my students select
option B? This is followed by an engagement with students to determine what led each student to the
option selected, both correct and incorrect. Begin with the correct response to learn how these students
were able to relate the question to the correct response.

What made you select option C which is the correct answer? Push the interaction to have
students exhibit their reasoning and reinforce it.
What made option B seem correct for those of you that chose it? Look for clues that may relate
to what students missed in addressing the item and its related topic.
Does what we have discussed about this test item make sense in selecting option C? Engage the
class to learn what more may be gleaned from students’ thinking.

Any assessment worthy of administering must be discussed with students, especially on any items in
which student responses display a significant degree of misunderstanding. Questioning is the process to
access a deeper understanding of student thinking and a probable need to reteach. And, having the power
of DataMate is crucial in supporting effective instruction. Those interested in learning more about
DataMate may do so by contacting Pete Cooper at 518-925-6021 or pcooper@edvistas.com.

Dr. Bruce H. Crowder is a senior researcher for Educational Vistas, Inc. His work is primarily focused on creating pathways for deeper learning for all students through a dynamic curriculum replete with strategic teaching and student performances. Dr. Crowder may be reached at bcrowder@edvistas.com. 

The opportunity to view performance of your incoming students before you meet them is an opportunity for teachers to acquire insight and calculate challenges, particularly for those students who took State exams in ELA, math, and science in the spring. 

Power of DataMate 

This opportunity is available to administrators and teachers who have access to EdVistas’ DataMate Assessment and Reporting System. This incredible tool not only contains a myriad of student data and reports, but also has the power to redistribute students from the previous school year into grade and classroom assignments in the new school year, along with any and all data and information related to them. 

To Be Pre-Warned Is to Be Pre-Armed 

The quote from Machiavelli is apt in light of the fact that good and timely data can assist teachers from the get-go. A leg up in identifying students’ needs and power is critical. Imagine the importance of getting to know your new students at the beginning of a new year just to see where they did well and where challenges exist. Here are a few reports that capture the following: 

• overall individual student performance reports 

• performance by test item with distractor percentages 

• performance by standard or cluster 

• performance by test type: objective and performance items 

Key Challenges Carried Over from Previous Year 

Access to EdVistas Scorer Feedback for 2025 NYS Testing is available to all administrators and teachers, regardless of access to DataMate, which provides general challenges that scorers identified with test item by item for ELA and math. A key finding from the previous year rested squarely on student problems with computer-based testing (CBT). Frankly speaking, in responding to short and extended test items, few students understood how to capture key bits of supportive textual information to copy and paste. Many grabbed entire paragraphs, if not an entire text to support a response. 

Access and application of student performance data and information may make all the difference when teachers work individually or in teams with a clear vision from the beginning of a new school year. Growth is the critical factor when monitoring student performance at any point in a school year for students, teachers, and parents. 

Dr. Bruce H. Crowder is a senior researcher for Educational Vistas, Inc. His work is primarily focused on creating pathways for deeper learning for all students through a dynamic curriculum replete with strategic teaching and student performances. Dr. Crowder may be reached at bcrowder@edvistas.com. 

 To address the graduation needs of all students and allow for multiple pathways to graduation, New York State Blue Ribbon Commission on Graduation Measures presented its recommendations, and among those here are salient considerations: 

• Reduce and/or modify diploma assessment requirements to allow more assessment options. 

• Create state-developed rubric(s) for any performance-based assessments 

• Create more specific, tailored graduation requirements to address the unique circumstances of certain 

groups of students. 

What Students Should Know and Be Able to Do Before They Graduate 

• 21st century skills (creativity and innovation, critical thinking and problem-solving, communication, and 

collaboration) 

• social and emotional skills (including collaboration, communication, and self-management) 

• digital literacy and information processing 

• basic life and career skills 

• authentic learning experiences (connecting classroom learning to the world in which students live) 

• civic education and civic readiness 

How Students Should Demonstrate their Achievements 

in a Way that Accurately Reflects their Skills and Knowledge 

• performance-based assessments 

• experiential and work-based learning opportunities 

• differentiated and growth-based assessments 

• option to choose from several types of assessments (for all students) 

• modifying or dropping Regents Exam requirements 

College and Workforce Expectations 

The concern for student preparation for college or careers is a key factor of the recommendations. Therefore, real-world expectations are identified in terms of critical behaviors students need to acquire: 

• Problem solving 

• Independent thinker 

• Work on teams 

• Skills to research 

• Independent living 

• Pass the simplest workforce test 

• Work on real-world problems 

• Comfortable with civics 

Stakeholders shared several positive aspects of performance-based assessments, including applying knowledge learned to real-world scenarios and having more equitable assessment opportunities for English language learners and students with disabilities. Participants mentioned that performance-based assessments allow teachers the flexibility to tailor assessments to students’ unique learning styles. Participants acknowledged that performance-based assessments allow students to show what they have learned in a variety of ways. Participants also saw performance-based assessments as opportunities for students to practice skills (such as conducting a research project or giving a presentation) that are needed for career or postsecondary success. 

 Academic and Workforce Preparation 

The committee investigated graduation requirements and options in other states. Of particular importance is the need to make students aware of career and work options and how to prepare for such futures. Massachusetts which has a national reputation for its high performance, provides a My Academic Career and Academic Planning (MyCAP) that is a student-driven, multiyear planning process focused on the academic, career development, and personal/social domains necessary for postsecondary success. In addition, it has established public–private partnerships through the 16 local MassHire Workforce Boards to connect schools and businesses. 

Student planning for college and careers should ideally begin in middle school. An early start helps students acquire information regarding necessary preparation for their future. Above all, students would realize that a single option may not be reasonable in a changing world; however, preparation for a particular area makes sense. Whether the State acts on the importance of planning or not, should not inhibit a school district to do it. Models such as MyCap would be helpful. 

Dr. Bruce H. Crowder is a senior researcher for Educational Vistas, Inc. His work is primarily focused on creating pathways for deeper learning for all students through a dynamic curriculum replete with strategic teaching and student performances. Dr. Crowder may be reached at bcrowder@edvistas.com.

The extended-response (ER) test item remains a challenge for most students in grades 4 through 8 even though it may be an untimed. It is a task requiring resolve, strength, and commitment to achieve. Examination of many student attempts each year to complete this task at proficiency (Level 3) demonstrates a lack of understanding the task and the academic strength to do it correctly.     

Understanding the Task and Related Expectations 

The ER is a “down-and-dirty” test item which expects student in grades 4-8 to complete at proficiency (e.g., meeting the standard) at a particular grade. It is, in fact, an attempt to write an essay. Students are requested to read two documents, literary or informational or both, and demonstrate an understanding of the subject.   

Measuring the ER Performance 

A 4-level writing rubric provides the basis for scoring it. The rubrics describe features expected at each level of performance: 

• Content and Analysis—the extent to which the essay conveys complex ideas and information  

   clearly and accurately in order to support claims in an analysis of topics or texts  

• Command of Evidence—the extent to which the essay presents evidence from the provided  

   texts to support analysis and reflection  

• Coherence, Organization, and Style—the extent to which the essay logically organizes complex  

   ideas, concepts, and information using formal style and precise language  

• Control of Conventions—the extent to which the essay demonstrates command of the  

   conventions of standard English grammar, usage, capitalization, punctuation, and spelling  

ER Performance Levels 

The New York State (NYS) 1-4 performance level descriptors are used to assess a student’s knowledge and skills in relation to state learning standards. The levels are:  

• Level 1: Not meeting standards 

• Level 2: Partially meeting standards 

• Level 3: Meeting standards 

• Level 4: Meeting standards with distinction 

Writing Process for Completing and ER 

The process recommended is based on reading and scoring ERs at all grade levels since the task was assigned as a state test item. A method is described with the assumption that students have been guided in understanding and applying the measuring device for the grade: 

• Read the prompt carefully and the related bullets that follow   

• Read each document with the prompt in mind and respond to the document with marginal  

   notes, underlining or circling of critical ideas  

• Reread area which demand more thought  

• Write an introductory paragraph in a few sentences which relate to the prompt 

• Use each bullet in the prompt as the basis for a paragraph(s) and begin by transforming the  

   each bullet into an inference and expand upon the inference with details and discussion 

• Write a brief concluding paragraph summarizing the main points of the ER  

Strengthening ER Performance 

Meeting the standard requires repeated attempts early in a school year to write, edit, write edit, etc. each attempt with students’ application of the rubric and steady improvement to identify and correct challenges. There should be at least three (3) ER sessions during the school year to foster grit through continuous practice and interaction. Above all, the need to internalize structure through paragraphing is essential to achieve sequencing and relevance. With students attempting this task on a computer, the challenge of being able to it well are multiplied. 

Dr. Bruce H. Crowder is a senior researcher for Educational Vistas, Inc. His work is primarily focused on creating pathways for deeper learning for all students through a dynamic curriculum replete with strategic teaching and student performances. Dr. Crowder may be reached at bcrowder@edvistas.com. 

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Dear Kelly,

Our 14 year old entrepreneurial daughter is finishing up her summer with a nice chunk of cash from babysitting, dog walking, and pet setting for our various neighbors. She worked hard, and now has the most money she’s had ever (about $2,000).

My wife and I would like to have a sit-down with her to recognize all of her hard work, and share insight on how to responsibly handle her funds.

Do you have any general advice that we could present to her to help her make a plan? We would like to be as hands-off as possible with her money, since we trust her to make good decisions (that being said, we will still need to steer her in the right direction).

-Candy and Bill

Dear Candy and Bill,

It is never too soon to start educating your children on effective money management. New clients often tell me that they wish they have saved more money, and they wish that they started saving money sooner. Infrequently will you hear people complaining that they saved ‘too much’. There is a macro and micro way to support your child and educate them on managing their own money for the first time.

Macro Concept: you Introduce your child to the idea of taking their money and sorting it into buckets:

· Money to save

· Money to spend

· Money for a purpose*

o example: Pay a bill, add to the college fund, buy back to school clothes, purchase ingredients for a favorite meal

· Money to donate*

o example: If your child has a favorite charity or you donate regularly to the church (this is an optional bucket that should be left up to the child whether they use)

No matter how much money your child is bringing in, this foundational view of money and splitting up income into buckets will help teach them the concept of wants vs. needs. This is a lifelong lesson that will get more complex over time (as we all can probably relate to), and that they will always need to manage.

Micro Concept: Introduce the concept of checking accounts, savings accounts, high yield savings and investing. You don’t need to be an expert in any one area, but the reality is very few people become millionaires by putting money into a savings account.

A Roth IRA can be a great way for a dependent to save for the future in a tax advantageous manner, as well as an investment or brokerage account. For more information about account types for a child, speak with your financial advisor. Ask your financial advisor if you can bring your child with you to your appointment. There may be a valuable learning opportunity here, as you all determine the best fit for the situation.

Tip: Think about financial learns from your own childhood (the good and the hard). Consider sharing them with your child. These stories add a personal touch to the conversation and ensure that you are passing on more wisdom that you may have received at that young age.

Sincerely, Kelly

Securities offered through Equitable Advisors, LLC (NY, NY 212-314-4600), member FINRA/SIPC (Equitable Financial Advisors in MI & TN). Investment advisory products and services offered through Equitable Advisors, LLC, an SEC registered investment advisor. Annuity and insurance products offered through Equitable Network, LLC. Equitable Advisors and its affiliates do not provide tax or legal advice. Please consult your tax and legal advisors regarding your particular circumstances. Equitable Advisors and its affiliates are not affiliated with SAANYS. For more information about Equitable Advisors, LLC you may visit https://equitable.com/crs to review the firm’s Relationship Summary for Retail Investors and General Conflicts of Interest. AGE-6802322.1 (7/24)(Exp. 7/26)

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Dear Kelly, Should I do anything with my finances to prepare for the upcoming election?

-Political Pete

Dear Political Pete,

Presidential elections can add additional elements of uncertainty to investing. So much news can feel overwhelming, especially when much of that news seems negative in nature. Step one is don’t let how you feel about politics overrule how you think about investing. The fundamentals of investing remain tried and true. Regardless of your political ideals, any political parties’ best interest is to keep market strong.

Whether in election years or otherwise, I highly caution against trying to time the markets. It is a risky business, where results do not always favor the day trader, or the emotional investor. Emotions and the stock market don’t necessarily mix well. In reality, studies have shown that economic and inflation trends are more of an impactful influence on the S&P 500*1, where elections themselves…not so much.

So, what is currently happening in this election year?

Stocks are having the best start to an election year since 1976*2. For now, we will take the good, expect to have fluctuation in the market per usual, and stick to the basics. They have worked to this point and I have confidence that they will work in the future.

Advice for the investor regardless of the situation: before you make any emotional drastic financial changes, take a step back and breathe. Talk to a financial advisor to determine if you are making a prudent decision or just having an emotional response.

*1: https://www.usbank.com/investing/financial-perspectives/market-news/how-presidential-elections-affect-the-stock-market.html#:~:text=There%20doesn’t%20seem%20to,16%20non%2Dpresidential%20election%20years.

*2: https://www.marketwatch.com/story/stocks-are-having-their-best-election-year-since-1976-what-the-rally-needs-to-continue-b9eddf8a

Kelly DeMay is a Financial Advisor with Equitable Advisors. Equitable Advisors collaborates with SAANYS to provide financial articles, seminars, guidance and planning for SAANYS members. As a member of SAANYS, you are able to receive a complimentary financial analysis with a Financial Professional from Equitable Advisors. To get started email: SAANYSMembers@equitableadvisors.com.

Securities offered through Equitable Advisors, LLC (NY, NY 212-314-4600), member FINRA/SIPC (Equitable Financial Advisors in MI & TN). Investment advisory products and services offered through Equitable Advisors, LLC, an SEC registered investment advisor. Annuity and insurance products offered through Equitable Network, LLC. Equitable Advisors and its affiliates do not provide tax or legal advice. Please consult your tax and legal advisors regarding your particular circumstances. Equitable Advisors and its affiliates are not affiliated with SAANYS. For more information about Equitable Advisors, LLC you may visit https://equitable.com/crs to review the firm’s Relationship Summary for Retail Investors and General Conflicts of Interest. AGE-6737505.1 (6/24)(Exp. 6/26)

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Dear Kelly,

Without getting too much into the weeds, how do I know if I’m saving enough to retire when I’m ready?

-Thinking Ahead

Dear Thinking Ahead,

Knowing that you’re on the right track to fund your retirement can be a very empowering feeling. It is healthy to have a roadmap to guide you when determining what your number will be when the time comes. If it were an easy math equation that anyone could track, there would be a lot less people working into their retirement years than there are now.

The answer is not that simple: each person’s retirement requirements will be unique and dependent on many factors such as:

· What would you like to do once you are in retirement? The cost of a retirement full of traveling is different than the cost of a retirement sipping lemonade on your back porch.

· What might your monthly costs look like? In retirement, will you have loans or other debts outstanding? will you be paying off a house? A boat?

· If you will be collecting a pension, what is your pension projected to be?

· What kind of retirement investment vehicles are you currently using, and how are you allocated within them?

· Do you have future plans to gift money to grandchildren, pay for a child’s college, fund a wedding?

There are many more factors that play into if you’re on track to fund a retirement, as well. Assessing all of this data can be overwhelming to the individual, but to a licensed financial professional with the right tools, this is our job. We are here to make things easier for you, and to lend guidance to put you in the best place possible for retirement.

If you are looking for the simplest of tools to give yourself a very general idea of where you stand retirement wise, there are DIY retirement calculators out there, like the one here (https://equitable.com/403b/educators ). Ultimately, your life, finances, and retirement are unique to you, and I would stick with my original recommendation to meet with a financial professional to help ask the right questions and recommend the right path.

Kelly DeMay is a Financial Advisor with Equitable Advisors. Equitable Advisors collaborates with SAANYS to provide financial articles, seminars, guidance and planning for SAANYS members. Please contact SAANYSmembers@equitable.com or your local Equitable Advisors Financial Professional for a complimentary meeting.

Securities offered through Equitable Advisors, LLC (NY, NY 212-314-4600), member FINRA/SIPC (Equitable Financial Advisors in MI & TN). Investment advisory products and services offered through Equitable Advisors, LLC, an SEC registered investment advisor. Annuity and insurance products offered through Equitable Network, LLC. Equitable Advisors and its affiliates do not provide tax or legal advice. Please consult your tax and legal advisors regarding your particular circumstances. Equitable Advisors and its affiliates are not affiliated with SAANYS. For more information about Equitable Advisors, LLC you may visit https://equitable.com/crs to review the firm’s Relationship Summary for Retail Investors and General Conflicts of Interest AGE-5936719.1(9/23)(Exp.9/2)

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Dear Kelly,

I just received a promotion and a raise at work and would like to use my extra income to pay off my debts. Can you recommend how to consider my methods of paying them off? Do I pay off one at a time, or should I pay them all off little by little? For reference, I have an extra $300/mo. to contribute to my debts and my debts are:

· $8k cc debt, with 22% interest

· $9k car loan, with 10% interest

· $140k mortgage, with 4.5% interest

-Paying It Off

Dear Paying It Off, There are a couple of different approaches to paying off debt that I would recommend to most people.

#1: The Snowball Effect Method In this example, you would take the $300/mo. of additional cash flow and focus on the account with the smallest balance. Disregard the interest rate in this approach. Once you pay off the smallest balance, take the payment you were putting on that credit card plus the additional contribution and ‘snowball’ that onto the new lowest debt.

The Snowball Effect method isn’t the most optimal (numbers wise) to take care of debt, but my colleagues and I have seen it be effective. Making progress and getting those small balances paid off can feel gratifying. It is motivating and often leaves the person feeling more successful in getting the debt paid off long term.

#2: The Avalanche Method With this approach, you would first focus on the debt with the largest interest rate. This is the most efficient from a strictly financial perspective, but can have varied results as it feels like it is a slow-go and takes longer.

Whether you decide to go with The Snowball Method or The Avalanche Method, always make sure you are continuing to make your minimum payments on all of the debts you carry.

As for the mortgage, I would not be in a hurry to pay it off prematurely in your situation. An interest rate of 4.5% is incredibly low and a great rate to have. Think of it this way: Instead of putting an extra $300 towards your mortgage, you could put it in a high yield savings account and get a better rate of return on that dollar right now (considering the current high yield account rates as of April, 2024). It is sometimes cheaper to use the banks money than it is to use your own.

No matter which approach you decide, I applaud you for taking the initiative to pay off your debts. There are many other things you could do with your extra income, and your decision to pay off debts is one that future you will thank you for!

Kelly DeMay is a Financial Advisor with Equitable Advisors. Equitable Advisors collaborates with SAANYS to provide financial articles, seminars, guidance and planning for SAANYS members. As a member of SAANYS, you are able to receive a complimentary financial analysis with a Financial Professional from Equitable Advisors. To get started email: SAANYSMembers@equitableadvisors.com.

Securities offered through Equitable Advisors, LLC (NY, NY 212-314-4600), member FINRA/SIPC (Equitable Financial Advisors in MI & TN). Investment advisory products and services offered through Equitable Advisors, LLC, an SEC registered investment advisor. Annuity and insurance products offered through Equitable Network, LLC. Equitable Advisors and its affiliates do not provide tax or legal advice. Please consult your tax and legal advisors regarding your particular circumstances. Equitable Advisors and its affiliates are not affiliated with SAANYS. For more information about Equitable Advisors, LLC you may visit https://equitable.com/crs to review the firm’s Relationship Summary for Retail Investors and General Conflicts of Interest.AGE-6549967.1 (4/24)(Exp. 4/26)

Emergency Reserves Fund: How Much is Enough?

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Dear Kelly,

I typically have about $3k in my savings account and the rest goes to my retirement account or bills. A friend of mine was recently laid off, and it got me thinking about safety nets. Do you recommend people have an emergency fund? If so, how can I know the amount I should have saved as ‘just in case’ money?

-Justin Case

Dear ‘Justin Case’, The story of the emergency reserve fund is much like Goldilocks. What is too small? What is too big? You want to know what the right fit is for your situation. The need for an emergency reserve fund is critical. Being aware of having just the right amount there is also important.

Conventional savings accounts are not earning an abundance of interest at this time, as I write this my savings account earns .3%. However, there are high yield savings account typically through online banking systems which can be closer to the 4-5% range, depending on interest rates. That can be a good fit, so that your money is working for you assuming you don’t need it, and there in a liquid place when you do need it.

What is the right amount to save? As far as how much you should have in savings, the general rule of thumb is anywhere between 3-12 months of expenses. So, using a dollar amount isn’t always the best approach as that may be a month or several months of savings.

Should you save for 3 months, or 12? That depends on your comfort level. Some people are mindful that their situation could change at any time related to income and are more conservative, leaving more money in their account. Other people feel secure, choosing to only save a few months’ worth of expenses. Minimally, I recommend most people have $10,000 stashed away so that if and when life happens, they are prepared.

Does having an emergency reserves fund seem daunting? You’re not alone… Start with a small goal of saving $1,000 and work up from there. You’re on the right path! If you are still struggling, consider reviewing your current expenses and cutting back on subscriptions or frivolous spending.

Still paying off debt? Many people are. Saving is still possible. Meet with a Financial Professional to help establish your financial priorities and create a path for the future.

Some things to consider when calculating your monthly expenses for saving purposes:

· Rent/Mortgage/Utilities

· Automobile costs such as gas, insurance

· Cost of food, prescriptions, subscriptions

· Debt payoff for credit cards, loans, car payments

· Gift costs for upcoming birthdays, holidays

Securities offered through Equitable Advisors, LLC (NY, NY 212-314-4600), member FINRA/SIPC (Equitable Financial Advisors in MI & TN). Investment advisory products and services offered through Equitable Advisors, LLC, an SEC registered investment advisor. Annuity and insurance products offered through Equitable Network, LLC. Equitable Advisors and its affiliates do not provide tax or legal advice. Please consult your tax and legal advisors regarding your particular circumstances. Equitable Advisors and its affiliates are not affiliated with SAANYS. For more information about Equitable Advisors, LLC you may visit https://equitable.com/crs to review the firm’s Relationship Summary for Retail Investors and General Conflicts of Interest. AGE-6515628.1 (4/24)(Exp. 4/26)

Are all of your financial accounts working cohesively
to get you to where you’d like to be?

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Dear Kelly,

I’d like to do some ‘financial spring cleaning’ soon. I have a spattering of accounts, each has (or had) it’s own purpose when I set them up, but I am not sure if they are all necessary at this point, or if they are all working together to help me reach my goals. What would you recommend? For reference, my accounts are:

• 2 old 401(k) plans
• my current 403(b) that I just set up
• 1 term life insurance policy
• 1 529 plan for my now 15-year-old
• 1 Roth IRA
• 1 brokerage account with several shares of various stocks

Sincerely,
Collecting

Dear Collecting,

It is funny how we often hear that we should ‘be diversified’ and ‘not put all of our eggs into one basket’. We then accumulate so many different accounts and sometimes lose sight of managing those accounts. This is normal. Life gets busy, and our financial priorities may change. Because of this, it can be challenging to keep everything aligned.

With a scenario like this, you have a good number of accounts and not everything can be combined. These accounts have different tax provisions that you shouldn’t comingle. Of the accounts that you could hypothetically consolidate, how do you determine what accounts to keep what accounts to move? The answer is: It depends. It depends on your current financial situation, your specific goals, and how each of these accounts play into those objectives.

So, what should you do? You have done a good amount of work and saving to amass these accounts, now, you need a plan for making them work effectively together. I can make an argument to do any combination of things depending on your goals. That being said, I’d need to know more about you before diving in. You need a financial advisor to help to sort through your objectives, your options, and create your roadmap of our recommendations

Be aware: one thing that doesn’t help with is asking your ‘investment savvy’ friend who touts to have all the answers what to do. They may have answers, but are their answers specific to you and your situation? Rarely the answer is ‘yes’. So, be cautious with that advice coming from a non-financial professional.

Here are just a few of the I’d need to know about you prior to making a recommendation for your accounts.

• age, income, debt, assets
• monthly expenses
• current accounts and account details
• current emergency fund savings
• ideal retirement age
• ideal retirement activities
• upcoming potential large expenses
• financial plans for beneficiaries/spouse
• family history of longevity

Sincerely,

Kelly

IRS Retirement Plan Maximum Contribution Changes for 2024

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Dear Kelly,

In 2024, have there been any changes in tax rules pertaining to how much I can save into my 403(b) and Roth IRA? I’m nearing retirement and want to make sure I’m putting as much into these accounts as possible.

-Maxing Out

Dear Maxing Out,

It has long been said that the only thing guaranteed in life is change. The IRS embraces this moto, changing the contribution limits to retirement accounts on an annual basis. Let me give an overview as to what 2024 has to offer.

Roth IRA Contributions: 2024 offers a $7,000 per year maximum contribution limit, with an additional $1,000 catch-up provision for anyone contributing over the age of 50.

403(b) Contributions: $23,000 is the maximum contribution with an additional $7,500 for someone over the age of 50. There is another catch up provision specific to 403b accounts, where someone can add an additional $3,000 contribution for 2024 under specific provisions including length of tenure with an employer and past contributions to their account.

457 plan (Deferred Compensation Plan Contributions: If you have access to a 457 or deferred compensation plan through your employer, you can also contribute additional dollars to that plan. Contribution limits are the same as a 403b, $23,000 is the maximum contribution with an additional $7,500 for someone over the age of 50.

Traditional IRA Contributions: Contributions to a Traditional IRA can vary greatly depending on the situation. Those contributions are not always deductible on taxes, depending on a variety of factors.

For additional information, please contact a CPA or tax professional for guidance related to your specific situation. As always, no two people have the same circumstances, and avoid the advice from those who may not be professionals as it relates to your tax, savings and retirement goals. For a more in-depth explanation about 2024 contribution limits from the IRS, click here.

Kelly DeMay is a Financial Advisor with Equitable Advisors. Equitable Advisors collaborates with SAANYS to provide financial articles, seminars, guidance and planning for SAANYS members.

As a member of SAANYS, you are able to receive a complimentary financial analysis with a Financial Professional from Equitable Advisors. To get started email: SAANYSMembers@equitableadvisors.com.

Securities offered through Equitable Advisors, LLC (NY, NY 212-314-4600), member FINRA/SIPC (Equitable Financial Advisors in MI & TN). Investment advisory products and services offered through Equitable Advisors, LLC, an SEC registered investment advisor. Annuity and insurance products offered through Equitable Network, LLC. Equitable Advisors and its affiliates do not provide tax or legal advice. Please consult your tax and legal advisors regarding your particular circumstances. Equitable Advisors and its affiliates are not affiliated with SAANYS. For more information about Equitable Advisors, LLC you may visit https://equitable.com/crs to review the firm’s Relationship Summary for Retail Investors and General Conflicts of Interest AGE-6217338.1 (1/24)(Exp. 1/26)

How can I take advantage of my SAANYS membership when it comes to utilizing Equitable Advisors?

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Dear Kelly,

This year one of my resolutions is to use resources available to me. I know that Equitable Advisors and SAANYS work together to provide resources to SAANYS members. Can you tell me how I can maximize what is available to me because of this relationship? What types of things can SAANYS members get through Equitable Advisors?” -Resourceful

Dear Resourceful,

As a SAANYS member, there are an array of benefits available. As it specifically relates to Equitable Advisors, SAANYS members are eligible to get a complimentary financial planning analysis. There is no cost or fee for that service. Let me provide a breakdown of what that would entail:

1. Discovery Meeting: Who is Equitable? What does it mean and how does it work when you meet with a financial advisor? The discovery meeting is step one and outlines the process, allowing the individual and advisor to learn more about each other.

2. Profile: This is where we gather data. That data is broken up into hard data, and soft data. Hard data is name, date of birth, pension information, etc. Soft data is emotional finance- how do you feel about money and what are your goals? What is important to you?

3. Strategy: In the strategy step, we use the data accrued through the profile in step 2 and apply it to financial software. We go over your projections and discuss how changes and adjustments may impact the outcome with an objective of helping you make educated decisions for the future.

4. Review: The one thing that I can guarantee, is that life will change. It will change for the better, someone gets a better job or pays off debt. It may change for the worse, someone gets sick or has unforeseen expenses arise. Review meetings allow for adjustments and changes to your plan. It allows for your financial planning analysis to be dynamic and ever changing as life changes. If, at any point you would like to schedule your financial planning analysis, please email us at: SAANYSmembers@equitable.com.

From there, you will be connected to a local advisor who specializes in your specific needs. Meetings are held in-person or virtually. The good news is that the guidance and assistance is there, you just need to take the first step.

Sincerely,

Kelly

If you would like to submit a question for Dear Kelly, please email us at SAANYSmembers@equitable.com.

Securities offered through Equitable Advisors, LLC (NY, NY 212-314-4600), member FINRA/SIPC (Equitable Financial Advisors in MI & TN). Investment advisory products and services offered through Equitable Advisors, LLC, an SEC registered investment advisor. Annuity and insurance products offered through Equitable Network, LLC. Equitable Advisors and its affiliates do not provide tax or legal advice. Please consult your tax and legal advisors regarding your particular circumstances. Equitable Advisors and its affiliates are not affiliated with SAANYS. For more information about Equitable Advisors, LLC you may visit https://equitable.com/crs to review the firm’s Relationship Summary for Retail Investors and General Conflicts of Interest Disclosure. AGE-6146193.1 (12/23)(Exp. 12/25)

How Can I Gift Stock To Grandkids?

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Dear Kelly,

My son and his family will be visiting for the holidays, and I would like to start a tradition of gifting my grandchildren a few shares of Disney stock every holiday until they reach 18 and can take control of the account. What is the best way to do this? -Giving Grammy

Dear Giving Grammy,

I love this idea. You may experience that sometimes kids get to a point where having more ‘stuff’ doesn’t always equate to the best option. Purchasing stock in a non-qualified (after-tax) brokerage account is a great step. Some insight:

• Keep it simple. When deciding what stock to buy, use brands and companies that you know and are familiar with/use their products. Disney (DIS) is a great choice, and has a long history of paying a strong dividend1*. There are many other companies out there who also have a great history. If you decide to purchase different stocks for your grandkids down the road, I suggest choosing no more than 3 stocks, as more than that can be cumbersome to track.

• When the grandchild gets old enough to understand the gift, you could make some kind of letter explaining the gift and list the current number of shares the account has for the child. It could be a fun way to learn about investing!

• A brokerage account is a type of account that you can open and gear towards almost any goal you may have. It is extremely flexible and can be set up in a self-directed format where the individual has the control and is making the decisions or through a financial advisor. There may be an additional fee for setting it up through a financial advisor, so make sure that you ask and understand the pros and cons of the choice and platform used.

• Just a thought: Think of the future. What if you have more grandchildren, can you be fair and equitable with gifting stocks as that comes forward? Sometimes, well-meaning grandparents eagerly set up accounts for the first grandchild(ren) but quickly realize that depending on their family size, they may not be able to continue that promise with everyone. Just be thoughtful about the goal now, and how that may change for the future.

As far as the transfer of the stock at a later point, here are a few ways to transition the ownership.

Each of these options comes with specific rules, regulations, tax laws, etc., I will always recommend consulting your tax professional prior to making a choice.

1) Open a brokerage account in your own name, and when the child comes of age, transfer the shares of stock in-kind to them.

2) Open a custodial brokerage account (such as an UGMA or UTMA account*), which would automatically make the minor the full account owner once they reach the age of majority (18 in New York).

3) For some companies (Disney is one of them), you can purchase stock directly through the company and manually transfer the stock over to the grandchild once they reach 18.

“Can I just purchase a paper stock certificate?”

The short answer: Most likely not. The practice of purchasing stock and receiving a paper certificate is in the past, and few companies offer this option.

*More information about Disney stock history here: https://g.co/finance/DIS:NYSE

1: Past performance is not indicative of future results. We are providing this link as a convenience to you. Neither Equitable Advisors, LLC nor any of its affiliates own, control, or represent the content, accuracy or opinions presented on the linked website

*More information about UGMA/UTMA accounts here: https://tinyurl.com/UGMAsandUTMAs

Securities offered through Equitable Advisors, LLC (NY, NY 212-314-4600), member FINRA/SIPC (Equitable Financial Advisors in MI & TN). Investment advisory products and services offered through Equitable Advisors, LLC, an SEC registered investment advisor. Annuity and insurance products offered through Equitable Network, LLC. Equitable Advisors and its affiliates do not provide tax or legal advice. Please consult your tax and legal advisors regarding your particular circumstances. Equitable Advisors and its affiliates are not affiliated with SAANYS. For more information about Equitable Advisors, LLC you may visit https://equitable.com/crs to review the firm’s Relationship Summary for Retail Investors and General Conflicts of Interest Disclosure. AGE- 6090331.1 (11/23) (Exp. 11/25)

Is there any such thing as a holiday gift spending financial plan?

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Dear Kelly,

Last year I waited until the last minute to buy holiday gifts for my friends and family and found it stressful for my life and my wallet. I want to make a change, so this isn’t the norm. Do you have any advice for holiday gift-giving planning when it comes to finances?

Dear Gift Giver,

That is a great question. For many of us, all of our holiday expenses could be bundled together to form a significant bill. I would recommend treating this this bill as a planned expense every year.

Think about holidays in the past and figure out how much was spent.

Would you feel comfortable spending the same amount this year? Do you need to spend less, or are you able and wanting to spend more? Whatever the answer is, the next step is to plan ahead.

Decide ahead of time who you would like to receive gifts, and how much money for each of these people you’d like to spend. If you are in the group of people that want to save more for holiday gifts, review your monthly budget and set aside a small portion of your income to go towards holiday giving. You may find the need to cut back on expenses a little bit each month. Consider deleting an unnecessary subscription, selling something you don’t need anymore, or brown-bagging it for lunch. These things add up!

If you’re trying to spend less, allow yourself time throughout the year to brainstorm gift ideas that have value, but don’t break the bank

Gifts for colleagues and neighbors can add up. If you’re intent on giving gifts to people that are in your life (but not as high on the priority list as family), start looking at the beginning of the year. You’ll have more time to look for fun or generic nice gifts that are within your price range (or even on sale/clearance). This will also relieve you of any stress of picking up gifts last minute.

Lastly, plan it out! There are many free resources that help people plan for gift giving. If you have Microsoft Excel on your computer, you can find a few of them by opening a new document and enter “Holiday Gift” in the template search bar.

Although the above steps require a bit more work, you will thank yourself at the end of the year when you don’t feel obligated to be amongst the crowds of shoppers, or trying to decide if the ‘holiday gift deals’ advertised online are really deals at all. Another big plus-side to holiday gift planning, is that you help yourself start the new year with a fresh start, instead of a large credit card bill.

Sincerely,

Kelly

Kelly DeMay is a Financial Advisor with Equitable Advisors. Equitable Advisors collaborates with SAANYS to provide financial articles, seminars, guidance and planning for SAANYS members.

Securities offered through Equitable Advisors, LLC (NY, NY 212-314-4600), member FINRA/SIPC (Equitable Financial Advisors in MI & TN). Investment advisory products and services offered through Equitable Advisors, LLC, an SEC registered investment advisor. Annuity and insurance products offered through Equitable Network, LLC. Equitable Advisors and its affiliates do not provide tax or legal advice. Please consult your tax and legal advisors regarding your particular circumstances. Equitable Advisors and its affiliates are not affiliated with SAANYS. For more information about Equitable Advisors, LLC you may visit https://equitable.com/crs to review the firm’s Relationship Summary for Retail Investors and General Conflicts of Interest Disclosure. AGE-6019491.1 (10/23)(Exp. 10/25

What factors play into knowing if you will have enough funds saved up by the time you retire?

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Dear Kelly,

Without getting too much into the weeds, how do I know if I’m saving enough to retire when I’m ready?

-Thinking

Dear Thinking,

Knowing that you’re on the right track to fund your retirement can be a very empowering feeling. It is healthy to have a roadmap to guide you when determining what your number will be when the time comes. If it were an easy math equation that anyone could track, there would be a lot less people working into their retirement years than there are now. The answer is that each person’s retirement requirements will be unique and dependent on many factors such as:

· What would you like to do in retirement?

The cost of a retirement full of traveling is very different than the cost of a retirement sipping lemonade on your back porch.

· What might your monthly costs look like?

In retirement, will you have loans or other debts outstanding? will you be paying off a house? A boat?

· If you will be collecting a pension, what is your pension projected to be?

· What kind of retirement vehicles are you currently using, and how are you allocated within them?

· Do you have future plans to gift money to grandchildren, pay for a child’s college, fund a wedding?

There are many more factors that play into if you’re on track to fund a retirement, as well. Assessing all of this data can be overwhelming to the individual, but to a licensed financial professional with the right tools, this is our job. We are here to make things easier for you, and to lend guidance to put you in the best place possible for retirement.

If you are looking for the simplest of tools to give yourself a very general idea of where you stand retirement wise, there are DIY retirement calculators out there, like the one here (https://equitable.com/403b/educators).

Ultimately, your life, finances, and retirement are unique to you, and I would stick with my original recommendation to meet with a financial professional to help ask the right questions and recommend the right path.

Sincerely,

Kelly

Securities offered through Equitable Advisors, LLC (NY, NY 212-314-4600), member FINRA/SIPC (Equitable Financial Advisors in MI & TN). Investment advisory products and services offered through Equitable Advisors, LLC, an SEC registered investment advisor. Annuity and insurance products offered through Equitable Network, LLC. Equitable Advisors and its affiliates do not provide tax or legal advice. Please consult your tax and legal advisors regarding your particular circumstances. Equitable Advisors and its affiliates are not affiliated with SAANYS. For more information about Equitable Advisors, LLC you may visit https://equitable.com/crs to review the firm’s Relationship Summary for Retail Investors and General Conflicts of Interest Disclosure. AGE-5812668.1 (7/23)(Exp. 7/25)

Can students really decide how they learn best? That’s a question many schools are wondering as self-directed learning gains popularity across the country. The concept is not new. In fact, its roots trace back to Socrates and Aristotle, but today’s teachers are embracing this instructional strategy as technology offers more opportunities for students to explore topics they find interesting and seek information easily and independently.

Essentially, self-directed learning allows students to take ownership for their learning, deciding what they will learn, and how they will learn it. This empowers students, giving them a primary role in their education. Furthermore, research has emerged to indicate that this method is not only a highly effective way to increase retention, but has many additional positive side effects for students.

How Does This Work in a Classroom?

Allowing your students to choose what they are going to learn based on their own personal interests and strengths sounds nice, but how does this look in a classroom? Well, it’s different for every teacher and every student.

The truth is, there are many different paths to learning and some students will prefer one method over another. Certain students will learn best reading books or websites, while others prefer to watch videos or listen to podcasts. Kinesthetic learners may enjoy physical and virtual field trips. Teachers can help introduce students to these alternative paths to learning and guide students to find what works best for them.

You might give your students a general goal, like learning about marine life. Students would then work with you to determine a topic which interests them and how they will demonstrate their learning. An artistic student may be fascinated by colorful nudibranchs and create an informational pamphlet. Another student may decide to learn about the effects of pollution on beluga whales and write a persuasive letter to the editor of a newspaper. A third student may select to study the marine life in tide pools of their local area, creating a video teaching about the formation of the pools. Each student may have a different learning outcome, but each is deeply invested in the learning process because it is specifically tailored to his/her interests.

What Role do Teachers Play in Self-Directed Learning?

Self-directed learning requires a skill set that must be carefully taught and modeled by their teachers. To build and support self-directed learners, you will need to cover topics like:

• Functional computer skills
• Digital literacy
• Library and research skills
• Finding credible information
• Finding resources to assist in the learning process
• Introducing students to different types of learning outcomes

As students follow their individual pursuits, teachers act like a guide, monitoring progress, helping students find resources, and offering feedback, paving the way for learner independence.

Harnessing Technology to Create Self-Directed Learners 

Technology plays a key role in supporting self-directed learners. You probably use it yourself all the time. Let’s say your dishwasher is leaking. Before you call for repairs, what do you do? You might type “leaky dishwasher“ into a search engine and see what comes up. After watching a DIY video or reading a blog post, you attempt to fix it, based on what you learned. That’s self-directed learning! Some tools self-directed learners use are:

• Video-conferencing tools
• Self-publishing
• Personal Learning Networks
• ePortfolios
• Self-Assessment
• Video-streaming platforms

Today, there is an abundance of online resources available at students’ fingertips, making self-directed learning easy to conduct in the classroom. Using Castle Learning, teachers can reduce the workload of customizing assignments and personalize learning experiences, easily giving students different topics depending on their chosen area of interest. There is really no limit to how technology can develop and support self-directed learners.

Why is Self-Directed Learning So Effective?

The best part about developing self-directed learners is that these skills carry over to different classes and can also be applied in other areas besides school. It helps build skills which develop students into lifelong learners. Here are a few of the biggest ways.

It Cultivates Curiosity

Allowing students the freedom to choose learning objectives based on their own interests helps them enjoy learning. It creates the opportunity for students to follow “rabbit holes” which spawn new topics for discovery.

It Increases Student Motivation

Since students are actively engaged in setting their own learning goals, they are more motivated to participate and dig deeper into hard topics.

It Boosts Understanding and Retention

When students play a role in selecting their focus, they are better able to absorb and retain new information.

Benefits of Self-Directed Learning

As students become the independent architects of their own knowledge, they experience other benefits as well, such as:

Building Digital Literacy Skills

Technology is now firmly entrenched in our schools and classrooms. With more schools integrating a wide variety of online learning components, students need to have competence using digital resources to find and consolidate information. 

Developing a Passion to Learn

Self-directed learning is all about creating a passion for learning. Allowing students to choose their learning path actively engages them in activities that they find relevant, interesting and, most of all, fun. It’s not a stretch to realize that active engagement allows students to retain more information than passively listening to or reading about topics. It also encourages deeper learning as students are more motivated to enrich their own learning.

Learning to Take the Initiative

Self-directed learners are able to understand what they want to know and determine how best to achieve their learning goals. They are able to take initiative to build their own knowledge.

Building Skills for College and Career Readiness

As self-directed learners diagnose their own learning gaps and build knowledge in specific areas, they also build other important skills. Since they are responsible for their own learning, they develop intrinsic motivation and integrity. Self-directed learners become comfortable asking questions, and aren’t afraid to seek help when they need it. These are important life skills that will serve them well across classrooms, as well as college and career goals.

Here are just some of the life skills that self-directed learners develop and exhibit:

• Perseverance
• Setting goals
• Problem solving
• Time Management

Self-directed learning provides a feeling of empowerment and is an amazing tool to develop essential life skills and lifelong learners. It encourages deeper learning and supports students to set higher learning goals. The more interested and invested your students are in what they are learning, the more willing and able they will be to do the hard work to achieve their learning goals. You may be surprised at the enthusiasm students exhibit when they are truly invested in their work.

At Harris Education Solutions, we provide solutions that help support educators and encourage students to take ownership of their learning. Learn more about how we can help today at www.harriseducationsolutions.com

edInsight is part of the Harris Education Solutions’ family of EdTech products. Our Student Performance Suite includes a data dashboard, RTI/MTSS software, assessment builder, curriculum management, and online lesson planner to help your students achieve academic success. Learn more.