whole child
“Each child is a physical, mental and spiritual being, interlocked and intertwined, with each dimension significantly affecting the other two.” William Litterick More than 50 years ago, ERB President William Litterick wrote that assessments of learning must focus on “what children are rather than what they are not. … Each child is a physical, mental and spiritual being, interlocked and intertwined, with each dimension significantly affecting the other two.” Today we call this a whole child perspective, one that recognizes the connections between a student’s sense of self-worth, their sense of belonging in the school community, and the likelihood of […] read more
Latest Reading
Navigating the Middle East Conflict and Assessing Mission Success
As with any challenge to the value and integrity of schools, this is an opportunity to reaffirm our core commitments as educators. Teaching about the Middle East is part of the educational mission of schools […] read more
Spring Cleaning: Taking the Time to Reflect on the School Year
Spring is an ideal part of the year to sequester some good thinking time in order to reflect on what has worked well during the past year, along with what could have gone better. Be unsparing. Take notes. Then set it aside for at least the first half of the summer. […] read more
Making Sense of Your Assessment Data: How ERB Supports Schools
In addition to assessments and measures of student well-being and social-emotional skills, we offer a range of resources and services to help educators and families extract actionable insights from assessment data. […] read more
Spring 2024 CTP Norms Updates: What to Expect This Reporting Cycle
Comprehensive Testing Program (CTP) norms are updated annually for each reporting cycle (fall and spring). These “rolling norms,” as they are often called, are calculated after gathering three years of data, and in the fourth year, deleting the earliest year and adding data from the most recent administration. […] read more