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Supporting English Learners

Provide equal opportunity for ELL students to achieve educational excellence • Provide ELL students with equity of access to services, facilities and resources • Develop proficiency and literacy in the oral and written use of English amongst our ELL students Differentiated Instruction, Scaffolding, Brain-based learning, Multiple Intelligences, Sheltered English, Learning Styles, Cooperative Learning, assessts based instruction

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Creating Culturally Relevant Classrooms

In this training, we discuss race, culture, levels of culture, equity and teach practical strategies to empower teachers to create culturally responsive lessons.

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Social Emotional Learning

Social and emotional learning (SEL) is an integral part of education and human development. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.

SEL advances educational equity and excellence through authentic school-family-community partnerships to establish learning environments and experiences that feature trusting and collaborative relationships, rigorous and meaningful curriculum and instruction, and ongoing evaluation. SEL can help address various forms of inequity and empower young people and adults to co-create thriving schools and contribute to safe, healthy, and just communities.


Mastery Learning and Grading

It's a growth mindset approach to teaching and learning that refocuses classroom grading, assessment, instruction, and lesson planning on clear learning targets to communicate proficiency. It implements research-based systems to honor individual variation on learning styles allowing more students to succeed academically and take charge of their learning. 

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Universal Design for Learning (UDL)

The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn.

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Increasing Student Engagement

schools are replacing factory-based classrooms with student-centered designs that depend on student motivation for their fuel. The first step to start that redesign process is to develop a S.M.A.R.T. goal that targets engagement but that is more specific and measurable than the overly vague statement “improve student engagement.” Instead, the goal should use numbers to quantify specific improvements in helping students fulfill the two jobs that they are trying to do.


Integrating Digital Resoures

Today’s primary and secondary students are extremely tech savvy, which is why implementing technology in the classroom has become a major focus (and in some cases a major obstacle) for educators. Utilizing different types of technology in the classroom, including a virtual classroom, creates learners who are actively engaged with learning objectives. The implementation of technology also creates pathways for differentiated instruction to meet the unique needs of students as individual learners within a broader classroom climate.

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Assets Based Instruction

An asset-based approach to education is key in achieving equity in classrooms across the country. In recent years, while equity and access efforts shined a light on marginalized and underrepresented communities, some efforts treated schools and communities like they needed to be “saved.” With an asset-based approach, every community is valuable; every community has strengths and potential.In the simplest terms, an asset-based approach focuses on strengths. It views diversity in thought, culture, and traits as positive assets. Teachers and students alike are valued for what they bring to the classroom rather than being characterized by what they may need to work on or lack.

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Cognitive Coaching

Cognitive Coaching is a process during which teachers explore the thinking behind their practices. Each person seems to maintain a cognitive map, only partially conscious. In Cognitive Coaching, questions asked by the coach reveal to the teacher areas of that map that may not be complete or consciously developed.

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