J. Clarke Coaching Corner Newsletters

Welcome to the March Coaching Corner Newsletter

As we move into the final stretch of the school year, this is a powerful time to focus on the instructional practices that have the greatest impact on student learning. This month’s newsletter highlights insights from John Hattie’s Visible Learning research, which helps educators identify strategies that accelerate student growth beyond a typical year’s progress.

Our focus this month is reading fluency. When students develop strong fluency through explicit instruction, structured routines, and meaningful feedback, they are better able to access complex texts and deepen their comprehension. Inside this issue, you will find research connections and practical classroom strategies that support fluency development and help make learning visible for all students.

Accelerating Fluency Across Grade Levels

For the remainder of the year, accelerating reading fluency (rate, pacing, and expression) will be a Districtwide focus in K–5 (resources available for TK as well) instruction. Teachers are encouraged to use the document of research-based routines and activities and consider planning how these practices will be planned during PLC time. Many of the resources also allow students to record their reading, helping teachers monitor fluency growth and support targeted instruction.

Please see me if you have any questions or want support implementing any of the routines, etc.

From Research to Classroom Practice | March 2026 UDL Newsletter

This month’s focus highlights John Hattie’s Visible Learning research, which identifies instructional practices that have the greatest impact on student learning. An effect size of 0.40 represents typical yearly growth, while strategies above this level accelerate learning.

This issue focuses on fluency. Research shows that explicit instruction, structured routines, and timely feedback help students strengthen fluency, vocabulary, and comprehension through predictable practices like modeling, repeated reading, and collaborative discussion.