Creative Ideas, Strategies, & Tools For Reaching And Meeting The Needs Of All Learners

Who We Are


Kelly Harmon & Associates began in 2001 with a mission of instructional coaching and providing rich literacy resources for educators and parents. Our work incorporates research-based best practices for teaching and learning.

Kelly Harmon and Randi Anderson

Workshops

Kelly Harmon & Associates provide outstanding, highly practical seminars and workshops to schools throughout the United States. We customize the content of the workshop to meet the needs of each school or district. Contact our office at 817-583-1290 to schedule an onsite workshop.

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Latest Blogs


Using Formative Assessments to Design Tier 1 and Tier 2 Intervention Groups

By Ashley Taplin


As I think about interventions, I am reminded of a quote by Mike Mattos in which he says, “the best intervention is prevention.” When interventions are embedded within daily formative assessments, students can see that learning is an ongoing process. Below are some strategies that can be used virtually or in-person, and give both students and teachers clear next steps for learning.


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5-3-1 Rating System

I like to use a rating system with students. I explain that a rating of 5 means you are an expert and you could teach someone else. A rating of a 3 means you are an apprentice. You need more coaching and/or practice to clear up misconceptions or misunderstandings. A rating of 1 means you are a novice. You are just beginning to learn the learning target. There may be vocabulary in the learning target that you don't recognize or understand. At the 1 or 3 level, you can set personal learning goals. This might sound like "I'm a novice and I need to know what character motivations are and how you would describe them."

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Using Success Criteria to Prevent and Plan for Interventions.

Impactful instruction is very intentional. From planning the learning targets to planning how students will practice and demonstrate learning, we work to provide clarity for our students. Success criteria brings everything into focus for the learner.


Dr. John Hattie defines success criteria as:

Success criteria are the standards by which the project or performance will be judged at the end to decide whether or not it has been successful. They are often brief, co-constructed with students, aim to remind students those aspects on which they need to focus, and can relate to the surface (content, ideas) and deep (relations, transfer) successes from the lesson(s). 


The effect size of using success criteria is a .88-over 2 years of growth in one year!

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