Summary
The June 2026 Issue of The Latest: Summer Renewal, Deep Work, and New Research.
Welcome to the June issue of The Latest! This month we’re reflecting on the transition into summer, the value of stepping away to recharge, and sharing what’s ahead, including new conversations about literacy assessment for Deaf and hard of hearing students.
Wooooooooosh, there goes May.
That wooooooooooosh reminds me of the feeling of that last day of school growing up. The final bell would ring and I’d rush out of the building, run down the stairs, and gleefully and defiantly head outside, relieved to make it through another year and looking forward to the summer ahead.
While summer was always full of work, special projects, and family travel, it still represented a kind of freedom that never did disappoint.
And it started with that huge flow of energy out of the structure and confines of the classroom, and into the sunshine and trees and fresh air.
Now that I am in my nearly 50th year in school, I no longer rush out of the school year and into the summer with wild abandon.
Some of this is…
- Practical — much of my work happens behind the scenes, managing projects and working with staff who are there year round.
- By design — there are real deadlines that happen in May in my world, and it is not until the very end of it that I can see the light at the end of the tunnel.
- My fault — I get behind on projects during the back half of spring, and it takes several weeks just to find the to-do list and make sense of it again.
A time to unplug.
So June is when I truly start to feel the shift into a different mode. I envision uninterrupted time blocks and creative strategy sessions that produce needed intellectual fuel for the next academic year.
Sometimes that deep work does happen, albeit in spurts.
If I’m really honest, I can’t do anything well until I’ve taken a break. I usually don’t take it soon enough, but in June, I gotta stop.
So it’s less of a wooooooooooosh out of the building and more of a slow retreat away from its demands and expectations. My focus is on giving people (students, colleagues, staff) what they need to succeed, but with a longer period of time in between check points.
Once everything is in place as best as I can get it, and usually before I am ready, it’s time to unplug.
If you’re anything like me, the first few days are unsuccessful. My brain still runs down the mental checklist of things to worry about. My hand still reaches for that phone to make sure there are no urgent messages on Teams.
But eventually, and usually with the help of rigorous hikes and spotty internet, I get my little wooooooosh in the form of some trees, birds, good eats, and decent sleep.
So! I look forward to seeing you on the flip side, and thank you for all that you do to break down walls and open doors for all.
Heading to NCSA?
I’ll be back in action at the annual meeting of the National Conference on Student Assessment hosted by CCSSO. I’m co-presenting with Cara Laitusis and Tamara Copeland-Samaripa — if you or someone you know is attending, be sure to prioritize this session!
Do Our Tests Measure How Deaf and Hard of Hearing Students Learn to Read? State, District, and Research Perspectives
Tuesday Jun. 23 – 10:30 AM – 11:30 AM
Early literacy assessment for Deaf and hard-of-hearing students remains one of the most misunderstood areas in education. Many state tests and commercial screeners emphasize phonics and sound-based decoding while neglecting English and ASL vocabulary development, background knowledge, and English grammar. This session brings together district leaders, researchers, and state technical advisors to examine what current assessments overlook and how to design more effective ones. Participants will gain insight into how test developers can move toward measures that capture meaningful growth, support instruction, and inform accountability in ways that respect linguistic diversity and align with how students learn to read.
