Remfrey Educational Consulting

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Remfrey Educational Consulting

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She is a 20-year veteran American special education teacher that is living in Switzerland.

April helps families navigate educational concerns when they relocate and have children with educational needs that fall outside of the general education bubble.

28/09/2026

What does it take to build systems that can sustain a school's commitment to inclusion?

At International Community School Abidjan, that work has unfolded over three years and across the school.

Our work with ICSA has included a whole-school learning support audit, ongoing leadership coaching, learning assistant development, connections to external expertise, and support as the school developed its first Life-Centered Education program.

Hear directly from ICSA about the work: https://www.remfrey.com/case-studies/international-community-school-abidjan

27/09/2026

At the last school district I taught in in the US, we had scripted curriculum for just about everything.

We taught the same lessons. We gave the same assessments on the same days. We turned the results into Central Office.

There wasn't a lot of room for professional judgment.

I remember thinking: You don't need a skilled, experienced teacher for this. You need a robot.

Last Friday at the International School of Prague, we talked about what the happy medium might look like.

Because I absolutely believe in structure.

Students benefit from predictability. Shared opening and closing routines can reduce cognitive load, strengthen executive functioning skills, and help students know what to expect and what is expected of them.

But structure doesn't mean every classroom should look the same.
We talked about it through the lens of jazz.

You can't really improvise until you know the chord progression. The shared structure gives you something to improvise around.

The chord progression might be consistent across classrooms. The jazz shouldn't be.

The jazz is the teacher responding to the students in front of them. It's personality. Context. Relationships. Learner needs. Professional judgment.

And that's where access and agency can live.

We're after common intention, not identical implementation.

Give teachers the chord progression.

Then trust them to play the jazz.

24/09/2026

“She did pretty well.”

“Seemed tired.”

“Had trouble following directions.”

These may feel like observations in the moment, but they leave the next educator with a lot of unanswered questions.

Clearer observations give teams stronger information to identify patterns, track progress, and decide what a student may need next.
Read 5 Qualities of Effective Classroom Data & Observations at the link in comments.

16/09/2026

Here's a question worth asking at your next student support meeting: How do we know when a student is ready to exit support?

Starting support tends to get far more attention than ending it. Both decisions deserve a thoughtful, evidence-based process.

REC contributor Will Coman looks at why exiting support deserves the same rigor as starting it and shares a useful framework from Vanderbilt's IRIS Center for considering both performance level and rate of growth.

Read this month's newsletter at the link in the comments.

14/09/2026

A student can be growing in confidence, building stronger relationships, taking new risks, or finally feeling that they belong, and none of it may appear in the data a school typically collects.

That's the gap Matthew Savage wants schools to examine.

Through The Mona Lisa Effect® and his Data Cycle framework, Matthew helps schools ask what their data tells them and what might be missing from the picture.

https://canva.link/jroi12894cmr4ks

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11/09/2026

At International Community School of Abidjan ( ICSA), a growing commitment to inclusion brought new demands on the systems supporting students and staff.

Over three years, Remfrey Educational Consulting worked alongside the school with both Heather Naro, PhD and Jessica Delgado to strengthen those systems: auditing learning support, developing consistent learning assistant training, coaching leadership, connecting staff with external expertise, and laying the groundwork for a Life-Centered Education program.

Today, ICSA has greater capacity to respond thoughtfully to the students it serves and a stronger foundation for continuing its work.

https://www.remfrey.com/case-studies/international-community-school-abidjan

04/09/2026

When you're leading a small school, "change the system" can sound laughably unrealistic.

A more manageable question is: Where can we start?

This framework helps school leaders work from shared language and beliefs toward practical changes that can take hold within the realities of a small-school community.

01/09/2026

Schools collect enormous amounts of data. But what isn't showing up?

Matthew Savage's Data Cycle encourages schools to look beyond conventional measures and consider whether their data reflects the full picture of the students they serve.

Matthew and The Mona Lisa Effect sponsor this month's newsletter, and his work couldn't be more aligned with the conversations we're having about inclusive education.

Www.monalisaeffect.me

26/08/2026

Jon Springer has spent over a decade as the primary at-home parent of two sons who are autistic, have ADHD, and are dyslexic. His partner has spent her career on the other side of the table, as an international educator now in school leadership.

That dual vantage point shapes everything he does. Jon specializes in parent-school relationships: helping families find the right school, helping parents and schools work through hard conversations, and supporting schools as they build alternative diploma pathways that benefit every student.

He's also the founder of the nonprofit Parents Alliance for Inclusion.
Read his four-part series, starting with part 1: Presume Baggage and Carry On.

Parents Alliance for Inclusion

https://www.remfrey.com/blog-posts/parent-school-relationships-presume-baggage-and-carry-on---part-1

19/08/2026

If your PLC time is mostly spent sharing resources, discussing logistics, or planning activities, it may be time to ask whether the four questions are actually driving the work.

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