“(TregoED strategies) give all stakeholders a voice.”

– Carol Coulson, Principal, School District 43 (Coquitlam), British Columbia

About Us

Case Studies

TregoED strategies have been used in many ways on many issues. Below are two examples – one from a district and one from a classroom.

School Board and District Leadership Team Work Collaboratively to Address Contentious Issue.
Click to read more.

A CA school district was facing declining enrollment and devastating budget reductions. The community grew increasingly anxious about the perceived threat to its quality of instruction. District leadership began by working closely with the school board in using several TregoED critical thinking strategies to examine the issues.

The team developed a district-wide student reconfiguration plan and a thorough risk analysis and implementation plan. The school board enthusiastically recognized the skill of district leaders in working them through the decision-making. In turn, district staff shared their positive endorsement for the Board’s work. The end result was a united leadership team (board and district staff) that recognized the importance of communicating their support for the plan and speaking with “one voice”.

Middle school students use SCAN to understand and develop policy. Click to read more.

In a NJ “21st century skills” class, the middle school teacher used a recent controversy - students caught “texting” during high stakes testing—to examine the issue of cell phones in school. She started with a big question: “How do we solve problems when we all have different ideas on what to do?” Over the course of several class periods, she used SCAN to show students the importance of understanding opposing opinions and how to use them to develop effective solutions.

Groups of students were assigned a role—parent, teacher, student, administrator—and asked to participate in an online SCAN session using the “Cell Phone Controversy” lesson. After completing the SCAN steps, students considered all points of view and developed ideas for improving the school cell phone policy. They then wrote a persuasive letter to the principal regarding the policy. Later, many students reflected in journals on how SCAN had changed their initial opinions and understanding of the issue by helping them see other perspectives.

Subsequently, students were asked to choose another controversial problem that affected them. After agreeing they would like to see the homework policy changed, groups of students conducted research on homework and other schools’ policies. Students then wrote their own SCAN scenario on homework policy, each group writing a paragraph representing a particular point of view. The resulting scenario was a true collaboration of the entire class. After completing SCAN online using their own lesson, students developed a new district homework policy and presented it to the superintendent!

Additional examples can be found in the “Case Studies” sections for Education Leaders or Teachers.