Strategic Revisions, Sustainable Results
Welcome to RevisionED
I partner with school leaders to uncover practical solutions and make strategic shifts that drive sustainable impact. Having led schools from Title I and turnaround campuses to international institutions, I focus on helping schools maximize their existing strengths..
Sometimes all it takes is a fresh perspective.
I partner with school leaders to uncover practical solutions and make strategic shifts that drive lasting impact. Having led schools from Title I and turnaround campuses to international institutions, I focus on helping schools maximize their existing strengths—sometimes all it takes is a fresh perspective.
Leading with Impact
The RevisionED Story
RevisionED, led by Dr. Keith Collins, empowers schools through strategic revisions that deliver sustainable results. Believing that every school has strengths, effective practices, and untapped potential, Dr. Collins partners with leaders to identify growth opportunities, refine systems, and strengthen capacity. Through leadership development, strategic planning, and sustainable structures, RevisionED turns thoughtful reflection into meaningful, equity-centered action that drives lasting impact for educators and students alike.
RevisionED's Mission
Guide schools to rethink routines, revise systems, and reimagine what’s possible—empowering leaders and students to reach their full potential.
Rethink. Revise. Reimagine.
Services & Offerings
Multi-Tiered System of Supports (MTSS): A Comprehensive Support System
Leveraging extensive expertise in developing and implementing Multi-Tiered Systems of Support (MTSS), with a focus on addressing the diverse needs of all learners to promote both academic success and social development. RevisionED's approach integrates evidence-based practices through the following key lenses:
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Attendance: Developing proactive strategies to improve student attendance, including early identification of at-risk students, targeted interventions, and collaboration with families and community partners.
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Academic: Designing tiered academic supports that provide personalized instruction, differentiation, and enrichment opportunities to meet the varied learning needs of students.
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Social-Emotional: Implementing comprehensive SEL frameworks and practices within the MTSS structure to foster resilience, emotional regulation, and positive interpersonal skills.
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Behavior: Establishing consistent, data-driven behavior support systems that promote a positive school climate, including restorative practices and proactive behavior interventions.
This holistic MTSS framework ensures that students receive the right support at the right time, fostering their growth academically, socially, and emotionally.
Strategic Planning
Customized strategic planning services designed to help schools realize their long-term goals and sustain success, grounded in data-driven insights from:
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GSA/SOL Data Disaggregation (West Virginia and Virginia)
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Universal Screener Disaggregation (e.g., i-Ready, Acadience, DIBELS, MAP, ACER, etc.)
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Survey Data (including WVDE School Learning Environment Survey for Staff, Students, and Families)
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MTSS (Multi-Tiered System of Supports) Data
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Comprehensive Program Reviews
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Anecdotal Data and Observations
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Analysis of Student Work
Inclusive Learning Solutions
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Evolving current practices to foster a deeper sense of belonging among special populations, moving beyond inclusion to true community integration
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Integrating meaningful opportunities for student voice and agency throughout the learning experience, empowering students to take ownership of their education
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Inquiry-Based Learning: Designing learning environments that spark curiosity, deepen understanding, and encourage critical thinking and real-world problem-solving.
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Project-Based Learning (PBL): Implementing authentic, student-driven projects that foster collaboration, engagement, and ownership of learning.
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Universal Design for Learning (UDL): Embedding flexible, student-centered frameworks that reduce barriers and increase access to rigorous learning for all students.
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Intentional Planning and Differentiation: Supporting educators in designing lessons and learning environments that address diverse needs and promote engagement, representation, and expression.
Transformative School Culture
By ensuring both physical and psychological safety, schools gain a foundation where students and staff can truly thrive. Through clear communication, purposeful systems, and intentional structures, RevisionED strengthens instructional practices, boosts teacher effectiveness, and ignites student engagement.
Leadership Development
Expert coaching and strategic guidance to empower educational leaders—whether new to their roles, seeking innovative solutions, or overcoming performance challenges—fostering positive transformation and sustainable growth within organizations.
English as an Additional Language
Leading effective English as an Additional Language (EAL) instruction, grounded in the belief that multilingualism is a powerful asset in the classroom. Emergent bilinguals are seen as contributors who enrich learning environments with an additive approach to language acquisition that values and builds upon students' existing linguistic resources.
Embracing translanguaging, recognizing the brain’s natural, dynamic use of multiple languages as a foundation for learning. Emphasizing the importance of research-based frameworks like the SIOP model, which provides a clear structure for delivering rigorous, language-rich content that supports both academic achievement and language development.
RevisionED believes that fostering inclusive, language-rich classrooms benefits every student and empowers emergent bilinguals to succeed.
How?
In-person and/or online sessions for:
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Coaching (leadership and instruction)
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Mentorship
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Professional Development
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Program Development/Design
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Program Review/Audit
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Document Review
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Strategic Planning
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Change Management
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Partnerships & Affiliations
Beyond Keith's school-based leadership, He has worked extensively at the international level to advance inclusive practices, systems of support, and educational leadership. As a founding member and current board member of the International School Leaders of Educational Support (ISLES), he has played a key role in shaping global conversations around student support and inclusion. He has also served as Director of Research for ISLES, leading efforts to bridge practice with evidence and facilitate cross-school collaboration.
In partnership with the American Institutes for Research (AIR), Keith co-developed an international MTSS implementation rubric tailored to the unique needs of international school settings. He also serves on the board of a developing organization, the International MTSS Advisory (IMA), a collective of global experts working to build MTSS capacity and coherence across schools worldwide.
Keith's contributions include helping plan multiple international MTSS conferences, bringing in top researchers and leaders in the field to support strategic implementation. He works as an on-call consultant for MARIO Education, where he supports schools in building sustainable, learner-centered systems. Keith has partnered with multiple international schools to further strengthen their instructional practices and regularly presents at leading global conferences. Notable presentations include “From Inclusion to Belonging” at ECIS in Germany, a CIS Webinar on "Planning for High Quality Academic Support, and a session on the importance of monitoring student social-emotional well-being at EARCOS in Thailand. These professional partnerships reflect his passion for helping schools move from compliance-driven support models to thriving, inclusive communities grounded in systems thinking and equity.