The special education process under IDEA is designed to ensure that each individual child’s needs are carefully considered and addressed. Learn ten steps in the special education process, from evaluation to reviewing student progress.
Handheld formative assessment technology provides teachers with a virtually real-time picture on which students need help, where they need it, and how the teachers can help best.
Learn about three common terms and descriptions related to reading instruction that may help give you a better understanding of what’s happening in your child’s classroom and what it means for your young learner.
Studies show that screening English language learners for abilities in phonological processing, letter knowledge, and word and text reading will help identify those who are progressing well and/or who require additional instructional support.
After reviewing the research, the What Works Clearninghouse recommends that in tier 1 of Response To Intervention, schools provide differentiated reading instruction for all students based on assessments of students’ current reading levels.
The What Works Clearninghouse reviewed the research available about using Response To Intervention to help primary grade students overcome reading struggles. WWC’s recommendation for tier 2 of RTI is to provide intensive, systematic instruction on up to three foundational reading skills in small groups to students.
After reviewing the research, the What Works Clearninghouse recommends that students in tier 2 of RTI be monitored at least monthly, and use this data to determine if and how primary grade students may need additional reading instructional support.
After reviewing the research, the What Works Clearninghouse recommends that in tier 3 of Response To Intervention, schools provide provide intensive instruction on a daily basis that promotes the development of the various components of reading proficiency to students who show minimal progress after reasonable time. It also provides some specific features that should be considered in carrying out this recommendation.
According to research, the Education Department’s What Works Clearinghouse finds that the first step in using Response To Intervention to help early elementary-aged students learn to read is to screen all students and regularly monitor students who are at elevated risk of reading problems.
Early identification is crucial when it comes to helping children who are having trouble learning to read. This seminal article by Joseph Torgesen explains the assessment process and reviews the more commonly used assessment tools.
This is a checklist to help educators carry out the five recommendations made in the What Works Clearninghouse report “Assisting Students Struggling with Reading: Response to Intervention (RTI) and Multi-Tier Intervention in the Primary Grades.”
What are some ways that we can gauge vocabulary development in the content areas? In this article, the authors explain how the intricacies of word knowledge make assessment difficult, particularly with content area vocabulary. They suggest ways to improve assessments that more precisely track students’ vocabulary growth across the curriculum, including English language learners.
From annual goals to special education services, there are certain categories of information required by law to be included in a student’s Individualized Education Plan (IEP). Learn what these categories are in this overview of the content of IEP’s.
Three patterns of reading difficulties are common. This article explains how recognizing these three patterns can provide a valuable starting point for planning reading instruction and interventions.
An informal assessment of the concepts of print, including what the assessment measures, when is should be assessed, examples of questions, and the age or grade at which the assessment should be mastered.
There are a number of current informal reading inventories — each has its strengths, limitations, and unique characteristics, which should be considered in order to best fit a teacher’s needs.
Use Curriculum-Based Measurement to make sure students are on track for academic success by charting their trajectory of improvement all the way through the school year. CBM calculates rate of improvement during the first month of school and determines how much a student will need to improve each month to reach benchmark goals.
Parents and caregivers are often the first to notice when their child may be showing signs of delayed development. Get answers and advice with this easy-to-understand information about developmental delays.
Schools and teachers play an essential role in identifying students with reading difficulties, including dyslexia. This article offers a 5-step framework for identifying reading difficulties and determining if a student is eligible for special education services under IDEA — including the role of RTI, cognitive processing tests, and other statewide assessments and curriculum-based measures.
If your child hasn’t started speaking by age one and or you are worried about their speech and language skills, there may be a concern. Early identification is key. They need to receive treatment before school begins so they won’t miss out on essential pre-reading skills. Learn what the American Speech-Language-Hearing Association has to say about early identification, evaluation, and speech-language treatments.
How do you choose the best method for measuring reading progress? This brief article describes which assessments to use for different reading skills so that you can make sure all students are making progress towards becoming readers!
Early intervention works. Because it is also expensive, it’s important to be able to identify the kids who are most at risk of reading failure. Thanks to a new generation of screening assessments, we can identify these students as early as kindergarten — and then invest in interventions for them.
The most common learning disability is difficulty with language and reading. Here are some warning signs of learning disabilities to look for in preschool and elementary school children.
A veteran reading teacher shares takeaways from her ‘Teachers as Readers’ learning group. What teachers need: enough time to teach language arts, well-stocked classroom libraries, student input, and meaningful professional development.
