Academic 911

Digital Learning

2012-01-24T10:01:00.000-06:00

Someone forwarded me some fantastic information about a Digital Learning Day. If you visit http://www.digitallearningday.org/ you can learn all about it. The website also offers toolkits for free to download and many wonderful websites as resources. February 1st is Digital Learning Day; are you going to participate?

Self-Esteem and Reading Difficulties | Helping Struggling Readers | Reading Rockets

2011-12-11T15:22:00.001-06:00

Self-Esteem and Reading Difficulties | Helping Struggling Readers | Reading Rockets

Take a look at this great article on www.readingrockets.org about self-esteem and reading difficulties. Many of my students suffer from low self-esteem in regards to their ability to read. Let's look at how we can help them overcome this difficulty.

Making charts

2011-12-01T11:52:00.001-06:00

I recently used a chart-making website to make charts using data on a student. It was great! I went to http://www.interventioncentral.com/ and used their ChartMaker to create charts and reports. Then I was able to download the charts I created in a pdf file. So the next time you need to make a chart, head on over and use the one at Intervention Central!

Graphing with kids!

2011-10-25T16:43:00.000-05:00

Colorin Colorado has a wonderful new article on creating bar graphs that is free to reproduce and share with parents. Head on over to http://www.colorincolorado.org/pdfs/edextras/43814-en.pdf and take a look at this wonderful resource. It also includes recommended picture books that go along with this topic. This article is also available in Spanish if needed. Just drop us an email and we can direct you to that link. Thanks!

Tips for Student Engagement

2011-09-28T17:37:00.001-05:00

I received an email containing a newsletter from Edutopia today on "Tips for Increasing Student Engagement". Head on over to http://www.edutopia.org/files/existing/edutopianews.html and take a look for yourself. Do you have any tips or ideas? Please share them in the comments section.

Making Inferences and Drawing Conclusions

2011-09-19T12:15:00.000-05:00

Making Inferences and Drawing Conclusions

By: Reading Rockets (2011)

Observations occur when we can see something happening. In contrast, inferences are what we figure out based on an experience. Helping your child understand when information is implied, or not directly stated, will improve her skill in drawing conclusions and making inferences. These skills will be needed for all sorts of school assignments, including reading, science and social studies. Inferential thinking is a complex skill that will develop over time and with experience.

Families can create opportunities to practice inferential thinking. Below are a few ways to help familiarize your child with this way of thinking and learning:

Explain to your child that we make conclusions about things and draw inferences all the time. Draw a conclusion together and then talk about what clues were used to come to that conclusion. For example, Erin played outside today. How can we tell? Muddy shoes, jump rope on front porch, water bottle out. Dad seems tired tonight. How can we tell? He's rubbing his eyes, he's on the couch, he was yawning at the dinner table.
Paper bag mystery person: Put a few items into a brown paper bag. Tell your child the bag belongs to a certain type of person. Their job is to tell you something about the person. Then, take out each item one by one and talk about it.

Example #1: goggles, a swim cap, a swim ribbon, a stop watch
Example #2: a bookmark, a library card, a stuffed animal, a book

Wordless picture books provide your child with practice using clues to create meaning. There are no wrong stories with wordless picture books, only variations based on what the "reader" sees and puts together. Rosie's Walk (Hutchins), Good Dog, Carl (Day), and Beaver Is Lost (Cooper) are all interesting and fun wordless picture books to explore.
Play twenty questions! This familiar word game helps build inference skills. As your child develops skill with the game, encourage him to avoid asking direct questions like, "Is it a dog?" Rather, encourage him to ask broader questions, "Does it walk on four feet?" Then, when your child figures it out, ask him to tell you the clues that lead to the right answer.
Create scenarios in which your child must use what they already know to predict an outcome. For example, growing seeds. Present your child with various scenarios (a seed will be given water and sunlight, a seed will get no water, a seed will be in a dark room). Ask your child to predict whether the seed will grow. Help your child become aware that she used information she knew about growing seeds, combined with new information, to fill in information about the seeds.

Learning to draw conclusions and inferences is a skill that develops over time. The skill requires children to put together various pieces of information, and relies on good word knowledge. Help your child develop skill by providing experience with inferential information, making implied information more clear, and helping your child draw conclusions based on the evidence.

Download this article as a PDF document.*
View this article in Spanish.

*To view this file, you will need a copy of Acrobat Reader. If it is not already installed on your computer, you can download it from the Adobe website.

Reading Skills: Figuring Out an Unfamiliar Word

2011-09-12T08:05:00.001-05:00

One strategy that is important for students to learn is how to figure out an unfamiliar or new word in a reading passage.

The student could look for a definition of the unknown word inside the sentence. Clue words might be "is", "are", and "has".
The student could look for a synonym. Clue words would be "or", "in other words", "that is", and "similarly".
The student could look for examples that show the meaning of the unknown word. Clue words would be "such as" and "for instance".
The student could look for a cause-effect relationship. Clue words would be "therefore", "as a result", and "due to".

What are some strategies that you teach your students for figuring out an unfamiliar word in a reading passage?

The new school year has begun!

2011-08-10T12:27:00.000-05:00

Ahhhh....the beginning of school. Moms and Dads everywhere smile with glee and teachers across the nation start the frantic race to prepare their classrooms for the invasion of students. Many companies choose this time to start posting information about free materials and resources right about now. I thought I would pass along some of them so you can check them out.

Verizon Foundation: They give grants every year to support literacy, education, technology, and other causes. Grants can be for up to $10,000. Take a look at www.verizonfoundation.org/grant/guidelines.shtml.
Farmers Insurance Education Programs: K-12 teachers can use free teaching tools about history, democracy, diversity, literacy, the arts, fire safety, and more. You can get the full curriculum through Farmers Insurance agents or look online at www.GoFarmersEd.com.
My Storymaker: This is a free website where kids can click on icons to choose and control the characters, settings, and objects in their stories and the website creates the sentences. Try it out at http://carnegielibrary.org/kids/storymaker.
Parent Workshop Survival Kit: Teachers, you can enter to win a CD of parent N'vites each week in August and the grand prize winner will receive a parent workshop survival kit valued at $500. This parent workshop talks with parents about good reading strategies. The CD includes a slide presentation with a script and parent handouts. To enter to to www.k5kaplan.com/contest.

Those are just a few of the resources I've found lately. Come back soon and I will post more!

Reading Rockets: Using Graphic Organizers in Literature-Based Science Instruction

2011-07-05T15:52:00.000-05:00

Reading Rockets: Using Graphic Organizers in Literature-Based Science Instruction

Take a look at this great resource for using graphic organizers in science instruction. More and more districts are emphasizing embedding literature into subjects other than just reading class. How do you incorporate literature into other subjects?

Communities helping students succeed.

2011-06-28T14:44:00.000-05:00

Every Year

WHAT YOU SHOULD KNOW

WHAT SCHOOLS CAN DO

WHAT COMMUNITY AGENCIES CAN DO

WHAT PARENTS CAN DO

Inform parents about what children are expected to learn and do at every grade level through school orientations as well as school newsletters.

Hold parent/teacher conferences to identify strengths and strategies for improving student success in school.

Identify non-traditional ways to connect with parents unable to attend regularly scheduled parent/teacher conferences.

Communicate regularly about children's progress, not just when problems arise.

Send home homework or learning assignments.

Hold family math and literacy workshops aimed at helping parents learn about what they can do at home to help children advance their skills.

Partner with schools to help parents understand what to expect in a high quality educational program and how to determine the best match for their child.

Help to identify positive solutions when conflicts arise between school staff and parents about how to promote a child’s academic achievement.

Assist parents in identifying when their child might be at risk because of an undetected learning disability and/or they are disengaging from school.

Partner with schools to offer workshops on family math and literacy as well as other relevant parenting topics.

Use home visitors who reflect the cultural and linguistic background of families to help parents acquire skills to help their children at home.

Create lending libraries offering families access to learning materials that they can use at home.

Think about the kind of educational program your child needs to learn and thrive, and seek placement in those schools which meet his or her needs.

Know your child's teachers. Let teachers know that you want to be contacted immediately about any concerns.

Attend parent-teacher conferences and regularly seek out information about your child's progress.

Request a developmental assessment if a learning disability is suspected.

Watch for signs that your child might be at risk.

Use activities at home to develop their knowledge and skills, and utilize community resources (museums, libraries, youth centers) to create additional opportunities for learning.

Recognizing the Signs When ELLs Struggle

2011-06-16T09:11:00.000-05:00

With the rise of ELL/ESL students enrolling in our schools, teachers often look for resources in a variety of places. Colorin Colorado is a fantastic place to find such resources. It has many wonderful ideas for parents and teachers to use with students. Linked to this entry is a chart of how to recognize the signs when ELLs struggle. Have you seen these characteristics in your students? Do you have any to add? Just click here: http://www.colorincolorado.org/pdfs/behaviors.pdf.

Education Article :: Top 12 Things Teachers WON’T Miss During Summer

2011-06-02T10:19:00.001-05:00

Education Article :: Top 12 Things Teachers WON’T Miss During Summer

Go on over to this funny article about what teachers won't miss during the summer. It made me smile today!

Behavior Charts - Free Downloadable

2011-05-19T10:05:00.001-05:00

Behavior Charts - Free Downloadable

Take a look at these behavior charts that are free to download and use. What do you use with your students?

Accommodations, Modifications, & Interventions

2011-05-11T10:00:00.000-05:00

Many times you will hear educators discussing accommodations, modifications, and interventions. Often those terms will seem interchangeable. But there is a difference between the terms.

Accommodations are changes made to instruction. These changes are made to help students fully participate in the general education curriculum without changing the instructional content. They do not change the learning expectations in regards to the goal being addressed. Typically the student product produced using accommodations is equal to the student product produced without accommodations. Some examples of accommodations would be providing more time to complete work, allowing oral responses instead of written responses, or providing a study guide before a test.

Modifications are changes made to instruction that changes or reduces learning expectations. This can include rewording test questions, shortening an assignment (odd or even numbers only), or using a different grading scale.

Interventions are strategies that are used to teach a skill in a new situation. They should include an assessment, planning, and data collection from activities of student achievement. The interventions are to be scientifically research based. Regular progress monitoring (example: once a week) should occur to determine skill growth and help shape instructional planning. Examples of scientifically research based interventions would be S.P.I.R.E or Florida Center of Reading Research activities.

Education World: Reading Coach: Glimpses Into Read-Aloud Classrooms/

2011-04-28T10:06:00.001-05:00

Education World: Reading Coach: Glimpses Into Read-Aloud Classrooms/

Take a moment to read this article in what doing a read aloud in a classroom can look like. This article has great ideas! Click on the title above to go to the article at Education World.

Fluency information

2011-04-20T14:25:00.001-05:00

Facilitating Writing Fluency
The ability to write automatically is commonly called writing fluency. This online excerpt from Writing Instruction and Assessment for ELLs explains the reasons why teachers need to focus on writing fluency, the challenges ELLs face when learning to write, and instructional strategies for facilitating writing fluency. Educators may be particularly interested in descriptions of alphabetic features for a number of languages. Please click on the blue link of "Facilitating Writing Fluency" and take a look at the information.

Education World ® Administrators Center: Principals Offer 30 Ways to Fight Stress

2011-04-06T07:45:00.000-05:00

Education World ® Administrators Center: Principals Offer 30 Ways to Fight Stress

The end of the year can be a stressful time for teachers. Take a look at this article and see if it has any tips to help you reduce your stress.

Finding out book levels

2011-04-01T09:19:00.000-05:00

Yesterday I asked my fifth/sixth grade students for book recommendations. If they finish their work during reading group in an orderly manner and WITH manners then I read to them the last five minutes. Surprisingly they love being read to even at their age! One suggested A Case of the Stripes, another suggested Harry Potter, while another student suggested The Edge Chronicles. I hadn't heard of the last series and the requirement is the book must be on a fifth grade level. So I used my book leveler from Scholastic to find out the grade level of The Edge Chronicles. Unfortunately for them that series is a 4.3 level. So we will have to brainstorm some more. If you would like to check out the Scholastic Book Leveler, just take a look at the bottom of this blog. I keep the widget at the bottom of this blog. Have fun!

Fun free printable activities with Post-it!

2011-03-21T08:44:00.000-05:00

I found a fun site in one of my teaching magazines run by the Post-it company. It is a great place to find free printables for parents and teachers. Just head on over to http://www.post-it.com/teachers. Have some fun!

Section 504 in 2009: Broader Eligibility, More Accommodations

2011-03-11T13:37:00.000-06:00

Section 504 in 2009: Broader Eligibility, More Accommodations

Check out the latest on Section 504 accommodations.

ELL families and Parent/Teacher Conferences

2011-02-18T14:20:00.000-06:00

Tips for Successful Parent-Teacher Conferences with Bilingual Families

By: Kristina Robertson (2007)

"Tell me and I'll forget. Show me and I'll remember. Involve me and I'll understand."
— Confucius

Introduction

Tips for Parents

Share these bilingual tip sheets on Parent-Teacher Conferences with the families of your ELLs!

Your family has been selected for a new reality show called "Education Around the World." You and your children are relocated within a week to a country very different from the United States — let's say China. To win the grand prize on the reality show, you must help your children succeed in the Chinese public school system. Before you leave the U.S., you barely learn survival Chinese and you've gotten the basic assistance to get your children registered in the Chinese school system. You don't know anything, however, about the Chinese educational system, and you are not sure what the expectations are for students or their parents, or how you will communicate with the teacher since he/she speaks very little English.

Once you have arrived and the school year begins, you are not able to understand the information that is sent home; your children are struggling to learn math, social studies, and science in Chinese with one hour of English support each day; and you don't know how you should communicate with the teacher or if the school has parent-teacher conferences. If the school does hold conferences, how does it work? Do you sign up for a time? Do you go there and wait for your turn? Do the teachers come visit the house? Or are parent-teacher conferences only held when there is a problem? And perhaps the most important question of all: if you want an English translator, how do you request one?

This example demonstrates what some of our ELL families might experience as they attempt to understand the U.S. educational system and such practices as parent-teacher conferences. The challenges of this situation could also be compounded if parents do not have very much education themselves and feel uncomfortable in an educational environment.

In addition, parents may come from a culture where it is either insulting to a teacher to ask for student progress information. Alternatively, the expectation may be that the children have been sent to the teacher to learn and if the teacher is asking for a parent's help, then there must be something wrong with the teacher. You can see how many bridges must be crossed in order to offer the kind of outreach and support parents may need to fully benefit from parent-teacher conferences.

Teacher tips for parent-teacher conferences with bilingual families

Before the conference

Encourage parent attendance

To prepare for a successful conference night, see the Bright Ideas article on encouraging bilingual family involvement, which includes ideas on bilingual invitations, childcare, and other steps you can take to encourage parent attendance.

Make personal contact

After sending the conference invitations home, call the parents or greet the families at school and ask them if they will be able to meet with you.

Make an appointment with the parents

Take a tip from sales people: give parents an appointment time. When you offer the appointment time, ask the parent if they will be able to come at that time or to suggest a time that is more convenient for them. Then describe the parent-teacher conference and what they should expect.

Give parents a reminder call

Another tip from sales people: The day before the conference, make a reminder call. Be aware that families may have children in other grades or in other schools, and do your best to coordinate with all staff involved on the appointment times for the family. If possible, be flexible if a family can't make the appointment on conference day, and arrange to meet the family on another day after school.

Arrange for an interpreter

It is very important that students are not the interpreters. Students may not feel comfortable interpreting for their parents. They may not know the appropriate vocabulary to interpret the educational information. And they may not necessarily be forthcoming if they do not like the information being presented. (Some teachers have reported that a few of their Spanish-speaking students told their parents that 'F' stood for "Fantástico".)

Enlist help to find an interpreter if necessary

If you do not have an official interpreter available at your school, talk to your principal and/or school district about the need to get one. If in-person interpreters are not available (and you may not be able to get one for a low-incidence language such as Urdu or Farsi), there are companies that provide interpreters over the phone so that you could set up a phone conference with your student's parents. If another bilingual parent offers to serve as an interpreter, make sure that the conference parent is comfortable with this. Also make sure that this does not violate privacy policies in your school district.

Consider training parents to become interpreters

If interpreters are not readily available at your school, consider offering an "interpreters' training" for bilingual parents, and enlist the support of those parents who have become familiar with the school and educational environment. Offer the training they need so that they feel comfortable and confident with their skills in a new role as an interpreter for other parents. Again, make sure that this does not violate privacy policies in your school district.

Create an interpreters' schedule with other teachers

Be aware that interpreters may have many classrooms to assist. If possible, collaborate with other teachers to establish an "interpreters' schedule."

Train interpreters and staff

Before conference night, have a training session for interpreters and staff in order to make the process successful and ensure that all people involved have the skills and understanding necessary to support the families.

Meet with the interpreter

Meet with the interpreter before the conference to go over the meeting schedule and agenda, and to address any questions or concerns. Be sure to define the kind of information that will be shared and to reinforce the fact that the interpreter is translating the information, not offering advice or opinions.

Review educational terms and vocabulary with the interpreter

Make sure that the interpreter feels comfortable interpreting certain vocabulary words that may not exist in their own language such as "special education," "state standards," or "curriculum."

Allow more time for translations

Conferences that include an interpreter will take more time while you, the interpreter, and the parents exchange information.

Be aware of cultural differences

If possible, get some background information about your students' cultures and educational expectations that their parents may have. The following true anecdote illustrates the importance of this: a kindergarten teacher held a conference with parents who were from an African country. The kindergarten teacher was very concerned about their child's excessive talking, activity, and inability to pay attention or play quietly with the other children. The parents beamed at the teacher and described how happy they were that their child was displaying such inquisitive and active intelligent behavior. They had a very different perspective on the behaviors of a successful learner.

During the conference

Speak with the parents, not the interpreter

During the conference, always make eye contact with and talk directly to the parent (as opposed to speaking with the interpreter).

Speak evenly and pause frequently

Speak at a measured pace (not slowly or more loudly), and pause often so the interpreter can translate a manageable amount of information.

Use simple documents in your explanations

Use documents for visual support, but keep them simple. For example, don't offer a full-page single-spaced description of the curriculum. Offer an example of the student's work and a bullet list or rubric to show how it is evaluated, or a simple calendar with curriculum projects filled in.

Discuss educational plans and the parents' expectations

Some schools develop educational plans with the parents, and this may be a new concept for ELL parents. Simplify the process by asking the parent, "What do you hope your child will learn this year?" or "What do you want your child to get better at?"

Offer translated information if possible

Many schools now offer basic student progress forms in two languages — English on one side and a second language on the other. Teachers fill in the appropriate information for each student and then give the parents the form, showing them the translated explanation of the form on the back. Some forms include classroom schedules and an area for grades and test scores, while others use very basic symbols such as smiley faces. While the teacher's remarks themselves may not be translated, the parents will have an explanation in their language of how their child is being evaluated, and will be able to get a good sense of their child's progress from the form. If your school offers such forms, they can be a highly useful tool in communicating with parents.

Offer information about local support resources

Parents may not know about resources such as the public library's homework-help program or a tutoring support program offered in the school or community.

Encourage reading at home

Emphasize the importance of reading at home in the student's native language and/or English. The important thing is to encourage the joy of reading and to continue to support the development of both languages.

Leave time for parent questions

Underscore the importance of ongoing communication between the home and the school. Provide the parents with ways that they can contact you and communicate their questions and concerns with the necessary bilingual support. And of course — don't forget to thank them for coming!

After the conference

Send a thank you note

One of the most important things about a parent-teacher conference is the development of a partnership between the teacher and the parents. Once the conference has been completed, you can send a note home to the parents and tell them how much you enjoyed meeting them and talking about their child, or you can make a call to the family within a few weeks of the conference to inform them about the positive progress you have noticed in their child.

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A fun site to use in class

2011-02-10T08:43:00.000-06:00

A fun site to use in class is http://wordsift.com. You enter a word or phrase and the program will pull up not only photos to go along with your word or phrase but also map out the phrase with synonyms. This is great to use when teaching vocabulary to students, especially ELL (English Language Learners) students. Have fun with it!

Response to Intervention: Helping Students Before They Fail

2011-02-02T10:57:00.000-06:00

Response to Intervention (RTI) is an idea that has been gaining strength throughout the nation the last 5 to 7 years. In education we have changed our thinking on how we teach and how children learn. This has in return led to changes in educational law and practices.

In order to understand RTI we first need to know how it is defined. According to IDEA "a local educational agency may use a process that determines if the child responds to scientific research-based intervention as a part of the evaluation process." Tennessee's Department of Education regulations [300.307(a)(2)] dated August 2006 states "the State must permit the use of a process based on the child's response to scientific, research-based intervention to determine eligibility" for Special Education. A phrase that is common in both definitions is "scientific, research-based intervention". A child needs to work with a highly qualified person using a systematic process to diagnose what skills are missing in the skill set and then systematically teach the skills needed. The systematic process must have research supporting it's efficacy.

Now that RTI is defined, let's talk about why RTI should be used. There is a mistaken idea that RTI is the pathway to special education services for a student. That idea simply supports that the student has failed in moving forward with skills and is significantly behind same-aged peers in gaining skills. The reason for RTI is not to identify students for special education but instead help students as soon as possible to achieve at a proficient level. The idea of RTI is not to wait for students to fail but instead help students as soon as they begin to struggle.

How is your district using RTI? Is it a proactive process? Or has it developed as a response to students failing? Leave a comment below and let us know.

Using S.P.I.R.E. for reading intervention

2011-01-27T10:24:00.000-06:00

Our district has decided to begin using S.P.I.R.E. for reading intervention. Each school has arranged a master schedule so that each grade level has an intervention block. Every child in the district receives a universal screening in the area of reading three times a year. After the screening, the children are ranked according to their score. The children who are in greatest need receive intervention from academic interventionists. The remaining children participate in intervention or enrichment groups with the classroom teachers.

S.P.I.R.E. stands for Specialized Program Individualizing Reading Excellence. It is a multisensory systematic reading program for students who are struggling with reading. It begins with the PreK level and reaches up to the 8th grade. S.P.I.R.E has been used across the United States with good success. It covers the five areas of reading recommended by the National Reading Panel; Phonological Awareness, Phonics, Fluency, Comprehension, and Vocabulary. It can include (if purchased) an initial placement assessment. This program incorporates best practices in reading instruction.

What research-based reading intervention programs does your school system use? Have you found it to be successful? We are just beginning our journey but are excited at the possibilities.

Emphasize the Importance of Reading

2011-01-12T08:11:00.002-06:00

Parents who read usually have children who read.
Reduce TV viewing and video game time, and increase reading time.
Set aside a time each day when you and your child will read.
Read aloud to your child. Reading with expression shows a child that you love books and that you enjoy reading to them.
Share what you have read with your child, and ask your child to do the same.

Math at home activities

2010-12-08T14:45:00.001-06:00

Parent's helping students

2010-11-23T09:48:00.001-06:00

ESL tidbits

2010-11-16T10:07:00.001-06:00

Homework Tips for Parents

By: Reading Rockets (2010)

Study the same things in different ways and places

Help your child learn about new words or content in a variety of ways. Talk about new vocabulary words several times over the course of the week, in different settings. This will help enrich your child's understanding of the word.

Mix up the study time

If your child prefers to do a little math, a little reading, a little word study and then back to math, that's okay! Mixing up the practice time may leave a greater impression on your learner.

Space out the learning

If your child has a big test coming up next week, help her study a little bit each day rather than cramming it in the night before. An hour or so every other day, spacing out the learning, is a better way to really learn the material.

Help your child get organized

Help your child pick out a special homework notebook or folder, and make sure your child has homework supplies, such as:

pencils
pens
writing paper
a dictionary

Show your child that you think homework is important

Ask your child about her homework each day, and check to see that it is completed. Tell your child that you are proud of the work she is doing.

Help your child without doing the homework

It's important to answer questions if you can — but remember that homework is supposed to help children learn and that doing your child's homework does not help in the long run.

Talk with your child's teacher

Find out what the teacher's homework rules are. If your child has a problem completing or understanding homework, call or e-mail the teacher to talk about the issue.

Auditory Processing- Possible Characteristics Checklist

2010-11-04T09:52:00.001-05:00

Auditory Processing Characteristics Checklist

Place a check next to the characteristics that you view in the student.

_____ Trouble paying attention to and remembering information presented orally

_____ Problems carrying out multistep directions

_____ Poor listening skills

_____ Needs more time to process information

_____ Confuses syllable sequences and problems developing vocabulary

_____ Difficulty with comprehension

_____ Trouble associating sounds with their meanings

_____ Misunderstand a lot

_____ Easily distracted

_____ Slow response to verbal instructions

_____ Trouble remembering things they hear

_____ Difficulty remembering people's names

_____ Trouble finding the right words to use when talking

_____ Unusual sensitivity to noise

_____ Difficulty sounding out new words

_____ Hearing clearly in noisy environments

_____ Confuses multi-digit numbers (such as 74 and 47)

_____ Confusing lists and other types of sequences

_____ Distinguishing difference between similar sounds (such as seventy and seventeen)

_____ Verbal (word) math problems are difficult

_____ Conversations are hard for student to follow

_____ Uses vague words such as "thing", "stuff", "whatever"

_____ Misinterprets verbal messages

_____ Tends to spell words phonetically

_____ Reads slowly and has poor reading comprehension

_____ Poor fine motor skills (using scissors, writing neatly, holding a pencil)

_____ Difficulty with concepts involving time, direction, or sequence

_____ Poor personal organizational skills

_____ Appears to make noise for noise's sake

_____ Talks self through a task, often out loud

_____ Appears confused about where a sound is coming from

A Dr. Jean Give-A-Way!!!

2010-10-29T09:12:00.000-05:00

Dear Teachers,

What teacher doesn't like a free item? None! Today we are announcing a give-a-way. Every person who leaves a comment for the next week giving ideas for topics they would like to see more information on will be entered in our give-a-way. We will be sending three lucky winners a copy of either Best of Dr. Jean Reading & Writing, Best of Dr. Jean Science & Math, or Best of Dr. Jean Hands-On Art. Would you like more information on interventions in math, phonics, sensory issues, or working with ADHD/ADD students? You let us know!

Academic 911 Team

Response to Intervention: Information for Parents

2010-10-22T09:25:00.003-05:00

Response to Intervention (RTI): A Primer for Parents

By Mary Beth Klotz, PhD, NCSP, and Andrea Canter, PhD, NCSP
National Association of School Psychologists

A major concern for parents as well as teachers is how to help children who experience difficulty learning in school. Everyone wants to see their child excel, and it can be very frustrating when a child falls behind in learning to read, do math, or achieve in other subjects. Children who have the most difficulty are often referred for an evaluation to determine if they need and qualify for special education services. The term "learning disability" has been used for many years to explain why some children of normal intelligence nevertheless have much difficulty learning basic skills such as reading.

Some new federal laws have directed schools to focus more on helping all children learn by addressing problems earlier, before the child is so far behind that a referral to special education services is warranted. These laws include the No Child Left Behind Act of 2001 and the Individuals With Disabilities Education Improvement Act (IDEA) of 2004. Both laws underscore the importance of providing high quality, scientifically-based instruction and interventions, and hold schools accountable for the progress of all students in terms of meeting grade level standards.

What Are the Essential Components of RTI?

Simply, "Response to Intervention" refers to a process that emphasizes how well students respond to changes in instruction. The essential elements of an RTI approach are: the provision of scientific, research-based instruction and interventions in general education; monitoring and measurement of student progress in response to the instruction and interventions; and use of these measures of student progress to shape instruction and make educational decisions. A number of leading national organizations and coalition groups, including the National Research Center on Learning Disabilities and the 14 organizations forming the 2004 Learning Disabilities (LD) Roundtable coalition, have outlined the core features of an RTI process as follows:

High quality, research-based instruction and behavioral support in general education.
Universal (school-wide or district-wide) screening of academics and behavior in order to determine which students need closer monitoring or additional interventions.
Multiple tiers of increasingly intense scientific, research-based interventions that are matched to student need.
Use of a collaborative approach by school staff for development, implementation, and monitoring of the intervention process.
Continuous monitoring of student progress during the interventions, using objective information to determine if students are meeting goals.
Follow-up measures providing information that the intervention was implemented as intended and with appropriate consistency.
Documentation of parent involvement throughout the process.
Documentation that the special education evaluation timelines specified in IDEA 2004 and in the state regulations are followed unless both the parents and the school team agree to an extension.

What Are the Key Terms?

Response to Intervention (RTI) is an array of procedures that can be used to determine if and how students respond to specific changes in instruction. RTI provides an improved process and structure for school teams in designing, implementing, and evaluating educational interventions.

Universal Screening is a step taken by school personnel early in the school year to determine which students are "at risk" for not meeting grade level standards. Universal screening can be accomplished by reviewing recent results of state tests, or by administering an academic screening test to all children in a given grade level. Those students whose test scores fall below a certain cut-off are identified as needing more specialized academic interventions.

Student Progress Monitoring is a scientifically based practice that is used to frequently assess students' academic performance and evaluate the effectiveness of instruction. Progress monitoring procedures can be used with individual students or an entire class.

Scientific, Research-Based Instruction refers to specific curriculum and educational interventions that have been proven to be effective –that is, the research has been reported in scientific, peer-reviewed journals.

What Role Does RTI Play in Special Education Eligibility?

IDEA 2004 offers greater flexibility to school teams by eliminating the requirement that students must exhibit a severe discrepancy between intellectual ability and achievement in order to be found eligible for special education and related services as a student with a learning disability. This increased flexibility has led to a growing interest in using RTI as part of an alternative method to traditional ability/achievement discrepancy comparisons. IDEA 2004 addresses RTI procedures within several contexts.

Effective instruction and progress monitoring. For students to be considered for special education services based on a learning disability they first must have been provided with effective instruction and their progress measured through "data-based documentation of repeated assessments of achievement." Furthermore, results of the student progress monitoring must be provided to the child's parents.

Evaluation procedures. The law gives districts the option of using RTI procedures as part of the evaluation procedures for special education eligibility. Comprehensive assessment is still required under the reauthorized law, however. That means that schools still need to carefully examine all relevant aspects of a student's performance and history before concluding that a disability does or does not exist. As before, schools must rule out learning problems that are primarily the result of factors such as poor vision, hearing, mental retardation, emotional disturbance, lack of appropriate instruction, or limited English proficiency.

Early Intervening Services. IDEA 2004 addresses the use of RTI procedures is by creating the option of using up to 15% of federal special education funds for "early intervening services" for students who have not been identified as needing special education, but who need additional academic and behavioral support to succeed in the general education setting. The types of services that can be included are central to the RTI process, and include professional development for teachers and school staff to enable them to deliver scientifically based academic and behavioral interventions, as well as educational evaluations, services, supports, and scientifically based literacy instruction.

How Can Parents Be Involved in the RTI Process?

The hallmarks of effective home-school collaboration include open communication and involvement of parents in all stages of the learning process. Being informed about your school's RTI process is the first step to becoming an active partner. Both the National Center for Learning Disabilities and the National Joint Committee on Learning Disabilities advise parents to ask the following questions:

Does our school use an RTI process? (Be aware that your child's school may call their procedures a "problem solving process," or may have a unique title for their procedures, e.g., Instructional Support Team, and not use the specific RTI terminology.)
Are their written materials for parents explaining the RTI process? How can parents be involved in the various phases of the RTI process?
What interventions are being used, and are these scientifically based as supported by research?
What length of time is recommended for an intervention before determining if the student is making adequate progress?
How do school personnel check to be sure that the interventions were carried out as planned?
What techniques are being used to monitor student progress and the effectiveness of the interventions? Does the school provide parents with regular progress monitoring reports?
At what point in the RTI process are parents informed of their due process rights under IDEA 2004, including the right to request an evaluation for special education eligibility?
When is informed parental consent obtained and when do the special education evaluation timelines officially commence under the district's RTI plan?

What Are the Potential Benefits of RTI?

Perhaps the most commonly cited benefit of an RTI approach is that it eliminates a "wait to fail" situation because students get help promptly within the general education setting. Secondly, an RTI approach has the potential to reduce the number of students referred for special education services. Since an RTI approach helps distinguish between those students whose achievement problems are due to a learning disability versus those students whose achievement problems are due to other issues such as lack of prior instruction, referrals for special education evaluations are often reduced. Finally, parents and school teams alike find that the student progress monitoring techniques utilized in an RTI approach provide more instructionally relevant information than traditional assessments.

What Are Next Steps in Implementing RTI Approaches?

There are many specific issues that must be addressed in order to effectively implement RTI approaches. Schools must be prepared to offer a variety of proven instructional strategies; staff must be trained to measure student performance using methods that are sensitive to small increments of growth; parents must be kept informed of these new procedures and made partners in the process. Teams must also determine how they will define an "adequate" response to an intervention—how much progress over what period of time will be the benchmark to determine if an intervention is successful? While forthcoming federal regulations will offer guidance, each school district will need to develop its own procedures based on their state regulations, resources and the needs of its student population.

References and Web Resources

IDEA 2004: See the final bill posted at: http://edworkforce.house.gov/issues/108th/education/idea/conferencereport/confrept.htm

National Association of School Psychologists—www.nasponline.org
NASP's has a variety of resource materials and helpful factsheets for parents. Also see the report of the 2004 LD Roundtable posted on the NASP website at:http://www.nasponline.org/advocacy/2004LDRoundtableRecsTransmittal.pdf

National Association of State Directors of Special Education — www.nasdse.org
See the document: Response to Intervention: Policy Considerations and Implementation

National Center for Learning Disabilities—www.ld.org
NCLD provides essential information, promotes research and programs to foster effective learning, and advocates for policies to protect and strengthen educational rights and opportunities.

National Joint Committee on Learning Disabilities (NJCLD) — www.ldonline.org/njcld
The NJCLD is comprised of organizations committed to the education and welfare of individuals with learning disabilities. See the paper: Responsiveness to Intervention and Learning Disabilities http://www.ldonline.org/pdf/rti_final_august_2005.pdf

National Research Center on Learning Disabilities — www.nrcld.org
The NRCLD engages in research, develops recommendations, and provides training. See the article: Understanding Responsiveness to Intervention in Learning Disabilities http://www.nrcld.org/publications/papers/mellard.pdf

National Center on Student Progress Monitoring — www.studentprogress.org
The National Center on Student Progress Monitoring provides information and technical assistance to implement progress monitoring techniques.

© 2006, National Association of School Psychologists, 4340 East West Highway, Suite 402, Bethesda, MD 20814, 301-657-0270, www.nasponline.org

Critical Thinking Skills

2010-10-11T08:42:00.003-05:00

Mission Critical: Reading Together to Build Critical Thinking Skills

As parents, we hope to develop many positive skills and traits in our children. Critical thinking, the ability to think deeply about a topic or a book, is an essential skill for children to develop. Critical thinking doesn't develop overnight. It's something that develops and builds through conversations and experiences. It's also something parents can nurture by sharing quality books with their children.

Even though your elementary-aged child may now be able to read on their own, reading together remains just as important as it was when your child was younger. Family read-alouds provide great opportunities to tackle more challenging books together. These longer chapter books may have plots that are more complex and more demanding vocabulary. Working through these books chapter by chapter helps teach persistence. And by reading together, you are there as an important source of support and information.

Reading critically involves slowing down, and taking the time to help your child reflect on what you've just read. Depending on the book, discussions may involve talking about what a character's actions tell us about his personality, or how the book's setting is important to the overall message. It might mean helping your child recognize something about the plot and the conflict that exists. It also means asking more open-ended questions to which there can be

multiple correct answers.

Quality books enable you and your child to talk about the book in depth and with substance. All of this will help your reader develop critical thinking skills that will last a lifetime. Below are a

few recommended titles, by grade level, that you and your growing reader may enjoy reading together and talking about.

Books for second and third grades

• Mr. Popper's Penguins, by Florence and Richard Atwater

• Babe: The Gallant Pig, by Dick King-Smith

• Half Magic, by Edward Eager

• The Phantom Tollbooth, by Norton Juster

• Recommended titles from Deconstructing Penguins: Parents, Kids and the Bond of Reading, by Lawrence and Nancy Goldstone (HarperCollins, 2005)

For more information, read How to Increase Higher Order Thinking: www.ReadingRockets.org/article/34655

Helpful information about learning brought to you by Reading Rockets, Colorin Colorado, and LD OnLine

Reading Rockets, Colorín Colorado, and LD OnLine are services of public television station WETA, Washington, D.C. Reading Rockets is funded by the U.S. Department of Education, Offi ce of Special Education Programs. Colorín Colorado, a web service to help English language learners become better readers, receives major funding from the American Federation of Teachers. Additional funding is provided by the National Institute for Literacy and the U.S. Department of Education, Offi ce of Special Education Programs. LD OnLine is the world's leading website on learning disabilities and ADHD, with major funding from Lindamood-Bell Learning Processes.

Transitions between activities

2010-09-21T09:26:00.001-05:00

I have had several interesting conversations with some teachers in
the last few weeks about how they have children in their classes
having difficulty with transitions. The children either don't want to
leave the activity they are currently engaged in or it becomes a power
struggle with the child wanting to choose what activity to do next.
This leads to frustration on both sides; the teacher and the student.
So here are some things to consider: One, think about using a picture
schedule. This is particularly helpful with children who may not be
reading yet or children who are very visual in nature. Keep the
schedule at child eye level. You would be surprised how many times I
have entered a classroom only to see the picture schedule located way
up on a wall out of the children's reach. Review the schedule with
the children throughout the day to help them see what will be coming
up in their day.
Two, give a five minute warning prior to the transition. I have even
used timers with countdown areas on the clock for children to see the
time elapsing and then used the picture from our picture schedule to
alert the children of the transition that is coming up. That way
children can "gear up" for the change in the routine.
Three, make sure to give simple but clear directions about the
transition. Remember the saying KISS? (Keep It Simple Stupid) It is
the same theory really. Some children have difficulty with multi-step
directions. It isn't that they are upset about the transition, it is
that they don't understand the directions you just gave to them. So
give directions in a simple format and with some children consider
restating the directions to ensure their success.
Those are just three suggestions for helping your transition from one
activity to another in the classroom. There are many others out
there. What have you used with success? Please share in the comments
section!

Strategies Students Use While Reading

2010-09-08T09:55:00.001-05:00

Hello to everyone! We are so sorry for the time lapse in writing. As many of you know, getting school started can be a time consuming process! But now things have settled down and we can go back to our weekly postings.

We have received questions from classroom teachers asking," What are some strategies that students can use while they are reading?". There are several strategies that students can use while reading. One strategy is for the student to adjust their reading rate. The student can adjust their reading rate for the purposes of skimming, reading for pleasure, or reading to recall information.

Another strategy is for a student to predict or confirm information. They can support their predictions with the text. Students can also use prior knowledge to confirm information while they are reading. Readers can also raise questions while they are reading. The student knows that the text may not answer all of the questions.

Students can reread text. They reread the text to improve recall, revisit favorite parts, and/or to understand confusing parts. Another strategy students can use while reading is to self-correct. The student knows when a word or phrase doesn't make sense and makes the correction in the reading without help.

Finally, students can monitor their own understanding. They can identify parts of a text that are or aren't understood and ask for help when needed. These are just some of the many strategies that students can use while they are reading. What are some strategies you have taught your students?

How to Greet Students on Day 1

2010-08-04T11:30:00.001-05:00

Here is a successful technique used by many effective teachers for greeting students on the first day of school.

Post the following information next to the classroom door:

*Your name

*Room number

*Section or period, if appropriate

*Grade level or subject

*An appropriate welcome or greeting

Stand at the door on the first day of school. Have a smile on your face, hand ready to shake the students' hands, and a look that says you can't wait to meet them.

As they stand there, wondering if you are the right teacher and this is the correct room, welcome them to a new school year and tell them the following:

*Your name

*Room number

*Section or period, if appropriate

*Grade level or subject

*Anything else appropriate, such as seating assignment

Check each students' registration card, and if the student is in the wrong place or is lost, help the student or find a guide who will.

After you greet a student, the student should be able to enter the classroom and see the same information displayed in the room:

*Your name

*Room number

*Section or period, if appropriate

*Grade level or subject

*An appropriate welcome or greeting

Because the students are exposed to the same information three times, it is highly unlikely that any students will be in the wrong place on the first day of school. Their anxiety level and their tendency to be confrontational are reduced, and they feel welcome and at ease.

Everything possible should be done to welcome the students and to make sure they know where to go and how to get there on time.

Education World ® Professional Development Center: Eric Baylin: Son of a Gun! Summer’s Fun

2010-07-14T12:02:00.000-05:00

Education World ® Professional Development Center: Eric Baylin: Son of a Gun! Summer’s Fun

I've been reading about how important humor is to teaching; not only with students but with other teachers. It reduces stress, helps to form relationships, and inspires a good laugh! I found this song at Education World. So take a look at this end of the summer song and let it tickle your funny bone. :)

Another summer -- glorious summer -- has come to an end. As we get ready for the new school year, please join in this musical tribute to summer vacation -- a time to tend the garden and nurture the soul.

Son of a Gun! Summer’s Fun

(Sung to the tune of Jambalaya.)

This song, sung to that spirited song from the bayou, Jambalaya, offers teachers a chance to pour out their hearts in praise of summer – and, at the same time, to lament its passing.

Can’t believe that we’re back, me oh my oh.
We’ve been off to Pa-ree and Ohio.
Got some rest, feel less stress, you and I-o.
Now it’s back teaching math, French, and bio.

Chorus:
Son of a gun, Summer’s fun, me oh my oh.
Eating corn, eating blueberry pie oh.
Take a deep breath and let out a sigh oh.
Summer’s leaving us soon, say goodbye-o.

Well, the ease of the summertime frees me
To travel and do things that please me.
Well, it may not be terribly PC
To admit coming back is not easy.

Chorus:
Son of a gun, Summer’s fun, me oh my oh.
Eating corn, eating blueberry pie oh.
Take a deep breath and let out a sigh oh.
Summer’s leaving us soon, say goodbye-o.

Far away from the lads and the lasses
At the beach sporting stylish sunglasses.
Oh, the weeks vanish as summer passes.
I’m not ready to teach all my classes!

Chorus:
Son of a gun, Summer’s fun, me oh my oh.
Eating corn, eating blueberry pie oh.
Take a deep breath and let out a sigh oh.
Summer’s leaving us soon, say goodbye-o.

Once they’re back, kids have no concentration
For the work, all that new information.
We should just have a big celebration,
And start planning our next long vacation.

Chorus:
Son of a gun, Summer’s fun, me oh my oh.
Eating corn, eating blueberry pie oh.
Take a deep breath and let out a sigh oh.
Summer’s leaving us soon, say goodbye-o.

Using Songs As A Memory Booster

2010-07-13T13:38:00.001-05:00

Using music as a memory booster can help many children. How many of you learned how to spell bologna by singing the Oscar Myer song to themselves? I know I did! Teachers can use products such as School House Rocks! to teach the parts of a sentence. There are many books out there who also have songs written to familiar music. Here is one example from Memory-Boosting Mnemonic Songs Grammar by Pat Walz and Pam McLaughlin set to the music of "Pop Goes the Weasel". The song is "Introducing Interjections".

"Ow!" is just a single word,
We call an interjection.
It states an emotion-how we feel.
Say it with inflection!

"Eek! I see a really big bug!"
The mark's an exclamation.
Use a comma in "Whew, he's gone"-
A weaker situation.

This is just one example. I'm sure many of you have created your own songs. We would love it if you would share one in the comments area! Have fun :)

Some great websites to check out...

2010-07-09T09:10:00.000-05:00

We have added to our Links section-take a look! One great website is Mad Scientists. Scientists from the University of St. Louis answer questions posed by students on the website. They also have a random knowledge generator, MAD labs, and a MAD Scientist library. Visit www.madsci.org.

What are some of your favorite websites? We would love to post your favorites to share with our readers.

Reading Rockets: Identifying Risk Factors to Prevent Difficulties

2010-07-06T15:50:00.001-05:00

I was looking at the Reading Rockets website today and found a wonderful archived article on identifying risk factors to prevent reading difficulties. Please take a moment and read below:

By: Catherine Snow, Susan Burns, and Peg Griffin (1998)

There are certain characteristics of groups and individual children that increase their likelihood of struggling with reading. Find out how to use knowledge of these risk factors to help prevent reading problems for these children.

Our review of prediction studies indicates clearly that no single risk factor, on its own, is sufficiently accurate to be of practical use for predicting reading difficulties. In combination, however, measures of various kinds of risk – individual, familial, and demographic – can provide useful estimates of future achievement levels.
Although prediction accuracy is far from perfect, errors of prediction can be tolerated as long as children's progress is carefully monitored during kindergarten and beyond. As discussed below, how different school systems can best use the available information about risk indicators must be tailored to their particular needs, goals, and resources.

Group risk factors

It is abundantly clear that some groups of children are at risk for reading difficulties because they are affected by any or all of the following conditions:

They are expected to attend schools in which achievement is chronically low
they reside in low-income families and live in poor neighborhoods
they have limited proficiency in spoken English
they speak a dialect of English that differs substantially from the one used in school

Individual risk factors

The evidence also indicates that individual children, whether or not faced with the adverse conditions just mentioned, may be at greater risk than other otherwise-comparable children for reading difficulties for any or all of the following reasons:

They are children of parents with histories of reading difficulty
they have acquired less knowledge and skill pertaining to literacy during the preschool years, either through lack of appropriate home literacy experiences and/or as a result of some inherent cognitive limitations
they lack age-appropriate skills in literacy-related cognitive-linguistic processing, especially phonological awareness, confrontational naming, sentence/story recall, and general language ability
they have been diagnosed as having specific early language impairment
they have a hearing impairment
they have a primary medical diagnosis with which reading problems tend to occur as a secondary symptom

Practical use of this information

Detecting problems early, in order to avoid other problems later on, is the most practical course. The ease, cost, and reliability with which various risk factors can be measured are therefore a central concern.
Many of the group factors named above (e.g., a child is expected to attend a school in which achievement is chronically low, the child lives in a low-income family and neighborhood) are easily accessible measures. When they are present, effective preventions and early interventions can be provided throughout the age span we are addressing in this report – birth through grade three.
Pediatric screening tools are effective in identifying children who have severe sensory or developmental impairments (hearing impairment, specific language impairment). When these are present, preventions and early interventions can be provided.
There is less practical utility in conducting population-wide individual screening of infants, toddlers, and preschoolers who have acquired less knowledge and skills pertaining to literacy during the preschool years, either through lack of appropriate home literacy experiences or as a result of some inherent cognitive limitations, or of those who lack age-appropriate skill in literacy-related cognitive-linguistic processing, for the purpose of identifying those who are at greatest risk for reading difficulties.
Some screening (i.e., language milestones) is already part of regular well-baby visits; in this case the information could help to define risk, especially when aggregated with other risk factors.
Kindergarten screening, in contrast, has become reasonably accurate when a combination of skills is measured (although the optimal combination is not yet identified). Ideally, screening procedures should be quick and inexpensive; they should identify all or most children who have the specific problem; and they should mistakenly detect none or few children who do not have the problem.
To achieve the goal of preventing reading difficulties, it will not be feasible or appropriate to provide the same sort of intervention to all of these groups and individuals, although some kinds of programs may be of benefit to all.

Excerpted from: Snow, C. E., Burns, S. M., & Griffin, P. Editors. (1998). Preventing Reading Difficulties in Young Children, Chapter 4: Predictors of Success and Failure in Reading.. National Research Council, National Academy of Sciences. Courtesy of National Academy Press. Reprinted with permission.

Reading Rockets: Helping Struggling Readers

2010-06-29T14:56:00.001-05:00

Reading Rockets is a fantastic resource for parents and teachers for the area of reading. Below is an article I found under struggling readers. Please take a moment to take a look and check out some of the links.

Helping Struggling Readers

Did you know that learning to read is a challenge for almost 40 percent of kids? The good news is that with early help, most reading problems can be prevented. The bad news is that 44 percent of parents who notice their child having trouble wait a year or more before getting help.

Unfortunately, the older a child is, the more difficult it is to teach him or her to read. The window of opportunity closes early for most kids. If a child can't read well by the end of third grade, odds are that he or she will never catch up. And the effects of falling behind and feeling like a failure can be devastating.

Click below to find information on:

FAQs – Find answers to real questions from real parents about reading and learning disabilities
Q&A with nationally known experts – A new monthly feature covering topics such as assessment, cognition and learning, and educational technology
Why They Struggle – Learn why some kids struggle with reading
Target the Problem! – Pinpoint the problem a struggling reader is having and discover ways to help
Assessment Process – Find out how to get your child evaluated
Parent as Advocate – Why you need to toughen up and stand up for your child
Finding Help – Where to get extra help for your struggling reader
Self-Esteem and Reading Difficulties – What else suffers when kids struggle in school and what they can do to help themselves
Struggling Readers – Find more Reading Rockets resources, including inside the classroom video, webcasts, articles, and related research

Early identification is crucial. Please, if you suspect a problem, don't hesitate. Learn about reading difficulties, get your child assessed, find out what you can do to help your struggling reader, and don't give up!

Early Signs of a Reading Difficulty
By: Susan Hall (2009)

Parents are often the first to suspect their child has a reading problem. An expert alerts parents to some of the earliest indicators of a reading difficulty.

Seeking Help for a Struggling Reader: Seven Steps for Teachers
By: Joanne Meier and Karen Freck (2005)

Children come to our classrooms from so many different ability levels and backgrounds. As a teacher, it's important to recognize and know what to do to help a struggling reader.

About Reading Disabilities, Learning Disabilities, and Reading Difficulties
By: Kathryn Drummond (2005)

Reading difficulties likely occur on a continuum, meaning that there is a wide range of students who experience reading difficulties. There are those students who are diagnosed with a learning disability. There is also an even larger group of students who do not have diagnoses but who need targeted reading assistance.

Waiting Rarely Works: Late Bloomers Usually Just Wilt
By: American Federation of Teachers (2004)

A look at three pivotal longitudinal studies that clearly show: Late bloomers are rare; skill deficits are almost always what prevent children from blooming as readers.

Seeking Help for a Struggling Reader: 8 Steps for Parents
By: Reading Rockets (2004)

What should you do if you think your child is having trouble with reading? Sometimes children just need more time, but sometimes they need extra help. Trust your instincts! You know your child best. If you think there's a problem, there probably is.

Academic 911

Digital Learning

Self-Esteem and Reading Difficulties | Helping Struggling Readers | Reading Rockets

Making charts

Graphing with kids!

Tips for Student Engagement

Making Inferences and Drawing Conclusions

Making Inferences and Drawing Conclusions

Reading Skills: Figuring Out an Unfamiliar Word

The new school year has begun!

Reading Rockets: Using Graphic Organizers in Literature-Based Science Instruction

Communities helping students succeed.

Recognizing the Signs When ELLs Struggle

Education Article :: Top 12 Things Teachers WON’T Miss During Summer

Behavior Charts - Free Downloadable

Accommodations, Modifications, & Interventions

Education World: Reading Coach: Glimpses Into Read-Aloud Classrooms/

Fluency information

Facilitating Writing Fluency

Education World ® Administrators Center: Principals Offer 30 Ways to Fight Stress

Finding out book levels

Fun free printable activities with Post-it!

Section 504 in 2009: Broader Eligibility, More Accommodations

ELL families and Parent/Teacher Conferences

Tips for Successful Parent-Teacher Conferences with Bilingual Families

Introduction

Tips for Parents

Teacher tips for parent-teacher conferences with bilingual families

Before the conference

Encourage parent attendance

Make personal contact

Make an appointment with the parents

Give parents a reminder call

Arrange for an interpreter

Enlist help to find an interpreter if necessary

Consider training parents to become interpreters

Create an interpreters' schedule with other teachers

Train interpreters and staff

Meet with the interpreter

Review educational terms and vocabulary with the interpreter

Allow more time for translations

Be aware of cultural differences

During the conference

Speak with the parents, not the interpreter

Speak evenly and pause frequently

Use simple documents in your explanations

Discuss educational plans and the parents' expectations

Offer translated information if possible

Offer information about local support resources

Encourage reading at home

Leave time for parent questions

After the conference

Send a thank you note

A fun site to use in class

Response to Intervention: Helping Students Before They Fail

Using S.P.I.R.E. for reading intervention

Emphasize the Importance of Reading

Math at home activities

Parent's helping students

ESL tidbits

Homework Tips for Parents

Study the same things in different ways and places

Mix up the study time

Space out the learning

Help your child get organized

Show your child that you think homework is important

Help your child without doing the homework

Talk with your child's teacher

Auditory Processing- Possible Characteristics Checklist

A Dr. Jean Give-A-Way!!!

Response to Intervention: Information for Parents

Response to Intervention (RTI): A Primer for Parents

By Mary Beth Klotz, PhD, NCSP, and Andrea Canter, PhD, NCSPNational Association of School Psychologists

What Are the Essential Components of RTI?

What Are the Key Terms?

What Role Does RTI Play in Special Education Eligibility?

How Can Parents Be Involved in the RTI Process?

What Are the Potential Benefits of RTI?

What Are Next Steps in Implementing RTI Approaches?

References and Web Resources

By Mary Beth Klotz, PhD, NCSP, and Andrea Canter, PhD, NCSP
National Association of School Psychologists