One in five students has a language-based learning disability, the most common of which is dyslexia. 37 states now have laws on dyslexia and more have legislation in the works. With so much focus on dyslexia, teachers must be knowledgeable about how to screen for, identify and support students with dyslexia.

This recorded webinar provides a foundation for addressing dyslexia in your district. Dr. Louisa Moats, President of Moats Associates Consulting, Inc., and Dr. Dale Webster, Chief Academic Officer for CORE, review:

• What dyslexia is and what it is not
• What causes difficulty learning to read and spell written words
• How to recognize the signs of dyslexia
• The principles of effective intervention and instruction for students with dyslexia using the multi-tiered system of supports (MTSS) framework

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Mastery-based learning provides a solid foundation for students to build and develop their knowledge at their own pace. Pajaro Valley Unified School District in California has made the move to a mastery-based, individualized learning and has seen improved student outcomes, particularly in the area of literacy.

In a recent webinar, Superintendent Dr. Michelle Rodriguez and Early Literacy Coordinator Lynda Pate shared:

• Key components of mastery-based, individualized learning
• District and Site systems needed to support significant change
• Critical steps to take an initiative from pilot to scale
• Milestones/checkpoints to monitor along the way to track intended impact

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The 2017 Supreme Court Ruling on Endrew F. v. Douglas County School District RE-1 re-affirmed that special education can, and should, deliver more to students with disabilities. The way to achieve improved outcomes is with fewer but better IEP goals and progress monitoring. Unfortunately, IEP goals have become a procedural compliance process disconnected from intervention intensity that doesn’t lead to the kind of progress monitoring that has been shown to be among the most powerful tools in an educator’s toolbox.

During this one-hour webinar conducted by Dr. Mark Shinn you will learn:

• How the ruling is consistent with the Office of Special Education Program’s Results Driven Accountability (RDA) Initiative.
• How appropriately intensive, research-based intervention(s) driven by scientifically sound, easily measurable IEP goals reduce the achievement gap.
• How progress monitoring practices drive intervention intensity and effectiveness.
• Strategies to improve instruction and academic achievement for students with disabilities in your district.

READ MORE

The 2017 Supreme Court Ruling on Endrew F. v. Douglas County School District RE-1 re-affirmed that special education can, and should, deliver more to students with disabilities. The way to achieve improved outcomes is with fewer but better IEP goals and progress monitoring. Unfortunately, IEP goals have become a procedural compliance process disconnected from intervention intensity that doesn’t lead to the kind of progress monitoring that has been shown to be among the most powerful tools in an educator’s toolbox.

During this one-hour webinar conducted by Dr. Mark Shinn you will learn:

• How the ruling is consistent with the Office of Special Education Program’s Results Driven Accountability (RDA) Initiative.
• How appropriately intensive, research-based intervention(s) driven by scientifically sound, easily measurable IEP goals reduce the achievement gap.
• How progress monitoring practices drive intervention intensity and effectiveness.
• Strategies to improve instruction and academic achievement for students with disabilities in your district.

READ MORE

Watch this hour-long recorded webinar to learn actionable strategies to make the demands of academic language more accessible to every student in the classroom, particularly English Learners, and raise student achievement. READ MORE