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10/25/2018

Learning to read can be challenging, and many teachers of reading do not always know how to help students master the foundational skills that lead to lifelong literacy. When teachers are more fully prepared, they can help all learners overcome challenges and improve reading achievement.

In this prerecorded webinar, literacy experts Dr. Mary Dahlgren and Michelle Elia explore how teachers need to be smarter than their programs; detail effective solutions and interventions; and demonstrate how to supplement and strengthen core programs and adapt pacing for individuals.

Community projects and service learning initiatives allow students to use their classroom skills to benefit the world around them.

The population of ELL students continues to grow, and achievement gaps between ELL students and other student populations persist in many districts. There are a variety of best practices administrators can employ to address these achievement gaps and meet the needs of ELL students.

Nationally, the number of English learners continues to grow, presenting district administrators with unique challenges. Blended learning that incorporates computer-adaptive assessments and instruction can be a vital resource to meet the needs of these students and to help them become proficient in English and succeed academically. 

9/18/2017

When students can make sense of words, then they learn, grow and succeed. But, getting to this point can be a struggle when students need to overcome reading challenges. Studies have shown that if students learn strategies for unlocking multisyllabic words and academic vocabulary with fluency and confidence, then they will achieve long-term results.

By all accounts, Marysville School District in Michigan is a high-success, high-performance district. While the average state graduation rate hovers at about 78 percent, Marysville graduates 95 percent of its students. It’s a point of pride that students exit Marysville—a suburban community located 55 miles northeast of Detroit—prepared to meet the rigorous demands of higher education.

The Champaign (Ill.) Community Unit School District #4 serves more than 9,600 students at 18 school sites, and includes more than 1,400 staff members. Trevor Nadrozny has been the director of curriculum for the last three years and was an elementary school principal in the district for 11 years. When Nadrozny first came to the position, of primary concern was the district’s K5 English language arts curriculum. “We had struggled with reading, where we are dealing with a significant achievement gap,” says Nadrozny.

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