RTI Intervention Bank - robeson.k12.nc.us Intervention Bank ... The majority of children with social...

RTI Intervention Bank

Category: Behavior

BehaviorDoctor.orghttp://www.behaviordoctor.org

This site is dedicated to providing proactive strategies and solutions for behaviors that adults wish to target for change in either their personal children or the students that they teach.````The information is based in behavioral theory; however, you will not find all the educational jargon and quotations on this site.

Behaviornotes.comhttp://www.behaviornotes.com

BehaviorNotes.com is online behavioral documentation for primary and secondary ``schools.

BHP, Behavior Interventions and School Safetyhttp://www.state.ky.us/agencies/behave/bi/bi.html

The goal for most educators, parents, and other professionals is for ALL students to be successful in school and in life. To reach that goal, many have adopted a three‐tiered model of behavioral support. Interventions are developed at Universal (school‐wide), Targeted (small groups or individual students), and Intensive (wraparound) levels to teach ALL students what they must do to be successful. This page identifies and provides links to resources for each level of behavioral support.

Dr. Mac's Amazing Behavior Management Advice Sitehttp://www.behavioradvisor.com

Lots of great tips on managing student behavior. Post your problem, we'll offer suggestions.

Educational Leadership Associates, Inchttp://www.educational‐leadership‐associates.com/sped_service.htm

Students ‐ Emotional/Behavior Disorders: Technical assistance services can be provided in varied service delivery models ‐ inclusive classes, resource classes, self‐contained classes, àin a variety of areas including planning, curriculum, inclusive strategies, support services (including school psychology and child/ adolescent psychiatry, IEP development and implementation, teacher training, parent services, evaluation of effectiveness, follow‐up studies, and innovative programs.

NIMH: Attention Deficit Hyperactivity Disorderhttp://www.nimh.nih.gov/publicat/adhd.cfm

A detailed booklet that describes the symptoms, causes, and treatments, with information on getting help and coping.

Maintained by R. David Freeman, Ed.S., Office of Psychological Services, Bartow County School SystemThursday, December 18, 2008


Positive Behavioral Interventions and Supports (PBIS)http://www.pbis.org/main.htm

The OSEP‐funded National Technical Assistance Center on Positive Behavior and Intervention Supports was established to address the behavioral and discipline systems needed for successful learning and social development of students. The Center provides capacity‐building information and technical support about behavioral systems to assist states and districts in the design of effective schools.

School‐wide Positive Behavior Support:...Blueprint and Self‐Assessmenthttp://www.osepideasthatwork.org/toolkit/behvr_pos.asp

The purpose of this blueprint is to present a rationale for adopting school‐wide positive behavior support (SW‐PBS), describe the key features of SW‐PBS, and illustrate processes, structures, and supports of SW‐PBS.

Teaching Children With ADHD: Instructional Strategies and Practiceshttp://www.ed.gov/rschstat/research/pubs/adhd/adhd‐teaching_pg3.html

Teaching Children With Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices

Utah's Behavior Initiatives: Behavioral Strategies for Educators & Parentshttp://www.updc.org/ubi/index.html

Utah's Behavioral Initiative (UBI) is a set of personnel development activities sponsored by the Utah State Office of Education, the Utah Personnel Development Center and the Utah State Personnel Development Improvement Grant.



Category: Behavior/Aggression

Children's social cognitions: Physically/relationally aggressive strategieshttp://findarticles.com/p/articles/mi_qa3749/is_200010/ai_n8918136

he relation between goals and strategies for conflict resolution of children in the 4th through 6th grades were assessed using self‐report questionnaires (N = 273). Prosocial strategies were positively correlated with relationship and equality goals, whereas aggressive strategies (physical and relational) were related to self‐interest, control, and revenge goals. Relationally aggressive strategies were more strongly associated with the goals of avoiding trouble and maintaining...

Interventions: Working With Emotionally Unpredictable Studentshttp://www.interventioncentral.org/htmdocs/interventions/behavior/emotionunpredict.php

Strategies to prevent or reduce the intensity of student frustration: * Antiseptic bounce: Send the student from the room on an errand or task. * Permit student to go to quiet spot within or outside of classroom on 'respite break' (brief cool‐down period).* Teach the student appropriate ways to seek help when stuck on academic assignment. * Spend 5 minutes talking through issue with student (or send student to another caring adult)...

Practical Strategies for Working With Students Who Display Aggression...http://www.cyc‐net.org/cyc‐online/cycol‐0306‐guetzloe.html

Incidents of aggression and violence in the classroom should be met with immediate, nonaggressive consequences. The author discusses specific strategies for preventing violent episodes and for reacting appropriately when they do occur.

The Active/Aggressive Child: Parenting Strategieshttp://life.familyeducation.com/behavioral‐problems/aggression/40420.html

Find out which parenting techniques work best with active or aggressive children.



Category: Behavior/Anxiety

Anxiety 101http://www.worrywisekids.org/anxiety_101/index.html

Though we may all experience anxiety from time to time, when it comes to trying to explain to youngsters the ins and outs of how anxiety works, we may be at a loss. When talking to children about anxiety, is important to convey that anxious children are not alone, that aside from the millions and millions of children who have an anxiety disorder, that every child experiences anxiety from time to time.

Anxiety Disorders Association of Americahttp://www.adaa.org/

The Anxiety Disorders Association of America (ADAA) is the only national, non‐profit organization solely dedicated to informing the public, healthcare professionals and legislators that anxiety disorders are real, serious and treatable. The ADAA promotes the early diagnosis, treatment and cure of anxiety disorders, and is committed to improving the lives of the people who suffer from them.

Anxiety in children and teenshttp://www.massgeneral.org/schoolpsychiatry/info_anxiety.asp

Anxiety disorders are one of the most common mental health conditions in children and adolescents. While everyone may have occasional moments of feeling anxious or worried, an anxiety disorder is a medical condition that causes people to feel persistently, uncontrollably worried over an extended period of time. The disorder may result in significant distress in a number of settings, such as school, peer relationships, and home life,

Social Anxietyhttp://www.childhoodanxietynetwork.org/

Social phobia, often called social anxiety disorder, involves an intense fear of becoming humiliated or embarrassed in social situations. The majority of children with social phobia feel as if 'everyone is looking at them' and they fear making mistakes or doing the wrong things.``Children often feel scared and helpless in most social settings

The Child and Adolescent Anxiety Treatment Programhttp://www.bu.edu/anxiety/adolescent.html

Anxiety disorders are one of the primary mental health problems affecting children and adolescents today. The Child and Adolescent Fear and Anxiety Treatment Program at the Center offers clinical services to young people experiencing difficulty with fears, anxiety, or shyness. The program provides comprehensive evaluations and cognitive‐behavioral treatment for children and adolescents between the ages of 7 and 17.



The Child Anxiety Networkhttp://www.childanxiety.net/

The Child Anxiety Network is designed to provide thorough, user‐friendly information about child anxiety. It is also designed to provide direction for those who are not sure where to turn when they think their child or a child they know may need professional help to cope with anxiety.

What Parents Can Do About Children's Anxietyhttp://childparenting.about.com/cs/disorders/a/childanxiety.htm

Anxiety in children is related to excessive fear and worry stemming from both temperament and environmental factors. Anxiety is extremely common in children, but some children are more resilient to its potentially negative effects. What can parents do to build resiliency in their child, to...



Category: Behavior/Behavior_Intervention_Plan

Addressing Student Problem Behaviorhttp://www.ldonline.org/article/6180

After collecting data on a student's behavior, and after developing a hypothesis of the likely function of that behavior, a team must develop (or revise) the student's behavior intervention plan, which should include positive strategies, program or curricular modifications, and supplementary aids and supports required to address the disruptive behaviors in question...

Behavior Doctor Seminars: Forms and Toolshttp://www.behaviordoctor.org/formsandtools.htm

Forms & Tools: These are some of the most frequently requested tools and forms from presentations: ABC Data Sheets, Competing Pathway Chart, PowerPoint on Competing Pathway Chart, Student Behavior Rating Sheet, FBA data tool.

Behavior Intervention Plan Forms ‐‐ Deerfield Public Schoolshttp://www.dps109.org/DPSPages.asp?id=265

Student Services ‐ Forms ‐ Internal Forms ‐ Functional Analysis & Behavioral Intervention Plan Forms Behavioral Intervention Plan Write‐On Form ~~ Type‐On Form

Behavior Intervention Plan: Utah Behavioral Initiativeshttp://www.updc.org/ubi/bip.htm

The Behavior Intervention Plan (BIP) usually includes baseline data on the frequency and/or severity of the target behavior. The target behavior is defined, the behavioral goal for the student, and specific steps to be implemented leading to an improved result are outlined. The plan also includes a method of collecting data on the student's progress, and dates for follow‐up and review of the plan. Sample forms...

Behavior Intervention Plans ‐‐ Public Schools of North Carolinahttp://www.ncpublicschools.org/ec/supportprograms/resources/behavioral/

A behavioral intervention plan (BIP) is designed for a specific child to try to help that child learn to change her or his behavior. Once the function of a student's behavior has been determined, the Individual Education Program (IEP) Team should develop the behavior intervention plan. A behavioral intervention plan can be thought of as a plan to support the student in order to help him or her change behavior.



Forms to Support a Child with Challenging Behaviorshttp://www.circleofinclusion.org/english/formsarticles/forms/10challengingbehavior/form10index.html

Behavior Log, Behavior Intervention Program, Behavior Intervention Program, Environmental and Curricular Checklist, ``Social Skills Training, Problem Behavior Analysis

Write Your Own Behavior Planhttp://specialchildren.about.com/od/specialeducation/qt/behaviorplan.htm

A good Behavior Intervention Plan (BIP) can make a big difference in how a student with special needs acts and reacts in a school setting. However, getting the appropriate school personnel to do the necessary behavior analysis and put a plan together can be a frustratingly lengthy process. Sample forms.



Category: Behavior/Bullying

Bullying.org ‐‐ Get the Factshttp://www.bullying.org/public/frameset.cfm

Bullying happens in many different forms. It's doing, saying or acting in a way that hurts someone else or makes him or her feel bad on purpose. Some kinds of bullying are: Verbal...

kidsAgainstBullyinghttp://www.pacerkidsagainstbullying.org/

PACER Center is a parent center for families of children and young adults with all disabilitiesùphysical, mental, learning, and emotional. In 2004, PACER wrote and received a grant to develop a Web site to help prevent bullying. The grant was written in growing response to the calls and requests for individual assistance by the parents of children who were being targeted by bullying.

Publications, Safe & Responsive Schools Project, Indiana Education Policy Chttp://www.indiana.edu/%7Esafeschl/publication.html

The Safe and Responsive Schools Project at the Indiana Education Policy Center is a model demonstration and technical assistance project dedicated to enabling schools and school districts to develop a broader perspective on school safety, stressing comprehensive planning, prevention, and parent/community involvement.

Social form of bullying linked to depression, anxiety in adultshttp://news.ufl.edu/2008/04/22/bullying‐2/

In a study of 210 college students, UF researchers discovered a link between what psychologists call relational victimization in adolescence and depression and anxiety in early adulthood, according to findings published online this month in the journal Psychology in the Schools. Rather than threatening a child with physical violence, these bullies target a childÆs social status...



Category: Behavior/Classroom_Management

Behavior Managementhttp://www.teachervision.fen.com/classroom‐discipline/resource/5806.html

From environmental considerations to behavior programs; our resources will help you in this key area.

BHP, Classroom Management Tips (CHAMPs)http://www.state.ky.us/agencies/behave/bi/cmtips.html

Behavior Home Page, working to make a difference for students who display problem behavior. Links to Classroom management strategies.

Effective Behavioral and Instructional Supports (EBIS)http://ebis.valdosta.edu/index.htm

The overall goals of the EBIS Center in Georgia are to: Ascertain and enhance knowledge about, and practical demonstration of, school‐wide EBIS practices, systems and outcomes along the three‐tiered continuum (primary, secondary, tertiary); and Expand, conduct, and evaluate technical assistance and dissemination efforts that allow evidence‐based practices to be implemented on a large scale with high durability and effectiveness.

Practical Classroom Tips from Teachers Like Youhttp://www.nea.org/tips/manage/index.html

Your classroom climate has a powerful effect on how well your students learn. Striking a balance between freedom and discipline is a skill that can make all the difference between a well‐run classroom and classroom chaos. Here are some techniques educators are using to achieve such a balance.

Succeeding with Classroom Structure: Rules, Routines, and Standardshttp://www.education‐world.com/a_curr/columnists/jones/jones002.shtml

Research has repeatedly shown that highly effective teachers spend most of the first two weeks of a semester teaching classroom routines. They know there is no free lunch. It is a case of "Pay me now, or pay me later. Do it right now, or do it all year long."

The Really Big List of Classroom Management Resourceshttp://drwilliampmartin.tripod.com/classm.html

There are classroom management techniques tailored to elementary and secondary education, discipline ideas for new and experienced teachers, tips for handling special education, suggestions for getting organized, strategies for preventing behavior problems, sample classroom rules, ways of creating a caring community, and information on new products and services. There are even a few resources for those who question the basic premise of "classroom management."



Welcome to Harry K. Wong Publications, Inc.http://www.harrywong.com/index.htm

Quality, award winning teacher materials created by Harry and Rosemary Wong that emphasize techniques to improve student achievement: classroom management, lesson mastery, and positive expectations.

What really motivates middle school students?http://www.middleweb.com/StdntMotv.html

Students who are engaged in their work are energized by four goals ‐ success, curiosity, originality, and satisfying relationships. How do we cultivate these drives in the classroom? Ten years ago, we began a research project by asking both teachers and students two simple questions: What kind of work do you find totally engaging? and What kind of work do you hate to do? Almost immediately, we noticed distinct patterns in their responses.

When Classroom Rules are Broken!http://specialed.about.com/od/classroommanagement/a/consequences.htm

Here's What You Can Do: Effective classroom management will increase instructional and learning time. Planning is key to success. Are you ready to take action on every routine/rule that is broken? Are your expectations in place? First of all, I'll assume that you've already...



Category: Behavior/Functional_Behavioral_Assessment

Addressing Student Problem Behaviorhttp://www.ldonline.org/article/6180

Identifying the underlying causes of behavior will take many forms; and, while the Amendments to IDEA advise a functional behavioral assessment approach to determine specific contributors to behavior, they do not require or suggest specific techniques or strategies to use when assessing that behavior. While there are a variety of techniques...

Behavior Doctor Seminars: Forms and Toolshttp://www.behaviordoctor.org/formsandtools.htm

Forms & Tools: These are some of the most frequently requested tools and forms from presentations: ABC Data Sheets, Competing Pathway Chart, PowerPoint on Competing Pathway Chart, Student Behavior Rating Sheet, FBA data tool.

Functional Behavior Assessment: Utah Behavioral Initiativeshttp://www.updc.org/ubi/fba.htm

Functional Behavior Assessment (FBA) is a systematic process of describing problem behavior and identifying the environmental factors and surrounding events associated with problem behavior. This information is used to develop an effective plan for reducing the frequency or severity of problem behavior, and to identify and teach more appropriate replacement behavior. Observation is conducted...

Functional Behavioral Assessment: Special Education Subjects Referencehttp://dpi.wi.gov/sped/sbfba.html

Addressing the Behavioral Needs of Students with Disabilities * FBA Monitoring Chart * BIP Monitoring Chart``# Information Update Bulletin 06.02,``Legal Requirements Relating to disciplining Children with Disabilities``# FBA: A Study Guide # Why is FBA Beneficial # Administrative Support...

Teaching Children with Autism: Functional Behavior Analysishttp://www.polyxo.com/fba/

A functional behavior assessment is a precise description of a behavior, its context, and its consequences, with the intent of better understanding the behavior and those factors influencing it. A functional behavior analysis begins as an assessment, but includes the added step of systematically altering the antecedents to and consequences of the behavior to determine precisely which are the driving forces behind that behavior.



Category: Behavior/Hyperactivity

ADHD Strategies: Hyperactivityhttp://addadhd.suite101.com/article.cfm/adhd_strategies__hyperactivity

Some helpful tips to help deal with the hyperactivity symptoms of attention deficit hyperactivity disorder, also known as attention deficit disorder.````I started this list several years ago and have added to it every so often. It was originally started as a handout to give to teachers. However, I

Identifying and Treating ADHD: A Resource for School and Homehttp://www.ed.gov/rschstat/research/pubs/adhd/adhd‐identifying‐2006.pdf

Attention Deficit Hyperactivity Disorder (ADHD) is a neurological condition that involves problems with inattention and hyperactivity‐impulsivity that are developmentally inconsistent with the age of the child. We are now learning that ADHD is not a disorder of attention, as had long been assumed. Rather,...

School‐Wide Strategies for Managing...Hyperactivityhttp://www.jimwrightonline.com/php/interventionista/interventionista_intv_list.php?prob_type=hyperactivity

Hyperactive students tend to have a very high energy level, act impulsively and can be behaviorally distracting. They may fidget, play with objects, tap pencils so loudly against their desk that kids from across the room look over at them, or blurt out answers to teacher questions before the instructor is even finished asking them. When working with students who are hyperactive or impulsive, teachers should keep in mind that these students are...

Strategies for Parenting Children with ADHDhttp://www.healthcentral.com/adhd/raising‐child‐with‐adhd‐40074‐5.html?ic=506016

Children with ADHD are often hyperactive, impulsive and easily distracted. They can forget what they have been told (minutes later) or constantly lose items. Parents can help children learn to cope with these common symptoms of ADHD. The strategies here will help.



Category: Behavior/Impulsivity

ADHD Strategies: Impulsivenesshttp://addadhd.suite101.com/article.cfm/adhd_strategies

Some helpful tips to help deal with the impulsive symptoms of attention deficit hyperactivity disorder, also known as attention deficit disorder.

Development of strategic skills in impulsive and reflective children: a lonhttp://www.ncbi.nlm.nih.gov/sites/entrez?Db=PubMed&Cmd=ShowDetailView&TermToSearch=3559472&ordinalpos=1&itool=EntrezSystem2.PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_RVAbstractPlus

This study examined the relationships between metamemory and strategic behavior in impulsive and reflective children. One hundred thirty children from the fourth, fifth, and sixth grades participated. Seventy‐seven of these children had been tested 3 years earlier on metamemory and cognitive tempo tasks. At pretraining, children were assessed on metamemory, cognitive tempo, summarization skills,...

Suggested Classroom Interventions For Children With ADD/Learning Disabilithttp://www.childdevelopmentinfo.com/learning/teacher.shtml

Children with attention deficit disorder and/or learning disabilities can be a challenge for any classroom teacher. This page provides some practical suggestions that can be used in the regular classroom as well as the special education classroom. By looking through a given list of interventions, a teacher will be able to select one or more strategies that are suited to a specific child in a specific environment.



Category: Behavior/Inattention

Inattentive ADD: Working with the Wandering Mindhttp://www.adda‐sr.org/reading/Articles/mooreinattentive.htm

Although the specific nature of inattentiveness may still be debated by clinical specialists, the most recent edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM‐IV) recognizes the condition as a distinct subtype of Attention Deficit Hyperactivity Disorder (ADHD). The criteria for this predominantly inattentive variation mirrors many of the same problem areas associated with the hyperactive subtype,...

Parenting Strategies for Children with ADD (Without Hyperactivity)http://www.healthcentral.com/adhd/raising‐child‐with‐adhd‐40075‐5.html

Children with ADD can be quiet, withdrawn and shy. They can suffer from low self‐esteem, miss details, be forgetful and often misplace items. The following strategies for parents can help keep their children with ADD on track.

School‐Wide Strategies for Managing: OFF‐TASK / INATTENTIONhttp://www.jimwrightonline.com/php/interventionista/interventionista_intv_list.php?prob_type=off_task__inattention

Students who have chronic difficulties paying attention in class face the risk of poor grades and even school failure. Inattention may be a symptom of an underlying condition such as Attention Deficit Hyperactivity Disorder.

Spotlight on Inattention: What it means in regards to ADD and ADHDhttp://addadhd.suite101.com/article.cfm/spotlight_on_inattention

Typically, people with the predominantly inattentive subtype of attention deficit hyperactivity disorder (ADHD) are considered to have attention deficit disorder (ADD). However, for clarification (and because this is the Suite 101 ADD/ADHD site) I use the term ADD/ADHD instead. American Psychiatric Association Recognized Symptoms of Inattention:...

Strategies for Inattention: Elbert County SSThttp://www.elbert.k12.ga.us/sst/attention.htm

To target these behaviors for improvement, try at least one of the following strategies for a period of at least three weeks. Incorporate a behavior management system‐‐ individual to the child‐‐, as well.: TASK DURATION: To accommodate to the studentÆs short attention span, academic assignments should be brief with immediate feedback regarding accuracy. Longer projects should be broken up into manageable parts...



Strategies to Help Problems Caused by Inattention in ADHDhttp://addadhd.suite101.com/article.cfm/adhd_strategies__inattention_

Some helpful tips to help deal with the inattention symptoms of attention deficit hyperactivity disorder, also known as attention deficit disorder````I started this list several years ago and have added to it every so often. It was originally started as a handout to give to teachers. However, I have modified it slightly to make it more applicable to a wider range of individuals.

The Inattentive Childhttp://life.familyeducation.com/behavioral‐problems/organization/40427.html?page=1&detoured=1

The inattentive child seems to flit through life, never landing in one place for long. Her parents complain that she is "spacey." She forgets to tie her shoes, bring home her homework, pick up her toys. Her teachers say she doesn't pay attention in school. They point out that she can't follow instructions or concentrate. She may make one or two...

The Inattentive Child: Parenting Strategieshttp://life.familyeducation.com/behavioral‐problems/organization/40426.html

Parenting Patterns to Avoid with an Inattentive Child``Many parents (and educators) focus so hard on problems of attention that they ignore or downplay the child's many assets. By stressing her weaknesses, they undermine the very abilities that may help her compensate for her challenges. Imagine if you had to

Understanding Girls with AD/HD: Symptoms and Strategieshttp://www.schwablearning.org/articles.aspx?r=464

Many people think of AD/HD as a boyÆs disorder. In fact, some studies estimate at least six times as many boys as girls are referred to clinics for diagnosis. But field studies suggest that, in the general population, the actual ratio of boys to girls with AD/HD is 3:1.

Watchminderhttp://www.learningstore.org/we1075t.html

The WatchMinder was designed by a child psychologist to aid children and adults with Attention Deficit Disorder and other special needs in staying focused and managing time. The WatchMinder's Reminder Mode can be used by parents to set up daily routines for children, while Training Mode can be used to aid various types of behavioral modification. For example, a student with Attention Deficit Disorder could program the watch...



Category: Behavior/Oppositional_Defiant

Facts for Families: Children With Oppositional Defiant Disorderhttp://aacap.org/cs/root/facts_for_families/children_with_oppositional_defiant_disorder

In children with Oppositional Defiant Disorder (ODD), there is an ongoing pattern of uncooperative, defiant, and hostile behavior toward authority figures that seriously interferes with the youngster's day to day functioning. Symptoms of ODD may include: frequent temper tantrums...

Oppositional Defiant (ODD) Students: Must Have Methodshttp://www.eslteachersboard.com/cgi‐bin/articles/index.pl?noframes;read=1900

If you are a teacher who finds that "nothing works" to manage some students, this article may help. It's way past time for you to learn about ODD, Oppositional Defiant Disorder. In college, you probably got very little training on basic mental health, but if you've been teaching for more than five minutes, you know that little bit of training wasn't enough. Here's just a quick peek at what they should have taught you in college about basic juvenile mental health.

Oppositional Defiant Disorder Treatmenthttp://addadhdadvances.com/ODD.html

Oppositional defiant disorder (ODD) is a psychiatric behavior disorder that is characterized by aggressiveness and a tendency to purposefully bother and irritate others. These behavioral symptoms cause significant difficulties with family and friends and at school or work and test everyone around them.

Solutions to Oppositional Defiant Disorderhttp://www.guidance‐facilitators.com/odd2.html

Besides oppositional defiant disorder, children like Molly may also have another psychiatric disorder. ODD is frequently a co‐morbid condition with attention‐deficit/hyperactivity disorder. It can also be diagnosed along with Tourette Syndrome, obsessive‐compulsive disorder, anxiety and mood disorders, AspergerÆs, language‐processing impairments, sensory integration deficits, or even nonverbal learning disabilities.

Strategies to Work with Students with Oppositional Defiant Disorderhttp://www.sesa.org/newsltr/Spring02/StrategiesforODD.html

The most important point to remember is that the basic drive of a student with ODD is to resist control and manipulation from any adult. The more controlling an adult appears to be, the more oppositional the student becomes. Therefore, developing a behavior plan that considers these points will de‐escalate the problem behaviors. Another point to remember is that these students need structure...



What is Oppositional Defiant Disorder (ODD)http://specialed.about.com/od/behavioremotional/a/odd.htm

ODD is a psychiatric disorder affecting behavior. Three characteristics of the child who has ODD are: aggression, defiance and the constant need to irritate others. When documenting the child's behavior; characteristics or behavior patterns should be in place for at least 6 months. The behaviors will have a negative impact on social and academic functioning. It is important to look for the following characteristics:

Category: Behavior/Social_Skills

SECOND STEP Overviewhttp://www.cfchildren.org/programs/ssp/overview/

Based on over 20 years of research and classroom application, the award‐winning SECOND STEP program integrates academics with social and emotional learning.``Children from preschool through eighth grade learn and practice important skills, such as anger management, cooperation, respectful behavior, and problem solving.

The WhyTry Program, drop out prevention, school violence prevention, charachttp://www.whytry.org/

he WhyTry Organization creates simple hands on solutions for helping youth learn important life skills such as: * Anger Management * Problem Solving * Dealing with Peer Pressure * Living Laws and Rules * Building a Support System * Motivation and Resiliency * Having a Vision of their Future



Category: Behavior/Teasing

Easing the Teasing ‐‐ Strategies for Kids, Parents, and Educatorshttp://www.easingtheteasing.com/

Traditionally, teasing was viewed as a rite of passage, something to ignore until (you hoped) it just went away on its own. But teasing can have damaging and lasting effects on your child, including low self‐esteem, chronic stress, anxiety, dislike of school, or even aggressive behavior.

Easing the Teasing: How Parents Can Help Their Childrenhttp://ceep.crc.uiuc.edu/eecearchive/digests/1999/freed99.html

Most young children become upset automatically if they are called a name or ridiculed in any way. Parents cannot always protect children from these hurtful situations, but they can teach their children useful strategies to help them deal with teasing. Young children who learn these coping skills at an early age may...

Helping Children Deal With Teasinghttp://www2.kumc.edu/kids/KidTips/teasing.htm

Teasing cannot be prevented, and children cannot control what others say, however, they can learn to control their own reactions. Parents can teach their children the simple strategies listed below that will empower them and reduce feelings of helplessness.

Helping Children Handle Teasinghttp://www.parenting‐ed.org/handout3/Specific%20Concerns%20and%20Problems/teasing.htm

The best thing that parents can do to help children who are being teased is to teach constructive ways to respond to teasing. Here are some things parents can do to help their children handle teasing

Prevent Teasinghttp://www.education‐world.com/a_curr/shore/shore043.shtml

Teasing is a pervasive problem in schools, one that can be a painful experience for the students who are on the receiving end. Teasing can result in anxiety and low self‐esteem and, if it's frequent and ongoing, can leave psychological scars that last longer than scars from physical blows.

Teasing and Bullying: No Laughing Matterhttp://content.scholastic.com/browse/article.jsp?id=1438

Bullying behavior is prevalent throughout the world and it cuts across socio‐economic, racial/ethnic and cultural lines. Researchers estimate that 20 to 30 percent of school‐age children are involved in bullying incidents, as either perpetrators or victims.



Teasing and gifted childrenhttp://www.sengifted.org/articles_social/Schuler_TeasingAndGiftedChildren.shtml

Many gifted children and adolescents are targets of teasing and bullying. Some of their peers and teachers may perceive them as "too verbal", "too bossy", "too smart," "too nerdy." Because gifted children and adolescents tend to be highly sensitive to others, their reactions to being teased are extremely intense.

Category: Behavior/Temper_Tantrums

Classroom Management: Ten Teacher‐Tested Tips!http://www.education‐world.com/a_curr/curr261.shtml

Hallway conferences. Pasta discipline. Buddy rooms. Bell work. Those and six other ideas for taming temper tantrums ‐‐ and other classroom disruptions ‐‐ are the focus of this Education World story!

Coping with Tantrumshttp://www.teachersandfamilies.com/open/parent/tantrum1.cfm

From time to time all young children will whine, complain, resist, cling, argue, hit, shout, run, and defy their and parents and caregivers. Temper tantrums are normal; every parent can expect to witness some temper tantrums in their children from the first year through about age four. However, tantrums

TAMING TEMPER TANTRUMShttp://www.nncc.org/Guidance/tam.temp.html

Tantrums are a normal part of growing up. All children will have them sometime or another. But if tantrums seem to be happening too often, you might want to consider the following suggestions:

Temper Tantrums: Guidelines for Parentshttp://www.nasponline.org/resources/behavior/tantrums_ho.aspx

Every teacher of young children and every new parent can expect to witness some temper tantrums in children from age 1û4 years. On average, temper tantrums are equally common in boys and girls, and more than half of young children will have one or more per week.



Category: Communication

Children's Speech Sound Disorders: Q&Ahttp://www.speech‐language‐therapy.com/phonol‐and‐artic.htm

Children's Speech Sound Disorders``QUESTIONS AND ANSWERS What is speech?``Speech is the spoken medium of language. The other two "mediums" or "forms" of language are writing and gestures. Gestures range from simple iconic movements, like pretending to drink, through to complex finger‐spelling and sign systems...

Reading Rockets : Speech Sounds: Watch & Learnhttp://www.readingrockets.org/article/3403

The following are four short video clips that offer you the chance to watch and learn effective speech sound activities. The video clips are from Reading Rockets' PBS television series Launching Young Readers.

Responsiveness to Intervention: New Roles for Speech Language Pathologistshttp://www.asha.org/members/slp/schools/prof‐consult/NewRolesSLP.htm

The responsiveness to intervention (RTI) process is a multitiered approach to providing services and interventions to struggling learners at increasing levels of intensity. It involves universal screening, high‐quality instruction and interventions matched to student need, frequent progress monitoring, and the use of child response data to make educational decisions.

Tangible Symbol Systems: Making the Right to Communicate a Reality for...http://www.osepideasthatwork.org/toolkit/InstPract_tan_sym.asp

Tangible Symbol Systems is not just a mode of communication, but a systematic instructional sequence. In this book, we discuss the use of tangible symbols for communication throughout the day. This book was designed to accompany a 75‐minute videotape entitled Tangible Symbol Systems(Rowland & Schweigert, 1996).



Category: Communication/Articulation

Articulation difficulties in children: What causes the problems?http://www.helpforkidspeech.org/articles/detail.cfm?ID=460

Speech sounds are the product of the coordination of multiple articulators. On a physical level, in order to produce any speech sound, a person must coordinate breathing with the movement of sound through the larynx and into the mouth or the nose (m, n, ng sounds). Once the sound is in the mouth it is further shaped by the movement of the tongue, teeth and lips. Sounds are also affected

Articulation Disordershttp://www.kidspeech.com/index.php?page=61

Articulation disorders are speech sound errors that do not change in different word contexts. These errors occur during the production of isolated speech sounds (phonemes) and are thus misarticulated at the syllable and word levels as well. Articulation errors on individual consonants or vowels do not necessarily change due to context.

The difference between an articulation disorder and a phonological disordehttp://www.speech‐language‐therapy.com/phonetic_phonemic.htm

In essence, an articulation disorder is a SPEECH disorder that affects the PHONETIC level. The child has difficulty saying particular consonants and vowels. The reason for this may be unknown (e.g., children with functional speech disorders who do NOT have serious problems with muscle function); or the reason may...

Category: Communication/Dysphagia

CSD Homepage ‐ Identification of Swallowing Patterns Associated with Dysphahttp://www.d.umn.edu/csd/video/swallowing.htm

In order for students in the field of Speech Pathology to understand, diagnose and provide treatment for persons with dysphagia, there must first be a thorough understanding of a "normal" swallow.

Dysphagia and Swallowing Resource Centerhttp://www.dysphagia.com/

Dysphagia is a medical term defined as "difficulty swallowing". It derives from the Greek root dys meaning difficulty or disordered, and phagia meaning "to eat". It is a sensation that suggests difficulty in the passage of solids or liquids from the mouth to the stomach. Dysphagia is distinguished from similar symptoms including odynophagia, which is defined as painful swallowing, and globus, which is the sensation of a lump in the throat.



Category: Communication/Fluency

Developing fluency through questioning strategieshttp://jalt.org/pansig/2003/HTML/Aliponga.htm

Results of many classroom‐based studies show that in order to develop foreign language speaking skills, focus should be placed on fluency without neglecting the elements of phonology, grammar, and discourse in the spoken output. Fluency is often understood as the ability to carry on a conversation and produce long utterances (Brown, 2001)...

Fluency: Dana Lynn Miller, MA, CCC‐SLPhttp://danalynnmiller.com/Fluency.htm

Dana Lynn Miller, MA, CCC‐SLP, Speech‐Language Pathologist offers evaluation and therapy for articulation, fluency, accent modification and english as a second language.

Information on Stutteringhttp://www.brocku.ca/stutter/inst.html

There are many confusions, misconceptions and unanswered questions about stuttering that continue to pervade the general public. The following FAQ‐like list of questions and answers is intended to benefit both fluent speakers who have an interest in stuttering (parents, teachers, friends, siblings of people who stutter and anyone else interested in the issues), and people who stutter themselves.

Stutteringhttp://www.speech‐language‐therapy.com/stuttering.htm

The realization that a child is struggling to speak fluently is an alarming and unexpected experience for many parents. But for parents who remember stuttering themselves as children (and those for whom the problem persists) recognising that their own child is stuttering is something that they have probably anticipated having to deal with one day.

Stuttering Foundation of America Home Pagehttp://www.stuttersfa.org/

The Stuttering Foundation provides free online resources, services and support to those who stutter and their families, as well as support for research into the causes of stuttering.````We are the first and the largest nonprofit charitable organization in the world working



The Stuttering Homepagehttp://www.mnsu.edu/comdis/kuster/stutter.html

The Stuttering Home Page, created by Judith Maginnis Kuster and maintained at Minnesota State University, Mankato, is dedicated to providing information about stuttering for both consumers and professionals who work with people who stutter. It includes information about research, therapy, support organizations, and conferences and other events...

Therapy Programs/Approaches: Stutteringhttp://www.mnsu.edu/comdis/kuster/therapy.html

There are many different approaches to therapy for persons who stutter. How to get the most out of therapy provides information from the National Stuttering Project, and includes a section by Hugo Gregory and Eugene Cooper, two internationally respected speech‐language pathologists, on choosing a clinician. Other helpful suggestions are provided in How To Choose A Therapy/Therapist by Gerald F. Johnson

Category: Communication/Language

Fast ForWord family of productshttp://www.scientificlearning.com

Fast ForWord software from Scientific Learning strengthens brain processing efficiency for learning and reading success.

Reading Rockets : Activities to Encourage Speech and Language Developmenthttp://www.readingrockets.org/article/5136

The following parents tips from the American Speech‐Language‐Hearing Association offer ideas for encouraging speech and language development among children from birth to six years old.



Category: Communication/Oral_Motor

Apraxia of Speechhttp://www.nidcd.nih.gov/health/voice/apraxia.htm

Apraxia of speech, also known as verbal apraxia or dyspraxia, is a speech disorder in which a person has trouble saying what he or she wants to say correctly and consistently. It is not due to weakness or paralysis of the speech muscles (the muscles of the face, tongue, and lips). The severity of apraxia of speech can range from mild to severe.

Apraxia: Education, Schooling Issues ‐ Apraxia‐KIDShttps://www.kintera.org/site/apps/nl/content2.asp?c=chKMI0PIIsE&b=701777&ct=464197

Many parents wonder if their young child with apraxia of speech (verbal dyspraxia) will go on to experience difficulties in their education . While there is no certainty that literacy problems will or will not develop, there is research that has shown that children with spoken language problems are at higher risk for literacy related problems. The purpose of this paper is to summarize some pertinent research and articles on the relationship of spoken language problems to literacy development.

Childhood Apraxia of Speechhttp://www.asha.org/public/speech/disorders/ChildhoodApraxia.htm

Childhood apraxia of speech (CAS) is a motor speech disorder. Children with CAS have problems saying sounds, syllables, and words. This is not because of muscle weakness or paralysis. The brain has problems planning to move the body parts (e.g., lips, jaw, tongue) needed for speech. The child knows what he or she wants to say, but his/her brain has difficulty coordinating the muscle movements necessary to say those words.

What is Childhood Apraxia of Speech?http://www.apraxia‐kids.org/site/apps/nl/content.asp?c=chKMI0PIIsE&b=839037&ct=837215

Childhood Apraxia of Speech is a motor speech disorder. For reasons not yet fully understood, children with apraxia of speech have great difficulty planning and producing the precise, highly refined and specific series of movements of the tongue, lips, jaw and palate that are necessary for intelligible speech.

What is Dysarthria?http://www.speechville.com/diagnosis‐destinations/dysarthria/dysarthria.html

Dysarthria is a motor speech disorder, associated with the production of speech. Dysarthria is due to a weakness or incoordination of the speech muscles. Speech is slow, weak, imprecise or uncoordinated. It can affect both children and adults. "There is often difficulty with getting enough air support during speech, voice problems, slurred speech sounds and too much nasality (air coming through the nose)...



Category: Communication/Selective_Mutism

Anxiety Disorders in Children and Adolescents: Selective Mutismhttp://www.adaa.org/GettingHelp/FocusOn/children&Adolescents/SM.asp

Children who refuse to speak in situations where speech is expected or necessary, to the extent that their refusal interferes with school and making friends, may be suffering from Selective Mutism, thought to be a severe form of Social Anxiety Disorder. Onset of Selective Mutism is usually before five years of age, but it often comes to a head when the child enters school. The average age of diagnosis is between 4‐8 years old, ...

Helping A Child With Selective Mutismhttp://www.selectivemutismfoundation.org/sound.shtml

The treatment of Selective Mutism requires a ôWHOLE APPROACHö incorporating social, educational, psychological and at times psychiatric interventions. The purpose of this paper is to give parents and professionals a framework as well as tools for working with Selective Mutism. It is important to be creative, have patience,...

Information on Selective Mutism for Parents and for ...Professionalshttp://www.wellpsych.com/SMInfo.htm

Selective mutism is a psychiatric disorder of childhood characterized by persistent failure to speak in one or more major social situations, including school, despite ability to comprehend spoken language and to speak. The disorder was first described in 1934, and there have been many case reports and small case series published in the psychiatric literature since then. Prior to the initiation of a research program under the direction of Dr. Bruce Black...

Selective Mutism Foundationhttp://www.selectivemutismfoundation.org/

Our mission, as conscientious co‐founders, is to promote further research, advocacy, social acceptance, and the understanding of Selective Mutism as a debilitating disorder. Through raising our children (who are now grown and on their own), networking, educating the public, and ongoing research participation, we have contributed immensely to society, including effecting DSM criteria and renaming of the disorder.

Selective Mutism Group ‐ Childhood Anxiety Networkhttp://www.selectivemutism.org/

Selective Mutism is a childhood anxiety disorder, more than just shyness ``but not refusal to speak.



Selective Mutism is more then just shynesshttp://www.selectivemutismcenter.org/

To provide a comprehensive CENTER for families and children that addresses the needs of the Selectively Mute child/teen. Since few professionals/educators truly understand Selective Mutism, our children are frequently misdiagnosed, mismanaged and misunderstood. The SMART Center gives our children a place to feel safe and ôat home." The Center enables for our children to feel comfortable where others 'understand.'

Selective Mutism: Suggestions for Teachershttp://www.acposb.on.ca/mutism.html

hese children do not speak in many social settings, particularly at school, even though they may use normal speech and language at home. They may be withdrawn and exceptionally shy at school and generally do not speak to teachers or classmates. Selectively mute children may or may not actively participate in non‐verbal classroom activities, and may appear anxious or nervous in various situations. They are often accepted and well‐liked by their peers, who may speak for them.

Social Anxiety: Selective Mutism in Childrenhttp://www.anxietynetwork.com/spsm.html

Selective mutism is characterized by a consistent failure to speak in specific social situations in which there is an expectation for speaking. Children with selective mutism have the ability to both speak and understand language, but fail to use this ability as a result of what we would consider to be social anxiety in adults. Most children with selective mutism function normally in other areas of their lives.

The Selectively Silent Child ‐‐ selective mutism information and supporthttp://www.designandcopy.ca/silentchild/index.html

Selectively mute children do not speak to people beyond the immediate family. This includes neighbours, relatives not seen regularly, teachers, classmates and the participants in any group activity, whether unstructured play groups or organized sports or hobbies. Within the family their conversation is typically age‐appropriate, quite often to the extent that they are considered to be chatterboxes.

The Ten Key Points To Know About Selective Mutismhttp://www.social‐anxiety.com/area‐selective‐mutism.html

Elective mutism is a social anxiety disorder characterized by not speaking to specific people or in specific venues. More extreme than shyness, the problem surfaces in varied degrees of severity, mostly in children. The condition is relatively easy to diagnose. If you know that the individual can speak normally but refuses to do so in specific situations, selective mutism is present.



Understanding Selective Mutism: Helping Teachers Understandhttp://www.selectivemutism.org/smg/HelpingOurTeachers.htm

Selective Mutism (SM) is a childhood anxiety disorder characterized by a childÆs inability to speak in various social settings. These children are able to speak at home and in settings where they are comfortable, secure, and relaxed. The etiology of SM is due to severe anxiety.

Category: Communication/Voice

Spasmodic Dysphoniahttp://www.healthsystem.virginia.edu/uvahealth/adult_ent/spasdys.cfm

Spasmodic dysphonia, also called laryngeal dystonia, is a voice disorder. It is characterized by involuntary spasms or movements in the muscles of the larynx, which causes the voice to break, and have a tight, strained, or strangled sound.

Stuttering: What is stuttering?http://www.healthsystem.virginia.edu/uvahealth/adult_ent/stutter.cfm

Stuttering: What is stuttering? Stuttering, sometimes referred to as stammering or diffluent speech, is a speech disorder. As a person who stutters tries to speak, he/she may exhibit these characteristics: frequent repetitions (prolongations) of speech sounds, syllables, or words...

The National Center for Voice and Speechhttp://www.ncvs.org/

Welcome to the website of The National Center for Voice and Speech (NCVS). The NCVS is an interdisciplinary, multi‐site team of investigators dedicated to studying the powers, limitations and enhancement of human voice and speech.

Welcome to the National Aphasia Associationhttp://www.aphasia.org/

Aphasia is an acquired communication disorder that impairs a person's ability to process language, but does not affect intelligence. Aphasia impairs the ability to speak and understand others, and most people with aphasia experience difficulty reading and writing.



Category: Mathematics

Differentiated Instruction for Mathhttp://www.k8accesscenter.org/training_resources/mathdifferentiation.asp

Math instruction can be differentiated to allow students to work on skills appropriate to their readiness level and to explore mathematics applications. The chart below offers a variety of strategies that can be used.

Effective Programs In Elementary Mathematics: A Best Evidence Synthesishttp://www.bestevidence.org/math/math_summary.htm

What mathematics programs have been proven to help elementary students to succeed? To find out, this review summarizes evidence on three types of programs designed to improve the mathematics achievement of students in grades K‐6: Mathematics Curricula (MC), such as Everyday Mathematics, Saxon Math, and other standard and alternative textbooks...

Effective Programs In Middle and High School Math A Best Evidence Synthesishttp://www.bestevidence.org/math/math_MS_summary.htm

What mathematics programs have been proven to help middle and high school students to succeed? To find out, this review summarizes evidence on three types of programs designed to improve the mathematics achievement of students in grades 6‐12: Mathematics curricula (MC), such as The University of Chicago School Mathematics Project, Connected Mathematics, Saxon Math, and other standard and alternative textbooks...

Illuminations: Welcome to Illuminationshttp://illuminations.nctm.org/

The National Council of Teachers of Mathematics is a public voice of mathematics education, providing vision, leadership, and professional development to support teachers in ensuring mathematics learning of the highest quality for all students.

Intervention Strategies for Mathematics Teachershttp://teachingtoday.glencoe.com/howtoarticles/intervention‐strategies‐for‐mathematics‐teachers

This article details a systematic approach for teachers who have multiple students in need of help.

Interventions For Students Experiencing Math Difficultieshttp://www.msu.edu/course/cep/886/Math/pg6.htm

So What Can We Do? Interventions For Students Experiencing Math Difficulties. The interventions listed below only represent a small number that can be used individually, in small groups or class wide. Additional strategies can be found at the resources listed later.



Math Graphic Organizers for Students with Disabiliteshttp://www.k8accesscenter.org/training_resources/mathgraphicorganizers.asp

Common GOs used in mathematics include hierarchical diagrams, sequence charts, and compare and contrast charts (Baxendrall, 2003). Below we provide a definition and example for each GO that is effective for teaching mathematics to middle school students with learning disabilities.

Math Manipulatives in the Upper Gradeshttp://teachingtoday.glencoe.com/howtoarticles/math‐manipulatives‐in‐the‐upper‐grades

Manipulatives are a popular and effective learning tool in elementary level math classes. However, by the middle and high school grades, students rarely get the chance to have hands‐on learning experiences in math class. The effectiveness of hands‐on learning does not end in 5th grade however.`` ``Research indicates that students of all ages can benefit by first being introduced to mathematical concepts through physical exploration.

Math Mnemonics Archivehttp://www.education‐world.com/a_curr/archives/mnemonics.shtml

For Math: Mnemonic: n. A device, such as a formula or rhyme, used as an aid in remembering.

Meeting Middle School Math Standardshttp://teachingtoday.glencoe.com/howtoarticles/meeting‐middle‐school‐math‐standards

The process of addressing middle school math standards can be eased by implementing specific instructional techniques and strategies for the middle grades. Effective math lessons that implement best practices have the following characteristics...

Misunderstood Minds . Math Responses ~~ PBShttp://www.pbs.org/wgbh/misunderstoodminds/mathstrats.html

Living with or teaching a child who has difficulty thinking with numbers can be an emotionally charged experience. Frustration and confusion can complicate the conversation between parents and teachers about what to do. Respect for each other and open communication can reduce tension and enable parents and teachers to benefit from each other's expertise and knowledge of the child from different perspectives.

Research‐Based Math Interventions ‐ Powerpointhttp://www.k8accesscenter.org/training_resources/documents/Math%20Interventions.ppt

Research‐Based Math Interventions``Dr. Shanon Hardy gave this presentation at the Access Center's District Information Sharing meeting in fall 2004. ppt



Seeing Math: Bringing Mathematical Thinking Into Focushttp://seeingmath.concord.org/index.html

Today's students need a strong grasp of mathematics to succeed both academically and in the job market. Seeing Math helps teachers, schools and districts rise to the challenge. Seeing Math's online professional development programs use interactive software, illustrative video, guided discussion and standards‐driven content to...

What Works Clearinghouse: Home Pagehttp://ies.ed.gov/ncee/wwc/

The What Works Clearinghouse (WWC) collects, screens, and identifies studies of effectiveness of educational interventions (programs, products, practices, and policies). The WWC regularly updates the WWC Technical Standards and their application to take account of new considerations brought forth by experts and users. Such changes may result in re‐appraisals of studies and/or interventions previously reviewed and rated.

Category: Mathematics/Algebra

Algebra at Cool math .com: Hundreds of free Algebra 1, Algebra 2http://www.coolmath.com/algebra/index.html

Bored with Algebra? Confused by Algebra? Hate Algebra? Yeah, Coolmath can fix that. Coolmath Algebra has hundreds of really easy to follow lessons and examples that will make you a successful algebra student.

Strategies for Accessing Algebraic Concepts Kû8http://www.k8accesscenter.org/training_resources/AlgebraicConceptsK‐8.asp

Strategies for Accessing Algebraic Concepts Kû8 discusses three strategies: concrete‐representational‐abstract (CRA), mnemonics, and graphic organizers. These strategies can also be adapted to help a wide range of students learn algebraic concepts. This module includes facilitator notes, PowerPoint slides, handouts, and references.

Survivor Algebrahttp://www.coolmath.com/Survivor‐Algebra/index.html

Based on the TV show, Survivor, Survivor Algebra is just a twist on collaborative learningà a FUN twist! ````Students are put into tribes (usually 5 or 6 students). If it's middle school or high school, you may want to separate the boys and the girls as this keeps flirting from being an issue. Also, boys tend to be very dominant and we need those girls to speak up and discover that they are just as good in math as the boys.



Category: Mathematics/Anxiety

Coping With Math Anxiety ‐‐ Platonic Realms MiniTexthttp://www.mathacademy.com/pr/minitext/anxiety/

In this essay we will take a constructive look at math anxiety, its causes, its effects, and at how you as a student can learn to manage this anxiety so that it no longer hinders your study of mathematics. Lastly, we will examine special strategies for studying mathematics, doing homework, and taking exams.

Math.com Math Anxietyhttp://www.math.com/students/advice/anxiety.html

Free math lessons and math homework help from basic math to algebra, geometry and beyond. Students, teachers, parents, and everyone can find solutions to their math problems instantly.

The Causes and Prevention of Math Anxietyhttp://www.mathgoodies.com/articles/math_anxiety.html

A great article by noted author Marilyn Curtain‐Phillips on the causes and prevention of math anxiety.



Category: Mathematics/Computer_Software

Aplusmath.comhttp://www.aplusmath.com/

Welcome to Aplusmath.com! This web site was developed to help students improve their math skills interactively.````Visit our game room and play exciting games like Matho and Hidden Picture...Test your math skills with our Flashcards! Try out the Math Word Find puzzle.

BrainPOP ‐ Animated Educational Site for Kids ‐ Science, Social Studies, Enhttp://www.brainpop.com/

BrainPOP is an educational program that provides curriculum‐based content spanning seven main subjects including: Science, Math, English, Social Studies, Health, Arts & Music, and Technology.

Cool math .com ‐ An amusement park of math and more! Math lessons,...http://www.coolmath.com/

Coolmath has a ton of cool math games and puzzles, lots of really clear math lessons (arithmetic, fractions, decimals, algebra, etc.), fractals, geometry, tessellations and more. Tons of very cool math stuff for kids, teens, parents and teachers too!

Cool Math 4 Kidshttp://www.coolmath4kids.com/

Math games, fun math lessons, puzzles and brain benders, flash cards for addition, subtraction, multiplication and division, geometry, fractals and polyhedra

iKnowthat.com ‐ Online Multimedia Educational Games for Kidshttp://www.iknowthat.com/com

iKnowthat.com ‐ Online Multimedia Educational Games for Kids in Preschool, Kindergarten, and Elementary Grades.

Online math resources, elementary: Basic operations, Times tables, Place vahttp://www.homeschoolmath.net/math_resources_2.php

Online Math games, quizzes, interactive tutorials, software



Category: Mathematics/Curriculum

Saxon Mathhttp://saxonpublishers.harcourtachieve.com/en‐US/saxonmath_home

Saxon Math is structured for results: # Unique math instruction # Students retain learned skills # Immediate, measurable and long lasting result...

TòAòI Mathhttp://www.charlesbridge.com/client/school/html/tai.html

Improve computation success through individualized instruction and cooperative learning. Based on a comprehensive placement test, students are assigned to one of the 13 TòAòI student books. Students with ...

TouchMath!http://www.touchmath.com/

Welcome to TouchMath, a leading multisensory teaching & learning math program for preschoolers, elementary, middle and high school students, learners in Special Ed and students in the autistic spectrum.

Category: Mathematics/Data_Analysis_and_Probability

Illuminations: Web Links ‐ Data Analysis & Probabilityhttp://illuminations.nctm.org/WebResourceList.aspx?Ref=2&Std=4&Grd=0

Web Links ‐ Data Analysis & Probability

Learning Math: Data Analysis, Statistics, and Probabilityhttp://www.learner.org/resources/series158.html

A video‐ and Web‐based course on basic concepts of statistics for K‐8 teachers; 9 half‐hour and 1 one‐hour video programs, course guide, and Web site; graduate credit available



Category: Mathematics/Geometry

The Problem with Problem Solving: Geometryhttp://pirate.shu.edu/~muellemf/WPSp2006/ms%20geometry.htm

Middle School Problems: Geometry

The Role of Manipulatives in Arithmetic and Geometry Taskshttp://www.scientificjournals.org/journals2007/articles/1073.htm

Research in the area of arithmetic supports PDL, but it has not been examined in geometry. This paper examines the possibility that physical action may have different effects in arithmetic and geometry tasks in the context of two studies with kindergarten, first‐ and second‐grade students. In the arithmetic study, students solved addition word problems using manipulatives and drawings. In the geometry study, students completed a shape identification task with manipulatives and drawings.

Category: Mathematics/Measurement

Learning Math: Measurementhttp://www.learner.org/resources/series184.html

A video‐ and Web‐based course for K‐8 teachers; 12 half‐hour video programs (10 per grade band), course guide, and Web site; graduate credit available

Category: Mathematics/Number_and_Operations

Illuminations: Web Links ‐ Number & Operationshttp://illuminations.nctm.org/WebResourceList.aspx?Ref=2&Std=0&Grd=0

Web links to resources for math: number and operations...

Learning Math: Number and Operationshttp://www.learner.org/resources/series171.html

A video‐ and Web‐based course for K‐8 teachers; 12 half‐hour video programs (10 per grade band), course guide, and Web site; graduate credit available

Seeing Math Elementary: Number & Operations: Broken Calculatorhttp://seeingmath.concord.org/no_broken_calculator.html

In Number & Operations: Broken Calculator, students develop computational fluency by solving problems with a "broken" calculator. For example, a baker packs 315 buns into boxes of 8. How many boxes will the baker need? The division key is broken! Students must find ways to solve the problem, evaluate the solutions, and explain their reasoning.



Category: Mathematics/Word_Problems

Problem centered math: Research and strategies for problem‐centered mathhttp://www.learnnc.org/lp/editions/pcmath/7

A large number of books and articles have been published in recent years offering research‐driven strategies for problem‐centered or constructivist teaching of mathematics. The following are a selection of some of the best and most complete resources for teachers. These books cover a range of grades K‐12, but the ideas and strategies they provide may be applied to grade levels beyond those listed.

Problems for Middle School Studentshttp://pirate.shu.edu/~muellemf/WPSp2006/problemsMS.htm

Problem solving in grades 6‐8 should promote mathematical learning. Students can learn about, and deepen their understanding of, mathematical concepts by working through carefully selected problems that allow applications of mathematics to other contexts. Many interesting problem scan be suggested by everyday experiences, such as reading literature or using cellular telephones, in %u2013line skates, kites, and paper airplanes.

The Grapes of Mathhttp://www.learnnc.org/lessons/Debbiecook2112003296

The book The Grapes of Math is an excellent motivational picture book that models how to use different thinking skills to solve word problems by employing a variety of computation strategies. By reading and discussing the possible solutions to the examples provided in the text, students will begin to visualize possible methods to use when trying to solve word problems.

Word Problems Solving Strategieshttp://www.mathstories.com/

he goal of this math website is to help elementary school (Grade 1st through 6th) children boost their math problem solving and critical‐thinking skills. MathStories.com has over 15,000 interactive and non‐interactive NCTM compliant math word problems for children to enjoy!



Category: Progress_Monitoring

Forms for Evalution, Data Collection, & Progress Monitoringhttp://www.circleofinclusion.org/english/formsarticles/forms/8eval.data.monit/form8index.html

Forms for Evaluation, Data Collection, & Progress Monitoring. Click the title to get a description of a form and citation, or click the PDF/Word icon to directly download the file:

How Progress Monitoring Assists Decision Making in a RTI...http://www.ode.state.or.us/initiatives/idea/decisionmaking.pdf

How Progress Monitoring Assists Decision Making in a Response‐to‐Instruction Framework Deborah Speece. My colleagues and I studied a response to‐``instruction model as a method of``identifying children for special education services. To judge responsiveness, we used curriculum‐based measures (CBM)of oral reading fluency to monitor progress.

Implementing CBM in the Classroomhttp://www.ncld.org/content/view/315/456053/

Steps in the CBM Process``To implement curriculum‐based measurement, a teacher can use the following steps. Step 1: Create or select appropriate tests (called probes) for the student's grade and skill level. Each probe contains different but equivalent ...

Progress Monitoringhttp://www.nrcld.org/RTI_Practices/progressmonitoring.shtml

Progress monitoring is a set of assessment procedures for determining the extent to which students are benefiting from classroom instruction and for monitoring effectiveness of curriculum. A fundamental assumption of education is that students will benefit from high‐quality instruction. That is, typically, students will learn and achieve the skills and content taught in the classroom. For students who are not responsive to classroom instruction, alternative interventions...

Progress Monitoring and Reporting Networkhttp://www.fcrr.org/pmrn

The Florida Center for Reading Research was established by Governor Jeb Bush in January, 2002. It is jointly administered at Florida State University by the Learning Systems Institute and the College of Arts and Sciences. Purpose: To conduct basic research on reading, reading growth, reading assessment, and reading instruction that will contribute to the scientific knowledge of reading and benefit students in Florida and throughout the nation.



Research Institute on Progress Monitoringhttp://www.progressmonitoring.net/

The Office of Special Education Programs (OSEP) has funded the Research Institute on Progress Monitoring to develop a system of progress monitoring to evaluate effects of individualized instruction on access to and progress within the general education curriculum.

Responsiveness to Intervention (RTI): How to Do Ithttp://www.nrcld.org/rti_manual/

Responsiveness to Intervention (RTI): How to Do It (RTI Manual) is offered as a tool for implementing RTI. The RTI Manual can help you understand, design, and evaluate the RTI features that you will implement. This RTI Manual is based on current research regarding the features of RTI.

Student Progress Monitoringhttp://www.studentprogress.org

The Center's mission is to provide technical assistance to states and districts and disseminate information about progress monitoring practices proven to work in different academic content areas (Gr. K‐5).

What Is Scientifically‐Based Research on Progress Monitoring?http://www.osepideasthatwork.org/toolkit/ta_science_based_research.asp

When teachers use systematic progress monitoring to track their students progress in reading, mathematics, or spelling, they are better able to identify students in need of additional or different forms of instruction, they design stronger instructional programs, and their students achieve better. This document first describes progress monitoring procedures for which experimental evidence demonstrates these effects.



Category: Progress_Monitoring/Probes/Math

CBA Addition Math Probe Generator: Single‐Skillhttp://www.interventioncentral.com/htmdocs/tools/mathprobe/addsing.php

Select a problem type for your single‐skill computation worksheet.``Change selections in the 'Advanced Settings' section to change the size of digits in the math probe or to alter the number of columns and rows in the worksheet. To create calculation probes, click the button marked Single‐Skill Computation Probe. To create student Cover‐Copy‐Compare worksheets, click the button marked Cover‐Copy‐Compare Worksheet.

Curriculum‐Based Measurement for Math Computationhttp://www.updc.org/initiatives/math/CBM_probes.html

Student and Teacher Probes for Math by Grade Level: Grade 1 ~~ Grade 2 ~~ Grade 3 ~~ Grade 4 ~~ Grade 5 ~~ Grade 6

K‐CBM (Kindergarten Curriculum‐Based Measurement)http://www.gosbr.net/screening/

K‐CBM is a research‐based screening process for kindergarten students encompassing three areas. Math, Adding Circles,Adding, Form A, Adding, Form B``Circle Number, Circle Number, Form A, Circle Number, Form B, Draw Circles...

Category: Progress_Monitoring/Probes/Reading


K‐CBM is a research‐based screening process for kindergarten students encompassing three areas. Reading, Math, Writing. Reading, Circle Letter, Circle Letter Assessor Copy, Circle Letter Student Copy, Circle Letter Assessor Instructions, Find the One that is Different, Different Probe, Form A Different Probe, Form B

OKAPIhttp://www.interventioncentral.org/htmdocs/tools/okapi/okapi.php

The Internet Application for Creating Curriculum‐Based Assessment Reading Probes.



Category: Progress_Monitoring/Probes/Writing


K‐CBM is a research‐based screening process for kindergarten students encompassing three areas. Reading, Math, Writing. Writing: Copy Letter, Copy Letter, Form B Instructions for Writing Readiness Assessment: Writing Instructions



Category: Progress_Monitoring/Tools

AIMSweb Progress Monitoring and Response to Intervention Systemhttp://www.aimsweb.com

AIMSweb« is a scientifically based, formative assessment system that 'informs' the teaching and learning process by providing continuous student performance data and reporting improvement to parents, teachers, and administrators to enable evidence‐based evaluation and data‐driven instruction.

ChartDog 2.0: The School‐Based Application to Create On‐Line Time‐Series Chhttp://www.jimwrightonline.com/php/chartdog_2_0/chartdog.php

An application to create progress monitoring time‐series charts on the internet.

Curriculum‐Based Measurement Warehouse: A World of CBM Resources...http://www.interventioncentral.org/htmdocs/interventions/cbmwarehouse.php

The regular charting of student academic progress is a critical component of CBM. This section features both computer applications and printable graphs for charting CBM data.

Dynamic Indicators of Basic Early Literacy Skills (DIBELS)http://dibels.uoregon.edu/

The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are a set of standardized, individually administered measures of early literacy development. They are designed to be short (one minute) fluency measures used to regularly monitor the development of pre‐reading and early reading skills.

EdcheckupÖhttp://www.edcheckup.com/

EdcheckupÖ offers a progress monitoring system for students in grades K‐8 that evaluates student performance and measures student progress toward goals in reading, writing, and math. These generic assessments, which are independent from any particular curriculum, may also be used to evaluate the effectiveness of instruction through the graphing of student data.

EdProgresshttp://www.edprogress.com/

EdProgress focuses on assessment, large‐scale testing and accountability, and systemic reform. With research‐proven training materials, measurement tools, reporting systems, and teacher training interventions, EdProgress helps teachers become more focused on teaching and learning for all students.



Edusoft« Assessment Management Systemhttp://www.riverpub.com/products/edusoft/index.html

The Edusoft« Assessment Management System is a standards‐based assessment solution that makes it easy for districts to collect, analyze and act on student performance data to improve classroom instruction and student performance. Edusoft helps schools administer district benchmarks and classroom tests quickly and easily; delivers rapid results; improves the reliability of assessment programs; and connects assessment to instructional decisions.

Graphing made easy: Practical tools for school psychologistshttp://www.oswego.edu/~mcdougal/web_site_4_11_2005/index.html

James McDougal, Karrie Clark, & Jacklyn Wilson. State University of New York at Oswego. Academic Monitoring: Templates for CBM, DIBELSÖ, and BEA. Behavioral Monitoring: Templates for DBRC, Time on Task, Frequency Monitoring and BOSS. Behavior Monitoring Forms: Forms to facilitate data collection: Narrative ABC Record, Behavioral Scatterplot, Teacher Behavior Log, Interval Sampling Recording Form, Daily Behavior Report Card and Monitoring Summary Sheet.

MBSP: Monitoring Basic Skills Progresshttp://www.proedinc.com/customer/productView.aspx?ID=1348

The Monitoring Basic Skills Progress (MBSP) is a computer program for automatically conducting curriculum‐based measurement and for monitoring student progress in reading, math computation, and math concepts and applications. The computer will provide students with immediate feedback on their progress, and provide teachers with individual and classwide reports to help them plan more effective instruction.

Review of Progress Monitoring Toolshttp://www.studentprogress.org/chart/chart.asp

The tools chart below reflects the results of three annual reviews that the Center's Technical Review Committee (TRC) have completed. A star in the ôAreaö column indicates new information from the 2006 review. Across the top of the chart are the standards by which the TRC reviews each tool. Please click on each standard for more detailed information. The left side of the chart lists all of the tools that have been reviewed.

RtI Progress Monitoringhttp://rtiprogressmonitoring.com

RTIPM specifically targets individualized student progress monitoring of any `àcademic or behavioral goals (Reading, Writing, Speech, Mathematics, Behavior)`ìn both General Education and Special Education Classroom settings. Monitor short term, `ànnual and IEP progress. It combines data, graphs and documentation. It is available `ìn a single user version or Multi (network) user version.



RtI Progress Monitoringhttp://rtiprogressmonitoring.com

RTIPM specifically targets individualized student progress monitoring of any academic or behavioral goals (Reading, Writing, Speech, Mathematics, Behavior) in both General Education and Special Education Classroom settings. Monitor short term, annual and IEP progress using CBM and/or scientific research based testing/assessments. It combines data, graphs and documentation. It is available in a single user version or Multi (network) user version.

STAR Readinghttp://www.renlearn.com/sr/

With STAR Reading, you can access key reports that provide all of the data you need to guide your students to higher reading levels. Reports can be printed by student criteria, so you have all the information on hand for discussions with students, parents, and administrators. Below are some examples of STAR Reading reports...

State Testing at Study Islandhttp://www.studyisland.com/

Study Island is a leading provider of web‐based state assessment preparation programs and standards based learning programs. All of our programs are built specifically from state standards and are designed to create a very user‐friendly experience for students and teachers. Our programs are used by millions of students in thousands of schools across the U.S.

Test of Word Reading Efficiency (TOWRE)http://ags.pearsonassessments.com/group.asp?nGroupInfoID=a9676

he Test of Word Reading Efficiency (TOWRE) is a nationally normed measure of word reading accuracy and fluency````Because it can be administered very quickly, the test provides an efficient means of monitoring the growth of two kinds of word reading skills that are critical in the development of overall reading ability...

Yearly Progress Prohttp://www.mhdigitallearning.com/

Yearly ProgressPro is a research‐based, assessment, instructional, and intervention tool that: gives teachers and administrators specific frequent feedback on student progress...



Category: Reading

Beginning Reading: What Works Clearinghouse (WWC)http://ies.ed.gov/ncee/WWC/reports/topic.aspx?tid=01

The Beginning Reading What Works Clearinghouse (WWC) reviews focus on reading interventions for students in grades K‐3 that are intended to increase skills in alphabetics, reading fluency, comprehension, or general reading achievement. Interventions for this review are defined as programs, products, practices, or policies that are intended to increase skills in the areas named above.

Big Ideas in Beginning Readinghttp://reading.uoregon.edu/index.php

This website is designed to provide information, technology, and resources to teachers, administrators, and parents across the country. Big Ideas in Beginning Reading focuses on the five BIG IDEAS of early literacy: phonemic awareness, alphabetic principle, fluency with text, vocabulary, and comprehension. The website includes definitions and descriptions of the research and theories behind

Effective Reading Programs for English Language Learners and Othershttp://www.bestevidence.org/ELL/ell_summary_9_06.htm

What reading programs have been proven to help English language learners succeed in reading? To find out, this review summarizes evidence on achievement effects of reading programs for English language learners and other language minority students in the elementary grades...

Effective Reading Programs for Middle and High Schools: Best Evidence...http://www.bestevidence.org/secondary_reading/secondary_summary.htm

What reading programs have been proven to help middle and high school students to succeed? To find out, this review summarizes evidence on three types of programs designed to improve the mathematics achievement of students in grades 6‐12:

Elementary Reading Intervention Programshttp://www.capousd.org/interventions/index.htm

All recommended programs have been extensively reviewed and are currently being piloted throughout the district.``Steps Followed: Reviews from FCRR (Florida Center for Reading Research) and the University of Oregon Reading First Center were studied. Only those programs receiving high scores were considered. Vendors from programs under consideration were invited to an Instructional Fair. Fair attendees completed rated reviews of the programs.



Focus on Effectiveness: Researched‐Based Strategieshttp://www.netc.org/focus/strategies/

Connecting research recommendations to practice can improve instruction. These key research‐based strategies have impact on student achievementùhelping all students, in all kinds of classrooms. Strategies are organized into categories of familiar practices in order to help you fine‐tune your teaching to improve student achievement.

Free‐Reading!http://www.free‐reading.net

Free‐Reading is an ôopen sourceö instructional program that helps teachers teach early reading. Because it's open source, it represents the collective wisdom of a wide community of teachers and researchers. It's designed to contain a scope and sequence of activities that can support and supplement a typical ôcoreö or ôbasalö program.

Never Too Late: Approaches to Reading Instruction for Secondary Students...http://www.osepideasthatwork.org/toolkit/InstPract_never_to_late.asp

lated literature on secondary students who have difficulty reading and identified four factors necessary for students to become proficient readers: Two approaches developed to improve the reading skills of secondary students with learning disabilities are Collaborative Strategic Reading (CSR) and Strategic Instruction Model (SIM).

Peer‐Assisted Learning Strategies (PALS)http://www.kc.vanderbilt.edu/pals/

PALS combines proven instructional principles and practices and peer mediation so that research‐based reading and math activities are effective, feasible, and enjoyable. PALS is a version of classwide peer tutoring.

Proven ideas from research for parents:...Kindergarten through 3rd Gradehttp://www.osepideasthatwork.org/toolkit/InstPract_proven_ideas.asp

A short summary of what scientific research says about how children learn to read and write. Things you can do with your child at three different grade levels‐‐kindergarten, first grade, and second and third grades‐‐to help him become a reader, as well as what to look for in quality reading instruction at each grade level...



Put Reading First: Research Building Blocks for Teaching Children to Readhttp://www.osepideasthatwork.org/toolkit/InstPract_put_reading_first.asp

While there are no easy answers or quick solutions for optimizing reading achievement, an extensive knowledge base now exists to show us the skills children must learn in order to read well. These skills provide the basis for sound curriculum decisions and instructional approaches that can help prevent the predictable consequences of early reading failure.

Research Evidence and References:Cognitive Foundations of Learning to Readhttp://www.sedl.org/reading/framework/research.html

Throughout this presentation of the framework, claims have been made that are founded in empirical research. Many of those claims have been summarized here, and a sample of research articles that support those claims have been listed below each (If a full reference is needed, it can be found in the References section).

Strategies to Help Kids Who Struggle with Readinghttp://www.readingrockets.org/helping

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.

Suggestions to help build your child's reading skills:http://www.justreadflorida.com/parents.asp

Reading is the most powerful skill a child can learn, as it influences success in school and improves the overall quality of life.

What Works Clearinghousehttp://ies.ed.gov/ncee/wwc/

The What Works Clearinghouse was established in 2002 by the U.S. Department of Education's Institute of Education Sciences to provide educators, policymakers, researchers, and the public with a central and trusted source of scientific evidence of what works in education.



Category: Reading/Comprehension

Center for Research on Learning: Visual Imagery Strategyhttp://www.ku‐crl.org/sim/strategies/vimagery.shtml

The Visual Imagery Strategy is a reading comprehension strategy for creating mental movies of narrative passages. Students visualize the scenery, characters, and action and describe the scenes to themselves.````Research results showed that students who demonstrated a 35 percent comprehension and recall rate before learning the strategy improved to an 86 percent comprehension and recall rate after learning the strategy.

Corrective Readinghttp://mcgraw‐hill.co.uk/sra/correctivereading.htm

For primary or secondary students with reading difficulties. Corrective Reading provides intensive intervention for students who are reading one or more years below their chronological age. A complete core programme that uses: Tightly sequenced, carefully planned lessons that give struggling students the structure to become skilled, fluent readers and better learners...

Daily Reading Comprehension Themeshttp://www.edhelper.com/ReadingComprehension.htm

Reading Comprehension Stories and Worksheets! Reading Comprehensions``Let edHelper pick a new reading comprehension for you automatically!``Each time you use this tool, edHelper will remember the reading comprehension that was given. Select grade level:

Focus on Reading Comprehension:http://www.ira.org/resources/issues/focus_comprehension.html

Teaching children to read involves more than helping them to recognize the combinations of sounds and letters that make up words. Understanding the meaning of textùwords, numbers, and images, in print or digital formùis a no less critical part of what it means to be literate today. IRA offers many resources that support teaching and learning of effective comprehension strategies.

Free Teacher Elementary Focus Reading Comprehension Worksheets / Printableshttp://www.teach‐nology.com/worksheets/language_arts/reading_comp/

Reading Comprehension Worksheets For Teachers.



Great Source Reading Advantage«http://www.greatsource.com/store/ProductCatalogController?cmd=Browse&subcmd=LoadDetail&level1Code=34343&level2Code=324234342&level3Code=43534534&frontOrBack=F&sortProductsBy=SEQ_TITLE&division=G01

Help address the needs of adolescent students reading two or more grades below level with this program designed to build comprehension skills and reading fluency.



Improving the Reading Comprehension of America's Childrenhttp://www.ciera.org/library/instresrc/compprinciples/index.html

Improving the Reading Comprehension of America's Children: 10 Research‐Based Principles ‐‐ The purpose of reading is comprehension. How do we teach children to comprehend more difficult and varied texts? Until recently, we had few answers. But research from recent decades has provided a general outline of how to effectively teach reading comprehension.

Interventions for Improving Reading Comprehensionhttp://www.msu.edu/course/cep/886/Reading%20Comprehension/main.html

Interventions for Improving Reading Comprehension, peer tutoring in sight words, repeated readings, reconciled reading, group story mapping, story grammar training, story retelling, k‐w‐l strategy...

Lessons in Literacy: Targeted Skill & Strategy Instructionhttp://www.greatsource.com/store/ProductCatalogController?cmd=Browse&subcmd=LoadDetail&level1Code=01&level2Code=030&level3Code=057&frontOrBack=F&sortProductsBy=SEQ_TITLE&division=G01

Designed with busy teachers in mind, Lessons in Literacy puts key reading skills and strategies at your fingertips. Organized in color‐coded folders for quick navigation, itÆs ready when you are to teach the skills and strategies your students need most.``A Powerful Teaching Package * Teach, practice, and assess with convenient 3‐step lesson plans * Differentiate instruction for a variety of learning styles...



Opening the Door: Use Visualization to Improve Comprehhttp://www.education‐world.com/a_curr/profdev/profdev094.shtml

Visualizing text is a proven way to improve reading comprehension. It is a technique that can be taught using this simple, step‐by‐step strategy from literacy consultant Cathy Puett Miller. Included: Tips and resources for developing students' comprehension skills.

Project Criss ‐‐ Helping Teachers Teach and Learners Learnhttp://www.projectcriss.com/index.html

Students learn to become strategic when teachers teach the process of learning directly through explanation, modeling, reflection. Most students do not know how to learn. Teachers have to show them how. When introducing a new strategy, teachers need to take the stage. They show, tell, model, demonstrate, and explain not only the content, but the process of active learning. As the student learns, there is a gradual release of responsibility from the teacher to the student.

Reading Comprehension: Printables & Worksheetshttp://www.abcteach.com/directory/reading_comprehension/

Abcteach offers reading comprehensions for fictional and informational reading practice. Reading comps useful for teaching test‐taking skills.

Reading Comprehension Connection: Start a Sample Lesson!http://www.readingcomprehensionconnection.com/lesson.php

Online lessons to help improve reading comprehension and build vocabulary skills. Exercises feature contextual help for students and measurable results for teachers. Suitable for elementary and secondary students, ESL classes, and GED prep programs.

Reading Comprehension Instructional Strategies ‐ Secondary Levelhttp://www.indiana.edu/~reading/ieo/bibs/rdcompsc.html

The following materials are intended to provide an introduction to reading comprehension instructional strategies for secondary level. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records are presented at the end of this file.

Reading Comprehension ù Research Informs Ushttp://www.schwablearning.org/articles.aspx?r=499

The goals of reading are to understand written text, integrate new ideas, and generalize from what is read. As a parent, what should you know about reading comprehension to help your child improve his skills and achieve those goals? Develop Decoding Skills Your child canÆt understand...



Reading Comprehension Worksheetshttp://www.rhlschool.com/reading.htm

Featuring free Reading Comprehensionreading comprehension worksheets for teachers and parents to copy for their kids. They include original stories, poems, essays, and articles. They are most appropriate for upper elementary through middle school years.

Reading Comprehension: The Literacy Webhttp://www.literacy.uconn.edu/compre.htm

Within this page,the complex processes involved in reading comprehension are divided into three categories (much like the National Reading Panel Report). The categories include vocabulary instruction, text comprehension instruction, and teacher preparation and comprehension strategies instruction. You'll also find useful websites that students can visit to practice their use of comprehension strategies with fiction and non‐fiction texts at a variety of reading levels.

Scholastic Online ~~ Scholastic Read 180: Reading Intervention Program for Shttp://teacher.scholastic.com/products/read180/

Learn about this comprehensive reading intervention education program that helps improve reading proficiency, reading skills, and reading comprehension.

Scientific Learning Corporationhttp://www.scientificlearning.com


Specific Reading Comprehension Strategieshttp://www.muskingum.edu/~cal/database/general/reading.html

As indicated previously, failures in reading comprehension are usually attributable to one or more factors: lack of interest, lack of concentration, failure to understand a word, a sentence, or relationships among sentences, or failure to understand how information fits together. Most of the strategies discussed here are arranged according to these factors. Some of the reading strategies may be used by students themselves, while others require intervention by a facilitator

Study Skills: Reading Comprehensionhttp://www.how‐to‐study.com/Reading%20Comprehension.htm

Reading Comprehension: The REDW Strategy for Finding Main Ideas REDW is a good strategy to use to find the main idea in each paragraph of a reading assignment. Using this strategy will help you comprehend the information contained in your assignment. Each of the letters in REDW stands for a step in the strategy. Read...



Thinking Aloud and Reading Comprehensionhttp://www.readingcenter.buffalo.edu/center/research/think.html

Supporting Theory/Research Rationale Preparing texts for reading comprehension instruction and preparing students to read that text (other handouts) are important components of reading comprehension instruction; however, the essence of reading comprehension instruction begins only after students respond to the text in discussion, retelling, writing, or acting out. Note that "answering questions" is not on the list of post‐reading activities appropriate in reading comprehension instruction



Category: Reading/Computer_Software

BrainPOP ‐ Animated Educational Site for Kids ‐ Science, Social Studies, Enhttp://www.brainpop.com/

BrainPOP is an educational program that provides curriculum‐based content spanning seven main subjects including: Science, Math, English, Social Studies, Health, Arts & Music, and Technology.

Charlesbridge Reading Fluency«http://www.charlesbridge.com/school/fluency/default.htm

Charlesbridge Reading Fluency« is research‐based, field‐tested, one‐on‐one guided oral reading technology for elementary and older struggling readers. The award‐winning speech‐recognition software allows ...

Earobics: A Research Driven Multisensory Learning Solutionhttp://www.earobics.com/

Earobics provides a research based, comprehensive reading intervention program that helps improve reading proficiency, reading skills, and reading comprehension.

Educational Reading Software Program Read Write & Type!http://www.readwritetype.com/readwritetype/RWT‐learning‐system.html

Revolutionary reading software that includes phonics, spelling, keyboarding and word processing! Special features for students with learning disabilities (LD), reading difficulties, or learning English as a second language (ESL)


The Fast ForWord program develops and strengthens memory, attention, processing rate, and sequencingùthe cognitive skills essential for learning and reading success. The strengthening of these skills results in a wide range of improved critical language and reading skills such as phonological awareness, phonemic awareness, fluency, vocabulary, comprehension, decoding, working memory, syntax, grammar, and other skills necessary to learn how to read or to become a better reader.

iKnowthat.com ‐ Online Multimedia Educational Games for Kidshttp://www.iknowthat.com/com

iKnowthat.com ‐ Online Multimedia Educational Games for Kids in Preschool, Kindergarten, and Elementary Grades.



Jamestown Reading Navigatorhttp://www.readingnavigator.com/mkt/home.html

Jamestown Reading Navigator is a research‐based, field‐tested program developed specifically to raise reading competencies and test scores of struggling middle‐school and high‐school students. This highly innovative program is targeted at middle school and high school students reading at least two levels below grade level. It's an online and print‐based program built upon the latest research in adolescent literacy, Reading Next.

LeapTrack« Grade‐Level Instructionhttp://www.leapfrogschoolhouse.com/do/findsolution?detailPage=overview&id=CC246D7E0A0101AA01F33BB0557DE7A9

These award‐winning Grade‐Level Classroom and Resource Room Kits include easily integrated assessment and interactive instruction for multiple learning levels in Reading, Math, and Language Arts. Delivers hundreds of engaging learning activities specially designed to promote student desire to learn

Orchard Softwarehttp://www.orchardsoftware.com/

Orchard Software provides targeted instruction in math, reading, writing, language arts, and science for grades K‐9. Combining formative and benchmark assessments aligned with state standards, motivating instruction, and qualitative data reporting, Orchard Software is the preferred choice for thousands of schools across the country looking to improve AYP.

Read Naturally SE: Software Editionhttp://www.readnaturally.com/products/se2info.htm

Read Naturally Software Edition features the same powerful strategy as the Masters Edition but is designed to take advantage of the benefits and added functionality of computers. These are some of the advantages of Read Naturally SE: A placement program that automates the process of determining what reading level and goal is right for each student...

Scientific Learning Reading Assistanthttp://www.soliloquylearning.com

Using research‐validated speech recognition technology, Scientific Learning Reading Assistant "listens" to a child as he or she reads aloud. Monitoring for signs of difficulty, the program intervenes with assistance when the child is challenged by a word. Reading Assistant acts as a patient, non‐judgmental listener for struggling, self‐conscious readers.



Category: Reading/Curriculum



Great Leaps Readinghttp://www.greatleaps.com/

Great Leaps Reading uses proven instructional tactics with powerful motivators to remediate a variety of reading problems. Efficient in both cost and time expenditure, Great Leaps Reading is widely implemented across the country. Students with reading problems have responded with significant gains. Students work individually with an instructor and the materials for less than ten minutes per day...



Kaleidoscope Intervention Programhttps://www.sraonline.com/products.html?PHPSESSID=8599eed63386b8d192a75186b31dea7b&tid=1&sid=140

Kaleidoscope Intervention Program``Kaleidoscope, aids students whose reading level is two or more grades below their chronological grade level. Kaleidoscope condenses the essence of Open Court Reading in order to intensify the instruction, making it possible to deliver two years of instruction in one year.

Land of the Letter People«http://www.abramsandcompany.com/land_of_letter_people.aspx

Land of the Letter People« is a research‐based, classroom‐tested, balanced literacy program that promotes successful reading and writing in the kindergarten classroom as it addresses all areas of the curriculum.``The Land of the Letter People«...``No Child Left Behind Act of 2001 ‐Is thematically organized and integrates all subject areas: Fosters individual success ‐ Supports the Reading First initiative



LANGUAGE! The Comprehensive Literacy Curriculumhttp://store.cambiumlearning.com/ProgramPage.aspx?parentId=019005277&functionID=009000008&pID=LANGUAGE!&site=sw

Evidence demonstrates that LANGUAGE!« The Comprehensive Literacy Curriculum increases the performance of students who are reading two or more years below grade level. Providing an integrated approach to literacy instruction, LANGUAGE! accelerates learning so students can access grade‐level content. Designed specifically for struggling learnersùEnglish language learners (ELLs) and students in special education or general education



My Sidewalks on Reading Streethttp://go‐digital.scottforesman.com/mysidewalks/index.html

My Sidewalks is an intensive reading intervention program that offers struggling students a safe place to learn û a place where they can feel confident, a place where they can succeed.

Open Court Phonemic Awareness and Phonics Kithttps://www.sraonline.com/products.html?tid=6&sid=675

The Open Court Phonics Kits ⌐2004 are designed to provide systematic, explicit phonemic awareness and phonics instruction. The kits are based on the proven instruction found in Open Court Reading.

Orton‐Gillinghamhttp://www.orton‐gillingham.com/

IMSE Orton‐Gillingham‐based programs place the phonetic strand into existing curricula. We offer complete Orton‐Gillingham training for educators as well as 'Sensational Strategies for Teaching Beginning Readers' for parents to use with their children.

Read Naturallyhttp://www.readnaturally.com

Read Naturally provides a reading strategy that combines teacher modeling, repeated reading and progress monitoring to remediate fluency problems and accelerate the reading achievement of struggling readers.



Reading Masteryhttp://mcgraw‐hill.co.uk/sra/readingmastery.htm

Reading Mastery, with its synthetic phonics approach, helps students develop strategies for reading and understanding. Reading Mastery will provide high‐quality instruction that has: * Proven to reduce the prevalence of reading problems. * Elevated reading skills of at‐risk children well into the average range...

REWARDS« readinghttp://store.cambiumlearning.com/ProgramPage.aspx?parentId=019005266&functionID=009000008&site=sw

The REWARDS« reading and writing intervention programs are research based and are being used in schools across the country. REWARDS products can be used as effective interventions in general and special education, remedial reading, summer school, and after‐school programs.``Adding REWARDS to your instruction can efficiently and effectively improve

Road to the Code: A Phonological Awareness Program for Young Childrenhttp://www.brookespublishing.com/store/books/blachman‐4382/index.htm

For helping kindergartners and first graders who are having difficulty on their early literacy skills, Road to the Code is a successful, 11‐week program for teaching phonemic awareness and letter sound correspondence. Developmentally sequenced, each of the 44 15‐20‐minute lessons features three activities

Saxon Readinghttp://saxonpublishers.harcourtachieve.com/en‐US/saxonreading_home

Comprehensive solutions that target foundational skills using a unique research‐based method. Systematically distributed instruction, practice, and assessment. New skills introduced by building upon previously taught concepts. Multi‐sensory approach engaging visual, auditory, and tactile senses...

Scholastic Online ~~ Scholastic Read 180: Reading Intervention Program for Shttp://teacher.scholastic.com/products/read180/

Learn about this comprehensive reading intervention education program that helps improve reading proficiency, reading skills, and reading comprehension.



Sound Partnershttp://www.wri‐edu.org/partners/

Sound Partners (Vadasy et al., 2004) is a phonics‐based tutoring program that provides individual explicit instruction in early reading skills to students who need it most. The program was specifically developed to reduce the number of students identified with reading disabilities by supplementing reading instruction for:

Sounds SensibleÖhttp://www.epsbooks.com/dynamic/catalog/series.asp?seriesonly=3183M

Sounds Sensible is the first level of S.P.I.R.E., a highly successful, systematic, multisensory reading and language arts program that is research‐based and time‐tested. It works well as the first level of any core program or as supportive/supplementary instruction for beginning readers in Grades Pre‐Kû1. Its Orton‐Gillingham philosophy also makes Sounds Sensible uniquely effective as part of an intervention, a remedial, or an inclusion reading program.

Success For Allhttp://www.successforall.net

At the Success for All Foundation, our goal is to help all students achieve at the highest levelsùnot just children who come to school well fed, well rested, and ready to learn, but everyone, at all levels, whatever it takes. We believe all students deserve an education that will challenge, inspire, and prepare them for a better future. Our top priority is the education of disadvantaged and at‐risk students in pre‐K through grade eight.

Teach Your Child to read in 100 Easy Lessonshttp://www.startreading.com/

TEACH YOUR CHILD TO READ IN 100 EASY LESSONSàis a modification and extension of DISTAR« (Direct Instruction System for Teaching, Achievement and Remediation). Featured on PrimeTime Live and 20/20, the Direct Instruction approach was proven by a United States Office of Education commissioned evaluation to have the most successful beginning reading program when compared to all other approaches used in schools. [For more information and evaluation on this research ùcalled Project Follow Through...

The Wilson Reading System«http://www.wilsonlanguage.com/w_wrs.htm

The Wilson Reading System is a research‐based reading and writing program. It is a complete curriculum for teaching decoding and encoding (spelling) beginning with phoneme segmentation. WRS directly teaches the structure of words in the English language so that students master the coding system for reading and spelling. Unlike other programs that overwhelm the student with rules, the language system of English is presented in a systematic and cumulative manner so that it is manageable.



Voyager Passporthttp://www.voyagerlearning.com/passport/system‐chart.jsp

Voyager PassportÖ K‐6 Reading Intervention System Explicit, Systematic Instruction in the Five Essential Components of Reading...



Category: Reading/Decoding



Decoding Strategieshttp://www.tenafly.k12.nj.us/~jcimler/new_page_5.htm

If you get a stuck on a word, try these strategies! Look at the picture. Look at the first letters if the word. Does it make sense? Look carefully for chunks and words hidden in bigger words.

Decoding Strategieshttp://www.hudsonville.k12.mi.us/mypage/smorren/readingstrategies.html

In the early stages of reading development much of the time‐spent reading is trying to figure out each individual written word. Although, "sounding it out" is a good strategy, it is by no means the only technique we teach our students to use. Each of my students has their own copy of the decoding strategy bookmark (pictured below) and we frequently use this bookmark when exploring unfamiliar text. Let me take a moment and briefly explain each of the decoding strategies.

Developing Research‐Based Resources for the Balanced Reading Teacherhttp://www.balancedreading.com/decoding.html

Decoding text is half of the game of reading. To be able to read, children must be able to comprehend language, and they must be able to decode text (see the Simple View discussion). Simply decoding text, however, is not sufficient ‐‐ children must be fluent and highly accurate at decoding text. Decoding should be as automatic as possible. In the beginning, decoding is laborious, and a great deal of concentration must be devoted to sounding out words.

Welcome to Word Decoding!http://www.mcps.k12.md.us/schools/fieldsroades/word_decoding/index.htm

In this section of the site, we will be exploring the various strategies that good readers should use as they come across unknown words.Each strategy can be used independently or in conjunction with the other stratgeies. Truly independent readers decide which of the decoding stratgies will fit the challenge of the unknown word.



Category: Reading/Fluency

5 Surefire Strategies for Developing Reading Fluencyhttp://content.scholastic.com/browse/article.jsp?id=4367

In order to read fluently, students must first hear and under‐stand what fluent reading sounds like. From there, they will be more likely to transfer those experiences into their own reading. The most powerful way for you to help your students is to read aloud to them, often and with great expression. Choose selections carefully.

Building Fluency: Do It Well and Do It Right!http://www.ed.gov/teachers/how/tools/initiative/summerworkshop/mccabe/index.html

Presentation of Molly McCabe at the Teacher‐to‐Teacher Initiative Summer Workshop in 2004.

Develop Reading Fluency ù Easily and Affordablyhttp://www.readinga‐z.com/fluency/reading‐fluency.php

nstantly download and print reading passages and reader's theater scripts to improve reading accuracy, reading rate, and reading expression. Also, download books at a child's independent reading level for repeated reading practice.

Developing Reading Fluencyhttp://www.auburn.edu/academic/education/reading_genie/fluency.html

Fluent reading is reading in which words are recognized automatically. With automatic word recognition, reading becomes faster, smoother, and more expressive, and students can begin to read silently, which is roughly twice as fast as oral reading. But beginning readers usually do not read fluently; reading is often a word‐by‐word struggle.

Dr. Cupp Readers« and Journal Writershttp://www.cindycupp.com/

Jack and Jilly. The Dr. Cupp Readers« Series teaches basic sight vocabulary and explicit phonics through exciting games and wonderful stories. Teachers using this program have continuously reported their students have not only dramatically improved in reading fluency, but they are now excited about reading!!!!

Fluency: Instructional Guidelines and Student Activitieshttp://www.readingrockets.org/article/3416

The best strategy for developing reading fluency is to provide your students with many opportunities to read the same passage orally several times. To do this, you should first know what to have your students read. Second, you should know how to have your students read aloud repeatedly







Improving Fluency in Young Readers ‐‐ Fluency Instructionhttp://www.busyteacherscafe.com/units/fluency.htm

Teachers need to select and facilitate the best methods of fluency instruction for their children and their classrooms. The following four components are needed for good fluency instruction: Model fluent reading. Use guided oral reading instruction. Give students ways to practice and perform. Implement word study activities to build accuracy...

LD Online: Reading Fluencyhttp://www.ldonline.org/article/6354

Students who would benefit from methods to increase reading speed are often described by their teachers as slow, laborious readers who read word‐by‐word with limited expression. These types of techniques are most useful with students who have acquired some proficiency in decoding skill but whose level of decoding skill is lower than their oral language abilities.





Put Reading First ‐‐ K‐3 (fluency)http://www.nifl.gov/partnershipforreading/publications/reading_first1fluency.html

Fluency is important because it provides a bridge between word recognition and comprehension. Because fluent readers do not have to concentrate on decoding the words, they can focus their attention on what the text means. They can make connections among the ideas in the text and between the text and their background knowledge.

Read Naturally, The Fluency Company: reading fluency training and materialshttp://www.readnaturally.com

For over 16 years, Read Naturally has been the pioneer in improving fluency. The Read Naturally program combines three research‐ proven strategies to develop the reading fluency of special education, ELL, Title I, and mainstream students.



Teach All Kidshttp://www.teachallkids.com/

47 words 335 characters``Teach All Kids is designed to help teach students with learning difficulties. Inside this site, you'll find teaching advice, ideas, techniques and proven educational worksheets. The areas covered include math, reading comprehension, language arts, grammar, thinking skills, ESL and complete lessons. Together, we can Teach All Kids.



Category: Reading/Phonemic_Awareness

ABC alphabet and Phonemic Awareness Practice for Kindergarten, ESL...http://www.starfall.com/n/level‐k/index/play.htm?f

Starfall's ABC section teaches letter‐sound relationships by providing a kid‐friendly navigation system that explicitly focuses on each letter of the alphabet. This explicit instruction is most effective in kindergarten and for ESL and special education students when it is combined with exercises in phonemic awareness. When learning to read, students who understand the basic sounds of the language can apply letter‐sound relations with greater ease.

Build A Word: Teaching the Blending of Phonemes to Form Wordshttp://www.songsforteaching.com/jennyfixmanedutunes/buildaword.htm

SongsForTeaching.com first went online in 2002 as a comprehensive resource for parents and teachers looking for educational music. SongsForTeaching's founder, Ruth Harris hand‐picked songs that can be used to teach subjects across the curriculum. Ruth feels that music is magical in its ability to inspire and energize students, while enhancing the learning process.


The Fast ForWord program develops and strengthens memory, attention, processing rate, and sequencingùthe cognitive skills essential for learning and reading success. The strengthening of these skills results in a wide range of improved critical language and reading skills such as phonological awareness, phonemic awareness, fluency, vocabulary, comprehension, decoding, working memory, syntax, grammar, and other skills necessary to learn how to read or to become a better reader.

Generating Rhymes: Developing Phonemic Awarenesshttp://www.readwritethink.org/lessons/lesson_view.asp?id=121

Learning how to generate rhyme and recognizing rhyming patterns in language is an essential skill for emergent readers. Students should be able to manipulate words and sounds to create simple rhymes, which will help them recognize word and letter patterns later on. This lesson supports the goal of helping young students to recognize and generate rhymes through...

Land of the Letter People«http://www.abramsandcompany.com/land_of_letter_people.aspx

Land of the Letter People« is a research‐based, classroom‐tested, balanced literacy program that promotes successful reading and writing in the kindergarten classroom as it addresses all areas of the curriculum.``The Land of the Letter People«...``No Child Left Behind Act of 2001 ‐Is thematically organized and integrates all subject areas: Fosters individual success ‐ Supports the Reading First initiative





LIPS: The Lindamood« Phoneme Sequencing Program for Reading, Spelling, andhttp://ags.pearsonassessments.com/group.asp?nGroupInfoID=a11420

This new LiPS edition gives you even more tools to develop the phoneme‐sequencing ability that research shows to be the best single predictor of success in learning to read and spell. The procedures in the LiPS program develop phonemic awareness, decoding, and spelling, even when a variety of other teaching procedures have not. And they are effective across the full age range, from elementary into professional adult levels.





Orton‐Gillinghamhttp://www.orton‐gillingham.com/

IMSE Orton‐Gillingham‐based programs place the phonetic strand into existing curricula. We offer complete Orton‐Gillingham training for educators as well as 'Sensational Strategies for Teaching Beginning Readers' for parents to use with their children.

Phonemic awarenesshttp://forpd.ucf.edu/strategies/html/stratPhonemicAwareness.html

t is important for parents and teachers to realize that phonemic awareness does not happen naturally. (Johns & Lenski, 2001). Direct instruction and practice should be provided to students in the form of mini‐lessons and word play. Oral readings, listening activities, and modeling will also help young learners grasp the concept of phonemic awareness.



Phonemic Awareness ‐ Pre Reading Skills ‐ The Reading Skills PyramidÖhttp://www.time4learning.com/readingpyramid/awareness.htm

Phonemic Awareness is a critical Pre Reading Skill. Learning to read is an exciting time for children and their families. And while each child is different, most children can be taught to read following the sequence of acquiring reading skills.

Phonemic Awareness and the Teaching of Readinghttp://www.reading.org/resources/issues/positions_phonemic.html

Phonemic awareness refers to the ability to segment and manipulate the sounds of oral language. It is not the same as phonics, which involves knowing how written letters relate to spoken sounds. Activities that develop phonemic awareness in children provide practice with rhyme and with beginning sounds and syllables...

Phonemic Awareness in Beginning Readinghttp://reading.uoregon.edu/pa/

Phonemic Awareness: The ability to hear and manipulate sounds in words. Phonemic awareness is not phonics. Phonemic awareness is auditory and does not involve words in print...

Phono‐Graphixhttp://www.readamerica.net/page9alink.asp

The theoretical underpinnings of Phono‐Graphix are remarkably straightforward and sensible, no doubt encouraging its rapid spread and popularity among teachers. It is based simply on the nature of the English code, the three skills needed to access that code, and teaching these in keeping with the way children learn. The following page describes this in greater detail.



Strategies for Teaching Phonemic Awarenesshttp://www.literatureforliterature.ecsd.net/strategies.htm

The objective of any phonemic awareness activity should be to facilitate childrenÆs ability to perceive that their speech is made up of a series of sounds. It is the breaking down and manipulation of spoken/oral language. The focus of activities should be on sounds in speech. These activities should fit into a meaning‐based framework. Phonemic awareness



Category: Reading/Phonics





Learn to Read at Starfall ‐ teaching comprehension and phonicshttp://www.starfall.com/

A free website to teach children to read. Perfect for kindergarten, first grade, and second grade. Contains exciting interactive books and phonics games.

Learn to Read at Starfall ‐ teaching comprehension and phonicshttp://www.starfall.com/

The Starfall learn‐to‐read website is offered free as a public service. We also provide writing journals and books at a very low cost that can be used with the website or separately. Teachers around the country are using Starfall materials as an inexpensive way to make the classroom more fun and to inspire a love of reading and writing.````Primarily designed for first grade, Starfall.com is also useful for pre‐kindergarten, kindergarten and second grade.









READ*WRITE*NOW Activities for Reading and Writing Funhttp://www.ed.gov/Family/RWN/Activ97/begin.html

Preschool through Grade 2. The Sound Shopping Trip. Listening for the first sounds in words is an important step in learning to connect language and reading. What you'll need:...

Teach Your Child to read in 100 Easy Lessonshttp://www.startreading.com/

TEACH YOUR CHILD TO READ IN 100 EASY LESSONSàis a modification and extension of DISTAR« (Direct Instruction System for Teaching, Achievement and Remediation). Featured on PrimeTime Live and 20/20, the Direct Instruction approach was proven by a United States Office of Education commissioned evaluation to have the most successful beginning reading program when compared to all other approaches used in schools. [For more information and evaluation on this research ùcalled Project Follow Through...

Ten Minute Phonics Classroom Sethttp://www.cindycupp.com/tenminutephonics.htm

If your students need phonics, they only need Ten Minutes Grades K‐12, 10 minutes a day, 60 lessons. One time expense of $650 and youÆre set for years! Non‐Consumable, Durable, Hands‐on, Game oriented, Based on Application, not rules...



Category: Reading/Phonological_Awareness



Phonological Awareness: Instructional and Assessment Guidelineshttp://www.ldonline.org/article/6254

This article defines phonological awareness and discusses historic and contemporary research findings regarding its relation to early reading. Common misconceptions about phonological awareness are addressed. Research‐based guidelines for teaching phonological awareness and phonemic awareness to all children are described.

Category: Reading/Vocabulary





Scholastic.com ~~ Text Talkhttp://teacher.scholastic.com/products/texttalk/index.htm

Text Talk engages teachers and students in robust vocabulary instruction tied closely to comprehension. The program was developed by leading vocabulary researchers and has been proven effective in scientific research!



Category: Response_To_Intervention

National Center on Response To Interventionhttp://www.rti4success.org/

Responsiveness to intervention is an education model that promotes early identification of students who may be at risk for learning difficulties. RTI, which may be one component in the process a school uses to determine whether a student has a specific learning disability, often involves tiers of increasingly intense levels of service for students.

Response Intervention Training Materialshttp://www.ncpublicschools.org/ec/development/learning/intervention/rtimaterials

North Carolina Public Schools RTI Training materials. Problem‐Solving Model in Detail, RTI Forms, Functional Assessment, Effective Collaboration, Positive Behavior Support...





Category: Response_To_Intervention/About

About RTI ‐ Response to Interventionhttp://www.ritap.org/rti/about/overview.php

RTI is a process of determining appropriate support and interventions to supplement the core curriculum to meet the needs of all learners. This framework for instruction bases decisions on benchmark and progress monitoring data to improve achievement. Research on RTI has its roots in Deno's data‐based program modification model (1985) and Bergan's behavioral consultation model (1977). The RTI approach is included in NCLB and IDEA...

Lehigh University's Project MP3 ‐ What is RTI?http://www.lehigh.edu/collegeofeducation/mp3/rti/rti.htm

RTI methodology is conceptualized within a three‐tiered model of prevention across all students in a school, general education and special education students. If you could place all of the students in your school into a triangle, the three‐tiered model of prevention will look like this:

Response to Intervention (RTI): Overviewhttp://www.cloquet.k12.mn.us/Page1161.aspx

The Individuals with Disabilities in Education Improvement Act (IDEIA) heralds changes in how children with learning disabilities are identified. This affects services and special education determinations. The "Response to Intervention" of identification model is being advocated rather than a "Discrepancy Model", the model more commonly used.

RTI and Reading: Response to Intervention in a Nutshellhttp://www.readingrockets.org/article/14596

The effort to understand Response to Intervention (RTI) has occupied many thousands of hours and hundreds of position and policy statements, white papers, consensus documents, and research articles. RTI is a process intended to shift educational resources toward the delivery and evaluation of instruction, and away from classification of disabilities. RTI is not a particular method or instructional approach.

RTI_WIREhttp://www.jimwrightonline.com/php/rti/rti_wire.php

What is RTI? 'Response to Intervention' (RTI) is an emerging approach to the diagnosis of Learning Disabilities that holds considerable promise. In the RTI model, a student with academic delays is given one or more research‐validated interventions. The student's academic progress is monitored frequently to see if those interventions are sufficient to help the student to catch up with his or her peers.



Category: Response_To_Intervention/Books

Response to Intervention: A Practical Guide for Every Teacherhttp://www.amazon.com/gp/product/1412953863?ie=UTF8&tag=rt08a‐20&link_code=as3&camp=211189&creative=373489&creativeASIN=1412953863

by William N. (Neil) Bender (Author), Cara Shores (Author. Discover a resource that shows teachers how to implement RTI in the classroom! Presenting the three tiers of RTI techniques, the authors demonstrate how general and special education teachers can use research‐based interventions effectively to individualize instruction, monitor individual student progress, and implement strategies to meet the specific needs of all students...

Category: Response_To_Intervention/Law

What You Need to Know about IDEA 2004 Response to Intervention (RTI)...http://www.wrightslaw.com/info/rti.index.htm

When Congress reauthorized IDEA, they changed the law about identifying children with specific learning disabilities. Schools will ônot be required to take into consideration whether a child has a severe discrepancy between achievement and intellectual ability ..." (Section 1414(b)) (Wrightslaw: Special Education Law, 2nd Edition, page 97) What is Response to Intervention? How will these new practices affect struggling children who...



Category: Response_To_Intervention/Presentations

Dr. George Batsche Generously Shares His RtI Presentationhttp://www.mspa‐online.com/?p=59

MSPA is extremely pleased to be able to share the powerpoint slides that were presented at our Fall Conference, Problem‐Solving and Response to Intervention: Evidence‐Based Practices to Maximize Student Progress. Dr. George Batsche delivered a fascinating and extremely important presentation at the MSPA Fall Conference.

Focus on Response to Intervention (RTI)http://www.reading.org/resources/issues/focus_rti.html

Response to Intervention aims to prevent unnecessary assignment to special education. With RTI, low‐performing children are offered intense, individualized academic intervention. Student progress is monitored to see if response to this intervention yields adequate academic growth. International Reading Association.

Free downloads from the National Research Center on Learning Disabilitieshttp://www.nrcld.org/free.shtml

# Getting started with SLD determination: After IDEA reauthorization (2006) Responsiveness to Intervention: How to Do It (2006) # NEW! Learning Disabilities Resource Kit: Specific Learning Disabilities Determination Procedures and Responsiveness to Intervention``Executive Summary of the NRCLD Responsiveness to Intervention Symposium (2003)...

Getting Started With RTI: A Guide for Schools.http://www.jimwrightonline.com/ppt/rti_intro_wright.ppt

Here are some resources that you can download from Intervention Central that can assist you to train your staff in the key concepts of RTI and to determine your school's readiness to implement the RTI model: Getting Started With RTI: A Guide for Schools. This PowerPoint presentation gives an overview of RTI and practical tips for putting the model into practice.

Implementation of RtI in Colorado: Self‐Assessment Toolhttp://www.cde.state.co.us/cdesped/download/pdf/RTI_SelfAssessment_June2007.pdf

Implementation of RtI in Colorado: Self‐Assessment Tool. This self‐assessment tool is intended to assist schools/districts wanting to determine ônext stepsö toward``implementation of a multi‐tiered Response to Intervention approach for meeting the learning needs of ALL students. The tool addresses 5 broad indicators along with specific indicators/sub‐topics for each...



Implementing a Response to Intervention Modelhttp://www.maase.org/Files/Implementing_RTI_Lansing.ppt

John McCook's presentation on Implementing RTI, October 10, 2006, Lansing, Michigan. Michigan Association of Administrators of Special Education (MAASE)

Making Sense of Response to Intervention: Critical Tools for Critical Timeshttp://www.monitoringcenter.lsuhsc.edu/PDF%20PPT/Making%20Sense%20of%20Response%20to%20Intervention%20for%20the%20Web.pdf

Response to Intervention (RtI) is CongressÆ answer to problems of inappropriate identification of``specific learning disabilities. However, RtI requires well‐trained personnel implementing well‐designed procedures that generate adequate information for``decision‐making. Dr. Coulter will describe the current landscape of policies, procedures, and practical accountability tools ...

Overview of RTI Presentationshttp://www.ritap.org/rti/resources/presentations.php

Presentations are broken down by the following sections; Overview of RTI, Learning Disability, Assessment, Literacy and Teaming. Note, presentations are listed by the date they were published/presented.

Pennsylvania Presentation at the Supporting the Performance of Diverse Learhttp://www.rrfcnetwork.org/component/option,com_bookmarks/Itemid,28/task,view/id,418/

This presentation at the Supporting the Performance of Diverse Learners conference describes RtI framework and a pilot study of implementing RtI in seven schools in Pennsylvania. ppt

Presentations on Progress Monitoring ‐ National Center on Student Progresshttp://www.studentprogress.org/library/presentations.asp

We encourage you to download and share the following presentations. All we ask is that you credit the National Center on Student Progress Monitoring. Please note that if you wish to print any of the following presentations, it is easiest to do so once you have saved the presentation to your computer.

Problem‐Solving and Response to Intervention (RtI): Implications for...http://www.isbe.net/spec‐ed/conf/2007/Batsche_Session3.ppt

Problem‐Solving and Response to Intervention (RtI): Implications for Policy and Practice. Directors Conference Illinois State Board of Education Springfield, IL. Dr. George M. Batsche, Professor and Co‐Director``Institute for School Reform Problem Solving/RtI Statewide Project School Psychology Program University of South Florida...``August 1, 2007



Problem‐Solving Model And Response to Interventionhttp://www.centeroninstruction.org/files/ImplementationOfRtI.pdf

Problem‐Solving Model And Response to Intervention. Why RTI? The Need for an Alternative Assessment Model. Intelligence Test Issues, Non‐Discriminatory Procedures and Outcome Bias, Limited Role for School Psychologists, Link Assessment to Instruction...

Response to Intervention (RtI) Projecthttp://www.nasdse.org/projects.cfm?pageprojectid=23

NASDSEÆs Response to Intervention (RtI) initiative began in response to a need from the entire special education community to have more information about RtI. Our initiative began with a satellite conference in the fall of 2004, Addressing the Needs of Students with Learning Difficulties Through Response to Intervention (RTI) Strategies. Copies of this satellite conference are available.

Response to Intervention [RtI] presented by Georga Batschehttp://www.indstate.edu/soe/iseas/response_to_intervention_%5Brti%5D.htm

George Batsche was the presenter at the 2006‐2007 ISEAS Academy II held on November 15, 2006 at the Fountains Banquet and Conference Center. Below is a listing of handouts and the PowerPoint presentation. Indiana State Univ.

Response to Intervention and SLD Identificationhttp://www.ideapartnership.org/documents/RTI‐advanced‐ppt‐7‐30‐07.ppt

The IDEA Partnership: RTI Process: What is it? What might it look like in practice? SLD identification. What are the current issues/problems? What data can RTI yield that will assist in SLD determination?``Resources for further consideration...

Response to Intervention Presentation Materialshttp://www.casecec.org/rti.htm

As a part of this collaboration, NASDSE and CASE developed a White Paper, RtI an AdministratorÆs Perspective on RtI. CASE focused on RtI at our 2006 Winter Institute and our keynote speaker, Dr. George Batsche, gave CASE permission to post his power point on RtI on our website. We have included it on this page for ease of use. Blueprints for RTI implementation. Bill East, Ed.D``Nancy Reder, Esq.

Response to Intervention Summer Training Institutehttp://rtinebraska.unl.edu/institute_program.html

Response to Intervention Summer Training Institute, Sponsored by the Nebraska RtI Consortium. Powerpoints for sessions.



Response to Intervention: A Data Driven Strategy to Improve Student ...http://www.pattan.k12.pa.us/files/Handouts07/RtI‐GovInstit071107.pdf

Response to Intervention: A Data Driven Strategy to Improve Student Performance. Pennsylvania Dept of Education.

Response to Intervention: Training for California Educatorshttp://www4.scoe.net/rti/index.cfm?menuChoice=1

General and Special Education Professionals. Learn how to match high quality instruction to studentsÆ needs and use rate of learning to make important educational decisions. A Webcast Training Series Starting March 16, 2006

Responsiveness‐to‐Intervention Symposiumhttp://www.nrcld.org/symposium2003/index.html

The National Research Center on Learning Disabilities, a collaborative project of staff at Vanderbilt University and the University of Kansas, sponsored this two‐day symposium focusing on responsiveness‐to‐intervention (RTI) issues. The speakers, discussants, and participants assembled represented the wide diversity of individuals with a vested interest in LD determination issues. Advocates, instructional staff, researchers, ...

RTI and the Utah ABC Triangle: Matching Instruction to Student Needhttp://www.updc.org/library/speducator/pdf/Sept07.pdf

RTI and the Utah ABC Triangle: Matching Instruction to Student Need. PDF newsletter

RTI Resources: The School Psychologists' Home Pagehttp://www2.bartow.k12.ga.us/psych/rti/index.asp

Office of Psychological Services, Bartow County Schools, Georgia. Presentations and resources for response to intervention.

The Response to Intervention (RtI) Model: Technical Assistance Paperhttp://www.fldoe.org/ese/pdf/y2006‐8.pdf

This technical assistance paper delineates the purpose for RtI, explains how it should be implemented in different content areas, and discusses the use of RtI in determining eligibility for special eduction services. See page 9 for specific tips on communicating with parents regarding the response to intervention process.



The Role of the School Psychologisthttp://www.opi.mt.gov/PDF/SpecED/training/RTl/School_Psychologist.pdf

Problem Solving and the Role and Function of School Psychologists. M. Beebe‐Frankenberger 2006. Problem Solving û promise of the future for school psychologists. ‐Growing concerns with inadequacies noted in traditional models that dominate current practice``û Recognition of the critical need for reforms in our practices to address...



Category: Response_To_Intervention/Research

Abstracts and Information: Empirical Articles on Response to Interventionhttp://www.recognitionandresponse.org/content/view/111/124/

Researchers at the Frank Porter Graham Child Development Institute conducted a literature review to identify articles that address features of Response to Intervention (RTI) in school‐aged populations. The 14 empirical articles on this page were included in the research synthesis, and served as the research base regarding the efficacy of RTI.

Education~~Evolvinghttp://www.educationevolving.org/

Education~~Evolving is a kind of 'design shop'; based in Minnesota but with people in other states, working nationally to help public education with the difficult process of change. Initially we were involved mainly with states on the architecture of the K‐12 system. More recently we have been involved increasingly in the redesign of schooling. We are individuals with some experience in public life: in public affairs, in politics,

Meta‐Analytic Review of Responsiveness‐To‐Intervention Research: Examininghttp://research.nichcy.org/MetaAnalysis.asp?ID=151

Responsiveness‐to‐intervention (RTI) is a systemic approach to identifying student needs and meeting those needs through early intervention and sustained support. Building upon research of RTI‐related topics such as behavioral and academic interventions, progress monitoring*, and problem solving models, this meta‐analytic* review of the research investigated four ...

Responsiveness to Intervention in the SLD Determination Processhttp://www.osepideasthatwork.org/toolkit/ta_responsiveness_intervention.asp

The purpose of this document is to provide a conceptual overview of responsiveness to intervention (RTI)ùincluding hypothetical examples of how RTI might operate within a school setting and for a particular studentùand to discuss its role within the larger context of specific learning disabilities (SLD) determination.

Vaughn Gross Center for Reading and Language Arts (VGC)http://www.texasreading.org/utcrla/

Dedicated to high‐quality research, the Vaughn Gross Center for Reading and Language Arts (VGC) is an organized research unit within the College of Education at The University of Texas at Austin. The Center is committed to providing leadership to state, national, and international educators in effective reading and mathematics instruction through its diversified research, technical assistance, and professional development projects.



What Works Clearinghouse: Home Pagehttp://ies.ed.gov/ncee/wwc/

The What Works Clearinghouse (WWC) collects, screens, and identifies studies of effectiveness of educational interventions (programs, products, practices, and policies). The WWC regularly updates the WWC Technical Standards and their application to take account of new considerations brought forth by experts and users. Such changes may result in re‐appraisals of studies and/or interventions previously reviewed and rated.



Category: Response_To_Intervention/State_Models

Arizona RTI‐‐Response to Interventionhttp://www.arizonarti.net/

Response to Intervention‐‐RTI in Arizona‐‐Screening, Intervention and Progress Monitoring

Californina: Response to Interventionhttp://www4.scoe.net/rti/

This project is a collaboration between the Special Education Division (SED) and Sacramento County Office of Education (SCOE) to allow the development of an web‐based training program for general and special education personnel to provide information recent changes in federal law in relation to students with disabilities.

Colorado Dept of Education: Response to Intervention (RTI)http://www.cde.state.co.us/cdesped/RTI.asp

Response to Intervention is a multi‐tiered, problem‐solving approach that addresses academic and behavioral difficulties of ALL students. It is an integrated school improvement model that is standards‐driven, proactive and incorporates both prevention and intervention. RTI is effective at ALL levels (Early childhood through High School). Some basic underpinnings of a RTI model:

Georgia: Pyramid of Interventionshttp://www.doe.k12.ga.us/DMGetDocument.aspx/02_06_PyramidArticleWEBx.pdf?p=39EF345AE192D900F620BFDE9C014CE65F48E7E4CC653240504EB3D2B367434F67EC4756D61498C8&Type=D

Research consistently points out that student growth is enhanced when evaluation results are used to guide``continued instruction. This concept of monitoring studentsÆ progress, or ôprogress monitoring,ö enables educators to determine if students are increasing their skills as expected, or if they need additional instructional interventions to enable them to maximize academic success. The Student Achievement Pyramid of Interventions represents

Idaho: Response to Intervention ELChttp://itcnew.idahotc.com/DNN/Default.aspx?alias=itcnew.idahotc.com/dnn/rti

# New document from the International Reading Association: New Roles in Response to Intervention: Creating Success for Schools # New Resource link: RTI_WIRE ‐ a one‐stop directory of free, high quality RTI resources available on the Internet.

Illinois ASPIREhttp://www.isbe.net/spec‐ed/html/illinois‐aspire.htm

This site contains information on IllinoisÆ school‐based problem solving, early intervening services and response to intervention (RtI).



Montana Resources: Response to Interventionhttp://www.opi.state.mt.us/SPECED/RTI.html

Montana Office of Public Instruction. Response to Intervention Montana Resources: What is RTI? RTI & Systems Change. Focus Outcome Evaluation. Best Practices in Reading and RTI...

Nebraska Response‐to‐Intervention (RtI) Consortiumhttp://rtinebraska.unl.edu/index.html

The Nebraska Department of Education, via the Nebraska Response‐to‐Intervention (RtI) Consortium, is preparing schools to deliver RtI services by means of a state‐wide implementation plan, training, evaluation and dissemination of results, and oversight of a quality implementation process. This website provides materials, information, and guidelines to support RtI implementation in the state of Nebraska.

New Mexico: Response to Intervention: A Systematic Process to Increase...http://www.ped.state.nm.us/div/acc.assess/assess/dl/misc/RtIManualFinalCombo2006%2012‐06.pdf

Response to Intervention: A Systematic Process to Increase Learning Outcomes for All Students. A Guidance Document for New Mexico Schools

North Dakota: RTIhttp://www.dpi.state.nd.us/speced/personnel/index.shtm

North Dakota Department of Public Instruction: RTI, what is RTI, fidelity of implementation, progress monitoring...

Oregon's Response to Intervention Initiative (Or‐RTI)http://www.ode.state.or.us/initiatives/idea/rti.aspx

The purpose of this project is to provide training, technical assistance, and guidance to school districts that would like to implement the RTI system of prevention and eligibility determination district‐wide. The project will focus on training and technical assistance to establish school and district capacity to implement and sustain RTI systems in Oregon. powerpoints...

Texas: Instructional Decision‐Making Procedures for Ensuring Appropriate...http://www.texasreading.org/utcrla/materials/serp_prereferral_booklet.asp

Instructional Decision‐Making Procedures for Ensuring Appropriate Instruction for Struggling Students. The purpose of this booklet is to provide campus‐based administrators and educators with procedures for ensuring appropriate instruction for kindergarten through third‐grade students who are struggling with reading, mathematics, and behavior, and for students who are English language learners (ELL).



Utah Special Educatorhttp://www.updc.org/frame.html?content=http%3A//www.updc.org/library/speducator/index.html

The Utah Special Educator serves as a medium for the dissemination of information related to promising practices and other dimensions in the provision of a Comprehensive System of Personnel Development. The Utah Special Educator is available in journal format (on‐line subscription). All views and opinions expressed represent the authors and do not necessarily reflect the views and opinions of the Utah Personnel Development Center...

Utah's Three Tier Model of Reading Instructionhttp://www.rrfcnetwork.org/component/option,com_bookmarks/Itemid,28/task,view/id,352/

Utah's document to help educators implement the three‐tiered model for reading. The model is designed to provide research‐based instruction and targeted interventions that lead to successful reading.

Washington State Special Education Response to Intervention (RTI)http://www.k12.wa.us/SpecialEd/RTI.aspx

Response to Intervention (RTI) is a newly identified process described in IDEA 2004 that allows school districts to provide scientific research‐based interventions to struggling students as soon as they need it and use this data to identify students with learning disabilities. Following is a list of resources on interventions, universal screening, progress monitoring and more. ``Response to Intervention (RTI) Manual: Using Response to Intervention (RTI) for WashingtonÆs Students...

West Virginia: Response To Interventionhttp://wvde.state.wv.us/ose/RtI.html

West Virginia: Response to Intervention. What is RTI, FAQs, School Readiness for RTI, Tiered Intervention Forms...



Category: Writing

An Introduction to Writing: Special Connectionshttp://www.specialconnections.ku.edu/cgi‐bin/cgiwrap/specconn/main.php?cat=instruction&section=main&subsection=writing/main

In order for teachers to support the development of all studentsÆ writing abilities, certain qualities of the writing classroom must be evident. There are ten attributes of effective writing instruction that constitute the foundation of any good writing program…

Blending Fiction and Nonfiction to Improve Comprehension and Writing Skillshttp://www.readwritethink.org/lessons/lesson_view.asp?id=262

This lesson supports the use of a text set (paired fiction and nonfiction texts on a similar topic) to increase student interest in and understanding of content area material and to develop critical writing skills. The more familiar format of narrative fiction introduces...

Integrated Writing Instructionhttp://www.interventioncentral.org/htmdocs/interventions/writing/intwriting

MacArthur and colleagues (MacArthur, Graham, & Schwartz, 1993) have developed an integrated approach to classroom writing instruction designed to accommodate the special needs of disabled writers, as well as those of their non‐disabled peers. In this instructional approach,...

National Writing Projecthttp://www.nwp.org/

Writing is essential to success in school and the workplace. Yet writing is a skill that cannot be learned on the spot; it is complex and challenging. Through NWP's professional development programs, teachers in all subject areas and all grade levels learn new strategies to help their students become accomplished writers and learners.

Power of the Penhttp://www.powerofthepen.org/index.htm

Welcome to Power of the Pen, Ohio's award‐``winning educational enhancement program devoted to excellence in creative writing.

Prevention and Intervention of Writing Difficulties for Students with LDhttp://www.ldonline.org/article/6213

Many students with LD experience difficulties mastering the process of writing. We examine how schools can help these children become skilled writers. Six principles designed to prevent as well as alleviate writing difficulties are presented.



Six Trait Analytic Writing Modelhttp://kimskorner4teachertalk.com/writing/sixtrait/menu.htm

If you are looking for fresh ideas for teaching writing, you have come to the right place. Here at Kim's Korner for Teacher Talk, you will find numerous ideas, including ideas for the writing process, modes of writing, writing across the curriculum and the Six Trait Writing Model.

The Write Sitehttp://writesite.org/default.htm

An interactive language arts and journalism project for middle schools``developed by ThinkTVNetwork``An OET/SchoolNet Project

Virtual Poetry Workshophttp://www.twc.org/forums/virtualpoetrywrkshp.html

See how a poetry workshop unfolds on‐line. Teachers & Writers Collaborative is proud to feature the fifteenth on‐line workshop led by poet Hoa Nguyen of Austin, Texas.

Welcome to LEO: Literacy Education Onlinehttp://leo.stcloudstate.edu/

LEO provides online handouts about a variety of writing topics. Although LEO is affiliated with the Write Place (the writing center at St. Cloud State University), LEO does not offer online tutoring, answer questions about grammar or punctuation, or give feedback about your writing or papers.

Writing Planshttp://teachersdesk.org/writing_plans.html

A collection of over 150 lesson ideas for Spelling, Writing, English, Reading, and Vocabulary activities, with a few extras thrown‐in, currently being utilized in a fifth or sixth grade classroom

Young Writers Workshophttp://www.meddybemps.com/9.700.html

Young Writers Workshop encourages creativity by providing printable story starters for children in preschool and primary grades.

Category: Writing/Brainstorming

Brainstorminghttp://www.unc.edu/depts/wcweb/handouts/brainstorming.html

This handout discusses techniques that will help you start writing a paper and continue writing through the challenges of the revising process. Brainstorming can help you choose a topic, develop an approach to a topic, or deepen your understanding of the topic's potential.



Category: Writing/Collaborative_Writing

Cooperative Grouping ~~ Classroom Examples ~~ Focus on Effectivenesshttp://www.netc.org/focus/examples/collab.php

Middle school students polish skills for writing, reflection, and collaboration...Daphne Wyatt teaches sixth grade in a large, suburban middle school. Her school is struggling with high staff turnover. Students move in and out of the neighborhood, and change is a constant for the school and community...

Group Work and Collaborative Writing: Basic Principleshttp://trc.ucdavis.edu/trc/papers/vohs/sec04‐1.html

The most basic principle of group work is simple, easy to remember, and all‐important: Communicate, communicate, and communicate! When in doubt, commmunicate. When not in doubt, communicate. A high school education and a few years of college have not taught your fellow group members to read minds╤and you should not expect them to. If you have an idea, say it.

Online Writing Guide: Collaborative Writinghttp://classweb.gmu.edu/nccwg/collab.htm

Collaborative writing can lead to projects that are richer and more complex than those produced by individuals. Many learning communities include one or more collaborative assignments. However, writing with others also makes the writing task more complex.

Writing Across the Curriculum: Collaborative Writinghttp://www.utexas.edu/cola/progs/wac/assignments/collaborative/

Collaborative writing provides the following benefits: 1. It mirrors real‐world writing situations where professionals often cooperate on presentations, reports, and projects. 2. Group work provides instant feedback and a sense of audience ‐ elements often missing from the writing experience.



Category: Writing/Computer_Software

Spelling Lab ‐‐ Making Spelling Fun and Visualhttp://www.spellinglab.com/index.html

Welcome to Spelling Lab, a fun visual game that teaches spelling using the NLP (Neuro‐Linguistic Programming) method of visual learning....

Starter Paragraph Punchhttp://www.meritsoftware.com/software/starter_paragraph_punch/index.php

Helps students develop their basic paragraph writing skills. Students learn how to write an effective paragraph ‐‐ developed by reason, detail, sequence, example, and cause and effect.

WritingFix for Kidshttp://writingfix.com/forkids.htm

14 writing games for very young writers. In 2002, we sat down with a roomful of 1st, 2nd, and 3rd grade teachers. They helped inspire the fourteen word and writing games we offer below.

Category: Writing/Creative

People Interested in Zippy and ZAny Zcribblinghttp://www.uoregon.edu/~leslieob/pizzaz.html

PIZZAZ! is dedicated to providing simple creative writing and oral storytelling activities with copyable (yes, copyable!) handouts for use with students of all ages. Permission is given to use these resources for in‐class, non‐profit use only.



Category: Writing/Curriculum

6+1 Trait« Writinghttp://www.nwrel.org/assessment/department.php?d=1

The 6+1 Trait Writing framework is a powerful way to learn and use a common language to refer to characteristics of writing as well as create a common vision of what 'good' writing looks like. Teachers and students can use the 6+1 Trait model to pinpoint areas of strength and weakness as they continue to focus on improved writing.

Charlesbridge Writing Programshttp://www.charlesbridge.com/client/school/html/writing.html

Guide students through the writing process. Six units at each grade level include step‐by‐step instruction for successful writing: setting a purpose, planning, drafting, conferencing, revising, editing, publishing, assessing, postwriting, ...

Self‐Regulated Strategy Developmenthttp://research.nichcy.org/strategy_instruction5.asp

Self‐regulated strategy development is a method designed to help students learn and use‐‐and eventually adopt as their own‐‐the strategies used by skilled writers. SRSD is more than simply strategy instruction. It encourages students to monitor, evaluate, and revise their writing‐‐promoting self‐regulation skills, increasing content knowledge, and improving motivation.

SOLO Writing Intervention packagehttp://www.donjohnston.com/offers/CEC/RtI/index.html

Launch your RtI writing initiative with the SOLO Writing Intervention package. Scientifically‐proven lessons paired with technology help students achieve dramatic gains in short intervention periods, and it's aligned to Writing Next.

Wright Group Writing Kitshttp://www.wrightgroup.com/index.php/programsummary?isbn=007603478X&longCopy=Y

Your students will learn all aspects of the authoring cycleûfrom selecting a topic to editing and sharing their work. Wright Group Writing Kit gives students the strategies and practice they need to become lifelong learners and writers! Students develop a piece of writing by working through stages: preparing, writing, polishing, and presenting.



Category: Writing/Differentiation

Differentiated Instruction for Writinghttp://www.k8accesscenter.org/training_resources/writingdifferentation.asp

Writing instruction can be differentiated to allow students varying amounts of time to complete assignments, to give students different writing product options, and to teach skills related to the writing process. The chart below offers a variety of strategies that can be used.

Category: Writing/Fluency

Developing fluent writershttp://www.sil.org/lingualinks/literacy/ImplementALiteracyProgram/DevelopingFluentWriters.htm

Fluency in writing, as in reading, should be a goal of every reading program. Writing practice enhances reading proficiency, and vice versa. Here are some things to do to develop fluent writers:

Interventions for Improving Writing Fluencyhttp://www.specialeducation.ilstu.edu/csss/solutions/documents/writingfluency.html

Students with writing disabilities typically find the act of writing to be both difficult and unrewarding. These students' resulting lack of motivation to write can lock them into a downward spiral, in which they avoid most writing tasks and fail to develop those writing skills in which they are deficient.

WritingFix: Resources and Lessons ‐‐ Sentence Fluencyhttp://writingfix.com/6Traits/SentenceFluency.htm

48 free lessons, ideas and resources for focusing on this writing trait



Category: Writing/Graphic_Organizers

Current Practice Alerts: Graphic Organizershttp://www.teachingld.org/ld_resources/alerts/

Graphic organizers (GOs) are visual devices that employ lines, circles, and boxes to depict four common ways to organize information: hierarchic, cause/effect, compare/contrast, and cyclic or linear sequences. These images serve as visual cues designed to facilitate communication and/or understanding of information by showing how essential information about a topic is organized There is ample research that documents a solid scientific basis for...

Graphic Organizers ‐ TeacherVision.comhttp://www.teachervision.fen.com/graphic‐organizers/printable/6293.html

This collection of ready‐to‐use graphic organizers will help children to organize ideas and communicate more effectively. All of our printable graphic organizers are designed to facilitate understanding of key concepts by allowing students to drill down to the basic points and ideas.

The Textmapping Project Home Pagehttp://www.textmapping.org/

The Textmapping Project is a free resource for teachers, homeschoolers, and education researchers. It is the original and best source for information about scrolls and textmapping. The Textmapping Project's founder, Dave Middlebrook, invented the textmapping method. He pioneered the use of scrolls and Textmapping for classroom instruction starting in 1990, and has been conducting workshops for teachers since 1994...

Category: Writing/Handwriting

Handwriting Interventionshttp://www.specialeducation.ilstu.edu/csss/solutions/documents/handwriting.html

Research studies have shown that copying activities than by tracing, in, which the letters are gradually faded or parts of the letter are gradually withdrawn, learns letter forms better. Tracing has some value as a brief, easier intermediate stage prior to the student copying the letter without tracing prompts. Unsupervised practice of inappropriate tracing responses,

Handwriting Worksheets!http://abcteach.com/directory/basics/handwriting/

In the directory below, you will find many free handwriting worksheets you can print and use at home or in the classroom! Adobe Acrobat is required to view and print many of our documents.



Category: Writing/Motivation

Misunderstood Minds . Writing Strategies ~~ PBShttp://www.pbs.org/wgbh/misunderstoodminds/writingstrats.html

Living with or teaching a child who has difficulty writing can be frustrating and confusing for everyone involved, often complicating the conversation between parents and teachers about what to do. Respect for each other and open communication can reduce tension and enable parents and teachers to benefit from each other's expertise and knowledge of the child from different perspectives...

Category: Writing/Motor_Skills

Fine Motor Activitieshttp://www.shrewsbury‐ma.gov/schools/Beal/readiness/finemotoractivities.html

Pre‐kindergartners benefit from experiences that support the development of fine motor skills in the hands and fingers. Children should have strength and dexterity in their hands and fingers before being asked to manipulate a pencil on paper. Working on dexterity and strength first can eliminate the development of an inappropriate pencil grasp,...

Graphomotor Skills: Why Some Kids Hate To Writehttp://www.cdl.org/resource‐library/articles/graphomotor.php?type=recent&id=Yes

Handwriting is complex perceptual‐motor skill that is dependent upon the maturation and integration of a number of cognitive, perceptual and motor skills, and is developed through instruction (Hamstra‐Bletz and Blote, 1993; Maeland, 1992). While a plethora of information exists in lay and professional literature about many of the common problems experienced by school age children, difficulty with handwriting is often overlooked and poorly understood.

Handwriting Without Tears«http://www.hwtears.com/

The goal of Handwriting Without Tears« is to make legible and fluent handwriting an easy and automatic skill for all students. The curriculum uses multi‐sensory techniques and consistent habits for letter formation to teach handwriting to all studentsùPre‐K through Cursive. In addition, HWT provides parents and teachers the instructional techniques and activities to help improve a child's self‐confidence, pencil grip, body awareness, posture and so much more!



Category: Writing/Organization

Ideas for Teaching Organizationhttp://kimskorner4teachertalk.com/writing/sixtrait/organization/menu.html

ORGANIZATION is the structure of the paper. The order should be logical and effective so that the reader hardly thinks about it. The information should be delivered at just the right moment. There should be an inviting lead that "hooks" the reader. The body should build to an important point by using supporting details that fit where they are placed...

Patterns of Organizationhttp://www.kimskorner4teachertalk.com/writing/sixtrait/organization/patterns.html

There are several ways to organize your writing. Not every pattern will work for every writer or for every piece of writing. It is important to organize the writing in an order that is interesting, but more importantly it must be logical. In other words, it has to make sense to the reader. Everything must fit together, much like the pieces of a puzzle.

Reorganizing Your Drafthttp://www.unc.edu/depts/wcweb/handouts/organization.html

Here are five strategies you can use to reorganize. Read through all of them before you begin and decide which seems like the best fit for solving the problems you see in your draft.

Writing Organization Issueshttp://mendota.english.wisc.edu/~WAC/page.jsp?id=48&c_type=category&c_id=32

Robert Hawkins' handout offers specific advice to students on organizing paragraphs and making transitions.

WritingFix: Resources and Lessonshttp://www.writingfix.com/6Traits/Organization.htm

WritingFix: Resources and Lessons that focus on Organization, one the 6 Writing Traits. Organization: 33 free lessons, ideas and resources for focusing on this writing trait.



Category: Writing/Spelling

Free Printable Worksheets from Spelling it Righthttp://www.spelling.hemscott.net/exlist.html

Learn to spell confidently with help, exercises and advice from an experienced teacher. Click on a title to see the spelling worksheet

Spelling and Vocabulary Planshttp://teachersdesk.org/spell_plans.html

A collection of over 150 lesson ideas for Spelling, Writing, English, Reading, and Vocabulary activities, with a few extras thrown‐in, currently being utilized in a fifth or sixth grade classroom

Spelling Bee/Musical Chairshttp://www.canteach.ca/elementary/beginning13.html

CanTeach contains online resources for educators, including lesson plans, links, discussion lists, and more! Spelling...

Spelling Strategy Charthttp://www.cyberspaces.net/6traits/Spstrat.html

Write the strategy on long chart paper or oaktag. The words which are underlined need to be circled or have cloud shapes around them in a bright color. This helps students isolate the actions involved in the strategy.

Spelling Ticklershttp://web.archive.org/web/20001207014800/www.coedu.usf.edu/~morris/

Spelling games, tips, ticklers...

Spelling Tipshttp://www.capousd.org/gwes/hudelson/spelling.html

Here is a list of activities to use when practicing your spelling words. 1. Rainbow Words ‐ Write your spelling words with a crayon. Trace over...

Spellzonehttp://www.spellzone.com/index.htm

Spellzone: an interactive, on‐line course in English spelling, for individual students, schools, colleges and language schools.


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