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Blog
How do you stay up to date in your field? Our team of experts, authors, and specialists contribute regularly to our profession-specific blogs, keeping you informed of the latest industry trends, news, and innovations. Dive in below and check back often, as new content is added weekly.
When it comes to school budgets, there never seems to be enough, which means educators are constantly asked to do more with less. As schools grapple with so many pressing demands — from updating school infrastructure to addressing learning gaps and acquiring adequate supplies and equipment — that sentiment feels more true today than ever before.
The last few weeks of the calendar year are the home stretch for many educators to a much-deserved break and time with friends and family. But there’s no denying the winter holidays can also be challenging for many reasons — not the least of which is how easy it is to become overwhelmed with the extra seasonal activities and responsibilities crowding educators’ plates.
Most educators would agree that ADHD, or attention-deficit/hyperactivity disorder, is one of the top conditions they see their students grappling with. The numbers have been increasing steadily: While 2019 data from the Centers for Disease Control and Prevention (CDC) found nearly 10% of children and teens ages 3 to 17 had been diagnosed with ADHD, that share is expected to grow as many students coped with situations during quarantines that exacerbated their condition — or revealed it for the first time.
The pandemic drove an already challenging situation for youth mental health to crisis levels. One outcome of that trend is a heightened risk of suicide among young people. In this post, we’ll share details about factors driving the crisis and how educators can help identify at-risk students and create an environment supportive of student mental health and wellbeing in their school or district.
We are proud to announce the new Call for Research published by Pearson Clinical Assessment. Our goal is to ensure that Pearson assessments comply with the highest standards of quality and support research that investigates the validity or efficacy of our products. We are inviting United States-based faculty members, graduate students, and qualified researchers to submit their proposals no later than September 16, 2022.
On any normal day, school was challenging for my 6th grader, who was diagnosed with dyslexia and dysgraphia. He exceeded expectations in other subjects, but written expression and handwriting were always a point of frustration. His performance in these areas was a painful contrast to his otherwise strong grades. Over time, his self-esteem became impacted by his desire to strive in all areas and we made the decision to enroll him in a private school. This decision was based on researching the additional support and resources that would be available to aid his performance in the classroom, such as the ability to type and print his assignments versus handwriting them.
Things were beginning to stabilize before COVID-19 caused schools closures. Schools were scrambling just to begin classes online, so custom-designed programs for kids with 504 plans couldn’t be easily accommodated. This was very overwhelming for him. As a parent and psychologist, I knew that I had to look for other options and turned to the National Institute for Learning Development (NILD), which has a tool to identify local therapists for providing services that address his areas of need and, in this case, even virtually.
The additional support has been instrumental for my son to continue his progress, but the reality is that not everyone is able to secure private help for a variety of reasons. In fact, I know others who have sought help, only to get stuck in circuitous paths because of limited, even misguided, direction. It is imperative to understand your student’s rights so that you can be empowered to support them. Turn to resources from organizations like the NILD and International Dyslexia Association (IDA) to explore their services, such as lessons on how best to work with your child or to take advantage of state-run programs.
Supporting a path forward with strategies that work for anxiety and depression
Explore strategies to help support school-aged students and families while learning at either home or school.
Many of you have parents and caregivers reaching out for ways to support their students with the potential internalizing issues of anxiety and depression. We’ve assembled some helpful tip sheets focused on dealing with and supporting anxiety and depression in PreK–12 students. Additional insight from Kimberly J. Vannest, PhD will help you provide the guidance families and caregivers may need right now.
Think for a moment about your favorite book... Were you excited to read it? Did you find yourself unable to set it down, even for a moment? Did you talk about the characters or plot line while you weren’t reading it? Did you feel a little disappointed when you’d turned the last page, knowing it was over? Do you still think about the characters from time to time? Do you recommend it to others? If so, chances are you were entrenched in the book, connected to the characters, and captivated by the story. You were engaged.
Engaged readers find satisfaction in reading, read independently, and talk about what they’ve read — but how do we transform students who read because they have to into students who read because they want to? How do we inspire them to become engaged readers?
Included in your DRA3 kit is an optional component, the Reading Engagement Survey. It gathers information about each student’s reading preferences, and provides insights into why the student might be struggling with engagement. Based on information obtained in the survey, DRA3 then provides a Focus for Instruction checklist specifically designed to improve reading engagement, assist in book selections, and build up reading stamina to expand their abilities to include longer texts.
Learn more about the benefits of the Reading Engagement Survey and where to find it in your DRA3 kit!
Continue using progress monitoring with identified students.
Administer the Word Analysis to other first through third grade students who are reading below established oral reading mid-year benchmark levels.
Model, teach, and support areas in need of instruction.
What’s on the calendar for the rest of the school year?
One of the most important tasks in any school year is discovering each student’s literacy strengths and weaknesses. Identifying where they might need a little help, and how you can utilize their strengths to augment that support will help them make the most of their educational time. We have put together a reading assessment calendar to help you stay on track throughout the year, and to provide you with helpful tools to enhance your reading curriculum. December’s activities are crucial to your students’ reading success, and will set you on the path to discovering — and fostering — the lifelong reader in each of them!
