• Word Retrieval and Rapid Automatic Naming (RAN)

    Word Retrieval Fluency and Rapid Automatic Naming (RAN)

    Upon completion of this section, you will:

  • Informal Writing: Case Example

    Case Example

    Upon completion of this section, you will:

    • Learn the basic components of an informal personal narrative writing sample
    • Have a model to follow when assessing an informal personal narrative writing sample

    Using a Student's Informal Writing Sample

    An informal writing sample examined

  • Informal Narrative Writing Assessment

    Informal Assessment

    Upon completion of this section, you will:

    • Understand the purpose of informal assessment of narrative writing
    • Learn the components of written narratives
    • Understand how to assess your student's use of grammar, story cohesion, story grammar and sentence structure, vocabulary, voice, and writing mechanics
    • Understand the importance of assessment of ed

  • Feds weigh in on RTI

    We found this informative blog on Education Week about the recent memo from the Office of Special Education stating that the response-to-intervention (RTI) process should not delay a child getting an initial evaluation for a suspected delay.

  • Writing IEP Goals

    Strengths and Interests

    Upon completion of this section, you will:

    • Learn to create an IEP based on a strengths and interest approach
    • Understand the tenants from Universal Design
    • Learn tips for progress monitoring
    • Become familiar with meta-cognitive goals

  • Students’ Strengths and Interests

    Strengths and Interests

     

  • Eligibility for Services: State of Michigan

    SLD eligibility in Michigan

    On completing this section, you will:

    • have an overview of Michigan's guidelines for determining student eligibility for services under specific learning disabilities
    • understand that the severe discrepancy model no longer determines eligibility
    • have an idea of the different assessment tools
    • unders

  • More on Writing

    Many people who struggle with writing think that good writers just write well. We need to convey good writing is challenging for everyone.

    Many people who struggle with writing think that good writers just write well.

    Not necessarily so. We need to convey that good writing is a process and everyone has to work at it.

  • How should writing be assessed?

    How should writing be assessed?

    Upon completion of this section, you will:

    • Understand the components of writing
    • Know how to assess these components
    • Have compendium of writing tests

    Overcoming writing problems begins with a good assessment

    Many individuals with dyslexia or learning disabilities think that writing c

  • How should spelling be assessed?

    How Should Spelling be Assessed?

    Upon completion of this section, you will

    • Understand the purpose of  assessing spelling and what to look for in an assessment to get the best evaluation of your client/student