Providing appropriate academic evaluation and intervention services for English learners remains a challenging goal for school support teams. Understanding English language proficiency assessment and universal screening processes can help teams make better decisions when considering possible continued intervention or referral for a comprehensive…

Beginning with the 2020/21 school year, the Massachusetts Department of Elementary and Secondary Education (DESE) began an ongoing effort to collect and analyze literacy screening assessment data from schools and districts participating in certain state grants to inform improvement efforts. Grantee schools and districts that provide literacy…

In the 2020/21 school year, the Massachusetts Department of Elementary and Secondary Education (DESE) began an ongoing effort to collect and analyze literacy screening assessment data from schools and districts participating in certain state grants to inform improvement efforts. Grantee schools and districts that provide literacy screening…

Beginning with the 2020/21 school year, the Massachusetts Department of Elementary and Secondary Education (DESE) began an ongoing effort to collect and analyze early literacy screening assessment data from schools and districts participating in certain state grants to inform improvement efforts. Outcome data suggest that the current educational…

This publication combines the Australian Education Research Organisation (AERO)'s practice guides, practice resources and explainer on delivering reading interventions in a secondary school multi-tiered system of supports (MTSS), with details of the methodology used to create these resources. AERO has developed a suite of guidance in partnership…

A Comprehensive early literacy policy establishes support and intensive reading interventions for K-3 students to ensure they read on grade level by the end of 3rd grade. The policy also requires 3rd grade students to demonstrate sufficient reading skills for promotion to 4th grade. For students severely below grade level and who do not qualify…

Effective inclusion of English Learners (ELs) in multi-tiered systems of support (MTSS) is necessary for this growing subset of students to access the intended outcomes of MTSS, specifically improved academic outcomes. Facilitating MTSS systems that are appropriately responsive to the heterogeneous needs of ELs may be particularly challenging. In…

This 2-year exploratory study of Multilingual Learner's performance on literacy assessments is grounded in Culturally Responsive Teaching. By examining the protocols for universal screeners and progress monitoring at one midwestern elementary school, teachers and researchers learned more about language vs. literacy-related results and discovered…