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Free Download: Back-to-School Assessment Toolkit

In talking with educators, one of the greatest concerns regarding the 2020-21 back-to-school season is the extent of learning loss students suffered as a result of COVID-19. When schools closed, students missed out on important instructional time, even if learning…

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Free Back-to-School Roadmap to Restart Learning

The 2020-21 school year certainly looks different from years past. In fact, it probably looks different district-to-district, school-to-school and even student-to-student.

But even though learning environments have changed drastically for some, that doesn’t mean your core instructional approach has to change, too. The practices that made up your Multi-Tiered System of Supports (MTSS) framework pre-COVID-19 will be just as effective in restarting learning this school year. Learning loss may be greater than usual, but following your embedded MTSS process will allow you to assess student needs and address them with timely, targeted supports to get them back on track.

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On-Demand Webinar: Tier 1 Social Emotional and Behavior Supports to Restart Learning

Disruptions to routines and schedules caused by school closures left many students without much needed social-emotional and behavior (SEB) support this spring. When school resumes in the fall, young people will be struggling with fear, anxiety, and many other emotions that will affect their academic performance and behavior. This will make the need for Tier 1 SEB supports more critical than ever to ensure students are psychologically and emotionally able to learn.

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4 Frequently Asked Questions About Remote Universal Screening

During this period of remote learning, educators have been concerned with the possibility of learning loss in what is known as the “COVID slide.” We hosted a webinar to discuss how teams can leverage spring data via screening and progress monitoring as ways to identify and support students during this time. In that session, we’ve fielded some additional questions that we thought might be helpful to address for the rest of our audiences. The following is our response to four frequently asked questions.

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Thank You, Teachers.

A version of this article originally appeared on the Illuminate Education blog on May 4.

If you think back to someone who made a significant, positive impact on your young life, you might envision a parent or family member. Or you might think of a teacher.

Teachers hold many roles beyond providing curricular instruction. They give us a physically and emotionally safe place to be and to think and to not always succeed on the first try. It’s our teachers who believe in us before we believe in ourselves. Who challenge us, who truly “see us,” and who show that we each have something that is uniquely ours to contribute to the world around us.

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Ask the Experts December Webinar: Wednesday, December 4, 2019

Better Together: Data-Driven Instruction Powered by Illuminate

When FastBridge Learning joined the Illuminate Education family in June 2019, it brought together pioneers in integration of improved assessment and data-management tools for teachers with all of the FAST measures. From this has sprung many new opportunities, including custom assessment item banks, data management and warehouse tools, giving these combined products more potential than ever.

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Schoolwide Reading Improvement

Expert Tips for Creating a Schoolwide Reading Improvement Model

Since earning her Ph.D. from the University of Massachusetts (UMass) Amherst in 2002, Judy Loughlin has made a career as a consultant to districts and schools seeking to improve students’ literacy outcomes. Her resume includes working with IDEAL Consulting, the Hill Institute, the Connecticut and Massachusetts Departments of Education, and countless schools and districts across New England. She also has served as an adjunct instructor in the UMass Amherst College of Education and worked as a teacher and school psychologist.

It was during her time practicing school psychology and visiting schools seeking to address their high rates of special education referrals that something became strikingly clear to her. The degree to which educators needed to focus on prevention and early intervention for students struggling with reading was critical to everything else that needed to take place to improve their schools. And so launched a career-long interest in schoolwide reading improvement.

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