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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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7 Ways to Ensure Reliable Universal Screening Data

Schools across the country are already starting to open their doors. Not long after the first bell rings, testing begins. There is much debate surrounding the quantity and administration of testing in public schools, particularly when it comes to state-mandated testing. Though these tests are not always well-received, test scores can affect the reputation of a school, its administration, and its teachers. As a result, much attention is given to these tests before, during, and after test administration.

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