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Educators at the St. Croix River Education District have devoted countless hours to creating and developing, and we are proud to allow other districts to freely use the curriculumto benefit students. Be Good People I f you are interested, we ask that you please complete the sign up form and then read our FAQs (below) to find out how to receive updates and share feedback.

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Social Emotional Learning - Be Good People Curriculum

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Educators at the St. Croix River Education District have devoted countless hours to creating and developing, and we are proud to allow other districts to freely use the curriculumto benefit students. Be Good People I f you are interested, we ask that you please complete the sign up form and then read our FAQs (below) to find out how to receive updates and share feedback.

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T im Stuart is a big fan of professional learning communities (PLC). As a teacher leader, he's used them to improve schools in New Mexico, Jakarta, Singapore and Ethiopia.

Popularized by Rick DuFour, the four critical questions of a PLC include:

1. What do we want all students to know and be able to do?

2. How will we know if they learn it?

3. How will we respond when some students do not learn?

4. How will we extend the learning for students who are already proficient?

While leading innovation at the Singapore American School (see case study), Stuart had the chance to visit more than 100 of the best schools in the world. The schools that had excellent outcomes and progressive design shared three characteristics:

They all have characteristics of high functioning PLC (even if they don't use that term)

They focus on essential disciplinary knowledge: incorporate transdisciplinary, future-ready skills; and cultivate student-agency behaviors.

They teach students how to personalize their learning process.

Along the way, he had a hunch. What if PLC could move beyond promoting teacher effectiveness and engage students in the process? What if students owned their own learning and asked themselves the four questions? The PLC 2.0 questions include:

1. What do I want to know, understand, and be able to do?

2. How will I demonstrate that I have learned it?

3. What will I do when I'm not learning?

4. What will I do when I have already learned it?

Along the journey, Stuart connected with international educator Sascha Heckmann (head of school in Mozambique) and Response to Intervention (RTI) experts Mike Mattos and Austin Buffum. The four of them found that by asking students to engage in the PLC process, it boosts student agency and invites co-construction of personalized journeys.

Combining the two-way power of PLCs and the proven benefits of RTI, the four education leaders outlined a proven pathway to transformation in their new book, Personalized Learning in a PLC at Work: Student Agency Through the Four Critical Questions.

The practical guide, published by Solution Tree, includes a magic chart that shows how the key concepts come together combining personalized learning and a focus on essential skills.

The authors identified three organizational shift schools must make:

From traditional classrooms to learning hubs with access to collaborating teachers, tools and resources;

From lockstep curriculum to personalized pathways so students can co-construct learning journeys; and

From a set pace to personalized progressions through cycles of inquiry.

The book profiles the journey of Singapore American School, NuVu (Boston), Hobsonville Point and Stonefields School (New Zealand), Futures Academy (Beijing), and i-LEARN (Ecuador).

As head of school in Addis Ababa, Ethiopia, Stuart and his new colleagues have used PLC to to make learning more personalized. The last five weeks of the next school will be used for personalized learning time. A teacher team with some release time is visiting schools and developing plans. The goal is to not only be the best school in Africa but to be the best school with Africa.
Stay in-the-know with all things EdTech and innovations in learning by signing up to receive the weekly Smart Update. This post includes mentions of a Getting Smart partner. For a full list of partners, affiliate organizations and all other disclosures, please see our Partner page.

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Personalize Learning and Build Agency By Using the 4 PLC Questions (Opinion)

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T im Stuart is a big fan of professional learning communities (PLC). As a teacher leader, he's used them to improve schools in New Mexico, Jakarta, Singapore and Ethiopia. Popularized by Rick DuFour, the four critical questions of a PLC include: What do we want all students to know and be able to do?

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Kelso's Choice - Behaviour for Lower School

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Kelso's Choice - Behaviour for Lower School

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Welcome to the home of Kelso's Choice, the leading tool for teaching conflict management skills for children Pre-K through 5th grade. Home of the beloved choice wheel, this conflict resolution curriculum teaches children the difference between big problems and little problems. Kelso the frog is a fun and engaging way for children to learn conflict management.

Looking for our best-selling conflict resolution posters, counseling board games, award-winning conflict management curriculum and much more? Click here to see our Products page.

Looking to learn about the history of Kelso's Choice? Click here.
Want to download your free conflict resolution wheel? Click here for your free starter kit.
Click here for more

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Conflict Management Curriculum that empowers kids K-5

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Advancing Social and Emotional Learning - CASEL

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CASEL is helping make evidence-based social and emotional learning an integral part of education, preschool through high school.

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Proactive, Reactive and Restorative Behaviour.

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Proactive, Reactive and Restorative Behaviour.

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After standing there dumbfounded for a few seconds, the teacher thinks, "... Well, what do I do now?"
Being a teacher today does not come with an automatic status of respect. In fact, like it or not, we must prove ourselves and our position more and more.

Here is yet another multi-leveled task with options. You can:

1. Ignore it now and deal with the repercussions later.

2. Earn the respect of the students and just worry about ourselves.

3. Earn the respect of the students and then use this new relationship to teach them how the world works, in turn allowing them to have a better educational experience and teaching them strategies to work in new environments.

THE YAMAHA EDUCATOR NEWSLETTER: Sign up to receive real-world advice, tips and instrument guides!

Why Do Kids Misbehave?

Teachers should not excuse behavioral issues, but we may benefit from understanding where the students or even the behavior stems from. Many of us may ask, "How could someone act like this?"

Always remember that this isn't personal. Most kids do not start their day premeditating how they will make your life difficult. There are a multitude of reasons that student behavior may not meet your expectations.

I've worked in many districts, including those in low-income and underserved areas. These students are often perceived to have a higher instance of behavioral issues. Depending on the grade level you teach, you may be dealing with students who haven't been supported throughout their lives. Exposure to toxic stress and a lack of proper support may have negatively affected their learning and behavior. Oftentimes, negative behavior may be due to a lack of coping skills, misdirected anger, and instances of students not getting other educational and social-emotional needs met in the proper way.

We can focus on the why but it's more productive to address the issues at hand to ensure that the right action is taken to foster a healthy and safe environment for everyone.

What Doesn't Work

Quick Fixes: I've found that quick fixes don't usually work long-term. We could yell, threaten discipline, pile on false or excessive praise, let too much slide, be too harsh or ignore the problem. These tend to be Band-Aids at best and will sow seeds of discontent at worse.

Inconsistency: On the other side of the coin, we may try alternative approaches, but we just don't stick with them long-term. The inconsistency of disciplinary approaches creates a confusing and even unfair environment that students can't rely on.

"Should" Statements: Another approach that does more harm than good are "should" statements. Simply put, when we state that something "should" work a certain way ( this student should know how to behave, the school should support my way of thinking or this content should be easy for you), we are denying reality and setting ourselves up for disappointment or even failure. Here are some other common "should" statements.

Kids should just behave for teachers. (Not all of them will).

Parents should understand how hard we are working and support us. (Not all of them will.)

I shouldn't have to worry about absolutely everything! (Maybe that's true).

How it "should" be won't happen without some work. So how do we get it to work? I like to think of respect and discipline measures falling into three categories: proactive, reactive and restorative.

Proactive Measures

Rules and Guidelines: If you took an inventory of your rules and guidelines, would they make sense to everyone involved? I often find that young teachers either have far too many rules or very little guidance offered in terms of classroom management. For those with too many rules, remember that students must be allowed to solve their own problems. If they're missing a piece from their choral folder and can find another original on their own without distraction, let them take care of the job. Too many rules can paint you into a corner, create more work and shift the class focus from music-making and consumption to strict compliance.

On the flip side, too few rules can backfire - and not just in your classroom. The "cool" teacher who allows students to break district rules undermines the rest of the faculty and sends the wrong message to students that we don't all have to follow the rules. These teachers make it especially difficult for newer teachers or teachers who are not as comfortable with confrontation. Everyone's job becomes harder when you hear that "Mr. or Ms. So-and-So let's me put my feet up on the desk!"

Building Relationships: Negative associations with teachers or authority figures may cause a student to be leery or even antagonistic. Have an honest conversation with the student. We should address disrespect but consider telling a student that you will be working hard to earn their respect. This could be the start of restoring a student's relationship with educators and education.

Ask or observe, but don't assume: Getting in trouble for something that you didn't do feels terrible. Furthermore, educators must work to reduce bias and stereotypes. Implicit and explicit bias is linked to disparities in punishment for students of color. Of the two, explicit bias (conscious thoughts and attitudes toward someone or a group) has a more significant impact on discipline disparities. ¹

Give Kids a Chance: I've certainly blown my chance at first impressions multiple times. I was very grateful when people gave me second and third chances. If another teacher warns you about a student, thank them for the comments and information. Allow the student to create a first impression with you. Some students react differently to different teachers and settings. Avoid characterizing students by their older siblings' or parents' actions.

Understand Resources: Understand the resources available within your school. Education loves acronyms, and it can be confusing to keep BHT (Behavioral Health Team), BIP (Behavior Intervention Plan) and BMP (Behavior Management Plan) straight. However, speaking with your guidance counselors and social workers about possible resources for students in need can help you react quickly and effectively. We don't have to do it alone, and - gasp! - someone else might be better equipped than you to help a student's situation!

Don't Waste Time / No Free Days: People don't like having their time wasted, including students. My band knows that I give no free time or days off. We play every single day. We play the first day of school, the day after concerts and even right up to the last day of school. Consistency helps reduce the dreaded "are we playing/learning today?" question. I also want our groups to be "caught" doing the right thing. These set routines create structure for some students who lack this at home. Commitment to our time goes for low attendance days and rehearsals as well. If three out of 20 kids in a jazz ensemble show up, we can still teach. We may have to adapt significantly, but we need to show students that their time and commitment is valuable. There is always something to teach.

Reactive Measures

Now let's say that you put multiple proactive measures in place, but something still happens. Or, a student approaches you for assistance with a social-emotional or physical health and safety issue. We can consider some reactive measures to ensure that our approaches are effective and that our classroom remains respectful and safe for all learners. Listed below are a few items for consideration that may fall under reactive measures.

Escalation / Everyone Loses: Avoid escalating the situation. Some students may feel like they have nothing to lose. For their sake and yours, avoid escalating and arguing. Not saying the first thing that comes to your mind or saying nothing at all could be helpful in stressful situations. Listening is always an effective strategy. Everyone loses when the teacher and student lose their cool.

Planning for Tough Situations: Plan for security options, if necessary. Some students may get to a point where they may harm themselves or others. Address these situations swiftly and effectively. If you're not sure who to call to assist in breaking up a fight or similar situations, ask your head of discipline. People who are in charge of discipline and safety may be a dean or, at a smaller school, a principal or assistant principal.

Negotiations / Gray Areas: Sometimes, you may have to live in gray areas. Sleeping in class may require specific disciplinary action. However, some teachers may not feel comfortable doling out this punishment if they know that a student is working late at night or doesn't have much support at home. You may determine that certain situations need some leeway. However, make sure that you are not undermining consistency.

Wait to React: You can also choose not to react. If it's a small issue that's going to derail things, opt to leave it alone or wait to deal with the issue. If a student is messing around and distracting others from learning, I ask them to see me after class. Why? Often, it's because I don't know what to do right at the moment, but I know I don't want to distract the class anymore. I get annoyed by this behavior, but this buys me time to get myself in check and ask the student if everything is OK before addressing the behavior.

Restorative Measures

When something breaks, we have to fix it or possibly rebuild it. This can include relationships. If we're wrong, we must apologize. Not just to model the correct behavior, but to show that value and respect are important.

We can revisit rules and guidelines. Things change. If we feel locked into a guideline that just isn't necessary anymore, talk it over and agree on change or deletion.

When we have a negative encounter with a student, we can make efforts to learn more about the student, including their background and history. Knowing our students on a deeper level can help us take the next steps to repair the relationship.

We can consider restorative practices in our classroom (my go-to resource is The Restorative Practices Handbook for Teachers, Disciplinarians and Administrators by Bob Costello). These approaches can go a long way toward addressing accountability and rebuilding relationships.

Doing Too Little: Let too much slide, and you quickly lose control of your classroom, you lose respect, and other students feel like they are wasting their time. Some students may even call you out on this, and it's never a good feeling to be called a pushover by anyone. Student autonomy should not be confused with a lack of structure. If anything, there may be more systems in place, but the arrangements are precise, valuable and efficient for the learning environment. Acknowledging that small issues may lead to more significant problems is an essential part of effective classroom management.

False or Excessive Praise: Sometimes we might try to make students feel good by giving them false praise. False or excessive praise can be a manipulative strategy. Instead of recognizing a student for a legitimate ability or work ethic, we tell the student how we would like them to be. Students will pick up on false praise and contrived accomplishments. ² Some students may get the message that you think they cannot achieve what you are praising. It's OK to speak with students with respect and careful honesty. "Many educators view positive reinforcement as a good thing, as when offering praise to students, but J. Martin Rochester (in the book, 'Class Warfare: Besieged Schools, Bewildered Parents, Betrayed Kids and the Attack on Excellence') argued that its overuse leads to overtly extrinsic, manipulative learning." ³

We want to encourage students to consider the long-term effects of music education. An immediate and empty reward or stimulus creates a conditional relationship that may not be sustainable for our lifelong learning goals.

Being Inconsistent: Rules or guidelines that are difficult to enforce can cause inconsistencies in classroom management. If a teacher does not follow through with a planned action to a reaction, the teacher may be showing that:

1. They do not agree with the rule.

2. They consciously or subconsciously favor one student over another.

3. They believe that there is a gray area and that discipline should be handled on a case-by-case basis.

4. They fear retribution from the student, the class, parents or administration. Said retribution could be as simple as "the student no longer likes me" up to fear of parent backlash.

If you find yourself in areas of inconsistency, consider whether the policy or guideline is appropriate for your class or program. Implicit biases may also affect consistency. Asking why we reacted in a certain way can lead to a better understanding of ourselves and our students.

Being Rigid / Too Harsh: Here's my hypocrisy showing again. I just talked about inconsistency, but I don't believe that rigidity is the antonym to inconsistency. The zero-tolerance policies that became popular in the 1990s didn't improve student safety and school climate. ⁴ Strict and harsh punishments harmed students, especially minority students. ⁵ Harsh penalties, such as suspensions and expulsions, increase the dropout rate. If a student breaks a minor rule, consider the fine details that accompany the offending action. Extenuating circumstances may guide you toward different timing or pursuing another type of conflict resolution.

Not Admitting Mistakes / Not Apologizing: One of my favorite things about growing up in a low-income area and teaching low-income students is the honesty. Remember, some of our students may be living with adult responsibilities at home. Some won't hold back on letting you know if you're wrong in delivering content or mistreating someone. Once, in front of the whole ensemble, I got after a kid for missing a rehearsal. The student getting the reprimand didn't say anything, but another student did.

"Hey, Mr. Stinson," this student said. "This is between you and him. Don't bring his stuff up in front of all of us."

And you know what? He was right. I spoke to the student after class about the rehearsal. I also apologized to him for not allowing him some dignity in front of the class. With his permission, I reiterated this apology to the group and thanked the other student for standing up for his classmate.

Teachers can make mistakes and be wrong in delivering content and classroom management. It is not weak to admit to mistakes. Apologizing to students and parents is treating people with dignity and respect or restoring a relationship when a situation like the one above occurs.

Don't Give Up on the Student: Some of our students have already experienced significant trauma in forms of parental separations or uncertain financial situations. The added stress of a teacher or trusted mentor writing the student off can have profoundly adverse effects. Psychologist Martin Hoffman suggests that withdrawing love or support has a lot in common with more severe forms of punishment. ⁶ He suggests that the withdrawal of love through timeouts, walking away or ostracization pose threats of abandonment or separation. ⁷

Some students can be challenging, and there are times where people need a break from each other. Evaluate your relationships with the student to communicate this effectively. "I'm not giving up on you; I just need some time to figure out how to give you what you need" is a more effective and humanistic approach than the silent treatment.

What's A Good Starting Point? Model the Behavior You Want to See.

You guessed it: We must walk the walk. Students will absolutely call out hypocrites! Modeling what you consider to be the right behavior is easier said than done. What do I want from my students?

I want them to be focused in class by not multitasking or having phones out.

I want students to be respectful of me and one another in class.

I want students to be consistent, including being on time, having materials out and participating.

I want students to complete assignments to the best of their ability and in a timely manner.

This sounds cut and dry, but I urge teachers who may be struggling in this area to take a look at their own actions and procedures before taking other actions. A friend of mine observed a very well-known marching band's rehearsal. It was November and freezing out. My friend noticed the thermostat was off in the press box and asked the director if they could turn the heat on. The director's response? "If the kids are cold, I'm cold."

How do we model respect to our students? I occasionally have students who are disrespectful by talking back or getting loud. My response is always the same: "I understand you're upset right now, but do I talk to you like that?" This usually gets us to a common ground where we can actually talk about the issues at hand. The first one to lose their cool is often the one who puts themselves in a more difficult situation.

It Can't Just Stop with Us

Building a relationship with a student and teaching them to respect us is not the end point. If we stopped there, we would be giving the student an unrealistic view of the world - that they only need to adhere to certain rules, guidelines and norms to the people who put significant effort into them. Schools are trying their best to create individualized education programs for every student, and although I applaud these efforts, conformity and social norms are not always a bad thing. People achieve more by working together.

So, once the kid is on "our side," the job is just beginning. We now have that student's attention, and we can be the ones to guide and encourage them to give other teachers who they may not like as much a chance, or to work together with a group they normally wouldn't work with. We can share our struggles and let them know that sometimes we do have to work with people we didn't agree with or even liked, but that our goals were more important than our egos and perceptions of others. We can teach students that we need self-respect to stand up for ourselves, but that we can also give people a chance to help us instead of assuming that we can't trust them.

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Proactive, Reactive and Restorative Disciplinary Measures - Yamaha Music

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Understanding why kids misbehave is complex and challenging. Here are some tips on the best ways to handle disciplinary matters.

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Moving from Reactive to Proactive Behaviour Control

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Moving from Reactive to Proactive Behaviour Control

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18 Research-Based Interventions for School and District Teams

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4 Behaviors of Student Support Team template

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4 Behaviors of Student Support Team template

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4 Behaviors of Student Support Team Member

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How to Improve Your Child's Hand-Eye Coordination
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Hand-eye coordination is the body's ability to process information received through the eyes and use it to direct movements of the hands to complete a task or skill. It works in relation to both fine-motor skills (e.g. picking something up) and gross-motor skills (e.g. learning to walk).

Hand-eye coordination develops naturally as your child grows. As a newborn, hand movements are mainly reflexive, but as they grow and develop their curiosity, movements become more purposeful - like reaching for things they want to touch. However there are things you can do with your baby to help strengthen their coordination from an early age.

Children develop at different rates due to many factors such as exposure to other children like siblings and kindergarten, play time with carers, and their natural curiosity levels. The following table from Raising Children Australia provides coordination by age. Don't worry if your child doesn't fall into these categories! Children will grow and develop at their own rates, all we can do is encourage them and provide opportunities for learning.

Typical Hand-Eye Coordination Development by Age

5 months old

- Grasping for objects

- Moving things from one hand to the other

1 year old

- Displaying pincer grasp

- Picking up smaller objects

2 years old

- Picking up and stacking 5 building blocks

- Hold a writing utensil

- Hold a spoon to eat

3 years old

- Turning pages in a book

- Drawing circles

4 - 5 years old

- Demonstrating spacial awareness through intentioned placement of small objects

- Better control of eating utensils

5-7 years old

- Writing individual letters

- Colouring within lines

- Doing up zippers and buttons

- Move and manipulate objects easily

- Eventual skill development into sport playing such as tennis or football

There are many ways to encourage development of hand-eye coordination, and for babies, play is an essential part. Play allows your baby to learn how to reach and grab for objects, as well as understand cause and effect. In early childhood repetition forms the basis of learning, and the more time spent practising something the easier it will become. So play lots and encourage them to do things over and over (if they're enjoying the game they'll probably be the ones encouraging you!).

Developing hand-eye coordination
For babies, try:

placing objects of interest within reach

sing Incy Wincey Spider or Twinkle Twinkle Little Star and do the finger actions for them to mimic

shaking a rattle or plastic keys

playing with toys that make noise

attaching wrist rattles

building a tower for baby to knock down

For toddlers, try:

throwing and catching a ball

colouring in activities

connect-the-dot activities

stringing beads

jigsaw puzzles (not too many pieces, check the age recommendation)

bouncing balls

tossing a small bean bag into a hula hoop

rolling a ball to hit down bottles

finger painting

For children five years+, try:

bouncing a ball on a racquet

kicking a ball into a goal

baking (e.g. measuring a cup of flour)

wall ball

juggling

hopscotch (you can use chalk to draw the game on the street)

tennis

over and under throwing

jigsaw puzzles

Lego

Jenga

relay races

Give some of these exercises and games a try, just make sure to pick activities from the right age group! Your children will love simply spending time with you; learning and developing hand-eye coordination is a bonus. And the best part is they won't realise they're learning, to them it's just fun.

If you have concerns about your child's hand-eye coordination, consider speaking with their paediatrician to assess their progress.

References

1. Hand-eye coordination and readiness to learn (2021). State Library of Queensland. Available at: https://www.slq.qld.gov.au/blog/hand-eye-coordination-and-readiness-learn (Accessed: 23 August 2021).

2. Montessori, M., 2017. Repetition and child development in Montessori Education. Montessori Academy.

3. 3-4 months: baby development (2021). Raising Children. Available at: https://raisingchildren.net.au/babies/development/development-tracker-3-12-months/3-4-months (Accessed: 23 August 2021).

4. Toddlers: play & learning (2021). Raising Children. Available at: https://raisingchildren.net.au/toddlers/play-learning (Accessed: 25 August 2021).

5. Johansson, R. et al. (2001) "Eye-Hand Coordination in Object Manipulation", The Journal of Neuroscience , 21(17), pp. 6917-6932. doi: 10.1523/jneurosci.21-17-06917.2001.

6. https://bellamysorganic.com.au/blog/category/articles/

7. https://bellamysorganic.com.au/blog/how-to-improve-your-childs-hand-eye-coordination/

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How to Improve Your Child's Hand-Eye Coordination - Bellamy's Organic

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From picking up toys to movements involving a mature complexity of motions, hand-eye coordination builds as your child grows. Read on to learn more.

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Avoid power struggles Call parent or note home Card Flip Clear, consistent, and predictable consequences Do unfinished work during recess or unstructured time Have student say a nice thing to the student they called a name Logical consequence Natural consequences Office referral Reflection sheet Remove from room Speak in calm and neutral tone Take away privileges Take away unstructured or free time

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PBISWorld.com Tier 2 Positive Behavior Interventions And Supports | PBIS World

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PBIS World is in no way affiliated, associated, or connected with any other website, entity, organization, or federal, state, local, or other government agency, department, program, policy, organization, or initiative.

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Alternatives To Suspension Behavior Contract Behavior Intervention Plan (BIP) Behavior Meetings Structured Breaks Check In Check Out (CICO) Collaboration With Student's Physician And/Or Mental Health Provider Counselor Referral Daily Behavior Form Forced Choice Reinforcement Survey

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Home | Center on Multi-Tiered Systems of Support

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Since 2007, the MTSS Center has been a national leader in supporting states, districts, and schools across the country in implementing an MTSS framework that integrates data and instruction within a multi-level prevention system to maximize student achievement and support students’ social, emotional…

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Finding great resources to support reading intervention for struggling readers can be challenging. The great news is I've already done the work for you (because who has time to spend hours scouring the internet for reading intervention tools).

These 10 websites for reading intervention all contain great resources that will help support your students in building essential skills in the core areas of reading including phonemic awareness, decoding, fluency, comprehension, and vocabulary.

Ready-to-Use Resources for Reading Intervention

The websites below have great printable and digital resources for all the core areas of reading from phonological awareness through comprehension.

Tools for tutoring or intervention with a struggling reader? You must go to this site.

Broken down into the 5 different components of literacy, this site has lessons, games, and resources for all your reading intervention needs.

They've got the student centers, which are great targeted activities for skill building, broken down by grade level. There is a K-1, 2-3, and 4-5 set of the centers for each area of reading.

Just print and you are ready to teach. It is seriously a one-stop shop for reading.

While not specifically designed as an intervention resource, this site offers all sorts of leveled readers from pre-reading on up.

Their search function is fabulous and lets you sort by different topics (cross-curricular connections, anyone?) and skills including:

phonemic awareness

phonics

fluency

comprehension

vocabulary

Each book comes with a set of lessons that you can download, which makes it a breeze for intervention lessons or tutoring.

There is also a version of the site called Reading Tutors that has longer more detailed specifically focused lessons, but I have found Reading A-Z is more comprehensive.

This site out of Georgia has some great tools for reading intervention. You can download different resources based on the area you are intervening, and the lessons are super quick to read and easily implemented.

The site also has some forms and other great stuff for documentation.

First off, if you haven't read Jen Jones' Hello Literacy blog, GO. RIGHT. NOW...okay, maybe not right now. Finish reading this post first, then go!

The post linked above connects you with her fabulous If, Then Reading Intervention Menu which is a great tool for helping you decide how to intervene.

The best part is it is free!

This site is full of great resources on a variety of different areas of reading from phonemic awareness to comprehension.

The search feature is fabulous at helping you get right where you need to be. Super easy to use and teacher friendly.

Sign up for a free login and you have access to all sorts of great things.

Focused on reading fluency, the site offers teacher training videos and a clearly outlined program for reading fluency intervention.

There are over 100 free fluency passages!

Research-Based Reading Intervention Programs & Strategies

These sites are helpful if you are looking for the best research-based intervention programs or strategies to support reading intervention for struggling students.

Focused on providing teachers the strategies that are research-based for intervention, Intervention Central is an amazing resource.

Unlike some of the other sites I am listing, this one will take you a bit more time to read and process.

It outlines all the steps for each evidence-based intervention and includes the citations for the studies supporting its use.

Another site written in academic terms, What Words Clearinghouse is a great tool for determining if you are actually doing an evidence-based intervention.

The "Find What Works" tab lets you search by topic (in this case literacy) and you can look at the research evidence supporting nearly any program or intervention your school might be considering.

This site is definitely not for the newbie interventionist, but if you have some background in research methods and stats, you cannot find a better resource.

Other Great Reading Intervention Resources to Check Out

This site was created in 2016, and it has some fabulous information and resources. The site works through the entire RTI process and includes resources for Tier 1 classroom instruction and interventions. There are also campus-focused resources to help guide implementation of RTI.

From parent information letters to graphs and data organizers, this site has it all. I could literally spend hours just wandering around reading what I find. I love that they've got ready-to-go models and materials. I also love that it is free!!

They've even got continuing education courses for teachers. You'll want to check with your campus or district to make sure you can get the CEUs for your choices, but they are definitely something to check out.

This website is not pretty, but it contains a ton of useful stuff.

Be prepared to download and dig a bit to find some great treasures for helping your intervention students or tutoring groups. I promise there is great stuff here, but you will need to plan some time to look through it all.

BONUS: RTI Resources from The Third Wheel

I also wanted to share two posts that might be helpful as you begin the process of documenting and preparing to attend student support meetings.

The first shares how I documented my Tier 1 efforts as a classroom teacher. It includes easy-to-implement strategies that won't take tons of extra time.

You can access some free resources to help you communicate with parents on this article.

The second post focuses on what teachers should bring to their campus SST meeting if they see a student who may benefit from extra support. The article discusses how to advocate for the student in the meeting and what data is most helpful in planning an effective intervention.

You can access a free student data organizer at the bottom of this post.

These websites will get you started as you plan supports for the struggling readers in your classroom or in intervention groups this year.

Know of another great site I should add to the list? Leave it in the comments below!

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websites for reading intervention to support struggling readers

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Finding great resources to support reading intervention for struggling readers can be challenging. These 10 websites for reading intervention contain resources to support building essential skills in the core areas of reading including phonemic awareness, decoding, fluency, comprehension, and vocabulary.

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National Centre for Intensive Intervention

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National Centre for Intensive Intervention

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Explore all

Educators

Find tools and resources to support general and special education teachers, interventionists, school psychologists, school counselors, and other school-based personnel working with students with intensive academic and behavioral needs.

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Explore all Find tools and resources to support general and special education teachers, interventionists, school psychologists, school counselors, and other school-based personnel working with students with intensive academic and behavioral needs.

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Positive Behavior Interventions and Supports / PBIS Protocol

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It is the policy of Hood River County School District and its Board of Education that there will be no unlawful discrimination or harassment on the grounds of race, color, sex, marital status, national origin, religion, age, disability, veteran status, sexual orientation, and any other status protec…

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Bridges EIP (Early Intervention Programme)

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Learn More about Bridges EIP (Early Intervention Programme)

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What do we do?

We are trusted by international schools in over 100 countries worldwide. Our data helps you:

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Trusted for over 40 years

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Over 30 million online tests

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Why are we the right choice?

We do the number-crunching for you, providing you with reports that are easy to understand and to act on

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What do we do? We are trusted by international schools in over 100 countries worldwide.

# data[].attributes.attachment_link.title
Positive Behavior Interventions and Supports / PBIS Protocol

# data[].attributes.attachment_link.description
It is the policy of Hood River County School District and its Board of Education that there will be no unlawful discrimination or harassment on the grounds of race, color, sex, marital status, national origin, religion, age, disability, veteran status, sexual orientation, and any other status protec…

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These interactive, boutique-style experiences are for teachers and education leaders who would like to increase their understanding of UDL.

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Welcome to your professional literacy learning hub!

ILA's digital events focus on timely topics and research-based instruction and are ideal for literacy educators of all types. These online events feature leading voices in literacy instruction who translate the research into practice-ready information and offer the flexibility of on-demand learning if you can't attend live. See what's coming soon!

Our top 3 learning picks

Exploring the validity
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Literacy leaders at work

Explore ILA's online professional learning events

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ILA digital events focus on timely topics and research-based instruction and are ideal for literacy educators of all types. These webinars are available on-demand if you can't attend live.

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Finding great resources to support reading intervention for struggling readers can be challenging. The great news is I've already done the work for you (because who has time to spend hours scouring the internet for reading intervention tools).

These 10 websites for reading intervention all contain great resources that will help support your students in building essential skills in the core areas of reading including phonemic awareness, decoding, fluency, comprehension, and vocabulary.

Ready-to-Use Resources for Reading Intervention

The websites below have great printable and digital resources for all the core areas of reading from phonological awareness through comprehension.

Tools for tutoring or intervention with a struggling reader? You must go to this site.

Broken down into the 5 different components of literacy, this site has lessons, games, and resources for all your reading intervention needs.

They've got the student centers, which are great targeted activities for skill building, broken down by grade level. There is a K-1, 2-3, and 4-5 set of the centers for each area of reading.

Just print and you are ready to teach. It is seriously a one-stop shop for reading.

While not specifically designed as an intervention resource, this site offers all sorts of leveled readers from pre-reading on up.

Their search function is fabulous and lets you sort by different topics (cross-curricular connections, anyone?) and skills including:

phonemic awareness

phonics

fluency

comprehension

vocabulary

Each book comes with a set of lessons that you can download, which makes it a breeze for intervention lessons or tutoring.

There is also a version of the site called Reading Tutors that has longer more detailed specifically focused lessons, but I have found Reading A-Z is more comprehensive.

This site out of Georgia has some great tools for reading intervention. You can download different resources based on the area you are intervening, and the lessons are super quick to read and easily implemented.

The site also has some forms and other great stuff for documentation.

First off, if you haven't read Jen Jones' Hello Literacy blog, GO. RIGHT. NOW...okay, maybe not right now. Finish reading this post first, then go!

The post linked above connects you with her fabulous If, Then Reading Intervention Menu which is a great tool for helping you decide how to intervene.

The best part is it is free!

This site is full of great resources on a variety of different areas of reading from phonemic awareness to comprehension.

The search feature is fabulous at helping you get right where you need to be. Super easy to use and teacher friendly.

Sign up for a free login and you have access to all sorts of great things.

Focused on reading fluency, the site offers teacher training videos and a clearly outlined program for reading fluency intervention.

There are over 100 free fluency passages!

Research-Based Reading Intervention Programs & Strategies

These sites are helpful if you are looking for the best research-based intervention programs or strategies to support reading intervention for struggling students.

Focused on providing teachers the strategies that are research-based for intervention, Intervention Central is an amazing resource.

Unlike some of the other sites I am listing, this one will take you a bit more time to read and process.

It outlines all the steps for each evidence-based intervention and includes the citations for the studies supporting its use.

Another site written in academic terms, What Words Clearinghouse is a great tool for determining if you are actually doing an evidence-based intervention.

The "Find What Works" tab lets you search by topic (in this case literacy) and you can look at the research evidence supporting nearly any program or intervention your school might be considering.

This site is definitely not for the newbie interventionist, but if you have some background in research methods and stats, you cannot find a better resource.

Other Great Reading Intervention Resources to Check Out

This site was created in 2016, and it has some fabulous information and resources. The site works through the entire RTI process and includes resources for Tier 1 classroom instruction and interventions. There are also campus-focused resources to help guide implementation of RTI.

From parent information letters to graphs and data organizers, this site has it all. I could literally spend hours just wandering around reading what I find. I love that they've got ready-to-go models and materials. I also love that it is free!!

They've even got continuing education courses for teachers. You'll want to check with your campus or district to make sure you can get the CEUs for your choices, but they are definitely something to check out.

This website is not pretty, but it contains a ton of useful stuff.

Be prepared to download and dig a bit to find some great treasures for helping your intervention students or tutoring groups. I promise there is great stuff here, but you will need to plan some time to look through it all.

BONUS: RTI Resources from The Third Wheel

I also wanted to share two posts that might be helpful as you begin the process of documenting and preparing to attend student support meetings.

The first shares how I documented my Tier 1 efforts as a classroom teacher. It includes easy-to-implement strategies that won't take tons of extra time.

You can access some free resources to help you communicate with parents on this article.

The second post focuses on what teachers should bring to their campus SST meeting if they see a student who may benefit from extra support. The article discusses how to advocate for the student in the meeting and what data is most helpful in planning an effective intervention.

You can access a free student data organizer at the bottom of this post.

These websites will get you started as you plan supports for the struggling readers in your classroom or in intervention groups this year.

Know of another great site I should add to the list? Leave it in the comments below!

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websites for reading intervention to support struggling readers

# data[].attributes.attachment_link.description
Finding great resources to support reading intervention for struggling readers can be challenging. These 10 websites for reading intervention contain resources to support building essential skills in the core areas of reading including phonemic awareness, decoding, fluency, comprehension, and vocabulary.

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Math - Teaching Strategies, Tips, and Tools - Differentiated Teaching

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Many struggling learners lack the skills or self-confidence to put their best foot forward in math. Here are some ideas to help boost both. These tips and strategies are perfect for teaching math so your students really get it!

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An effective classroom comes down to three things - classroom management, organization, and planning. From the first day students step into your classroom each year, these three factors come into play to foster a classroom community. That's because in an effective classroom students understand what they should be doing and how to do it. They know how to treat one another and the expectations and routines that form the norms.

However, few of us get enough support or training for how to create this effective classroom environment. That's why I've put together some of my favorite articles on the topic to help you. You'll find resources, strategies, and tips that will leave you confident that your classroom could run itself if you were out for a day.

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An effective classroom comes down to three things - classroom management, organization, and planning. From the first day students step into your classroom each year, these three factors come into play to foster a classroom community. That's because in an effective classroom students understand what they should be

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The Mindset Kit is a free set of online lessons and practices designed to help you teach and foster adaptive beliefs about learning.

Sign up to receive updates & join our community
Get started

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Mindset Kit - Resources for growth and learning mindsets

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A free resource for educators and parents who want to foster learning mindsets such as growth mindset. Follow lessons and practices from experts and members of our community.

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PERTS has created a survey that can easily be distributed to your students to get a quick overview on the percentage of your class that has a growth or fixed mindset. We are always working to improve this resource so please leave a comment for any ideas or suggestions!

Link - PERTS Growth Mindset Survey

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Mindset Kit - Growth Mindset Survey - Mindset Meter

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In 5 minutes, learn the percentage of students in your class or school who have growth and fixed mindsets

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Home | Center on Multi-Tiered Systems of Support

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Since 2007, the MTSS Center has been a national leader in supporting states, districts, and schools across the country in implementing an MTSS framework that integrates data and instruction within a multi-level prevention system to maximize student achievement and support students’ social, emotional…

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What is dyscalculia? This fact sheet has basic information about dyscalculia. Print it out for family members, teachers, and friends.

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The Pre-referral Intervention Manual (Stephen B. McCarney, Kathy Cummins Wunderlich etc.) (smallest)_NTQ4MT