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Badian, N. A. (1994). Preschool prediction: orthographic and phonological skills, and reading. Annals of Dyslexia, 44(1), 3-25.

Baker, S., Gersten R., Haager, D., & Dingle, M. (2006). Teaching practice and the reading growth of first-grade English learners: Validation of an observation instrument. Elementary School Journal, 107(2), 199-219.

Baker, S. K., & Baker, D. L. (2008). English learners and response to intervention: Improving quality of instruction in general and special education. In E. L. Grigorenko (Ed.), Educating individuals with disabilities: IDEA 2004 and beyond. New York: Springer.

Catts, H. (1991). Early identification of dyslexia: Evidence from a follow-up study of speech-language impaired children. Annals of Dyslexia, 41(1), 163-177.

Compton, D. L., Fuchs, D., Fuchs, L. S., & Bryant, J. D. (2006). Selecting at-risk readers in first grade for early intervention: a two-year longitudinal study of decision rules and procedures. Journal of Educational Psychology, 98(2), 394-409.

Felton, R. H., & Pepper, P. P. (1995). Early identification and intervention of phonological deficits in kindergarten and early elementary children at risk for reading disability. School Psychology Review, 24(3), 405-414.

Foorman, B. R., Fletcher, J. M., Francis, D. J., Schatschneider, C., & Mehta, P. (1998). The role of instruction in learning to read: Preventing reading failure in at risk children. Journal of Educational Psychology, 90(1), 37-55.

Francis, D. J., Fletcher, J. M., Stuebing, K. K., Lyon, G. R., Shaywitz, B. A., & Shaywitz, S. E. (2005). Psychometric approaches to the identification of LD: IQ and achievement scores are not sufficient. Journal of Learning Disabilities, 38, 98-108.

Fuchs, L. S., Fuchs, D., & Compton, D. L. (2004). Monitoring early reading development in first grade: Word identification fluency versus nonsense word fluency. Exceptional Children, 71(1), 7-21.

Fuchs, L. S., Fuchs, D., & Maxwell, L. (1988). The validity of informal reading comprehension measures. Remedial and Special Education, 9(2), 20-29.

Fuchs, L. S., Fuchs, D., Hosp, M., & Jenkins, J. R. (2001a). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5(3), 239-256.

Fuchs, D., Fuchs, L. S., Thompson, A., Al Otaiba, S., Yen, L., Yang, N., Braun, M., & O'Connor, R. (2001b). Is reading important in reading-readiness programs? A randomized field trial with teachers as program implementers. Journal of Educational Psychology, 93(2), 251-267.

Gersten, R., Dimino, J., & Jayanthi, M. (2008). Reading comprehension and vocabulary instruction: Results of an observation study of first grade classrooms. Paper presented at the annual meeting of the Society for the Scientific Study of Reading, Asheville, NC, July 10-12, 2008.

Good, R. H., & Kaminski, R. (2003). Dynamic indicators of basic early literacy skills. Longmont, CO: Sopris West Educational Services.

Good, R. H., Simmons, D. C., & Kame'enui, E. J. (2001). The importance of decision-making utility of a continuum of fluency-based indicators of foundational reading skills for third grade high-stakes outcomes. Scientific Studies of Reading, 5(3), 257-288.

Jenkins, J. R. (2003, December). Candidate measures for screening at-risk students. Paper presented at the Conference on Response to Intervention as Learning Disabilities Identification, sponsored by the National Research Center on Learning Disabilities, Kansas City, MO.

Jenkins, J. R., Hudson, R. F., & Johnson, E. S. (2007). Screening for at-risk readers in a response to intervention framework. School Psychology Review, 36(4), 582-600.

Jenkins, J. R., & O'Connor, R. E. (2002). Early identification and intervention for young children with reading/learning disabilities. In R. Bradley, L. Danielson, and D. P. Hallahan (Eds.), Identification of learning disabilities: Research to practice (pp. 99-149). Mahwah, NJ: Erlbaum.

McCardle, P., Scarborough, H. S., & Catts, H. W. (2001). Predicting, explaining, and preventing children's reading difficulties. Learning Disabilities Research & Practice, 16(4), 230-239.

Nunnally, J. (1978). Psychometric theory. New York, NY: McGraw-Hill.

O'Connor, R. E., & Jenkins, J. R. (1999). The prediction of reading disabilities in kindergarten and first grade. Scientific Studies of Reading, 3(2), 159-197.

Scarborough, H. S. (1998). Early identification of children at risk for reading disabilities: Phonological awareness and some other promising predictors. In B. K. Shapiro, P. J. Accardo, & A. J. Capute (Eds.), Specific reading disability: A view of the spectrum (pp. 75-119). Timonium, MD: York Press.

Schatschneider, C. (2006). Reading difficulties: Classification and issues of prediction. Paper presented at the Pacific Coast Regional Conference, San Diego, CA.

Speece, D., & Case, L. (2001). Classification in context: an alternative approach to identifying early reading disability. Journal of Educational Psychology, 93(4), 735-749.

Speece, D., Mills, C., Ritchey, K., & Hillman, E. (2003). Initial evidence that letter fluency tasks are valid indicators of early reading skill. Journal of Special Education, 36(4), 223-233.

Technical report: Texas primary reading inventory (1999 Edition). Retrieved from: http://www.tpri.org/Documents/19981999TechnicalReport.pdf.

Torgesen, J. K. (2002). The prevention of reading difficulties. Journal of School Psychology, 40(1), 7-26. Wagner, R. K., Torgesen, J. K., & Rashotte, C. A. (1999). Comprehensive test of phonological processing. Austin, TX: PRO-ED.

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Best Practice for RTI: Universal Screening

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According to research, the Education Department's What Works Clearinghouse finds that the first step in using Response To Intervention to help early elementary-aged students learn to read is to screen all students and regularly monitor students who are at elevated risk of reading problems.

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Helping Kids Rise Children's Books Recommendations

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Helping Kids Rise highlights and increases access to diverse and inclusive children's books. Browse our diverse children's book lists for your next trip to the library or local bookstore. Every child should have access to books that educate, empower, and inspire!

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Teaching for Change and Rethinking Schools collaborate to bring people's history to the classroom.

A dedicated website to encourage and support teaching about Central American history.

The best selection of multicultural and social justice books for children, YA, and educators.

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Building social justice starting in the classroom.

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Multicultural and Social Justice Books - Social Justice Books

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Curated Booklists Carefully selected multicultural and social justice books for children, young adults, and educators on 90+ topics. Reviews of Children's Literature Critical reviews of children's and young adult books from a variety of vetted sources, consolidated here for easy access. Articles & News Articles about selecting children's literature and news about Kid Lit.

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Cultivating Genius: An Equity Framework | The Scholastic Teacher Store

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In Cultivating Genius, Dr. Gholdy Muhammad presents a four-layered equity framework-one that is grounded in history and restores excellence in literacy education. Muhammad’s Historically Responsive Literacy Framework is essential for all students, especially youth of color, who traditionally have been marginalized in learning standards, school policies, and classroom practices. The framework promotes four learning goals-or pursuits: ��� Identity development; defining self; making sense of one’s values and beliefs ��� Skill development; developing proficiencies through reading and writing meaningful content ��� Intellectual development; gaining knowledge and becoming smarter ��� Criticality; developing the ability to read texts to understand power, authority, and oppression When these four learning pursuits are taught together-through the Historically Responsive Literacy Framework- all students receive profound opportunities for personal, intellectual, and academic success. Muhammad provides probing, self-reflective questions for both teachers and students as well as bibliographies of culturally responsive text and sample lesson plans across grades and content areas.

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About Us

Lee & Low Books is the largest multicultural children's book publisher in the country. We are also one of the few minority-owned publishing companies in the United States.

Founded in 1991, we have always been family-owned and independent, which means we publish what we want and aren't afraid to take risks. Our books have won major awards including the Coretta Scott King Award, the Pura Belpré Award, the NAACP Image Award, and many more.

Lee & Low Books is committed to publishing diverse books that are about everyone, for everyone. We are dedicated to cultural authenticity, and we make a special effort to work with new authors and illustrators of color.

We publish multicultural children's books for every age, including leveled books for beginning readers, picture books, early chapter books, middle grade, and young adult books. We also publish a wide selection of bilingual and Spanish language books.

Visit our testimonials page to see some of the people and organizations who support our work!

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Lee & Low Books is the largest multicultural children's book publisher in the United States. We are your diversity source.

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AllSides for Schools provides teacher-tested lesson plans help you effectively use AllSides tools to improve your students' news literacy and ability to examine bias.

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Posted:

Over 20 years ago, "[i]nstead of asking what was wrong with African American learners," Dr. Ladson-Billings "dared to ask what was right with these students and what happened in the classrooms of teachers who seemed to experience pedagogical success with them?" (Ladson-Billings, 2014). This bold question led to the birth of culturally relevant pedagogy (CRP). CRP inspired a generation of educators to rethink their instructional practices, restructure their instructional materials to make them inclusive and truthful, and unpack state standards to analyze, amend, and position them in service of student success.

The racial unrest and protests of summer 2020 coupled with the COVID-19 pandemic laid bare the injustices historically resilient students and communities had faced for decades in the US. Many activists and advocates harnessed the momentum and pushed for K-12 schools to be anti-racist and provide equitable experiences for all students. This push led many school districts to seek ways to address inequities in schools and has brought new and intensified attention to the work Dr. Ladson-Billings started 20 years ago.

In response to her recent call for action, for a "Hard Re-set," Student Achievement Partners has taken a critical look at ourselves, our work, and our existing tools and resources. Our team was tasked with learning about how the Instructional Materials Evaluation Tool (IMET) meets or does not meet the domains of culturally relevant pedagogy. In order to do that, though, we had to deeply understand the work of Dr. Ladson-Billings, including what it means, how it has been applied across different contexts, and what are some of the documented social, emotional, and academic outcomes when CRP is used with Black students and bi/multilingual students.

In order to do this, we read research and interviewed educators to better understand the ways that culturally relevant pedagogy is showing up in classrooms, today, in 2021. The purpose of this blog series is to bridge the gap between theory and practice by showing how CRP starts as an educator's mindset, what it looks like in curriculum, and what changes are necessary to revise standards-aligned instructional materials to better enact culturally relevant pedagogy.

Part of what we've learned is that CRP is a completely different approach to the traditional ways that we have approached education. CRP is an approach that centers children's assets and their needs, and relies on teachers deeply knowing themselves and reflecting upon their own mindsets, beliefs, and cultural identities and biases.

Dr. Ladson-Billings introduced the framework of CRP with three domains:

"students must experience academic success,

students must develop and maintain cultural competence, and

students must develop sociopolitical consciousness [critical consciousness] through which they take a critical stance and challenge the status quo of the current social order." (Ladson-Billings, 1995, p. 160)

All three tenets of CRP must be present for instruction to reach its true potential for students. To this day, Dr. Ladson-Billings contends that CRP is not a set of strategies that educators can treat like a checklist; instead, a teacher who practices CRP arrives at this work because of their desire for educational equity. Through examination of the literature and learning from educators in the field, we have come to understand that educators who engage in CRP often demonstrate:

A commitment to the emotional connectivity required to interrogate one's past beliefs and values to acknowledge and address biases.

A belief that this work is a personal journey that is ongoing and iterative, humbling, and requires vulnerability and empathy.

A personal responsibility for educational equity and they hold themselves accountable for students' success.

CRP, however, is not a supplementary teaching tool or an add-on. It is good teaching undergirded by intentionality, reflection, and a deep understanding of how inequities and all forms of racism perpetuate in schools and impact students.

What we've learned is that it takes time to develop the mindsets and beliefs that are necessary to implement CRP and apply it to our work with the IMET. In the next posts, we will unpack the domains of culturally relevant pedagogy and show how they have influenced our thinking about the IMET, and where standards-aligned instructional materials meet classroom practice that centers the brilliance and genius of Black, Indigenous, Latinx, and other students of color as well as students who are bi/multilingual.

References

Ladson‐Billings, G. (1995). But that's just good teaching! The case for culturally relevant pedagogy. Theory into practice, 34(3), 159-165.

Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: aka the remix. Harvard Educational Review, 84(1), 74-84.

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What Is Culturally Relevant Pedagogy? - Peers and Pedagogy

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Over 20 years ago, "[i]nstead of asking what was wrong with African American learners," Dr. Ladson-Billings "dared to ask what was right with these students and what happened in the classrooms of teachers who seemed to experience pedagogical success with them?" (Ladson-Billings, 2014). This bold question led to the birth of culturally relevant pedagogy (CRP).

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Grounded in a combination of evidence, personal narratives, interviews, data, and research, Identifying and Serving Diverse Gifted Learners: Meeting the Needs of Special Populations in Gifted Education is a guiding resource for all stakeholder groups in gifted education to shift the equity needle of gifted programs in America.

Though it is the right of Black, Hispanic/Latinx, twice-exceptional (2e), low-income, and other special populations of students to have access to advanced academic programs in the American educational system, complex and deep-rooted systemic issues often block the way. This seminal text thoughtfully brings the conversation around historically underrepresented students in gifted education to the forefront, drawing on real-world examples to provide an accessible discussion of foundational, interdependent topics, including current research and promising educational practices. Readers will develop a basic theoretical understanding of the issues and be able to advance more responsive programs and experiences for low-income, racially, culturally, and linguistically diverse gifted students, and other diverse gifted populations.

This text serves as a beacon to motivate K-12 educators, researchers, and scholars to carry the torch of advocacy on behalf of those students historically underrepresented in programs for the gifted and talented.

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Identifying and Serving Diverse Gifted Learners: Meeting the Needs of Special Populations in Gifted Education

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Grounded in a combination of evidence, personal narratives, interviews, data, and research, Identifying and Serving Diverse Gifted Learners: Meeting the Needs of Special Populations in Gifted Education is a guiding resource for all stakeholder groups in gifted education to shift the equity needle of gifted programs in America.

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Content-Based Curriculum for Advanced Learners

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The fourth edition of Content-Based Curriculum for Advanced Learners provides readers with a complete and up-to-date introduction to core elements of curriculum development in gifted education with implications for school-based implementation.
Written by key experts in the field, this text is essent…

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Modern Curriculum for Gifted and Advanced Academic Students

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Modern Curriculum for Gifted and Advanced Academic Students addresses the need for advanced curriculum design in an age of national standards and 21st-century learning innovations. The text and its authors work from the assumption that the most advanced learners need a qualitatively different design…

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"Heacox and Cash hit a home run again. With a strikingly fresh and updated perspective, the authors take Differentiation for Gifted Learners: Going Beyond the Basics to a new level of possibilities with their revised and updated edition. If you liked the original book, you will love this new edition. It promises to be a must-have classic that all educators should read. This book is not to be missed!"- Patti Drapeau, adjunct faculty at University of Southern Maine, founder of Patti Drapeau Educational Consulting Services, and author

"The highest praise for the authors! This new revision spans the gamut of how all aspects of teaching can be differentiated using formative assessments to create authentic learning and real-world connections. Heacox and Cash skillfully consider the roles of teaching and leadership, defensible gifted programming, and how to ensure equity when differentiating instruction. Through surveys, questionnaires, reflection guides, and observation and feedback forms, the authors show teachers how to design lessons that engage and challenge all learners. They then provide an abundance of practical templates, lesson plans, and ideas that create a complete system for taking differentiation beyond the basics."- Dina Brulles, Ph.D., director of gifted education, Paradise Valley Unified School District, and School District Representative, National Association for Gifted Children (NAGC) Board of Directors

"I have been referencing and recommending the first edition of this book, from its first release, to student teachers and practicing teachers. This new edition is even more helpful in establishing a solid foundation in the topics that are so crucial for the field today, especially in areas of equity and in comparing and contrasting historical practices and improvements. At a time when gifted education courses struggle for enrollment numbers and gifted programs around the country are being debated for closure, discussions of defensible practices are critical for meeting the needs of the real students. Teachers also need to see how gifted education fits within the larger scope of education. This book has practical ideas, a clear writing style, and many avenues for conversation. It should be used in teacher preparation courses and professional development opportunities to build expertise and reflection. I look forward to the conversations that I will have with both new and experienced educators as a result of this new edition."- Nikki Myers, founding director of Academy for Advanced and Creative Learning and member of the Colorado Academy of Educators for the Gifted, Talented, and Creative

"In the new edition of Differentiation for Gifted Learners, Diane Heacox and Richard Cash truly do go beyond the basics to help teachers extend their knowledge of the skills needed to differentiate instruction and apply this knowledge to a variety of student populations. Both Heacox and Cash have written and presented extensively on differentiation, and their knowledge of context truly enriches the content in this important book. I was especially interested in the focus on underserved populations, including ELL students and students who have ASD or ADHD and/or face other learning or behavior challenges. This addition is in sync with the trend in gifted education that emphasizes the fact that we teach all types of gifted students and must program for them. I personally appreciated the information in chapter 5, which offers guidelines for creating honors/advanced courses and a curricular framework that infuses the pedagogy of gifted education into secondary courses. Too often we forget secondary gifted students, but Heacox and Cash do not. I endorse this book and encourage those who are serious about meeting the needs of gifted students to read and apply the information presented."- Felicia A. Dixon, Ph.D., educational consultant and professor emerita, Department of Educational Psychology, Ball State University

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Differentiation for Gifted Learners: Going Beyond the Basics

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Revised and updated edition helps educators increase rigor and depth for all advanced and gifted learners to fulfill their potential.

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Differentiated Curriculum and Instruction for Advanced and Gifted Learners

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This critical volume provides readers with a deep understanding of why and how to differentiate curriculum and instruction to better meet the academic, social, and emotional needs of advanced and gifted learners.

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Vertical Differentiation for Gifted, Advanced, and High-Potential Students: 25 Strategies to Stretch Student Thinking

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Vertical Differentiation for Gifted, Advanced, and High-Potential Students outlines 25 engaging tools and strategies to stretch student thinking, promote deep learning, and provide layers of challenge in the classroom and beyond.
Each strategy is expertly designed to foster deep inquiry and conceptu…

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Table of Contents

1. Using Assessment as a Framework for Standards-Based Program Development in Gifted Education [Susan K. Johnsen and Joyce VanTassel-Baska] Section I. Identification Introduction to Section I on Assessments for Identification [Susan K. Johnsen and Joyce VanTassel-Baska] 2. Universal Screening: A Process to Promote Equity [Lindsay Ellis Lee and Scott J. Peters] 3. Quantitative Assessment Tools for the Identification of Potential: Ability, Achievement, and Other Indicators of Academic Readiness [Joni Lakin, Monica Simonds, and Marla Caviness-French] 4. Qualitative Assessment Tools for Identification: Curriculum-Based Product/Performance Tasks [Catherine A. Little, Rebecca L. O'Brien, and Kelly L. Kearne] 5. Use of Teacher Rating Scales to Augment Identification [Gail R. Ryser] 6. The Inclusion of Underrepresented Populations in Gifted Programs [Joyce VanTassel-Baska and Susan K. Johnsen] Conclusion to Section I on Assessments for Identification [Susan K. Johnsen and Joyce VanTassel-Baska] Section II. Assessments for Learning Progress Introduction to Section II on Assessments for Learning Progress [Joyce VanTassel-Baska and Susan K. Johnsen] 7.The Assessment of Domain-Specific Creativity: Person, Process, and Product [Todd Kettler and Kristen N. Lamb] 8. Curriculum-Based Assessments [Tracey N. Sulak, Maryann R. Hebda, Celeste D.C. Sodergren, and Jennifer H. Robins] 9. Performance-Based Assessments for Secondary Gifted Students [Elissa F. Brown] 10. Project-Based Assessments: Tasks and Rubrics[Catherine M. Brighton, Michelle Hock, and Tonya R. Moon] 11. Assessment of Talent Development Trajectories [Paula Olszewski-Kubilius, Frank C. Worrell and Rena F. Subotnik] 12. Student Self-Assessment [Anne N. Rinn and April Walker] 13. The Use and Value of State Assessments of Learning [Cecelia A. Boswell, Cheryll M. Adams, and Mary M. Christopher] 14. Accommodations and Modifications of Assessments for Twice Exceptional and English Language Learners [Yara N. Farah] Conclusion to Section II on Assessments for Learning Progress [Joyce VanTassel-Baska and Susan Johnsen] Section III. Evaluation of Programs Introduction to Section III on Evaluation of Programs [Joyce VanTassel-Baska] 15. Evaluation Tools to Assess Gifted Programs: Selection and Use [ Cheryll M. Adams and Melanie Caughey] 16. Case Studies of District Models for Success [Carolyn M. Callahan] Conclusion to Section III on Evaluation of Programs [Joyce VanTassel-Baska] 17. Issues and Insights on the Process of Assessment [Susan K. Johnsen and Joyce VanTassel-Baska]

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Handbook on Assessments for Gifted Learners: Identification, Learning Progress, and Evaluation

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This essential handbook is a comprehensive and systematic examination of the assessment of gifted and advanced students and their programs, and a must-have resource for coordinators and directors at state and local levels.

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Table of Contents

1. Talent Development and the Development of Expertise and Creative Production 2. Definitions and Models for Differentiation: An Introduction 3. Models for Differentiating Instruction in English Language Arts - Literature 4. Models for Differentiating Instruction Using English Language Arts - Informational Texts 5. Models for Differentiating Instruction in Social Studies 6. Models for Differentiating Instruction in the STEM Fields 7. Models for Incorporating Visual Analysis of Art 8. Creating Interdisciplinary and Intradisciplinary Connections 9. Making Differentiation Work: Additional Considerations

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A Teacher's Guide to Curriculum Design for Gifted and Advanced Learners: Advanced Content Models for Differentiating Curriculum

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A Teacher's Guide to Curriculum Design for Gifted and Advanced Learners provides educators with models and strategies they can easily use to create appropriately complex differentiated lessons, questions, tasks, and projects. This must-have resource for both gifted and regular education teachers: Includes specific thinking models for teaching English language arts, social studies, and STEM.

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Illinois Association for Gifted Children - Authorization required

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Response to Intervention | RTI | RTI Resources | Intervention Central

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Intervention Central is the leading resource for Response to Intervention (RTI) tools and resources, including academic and behavior interventions for classroom management.

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STARI: Reading Intervention Program & Strategies | SERP

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SERP’s reading intervention & literacy program, STARI, uses research-based practices to provide students with higher levels of comprehension & proficiency.

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When teaching reading to students with dyslexia, one useful tip is to incorporate multi-sensory techniques into your lessons. Dyslexia affects the way individuals process language, and engaging multiple senses can help reinforce learning and improve reading skills.

Download the free guide to learn 5 ways you can implement this approach:

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Free Trainings, PDHs & Resources for Illinois Educators

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We offer free in-person and virtual training, where Illinois teachers can earn PDHs, and resources for educators of students with specific learning disabilities in Illinois specific to dyslexia, dysgraphia, and dyscalculia.

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Routinely use a set of comprehension-building practices to help students make sense of the text

Part 3A. Build students' world and word knowledge so they can make sense of the text

Part 3B. Consistently provide students with opportunities to ask and answer questions to better understand the text they read

Part 3C. Teach students a routine for determining the gist of a short section of text

Part 3D. Teach students to monitor their comprehension as they read

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reading intervention; reading instruction; literacy; reading difficulties; reading disabilities; comprehension; fluency; decoding; comprehension monitoring; world knowledge; word knowledge; vocabulary; stretch text; grade 4; grade 5; grade 6; grade 7; grade 8; grade 9

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WWC | Providing Reading Interventions for Students in Grades 4-9

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Routinely use a set of comprehension-building practices to help students make sense of the text Part 3A. Build students' world and word knowledge so they can make sense of the text Part 3B. Consistently provide students with opportunities to ask and answer questions to better understand the text they read Part 3C.