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  • BEHAVIORAL SUPPORTS
  • EARLY LEARNING
  • LANGUAGE & LITERACY
  • PARENT AND FAMILY ENGAGEMENT
  • SUPPORT STUDENTS WITH DISABILITIES
  • SYSTEMS FOR SCHOOL IMPROVEMENT
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Promoting Equity in Literacy Instruction

  • Post published:May 23, 2022

Equity. The word is ringing in my ears. It has been a major emphasis in education in our state, as it should be. And sources everywhere are talking and writing…

Continue ReadingPromoting Equity in Literacy Instruction

All Means All: Supporting Language and Literacy Development for Students with Low-Incidence Disabilities*

  • Post published:May 24, 2021

*Before you decide maybe this blog post isn’t for you, like I might have done a year ago, please read through this preface. Our blogs this year have focused mostly…

Continue ReadingAll Means All: Supporting Language and Literacy Development for Students with Low-Incidence Disabilities*

Who are “Your People”?

  • Post published:March 1, 2021

Building Equity Through Barrier Removal We all have “our people.” Usually, we think of “our people” as those we turn to for help or a listening ear. As a leader,…

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How to Stop Spinning Wheels and Turn Effort into Progress

  • Post published:November 23, 2020

See how this resonates with you: You have a school with teachers and students working away, making mostly solid efforts to teach and learn. You have a core literacy program,…

Continue ReadingHow to Stop Spinning Wheels and Turn Effort into Progress

Using the Simple View of Reading to Simplify Your Work

  • Post published:October 12, 2020

Literacy leaders are overwhelmed by the number of decisions and stakeholders involved in their work, with the very high stakes of literacy achievement of real students, everyday. We have to…

Continue ReadingUsing the Simple View of Reading to Simplify Your Work

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Copyright © 2018: There are no copyright restrictions on this document. However, please cite and credit the source when copying all or part of this document. This document was supported in whole or in part by the U.S. Department of Education, Office of Special Education Programs, (Award number H027A110111-11A, CFDA 84.027A, awarded to the Ohio Department of Education). The opinions expressed herein do not necessarily reflect the policy or position of the U.S. Department of Education, Office of Special Education Programs and no official endorsement by the Department should be inferred.
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