Reading Intervention Teachers

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Comment by Daniel Baker on October 3, 2011 at 11:43pm

Some reading intervention at www.iep4u.com

IEP4U.COM has over 4000  Goals and Objectives (IEP-ITP) each with changeable benchmarks. The Idea Statements are spread out over seven subjects (Domains) an... Teachers, parents and students can now access objectives directly from this Web Site. Input key words, phrases, or test names in the search engine to find just the correct objectives for your students needs. Copy and paste any information you want, then modify the objectives (examples) to exactly describe the needs of your students. The kid section will give your students personal input to write their own objectives (with your help) and to play some interesting games as well.

This information is is designed to help you with the daunting task of writing proper IEP's  The data within this web site was written to correlate with the unique characteristics of various formal assessments. Since assessment is essential for the development of the IEP, specific questions were evaluated and idea statements written based upon those questions. Searching the data for idea statements by assessment will enable teachers to plan lessons or web quests based upon how the student scored on the assessment.

Username: iepdemo
Password: iepdemo

Students can pick their own IEP using Pictures!

Comment by Mark Pennington on August 15, 2009 at 2:42pm

As we get started back to school, I began dreaming up a sort of remedial reading teacher's manifesto. Given that remedial reading (reading intervention) teachers of upper elementary, middle school, high school, and adult studentsall share the same instructional goal, that is, to help their students become fluent readers who understand what they read. See what you think. Oh, also check out the hyperlinked free whole-class diagnostic assessments I've developed. Feel free to use...

Remedial Reading Teacher’s Manifesto.

1. Teachers want diagnostic assessments that will pinpoint individual reading strengths and deficiencies. But, they don’t want assessments that will eat up excessive amounts of instructional time or cause mounds of paperwork.

2. Teachers want teaching resources that specifically target the reading deficits indicated by the diagnostic assessments. Teachers don’t want to waste time by starting each learner from “scratch” with hours of repetitive practice. Teachers don’t want to teach what students already know.

3. Teachers want program resources that will enable them to establish a clear game plan, but also ones which will allow them to deviate from that plan, according to the needs of their students. Teachers want to be able to integrate writing, grammar, and spelling instruction and include real reading in their remedial reading programs.

4. Teachers want resources that won’t assume that they are reading specialists. However, they don’t want resources that treat them like script-reading robots. Teachers are fast learners.

5. Teachers want resources that they can grab and use, not resources that require lots of advance preparation. Teachers want to do a great job with their students and still maintain their own sanity.

6. Teachers want reasonable class sizes that are conducive to effective remedial instruction.

7. Teachers understand that remedial readers frequently have behavioral problems; however, their behaviors can’t interfere with other students’ rights to learn. Administrators have to buy-in to this condition and support teacher judgment.