Similar to buying a car, there is a process education leaders must follow to ensure they select an intervention that is effective in meeting the needs of their students. Throughout the process, they will be collecting evidence to support their decision making.

English language learners often enter U.S. schools with a literacy disadvantage. While they may be proficient in their native language, many struggle to attain the English literacy and language skills needed to succeed academically and engage in social interactions with their peers.

Imagine how scary class, peers, and the world can be for a child who can’t read and the many instances where reading is necessary and obvious.

Only one-third of American students entering high school are proficient in reading (National Assessment of Educational Progress). Many students lack the basic, foundational reading skills necessary to be successful academically.

When planning math instruction, writing activities probably do not come to mind; but, research tells us they should.

There is a common tendency today to link higher math standards for our students with the kind of achievement we see in other countries. A complementary thread is to link high standards in math to the broad trends in our ever-changing, information economy. By implication, we need to ensure all students are proficient in this discipline.