"Bridging the Gap Between Educational Research & Practice."

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Introducing the Garforth Education Podcast!!!
Garforth Education Podcast
I am very excited to announce that I have decided it is time for Garforth Education to have its very own Podcast. Over the years I have used various different ways to share information with you through emails, social media, zooms and LIVEs. I have been a guest on several different podcasts over the years and I even host a podcast called The Right To Read Initiative where I have guests on to discuss various issues relating to every child’s (and adult’s) #RightToRead.

 I love the conversations I have on The Right to Read Initiative and plan to continue to host the podcast, but the content on it largely depends on the guests I have on the show. Plus I don’t want to take away from the story they are trying to share, so I’ve decided to create a second podcast with the goal of getting the information I feel is important out to you directly. My goal for the Garforth Education Podcast is to help bridge the gaps in education by bringing research to practice.

What will it look like?

This new podcast will feature episodes relating to my various areas of interest with the goal of building the listener’s knowledge on the topic. Like the Right to Read Initiative Podcast, it will be live recorded on zoom and streamed to Facebook so that you have the opportunity to be part of the ‘studio audience’ as I record. This will allow me to answer questions as I go. Each episode will have a corresponding blog post that you can reference for more information. I will also be using slides for the podcast so that you can refer to the quotes I mention and to take screenshots if you are watching the episode.

Who is it for?

This weekly podcast is for people looking to learn more about the topics we focus on at Garforth Education. 
Feel free to joining us for the Zoom webinar and Facebook live event that will occur every Monday evening at 5:00pm PST. Podcasts will be released on Tuesday mornings. 

Teachers & Educators will find that the content is designed to build their knowledge and understanding of the “why” behind best practices.

Parents will have access to information about important topics related to their child’s education.

Episode Schedule & Description

Reading is Not a Natural Process (Sept 11)
Contrary to popular belief, learning to read is not a natural process. This episode focuses on why learning to read isn’t natural, and what it means for expectations at school and in the home.

IEPs Explained (Sept 18)
Individualized Education Plans and their meetings are something that many parents and educators dread. The focus of this episode is to provide an explanation of what they are, why they are needed and how to make ones that are useful for everyone.

The Consensus on Reading Instruction (Sept 25)
Reading is arguably the most studied topic in the field of education. When we look at the data collected over decades, there is an overall consensus on the essential elements needed for effective reading instruction. 

Psych-Eds Explained (Oct 2)
Psycho-educational assessments are a type of psychological assessment that looks at the mental processes involved in learning. It is typically used to help us understand why a particular individual is struggling to learn. This episode focuses on what they are and how we can learn from them.

Views & Rope (Oct 9)
There are two views and one rope that provide great insight into reading development. This episode focuses on the Simple View of Reading, Scarborough’s Reading Rope and the Active View of Reading.

Using the Psych-Ed to Inform IEPs (Oct 16)
Psych-eds tell us about how individuals learn and IEPs are designed to inform how we can meet an individual student’s diverse learning needs. This episode focuses on how we can use one to inform the other.

The Simple View of Orthographic Mapping (Oct 23)
In this episode I will introduce The Simple View of Orthographic Mapping. I created this concept as a tool to simplify the complex process of orthographic mapping. 

Creating Positive Parent Teacher Relationships (Oct 30)
Establishing positive parent/teacher relationships has been shown to improve a student’s academic outcomes, well-being and social interactions at school. It is even more important when we are talking about students with neuro diversities. This episode will focus on how to help create these positive relationships.

Constructs Related to Reading (Nov 6)
Reading is a complex activity that requires the seamless integration of several skills in order for text to be read and understood. When we are looking at instruction and intervention, it is helpful to be able to name these skills and find ways to measure them. This episode will discuss several of the major constructs related to reading development.

Executive Functions (Nov 13)
Executive Functions are brain based skills that play a significant role in everyday life and contribute to an individual's ability to learn and function in the real world. This episode will focus on what they are and how they influence learning.

Reading Instruction isn’t a One-Size-Fits-All Model (Nov 20)
Learning to read is a complex process that involves helping the brain repurpose areas and develop a skill set it wasn’t already pre wired to develop. The focus of this episode is to discuss how to teach using differentiated instruction and move away from the One-Size-Fits-All approach to teaching reading.

Executive Functions & Instruction (Nov 27)
Executive functions are skills that develop during childhood and adolescence. This episode focuses on how executive functions impact an individual’s ability to learn and how we can use this information to inform instruction.

Screening, Progress Monitoring & Instruction (Dec 4)
The most effective way we can support our students’ learning is by meeting them where they are at and providing them with the instruction they need in order to reach their goal. This episode will focus on effective screening practices, when progress monitoring is warranted and how to use this information to inform your instruction. 

Executive Functions & Behaviour (Dec 11)
Executive functions play a large role in our ability to control emotions and react to situations appropriately. It is helpful to consider how executive functions are contributing to problem behaviour if we are wanting to prevent the situation from happening in the future. 

Decodable Texts (Dec 18)
Decodable or controlled texts play an important role in supporting reading development for beginning readers. This episode will focus on what they are, when to use them with developing readers and when it is time to move away from them.

Question & Answer (Dec 27)
This episode will wrap up the first season of the Garforth Education Podcast. In it I will be answering questions from our dedicated listeners.

Bonus Episodes.
October is what I consider to be Disability Awareness Month because there are several different neuro diversities that celebrate increased awareness. I hope to be able to release a few bonus episodes during the month of October to help celebrate awareness. 











Experimental Research Explained!
Written by Dr. Kathryn Garforth 
Welcome to the official launch of Experimental Research Explained!

I’ve teamed up with Nate Hansford from Pedagogy Non Grata to create a course designed to demystify experimental research in education. We are thrilled to release this course, as it addresses a pressing need in the education community. Many educators have expressed their struggles with understanding and interpreting research, leading to a lack of informed decision-making in the classroom. In this blog post, we will explore the importance of research literacy for teachers and introduce our comprehensive course that aims to equip educators with the skills to read and interpret research effectively.

The Significance of Research Literacy for Educators

As educators, we understand the challenges of navigating the ever-evolving landscape of educational practices. The topic of reading instruction, in particular, has witnessed intense debates and shifts in teaching methodologies, often driven by misunderstandings or misinterpretations of research. While the science of reading has made significant strides in adopting evidence-based approaches, the root cause of the past reading wars and the rise of conflicting instructional methods lies in the lack of understanding of the research on literacy among educators.

Formal teacher education programs rarely offer explicit training on how to read and interpret research. As experienced educators ourselves, we acknowledge that learning how to read research is a skill that develops over time, often through self-guided learning after completing formal education. To foster a more informed educational community and to prevent the recurrence of misguided fads, we believe it is essential for teachers to become literate in research methods and data interpretation.

The Journey to Research Literacy

In Nate's pursuit of promoting research literacy, he gave a webinar on how to read experimental research. He realized this topic was too big to cover during a single webinar. Listening to feedback from participants, he realized the need for a more comprehensive and accessible approach to learning how to read experimental research. This led to the development of our accredited course Experimental Research Explained. It is designed to be systematic, explicit, and self-paced, providing educators with the tools they need to understand and assess experimental research critically.

Course Overview: Empowering Educators with Research Literacy

Experimental Research Explained comprises six modules with a total of 40 lessons. These lessons are designed to be manageable, ranging from 10 to 20 minutes each, allowing participants to progress at their preferred pace. The course structure ensures that educators gain a comprehensive understanding of research reading, from fundamental concepts to statistical analysis.

Module 1: Introduction to Research

The course begins by laying the groundwork, exploring the importance of research, the various types of research, and an overview of different publications and databases. Understanding the basics is crucial for educators to make informed choices when examining research articles.

Module 2: Examining Research Articles

In this module, we delve into the structure of research articles and guide participants through the key components of an academic paper. We focus on the introduction, study design and methodology, results, and discussion sections, emphasizing what to look for and be cautious about.

Module 3: Types of Studies

Here, we discuss different types of studies, exploring the information that can be gleaned from each one. Educators will gain valuable insights into understanding research findings and their implications.

Module 4: Understanding Statistics

While we are not turning participants into statisticians, this module helps them grasp the significance of statistical analysis in research. We explain how to interpret statistics and assess their relationship with reported results.

Module 5: Effect Sizes

Effect sizes play a critical role in evaluating the impact of research findings. In this module, participants will gain a deep understanding of effect sizes and their relevance in informing instructional practices

Module 6: Applying Research to Practice

The final module focuses on bridging the gap between research and classroom practice. Educators will learn how to use research findings to inform their teaching decisions, understanding the importance of adapting research to their specific contexts.

Micro Credentials for Professional Development

We are excited to partner with Credentials Unlimited, offering participants the opportunity to earn micro credentials for completing the Experimental Research Explained. The micro credentials include a transcript and a special badge, providing evidence of research literacy and professional development.

With the Research Explained Course, our mission is to equip educators with the necessary skills to navigate the complex world of experimental educational research effectively. Understanding research methodologies, interpreting data, and applying findings in the classroom are crucial for making evidence-based decisions and advancing student learning. We encourage all educators to take this valuable course to enhance their research literacy and contribute to a more informed and evidence-driven educational community.
Join us on this journey of empowering educators and fostering effective, evidence-based teaching practices.
***Anyone who unrolls in this course before August 31st 2023 will receive 33% OFF the regular purchase price!***

Blog Posts Archives

  • ADHD
  • Advocacy
  • Executive Functions
  • ​IEP
  • ​Learning Disabilities
  • ​Parenting
  • ​Reading Development
  • ​MorphemeMonday
The IEP Process
Written by John Smith on Oct. 17th 2019
Individualized Education Plans or IEPs are documents created for individuals with special needs. They provide information about how the student’s educational path will differ from their peers. Each IEP should be tailored to the needs of the student it is created for.
IEPs are considered to be a living document, meaning that it is revisited and updated at a minimum every year to meet the changing needs of the student.
Even though every document is unique, there are still five processes that need to be done for each IEP. They involve:
  • Identification and or assessment
  • Planning
  • IProgram Support and Implementation
  • ​Evaluation
  • ​Reporting
Students with special needs must be referred for an IEP. Some students will go into kindergarten with special needs already identified. For these individuals, the planning process should begin before they start school. However, for the majority of the students, the identification phase will begin in the classroom. The classroom teacher will likely be the first one to notice differences with a student’s behaviour or learning. At this time, the teacher should be recording their observations of the student and try new instructional approaches with the student.
If the teacher is still concerned with the student’s behaviour or progress, they should make an appointment with the parents to discuss the concerns. When speaking with the parents, the teacher should make suggestions as to what they think the next step should be for the student. Depending on the issue, it may be seeing the child’s doctor for appropriate referral or begin the consultation process with the school-based resource personnel. In some cases, the student may be referred for an extended assessment for a better understanding of the individual’s strengths and needs. This information, learned from this assessment, will allow educators to plan more effectively for that student.
An IEP requires a collaborative planning process where educators, parents, and in some cases the student, identify educational goals for the student to work toward in the coming year.
The purpose of the IEP is to identify appropriate goals and objectives, adaptation, modification, the services to be provided and measures that can be used for tracking a student’s achievement.
It is vital that transition planning is included in the IEP process. There are several times in an individual’s life where transitions take place, and individuals with special needs may need several steps to make the transition a success.
This stage is putting everything discussed in the IEP into practice in the student’s education. The key members involved in the student’s education need to understand the contents of the IEP and how it affects their classroom. The appropriate resources and training need to be set in place ahead of time to ensure success.
Whenever possible, students will be evaluated by the same standards set for the other students, even when adaptations and modifications are used.
There are a few cases where the evaluation of a student’s learning will be different than their peers. A student can have the same learning outcomes as their peers but require different evaluation procedures such as taking an oral exam instead of a written one. The use of adapted evaluation procedures must be noted in the student’s IEP.
A student can take part in the regular classroom program but have some components that are modified. For example, the student may have courses where their learning outcomes are substantially different from regular learning outcomes.
A student may participate in a program that is entirely different from their peers. In these cases, modifications to the programs must be listed in the student’s IEP.
Regardless of what the student’s learning outcomes are, the evaluation must be made referencing the standards set out in the IEP.
Formal progress reports for students with special needs must be completed on the same schedule used for all the students within the school. Reporting may take the form of performance scales, letter grades and/or structured written comments to indicate the student’s performance.
If the student is on a modified program, this should be mentioned in the reporting process. Adaptations a student uses do not need to be mentioned in the reporting process.
In cases where a student receives additional support, the support person is also responsible for providing written reports on the student’s progress.
There are situations where additional informal reporting methods may be required. This may take the form of procedures such as a communication log between the parents and teacher(s).
In order for these processes to be successful, the individuals involved in the process need to collaborate and remember they are working towards a common goal.
Did you know that Garforth Education has created two online courses, A Parent’s Guide to IEPs and A Teacher’s Guide to IEPs? These courses were designed to give you a clear understanding of the IEP Process and they guide you through the steps you should take to prepare for IEP meetings.
Be sure to check out more information about IEP’s on our Facebook, Instagram, Pinterest, and Twitter pages.

If there is anything we can do or post to help you learn more about IEP (or any other topic for that matter) please send an email to blog@garfortheducation.com

Subscribe to Garforth Education’s Blog if you would like to be notified when a new post is up.
*Please note the information about Individualized Education Plans was based on information for students attending school in British Columbia. Individualized Education Plans are commonly used in educational settings, but the information here may not be consistent with the requirements of education systems outside of British Columbia.

Blog Posts Archives

  • ADHD
  • Advocacy
  • Executive Functions
  • ​IEP
  • ​Learning Disabilities
  • ​Parenting
  • ​Reading Development
  • ​MorphemeMonday
IEP: Goals and Objectives
Written by John Smith on Oct. 17th 2019
Individualized Education Plans or IEPs are documents created for individuals with special needs. They provide information about how the student’s educational path will differ from their peers. Each IEP should be tailored to the needs of the student it is created for.
IEPs are considered to be a living document, meaning that it is revisited and updated at a minimum every year to meet the changing needs of the student.
Even though every document is unique, there are still five processes that need to be done for each IEP. They involve:
  • Identification and or assessment
  • Planning
  • IProgram Support and Implementation
  • ​Evaluation
  • ​Reporting
Students with special needs must be referred for an IEP. Some students will go into kindergarten with special needs already identified. For these individuals, the planning process should begin before they start school. However, for the majority of the students, the identification phase will begin in the classroom. The classroom teacher will likely be the first one to notice differences with a student’s behaviour or learning. At this time, the teacher should be recording their observations of the student and try new instructional approaches with the student.
If the teacher is still concerned with the student’s behaviour or progress, they should make an appointment with the parents to discuss the concerns. When speaking with the parents, the teacher should make suggestions as to what they think the next step should be for the student. Depending on the issue, it may be seeing the child’s doctor for appropriate referral or begin the consultation process with the school-based resource personnel. In some cases, the student may be referred for an extended assessment for a better understanding of the individual’s strengths and needs. This information, learned from this assessment, will allow educators to plan more effectively for that student.
An IEP requires a collaborative planning process where educators, parents, and in some cases the student, identify educational goals for the student to work toward in the coming year.
The purpose of the IEP is to identify appropriate goals and objectives, adaptation, modification, the services to be provided and measures that can be used for tracking a student’s achievement.
It is vital that transition planning is included in the IEP process. There are several times in an individual’s life where transitions take place, and individuals with special needs may need several steps to make the transition a success.
This stage is putting everything discussed in the IEP into practice in the student’s education. The key members involved in the student’s education need to understand the contents of the IEP and how it affects their classroom. The appropriate resources and training need to be set in place ahead of time to ensure success.
Whenever possible, students will be evaluated by the same standards set for the other students, even when adaptations and modifications are used.
There are a few cases where the evaluation of a student’s learning will be different than their peers. A student can have the same learning outcomes as their peers but require different evaluation procedures such as taking an oral exam instead of a written one. The use of adapted evaluation procedures must be noted in the student’s IEP.
A student can take part in the regular classroom program but have some components that are modified. For example, the student may have courses where their learning outcomes are substantially different from regular learning outcomes.
A student may participate in a program that is entirely different from their peers. In these cases, modifications to the programs must be listed in the student’s IEP.
Regardless of what the student’s learning outcomes are, the evaluation must be made referencing the standards set out in the IEP.
Formal progress reports for students with special needs must be completed on the same schedule used for all the students within the school. Reporting may take the form of performance scales, letter grades and/or structured written comments to indicate the student’s performance.
If the student is on a modified program, this should be mentioned in the reporting process. Adaptations a student uses do not need to be mentioned in the reporting process.
In cases where a student receives additional support, the support person is also responsible for providing written reports on the student’s progress.
There are situations where additional informal reporting methods may be required. This may take the form of procedures such as a communication log between the parents and teacher(s).
In order for these processes to be successful, the individuals involved in the process need to collaborate and remember they are working towards a common goal.
Did you know that Garforth Education has created two online courses, A Parent’s Guide to IEPs and A Teacher’s Guide to IEPs? These courses were designed to give you a clear understanding of the IEP Process and they guide you through the steps you should take to prepare for IEP meetings.
Be sure to check out more information about IEP’s on our Facebook, Instagram, Pinterest, and Twitter pages.
If there is anything we can do or post to help you learn more about IEP (or any other topic for that matter) please send an email to blog@garfortheducation.com
Subscribe to Garforth Education’s Blog if you would like to be notified when a new post is up.
*Please note the information about Individualized Education Plans was based on information for students attending school in British Columbia. Individualized Education Plans are commonly used in educational settings, but the information here may not be consistent with the requirements of education systems outside of British Columbia.

Blog Posts Archives

  • ADHD
  • Advocacy
  • Executive Functions
  • ​IEP
  • ​Learning Disabilities
  • ​Parenting
  • ​Reading Development
  • ​MorphemeMonday
IEP 101
Written by John Smith on Oct. 17th 2019
Individualized Education Plans or IEPs are documents created for individuals with special needs. They provide information about how the student’s educational path will differ from their peers. Each IEP should be tailored to the needs of the student it is created for.
IEPs are considered to be a living document, meaning that it is revisited and updated at a minimum every year to meet the changing needs of the student.
Even though every document is unique, there are still five processes that need to be done for each IEP. They involve:
  • Identification and or assessment
  • Planning
  • IProgram Support and Implementation
  • ​Evaluation
  • ​Reporting
Students with special needs must be referred for an IEP. Some students will go into kindergarten with special needs already identified. For these individuals, the planning process should begin before they start school. However, for the majority of the students, the identification phase will begin in the classroom. The classroom teacher will likely be the first one to notice differences with a student’s behaviour or learning. At this time, the teacher should be recording their observations of the student and try new instructional approaches with the student.
If the teacher is still concerned with the student’s behaviour or progress, they should make an appointment with the parents to discuss the concerns. When speaking with the parents, the teacher should make suggestions as to what they think the next step should be for the student. Depending on the issue, it may be seeing the child’s doctor for appropriate referral or begin the consultation process with the school-based resource personnel. In some cases, the student may be referred for an extended assessment for a better understanding of the individual’s strengths and needs. This information, learned from this assessment, will allow educators to plan more effectively for that student.
An IEP requires a collaborative planning process where educators, parents, and in some cases the student, identify educational goals for the student to work toward in the coming year.
The purpose of the IEP is to identify appropriate goals and objectives, adaptation, modification, the services to be provided and measures that can be used for tracking a student’s achievement.
It is vital that transition planning is included in the IEP process. There are several times in an individual’s life where transitions take place, and individuals with special needs may need several steps to make the transition a success.
This stage is putting everything discussed in the IEP into practice in the student’s education. The key members involved in the student’s education need to understand the contents of the IEP and how it affects their classroom. The appropriate resources and training need to be set in place ahead of time to ensure success.
Whenever possible, students will be evaluated by the same standards set for the other students, even when adaptations and modifications are used.
There are a few cases where the evaluation of a student’s learning will be different than their peers. A student can have the same learning outcomes as their peers but require different evaluation procedures such as taking an oral exam instead of a written one. The use of adapted evaluation procedures must be noted in the student’s IEP.
A student can take part in the regular classroom program but have some components that are modified. For example, the student may have courses where their learning outcomes are substantially different from regular learning outcomes.
A student may participate in a program that is entirely different from their peers. In these cases, modifications to the programs must be listed in the student’s IEP.
Regardless of what the student’s learning outcomes are, the evaluation must be made referencing the standards set out in the IEP.
Formal progress reports for students with special needs must be completed on the same schedule used for all the students within the school. Reporting may take the form of performance scales, letter grades and/or structured written comments to indicate the student’s performance.
If the student is on a modified program, this should be mentioned in the reporting process. Adaptations a student uses do not need to be mentioned in the reporting process.
In cases where a student receives additional support, the support person is also responsible for providing written reports on the student’s progress.
There are situations where additional informal reporting methods may be required. This may take the form of procedures such as a communication log between the parents and teacher(s).
In order for these processes to be successful, the individuals involved in the process need to collaborate and remember they are working towards a common goal.
Did you know that Garforth Education has created two online courses, A Parent’s Guide to IEPs and A Teacher’s Guide to IEPs? These courses were designed to give you a clear understanding of the IEP Process and they guide you through the steps you should take to prepare for IEP meetings.
Be sure to check out more information about IEP’s on our Facebook, Instagram, Pinterest, and Twitter pages.
If there is anything we can do or post to help you learn more about IEP (or any other topic for that matter) please send an email to blog@garfortheducation.com
Subscribe to Garforth Education’s Blog if you would like to be notified when a new post is up.
*Please note the information about Individualized Education Plans was based on information for students attending school in British Columbia. Individualized Education Plans are commonly used in educational settings, but the information here may not be consistent with the requirements of education systems outside of British Columbia.

About the Business

Garforth Education welcomes clients of all ages and with different academic needs including learning disorders, ADHD, Autism Spectrum, and low incidence special needs.

At Garforth Education, we believe that everybody has a unique learning profile with different strengths and challenges. When considering this profile to design a personalized education plan, it is possible to find a pathway to success at any age.

Garforth Education

Email

 info@garfortheducation.com

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Phone

604-359-9414

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