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Welcome to Your
School Resource Guide

 

 

WPS welcome image

 

Every school is a living ecosystem. 

Though it can sometimes seem like everyone is isolated—in separate classrooms or offices, working toward separate goals—we are, in fact, deeply interdependent. Each of us, with our unique experience, skills, and talents, is essential to the life of our school.  

This back-to-school season, as we welcome the potential of a new year, WPS is here to support your contribution to the learning community. We publish some of the most trusted educational and psychological assessments in the world—tools that clinicians and educators use to identify and plan for neurodevelopmental differences, specific learning disabilities, language disorders, and mental health concerns. 

We’ve been busy creating lots of other resources to empower and energize you: guides on timely topics, research briefs to keep you informed of evidence-based practices, and infographics you can share with your colleagues to enhance their knowledge.

This 2025 School Resource Guide presents some of the many assessments, intervention guides, and professional training opportunities WPS has prepared for you. We invite you to bookmark it for future reference and use it throughout the challenges and possibilities a new school year will bring.

 

 

 

Table of Contents

 

 

 

 

 

 

Resources for Reading Specialists

 

Teacher reading to young students

 

With the nation’s reading scores in the headlines, the work of reading specialists is in ever greater demand. You’re charged with analyzing reading skills in your school (sometimes even in your district) and with creating a plan to improve them. As more states work to close the gap between the Science of Reading and accepted teaching practices, you’re supporting colleagues who are moving from balanced literacy to structured literacy in the classroom.
You may even be acting as a bridge between school and home, or between faculty and administration. And then there is the critical work you do teaching and advocating for the student with reading difficulties.   

 

Reading specialists are vital to student success. 

When you change one child’s reading journey, you open a world of possibilities. Reading skills affect almost every area of a student’s life: physical and mental health, long-term educational outcomes, employability, and even lifetime earning capacity (John et al., 2022).  

Engaging and empowering young readers is part of your professional identity. It’s what you do for many children every day. WPS can help you: 

  • choose screeners and assessments that enable you to take a whole-school approach to reading difficulties,
  • train your colleagues in the use of evidence-based assessments and interventions, and
  • support your team as they implement interventions and monitor progress.

We invite you to reach out to the Assessment Consultant in your area to discuss your needs this year. 

 

 

Reading Assessment Resources 

Early Literacy & Reading Readiness 

 

Comprehensive Reading  

  • Tests of Dyslexia (TOD®) The first comprehensive general screener, assessment, and intervention tool designed to streamline and simplify dyslexia assessment and to ensure that all students get the help they need. Ages 5–89 years, 11 months.
  • Gray Oral Reading Test, Fifth Edition (GORT-5) Identifies students with oral reading difficulties by measuring accuracy, reading rate, fluency, and comprehension. Ages 6 years, 0 months–23 years, 11 months.
  • Nelson-Denny Reading Test, Forms I & J (NDRT) Tests reading ability, reading comprehension, and reading rate. High school and college students.

 

Reading & Oral Language

 

Fluency  

 

Infographics to Share

Blogs to Share

Professional Development

 

 

 

 

Resources for Principals & School Leadership

 

School leadership meeting

 

Principals have almost as great an impact on student achievement as their teachers do. Strong school leaders shape the instructional practices of teachers through effective coaching and evaluation. You build trust, teamwork, and a culture of continual learning. You facilitate genuine collaboration and manage resources to achieve important aims (Grissom et al., 2021).

Yet principals and other school leaders are facing some pretty significant challenges today. In its most recently published survey, the National Association of Secondary School Principals (NASSP) reported that school leaders were concerned about school climate, student behavior, student mental health, and staffing shortages. In addition, less than 50% of principals said their schools were meeting the needs of students with physical disabilities, while just 43% said their schools were meeting the needs of students with learning disabilities. Addressing such complex challenges takes all of us, working together, year after year.

 

Good principals need good partners. 

WPS partners with thousands of school leaders, school psychologists, and educators to identify and meet student needs. As a leading developer of the world’s most trusted academic, developmental, social–emotional, and behavioral assessments, we create affordable, effective, and easy-to-use products. Therefore, you can gather the data your teachers need to make strong instructional decisions and collaborate to improve student outcomes. And we’re on hand all year long with professional development and training to ensure that your staff can seamlessly adopt these tools to support learning and well-being. 

Although WPS can’t solve every problem principals face, we can help you tackle learning disabilities and challenging behaviors, identify and support neurodiverse students, and build your school’s capacity to meet the needs of the whole child. 

 

Resources to Address Motivation and Achievement

 

Behavioral and Mental Health Products 

 

Professional Development 

Blogs to Share

 

Looking for more inspiration? Check out Leading Forward: The Listening and Learning Tour, an exploration of innovative ideas from schools across the U.S., by Gregg Wieczorek, president of the National Association of Secondary School Principals.
 

 

 

 

 

Resources for Directors of Curriculum & Instruction

 

Director of curriculum and instruction discussing goals for the year with colleagues

 

Directors of Curriculum and Instruction contribute so much more than curriculum maps, pacing guides, and standards-aligned materials. You plan for the whole student, as they are on the first day of school—designing curriculum, assessments, experiences, and processes to bring each student as close as possible to their potential over the course of successive school years. The aim is to prepare students for the last day of school—entering the world as critical thinkers, problem solvers, communicators, and good citizens.

Curriculum and instruction directors are equally concerned with the potential of teachers, making decisions about the tools and training that will enable them to bring out the best in their students and in themselves.

It’s an exciting time to be a strategic decision-maker on behalf of student and teacher development. The diversity of the student population is changing rapidly—and many other learning factors are also changing every day, including:

  • what students need to know to succeed
  • how students access their curriculum and instruction
  • how students interact with one another
  • how students engage with the wider world

 

Where WPS can make a difference 

To plan for the whole student, directors of curriculum and instruction need more than thoughtfully chosen textbooks and statewide assessments. You need access to tools that complete what teachers know about students’ neurodevelopmental differences, their developmental trajectories, their motivation, their academic self-concept, their executive functioning, their language abilities, and their mental health.

You need expert training so teachers can use these tools skillfully and efficiently. You need professional development that builds teacher capabilities and confidence. And because budgets are more constrained than ever, these resources need to be as affordable as they are reliable.

WPS provides some of the world’s most trusted assessment tools. We are present year-round to deliver training, top-notch customer service, and guidance about which assessments each district needs to meet their unique curriculum and instructional needs.

 

 

Assessments & Resources

Promoting a Schoolwide Approach to Learning Disabilities 

School Readiness and Academic Achievement

 

Professional Development 

Blogs to Share

 

 

 

 

Resources for Classroom Teachers

 

Classroom full of students working diligently.

 

Classroom teachers sustain the ecosystem of a school. What you provide to students, their families, and your colleagues enables the whole school’s daily functioning.

Your work allows you to find out, in real time, what a student’s strengths and needs really are. According to the 2024 American Instructional Resources Survey, most teachers spend 25-50% of the day analyzing student work and adapting curriculum materials and instructional strategies to meet their needs (Doan, et al., 2024).  

And while statewide assessments can shed light on a student’s knowledge and abilities at key points in the year, you may need a more comprehensive view sooner. You may need to understand why a student isn’t making the kind of progress you’d expect.

 

How WPS provides insight into the whole child

WPS provides some of the most trusted psychological and educational assessments in the world. Many are designed to give you quick and valuable information about reading or math skills right in your classroom.

Others focus on underlying abilities—executive functioning, motivation, mental health, resilience, neurodevelopmental differences, and learning disabilities. These assessments allow you to share your observations with school psychologists, special education teachers, and other professionals on your team to develop a holistic picture of a student you’re concerned about.

 

How WPS can help you after an assessment, too 

Many of our tools pair evidence-based interventions with assessment results so there’s no guesswork about how to move forward. We provide the tools, and we teach you how to use them—saving you time and frustration.

Whether you’re looking for a screener or something more, WPS offers resources to help you understand your students, plan and deliver the right interventions, and guide your students to new capabilities.

 

Reading Resources 

 

Skills That Support Learning

 

Infographics to Share 

Blogs to Share

 

 

 

 

Resources for School Counselors & School Psychologists

 

School psychologist with a student participating in an exercise.

 

The scope of work for school counselors and psychologists is truly breathtaking. Is there anyone on campus who doesn’t need you? Districts enlist you to offer counseling services in crises and during natural disasters. Administrators count on you to nurture a healthy school climate. Faculty depend on your expertise to plan and teach social–emotional and mental health curricula. Students need you to help them understand their academic, social, and behavioral challenges. Families rely on you to guide them through assessments, evaluations, IEP meetings, mediations, and other processes. And health professionals and social workers trust you to liaise with them in arranging the services students need to succeed.

WPS puts trusted tools in your hands to help you achieve much more in each area of your life-changing work.

 

How WPS can help you identify and address learning disorders

When a teacher or parent refers a student for evaluation, you need to be able to clarify the reasons that a student is struggling. Validated assessments are one important component in a comprehensive evaluation. In fact, many states and districts rely on them to help determine eligibility for services.

 

How WPS can help you identify neurodevelopmental and mental health conditions 

Researchers agree that early intervention improves outcomes for students with complex neurodevelopmental conditions such as autism and attention-deficit/hyperactivity disorder (ADHD). WPS provides validated assessments to help you identify these conditions and others that may overlap or occur at the same time.    

In addition, the U.S. Preventive Services Task Force recommends that students in K–12 schools be screened for anxiety and depression—a task you can accomplish quickly and reliably using trusted WPS screeners and assessments.

Neurodevelopmental Assessments 

 

Mental Health and Behavioral Assessments  

 

Infographics to Share

Blogs to Share

Professional Development

 

 

 

 

Resources for Special Education Teachers

 

Special education teacher working with a student.

 

As a special education teacher, you’re part of the team that gathers data on student performance throughout the year—and yet you know that no student can ever be reduced to a number, and no family deserves a mere score. Parents and caregivers need explanations and recommendations that speak to their concerns in clear, compassionate language.

Even so, assessment data influences important decisions about eligibility for services and accommodations that can be life-changing. The question for many special education teachers is this: How can you use data to discover—rather than to define—a student? That question takes on added importance when you’re working to decrease inequity and increase possibility for all your students.

 

How WPS can help you ensure your assessments are inclusive 

Validated assessments are just one tool in a comprehensive evaluation. Your professional judgment will guide you in selecting the right assessments for each student: observations, interviews, rating scales, checklists, and standardized tests each yield different kinds of information. When you combine quantitative data with the qualitative information you gather from teachers, coaches, families, caregivers, and health professionals, you can create a clearer picture of the student at the heart of your evaluation.

WPS assessments are normed using U.S. Census data, so they’re representative of the overall population. Many WPS tests are available in multiple languages and can be administered online or in person to help you meet the needs of students with disabilities.

 

How WPS can help you improve accuracy

With growing caseloads and expanding responsibilities, it’s more important than ever to use validated assessments that measure diagnostic criteria accurately. Inaccurate results waste time and delay effective interventions.  

Here’s an example. If a student’s response to reading interventions has raised concerns about a learning disorder, you need an assessment—such as the Tests of Dyslexia (TOD®)—that can help you identify dyslexia. If you’re also concerned about the higher risk of ADHD among students with dyslexia, you may feel it’s also important to assess ADHD symptoms. If a student’s self-esteem has been affected by reading and attention difficulties, you may also decide to screen for anxiety and depression. WPS offers a wide range of diagnostic assessments to help you accurately describe the capabilities and meet the needs of each student in your care.

 

Assessments for Specific Learning Disability Evaluations 

 

Oral & Written Language Assessments

 

Neurodevelopmental Assessments 

 

Infographics to Share 

Blogs to Share

 

 

 

 

Can Whole Child Assessment Transform a School?

 

Team of professionals discussing the best ways to empower a child who has been assessed.

 

For many educators, the word “assessment” has come to be associated with high-stakes, high-pressure academic testing—or diagnostic labels that limit how people see children.

But your team can develop an assessment strategy that not only expands what you know about your students’ capabilities and lived experience—it can cultivate a more interconnected, empowered school culture.

 

What does ‘whole child’ assessment really mean?

A whole child approach to assessment means we recognize that health conditions or disabilities seldom occur in isolation. We view academic performance as just one of many indicators of student success. We use universal screening when it’s warranted—as it is with dyslexia risk or anxiety symptoms, for example.

And when we encounter a difficulty, we assess broadly to create as clear a picture of all contributing factors as we can. Perhaps most importantly, we don’t focus on deficits. We connect with students, families, and our colleagues to identify, support, and celebrate the strengths of each child in our care. Author and professor Gholdy Muhammad, PhD, encourages educators to “collect data related to identity, skills, intellect, criticality, and joy” for each student (Muhammad, 2023). That approach considers each child in context.

We can use assessments to discover:

  • which personal strengths and interests could build resilience, self-efficacy, and well-being in students;
  • what motivates and regulates a child;
  • which goals and priorities are most important to the family;
  • which family, community, and cultural assets can provide support;
  • how a child’s language history may be interacting with learning;
  • how the sensory environment could be modified to promote calm and engagement;
  • how co-occurring conditions could be affecting development;
  • how neurodevelopmental differences could be influencing daily social functioning and practical skills;
  • what role anxiety or depression symptoms play in a child’s experience;
  • which interventions will have the biggest impact; and
  • how our systems could change so teachers and students can thrive.

 

Transformative for students

Dr. Marilyn Monteiro, an autism expert and author of the Monteiro Interview Guidelines for Diagnosing the Autism Spectrum, Second Edition (MIGDAS-2), says a good assessment helps you “tell the strengths-based story” of the student. A holistic, strengths-based approach starts with listening to and trusting the student and family. When you explore and identify the complex set of factors behind a student’s difficulties, you’re providing a key ingredient to a student’s self-trust. In the exploratory essay “‘You have to trust yourself’: The Overlooked Role of Self-Trust in Coping with Chronic Illness,” researchers explain that self-trust can be a challenge “before any official diagnosis,” but identifying a condition can be “relieving or validating in the face of both self-doubt and disbelief on the part of others” (Grob et al., 2023).  

When your approach is “supportive, empathic, and respectful,” the authors say, encounters with you “can increase self-confidence, autonomous decision-making, and self-trust” (Grob et al., 2023).

Equipped with self-knowledge, trusted allies, and carefully designed supports, students can develop self-advocacy skills that will serve them throughout their lives. That’s especially important for students with learning disabilities or neurodevelopmental conditions like ADHD (Sarid & Lipka, 2023).

 

Transformative for schools

A holistic approach to assessment requires the combined expertise of professionals throughout the school.

  • Administrators and curriculum directors make resources and training available.
  • School psychologists, reading specialists, occupational therapists, speech–language pathologists, counselors, and special education teachers may administer assessments or provide feedback, interventions, and services.
  • Classroom teachers provide evidence-based instruction, qualitative and quantitative data for evaluations, and individualized interventions.

Exactly how these roles interact depends on your school’s unique capabilities. One thing is clear: holistic evaluations are a chance for multidisciplinary teams to collaborate for a meaningful purpose. Whole child assessment gives you an opportunity to see other professionals’ processes and perspectives. You can solve problems together, seeing what works and spotting where improvements might be needed. Everyone’s skills can grow because of your collaboration (Young & Black, 2025).

A holistic approach can also build authentic connections with families, clinical professionals, and organizations that provide resources throughout the community. When schools are intentional about including families as partners in the evaluation process, educators gain a fuller picture of the child. Research shows that genuine partnerships between schools, families, and community organizations also lead to greater job satisfaction, higher morale, and a more supportive school climate for educators—in addition to better outcomes for students (Mapp, et al., 2022).

 

You can learn more about the power of holistic, student-centered learning through the Transforming Schools resources of the Learning Policy Institute.

 

When we take a whole child approach—slowing down to gather information about a child’s full experience, considering environmental and sensory influences, and designing instruction and accommodations to inspire each learner—we may just end up co-creating a whole new identity for our schools. 

 

 

 

 

Our Invitation

 

 

As this school year unfolds, we invite you to explore the resources, assessments, and professional development opportunities WPS offers. Our Assessment Consultants are here to assist you as you plan an effective, inclusive assessment strategy. Our ProLearn professionals can help you acquire the training you and your team need to evaluate students with skill and cultural competence.

For over 75 years, WPS has been empowering educators and clinicians in their important work. We look forward to helping your extraordinary educational ecosystem flourish this year. 

 

 

Research and Resources:

 

Doan, A., Eagan, J., Grant, D. & Kaufman, J. H. (2024). American Instructional Resources Surveys. https://www.rand.org/pubs/research_reports/RRA134-24.html

Grissom, J. A., Egalite, A. J., & Lindsay, C. A. (2021). How principals affect students and schools: A systematic synthesis of two decades of research. Wallace Foundation. http://www.wallacefoundation.org/knowledge-center/Documents/How-Principals-Affect-Students-and-Schools.pdf

Grob, R., Van Gorp, S., & Evered, J. A. (2023). "You have to trust yourself": The Overlooked Role of Self-Trust in Coping with Chronic Illness. The Hastings Center report, 53 Suppl 2, S39–S45. https://doi.org/10.1002/hast.1522

John, A., Stott, J., & Richards, M. (2022). Childhood reading problems and cognitive ageing across mid to later life. Journal of Epidemiology and Community Health, 76(1), 67–74. https://doi.org/10.1136/jech-2020-215735

Mapp, K., Henderson, A. T., Cuevas, S., Franco, M. C. & Ewert, S. (2022). Everyone Wins! The Evidence for Family-School Partnerships & Implications for Practice. Scholastic Professional. 

Muhammad, G. (2023). Unearthing Joy: A Guide to Culturally and Historically Responsive Teaching and Learning. Scholastic, Inc.

National Association of Secondary School Principals. (2022). NASSP’s Survey of America’s School Leaders and High School Students. https://survey.nassp.org/2022/#intro

Sarid, M., & Lipka, O. (2023). The relationship between academic self-efficacy and class engagement of self-reported LD and ADHD in Israeli undergraduate students during COVID-19. European Journal of Psychology of Education, 1–22. Advance online publication. https://doi.org/10.1007/s10212-023-00677-6

Young, R. M. & Black, K. (2025, June 18). Early MTSS: Team with colleagues so children achieve essential learning outcomes. https://www.nasponline.org/professional-development/a-closer-look-blog/early-mtss-teaming-with-colleagues-so-children-achieve-essential-learning-outcomes

 

 

 

 

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