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Richard Capone

About Richard Capone

Richard Capone co-founded Let’s Go Learn in 2000. Let’s Go Learn is a pioneer in adaptive and diagnostic assessments. Capone is the chief technology officer and current CEO at Let’s Go Learn. He led the development teams in creating DORA and ADAM, assessments used by special education departments as well as general school administrators and teachers to support student achievement through powerful granular data. Today, Let’s Go Learn is used in all 50 states as well as internationally. Its solutions include assessment and online instruction that meet the needs of Generation Four educational assessments.

Optimizing District Family Engagement through Diagnostic Assessment and Collaborative Capacity-Building

Optimizing District Family Engagement through Diagnostic Assessment and Collaborative Capacity-Building District-wide family engagement initiatives are increasingly recognized as indispensable drivers of student achievement, reduced chronic absenteeism, and systemic education reform1. Decades of empirical literature confirm that when families are actively engaged in their child's educational journey, students demonstrate higher standardized test scores, stronger

By |2026-07-01T17:30:59+00:00July 1st, 2026|Math Assessment|0 Comments
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North Carolina Senate Bill 1044: Why Non-Diagnostic Screeners Won’t Solve the K-8 Math Crisis

North Carolina Senate Bill 1044: Why Non-Diagnostic Screeners Won’t Solve the K-8 Math Crisis The Core Deficit: How Math Gaps Actually Form To solve the math crisis, we have to recognize the unique structural nature of mathematics. Math is not a collection of loosely related topics; it is a highly sequential, skill-based

By |2026-06-26T16:40:11+00:00June 22nd, 2026|Math Assessment|0 Comments
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Demystifying the Science of Math: A District Leader’s Guide to Personalized Math Acceleration

Demystifying the Science of Math: A District Leader's Guide to Personalized Math Acceleration Top 3 Key Takeaways Faltering National Math Achievement Requires a Pedagogical Pivot: Stubborn math achievement gaps demand a transition toward the "Science of Math," which prioritizes explicit instruction and foundational skill hierarchies over traditional discovery-based inquiry. Strand-Level Generalizations Stall Learning

By |2026-06-16T21:48:10+00:00June 16th, 2026|Math Assessment|Comments Off on Demystifying the Science of Math: A District Leader’s Guide to Personalized Math Acceleration
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Operationalizing ESY with Grounded SDI and Contextual AI: A Roadmap for District Leaders

Operationalizing ESY with Grounded SDI and Contextual AI: A Roadmap for District Leaders Top 3 Key Takeaways Timeline Compression Requires Uncompromising Diagnostic Accuracy: With state policy shifts allowing compressed 15-day Extended School Year schedules, school districts can no longer afford to waste instructional days on trial and error placements.    Safe AI Grounding Solves

By |2026-06-16T20:35:40+00:00June 10th, 2026|Artificial Intelligence (AI)|Comments Off on Operationalizing ESY with Grounded SDI and Contextual AI: A Roadmap for District Leaders
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Resolving the Dyslexia Screening Dilemma: Moving from Rapid Identification to Precision Reading Remediation in District MTSS

Resolving the Dyslexia Screening Dilemma: Moving from Rapid Identification to Precision Reading Remediation in District MTSS The Universal Mandate and the Screening Confusion Universal literacy remains one of the most critical challenges in K to 12 education, with national data indicating that approximately 65 percent of fourth-grade students perform below the proficient

By |2026-06-16T20:35:55+00:00June 9th, 2026|Reading Assessment|Comments Off on Resolving the Dyslexia Screening Dilemma: Moving from Rapid Identification to Precision Reading Remediation in District MTSS
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The 85% Efficiency Gains: Using AI to Draft Amazing IEPs

The 85% Efficiency Gains: Using AI to Draft Amazing IEPs The special education infrastructure in the United States is currently navigating a period of transition, characterized by a structural imbalance between the rising number of students requiring services and a diminishing pool of qualified educators. As of the 2024-2025 school year, over 7.5

By |2026-06-16T20:36:16+00:00May 28th, 2026|Artificial Intelligence (AI)|Comments Off on The 85% Efficiency Gains: Using AI to Draft Amazing IEPs
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The Strategic Paradigm of Purposeful Screen Time in K-12 Education: 2024-2026 Comprehensive Analysis

The Strategic Paradigm of Purposeful Screen Time in K-12 Education: 2024-2026 Comprehensive Analysis In the years spanning 2024 to 2026, school district leaders, policy makers, and educators have moved beyond the reductive debate regarding device quantity, adopting a rigorous framework centered on purposeful screen time. This evolution recognizes that screen-based interactions are not

By |2026-05-14T19:01:36+00:00May 13th, 2026|Math Assessment|Comments Off on The Strategic Paradigm of Purposeful Screen Time in K-12 Education: 2024-2026 Comprehensive Analysis
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Strategic Frameworks for Summer Learning Recovery

Strategic Frameworks for Summer Learning Recovery The educational landscape of 2026 is defined by a fundamental shift in how school districts approach the summer months. What was once considered a period of enrichment or optional remediation has been reframed as a critical window for structural learning recovery and the preservation of academic equity.

By |2026-05-04T18:18:23+00:00May 4th, 2026|Math Assessment|Comments Off on Strategic Frameworks for Summer Learning Recovery
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Re-engineering Special Education Workflows from Diagnostic Data to Contextual AI

Re-engineering Special Education Workflows from Diagnostic Data to Contextual AI Top 3 Key Takeaways The primary ethical and operational crisis in special education is not the introduction of artificial intelligence; it is the systemic failure to provide teachers with precision diagnostic data at the foundational level of Individualized Education Program (IEP) development. While

By |2026-04-28T18:55:31+00:00April 28th, 2026|Artificial Intelligence (AI)|Comments Off on Re-engineering Special Education Workflows from Diagnostic Data to Contextual AI
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Progress Monitoring That Actually Supports Instruction

Progress Monitoring That Actually Supports Instruction Top 3 Key Takeaways The shift from periodic benchmarks to continuous, granular diagnostics provides real-time instructional support. The "overlay" mechanism bridges the gap between baseline data and daily assessments to ensure substantive compliance. Prioritizing learning acceleration over traditional remediation significantly increases student mastery of grade-level standards.

By |2026-04-27T17:24:59+00:00April 27th, 2026|Math Assessment|Comments Off on Progress Monitoring That Actually Supports Instruction
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© Copyright 2026 - Let's Go Learn, Inc. All Rights Reserved.  DORA: Diagnostic Online Reading Assessment, ADAM: Adaptive Diagnostic Assessment of Mathematics, DOMA:Diagnostic Online Math Assessment, Let's Go Learn, LGL Edge, and Let's Go Teach are registered trademarks of Let's Go Learn, Inc.
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