Richard Capone, Author at Let's Go Learn

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.

Demystifying the Science of Math: A District Leader’s Guide to Personalized Math Acceleration
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Demystifying the Science of Math: A District Leader’s Guide to Personalized Math Acceleration

Math Assessment

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 Richard Capone|2026-06-16T21:48:10+00:00June 16th, 2026|Math Assessment|Comments Off

Operationalizing ESY with Grounded SDI and Contextual AI: A Roadmap for District Leaders
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Operationalizing ESY with Grounded SDI and Contextual AI: A Roadmap for District Leaders

Artificial Intelligence (AI)

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 Richard Capone|2026-06-16T20:35:40+00:00June 10th, 2026|Artificial Intelligence (AI)|Comments Off

Resolving the Dyslexia Screening Dilemma: Moving from Rapid Identification to Precision Reading Remediation in District MTSS
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Resolving the Dyslexia Screening Dilemma: Moving from Rapid Identification to Precision Reading Remediation in District MTSS

Reading Assessment

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 Richard Capone|2026-06-16T20:35:55+00:00June 9th, 2026|Reading Assessment|Comments Off

The 85% Efficiency Gains: Using AI to Draft Amazing IEPs
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The 85% Efficiency Gains: Using AI to Draft Amazing IEPs

Artificial Intelligence (AI)

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 Richard Capone|2026-06-16T20:36:16+00:00May 28th, 2026|Artificial Intelligence (AI)|Comments Off

The Strategic Paradigm of Purposeful Screen Time in K-12 Education: 2024-2026 Comprehensive Analysis
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The Strategic Paradigm of Purposeful Screen Time in K-12 Education: 2024-2026 Comprehensive Analysis

Math Assessment

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 Richard Capone|2026-05-14T19:01:36+00:00May 13th, 2026|Math Assessment|Comments Off

Strategic Frameworks for Summer Learning Recovery
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Strategic Frameworks for Summer Learning Recovery

Math Assessment

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 Richard Capone|2026-05-04T18:18:23+00:00May 4th, 2026|Math Assessment|Comments Off

Re-engineering Special Education Workflows from Diagnostic Data to Contextual AI
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Re-engineering Special Education Workflows from Diagnostic Data to Contextual AI

Artificial Intelligence (AI)

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 Richard Capone|2026-04-28T18:55:31+00:00April 28th, 2026|Artificial Intelligence (AI)|Comments Off

Progress Monitoring That Actually Supports Instruction
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Progress Monitoring That Actually Supports Instruction

Math Assessment

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 Richard Capone|2026-04-27T17:24:59+00:00April 27th, 2026|Math Assessment|Comments Off

Getting Ready for End-of-Year Testing: What You Can Do This Week
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Getting Ready for End-of-Year Testing: What You Can Do This Week

Reading Assessment

Getting Ready for End-of-Year Testing: What You Can Do This Week

Getting Ready for End-of-Year Testing: What You Can Do This Week Top 3 Key Takeaways Focus on the biggest gaps, not everything: Use diagnostic data to zero in on the highest-impact skills. Keep practice targeted and low-stress: Short, focused sessions outperform cramming. Use adaptive tools for last-minute growth: Platforms like Let’s Go Learn

By Richard Capone|2026-04-14T20:17:41+00:00April 14th, 2026|Reading Assessment|Comments Off

End-of-Year Testing: Are You Getting Data You Can Actually Use?
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End-of-Year Testing: Are You Getting Data You Can Actually Use?

Math Assessment

End-of-Year Testing: Are You Getting Data You Can Actually Use?

End-of-Year Testing: Are You Getting Data You Can Actually Use? Most end-of-year tests measure but don’t guide instruction. Scores alone are not enough to determine what students should learn next. The type of data you collect determines what happens after testing. Broad benchmark data leads to general plans. Diagnostic data leads to targeted

By Richard Capone|2026-04-14T19:26:49+00:00April 14th, 2026|Math Assessment|Comments Off

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