IRIS Resource Locator
Accommodations (33)
Modules (6)
Accommodations: Instructional and Testing Supports for Students with Disabilities
This module explores instructional and testing accommodations for students with disabilities, explains how accommodations differ from other kinds of instructional adaptations, defines the four categories of accommodations, and describes how to implement accommodations and evaluate their effectiveness for individual students (est. completion time: 2 hours).
Assistive Technology: An Overview
This module offers an overview of assistive technology (AT) and explores ways to expand students' access to it in the classroom (est. completion time: 2 hours).
Bookshare: Providing Accessible Materials for Students with Print Disabilities
This module presents an overview of Bookshare, which provides accessible educational materials to students with print disabilities. Topics include how these students can access Bookshare's free, user-friendly materials and how teachers can incorporate Bookshare into classroom instruction (est. completion time: 2 hours).
Teaching English Learners: Effective Instructional Practices
This module helps teachers understand second language acquisition, the importance of academic English, and instructional practices that will enhance learning for English learners (est. completion time: 2 hours).
The Pre-Referral Process: Procedures for Supporting Students with Academic and Behavioral Concerns
This module highlights the benefits of the pre-referral process—a preventative approach that can eliminate inappropriate referrals to special education—and outlines the six stages most commonly involved in its implementation (est. completion time: 1 hour).
Universal Design for Learning: Designing Learning Experiences That Engage and Challenge All Students
This module examines the Universal Design for Learning (UDL) framework and discusses how educators can apply UDL to proactively design learning experiences that are flexible enough to challenge and engage all students and that promote learner agency (est. completion time: 2.5 hours).
Activities (10)
Case Based
Behavior Management, ADHD & LD: Back to Square One
Rachel and Leanne were expecting another great year co-teaching a combined third-, fourth-, and fifth-grade class with equal numbers of general education and exceptional education students. Many students were returning from last year including Thomas, a fourth grader with learning disabilities and ADHD. When Thomas’ mother developed significant health problems, his behavior regressed and the whole class suffered (Approx. 1 Hour).
Supporting Beginning Teachers: Hang in There
As a teaching coach for probationary teachers, Nancy’s job was to support and assist new teachers in their first two years. She became concerned when one of her promising young teachers, frustrated by severe behavior problems in her classroom, confided that she is thinking about quitting (Approx. 1 Hour).
Group
Wheelchair Accessibility: Simulation
Better understand the challenges an individual who requires a wheelchair for mobility might experience and the possible accommodations that can address these challenges (Approx. 1.5 Hours).
Independent
Accommodations Versus Modifications
Learn how to differentiate between accommodations and modifications (Aprox. 30 minutes).
Assistive Technology: Addressing the Needs of Students with High-Incidence Disabilities
Learn about various assistive technology (AT) devices available for students with high-incidence disabilities (e.g., learning disabilities, ADHD) (Approx. 1 Hour).
Hearing Impairments: Hearing Aid and FM System Simulations
Better understand the needs of students with hearing impairments who use listening devices (Aprox. 30 minutes).
Making Presentation Accommodations
Use a set of guiding questions to identify presentation accommodations for a student with a disability based on her individual strengths and needs (Approx. 1 Hour).
Making Response Accommodations
Use a set of guiding questions to identify response accommodations for a student with a disability based on her individual strengths and needs (Approx. 1 Hour).
Making Setting Accommodations
Use a set of guiding questions to identify setting accommodations for a student with a disability based on her individual strengths and needs (Approx. 1 Hour).
Making Timing and Scheduling Accommodations
Use a set of guiding questions to identify timing and scheduling accommodations for a student with a disability based on her individual strengths and needs (Approx. 1 Hour).
Information Briefs (10)
Interviews (5)
Accommodations for Students with Disabilities
Martha Thurlow discusses the importance of understanding accommodations and how they should be used to give students with disabilities the same opportunities to master content standards as their non-disabled peers.
Selecting Appropriate Testing Accommodations for Students with Disabilities
Ryan Kettler discusses the importance of understanding the relationship between accommodations and educational assessment practices for students with disabilities.
Universal Design for Learning (UDL): A Teacher’s Implementation
Sarah Wisecarver, a gifted and talented teacher and the Universal Design for Learning team facilitator at Hampstead Central School in Hampstead, New Hampshire, discusses how she applied the UDL principles in one of her lessons.
Universal Design for Learning (UDL): Creating an Equitable Classroom
Jenna Gravel, Senior Research Scientist at CAST, and Nicole Tucker-Smith, Founder and CEO of Lessoncast, explain how the Universal Design for Learning framework is ever evolving to address barriers and to create a more equitable classroom for all students. They also offer advice for educators who are just starting to implement UDL.
Universal Design for Learning (UDL): Overview and Future Direction
Lindsay Jones, Chief Executive Officer of CAST, explains the benefits of Universal Design for Learning (UDL). In addition, she discusses how UDL is embedded in educational policy and legislation, as well as the future direction of UDL.
Video Vignettes (2)
Self-Modeling
In this video, a student uses self-modeling to talk herself through a typical example of classroom transitioning. Note that the student's teacher will film the student as she uses prompts and cues to remind herself of the next step in the process. The teacher will then make this video available to the student on a computer tablet or phone so that the student can watch her self-modeling behavior whenever she needs to do so. (Time: 1:13)
Video Modeling
In this video, a student uses a computer tablet to observe herself as she models transitioning procedures. This practice can be used to teach students skills or behaviors in a variety of domains (e.g., social, communication, behavior, vocational, academic, adaptive). These skills range from functional life skills such as putting on a coat or preparing a meal to interacting and communicating with peers. Video modeling has been demonstrated to be effective for students ages 3–5 and 15–22. (Time: 2:22)
Assessment (includes Progress Monitoring) (34)
Modules (8)
Accommodations: Instructional and Testing Supports for Students with Disabilities
This module explores instructional and testing accommodations for students with disabilities, explains how accommodations differ from other kinds of instructional adaptations, defines the four categories of accommodations, and describes how to implement accommodations and evaluate their effectiveness for individual students (est. completion time: 2 hours).
Evidence-Based Practices (Part 3): Evaluating Learner Outcomes and Fidelity
This module, the third in a series of three, examines how to evaluate whether an evidence-based practice is effective for the young children or students with whom you are working (est. completion time: 2 hours).
Functional Behavioral Assessment: Identifying the Reasons for Problem Behavior and Developing a Behavior Plan
This module explores the basic principles of behavior and the importance of discovering the reasons that students engage in problem behavior. The steps to conducting a functional behavioral assessment and developing a behavior plan are also described (est. completion time: 2 hours).
Intensive Intervention (Part 2): Collecting and Analyzing Data for Data-Based Individualization
This module, the second in a series on intensive intervention, offers information on making data-based instructional decisions. Specifically, the resource discusses collecting and analyzing progress monitoring and diagnostic assessment data. Developed in collaboration with the National Center on Intensive Intervention at American Institutes for Research and the CEEDAR Center, this resource is designed for individuals who will be implementing intensive interventions (e.g., special education teachers, reading specialists, interventionists) (est. completion time: 3 hours).
Progress Monitoring: Mathematics
This resource introduces users to progress monitoring in mathematics, a type of formative assessment in which student learning is evaluated to provide useful feedback about performance to both learners and teachers (est. completion time: 2 hours).
Note: Because the overall progress monitoring process is almost identical for any subject area, the content in this module is very similar to that covered in the module Progress Monitoring: Reading. The main difference is that this module highlights information related to progress monitoring for mathematics.
Progress Monitoring: Reading
This resource introduces users to progress monitoring in reading, a type of formative assessment in which student learning is evaluated to provide useful feedback about performance to both learners and teachers (est. completion time: 2 hours).
Note: Because the overall progress monitoring process is almost identical for any subject area, the content in this module is very similar to that covered in the module Progress Monitoring: Mathematics. The main difference is that this module highlights information related to progress monitoring for reading.
RTI (Part 2): Assessment
This module explores in detail the assessment procedures integral to RTI. It also outlines how to use progress monitoring data to determine whether a student is meeting the established performance criteria or whether more intensive intervention is needed (est. completion time: 2 hours).
RTI (Part 4): Putting It All Together
This module synthesizes the information in RTI (Parts 1, 2, and 3) to provide teachers and other school personnel with a more comprehensive illustration of how to successfully implement RTI (est. completion time: 3 hours).
Case Studies (3)
Mathematics: Identifying and Addressing Student Errors
This case study unit explores how examining student work samples can help teachers to identify patterns of mathematical errors and subsequently plan targeted instruction. The case study can serve as a companion to the Intensive Intervention (Parts 1 and 2) modules.
RTI: Data-Based Decision Making
This Case Study provides information about how to examine a student's progress monitoring data to determine if the student is responding adequately or if the student would benefit from more intense intervention. It can serve as a companion to the modules 'RTI (Part 2): Assessment' and 'RTI (Part 4): Putting It All Together.'
RTI: Progress Monitoring
This case study unit is intended to be a supplement to the IRIS Centers RTI Module series, providing additional opportunities to practice the application of basic progress monitoring concepts within the response to intervention (RTI) approach, including the administration and scoring of probes as well as the graphing of student progress.
Activities (10)
Case Based
English Learners: Is This Child Mislabeled?
Serge Romanich, a third-grade student and refugee from Serbia, spoke limited English. His education had been sporadic at best and the new elementary school he was attending had tested and classified him as learning disabled (Approx. 1 Hour).
Group
English Learners: Screening and Assessing Young Children
Understand some of the unique considerations that educators must keep in mind when screening and assessing young English learners (ELs) (Approx. 30 Minutes).
Independent
Behavior Assessment: Conduct an A-B-C Analysis
Gain experience conducting an A-B-C analysis and determining the function of a problem behavior (Approx. 15 Minutes).
Early Childhood Assessment: Children's Classroom Environments
Use measures for evaluating classroom environments to assess program quality, and identify potential child goals, thereby determining areas for improvement (Approx. 6 Hours).
Early Childhood Assessment: Cognitive Skills
Observe and interact with a child in order to assess his or her cognitive skills (Approx. 6 Hours).
Early Childhood Assessment: Play Skills
Use play taxonomies to observe, measure, and analyze children’s play (Approx. 6 Hours).
Early Childhood Assessment: Preschool Classroom Observation
Observe aspects of a preschool environment, such as its schedules, routines, environmental design, activities, and transitions (Approx. 4 Hours).
Early Childhood Assessment: Social Skills
Use different observational systems and curriculum-referenced or criterion-referenced measures to assess the social skills of children in early childhood enviro (Approx. 6 Hours).
Progress Monitoring: Calculating Rate of Growth
Learn how to determine the average rate of growth in a student’s performance in mathematics over a period of time (Aprox. 30 minutes).
Progress Monitoring: Scoring Mathematics Computation Probes
Learn how to use two different methods to score mathematics progress monitoring computation probes (Aprox. 30 minutes).
Information Briefs (9)
Interviews (2)
Selecting Appropriate Testing Accommodations for Students with Disabilities
Ryan Kettler discusses the importance of understanding the relationship between accommodations and educational assessment practices for students with disabilities.
Testing Considerations for English Learners
Alfredo Artiles discusses issues that might come up when teachers use standardized tests with English learners. He also shares his thoughts about reading instruction for these students.
Video Vignettes (2)
Evaluating Student Performance Using a Trend Line Analysis: The Tukey Method
In this video, the educator follows step-by-step instructions for using the Tukey method to evaluate a student’s academic performance. In just four easy steps, the educator creates a trend line to determine whether a student is meeting the performance goal (time: 4:15).
Welcome to Our New Series on High-Leverage Practices
Developed by the Council for Exceptional Children and the CEEDAR Center, high-leverage practices (HLPs) are 22 essential special education techniques that all K-12 special education teachers should master for use across a variety of classroom circumstances. This introductory video, part of a series, overviews and defines the various HLPs while also offering a look ahead at the rest of the videos in the series. (Time: 6:27)
Assistive Technology (16)
Modules (2)
Assistive Technology: An Overview
This module offers an overview of assistive technology (AT) and explores ways to expand students' access to it in the classroom (est. completion time: 2 hours).
Bookshare: Providing Accessible Materials for Students with Print Disabilities
This module presents an overview of Bookshare, which provides accessible educational materials to students with print disabilities. Topics include how these students can access Bookshare's free, user-friendly materials and how teachers can incorporate Bookshare into classroom instruction (est. completion time: 2 hours).
Activities (2)
Independent
Assistive Technology: Addressing the Needs of Students with High-Incidence Disabilities
Learn about various assistive technology (AT) devices available for students with high-incidence disabilities (e.g., learning disabilities, ADHD) (Approx. 1 Hour).
Hearing Impairments: Hearing Aid and FM System Simulations
Better understand the needs of students with hearing impairments who use listening devices (Aprox. 30 minutes).
Information Briefs (8)
Video Vignettes (4)
Video Modeling
In this video, a student uses a computer tablet to observe herself as she models transitioning procedures. This practice can be used to teach students skills or behaviors in a variety of domains (e.g., social, communication, behavior, vocational, academic, adaptive). These skills range from functional life skills such as putting on a coat or preparing a meal to interacting and communicating with peers. Video modeling has been demonstrated to be effective for students ages 3–5 and 15–22. (Time: 2:22)
A Teacher's View of Assistive Technology
Various teachers talk about assistive technology and their experiences with it for their students. (Time: 15:11)
I Don't Want to Look Any Different
Learn about how a UDL classroomm can increase the use of students' assistive technology without them feeling any different. (Time 1:55)
Our Technology for Equal Access: Mobility Impairments
Different students with mobility impairments discuss some of the assistive technology they use including speech-to-text and note-taking software. (Time 8:12)
Behavior and Classroom Management (102)
Modules (15)
Addressing Challenging Behaviors (Part 1, Elementary): Understanding the Acting-Out Cycle
Developed specifically with elementary school students in mind, this module—the first in a two-part series—discusses challenging behavior in terms of the phases of the acting-out cycle and offers strategies and tips for responding to students in each phase (est. completion time: 2.5 hours).
Addressing Challenging Behaviors (Part 1, Secondary): Understanding the Acting-Out Cycle
Developed specifically with middle and high school students in mind, this this module—the first in a two-part series—discusses challenging behavior in terms of the phases of the acting-out cycle and offers strategies and tips for responding to students in each phase (est. completion time: 2.5 hours).
Addressing Challenging Behaviors (Part 2, Elementary): Behavioral Strategies
The second in a two-part series, this module describes strategies that teachers can implement to prevent or address challenging behaviors (est. completion time: 2 hours).
Addressing Challenging Behaviors (Part 2, Secondary): Behavioral Strategies
The second in a two-part series, this module describes strategies that teachers can implement to prevent or address challenging behaviors (est. completion time: 2 hours).
Behavioral Principles: The Basics of Understanding Student Behavior
This module examines the ABC (antecedent-behavior-consequence) model, which illustrates how environmental factors can influence behaviors before and after they occur. This module also explores other foundational concepts involved in understanding, addressing, and changing behavior (est. completion time: 1 hour).
Classroom Behavior Management (Part 1): Key Concepts and Foundational Practices
This module overviews the effects of disruptive behaviors as well as important key concepts and foundational practices related to effective classroom behavior management, including cultural influences on behavior, the creation of positive climates and structured classrooms, and much more (est. completion time: 2 hours).
Classroom Behavior Management (Part 2, Elementary): Developing a Behavior Management Plan
Developed specifically with primary and intermediate elementary teachers in mind (e.g., K-5th grade), this module reviews the major components of a classroom behavior management plan (including rules, procedures, and consequences) and guides users through the steps of creating their own classroom behavior management plan (est. completion time: 2 hours). The module is a companion to Classroom Behavior Management (Part 1): Key Concepts and Foundational Practices.
Classroom Behavior Management (Part 2, Secondary): Developing a Behavior Management Plan
Developed specifically with middle and high school teachers in mind (e.g., 6th-12th grade), this module reviews the major components of a classroom behavior management plan (including rules, procedures, and consequences) and guides users through the steps of creating their own classroom behavior management plan (est. completion time: 2 hours). The module is a companion to Classroom Behavior Management (Part 1): Key Concepts and Foundational Practices.
Early Childhood Behavior Management: Developing and Teaching Rules
This module, a DEC-recommended resource, includes information on how to create developmentally appropriate behavior rules for early childhood classrooms so that they link to a given school's behavior expectations. The importance of communication with families about rules and expected behaviors is also stressed (est. completion time: 2 hours).
Evidence-Based Practices (Part 1): Identifying and Selecting a Practice or Program
This module, the first in a series of three, discusses the importance of identifying and selecting evidence-based practices (est. completion time: 1.5 hours).
Evidence-Based Practices (Part 2): Implementing a Practice or Program with Fidelity
This module, the second in a series of three, discusses implementing an evidence-based practice or program with fidelity (est. completion time: 1 hour).
Evidence-Based Practices (Part 3): Evaluating Learner Outcomes and Fidelity
This module, the third in a series of three, examines how to evaluate whether an evidence-based practice is effective for the young children or students with whom you are working (est. completion time: 2 hours).
Functional Behavioral Assessment: Identifying the Reasons for Problem Behavior and Developing a Behavior Plan
This module explores the basic principles of behavior and the importance of discovering the reasons that students engage in problem behavior. The steps to conducting a functional behavioral assessment and developing a behavior plan are also described (est. completion time: 2 hours).
SOS: Helping Students Become Independent Learners
This module describes how teachers can help students stay on task by learning to regulate their behavior. The four strategies discussed are self-monitoring, self-instruction, goal-setting, and self-reinforcement (est. completion time: 1.5 hours).
Youth with Disabilities in Juvenile Corrections (Part 1): Improving Instruction
This module, first in a two-part series, outlines the instructional challenges frequently encountered by teachers in juvenile corrections settings. It discusses some of the ways to address these challenges, including key instructional and behavioral foundations and recommendations for working with students with disabilities (est. completion time: 2 hours).
Case Studies (8)
Defining Behavior
This case study describes how to clearly define a student's behavior so that when they occur they can be reliably identified, measured, or counted in some way. This case study can serve as a companion for the functional behavior assessment module.
Early Childhood Behavior Management
This Case Study includes information on how to create developmentally and culturally appropriate classroom rules and how to effectively teach them. It also explores how to encourage appropriate behavior, address challenging behavior, and partner with families to address behavioral issues.
Effective Room Arrangement: Elementary
This case study unit offers explanations and implementation tips for strategies that include facilitating efficient traffic patterns, supporting frequent interaction, matching room arrangement with instructional format, and minimizing distractions and disruptive events in an elementary classroom environment.
Effective Room Arrangement: Middle & High School
This case study unit offers explanations and implementation tips for strategies that include facilitating efficient traffic patterns, supporting frequent interaction, matching room arrangement with instructional format, and minimizing distractions and disruptive events in middle and high school classroom environments.
Encouraging Appropriate Behavior
This Case Study Unit outlines positive behavior management techniques that can be employed with individual students who have behavioral concerns that are not effectively addressed by comprehensive classroom rules.
Establishing Classroom Norms and Expectations
This Case Study set provides scenarios and strategies that focus on the establishment of classroom norms and expectations through the development of rules and procedures.
Fostering Student Accountability for Classroom Work: Elementary
Through realistic classroom scenarios, this Case Study set introduces five key components of an effective accountability system and offers guidance on how to implement these strategies in a classroom setting.
Measuring Behavior
This Case Study Unit provides information on how to collect observational data on student behavior. Methods introduced include event, interval, duration, and latency recording.
Fundamental Skill Sheets (7)
Active Supervision
Active supervision is a strategy for preventing challenging behaviors from occurring (or escalating) while simultaneously encouraging desired behaviors. Use this fundamental skill sheet to learn more about active supervision, as well as to view video examples and non-examples of teachers demonstrating the practice in classroom settings.
Behavior-Specific Praise
Behavior-specific praise is a positive statement directed toward a student or students describing a desirable behavior in specific, observable, and measurable terms. Use this fundamental skill sheet to learn more about behavior-specific praise, as well as to view video examples and non-examples of teachers demonstrating the practice in classroom settings.
Choice Making
Choice making is the process through which a teacher offers a structured choice to a student in order to facilitate compliance with an instructional or behavioral request. Use this fundamental skill sheet to learn more about choice making, as well as to view video examples and non-examples of teachers demonstrating the practice in classroom settings.
High-Probability Requests
High-probability (high-p) requests are a sequence of requests to which a student is highly likely to respond. Use this fundamental skill sheet to learn more about high-p requests, as well as to view video examples and non-examples of a teachers using the practice in classroom settings.
Proximity Control
Proximity control is a strategy in which a teacher reduces the physical distance between herself and a student as a way to remind that student of behavioral expectations. Use this fundamental skill sheet to learn more about proximity control, as well as to view video examples and non-examples of teachers demonstrating the practice in classroom settings.
Virtual Instruction: Behavior-Specific Praise
Behavior-specific praise is a positive statement directed toward a student or group of students that acknowledges a desired behavior in specific, observable, and measurable terms.
Virtual Instruction: Precorrection
Precorrection involves determining when challenging behaviors tend to occur and then making changes to the classroom environment or providing supports for students both to prevent those behaviors from happening and to facilitate appropriate behavior.
Activities (14)
Case Based
Behavior Management & ADHD: He Just Needs a Little Discipline
Matt was diagnosed with attention deficit hyperactivity disorder in second grade. After he started eighth grade, his teachers became concerned about his frequent outbursts in class and tried numerous types of interventions. Ritalin was prescribed in the past and it helped, but Matt’s father believes that his son should learn to cope without medication. Matt recently confided in Jill Gray, one of his teachers, that he thought he could focus better if he could go back on the Ritalin. The situation intensified as his teachers wondered what to do (Approx. 1 Hour).
Behavior Management, ADHD & LD: Back to Square One
Rachel and Leanne were expecting another great year co-teaching a combined third-, fourth-, and fifth-grade class with equal numbers of general education and exceptional education students. Many students were returning from last year including Thomas, a fourth grader with learning disabilities and ADHD. When Thomas’ mother developed significant health problems, his behavior regressed and the whole class suffered (Approx. 1 Hour).
Supporting Beginning Teachers: Hang in There
As a teaching coach for probationary teachers, Nancy’s job was to support and assist new teachers in their first two years. She became concerned when one of her promising young teachers, frustrated by severe behavior problems in her classroom, confided that she is thinking about quitting (Approx. 1 Hour).
Group
Behavior: Social Relationships in Elementary Education
Gain a better understanding of some of the social challenges students with disabilities might encounter in elementary education (Approx. 50 Minutes).
Behavior: Social Relationships in Secondary Education
Gain a better understanding of some of the social challenges that students with disabilities might encounter in secondary education (Approx. 50 Minutes).
Early Childhood Behavior Management: Teaching and Reinforcing Rules
Understand the importance of teaching and reinforcing rules with young children, including those with disabilities, in early childhood environments.
Independent
Behavior Assessment: Conduct an A-B-C Analysis
Gain experience conducting an A-B-C analysis and determining the function of a problem behavior (Approx. 15 Minutes).
Behavior Assessment: Duration and Latency Recording
Gain experience collecting data using both duration recording and latency recording (Approx. 25 Minutes).
Behavior Assessment: Frequency and Interval Recording
Gain experience collecting data using both interval recording and frequency recording (Approx. 25 Minutes).
Behavior Games - Elementary
How well can you tell the difference between types of consequences? Play the IRIS Behavior Games to test your knowledge and learn more about positive, negative, and inappropriate consequences, as well as consequence hierarchies.
Behavior Games - Secondary
How well can you tell the difference between types of consequences? Play the IRIS Behavior Games to test your knowledge and learn more about positive, negative, and inappropriate consequences, as well as consequence hierarchies.
Early Childhood Behavior Management: Rule Reminders
Understand several strategies that early childhood educators or providers can use to remind young children about rules, and identify situations in which they would use these strategies (Approx. 15–20 Minutes).
Juvenile Corrections: Identifying Reliable and Useful Resources
Identify online resources related to the education of incarcerated youth (Aprox. 1 hour).
Reinforcement: Positive Versus Negative
Learn how to differentiate between and to apply positive and negative reinforcement (Aprox. 30 minutes).
Information Briefs (19)
Interviews (3)
Cultural Considerations for Developing a Behavior Management Plan
Lori Delale O’Connor, Assistant Professor of Education at the University of Pittsburgh School of Education, discusses cultural influences on behavior and explains the importance of re-examining classroom practices and perceptions of acceptable student behavior. She also discusses how demographic differences can lead to cultural gaps that negatively impact students and offers examples of how teachers can implement culturally sustaining practices to create inclusive classrooms where all students feel supported.
Cultural Influences on Behavior
Lori Delale O’Connor, Assistant Professor of Education at the University of Pittsburgh School of Education, discusses cultural influences on behavior and explains the importance of re-examining classroom practices and perceptions of acceptable student behavior. She also discusses how demographic differences can lead to cultural gaps that negatively impact students and offers examples of how teachers can implement culturally sustaining practices to create inclusive classrooms where all students feel supported.
PBIS in Juvenile Corrections
Jeffrey Sprague, Director of the University of Oregon's Institute on Violence and Destructive Behavior, talks about some of the differences and similarities in implementing PBIS in schools and in juvenile corrections facilities.
Video Vignettes (36)
A Summary of Functional Behavioral Analysis (FBA)
Students who display problem behaviors that are unresponsive to typical behavioral interventions may require a functional behavioral assessment (FBA). An FBA can determine the function of the student's behavior, a critical step in planning an effective intervention. Watch this short movie for a summary of the steps in the FBA process. (Time: 2:43)
Acting-Out Cycle: Elementary Example (Kai)
Kai is very outgoing and enjoys actively participating in hands-on projects and group activities. However, Kai struggles with reading and becomes easily frustrated when required to read aloud, answer comprehension questions, or complete reading-based assignments or activities. This video illustrates Kai's behavior within the context of the acting-out cycle.
Acting-Out Cycle: Elementary Example (Nora)
Nora is well-liked by her peers, excels academically, and enjoys challenging assignments. Because she can usually complete assignments with minimal teacher-led instruction, Nora gets frustrated when peers ask "silly" questions or need extra help on activities that she finds easy. This video illustrates Nora's behavior within the context of the acting-out cycle.
Acting-Out Cycle: Secondary Example (Ava)
Ava is competitive and enjoys classroom games and competitions. Because of her competitive nature, Ava often struggles when transitioning from fun activities like review games or group activities to independent work or more challenging tasks. This video illustrates Ava's behavior within the context of the acting-out cycle.
Acting-Out Cycle: Secondary Example (Sam)
Sam, who has ADHD, enjoys the electives he is taking this year, especially his film production class. Because he is not a strong reader, Sam refuses to read aloud and is hesitant to answer comprehension questions, particularly during whole-group instruction. Additionally, he often has trouble focusing on multiple tasks at once and is hesitant to ask questions or request help because he is concerned other students will think he's dumb. This video illustrates Sam's behavior within the context of the acting-out cycle.
Acting-Out Cycle: The Seven Phases
This video demonstrates the seven phases of the acting-out cycle—the trajectory experienced by most students who consistently exhibit challenging behavior. The acting-out cylce consists of the Calm, Trigger, Agitation, Acceleration, Peak, De-escalation, and Recovery Phases.
Active Supervision: Elementary Example and Non-Example
Active supervision—a strategy for preventing challenging behaviors from occurring (or escalating) while simultaneously encouraging desired behaviors—requires educators to frequently and intentionally move around the room, scan and monitor student behavior, and interact with students. In the video, Mr. Santini engages in active supervision as students work independently. Mr. Santini correctly implements the procedure for active supervision in the example. However, he implements the procedure without success in the nonexample. Note: Prior to the beginning of this video, Mr. Santini identified independent practice as a context in which students commonly engage in challenging behaviors, and he provided a prompt for the students to check their work.
Active Supervision: Secondary Example and Non-Example
Active supervision—a strategy for preventing challenging behaviors from occurring (or escalating) while simultaneously encouraging desired behaviors—requires educators to frequently and intentionally move around the room, scan and monitor student behavior, and interact with students. In this video, Ms. Harris implements active supervision to encourage on-task behaviors, first during a partner activity and next during independent practice. Ms. Harris correctly implements the procedure for active supervision in the example. However, she implements the procedure without success in the nonexample.
Behavior-Specific Praise: Elementary Example and Non-Example During Virtual Instruction
Behavior-specific praise is a positive statement directed toward a student or group of students that acknowledges a desired behavior in specific, observable, and measurable terms. In this video, Mrs. Scruggs uses behavior-specific praise to encourage her students to promptly log on for virtual learning, first implementing the strategy correctly and next implementing it without success.
Behavior-Specific Praise: Elementary Example During a Transition
Behavior-specific praise is a positive statement directed toward a student or group of students that acknowledges a desired behavior in specific, observable, and measurable terms. In this video, Mr. Santini uses behavior-specific praise during a brief transition between class activities.
Behavior-Specific Praise: Elementary School Example & Non-Example
Every IRIS Fundamental Skill Sheet offers educators the chance to brush up on the discrete skills and practices that form the foundation of effective classroom instruction and behavior management. Behavior-specific praise is a positive statement directed toward a student or group of students that describes a desirable behavior in specific, observable, and measurable terms. Mrs. D. wants to acknowledge that Samantha correctly heads the top of her friendly letter. Note how in the example video Mrs. D. correctly implements the procedures for behavior-specific praise, but in the non-example video she fails to implement key components of the procedure. (Time: 2:09)
Behavior-Specific Praise: High School Example & Non-Example
Every IRIS Fundamental Skill Sheet offers educators the chance to brush up on the discrete skills and practices that form the foundation of effective classroom instruction and behavior management. Behavior-specific praise is a positive statement directed toward a student or group of students that describes a desirable behavior in specific, observable, and measurable terms. Ms. Fischer wants to use behavior-specific praise to acknowledge that Daniel came to class prepared. Note the procedures Ms. Fisher uses to deliver behavior-specific praise in the example video and where her delivery falls short in the non-example. (Time: 1:54)
Behavior-Specific Praise: Secondary Example & Non-Example During Small-Group Discussion
Behavior-specific praise is a positive statement directed toward a student or group of students that acknowledges a desired behavior in specific, observable, and measurable terms. In the video below, Ms. Fischer wants to use behavior-specific praise to acknowledge that Daniel came to class prepared. Ms. Fischer correctly implements the procedure for active supervision in the example. However, she implements the strategy without success in the nonexample.
Choice Making: Elementary School Example & Non-Example
Every IRIS Fundamental Skill Sheet offers educators the chance to brush up on the discrete skills and practices that form the foundation of effective classroom instruction and behavior management. Choice making is the process through which a teacher provides a structured choice to a student in order to facilitate compliance with an instructional or behavioral request. Mrs. D. offers Navaeh choices for the alliteration assignment. Note how in the example Mrs. D. correctly implements the procedures for choice making, but in the non-example she unsuccessfully does so. (Time: 3:12)
Functional Behavioral Assessment: Conducting an ABC Analysis
This video depicts an interaction between a teacher and a student who refuses to do his work. During the video, Kathleen Lane conducts an ABC analysis--part of the functional behavioral assessment (FBA) process--explaining each step and demonstrating how to fill out the recording form.(Time: 5:08)
High-P Requests: High School Example & Non-Example
Every IRIS Fundamental Skill Sheet offers educators the chance to brush up on the discrete skills and practices that form the foundation of effective classroom instruction and behavior management. High-probability (high-p) requests are a sequence of requests to which a student is highly likely to respond. High-p requests are made before the teacher provides a low-probability (low-p) request—one with which a student infrequently or never responds—to promote student compliance for a target behavior. Mrs. Ward wants to use high-p requests to encourage Virginia to begin her independent writing assignment. Note the procedures Mrs. Ward uses to implement high-p requests in the example and where her delivery falls short in the non-example. (Time: 3:25)
Precorrection: Secondary Example and Non-Example During Virtual Instruction
Precorrection involves identifying patterns of challenging behavior and making environmental changes or providing supports to prevent those behaviors and promote appropriate behaviors. In this video, Ms. Shawnes wishes to use precorrection to prevent Noah from using his phone during instruction. Note the procedures Ms. Shawnes uses to deliver precorrection, first implementing the strategy correctly and next implementing it without success.
Proximity Control: Elementary School Example & Non-Example
Every IRIS Fundamental Skill Sheet offers educators the chance to brush up on the discrete skills and practices that form the foundation of effective classroom instruction and behavior management. Proximity control is a strategy in which the teacher reduces the physical distance between herself and a student as a way to remind that student of behavioral expectations. Mrs. D. expects her students to pay attention during classroom instruction. Note how in the example Mrs. D. seamlessly implements proximity control, but in the non-example she unfortunately forgets some key principles of the strategy. (Time: 2:37)
Proximity Control: High School Example & Non-Example
Every IRIS Fundamental Skill Sheet offers educators the chance to brush up on the discrete skills and practices that form the foundation of effective classroom instruction and behavior management. Proximity control is a strategy in which the teacher reduces the physical distance between herself and a student as a way to remind that student of behavioral expectations. Ms. Sentel expects her students to follow along during the lesson. Note in the example how Ms. Sentel uses proximity control correctly to redirect a student's attention, but in the non-example her implementation of the strategy falls short. (Time: 3:17)
Self-Modeling
In this video, a student uses self-modeling to talk herself through a typical example of classroom transitioning. Note that the student's teacher will film the student as she uses prompts and cues to remind herself of the next step in the process. The teacher will then make this video available to the student on a computer tablet or phone so that the student can watch her self-modeling behavior whenever she needs to do so. (Time: 1:13)
A Snapshot of the PBiS 4:1 Ratio in a High School Classroom
A high school teacher demonstrates the 4:1 ratio of positive to corrective statements in her biology class. (Time: 8:33)
Behavior Has Meaning
This video demonstrates how behavior is a way of communicating. (Time: 3:57)
Behavior Specific Praise in the Virtual Learning Environment
This video, from Ci3T, describes behavior-specific praise and how it can be implemented in a virtual learning environment. (Time 2:57).
Classroom Management: Opportunities to Respond
This video describes the opportunities to respond strategy. (Time: 2:31)
Classroom Management: Validating, Affirming, Building, and Bridging in Your Classroom
This video describes what to do when there is a mismatch between classroom expectations and students' cultures. (Time 2:34)
Creating a Positive Learning Environment
Learn how to create a positive learning environment at school. (Time 4:10)
HLP #7: Establish a Consistent, Organized and Respectful Learning Environment
This video describes HLP#7 and shows examples of it in action. (Time: 20:14)
HLPs #8 and #22: Provide Positive and Constructive Feedback To Guide Students' Learning and Behavior
This video describes HLPs #8 and #22 and shows examples of them in action. (Time: 20:04)
How to Respond when a Student Acts Out
Research-backed tips to help when a student escalates behavior. (Time: 1:43)
Research-Backed Strategies for Better Classroom Management
Learn about some classroom management mistakes and corresponding research-backed classroom management strategies. (Time 2:43)
Strengthening Relationships with Students from Diverse Backgrounds
High school teachers discuss ways to build strong relationships with students. (Time: 9:03)
The First Days of School: Building a Community of Learners
A high school teacher discusses and shows how she builds community and teaches procedures and expectations (Time: 12:09)
The First Days of School: Teaching Procedures Through Activities
A middle school teacher starts off the school year with his students and demonstrates the procedures he utilizes. (Time: 6:19)
The Importance of Relationships and Trust: Trauma-Sensitive Schools
Students at a trauma-sensitive school describe their experiences at school. (Time: 2:19)
Utilizing Proximity to Manage Classroom Discipline and Behavior
A middle school teacher demonstrates her use of proximity control. (Time 3:39)
Welcome to Our New Series on High-Leverage Practices
Developed by the Council for Exceptional Children and the CEEDAR Center, high-leverage practices (HLPs) are 22 essential special education techniques that all K-12 special education teachers should master for use across a variety of classroom circumstances. This introductory video, part of a series, overviews and defines the various HLPs while also offering a look ahead at the rest of the videos in the series. (Time: 6:27)
Collaboration (18)
Modules (5)
Family Engagement: Collaborating with Families of Students with Disabilities
This module—a revision of Collaborating with Families, which was originally developed in collaboration with the PACER Center—addresses the importance of engaging the families of students with disabilities in their child’s education. It highlights some of the key factors that affect these families and outlines some practical ways to build relationships and create opportunities for involvement (est. completion time: 1 hour).
School Counselors: Facilitating Transitions for Students with Disabilities from High School to Post-School Settings
This module provides information for counselors and other education professionals to assist high school students with disabilities in the transition from the school environment to a post-school setting (est. completion time: 1.5 hours).
Secondary Transition: Interagency Collaboration
This module defines and discusses the purpose of interagency collaboration and addresses the importance of partnering with agencies to improve outcomes for students with disabilities who are transitioning from high school (est. completion time: 2 hours).
The Pre-Referral Process: Procedures for Supporting Students with Academic and Behavioral Concerns
This module highlights the benefits of the pre-referral process—a preventative approach that can eliminate inappropriate referrals to special education—and outlines the six stages most commonly involved in its implementation (est. completion time: 1 hour).
Youth with Disabilities in Juvenile Corrections (Part 2): Transition and Reentry to School and Community
This module addresses considerations and recommendations for transitioning youth from juvenile corrections facilities back to community, school, and workplace settings.
Case Studies (1)
Beginning Teacher Support
Providing effective strategies for the support of beginning teachers, this Case Study offers school leaders guidance for increasing the retention of beginning special educators.
Activities (5)
Case Based
Behavior Management & ADHD: He Just Needs a Little Discipline
Matt was diagnosed with attention deficit hyperactivity disorder in second grade. After he started eighth grade, his teachers became concerned about his frequent outbursts in class and tried numerous types of interventions. Ritalin was prescribed in the past and it helped, but Matt’s father believes that his son should learn to cope without medication. Matt recently confided in Jill Gray, one of his teachers, that he thought he could focus better if he could go back on the Ritalin. The situation intensified as his teachers wondered what to do (Approx. 1 Hour).
Group
Disability Awareness: Community Support
Obtain information about the community resources available to support students with disabilities and their families (Approx. 4 Hours).
English Learners: Working with Families of Young Children
Understand the importance of supporting a child’s home language in the classroom and of involving families in decisions about how to support their child’s language development (Approx. 30 Minutes).
Independent
Family Engagement: Involving All Families
Reflect on your school’s current family engagement practices and develop a plan to increase the involvement of all families (Approx. 1 Hour).
Family Engagement: Opportunities for Involvement
Reflect on family engagement practices currently being implemented at your school and brainstorm and plan new opportunities to engage families, especially those of children with disabilities (Approx. 1 Hour).
Information Briefs (5)
Video Vignettes (2)
Effective Family Engagement Could Look Like This
This video shows an example of effective family collaboration. (Time 5:39)
Welcome to Our New Series on High-Leverage Practices
Developed by the Council for Exceptional Children and the CEEDAR Center, high-leverage practices (HLPs) are 22 essential special education techniques that all K-12 special education teachers should master for use across a variety of classroom circumstances. This introductory video, part of a series, overviews and defines the various HLPs while also offering a look ahead at the rest of the videos in the series. (Time: 6:27)
Content Instruction (30)
Modules (10)
CSR: A Reading Comprehension Strategy
This module outlines Collaborative Strategic Reading (CSR), a strategy for helping students to improve their reading comprehension skills. In CSR, students work together in small groups to apply comprehension strategies as they read text from a content area, such as social studies or science (est. completion time: 1 hour).
Evidence-Based Practices (Part 1): Identifying and Selecting a Practice or Program
This module, the first in a series of three, discusses the importance of identifying and selecting evidence-based practices (est. completion time: 1.5 hours).
Evidence-Based Practices (Part 2): Implementing a Practice or Program with Fidelity
This module, the second in a series of three, discusses implementing an evidence-based practice or program with fidelity (est. completion time: 1 hour).
Evidence-Based Practices (Part 3): Evaluating Learner Outcomes and Fidelity
This module, the third in a series of three, examines how to evaluate whether an evidence-based practice is effective for the young children or students with whom you are working (est. completion time: 2 hours).
Executive Functions (Part 1): Understanding Why Some Students Struggle
This module explores executive functions and explains why many struggling students have deficits with these mental processes that control and coordinate activities related to learning. It then examines why it's critical for teachers to explicitly teach these students when, where, and how to use effective study strategies to help these students succeed academically (est. completion time: 1 hour).
Executive Functions (Part 2): Strategies to Improve Students’ Academic Performance
This companion to the Executive Functions (Part 1) module reiterates the importance of teachers providing explicit instruction to students with executive function deficits on the use of effective strategies. It then overviews a number of these strategies: graphic organizers, note-taking, mnemonics, organizing materials, time management, comprehension strategies, and self-regulation strategies (est. completion time: 2.5 hours).
Providing Instructional Supports: Facilitating Mastery of New Skills
This module explores the importance of scaffolding and modeling for students as they learn new skills and strategies (est. completion time: 1 hour).
Secondary Reading Instruction (Part 1): Teaching Vocabulary and Comprehension in the Content Areas
This module describes how teachers can incorporate vocabulary and reading comprehension skills instruction into content-area lessons and will introduce you to a variety of effective practices—including the use of graphic organizers—to help students better understand what they read (est. completion time: 2 hours).
Secondary Reading Instruction (Part 2): Deepening Middle School Content-Area Learning with Vocabulary and Comprehension Strategies
This module examines some of the reasons that adolescents struggle with content-area text and overviews effective strategies teachers can use to improve the vocabulary and comprehension skills of students with a wide range of abilities and across a variety of subjects (est. completion time: 1.5 hours).
SRSD: Using Learning Strategies To Enhance Student Learning
This module features the Self-Regulated Strategy Development (SRSD) model, which outlines the six steps required to effectively implement any instructional strategy and emphasizes the time and effort required to do so (est. completion time: 1.5 hours).
Case Studies (3)
Algebra (Part 1): Applying Learning Strategies to Beginning Algebra
This Case Study Unit offers strategies for working with students with disabilities who have difficulty with beginning algebra. It provides information on strategies such as using algebra manipulatives, teaching vocabulary, and implementing graphic organizers.
Algebra (Part 2): Applying Learning Strategies to Intermediate Algebra
This Case Study Unit offers strategies for working with students with disabilities who have difficulty with algebra. It provides information on strategies such as using intermediate algebra manipulatives, teaching vocabulary, and implementing graphic organizers.
Written Expression: Grades 2–5
This Case Study offers information about writing strategies that will benefit those students who struggle with written expression, helping them to feel less anxious or frustrated when faced with a writing assignment.
Activities (4)
Independent
Graphic Organizers
Understand how graphic organizers can help students organize information, process information, see the relationships between ideas, and more easily understand, remember, and apply information (Approx. 30–40 Minutes).
Mnemonic Strategies: Keyword Method
Understand that mnemonic strategies are highly effective for helping students retain and recall information (Approx. 90 Minutes).
Note-taking: Why Some Students Struggle
Understand why some students, especially those with learning disabilities (LD) and attention-deficit/ hyperactivity disorder (ADHD), struggle with taking effective notes (Approx. 45 Minutes).
Reading Comprehension: Comparing Successful and Struggling Learners
Understand how struggling and successful learners approach academic reading tasks and employ reading comprehension strategies (Approx. 90 Minutes).
Information Briefs (6)
Interviews (1)
Self-Regulated Strategy Development (SRSD): A Framework for Teaching Instructional Strategies
Karen Harris offers some detailed information about the steps in Self-Regulated Strategy Development (SRSD).
Video Vignettes (6)
English Learners: Sheltered Instruction
Sheltered instruction was designed to help English learners to learn English as well as academic content. Sheltered content instruction utilizes distinct instructional techniques to provide support to help English learners understand demanding lesson content. Not only do teachers plan for objectives that correspond to grade-level standards but they also provide the language objectives necessary for their English learners to express their ideas. In this video, a teacher presents a lesson using sheltered instruction. Watch this demonstration in conjunction with the previous video, which shows the same lesson without the inclusion of sheltered instruction. (Time: 2:38)
English Learners: Unsheltered Instruction
Sheltered instruction was designed to help English learners to learn English as well as academic content. Sheltered content instruction utilizes distinct instructional techniques to provide support to help English learners understand demanding lesson content. Not only do teachers plan for objectives that correspond to grade-level standards but they also provide the language objectives necessary for their English learners to express their ideas. In this video, a teacher presents a lesson *without* using sheltered instruction. Watch this demonstration in conjunction with the following video, which shows the same lesson using sheltered instruction. (Time: 1:33)
HLP #12: Systematically Design Instruction Toward a Specific Learning Goal
Developed by the Council for Exceptional Children and the CEEDAR Center, high-leverage practices (HLPs) are 22 essential special education techniques that all K-12 special education teachers should master for use across a variety of classroom circumstances. This video overviews HLP #12, systematically design instruction. Broken into two parts, the resource defines and describes the rationale for HLP #12, while also highlighting and demonstrating three of the HLPs key components. (Time: 17:27)
HLP #16: Use Explicit Instruction
Developed by the Council for Exceptional Children and the CEEDAR Center, high-leverage practices (HLPs) are 22 essential special education techniques that all K-12 special education teachers should master for use across a variety of classroom circumstances. This video overviews HLP #16, use explicit instruction. Organized into two parts, the resource introduces and defines explicit instruction, while also breaking the practice down into four key components to illustrate how teachers use explicit instruction to support the needs of students with disabilities across a range of settings. (Time: 18:52)
HLP #18: Use Strategies To Promote Active Student Engagement
Developed by the Council for Exceptional Children and the CEEDAR Center, high-leverage practices (HLPs) are 22 essential special education techniques that all K-12 special education teachers should master for use across a variety of classroom circumstances. This video overviews HLP #18, use strategies to promote active student engagement. Organized into two parts, the resource defines active student engagement and provides a rationale for the HLP, while also highlighting and demonstrating three essential components of the practice. (Time: 17:34)
Welcome to Our New Series on High-Leverage Practices
Developed by the Council for Exceptional Children and the CEEDAR Center, high-leverage practices (HLPs) are 22 essential special education techniques that all K-12 special education teachers should master for use across a variety of classroom circumstances. This introductory video, part of a series, overviews and defines the various HLPs while also offering a look ahead at the rest of the videos in the series. (Time: 6:27)
Differentiated Instruction (27)
Modules (8)
CSR: A Reading Comprehension Strategy
This module outlines Collaborative Strategic Reading (CSR), a strategy for helping students to improve their reading comprehension skills. In CSR, students work together in small groups to apply comprehension strategies as they read text from a content area, such as social studies or science (est. completion time: 1 hour).
Differentiated Instruction: Maximizing the Learning of All Students
This module discusses the importance of differentiating three aspects of instruction: content, process (instructional methods), and product (assessment). It explores the student traits—readiness level, interest, and learning preferences—that influence learning (est. completion time: 3 hours).
Evidence-Based Practices (Part 1): Identifying and Selecting a Practice or Program
This module, the first in a series of three, discusses the importance of identifying and selecting evidence-based practices (est. completion time: 1.5 hours).
Evidence-Based Practices (Part 2): Implementing a Practice or Program with Fidelity
This module, the second in a series of three, discusses implementing an evidence-based practice or program with fidelity (est. completion time: 1 hour).
Evidence-Based Practices (Part 3): Evaluating Learner Outcomes and Fidelity
This module, the third in a series of three, examines how to evaluate whether an evidence-based practice is effective for the young children or students with whom you are working (est. completion time: 2 hours).
RTI (Part 3): Reading Instruction
This module illustrates different research-based reading strategies that may be used with the response-to-intervention model to improve reading skills (est. completion time: 1.5 hours).
RTI (Part 4): Putting It All Together
This module synthesizes the information in RTI (Parts 1, 2, and 3) to provide teachers and other school personnel with a more comprehensive illustration of how to successfully implement RTI (est. completion time: 3 hours).
Universal Design for Learning: Designing Learning Experiences That Engage and Challenge All Students
This module examines the Universal Design for Learning (UDL) framework and discusses how educators can apply UDL to proactively design learning experiences that are flexible enough to challenge and engage all students and that promote learner agency (est. completion time: 2.5 hours).
Information Briefs (13)
Interviews (3)
Universal Design for Learning (UDL): A Teacher’s Implementation
Sarah Wisecarver, a gifted and talented teacher and the Universal Design for Learning team facilitator at Hampstead Central School in Hampstead, New Hampshire, discusses how she applied the UDL principles in one of her lessons.
Universal Design for Learning (UDL): Creating an Equitable Classroom
Jenna Gravel, Senior Research Scientist at CAST, and Nicole Tucker-Smith, Founder and CEO of Lessoncast, explain how the Universal Design for Learning framework is ever evolving to address barriers and to create a more equitable classroom for all students. They also offer advice for educators who are just starting to implement UDL.
Universal Design for Learning (UDL): Overview and Future Direction
Lindsay Jones, Chief Executive Officer of CAST, explains the benefits of Universal Design for Learning (UDL). In addition, she discusses how UDL is embedded in educational policy and legislation, as well as the future direction of UDL.
Video Vignettes (3)
English Learners: Sheltered Instruction
Sheltered instruction was designed to help English learners to learn English as well as academic content. Sheltered content instruction utilizes distinct instructional techniques to provide support to help English learners understand demanding lesson content. Not only do teachers plan for objectives that correspond to grade-level standards but they also provide the language objectives necessary for their English learners to express their ideas. In this video, a teacher presents a lesson using sheltered instruction. Watch this demonstration in conjunction with the previous video, which shows the same lesson without the inclusion of sheltered instruction. (Time: 2:38)
English Learners: Unsheltered Instruction
Sheltered instruction was designed to help English learners to learn English as well as academic content. Sheltered content instruction utilizes distinct instructional techniques to provide support to help English learners understand demanding lesson content. Not only do teachers plan for objectives that correspond to grade-level standards but they also provide the language objectives necessary for their English learners to express their ideas. In this video, a teacher presents a lesson *without* using sheltered instruction. Watch this demonstration in conjunction with the following video, which shows the same lesson using sheltered instruction. (Time: 1:33)
Video Modeling
In this video, a student uses a computer tablet to observe herself as she models transitioning procedures. This practice can be used to teach students skills or behaviors in a variety of domains (e.g., social, communication, behavior, vocational, academic, adaptive). These skills range from functional life skills such as putting on a coat or preparing a meal to interacting and communicating with peers. Video modeling has been demonstrated to be effective for students ages 3–5 and 15–22. (Time: 2:22)
Disability (84)
Modules (7)
Autism Spectrum Disorder (Part 1): An Overview for Educators
This module provides information on the early signs of autism spectrum disorder (ASD), as well as an overview of the difference between a medical diagnosis and an educational determination of ASD. Resources include notes on instructional considerations for teachers who have children and students with ASD in their classrooms, as well as things to keep in mind when working with the families of those children and students (est. completion time: 2 hours).
Autism Spectrum Disorder (Part 2): Evidence-Based Practices
This module, second in a two-part series, highlights strategies that have been shown to be effective in teaching appropriate behaviors and skills and decreasing inappropriate behaviors with children and youth with autism spectrum disorder (ASD). It next explores several strategies that are particularly effective with young children, elementary and middle school students, and high school students (est. completion time: 3 hours).
IEPs: Developing High-Quality Individualized Education Programs
This module details the process of developing high-quality individualized education programs (IEPs) for students with disabilities. The module discusses the requirements for IEPs as outlined in the Individuals with Disabilities Education Act (IDEA) with implications of the Supreme Court's ruling in Endrew F. v. Douglas County School District (est. completion time: 3 hours).
IEPs: How Administrators Can Support the Development and Implementation of High-Quality IEPs
Specifically designed with school administrators in mind, this module offers guidance on how to support and facilitate the development and implementation of high-quality IEPs, including the monitoring of student progress (est. completion time: 2 hours).
Students with Significant Cognitive Disabilities: Supports in the General Education Classroom
This module, developed in collaboration with the TIES Center, describes the benefits of including students with significant cognitive disabilities in general education classrooms. It also offers information on how teachers can plan for and teach these students (est. completion time: 2 hours).
The Pre-Referral Process: Procedures for Supporting Students with Academic and Behavioral Concerns
This module highlights the benefits of the pre-referral process—a preventative approach that can eliminate inappropriate referrals to special education—and outlines the six stages most commonly involved in its implementation (est. completion time: 1 hour).
What Do You See? Perceptions of Disability
This module encourages students to explore their own attitudes and beliefs about people with disabilities. It highlights the abilities of individuals with disabilities (est. completion time: 1 hour).
Activities (57)
Case Based
Behavior Management & ADHD: He Just Needs a Little Discipline
Matt was diagnosed with attention deficit hyperactivity disorder in second grade. After he started eighth grade, his teachers became concerned about his frequent outbursts in class and tried numerous types of interventions. Ritalin was prescribed in the past and it helped, but Matt’s father believes that his son should learn to cope without medication. Matt recently confided in Jill Gray, one of his teachers, that he thought he could focus better if he could go back on the Ritalin. The situation intensified as his teachers wondered what to do (Approx. 1 Hour).
Group
Asthma
Develop a better understanding of asthma and its impact on student learning (Approx. 1 Hour).
Disability Awareness: Bias and the Law
Understand the bias toward people with disabilities and the laws in place to protect them (Approx. 50 Minutes).
Disability Awareness: Cultural Attitudes
Understand how different cultural views can affect people’s attitudes about disabilities (Approx. 50 Minutes).
Disability Awareness: Disability-Related Language
Gain a better understanding of disability-related language, including people-first and identity-first language, and identify instances when inappropriate terminology is used to refer to individuals with disabilities (Approx. 45–60 Minutes).
Disability Awareness: State-by-State Prevalence Rates of Indvidual Categories
To understand that identification rates for individual disability categories vary widely by state, and understand that this variability is, in part, dependent upon the state’s definition of each disability (Approx. 30–45 Minutes).
Hearing Impairment: Simulation
Gain a better understanding of the challenges that students with a hearing impairment might experience (Approx. 1.5 Hours).
Visual Impairment: Simulation
Gain a better understanding of the challenges that students with a visual impairment might experience (Approx. 1.5 Hours).
Wheelchair Accessibility: Simulation
Better understand the challenges an individual who requires a wheelchair for mobility might experience and the possible accommodations that can address these challenges (Approx. 1.5 Hours).
Independent
ADHD: Delivery of Special Education Services
Examine the issues related to the delivery of special education services to children with ADHD (Approx. 1.5 Hours).
Disability Awareness: Adaptive Skills
Gain a better understanding of the challenges that individuals with disabilities experience with adaptive skills as well as the supports that can be provided to address these challenges (Approx. 6 Weeks).
Disability Awareness: Perceptions About Disabilities
Understand how different world views can influence people’s perceptions about disabilities and those who have them (Approx. 4 Hours).
Disability Awareness: Prevalence Rates of Disability Categories
To understand that the number of students receiving special education services varies by disability, and 2) to understand the concepts of high- and low-incidence disabilities (Approx. 30–45 Minutes).
Disability Awareness: Students Served Under IDEA over Time
To understand that the number of identified students vary by disability, and describe the different prevalence rates of students with disabilities assigned to various special education categories, and 3) to identify the factors that influence changes in prevalence rates (Approx. 30–45 Minutes).
Hearing Impairments: Hearing Aid and FM System Simulations
Better understand the needs of students with hearing impairments who use listening devices (Aprox. 30 minutes).
Language Impairment: Understanding Expressive Language
Understand how a language disorder can affect a student’s expressive language and his subsequent ability to convey knowledge and to participate in class discussions and activities (Approx. 15–30 Minutes).
Language Impairment: Understanding Pragmatics
Understand how a language disorder can affect a student’s social interactions (Approx. 30–45 Minutes).
Language Impairment: Understanding Receptive Language
Understand how a language disorder can affect a student’s receptive language and her subsequent ability to understand class discussions and course content (Approx. 15–30 Minutes).
LD/ADHD: Why Some Students Struggle
Better understand why some students, especially those with learning disabilities (LD) or attention- deficit/hyperactivity disorder (ADHD), struggle with academic tasks (Approx. 30 Minutes).
Learning Disability/ADHD: Simulation
Experience characteristics often associated with a learning disability or ADHD (Approx. 15–30 Minutes).
Traumatic Brain Injury
Become aware of the causes and characteristics of traumatic brain injury (TBI) and how this condition can affect a student’s educational performance (Aprox. 1.5 Hours).
Media
ADHD: Joey Pigza Swallowed the Key (Book)
No matter how hard he tries, Joey Pigza cannot seem to stay out of trouble. Narrated by Joey, the story offers readers a glimpse of what it is like to have ADD (Approx. 2 Weeks Read, 45 Minutes Class).
ADHD/Learning Disability: Happy Feet (Movie)
Unlike his fellow penguins, Mumble has no Heartsong, “[T]he voice you hear inside...who you truly are,” and the song that will one day help him to attract a mate. Instead, Mumble’s personality is reflected through his tap dancing, which he calls his “happy feet.” Though ostracized by the other penguins, Mumble sets off on a dangerous journey to save the colony from starvation (Approx. 2 Hours Viewing/45 Minutes Class).
ASD: The Curious Incident of the Dog in the Night-Time (Novel)
When Christopher Boone, a child with autism spectrum disorder, is falsely blamed for killing a neighbor’s dog, he sets out to prove his innocence and uncover the real culprit. Despite his challenges, Christopher unravels clues that lead to unexpected discoveries (Approx. 2 Weeks Reading/45 Minutes Class Time).
Autism Spectrum Disorder: Rain Main (Movie)
After his father’s death, car salesman Charlie Babbit discovers that he has an adult brother, Raymond, who has autism and has been living in an institution for more than 30 years. Charlie becomes infuriated when he learns that his brother is the actual inheritor of the vast majority of their father’s estate. In an effort to get custody of Raymond and thereby gain access to the inheritance, Charlie kidnaps Raymond. However, as the brothers spend time together, Charlie develops a relationship with Raymond and realizes how important family and love truly are in life. Eventually Charlie returns Raymond to the institution, acknowledging his brother’s need for professional care (Approx. 2 Hours Viewing/45 Minutes Class Time).
Bipolar Disorder and Depression: Acquainted with the Night (Book)
Paul Raeburn’s account describes his painful journey to find diagnoses and treatment for his son and daughter. He experienced initial relief when his children were correctly diagnosed, his son with bipolar disorder and his daughter with depression. However, Raeburn soon found himself in an uphill battle when he began seeking appropriate mental health treatments for his children. This calamity filled memoir exposes the realities of mental illness (Approx. 2 Weeks Read, 45 Minutes Class).
Cerebral Palsy: My Left Foot (Movie)
Based on a true story, My Left Foot chronicles the story of Christy Brown, who grew up in a poor, working-class family in Ireland. Christy was born with cerebral palsy, which resulted in almost complete paralysis and a speech impairment. Although he could not walk or speak, his dedicated and loving mother taught him to use the strongest part of his body, his left foot, the only part of his body that was not affected by his paralysis. As he grew older, he faced new and different frustrations but overcame many of his challenges, becoming a great writer and artist (Approx. 2 Hours Viewing/45 Minutes Class).
Cerebral Palsy: Ten Things I Learned from Bill Porter (Book)
Author Shelly Brady shares lessons learned from her former employer, salesperson Bill Porter, who was born with cerebral palsy. Instilled with a strong work ethic, Bill Porter trudged from door to door, selling his wares despite physical challenges and a speech impairment. Although he often experienced rejection and obstacles, Bill’s determination and perseverance paid off when he was named one of his company’s top salespeople (Approx. 2 Weeks Reading/45 Minutes Class).
Deafness: Mr. Holland's Opus (Movie)
Mr. Holland is a musician and music teacher who aspires to become a composer. As a man dedicated to music, he struggles as a teacher and as the parent of a child who is profoundly deaf with whom he cannot share his passion. He ultimately realizes the significant impact that he has had on his students throughout his career, and is able to build a relationship with his son (Approx. 2 Hours Viewing/45 Minutes Class).
Deafness: Silent Night (Book)
In this memoir, former skating champion, tour guide, pianist, and FBI agent Sue Thomas describes her life from the time she was eighteen months old and lost her hearing until her resignation from the FBI (Approx. 2 Weeks Read, 45 Minutes Class).
Deafness: Wired for Sound (Book)
Beverly Biderman recounts her journey through progressive hearing loss, which resulted in profound deafness by the time she was twelve years old. In a candid and no-nonsense style, she describes in detail the trials, frustrations, and exhaustion of adapting to a hearing world, both with and without a cochlear implant (Approx. 2 Weeks Read, 45 Minutes Class).
Disabilities: X-Men (Movie)
Ostracized by society and educated in a special school administered by Charles Xavier (Professor X), the X-Men wage a secret war against Magneto and his band of evil mutants who have sworn revenge against the government and those who have turned their backs on mutants everywhere (Approx. 2 Hours Viewing/45 Minutes Class).
Disability Awareness: Portrayals in Motion Pictures
Gain a better understanding of how people with disabilities have been portrayed in films (Approx. 4 Hours).
Disability Awareness: Speechless (Television Series)
The sitcom Speechless follows a family of five, including a teenager with cerebral palsy. The oldest of three siblings, J.J. DiMeo uses a wheelchair for mobility and relies on a communication board to speak. The show humorously displays the challenges often faced by families of individuals with physical disabilities. In this episode J.J. comes across a hockey team composed of players with disabilities and wants to join the team (Approx. 30 Minutes Viewing/45 Minutes Class).
Emotional Disturbance: A Beautiful Mind (Movie)
John Forbes Nash Jr. is a mathematician who has schizophrenia. This film follows him from his doctoral studies to the later years of his life and career as it documents the effect of this disorder on his personal and professional life (Approx. 2 Hours Viewing/45 Minutes Class).
Emotional Disturbance: As Good As It Gets (Movie)
After his neighbor is robbed and beaten, an antisocial author with an obsessive-compulsive disorder is asked to care for the man’s dog. This new responsibility begins to open him up, and eventually he goes on a road trip with the neighbor and a woman he thinks he loves (Approx. 2 Hours Viewing/45 Minutes Class).
Emotional Disturbance: Just Another Kid (Book)
Ten days before the beginning of a new school year, Torey Hayden elected to teach a self-contained class for students with emotional disturbance until her British visa arrived. This book gives an in-depth and vivid account of her experiences working with six children and one aide who make up the classroom. Although Hayden became attached to the children, she did not sugarcoat the unpredictability and realities of daily life working with children with emotional disturbance (Approx. 2 Weeks Reading/45 Minutes Class).
Hearing Impairment (Deafness): Surviving in Silence (Non-Fiction)
During the 1940s, Harry Dunai, a Jewish boy who was deaf, is sent by his family to the Jewish Institution for the Deaf in Budapest. However, when Hungary fell under the Nazi regime, he was not able to return to his family. Harry, along with others from the institute, learned to do whatever it took to avoid deportation to the gas chambers (Approx. 2 Weeks Read, 45 Minutes Class).
Intellectual Disability: Forrest Gump (Movie)
This fictitious story chronicles the life of Forrest Gump. Although Forrest encountered challenges due to an intellectual disability, he was able to accomplish many things, including becoming an All-American athlete, a Vietnam War hero, and the owner of a successful company, as well as accidentally influencing a number of important twentieth-century historical events (Approx. 2 Hours Viewing/45 Minutes Class).
Intellectual Disability: I Am Sam; The Other Sister (Movies)
Sam, a man with ID, has a daughter named Lucy. The girl’s mother, a homeless woman, deserted both Sam and Lucy soon after the child’s birth. With help from a neighbor and friends, Sam is able to care for his daughter. However, as Lucy becomes older, Sam’s limitations become apparent to her. Once the staff of Child Services becomes alerted to the situation, they want to place Lucy in foster care. Sam is forced to hire a lawyer in an attempt to retain custody of his child (Approx. 4 Hours Viewing/45 Minutes Class).
Intellectual Disability: Riding the Bus with My Sister (Book)
Much to Rachel Simon’s exasperation, her sister Beth loved to spend her days riding the city bus. When Beth, who had an intellectual disability, asked Rachel to ride the bus with her, Rachel reluctantly agreed. However, the experience quickly transformed from a family obligation to a journey of discovery (Approx. 2 Weeks Read, 45 Minutes Class).
Intellectual Disability: The Other Sister
Carla is a young woman with an intellectual disability (ID). Although her overprotective mother shelters her, Carla wants to become more independent. As such, she moves into her own apartment and enrolls in a local vocational college. At school she meets Danny, who also has ID. As they fall in love, Carla’s mother becomes nervous. She objects to the relationship, but Carla proves that she and Danny can handle life on their own (Approx. 2 Hours Viewing/45 Minutes Class).
Intellectual Disability: What's Eating Gilbert Grape (Movie)
Gilbert Grape lives in a small town with his younger sister, his obese mother, and his brother Arnie, who has an intellectual disability. As a young adult, Gilbert becomes the patriarch of the family, and therefore must provide for his dysfunctional family and act as the primary caretaker for his brother. When Gilbert falls in love with Becky, who is passing through town with her grandmother, he begins to readjust his priorities but feels guilty for putting his needs before those of his family’s (Approx. 2 Hours Viewing/45 Minutes Class).
Learning Disability: Beacon Street Girls (Book)
The first of the Beacon Street series for pre-teen girls, this book introduces readers to four spunky 7th-grade girls who are all facing different challenges, from sibling rivalry to having a learning disability. Forced to sit together at lunch every day as part of a classroom assignment, these girls initially find that not only do they have nothing in common but they also don’t even like each other! In their collective pursuit to wrangle out of the assignment, they find they have more in common than they first thought (Approx. 2 Hours Viewing/45 Minutes Class).
Learning Disability: Breaking the Surface (Book)
Gain a better understanding of the challenges students with a learning disability encounter in school and the importance of providing services and supports to address those challenges (Approx. 2 Weeks Reading/45 Minutes Class Time).
Orthopedic Impairment: Frida (Movie)
This movie follows the life of artist Frida Kahlo who has an orthopedic impairment, the result of a serious accident when she was eighteen. The physical pain Kahlo experiences due to this accident and from the ensuing medical procedures haunts her throughout her life. A chronicle of her development and success as an artist, the movie vividly illustrates how Kahlo is able to channel her physical pain and her tumultuous relationship with her husband into her artwork (Approx. 2 Hours Viewing/45 Minutes Class).
Orthopedic Impairment: Notting Hill (Movie)
William Thacker, owner of a small travel bookstore in England, becomes romantically involved with a famous actress. His close friends play an important role in his life and support him as he struggles with the challenges of this relationship. One of his friends, Bella, has an orthopedic impairment and uses a wheelchair (Approx. 2 Hours Viewing/45 Minutes Class).
Orthopedic Impairment: The Bone Collector (Movie)
Homicide Detective Lincoln (Linc) Rhyme sustains injuries that leave him without the use of his arms or legs and only able to move his head and one finger, a condition that drives Rhyme to plan his own suicide. But when a serial killer begins abducting, torturing, and killing victims by impersonating a taxi driver, Rhyme is called on to help solve the case. A young police officer, Amelia Donaghy, displays keen thinking at the first crime scene and teams up with Rhyme to solve the case. The combination of each person’s strengths results in a formidable partnership (Approx. 2 Hours Viewing/45 Minutes Class).
Paralysis: Nothing is Impossible: Reflections on a New Life (Book)
Legendary for his role as Superman, the late Christopher Reeve was also renowned for his tireless work promoting awareness and funding for spinal cord research. In his second book, Nothing is Impossible, Reeve reflects on the last seven years of his life and the accident that left him paralyzed. Composed of nine chapters, Reeve’s book reflects on different facets of life: humor, parenting, advocacy, and hope, among others. Not only does he share his philosophical thoughts on each of these facets, but he also describes how the accident and his subsequent disability evolved and changed his perspective on each (Approx. 2 Weeks Reading/45 Minutes Class).
Perceptions of Disability: A Smile as Big as the Moon (Book)
After ten years, Mike Kersjes, a special education teacher, was showing signs of burnout. When he came across an article about NASA’s space camp, he was inspired to apply for a spot at the camp for his students with disabilities. In this book, Kersjes describes the rejection and resistance he and his students experienced along their journey to attend space camp Approx. 2 Weeks Reading/45 Minutes Class).
Perceptions of Disability: Expecting Adam (Non-Fiction)
Martha Beck seems to have it all: a degree from Harvard, entrance to graduate school, a promising career, and an expanding family. However, while at Harvard graduate school, she discovers that her unborn son has Down syndrome. Martha’s memoir allows the reader to experience the emotions of a parent’s journey as she sorts through her feelings about disability (Approx. 2 Weeks Read, 45 Minutes Class).
Traumatic Brain Injury: Regarding Henry (Movie)
Henry Turner, a wealthy, arrogant, win-at-all-costs, highly successful lawyer, seemed to have it all: a perfect wife, a perfect daughter, a perfect life. Everything changed, however, when Henry was shot during a holdup resulting in a traumatic brain injury. In the process of relearning the most basic skills—walking, reading, getting dressed in the morning—Henry realized he was no longer the person he was before the incident (Approx. 2 Hours Viewing/45 Minutes Class).
Visual Impairment: Daredevil (Movie)
Based on the Marvel comic book series, this movie features Matt Murdock, a defense attorney who maintains a dual identity as the crime-fighting superhero Daredevil, despite having a visual impairment. In the film, Murdock loses his sight as a child due to an accident involving hazardous waste, but the experience also heightens his other senses. Thanks to his unique abilities, Murdock is able to hone the martial arts and combat skills necessary for his work as a masked avenger. Thus, Murdock uses his dual identity to combat injustice by day in the courtroom and by night in New York City’s Hell’s Kitchen (Approx. 2 Hours Viewing/45 Minutes Class).
Visual Impairment: Fox River (Book)
Set in Virginia, this novel revolves around aristocracy, horses, murder, and relationships. During a ride, Julia Warwick falls from her horse and loses her sight. Diagnosed with hysterical blindness, Julia not only learns to adapt to her new environment but also to explore issues and relationships that affect her disability (Approx. 2 Weeks Reading/45 Minutes Class).
Visual Impairment: Privileged Hands (Book)
Geerat Vermeij, a biologist and paleontologist, had a passion for shells. Because he was blind, Vermeij used his fingers instead of his eyes to “see” the shells. Privileged Hands gives a detailed account of Vermeij’s life and his rise as one of the leading authorities in his field (Approx. 2 Weeks Reading/45 Minutes Class).
Visual Impairment: Scent of a Woman (Movie)
To earn extra money over the Thanksgiving holiday, Charlie—a student at an exclusive preparatory school in New Hampshire—agrees to look after a blind veteran named Lt. Col. Frank Slade. Frank, a cantankerous and cynical bully, completely surprises Charlie with tickets to New York and big plans for a wild weekend (Approx. 2 Hours Viewing/45 Minutes Class).
Visual Impairment: Touch the Top of the World (Book)
Mountain climber Erik Weihenmayer, who is blind, chronicles his journey towards fulfilling every mountain climber’s dream: reaching the summits of the world’s seven highest mountains (Approx. 2 Weeks Reading/45 Minutes Class).
Information Briefs (16)
Interviews (2)
Considerations for IEP Development
Jim Shriner provides information about two of the types of services that must be included in a student’s individualized education program: supplementary aids and services, and program modifications or supports for school personnel. He also shares his thoughts on some further considerations for IEP teams to keep in mind, and some of the ways that IEPs should be used by school personnel (time: 9:10).
Strategies for Working with Students with Autism Spectrum Disorder
Ilene Schwartz discusses getting to know the student and family, providing instruction in autism-specific skills and areas, using evidence-based practices and data-based decision making, creating structured environments, and creating social opportunities.
Video Vignettes (2)
Self-Modeling
In this video, a student uses self-modeling to talk herself through a typical example of classroom transitioning. Note that the student's teacher will film the student as she uses prompts and cues to remind herself of the next step in the process. The teacher will then make this video available to the student on a computer tablet or phone so that the student can watch her self-modeling behavior whenever she needs to do so. (Time: 1:13)
Video Modeling
In this video, a student uses a computer tablet to observe herself as she models transitioning procedures. This practice can be used to teach students skills or behaviors in a variety of domains (e.g., social, communication, behavior, vocational, academic, adaptive). These skills range from functional life skills such as putting on a coat or preparing a meal to interacting and communicating with peers. Video modeling has been demonstrated to be effective for students ages 3–5 and 15–22. (Time: 2:22)
Early Intervention/Early Childhood (32)
Modules (9)
Autism Spectrum Disorder (Part 1): An Overview for Educators
This module provides information on the early signs of autism spectrum disorder (ASD), as well as an overview of the difference between a medical diagnosis and an educational determination of ASD. Resources include notes on instructional considerations for teachers who have children and students with ASD in their classrooms, as well as things to keep in mind when working with the families of those children and students (est. completion time: 2 hours).
Autism Spectrum Disorder (Part 2): Evidence-Based Practices
This module, second in a two-part series, highlights strategies that have been shown to be effective in teaching appropriate behaviors and skills and decreasing inappropriate behaviors with children and youth with autism spectrum disorder (ASD). It next explores several strategies that are particularly effective with young children, elementary and middle school students, and high school students (est. completion time: 3 hours).
Early Childhood Behavior Management: Developing and Teaching Rules
This module, a DEC-recommended resource, includes information on how to create developmentally appropriate behavior rules for early childhood classrooms so that they link to a given school's behavior expectations. The importance of communication with families about rules and expected behaviors is also stressed (est. completion time: 2 hours).
Early Childhood Environments: Designing Effective Classrooms
This module, a DEC-recommended resource, offers information on how to set up effective inclusive early childhood classroom environments for young children. It also provides details about the interrelated physical, social, and temporal components of those environments, as well as adaptations to help teachers meet the needs of children with disabilities (est. completion time: 1 hour).
English Learners with Disabilities: Supporting Young Children in the Classroom
This module offers an overview of young children who are English learners. Further, it highlights the importance of maintaining children and families’ home language at the same time they are learning a new or second language, discusses considerations for screening and assessing these children, and identifies strategies for supporting them in inclusive preschool classrooms (est. completion time: 1.5 hours).
Evidence-Based Practices (Part 1): Identifying and Selecting a Practice or Program
This module, the first in a series of three, discusses the importance of identifying and selecting evidence-based practices (est. completion time: 1.5 hours).
Evidence-Based Practices (Part 2): Implementing a Practice or Program with Fidelity
This module, the second in a series of three, discusses implementing an evidence-based practice or program with fidelity (est. completion time: 1 hour).
Evidence-Based Practices (Part 3): Evaluating Learner Outcomes and Fidelity
This module, the third in a series of three, examines how to evaluate whether an evidence-based practice is effective for the young children or students with whom you are working (est. completion time: 2 hours).
Related Services: Common Supports for Students with Disabilities
This module offers a description of related services and an overview of the benefits they provide to students with disabilities in the general education classroom. It highlights five commonly used related services (physical therapy, occupational therapy, speech-language pathology services, social work services, and psychological services) and briefly highlights many of the other related services as identified through IDEA (est. completion time: 1 hour).
Case Studies (1)
Early Childhood Behavior Management
This Case Study includes information on how to create developmentally and culturally appropriate classroom rules and how to effectively teach them. It also explores how to encourage appropriate behavior, address challenging behavior, and partner with families to address behavioral issues.
Activities (14)
Group
Early Childhood Behavior Management: Teaching and Reinforcing Rules
Understand the importance of teaching and reinforcing rules with young children, including those with disabilities, in early childhood environments.
Early Childhood Environments: Adapting for a Child with a Disability
Consider how to make adaptations to the physical, social, and temporal components of an early childhood environment to promote the full participation of a child with a developmental delay or disability (Approx. 30 Minutes).
Early Childhood Environments: Designing Effective Classrooms
Better understand how to arrange the physical, social, and temporal components of an early childhood environment to promote the full participation of all children (Approx. 30 Minutes).
English Learners with Disabilities: Supporting Young Children in the Classroom
Understand the importance of supporting a child’s development in his or her home language as well as in English (Approx. 30 Minutes).
English Learners: Screening and Assessing Young Children
Understand some of the unique considerations that educators must keep in mind when screening and assessing young English learners (ELs) (Approx. 30 Minutes).
English Learners: Working with Families of Young Children
Understand the importance of supporting a child’s home language in the classroom and of involving families in decisions about how to support their child’s language development (Approx. 30 Minutes).
Independent
Behavior Assessment: Conduct an A-B-C Analysis
Gain experience conducting an A-B-C analysis and determining the function of a problem behavior (Approx. 15 Minutes).
Early Childhood Assessment: Children's Classroom Environments
Use measures for evaluating classroom environments to assess program quality, and identify potential child goals, thereby determining areas for improvement (Approx. 6 Hours).
Early Childhood Assessment: Cognitive Skills
Observe and interact with a child in order to assess his or her cognitive skills (Approx. 6 Hours).
Early Childhood Assessment: Play Skills
Use play taxonomies to observe, measure, and analyze children’s play (Approx. 6 Hours).
Early Childhood Assessment: Preschool Classroom Observation
Observe aspects of a preschool environment, such as its schedules, routines, environmental design, activities, and transitions (Approx. 4 Hours).
Early Childhood Assessment: Social Skills
Use different observational systems and curriculum-referenced or criterion-referenced measures to assess the social skills of children in early childhood enviro (Approx. 6 Hours).
Early Childhood Behavior Management: Rule Reminders
Understand several strategies that early childhood educators or providers can use to remind young children about rules, and identify situations in which they would use these strategies (Approx. 15–20 Minutes).
Reading Comprehension: Comparing Successful and Struggling Learners
Understand how struggling and successful learners approach academic reading tasks and employ reading comprehension strategies (Approx. 90 Minutes).
Information Briefs (4)
Interviews (3)
Considerations for English Learners
Carola Matera describes strategies and environmental considerations that teachers should keep in mind when they have young English learners in their classrooms
Evaluating English Learners
Patsy Pierce shares her expertise on evaluating English learners, with special attention paid to the importance of determining the difference between a language delay and a language difference.
Strategies for Working with Students with Autism Spectrum Disorder
Ilene Schwartz discusses getting to know the student and family, providing instruction in autism-specific skills and areas, using evidence-based practices and data-based decision making, creating structured environments, and creating social opportunities.
Video Vignettes (1)
Transitions: A Community Perspective on Transitioning into Kindergarten
The types of collaboration and supports necessary for a smooth transition into kindergarten are addressed. (Time: 12:46)
Evidence-Based Practices (6)
Modules (3)
Evidence-Based Practices (Part 1): Identifying and Selecting a Practice or Program
This module, the first in a series of three, discusses the importance of identifying and selecting evidence-based practices (est. completion time: 1.5 hours).
Evidence-Based Practices (Part 2): Implementing a Practice or Program with Fidelity
This module, the second in a series of three, discusses implementing an evidence-based practice or program with fidelity (est. completion time: 1 hour).
Evidence-Based Practices (Part 3): Evaluating Learner Outcomes and Fidelity
This module, the third in a series of three, examines how to evaluate whether an evidence-based practice is effective for the young children or students with whom you are working (est. completion time: 2 hours).
Information Briefs (3)
IEPs (35)
Modules (5)
Accommodations: Instructional and Testing Supports for Students with Disabilities
This module explores instructional and testing accommodations for students with disabilities, explains how accommodations differ from other kinds of instructional adaptations, defines the four categories of accommodations, and describes how to implement accommodations and evaluate their effectiveness for individual students (est. completion time: 2 hours).
IEPs: Developing High-Quality Individualized Education Programs
This module details the process of developing high-quality individualized education programs (IEPs) for students with disabilities. The module discusses the requirements for IEPs as outlined in the Individuals with Disabilities Education Act (IDEA) with implications of the Supreme Court's ruling in Endrew F. v. Douglas County School District (est. completion time: 3 hours).
IEPs: How Administrators Can Support the Development and Implementation of High-Quality IEPs
Specifically designed with school administrators in mind, this module offers guidance on how to support and facilitate the development and implementation of high-quality IEPs, including the monitoring of student progress (est. completion time: 2 hours).
Related Services: Common Supports for Students with Disabilities
This module offers a description of related services and an overview of the benefits they provide to students with disabilities in the general education classroom. It highlights five commonly used related services (physical therapy, occupational therapy, speech-language pathology services, social work services, and psychological services) and briefly highlights many of the other related services as identified through IDEA (est. completion time: 1 hour).
The Pre-Referral Process: Procedures for Supporting Students with Academic and Behavioral Concerns
This module highlights the benefits of the pre-referral process—a preventative approach that can eliminate inappropriate referrals to special education—and outlines the six stages most commonly involved in its implementation (est. completion time: 1 hour).
Activities (3)
Independent
IEP Process: The School Administrator's Role During an IEP Meeting
Reflect on practices and procedures related to the school administrator’s role during an individualized education program (IEP) meeting, identify areas that need improvement, and set goals to improve in these areas (Aprox. 45 Minutes).
IEP Process: The School Administrator's Role During IEP Implementation
Reflect on practices and procedures related to the school administrator’s role in implementing an individualized education program (IEP), identify areas that need improvement, and set goals to improve in these areas (Aprox. 1 hour).
IEP Process: The School Administrator's Role in Planning an IEP Meeting
Reflect on personal practices and procedures related to the school administrator’s role in planning an individualized education program (IEP) meeting, identify areas that need improvement, and set goals to improve in these areas (Aprox. 1 hour).
Information Briefs (26)
Interviews (1)
Considerations for IEP Development
Jim Shriner provides information about two of the types of services that must be included in a student’s individualized education program: supplementary aids and services, and program modifications or supports for school personnel. He also shares his thoughts on some further considerations for IEP teams to keep in mind, and some of the ways that IEPs should be used by school personnel (time: 9:10).
Juvenile Corrections (3)
Modules (2)
Youth with Disabilities in Juvenile Corrections (Part 1): Improving Instruction
This module, first in a two-part series, outlines the instructional challenges frequently encountered by teachers in juvenile corrections settings. It discusses some of the ways to address these challenges, including key instructional and behavioral foundations and recommendations for working with students with disabilities (est. completion time: 2 hours).
Youth with Disabilities in Juvenile Corrections (Part 2): Transition and Reentry to School and Community
This module addresses considerations and recommendations for transitioning youth from juvenile corrections facilities back to community, school, and workplace settings.
Activities (1)
Independent
Juvenile Corrections: Identifying Reliable and Useful Resources
Identify online resources related to the education of incarcerated youth (Aprox. 1 hour).
Learning Strategies (54)
Modules (15)
Autism Spectrum Disorder (Part 2): Evidence-Based Practices
This module, second in a two-part series, highlights strategies that have been shown to be effective in teaching appropriate behaviors and skills and decreasing inappropriate behaviors with children and youth with autism spectrum disorder (ASD). It next explores several strategies that are particularly effective with young children, elementary and middle school students, and high school students (est. completion time: 3 hours).
CSR: A Reading Comprehension Strategy
This module outlines Collaborative Strategic Reading (CSR), a strategy for helping students to improve their reading comprehension skills. In CSR, students work together in small groups to apply comprehension strategies as they read text from a content area, such as social studies or science (est. completion time: 1 hour).
Evidence-Based Practices (Part 1): Identifying and Selecting a Practice or Program
This module, the first in a series of three, discusses the importance of identifying and selecting evidence-based practices (est. completion time: 1.5 hours).
Evidence-Based Practices (Part 2): Implementing a Practice or Program with Fidelity
This module, the second in a series of three, discusses implementing an evidence-based practice or program with fidelity (est. completion time: 1 hour).
Evidence-Based Practices (Part 3): Evaluating Learner Outcomes and Fidelity
This module, the third in a series of three, examines how to evaluate whether an evidence-based practice is effective for the young children or students with whom you are working (est. completion time: 2 hours).
Executive Functions (Part 1): Understanding Why Some Students Struggle
This module explores executive functions and explains why many struggling students have deficits with these mental processes that control and coordinate activities related to learning. It then examines why it's critical for teachers to explicitly teach these students when, where, and how to use effective study strategies to help these students succeed academically (est. completion time: 1 hour).
Executive Functions (Part 2): Strategies to Improve Students’ Academic Performance
This companion to the Executive Functions (Part 1) module reiterates the importance of teachers providing explicit instruction to students with executive function deficits on the use of effective strategies. It then overviews a number of these strategies: graphic organizers, note-taking, mnemonics, organizing materials, time management, comprehension strategies, and self-regulation strategies (est. completion time: 2.5 hours).
Providing Instructional Supports: Facilitating Mastery of New Skills
This module explores the importance of scaffolding and modeling for students as they learn new skills and strategies (est. completion time: 1 hour).
RTI (Part 3): Reading Instruction
This module illustrates different research-based reading strategies that may be used with the response-to-intervention model to improve reading skills (est. completion time: 1.5 hours).
Secondary Reading Instruction (Part 1): Teaching Vocabulary and Comprehension in the Content Areas
This module describes how teachers can incorporate vocabulary and reading comprehension skills instruction into content-area lessons and will introduce you to a variety of effective practices—including the use of graphic organizers—to help students better understand what they read (est. completion time: 2 hours).
Secondary Reading Instruction (Part 2): Deepening Middle School Content-Area Learning with Vocabulary and Comprehension Strategies
This module examines some of the reasons that adolescents struggle with content-area text and overviews effective strategies teachers can use to improve the vocabulary and comprehension skills of students with a wide range of abilities and across a variety of subjects (est. completion time: 1.5 hours).
SOS: Helping Students Become Independent Learners
This module describes how teachers can help students stay on task by learning to regulate their behavior. The four strategies discussed are self-monitoring, self-instruction, goal-setting, and self-reinforcement (est. completion time: 1.5 hours).
SRSD: Using Learning Strategies To Enhance Student Learning
This module features the Self-Regulated Strategy Development (SRSD) model, which outlines the six steps required to effectively implement any instructional strategy and emphasizes the time and effort required to do so (est. completion time: 1.5 hours).
Teaching English Learners: Effective Instructional Practices
This module helps teachers understand second language acquisition, the importance of academic English, and instructional practices that will enhance learning for English learners (est. completion time: 2 hours).
Youth with Disabilities in Juvenile Corrections (Part 1): Improving Instruction
This module, first in a two-part series, outlines the instructional challenges frequently encountered by teachers in juvenile corrections settings. It discusses some of the ways to address these challenges, including key instructional and behavioral foundations and recommendations for working with students with disabilities (est. completion time: 2 hours).
Case Studies (3)
Algebra (Part 1): Applying Learning Strategies to Beginning Algebra
This Case Study Unit offers strategies for working with students with disabilities who have difficulty with beginning algebra. It provides information on strategies such as using algebra manipulatives, teaching vocabulary, and implementing graphic organizers.
Algebra (Part 2): Applying Learning Strategies to Intermediate Algebra
This Case Study Unit offers strategies for working with students with disabilities who have difficulty with algebra. It provides information on strategies such as using intermediate algebra manipulatives, teaching vocabulary, and implementing graphic organizers.
Written Expression: Grades 2–5
This Case Study offers information about writing strategies that will benefit those students who struggle with written expression, helping them to feel less anxious or frustrated when faced with a writing assignment.
Activities (5)
Independent
Graphic Organizers
Understand how graphic organizers can help students organize information, process information, see the relationships between ideas, and more easily understand, remember, and apply information (Approx. 30–40 Minutes).
Juvenile Corrections: Identifying Reliable and Useful Resources
Identify online resources related to the education of incarcerated youth (Aprox. 1 hour).
LD/ADHD: Why Some Students Struggle
Better understand why some students, especially those with learning disabilities (LD) or attention- deficit/hyperactivity disorder (ADHD), struggle with academic tasks (Approx. 30 Minutes).
Mnemonic Strategies: Keyword Method
Understand that mnemonic strategies are highly effective for helping students retain and recall information (Approx. 90 Minutes).
Note-taking: Why Some Students Struggle
Understand why some students, especially those with learning disabilities (LD) and attention-deficit/ hyperactivity disorder (ADHD), struggle with taking effective notes (Approx. 45 Minutes).
Information Briefs (10)
Interviews (6)
Academic Language Skills and Reading Comprehension
Paola Uccelli, Associate Professor of Education at the Harvard Graduate School of Education, overviews her research into the domains of academic language skills that can help students to improve their reading comprehension.
Addressing the Reading Needs of Academically Diverse Students in Content-Area Classes
Don Deshler, Professor of Special Education and Director of the Center for Research on Learning at the University of Kansas, discusses some of the challenges related to addressing the reading needs of academically diverse students in content-area classes.
Close Reading and Text Selection
Deborah Reed, an Associate in Research at Florida State University’s Florida Center for Reading Research, talks about close reading and how it can benefit the development of students’ literacy skills.
Literacy Skills of Successful Adolescent Readers
Don Deshler, Professor of Special Education and Director of the Center for Research on Learning at the University of Kansas, talks about some of the literacy skills that adolescents need if they are to achieve academic success.
Possible Sentences Vocabulary Instruction
Deborah Reed, an Associate in Research at Florida State University’s Florida Center for Reading Research, talks to us about the Possible Sentences strategy.
Self-Regulated Strategy Development (SRSD): A Framework for Teaching Instructional Strategies
Karen Harris offers some detailed information about the steps in Self-Regulated Strategy Development (SRSD).
Video Vignettes (15)
English Learners: Sheltered Instruction
Sheltered instruction was designed to help English learners to learn English as well as academic content. Sheltered content instruction utilizes distinct instructional techniques to provide support to help English learners understand demanding lesson content. Not only do teachers plan for objectives that correspond to grade-level standards but they also provide the language objectives necessary for their English learners to express their ideas. In this video, a teacher presents a lesson using sheltered instruction. Watch this demonstration in conjunction with the previous video, which shows the same lesson without the inclusion of sheltered instruction. (Time: 2:38)
English Learners: Unsheltered Instruction
Sheltered instruction was designed to help English learners to learn English as well as academic content. Sheltered content instruction utilizes distinct instructional techniques to provide support to help English learners understand demanding lesson content. Not only do teachers plan for objectives that correspond to grade-level standards but they also provide the language objectives necessary for their English learners to express their ideas. In this video, a teacher presents a lesson *without* using sheltered instruction. Watch this demonstration in conjunction with the following video, which shows the same lesson using sheltered instruction. (Time: 1:33)
Explicit, Systematic Instruction: Elementary
Explicit, systematic instruction, sometimes simply referred to as explicit instruction, involves teaching a specific concept or procedure in a highly structured and carefully sequenced manner. Research has indicated that teaching mathematics in this manner is highly effective and can significantly improve a student's ability to perform mathematical operations, as well as to solve word problems. In this video demonstration from our High-Quality Mathematics Instruction: What Teachers Should Know module, an elementary school teacher implements explicit, systematic instruction during mathematics instruction. (Time: 3:07)
Explicit, Systematic Instruction: High School
Explicit, systematic instruction, sometimes simply referred to as explicit instruction, involves teaching a specific concept or procedure in a highly structured and carefully sequenced manner. Research has indicated that teaching mathematics in this manner is highly effective and can significantly improve a student's ability to perform mathematical operations, as well as to solve word problems. In this video demonstration from our High-Quality Mathematics Instruction: What Teachers Should Know module, a high school teacher implements explicit, systematic instruction during mathematics instruction. (Time: 4:57)
Metacognitive Strategies: Elementary School
Metacognitive strategies enable students to become aware of how they think when solving mathematics problems. In this video from our High-Quality Mathematics Instruction: What Teachers Should Know module, a young student uses an age-appropriate self-monitoring checklist that includes visual cues for each step. Note that the student was explicitly taught how to use this checklist before using it to solve problems independently. (Time: 1:49)
Metacognitive Strategies: High School
Metacognitive strategies enable students to become aware of how they think when solving mathematics problems. In this video from our High-Quality Mathematics Instruction: What Teachers Should Know module, a high school student uses self-instruction and self-monitoring to solve a word problem. (Time: 2:55)
Modeling
Modeling is the act of providing an example to encourage the imitation of a skill, process, characteristic, or style. In this video, the teacher models for Emory how to build a tower with a pattern.
Presenting and Comparing Multiple Solutions Strategies
In this video demonstration from our High-Quality Mathematics Instruction: What Teachers Should Know module, a teacher presents and compares multiple strategies for solving a two-digit addition problem. (Time: 4:31)
Progressive Time Delay
Progressive time delay is a means of systematically providing and fading the use of prompts. Initially, an individual is prompted when the cue is presented (zero-second delay), then the time between the cue and the prompt is increased (e.g., beginning with a one-second delay and increasing to a two-second delay). In this video, a teacher uses progressive time delay to help Emory learn sight words. The teacher provides verbal reinforcers throughout the task and a tangible reinforcer at the end of the task.
Prompting
Prompting is an instructional strategy in which various cues (e.g., gestures, illustrations or photographs, modeling) are used to help a student learn a new skill or behavior. In this video, a teacher prompts Emory, age six, to spell "dog" using a word puzzle. Additionally, the teacher provides verbal reinforcers throughout the task and a tangible reinforcer at the end of the task.
Reinforcement
Emma has difficulty completing her mathematics classwork. To increase her classwork completion, Emma's teacher decides to use negative reinforcement. In this video, the teacher temporarily removes the aversive task (i.e., completing mathematics problems) by allowing Emma to take a short break. After the break, she will complete five more math problems, alternating between classwork and breaks until she has completed the task. Over time, the teacher will gradually require her to complete more problems before getting a break. The goal is for Emma to complete the classwork without a break. (Time: 00:39)
Task Analysis: Backward Chaining
Task analysis is a method of breaking multistep skills or behaviors into smaller components that can be taught one at a time. With backward chaining, the last step of the skill is taught, and once mastered, the previous step is taught. This process continues until the student can successfully perform the entire skill sequence. In this video, a teacher uses backward chaining to teach Emory how to tie her shoes.
Task Analysis: Forward Chaining
Task analysis is a method of breaking multistep skills or behaviors into smaller components that can be taught one at a time. With forward chaining, the first step of the skill is taught, and once mastered, the second step is taught. This process continues until the student can successfully perform the entire skill sequence. In this video, a teacher uses forward chaining to teach Emory how to tie her shoes.
Wait-Time: Elementary School Example & Non-Examples
Every IRIS Fundamental Skill Sheet offers educators the chance to brush up on the discrete skills and practices that form the foundation of effective classroom instruction and behavior management. Wait-time describes either the amount of time a teacher pauses between asking a question and the beginning of a student's response or the amount of time between a student's response and the teacher's reacting or asking another question. Mrs. D. wants to encourage thoughtful student response and classroom discussion. Note in the example how Mrs. D. correctly implements the procedures for wait-time, but in the non-example she fails to implement a number of key components. (Time: 2:45)
Wait-Time: High School Example & Non-Example
Every IRIS Fundamental Skill Sheet offers educators the chance to brush up on the discrete skills and practices that form the foundation of effective classroom instruction and behavior management. Wait-time describes either the amount of time a teacher pauses between asking a question and the beginning of a student's response or the amount of time between a student's response and the teacher's reacting or asking another question. Mrs. Ward wants to encourage thoughtful student response and classroom discussion. Note the procedures Mrs. Ward uses to deliver wait-time in the example video and where her delivery falls short in the non-example. (Time: 3:15)
Mathematics (29)
Modules (8)
Evidence-Based Practices (Part 1): Identifying and Selecting a Practice or Program
This module, the first in a series of three, discusses the importance of identifying and selecting evidence-based practices (est. completion time: 1.5 hours).
Evidence-Based Practices (Part 2): Implementing a Practice or Program with Fidelity
This module, the second in a series of three, discusses implementing an evidence-based practice or program with fidelity (est. completion time: 1 hour).
Evidence-Based Practices (Part 3): Evaluating Learner Outcomes and Fidelity
This module, the third in a series of three, examines how to evaluate whether an evidence-based practice is effective for the young children or students with whom you are working (est. completion time: 2 hours).
High-Quality Mathematics Instruction: What Teachers Should Know
This module describes the components of high-quality mathematics instruction: a standards-based curriculum and evidence-based practices. It also highlights a number of evidence-based practices as well as other classroom practices that teachers can use to teach mathematics (est. completion time: 1.5 hours).
Intensive Intervention (Part 1): Using Data-Based Individualization To Intensify Instruction
This module, first in a series of two, overviews data-based individualization and provides information about adaptations for intensifying and individualizing instruction. Developed in collaboration with the National Center on Intensive Intervention at American Institutes for Research and the CEEDAR Center, this resource is designed for individuals who will be implementing intensive interventions (e.g., special education teachers, reading specialists, interventionists) (est. completion time: 3 hours).
Intensive Intervention (Part 2): Collecting and Analyzing Data for Data-Based Individualization
This module, the second in a series on intensive intervention, offers information on making data-based instructional decisions. Specifically, the resource discusses collecting and analyzing progress monitoring and diagnostic assessment data. Developed in collaboration with the National Center on Intensive Intervention at American Institutes for Research and the CEEDAR Center, this resource is designed for individuals who will be implementing intensive interventions (e.g., special education teachers, reading specialists, interventionists) (est. completion time: 3 hours).
MTSS/RTI: Mathematics
This module describes the MTSS, or RTI, framework as applied to mathematics. It includes discussions of how MTSS and RTI are related, as well as a description of instruction, assessment, and data-based decision making at each level of intensity: Tier 1, Tier 2, and Tier 3 (est. completion time: 2.5 hours).
Progress Monitoring: Mathematics
This resource introduces users to progress monitoring in mathematics, a type of formative assessment in which student learning is evaluated to provide useful feedback about performance to both learners and teachers (est. completion time: 2 hours).
Note: Because the overall progress monitoring process is almost identical for any subject area, the content in this module is very similar to that covered in the module Progress Monitoring: Reading. The main difference is that this module highlights information related to progress monitoring for mathematics.
Case Studies (3)
Algebra (Part 1): Applying Learning Strategies to Beginning Algebra
This Case Study Unit offers strategies for working with students with disabilities who have difficulty with beginning algebra. It provides information on strategies such as using algebra manipulatives, teaching vocabulary, and implementing graphic organizers.
Algebra (Part 2): Applying Learning Strategies to Intermediate Algebra
This Case Study Unit offers strategies for working with students with disabilities who have difficulty with algebra. It provides information on strategies such as using intermediate algebra manipulatives, teaching vocabulary, and implementing graphic organizers.
Mathematics: Identifying and Addressing Student Errors
This case study unit explores how examining student work samples can help teachers to identify patterns of mathematical errors and subsequently plan targeted instruction. The case study can serve as a companion to the Intensive Intervention (Parts 1 and 2) modules.
Activities (2)
Independent
Progress Monitoring: Calculating Rate of Growth
Learn how to determine the average rate of growth in a student’s performance in mathematics over a period of time (Aprox. 30 minutes).
Progress Monitoring: Scoring Mathematics Computation Probes
Learn how to use two different methods to score mathematics progress monitoring computation probes (Aprox. 30 minutes).
Information Briefs (5)
Interviews (1)
English Learners
Diane Torres-Velásquez discusses some of the cultural differences among English learners and ways in which teachers can anchor math instruction so that it is culturally relevant.
Video Vignettes (10)
Evaluating Student Performance Using a Trend Line Analysis: The Tukey Method
In this video, the educator follows step-by-step instructions for using the Tukey method to evaluate a student’s academic performance. In just four easy steps, the educator creates a trend line to determine whether a student is meeting the performance goal (time: 4:15).
Explicit, Systematic Instruction: Elementary
Explicit, systematic instruction, sometimes simply referred to as explicit instruction, involves teaching a specific concept or procedure in a highly structured and carefully sequenced manner. Research has indicated that teaching mathematics in this manner is highly effective and can significantly improve a student's ability to perform mathematical operations, as well as to solve word problems. In this video demonstration from our High-Quality Mathematics Instruction: What Teachers Should Know module, an elementary school teacher implements explicit, systematic instruction during mathematics instruction. (Time: 3:07)
Explicit, Systematic Instruction: High School
Explicit, systematic instruction, sometimes simply referred to as explicit instruction, involves teaching a specific concept or procedure in a highly structured and carefully sequenced manner. Research has indicated that teaching mathematics in this manner is highly effective and can significantly improve a student's ability to perform mathematical operations, as well as to solve word problems. In this video demonstration from our High-Quality Mathematics Instruction: What Teachers Should Know module, a high school teacher implements explicit, systematic instruction during mathematics instruction. (Time: 4:57)
Metacognitive Strategies: Elementary School
Metacognitive strategies enable students to become aware of how they think when solving mathematics problems. In this video from our High-Quality Mathematics Instruction: What Teachers Should Know module, a young student uses an age-appropriate self-monitoring checklist that includes visual cues for each step. Note that the student was explicitly taught how to use this checklist before using it to solve problems independently. (Time: 1:49)
Metacognitive Strategies: High School
Metacognitive strategies enable students to become aware of how they think when solving mathematics problems. In this video from our High-Quality Mathematics Instruction: What Teachers Should Know module, a high school student uses self-instruction and self-monitoring to solve a word problem. (Time: 2:55)
Presenting and Comparing Multiple Solutions Strategies
In this video demonstration from our High-Quality Mathematics Instruction: What Teachers Should Know module, a teacher presents and compares multiple strategies for solving a two-digit addition problem. (Time: 4:31)
Reinforcement
Emma has difficulty completing her mathematics classwork. To increase her classwork completion, Emma's teacher decides to use negative reinforcement. In this video, the teacher temporarily removes the aversive task (i.e., completing mathematics problems) by allowing Emma to take a short break. After the break, she will complete five more math problems, alternating between classwork and breaks until she has completed the task. Over time, the teacher will gradually require her to complete more problems before getting a break. The goal is for Emma to complete the classwork without a break. (Time: 00:39)
HLP #12: Systematically Design Instruction Toward a Specific Learning Goal
Developed by the Council for Exceptional Children and the CEEDAR Center, high-leverage practices (HLPs) are 22 essential special education techniques that all K-12 special education teachers should master for use across a variety of classroom circumstances. This video overviews HLP #12, systematically design instruction. Broken into two parts, the resource defines and describes the rationale for HLP #12, while also highlighting and demonstrating three of the HLPs key components. (Time: 17:27)
HLP #16: Use Explicit Instruction
Developed by the Council for Exceptional Children and the CEEDAR Center, high-leverage practices (HLPs) are 22 essential special education techniques that all K-12 special education teachers should master for use across a variety of classroom circumstances. This video overviews HLP #16, use explicit instruction. Organized into two parts, the resource introduces and defines explicit instruction, while also breaking the practice down into four key components to illustrate how teachers use explicit instruction to support the needs of students with disabilities across a range of settings. (Time: 18:52)
HLP #18: Use Strategies To Promote Active Student Engagement
Developed by the Council for Exceptional Children and the CEEDAR Center, high-leverage practices (HLPs) are 22 essential special education techniques that all K-12 special education teachers should master for use across a variety of classroom circumstances. This video overviews HLP #18, use strategies to promote active student engagement. Organized into two parts, the resource defines active student engagement and provides a rationale for the HLP, while also highlighting and demonstrating three essential components of the practice. (Time: 17:34)
MTSS/RTI (includes intensive intervention) (38)
Modules (14)
Evidence-Based Practices (Part 1): Identifying and Selecting a Practice or Program
This module, the first in a series of three, discusses the importance of identifying and selecting evidence-based practices (est. completion time: 1.5 hours).
Evidence-Based Practices (Part 2): Implementing a Practice or Program with Fidelity
This module, the second in a series of three, discusses implementing an evidence-based practice or program with fidelity (est. completion time: 1 hour).
Evidence-Based Practices (Part 3): Evaluating Learner Outcomes and Fidelity
This module, the third in a series of three, examines how to evaluate whether an evidence-based practice is effective for the young children or students with whom you are working (est. completion time: 2 hours).
High-Quality Mathematics Instruction: What Teachers Should Know
This module describes the components of high-quality mathematics instruction: a standards-based curriculum and evidence-based practices. It also highlights a number of evidence-based practices as well as other classroom practices that teachers can use to teach mathematics (est. completion time: 1.5 hours).
Intensive Intervention (Part 1): Using Data-Based Individualization To Intensify Instruction
This module, first in a series of two, overviews data-based individualization and provides information about adaptations for intensifying and individualizing instruction. Developed in collaboration with the National Center on Intensive Intervention at American Institutes for Research and the CEEDAR Center, this resource is designed for individuals who will be implementing intensive interventions (e.g., special education teachers, reading specialists, interventionists) (est. completion time: 3 hours).
Intensive Intervention (Part 2): Collecting and Analyzing Data for Data-Based Individualization
This module, the second in a series on intensive intervention, offers information on making data-based instructional decisions. Specifically, the resource discusses collecting and analyzing progress monitoring and diagnostic assessment data. Developed in collaboration with the National Center on Intensive Intervention at American Institutes for Research and the CEEDAR Center, this resource is designed for individuals who will be implementing intensive interventions (e.g., special education teachers, reading specialists, interventionists) (est. completion time: 3 hours).
MTSS/RTI: Mathematics
This module describes the MTSS, or RTI, framework as applied to mathematics. It includes discussions of how MTSS and RTI are related, as well as a description of instruction, assessment, and data-based decision making at each level of intensity: Tier 1, Tier 2, and Tier 3 (est. completion time: 2.5 hours).
RTI (Part 1): An Overview
This module outlines the differences between the IQ-achievement discrepancy model and the Response-to-Intervention (RTI) approach. It also offers a brief overview of each tier in the RTI model and explains its benefits (est. completion time: 1 hour).
RTI (Part 2): Assessment
This module explores in detail the assessment procedures integral to RTI. It also outlines how to use progress monitoring data to determine whether a student is meeting the established performance criteria or whether more intensive intervention is needed (est. completion time: 2 hours).
RTI (Part 3): Reading Instruction
This module illustrates different research-based reading strategies that may be used with the response-to-intervention model to improve reading skills (est. completion time: 1.5 hours).
RTI (Part 4): Putting It All Together
This module synthesizes the information in RTI (Parts 1, 2, and 3) to provide teachers and other school personnel with a more comprehensive illustration of how to successfully implement RTI (est. completion time: 3 hours).
RTI (Part 5): A Closer Look at Tier 3
This module describes which students will receive Tier 3 intervention (i.e., special education services), components of Tier 3 reading interventions, and students' response to this individualized intervention. This module also explores parent involvement and issues related to English language learners (est. completion time: 2 hours).
RTI: Considerations for School Leaders
This module provides information about ways to build support for RTI, factors that should be addressed when implementing RTI, and methods of collecting data and evaluating the effectiveness of the RTI approach (est. completion time: 3 hours).
Youth with Disabilities in Juvenile Corrections (Part 1): Improving Instruction
This module, first in a two-part series, outlines the instructional challenges frequently encountered by teachers in juvenile corrections settings. It discusses some of the ways to address these challenges, including key instructional and behavioral foundations and recommendations for working with students with disabilities (est. completion time: 2 hours).
Case Studies (2)
RTI: Data-Based Decision Making
This Case Study provides information about how to examine a student's progress monitoring data to determine if the student is responding adequately or if the student would benefit from more intense intervention. It can serve as a companion to the modules 'RTI (Part 2): Assessment' and 'RTI (Part 4): Putting It All Together.'
RTI: Progress Monitoring
This case study unit is intended to be a supplement to the IRIS Centers RTI Module series, providing additional opportunities to practice the application of basic progress monitoring concepts within the response to intervention (RTI) approach, including the administration and scoring of probes as well as the graphing of student progress.
Activities (2)
Independent
Progress Monitoring: Calculating Rate of Growth
Learn how to determine the average rate of growth in a student’s performance in mathematics over a period of time (Aprox. 30 minutes).
Progress Monitoring: Scoring Mathematics Computation Probes
Learn how to use two different methods to score mathematics progress monitoring computation probes (Aprox. 30 minutes).
Information Briefs (17)
Interviews (3)
PBIS in Juvenile Corrections
Jeffrey Sprague, Director of the University of Oregon's Institute on Violence and Destructive Behavior, talks about some of the differences and similarities in implementing PBIS in schools and in juvenile corrections facilities.
RTI and Cultural Considerations
Leonard Baca discusses his views on RTI and the importance of addressing cultural and linguistic diversity within that approach.
RTI Implementation
Melissa Brock, a literacy coach at Kirkpatrick Elementary Enhanced Option School in Nashville, Tennessee, discusses issues related to her school's implementation of response-to-intervention.
Reading, Literacy, Language Arts (40)
Modules (11)
CSR: A Reading Comprehension Strategy
This module outlines Collaborative Strategic Reading (CSR), a strategy for helping students to improve their reading comprehension skills. In CSR, students work together in small groups to apply comprehension strategies as they read text from a content area, such as social studies or science (est. completion time: 1 hour).
Evidence-Based Practices (Part 1): Identifying and Selecting a Practice or Program
This module, the first in a series of three, discusses the importance of identifying and selecting evidence-based practices (est. completion time: 1.5 hours).
Evidence-Based Practices (Part 2): Implementing a Practice or Program with Fidelity
This module, the second in a series of three, discusses implementing an evidence-based practice or program with fidelity (est. completion time: 1 hour).
Evidence-Based Practices (Part 3): Evaluating Learner Outcomes and Fidelity
This module, the third in a series of three, examines how to evaluate whether an evidence-based practice is effective for the young children or students with whom you are working (est. completion time: 2 hours).
Intensive Intervention (Part 1): Using Data-Based Individualization To Intensify Instruction
This module, first in a series of two, overviews data-based individualization and provides information about adaptations for intensifying and individualizing instruction. Developed in collaboration with the National Center on Intensive Intervention at American Institutes for Research and the CEEDAR Center, this resource is designed for individuals who will be implementing intensive interventions (e.g., special education teachers, reading specialists, interventionists) (est. completion time: 3 hours).
Intensive Intervention (Part 2): Collecting and Analyzing Data for Data-Based Individualization
This module, the second in a series on intensive intervention, offers information on making data-based instructional decisions. Specifically, the resource discusses collecting and analyzing progress monitoring and diagnostic assessment data. Developed in collaboration with the National Center on Intensive Intervention at American Institutes for Research and the CEEDAR Center, this resource is designed for individuals who will be implementing intensive interventions (e.g., special education teachers, reading specialists, interventionists) (est. completion time: 3 hours).
Progress Monitoring: Reading
This resource introduces users to progress monitoring in reading, a type of formative assessment in which student learning is evaluated to provide useful feedback about performance to both learners and teachers (est. completion time: 2 hours).
Note: Because the overall progress monitoring process is almost identical for any subject area, the content in this module is very similar to that covered in the module Progress Monitoring: Mathematics. The main difference is that this module highlights information related to progress monitoring for reading.
RTI (Part 3): Reading Instruction
This module illustrates different research-based reading strategies that may be used with the response-to-intervention model to improve reading skills (est. completion time: 1.5 hours).
RTI (Part 5): A Closer Look at Tier 3
This module describes which students will receive Tier 3 intervention (i.e., special education services), components of Tier 3 reading interventions, and students' response to this individualized intervention. This module also explores parent involvement and issues related to English language learners (est. completion time: 2 hours).
Secondary Reading Instruction (Part 1): Teaching Vocabulary and Comprehension in the Content Areas
This module describes how teachers can incorporate vocabulary and reading comprehension skills instruction into content-area lessons and will introduce you to a variety of effective practices—including the use of graphic organizers—to help students better understand what they read (est. completion time: 2 hours).
Secondary Reading Instruction (Part 2): Deepening Middle School Content-Area Learning with Vocabulary and Comprehension Strategies
This module examines some of the reasons that adolescents struggle with content-area text and overviews effective strategies teachers can use to improve the vocabulary and comprehension skills of students with a wide range of abilities and across a variety of subjects (est. completion time: 1.5 hours).
Case Studies (1)
Written Expression: Grades 2–5
This Case Study offers information about writing strategies that will benefit those students who struggle with written expression, helping them to feel less anxious or frustrated when faced with a writing assignment.
Activities (6)
Case Based
Vocabulary Instruction: Possible Sentences for English Language Arts
Learn about and discuss a strategy for improving vocabulary instruction in English language arts (Approx. 1 Hour).
Vocabulary Instruction: Possible Sentences for Science
Learn about and discuss a strategy for improving vocabulary instruction for students in science class (Approx. 1 Hour).
Vocabulary Instruction: Possible Sentences for Social Studies
Learn about and discuss a strategy for improving vocabulary instruction in social studies (Approx. 1 Hour).
Independent
Mnemonic Strategies: Keyword Method
Understand that mnemonic strategies are highly effective for helping students retain and recall information (Approx. 90 Minutes).
Note-taking: Why Some Students Struggle
Understand why some students, especially those with learning disabilities (LD) and attention-deficit/ hyperactivity disorder (ADHD), struggle with taking effective notes (Approx. 45 Minutes).
Reading Comprehension: Comparing Successful and Struggling Learners
Understand how struggling and successful learners approach academic reading tasks and employ reading comprehension strategies (Approx. 90 Minutes).
Information Briefs (13)
Interviews (5)
Academic Language Skills and Reading Comprehension
Paola Uccelli, Associate Professor of Education at the Harvard Graduate School of Education, overviews her research into the domains of academic language skills that can help students to improve their reading comprehension.
Addressing the Reading Needs of Academically Diverse Students in Content-Area Classes
Don Deshler, Professor of Special Education and Director of the Center for Research on Learning at the University of Kansas, discusses some of the challenges related to addressing the reading needs of academically diverse students in content-area classes.
Close Reading and Text Selection
Deborah Reed, an Associate in Research at Florida State University’s Florida Center for Reading Research, talks about close reading and how it can benefit the development of students’ literacy skills.
Literacy Skills of Successful Adolescent Readers
Don Deshler, Professor of Special Education and Director of the Center for Research on Learning at the University of Kansas, talks about some of the literacy skills that adolescents need if they are to achieve academic success.
Possible Sentences Vocabulary Instruction
Deborah Reed, an Associate in Research at Florida State University’s Florida Center for Reading Research, talks to us about the Possible Sentences strategy.
Video Vignettes (4)
Evaluating Student Performance Using a Trend Line Analysis: The Tukey Method
In this video, the educator follows step-by-step instructions for using the Tukey method to evaluate a student’s academic performance. In just four easy steps, the educator creates a trend line to determine whether a student is meeting the performance goal (time: 4:15).
HLP #12: Systematically Design Instruction Toward a Specific Learning Goal
Developed by the Council for Exceptional Children and the CEEDAR Center, high-leverage practices (HLPs) are 22 essential special education techniques that all K-12 special education teachers should master for use across a variety of classroom circumstances. This video overviews HLP #12, systematically design instruction. Broken into two parts, the resource defines and describes the rationale for HLP #12, while also highlighting and demonstrating three of the HLPs key components. (Time: 17:27)
HLP #16: Use Explicit Instruction
Developed by the Council for Exceptional Children and the CEEDAR Center, high-leverage practices (HLPs) are 22 essential special education techniques that all K-12 special education teachers should master for use across a variety of classroom circumstances. This video overviews HLP #16, use explicit instruction. Organized into two parts, the resource introduces and defines explicit instruction, while also breaking the practice down into four key components to illustrate how teachers use explicit instruction to support the needs of students with disabilities across a range of settings. (Time: 18:52)
HLP #18: Use Strategies To Promote Active Student Engagement
Developed by the Council for Exceptional Children and the CEEDAR Center, high-leverage practices (HLPs) are 22 essential special education techniques that all K-12 special education teachers should master for use across a variety of classroom circumstances. This video overviews HLP #18, use strategies to promote active student engagement. Organized into two parts, the resource defines active student engagement and provides a rationale for the HLP, while also highlighting and demonstrating three essential components of the practice. (Time: 17:34)
Related Services (4)
Modules (3)
Assistive Technology: An Overview
This module offers an overview of assistive technology (AT) and explores ways to expand students' access to it in the classroom (est. completion time: 2 hours).
Related Services: Common Supports for Students with Disabilities
This module offers a description of related services and an overview of the benefits they provide to students with disabilities in the general education classroom. It highlights five commonly used related services (physical therapy, occupational therapy, speech-language pathology services, social work services, and psychological services) and briefly highlights many of the other related services as identified through IDEA (est. completion time: 1 hour).
School Counselors: Facilitating Transitions for Students with Disabilities from High School to Post-School Settings
This module provides information for counselors and other education professionals to assist high school students with disabilities in the transition from the school environment to a post-school setting (est. completion time: 1.5 hours).
Information Briefs (1)
School Improvement/Leadership (27)
Modules (10)
Creating a School Environment that Facilitates Success for All Students: A Model for School Leaders
This module offers a general overview of the concepts that principals should consider when creating inclusive schools (est. completion time: 2 hours).
Differentiated Instruction: Maximizing the Learning of All Students
This module discusses the importance of differentiating three aspects of instruction: content, process (instructional methods), and product (assessment). It explores the student traits—readiness level, interest, and learning preferences—that influence learning (est. completion time: 3 hours).
Evidence-Based Practices (Part 1): Identifying and Selecting a Practice or Program
This module, the first in a series of three, discusses the importance of identifying and selecting evidence-based practices (est. completion time: 1.5 hours).
Evidence-Based Practices (Part 2): Implementing a Practice or Program with Fidelity
This module, the second in a series of three, discusses implementing an evidence-based practice or program with fidelity (est. completion time: 1 hour).
Evidence-Based Practices (Part 3): Evaluating Learner Outcomes and Fidelity
This module, the third in a series of three, examines how to evaluate whether an evidence-based practice is effective for the young children or students with whom you are working (est. completion time: 2 hours).
IEPs: How Administrators Can Support the Development and Implementation of High-Quality IEPs
Specifically designed with school administrators in mind, this module offers guidance on how to support and facilitate the development and implementation of high-quality IEPs, including the monitoring of student progress (est. completion time: 2 hours).
RTI (Part 1): An Overview
This module outlines the differences between the IQ-achievement discrepancy model and the Response-to-Intervention (RTI) approach. It also offers a brief overview of each tier in the RTI model and explains its benefits (est. completion time: 1 hour).
RTI (Part 4): Putting It All Together
This module synthesizes the information in RTI (Parts 1, 2, and 3) to provide teachers and other school personnel with a more comprehensive illustration of how to successfully implement RTI (est. completion time: 3 hours).
RTI: Considerations for School Leaders
This module provides information about ways to build support for RTI, factors that should be addressed when implementing RTI, and methods of collecting data and evaluating the effectiveness of the RTI approach (est. completion time: 3 hours).
Teacher Induction: Providing Comprehensive Training for New Special Educators
This module emphasizes the importance of administrative support for beginning special education teachers. It also demonstrates how teacher support can increase the teacher's effectiveness in the classroom (est. completion time: 1 hour).
Case Studies (1)
Beginning Teacher Support
Providing effective strategies for the support of beginning teachers, this Case Study offers school leaders guidance for increasing the retention of beginning special educators.
Activities (9)
Group
Special Education Leadership Issues
Develop an awareness of the current issues and concerns of school administrators regarding the provision of educational services to students with disabilities (Approx. Pre-Class/In-Class 4–5 Hours).
Independent
English Learners: Learning Barriers
Discuss potential barriers to learning for students with disabilities who are culturally and linguistically diverse (Approx. 50–60 Minutes).
Family Engagement: Involving All Families
Reflect on your school’s current family engagement practices and develop a plan to increase the involvement of all families (Approx. 1 Hour).
Family Engagement: Opportunities for Involvement
Reflect on family engagement practices currently being implemented at your school and brainstorm and plan new opportunities to engage families, especially those of children with disabilities (Approx. 1 Hour).
IEP Process: The School Administrator's Role During an IEP Meeting
Reflect on practices and procedures related to the school administrator’s role during an individualized education program (IEP) meeting, identify areas that need improvement, and set goals to improve in these areas (Aprox. 45 Minutes).
IEP Process: The School Administrator's Role During IEP Implementation
Reflect on practices and procedures related to the school administrator’s role in implementing an individualized education program (IEP), identify areas that need improvement, and set goals to improve in these areas (Aprox. 1 hour).
IEP Process: The School Administrator's Role in Planning an IEP Meeting
Reflect on personal practices and procedures related to the school administrator’s role in planning an individualized education program (IEP) meeting, identify areas that need improvement, and set goals to improve in these areas (Aprox. 1 hour).
Special Education Acronyms
Understand select acronyms used in the field of special education and identify available resources for explaining frequently used special education acronyms (Approx. 40–60 Minutes).
Supporting Special Educators: What School Leaders Should Know
Identify specific strategies that school administrators can use to support special education teachers (Approx. 50 Minutes).
Information Briefs (5)
Interviews (2)
Educational and School Change
Pearl Sims discusses some of the issues related to educational leadership, addressing both the qualities of leadership and the implementation of school change.
Selecting An Evidence-Based Practice or Program
A panel of experts discusses the selection of an evidence-based practice or program.
Student Differences (26)
Modules (3)
English Learners with Disabilities: Supporting Young Children in the Classroom
This module offers an overview of young children who are English learners. Further, it highlights the importance of maintaining children and families’ home language at the same time they are learning a new or second language, discusses considerations for screening and assessing these children, and identifies strategies for supporting them in inclusive preschool classrooms (est. completion time: 1.5 hours).
Teaching English Learners: Effective Instructional Practices
This module helps teachers understand second language acquisition, the importance of academic English, and instructional practices that will enhance learning for English learners (est. completion time: 2 hours).
Understanding Special Student Populations: Educational Impact and Strategies for Success
This module offers a broad overview of how different student characteristics (i.e., culture, language, exceptionality, and socioeconomic status) affect learning and how teachers can better meet the needs of all students in their classes (est. completion time: 2 hours).
Activities (8)
Case Based
English Learners: Is This Child Mislabeled?
Serge Romanich, a third-grade student and refugee from Serbia, spoke limited English. His education had been sporadic at best and the new elementary school he was attending had tested and classified him as learning disabled (Approx. 1 Hour).
Group
Disability Awareness: Cultural Attitudes
Understand how different cultural views can affect people’s attitudes about disabilities (Approx. 50 Minutes).
English Learners with Disabilities: Supporting Young Children in the Classroom
Understand the importance of supporting a child’s development in his or her home language as well as in English (Approx. 30 Minutes).
English Learners: Screening and Assessing Young Children
Understand some of the unique considerations that educators must keep in mind when screening and assessing young English learners (ELs) (Approx. 30 Minutes).
English Learners: Understanding BICS and CALP
Gain a better understanding of the difference between basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP), and how language differences affect classroom learning (Approx. 20 Minutes).
English Learners: Working with Families of Young Children
Understand the importance of supporting a child’s home language in the classroom and of involving families in decisions about how to support their child’s language development (Approx. 30 Minutes).
Independent
English Learners: Understanding Sheltered Instruction
Understand that English learners (ELs) may have difficulty comprehending new information and how sheltered instruction can be used to support their learning (Approx. 30 Minutes).
Media
Deafness: Sounds Like Home (Book)
Born with typical hearing, Mary Herring Wright began to lose her hearing at age 8 and was deaf by age 10. This memoir documents Wright’s transition from a hearing to a silent world, recounting her struggles as a Black woman trying to find acceptance in two worlds (Approx. 2 Weeks Read, 45 Minutes Class).
Information Briefs (2)
Interviews (10)
Considerations for English Learners
Carola Matera describes strategies and environmental considerations that teachers should keep in mind when they have young English learners in their classrooms
Cultural and Linguistic Differences
Donna Ford discusses the importance of acknowledging cultural differences, the influence of stereotypes, and some of the factors related to academic success for students from culturally and linguistically diverse backgrounds.
Cultural Considerations for Developing a Behavior Management Plan
Lori Delale O’Connor, Assistant Professor of Education at the University of Pittsburgh School of Education, discusses cultural influences on behavior and explains the importance of re-examining classroom practices and perceptions of acceptable student behavior. She also discusses how demographic differences can lead to cultural gaps that negatively impact students and offers examples of how teachers can implement culturally sustaining practices to create inclusive classrooms where all students feel supported.
Cultural Influences on Behavior
Lori Delale O’Connor, Assistant Professor of Education at the University of Pittsburgh School of Education, discusses cultural influences on behavior and explains the importance of re-examining classroom practices and perceptions of acceptable student behavior. She also discusses how demographic differences can lead to cultural gaps that negatively impact students and offers examples of how teachers can implement culturally sustaining practices to create inclusive classrooms where all students feel supported.
English Learners
Diane Torres-Velásquez discusses some of the cultural differences among English learners and ways in which teachers can anchor math instruction so that it is culturally relevant.
Evaluating English Learners
Patsy Pierce shares her expertise on evaluating English learners, with special attention paid to the importance of determining the difference between a language delay and a language difference.
RTI and Cultural Considerations
Leonard Baca discusses his views on RTI and the importance of addressing cultural and linguistic diversity within that approach.
Testing Considerations for English Learners
Alfredo Artiles discusses issues that might come up when teachers use standardized tests with English learners. He also shares his thoughts about reading instruction for these students.
The Use of Native Languages in the Classroom
Leonard Baca describes how he became involved in bilingual special education, the importance of teachers making connections between the curriculum and the language and culture of their students, and the dynamics of family involvement for English learners.
Working with Children from High-Poverty Backgrounds
Richard Milner offers insight about why some parents do not appear to provide a significant amount of educational support. He also discusses why it is especially important for high-poverty schools to have effective teachers.
Video Vignettes (3)
English Learners: Sheltered Instruction
Sheltered instruction was designed to help English learners to learn English as well as academic content. Sheltered content instruction utilizes distinct instructional techniques to provide support to help English learners understand demanding lesson content. Not only do teachers plan for objectives that correspond to grade-level standards but they also provide the language objectives necessary for their English learners to express their ideas. In this video, a teacher presents a lesson using sheltered instruction. Watch this demonstration in conjunction with the previous video, which shows the same lesson without the inclusion of sheltered instruction. (Time: 2:38)
English Learners: Unsheltered Instruction
Sheltered instruction was designed to help English learners to learn English as well as academic content. Sheltered content instruction utilizes distinct instructional techniques to provide support to help English learners understand demanding lesson content. Not only do teachers plan for objectives that correspond to grade-level standards but they also provide the language objectives necessary for their English learners to express their ideas. In this video, a teacher presents a lesson *without* using sheltered instruction. Watch this demonstration in conjunction with the following video, which shows the same lesson using sheltered instruction. (Time: 1:33)
Effective Family Engagement Could Look Like This
This video shows an example of effective family collaboration. (Time 5:39)
Transition (11)
Modules (8)
Evidence-Based Practices (Part 1): Identifying and Selecting a Practice or Program
This module, the first in a series of three, discusses the importance of identifying and selecting evidence-based practices (est. completion time: 1.5 hours).
Evidence-Based Practices (Part 2): Implementing a Practice or Program with Fidelity
This module, the second in a series of three, discusses implementing an evidence-based practice or program with fidelity (est. completion time: 1 hour).
Evidence-Based Practices (Part 3): Evaluating Learner Outcomes and Fidelity
This module, the third in a series of three, examines how to evaluate whether an evidence-based practice is effective for the young children or students with whom you are working (est. completion time: 2 hours).
School Counselors: Facilitating Transitions for Students with Disabilities from High School to Post-School Settings
This module provides information for counselors and other education professionals to assist high school students with disabilities in the transition from the school environment to a post-school setting (est. completion time: 1.5 hours).
Secondary Transition: Helping Students with Disabilities Plan for Postsecondary Settings
This module focuses on helping students with disabilities successfully transition from high school to postsecondary settings. Among other topics, it discusses the various components of transition planning and the importance of engaging students in this process (est. completion time: 1.5 hours).
Secondary Transition: Interagency Collaboration
This module defines and discusses the purpose of interagency collaboration and addresses the importance of partnering with agencies to improve outcomes for students with disabilities who are transitioning from high school (est. completion time: 2 hours).
Secondary Transition: Student-Centered Transition Planning
This module will help users to better understand the benefits of student-centered transition planning, identify ways to involve students in collecting assessment information and developing goals, and be able to prepare students to lead their own IEP meetings (est. completion time: 2 hours).
Youth with Disabilities in Juvenile Corrections (Part 2): Transition and Reentry to School and Community
This module addresses considerations and recommendations for transitioning youth from juvenile corrections facilities back to community, school, and workplace settings.
Activities (1)
Independent
Transition: Helping Students Explore Vocational Choices
Understand the myriad factors involved in helping students with disabilities explore different vocational choices (Approx. 4 Weeks).
Information Briefs (1)
Interviews (1)
Student-Centered Transition Planning
Kelly Smoak, a special education resource teacher at West Ashley High School in South Carolina, discusses how she involves students in the overall planning for their transitions and about preparing students to be active participants in their IEP meetings (time: 9:15).
Universal Design for Learning (UDL) (4)
Modules (1)
Universal Design for Learning: Designing Learning Experiences That Engage and Challenge All Students
This module examines the Universal Design for Learning (UDL) framework and discusses how educators can apply UDL to proactively design learning experiences that are flexible enough to challenge and engage all students and that promote learner agency (est. completion time: 2.5 hours).
Interviews (3)
Universal Design for Learning (UDL): A Teacher’s Implementation
Sarah Wisecarver, a gifted and talented teacher and the Universal Design for Learning team facilitator at Hampstead Central School in Hampstead, New Hampshire, discusses how she applied the UDL principles in one of her lessons.
Universal Design for Learning (UDL): Creating an Equitable Classroom
Jenna Gravel, Senior Research Scientist at CAST, and Nicole Tucker-Smith, Founder and CEO of Lessoncast, explain how the Universal Design for Learning framework is ever evolving to address barriers and to create a more equitable classroom for all students. They also offer advice for educators who are just starting to implement UDL.
Universal Design for Learning (UDL): Overview and Future Direction
Lindsay Jones, Chief Executive Officer of CAST, explains the benefits of Universal Design for Learning (UDL). In addition, she discusses how UDL is embedded in educational policy and legislation, as well as the future direction of UDL.
