Organization: Council for Exceptional Children, Division for Learning Disabilities
This website features resources such as tutorials, videos, blogs, position papers, and lessons plans for teaching students with learning disabilities.
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Teaching LD (Website)
Topics: English Language Learners, Intervention, Mathematics Instruction, Progress Monitoring, Reading Instruction, RTI, School RTI, Screening, What is RTI?Intendended Audience(s): Administrators, Campus Leaders, District Leaders, Others, Parents, State Leaders, Teachers, Technical Assistance ProvidersDate posted on this site:
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Educator’s Practice Guide: Teaching Secondary Students to Write Effectively
Organization: Institute of Education Sciences, What Works Clearinghouse
The goal of this practice guide is to offer educators specific, evidence-based recommendations that address the challenges of teaching students in grades 6–12 to write effectively. This guide synthesizes the best publicly available research and shares practices that are supported by evidence. It is intended to be practical and easy for teachers to use.
http://ies.ed.gov/ncee/wwc/Docs/practiceguide/wwc_secondary_writing_110116.pdf
Intendended Audience(s): Administrators, Campus Leaders, District Leaders, Teachers, Technical Assistance ProvidersDate posted on this site:
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Intervention Report: Read 180
Organization: Institute of Education Sciences, What Works Clearinghouse
The What Works Clearinghouse (WWC) identified nine studies of READ 180® that both fall within the scope of the adolescent literacy topic area and meet WWC group design standards. Three studies meet WWC group design standards without reservations, and six studies meet WWC group design standards with reservations. Together, these studies included 8,755 adolescent readers in more than 66 schools in 15 school districts and 10 states. Read 180 has some positive effects.
http://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_read180_112916.pdf
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(Module) Youth With Disabilities in Juvenile Corrections – Part 1
Organization: IRIS Center
This module outlines the instructional challenges encountered by teachers in juvenile corrections settings. It discusses some of the ways to address these challenges and provides links to relevant response to intervention, reading, math, and behavioral support resources.
Topics: Behavior, Intervention, Mathematics Instruction, Reading Instruction, RTI, School RTI, What is RTI?Date posted on this site:
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(Module) Dual Language Learners With Disabilities: Supporting Young Children in the Classroom
Organization: IRIS Center
This module offers an overview of young children who are dual-language 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.
Topics: Culturally Diverse, District RTI, English Language Learners, LD Identification, Reading Instruction, RTI, ScreeningGrade Level(s): Grades K-3Date posted on this site:
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All About Adolescent Literacy (Website)
Organization: WETA Washington, D.C.
This website provides information for parents, teachers, and administrators about how to best teach literacy to students in grades 4–12.
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Center for Parent Information and Resources
Organization: U.S. Department of Education, Office of Special Education
Much of the rich library of materials and publications that the National Dissemination Center for Children With Disabilities produced has a new home on the Center for Parent Information and Resources (CPIR) website. The CPIR website was produced through the U.S. Department of Education, Office of Special Education Programs. This website provides a wide range of topics and resources in both English and Spanish to help parents and parent centers.
Intendended Audience(s): Administrators, Campus Leaders, Parents, Teachers, Technical Assistance ProvidersDate posted on this site:
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Reducing Behavior Problems in the Elementary School Classroom (Practice Guide)
Organization: Institute of Education Sciences, What Works Clearinghouse
Understanding what prompts and reinforces problem behaviors can be a powerful tool for preventing them or reducing their negative impacts when they occur. This practice guide offers five concrete recommendations to help elementary school general education teachers reduce the frequency of the most common types of behavior problems they encounter among their students. The recommendations begin with strategies teachers can use immediately on their own in their classrooms and then broaden to include approaches that involve resources from outside the classroom.
Topics: BehaviorDate posted on this site:
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Review of Spelling Mastery
Organization: Institute of Education Sciences, What Works Clearinghouse
Spelling Mastery is designed to explicitly teach spelling skills to students in grades 1 through 6. Spelling Mastery can be implemented with individuals or whole classes. The program is designed for all academic levels: advanced, average, and academically challenged. It can also be used in multiage classrooms, with English language learners, and with students with learning disabilities. The What Works Clearinghouse review of Spelling Mastery for the Students With Learning Disabilities topic area includes student outcomes in nine domains: alphabetics, reading fluency, reading comprehension, general reading achievement, mathematics, writing, science, social studies, and progress in school. The two studies of Spelling Mastery that meet What Works Clearinghouse evidence standards reported findings in one of the nine domains: writing.
http://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_spelling_mastery_100716.pdf
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IRIS Module | Autism Spectrum Disorder: An Overview
Organization: IRIS Center Vanderbilt
This resource provides information on the early signs of autism spectrum disorder (ASD). Participants will learn the difference between a medical diagnosis and an educational determination of ASD. Resources include notes on instructional considerations for teachers who have students with ASD.
Intendended Audience(s): Administrators, Campus Leaders, District Leaders, Parents, State Leaders, Teachers, Technical Assistance ProvidersDate posted on this site:
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Self-Study Guide for Implementing Literacy Interventions Grades 3-8
Organization: IES-What Works Clearinghouse-REL
States in the Regional Educational Laboratory (REL) Southeast region and across the country are implementing large-scale initiatives focused on delivering literacy interventions in grades 3-8. This self-study guide provides a template for data collection and guiding questions for discussion that may improve the implementation of literacy interventions in grades 3-8 and increase the number of students meeting college and career readiness standards. It is intended to help district- and school-based practitioners conduct self-studies for planning and implementing literacy interventions in grades 3-8.
http://ies.ed.gov/ncee/edlabs/regions/southeast/pdf/REL_2016224.pdf
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Self-Study Guide for Implementing High School Academic Interventions
Organization: IES-What Works Clearinghouse- REL
States across the country are implementing large‐scale initiatives focused on delivering academic interventions in the high school grades. The self‐study guide provides a template for data collection and guiding questions for discussion that may improve the implementation of high school academic interventions and increase the number of students meeting college and career readiness standards. This guide is intended to help district‐ and school‐based practitioners conduct self‐studies for planning and implementing high school academic interventions. Self‐study is a process of using a guide with predetermined focus areas and questions to collect. The process can include teachers, instructional coaches, guidance counselors, school‐based administrators, district administrators, and chief academic officers knowledgeable in high school academic interventions.
https://ies.ed.gov/ncee/edlabs/regions/southeast/pdf/REL_2016218.pdf
Grade Level(s): Grades 9-12Date posted on this site:
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IRIS Module | RTI: Mathematics
Organization: IRIS Center Vanderbilt
This resource describes the RTI framework as applied to mathematics. It includes discussions of instruction, assessment, and data-based decision making at the primary, secondary, and tertiary levels.
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“Double-dosing” in Math in North Carolina Public Schools
Organization: National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast
Double-dosing in math expands the time for students to learn by having them enroll in two (or occasionally more) math courses during the regular school day. Although the practice can take different forms and be used at different grade levels (Chait, Muller, Goldware, & Housman, 2007; Nomi & Allensworth, 2009), most research on double-dosing in math has focused on students who need preparation to make the transition to Algebra I or similar rigorous high school math courses—typically, grade 8 or grade 9 students. This study aims to provide a more complete picture of the prevalence of double-dosing in math in North Carolina in 2011–2012, the most recent year that data were available. It also reports on the use of double-dosing for remediation, maintenance, and enrichment; compares schools that use double-dosing in math with those that do not; and examines the various characteristics of students who receive a double dose of math.
http://ies.ed.gov/ncee/edlabs/regions/southeast/pdf/rel_2016140.pdf
Topics: Mathematics InstructionDate posted on this site:
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Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade
Organization: What Works Clearing House, IES July 2016
This practice guide provides four recommendations for teaching foundational reading skills to students in kindergarten through 3rd grade. Each recommendation includes implementation steps and solutions for common obstacles. The recommendations also summarize and rate supporting evidence. This guide is geared towards teachers, administrators, and other educators who want to improve their students’ foundational reading skills, and is a companion to the practice guide.
Grade Level(s): Grades K-3Date posted on this site:
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Center on Online Learning and Students With Disabilities
Organization: University of Kansas
An increasing number of K–12 students participate in online learning. The Center on Online Learning and Students With Disabilities website provides useful information and resources for educators and parents on how to make online learning more accessible and effective for students with disabilities.
Intendended Audience(s): Administrators, Campus Leaders, District Leaders, Parents, Teachers, Technical Assistance ProvidersDate posted on this site:
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Curing Dyslexia: What Is Possible? (Webinar)
Organization: International Dyslexia Association
June 15, 2016. This webinar was presented by Patricia Mathes, Ph.D., professor emerita from Southern Methodist University and founder of Hoot Education. In this 1-hour presentation, Mathes describes the causes of poor reading, the importance of early identification and intervention, and characteristics of effective reading instruction for students with dyslexia.
Topics: Reading InstructionIntendended Audience(s): Administrators, Campus Leaders, District Leaders, Parents, State Leaders, Teachers, Technical Assistance ProvidersDate posted on this site:
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Know Your Rights: Students With ADHD
Organization: Department of Education
For parents of students with attention-deficit/hyperactivity disorder (ADHD), the U.S. Department of Education created a brief summary of the parent rights and school district responsibilities under Section 504 of the Rehabilitation Act of 1973.
http://www2.ed.gov/about/offices/list/ocr/docs/dcl-know-rights-201607-504.pdf
Topics: BehaviorIntendended Audience(s): Administrators, Campus Leaders, Parents, State Leaders, Teachers, Technical Assistance ProvidersDate posted on this site:
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IDEA Parent Guide
Organization: National Center for Learning Disabilities
NCLD has created this Parent Guide to the Individuals with Disabilities Education Act (IDEA) parents can become an informed and effective partner with school personnel in supporting their child’s special learning and behavioral needs. There are tools in the parent guide to help parents and educators when working with schools.
http://www.ncld.org/archives/reports-and-studies/idea-parent-guide-2
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Middle School Matters
Organization: George W. Bush Institute, The Meadows Center for Preventing Educational Risk at The University of Texas at Austin.
The Middle School Matters Institute is an initiative of the George W. Bush Institute in partnership with The Meadows Center for Preventing Educational Risk at The University of Texas. They partner with the nation’s leading education researchers and practitioners and draw upon decades of high-quality research to provide excellent support and resources to middle grades schools across the nation. The second edition of the Middle School Matters Field Guide is a collection of research-based principles, practices, and strategies deemed essential for middle school success. It contains examples and illustrations to help educators understand and implement each of these practices in classrooms and schools.
Intendended Audience(s): Administrators, Campus Leaders, District Leaders, Teachers, Technical Assistance ProvidersGrade Level(s): Grades 6-8Date posted on this site: