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So What Do I Do Now? Strategies for Intensifying Intervention When Standard Approaches Don’t Work
Organization: National Center for Intensive Intervention at American Institutes for Research
This webinar, led by Dr. Sharon Vaughn of The University of Texas Austin and Dr. Rebecca Zumeta of the National Center for Intensive Intervention, discusses approaches to intensifying academic interventions for students with significant and persistent needs. The presenters address four categories of practice for intensification, with an emphasis on combining cognitive-processing strategies with academic learning.
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High-Quality Mathematics Instruction: What Teachers Should Know
Organization: IRIS Center, Vanderbilt University
This professional development module describes the components of high-quality mathematics instruction: a standards-based curriculum and evidence-based strategies. It also highlights several effective practices teachers can use to teach mathematics.
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RTI: (Part 3) Reading Instruction
Organization: IRIS Center, Vanderbilt University
This online module illustrates different research-based reading strategies that may be used with the response to intervention model to improve reading skills. There are videos, questions, and examples of reading strategies for high-quality instruction.
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Positive Behavioral Interventions and Supports Resource Catalog
Organization: Technical Assistance Center on Positive Behavioral Interventions and Supports
This catalog lists hundreds of resources by title, authors, category or classification of what type of resource, and date of the resource.
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PBIS in the Classroom
Organization: Technical Assistance Center on Positive Behavioral Interventions and Supports
When positive behavioral interventions and supports (PBIS) is implemented in the classroom, it may be referred to as classroom PBIS, positive classroom behavior support, positive and proactive classroom management, or a variety of other synonyms. Classroom PBIS includes preventative and responsive approaches that may be implemented with all students in a classroom and intensified to support small groups or a few individual students. These strategies are important tools to decrease disruptions and increase instructional time.
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10 Steps to Make RTI Work in Schools
Organization: Center on Response to Intervention at American Institutes for Research
This publication is part of a series by the American Institutes for Research (AIR) that offers policymakers, educators, and the general public accessible, research-based information on pressing education issues. AIR worked closely with a school in New York to implement a rigorous response to intervention (RTI) framework over 3 years. In the course of this work, both AIR and the school took away several important building blocks useful to any school or district implementing RTI. This piece summarizes information by sharing the work alongside useful resources and evidence about the implementation of RTI.
https://mtss4success.org/resource/10-steps-make-rti-work-schools
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ELITE2: English Learner Institute for Teaching and Excellence
Organization: The Meadows Center for Preventing Educational Risk
Project ELITE2 is a model demonstration project sponsored by the Office of Special Education Programs in the U.S. Department of Education. This project operates within the Language for Learning Institute of The Meadows Center for Preventing Educational Risk at The University of Texas at Austin. The goal of the project is to develop, implement, and evaluate a multitiered instructional model for English learners in the elementary grades that focuses on language and literacy development. The project is one of three model demonstration sites collaborating to optimize educational outcomes for English learners, specifically those with or at risk of having a learning disability.
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Reading Instruction for English Learners With Learning Disabilities
Organization: Council for Learning Disabilities
This infosheet presents a brief review of several validated instructional practices for developing the reading skills of English learners with learning disabilities. The infosheet includes instructional suggestions and essential reading skills shown in studies to benefit English learners.
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Effective Vocabulary Instruction for K to 12th-Grade Students Experiencing Learning Disabilities
Organization: Council for Learning Disabilities
This infosheet discusses answers to frequently asked questions. Additionally, it provides research-based strategies and instructional routines to increase the vocabulary development of students with learning disabilities, especially in reading comprehension. The infosheet also discusses Marzano’s six steps for teaching new words, which can be used with all students, including those with learning disabilities.
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Promoting Reading Comprehension in Secondary Students With LD
Organization: Council for Learning Disabilities
This report includes information from a presentation on promoting reading comprehension in secondary students with learning disabilities. The report discusses the importance of reading comprehension and the goals for secondary students. It also outlines a research-based comprehension guide for English language learners.
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Texas Essential Knowledge and Skills for English Language Arts and Reading
Organization: Texas Education Agency
The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) have seven strands of essential knowledge to be integrated into instruction. Not all strands require the same amount of instructional time; they can be presented at any time during the school year and intergrated throughout the year.
http://ritter.tea.state.tx.us/rules/tac/chapter110/index.html
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Office of Special Education and Rehabilitative Services Letter to Schools on Guidance on Dyslexia
Organization: Office of Special Education and Rehabilitative Services
This letter was written for educators across the United States in 2015 from the U.S. Department of Education’s assistant secretary of education. The purpose of the letter was to clarify that nothing in the Individuals With Disabilities Education Act prohibits the use of the terms dyslexia, dyscalculia, and dysgraphia in evaluations, eligibility determinations, or individualized education plan documents. The letter addresses the need for schools to screen students and conduct an evaluation under the education laws. The letter states that educators should use a multitiered instructional framework; identify students at risk for poor learning outcomes, including those who may have dyslexia, dyscalculia, or dysgraphia; monitor their progress; provide evidence-based interventions; and adjust the intensity and nature of those interventions depending on a student’s responsiveness. The letter clarifies misconceptions schools have about disabilities like dyslexia.
https://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/guidance-on-dyslexia-10-2015.pdf
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Hard to Read: How American Schools Fail Kids With Dyslexia
Organization: American Public Media
This online documentary report and accompanying audio version explore firsthand accounts from educators, parents, students, and researchers who have encountered schools that fail to identify students with dyslexia and deny proper treatment. Dyslexia is also explained. The audio version includes recordings of students reading—both students with and without dyslexia. The report discusses reading education history, the need for teacher training to help students with dyslexia, the costs for help, and the stress on families.
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Language Objectives: The Key to Effective Content Area Instruction for English Learners
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Organization: Colorín Colorado
This article provides an overview of how to use language objectives in content area instruction for English learners and offers classroom-based examples from different grade and subject levels.
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Strategies and Interventions to Support Students With Mathematics Disabilities
Organization: Council for Learning Disabilities
This nine-page document provides an overview of strategies and resources to support students with or at risk for mathematics learning disabilities. Included are links to resources to support educators.
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Intensive Intervention (Part 2): Collecting and Analyzing Data for Data-Based Individualization (IRIS Module)
Organization: IRIS Center, Vanderbilt University
This is part 2 of a two-part training module on individualizing student instruction and intervention. This part reviews the utility of using data to inform instructional decisions. The module discusses how diagnostic assessment and progress-monitoring data are collected and analyzed in an effort to implement intensive interventions.
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Intensive Intervention (Part 1): Data-Based Individualization to Intensify Instruction (IRIS Module)
Organization: IRIS Center, Vanderbilt University
This is part 1 of a two-part training module on individualizing student instruction and intervention. The module provides information regarding the purpose of intensive interventions, data-based individualization processes, and how an instructor can intensify interventions for individuals.
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Doing What Works Library
Organization: WestEd
WestEd has provided the Doing What Works Library as a resource cache for researchers and educators. This library is packed with interviews, multimedia, sample materials, and tools for educators to implement in their classrooms and schools. The materials are based on research reviews endorsed by the Institute of Education Sciences.
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Collaborative for Academic, Social, and Emotional Learning
Organization: Collaborative for Academic, Social, and Emotional Learning
This website provides information on the Collaborative for Academic, Social, and Emotional Learning, and links to research supporting social and emotional learning in classrooms, videos for educators and researchers, and guides for implementing social and emotional learning techniques in the classroom.
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Professional Learning and Techincal Assistance (WestEd)
Organization: WestEd
This WestEd website provides numerous links to professional learning and technical assistance programs and webinars. These workshops, websites, and other resources are aimed at education and human service agencies for the improvement of educational outcomes for children and young adults with disabilities.