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IDA Dyslexia Handbook: What Every Family Should Know
Organization: International Dyslexia Association
A free family handbook about dyslexia and its characteristics, this handbook provides information on assessments, effective teaching approaches, self-advocacy ideas, and a vast array of resources. It contains information throughout a child’s life, from elementary school through college. It discusses how the difficulty a child with dyslexia has with reading, spelling, and/or speaking varies from person to person due to inherited differences in brain development, as well as the type of teaching the child receives.
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Center on Technology and Disability
Organization: U.S. Department of Education, Office of Special Education Programs
The Center on Technology and Disability provides a wealth of free resources—personal and professional development webinars, articles, guides, training materials, and more—on assistive and instructional technology, which allows children across the ability spectrum to participate fully at home, in school, and in the community.
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National Center for Systemic Improvement
Organization: National Center for Systemic Improvement
WestEd’s National Center for Systemic Improvement helps states transform their systems to improve outcomes for infants, toddlers, children, and youth with disabilities. The center provides states with technical assistance to support their school districts and local early intervention service programs to improve educational results and functional outcomes for children and youth with disabilities.
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Functional Behavioral Assessment-Based Interventions (Intervention Report)
Organization: Institute of Education Sciences, What Works Clearinghouse
The What Works Clearinghouse identified 17 studies of interventions based on functional behavioral assessment that both fall within the scope of the “children identified with or at risk for an emotional disturbance” topic area and meet What Works Clearinghouse pilot single-case design standards. Functional behavioral assessment is an individualized problem-solving process for addressing student problem behavior. An assessment is conducted to identify the purpose or function of a student’s problem behavior. This assessment process involves collecting information about the environmental conditions that precede the problem behavior and the subsequent rewards that reinforce the behavior. The information that is gathered is then used to identify and implement individualized interventions aimed at reducing problem behaviors and increasing positive behaviors.
https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_fba_011017.pdf
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DyslexiaHelp: Strategies for Teachers
Organization: The Regents of the University of Michigan
These strategies are helpful to struggling readers and writers. Included are are suggestions to promote phonological awareness skills, reading comprehension and fluency, vocabulary development, oral reading, comprehension of written directions, spelling, and writing. Teachers should choose the strategies and activities that best fit their students.
http://dyslexiahelp.umich.edu/professionals/dyslexia-school/strategies-for-teachers
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Developing the Strengths of Students With Dyslexia: Six Teaching Strategies
Organization: Education Northwest
This resource explores the following teachinig strategies for students with dyslexia:
- Incorporate multisensory learning.
- Be accomodating.
- Read to students.
- Use graphic organizers.
- Provide audio-based reading alternatives.
- Find strategies that work for the specific classroom context.
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A Guide for Assessing Mathematical Understanding
Organization: Education Northwest
This set of mathematics assessments for kindergarten and first-grade students provides both cumulative data about students’ progress over time and in-depth diagnostic information. Aligned with the Common Core State Standards for Mathematics, this tool can help teachers track student progress and identify difficulties and can inform instructional planning.
http://educationnorthwest.org/resources/assessing-mathematical-understanding
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Youth With Disabilities in Juvenile Corrections (Part 2)
Organization: The Iris Center, Vanderbilt
This module, the second in a two-part series, addresses considerations and recommendations for transitioning youth from juvenile corrections facilities back to community, school, and workplace settings. Evidence-based practices and resources are included for planning transition related to behavior, disabilities, and system entry or exit.
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3-Tier Math Model Intervention
Organization: Building Capacity for Response to Intervention, UT Austin, MCPER
This website provides educatiors with valid and reliable assessment tools for the identification of students in kindergarten, first grade, and second grade who demonstrate mathematics difficulties, as determined by assessment results and teacher ratings. Evidence-based Tier 2 interventions are provided for students in kindergarten, first grade, and second grade who demonstrate mathematics difficulties. Progress-monitoring tools are provided to determine whether English- and Spanish-speaking Tier 2 students benefit from intervention.
http://buildingrti.utexas.org/resource-pages/3-tier-math-model-intervention
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Using a Response to Intervention Framework to Improve Student Learning (Pocket Guide)
Organization: Center for Response to Intervention at Amercian Institutes for Research
This Pocket Guide focuses on the implementation of reforms that feature applications of a research-based framework for response to intervention (RTI) to address the flexibility plan requirements. RTI identifies students’ learning and behavioral problems early so that educators can intervene with specialized instruction to improve academic achievement. RTI, when implemented with fidelity, improves instructional quality and increases students’ chance of school success.
https://www.air.org/resource/using-response-intervention-rti-framework-improve-student-learning
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Addressing Disruptive and Noncompliant Behaviors (Part 1): Understanding the Acting-Out Cycle (Module)
Organization: IRIS Center Vanderbilt University
This module discusses problem behavior through the stages of the acting-out cycle and suggests ways that teachers can respond to students in the cycle’s different phases. It provides a model for teachers to understand the causes of misbehavior and for suggesting strategies for avoiding problems in their classrooms.
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Understood: For Learning and Attention Issues (website)
Organization: 15 nonprofit organizations listed on website
This website is a resource to help parents whose children struggle with learning and attention issues. It is a customizable tool made up of articles, decision guides, slideshows, practical tips, and “Through Your Child’s Eyes” exercises to help parents understand their child’s issues and help make effective choices.
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Write for Texas (Website)
Organization: The Meadows Center for Preventing Educational Risk
Write for Texas is designed to help all teachers provide opportunities for students to read, write, and discuss a wide variety of genres throughout the school year. The Write for Texas collection of resources is available to all secondary English language arts and reading and content area teachers to support effective writing instruction. The resources include critical background knowledge, activities, and videos that relate to the guiding principles of effective writing instruction. Participants learn and apply teaching techniques to support all students in writing.
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National Clearinghouse for English Language Acquisition
Organization: U.S. Department of Education
The National Clearinghouse for English Language Acquisition provides resources about the education of English learners. Much of the information is for administrators or educators looking at grants or programs or research. The Newcomer Tool Kit provides (1) a discussion of topics relevant to understanding, supporting, and engaging newcomer students and their families; (2) tools, strategies, and examples of classroom and schoolwide practices in action, along with chapter-specific professional learning activities for use in staff meetings or professional learning communities; and (3) selected resources for further information and assistance, most of which are available online at no cost. In the English Learner Toolkit is a chapter on tools and resources for addressing English learners with disabilities.
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National Technical Assistance Center on Transition (Website)
Organization: Office of Special Education Programs and Rehabilitation Services Administration
The National Technical Assistance Center on Transition offers resources to help schools and districts ensure that students with disabilities graduate from high school and are prepared to transition successfully to postsecondary education or employment. The website includes information on dropout prevention and collecting data on students’ interests and needs to aid in planning.
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Odessey Math Intervention Report
Organization: Institute of Education Sciences, What Works Clearinghouse
Odyssey Math is a web-based program developed by Compass Learning for mathematics instruction in kindergarten to grade 8. The program includes a mathematics curriculum and formative assessments designed to support differentiated and data-driven instruction. Based on assessment results, the program generates an individualized sequence of mathematics topics and skills—a “learning path.” Odyssey Math was found to have potentially positive effects on achievement for primary students.
https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_odysseymath_013117.pdf
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Peer-Assisted Learning/Literacy Strategies Intervention Report
Organization: Institute of Education Sciences, What Works Clearinghouse
The What Works Clearinghouse review of interventions for beginning reading addresses student outcomes in four domains: alphabetics, fluency, comprehension, and general reading achievement. There are three studies that contribute to the effectiveness ratings in the reports that cover the four domains. Peer-Assisted Learning/Literacy Strategies was found to have potentially positive effects on alphabetics, no discernible effects on fluency, and mixed effects on comprehension for beginning readers.
https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_pals_050112.pdf
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Teaching Strategies for Improving Algebra Knowledge in Middle and High School (Practice Guide)
Organization: Institute of Education Sciences, What Works Clearinghouse
This practice guide offers educators specific, evidence-based recommendations that address the challenges of teaching algebra to students in grades 6 through 12. This guide synthesizes available research and shares practices that are supported by evidence. It is intended to be practical and easy for teachers to use. The guide includes many examples in each recommendation to demonstrate the concepts discussed.
https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/wwc_algebra_040715.pdf
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Teaching Math to Young Children (Practice Guide)
Organization: Institute of Education Sciences, What Works Clearinghouse
This practice guide presents five recommendations designed to help early education teachers capitalize on children’s natural interest in math. The first two recommendations identify early math content areas that should be included in the preschool, prekindergarten, and kindergarten curricula. The last three recommendations focus on strategies and teaching techniques that incorporate math content into the classroom.
https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/early_math_pg_111313.pdf
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Ideas That Work (Website)
Organization: Office of Special Education Programs
This website provides access to information from research-to-practice initiatives funded by the Office of Special Education Programs that address the provisions of the Individuals With Disabilities Education Act and the Every Student Succeeds Act. The website includes resources and links for grantees and grant centers.