This course provides an overview of the seven required components of the individualized education program (IEP) as outlined in the Individuals with Disabilities Education Act (IDEA). The course explains how the required components of an IEP are interconnected and critically important for developing high-quality educational programming for students with disabilities, provides tips for developing IEPs that promote progress, and shares resources to learn more. This course is part of a larger series on IEPs. Additional modules will be added over time.

Episode 1 of the Path to PROGRESS Podcast is now out! This podcast features educators discussing hot topics in education, with a focus on supporting students with disabilities. Episodes will tackle questions from the field and share free resources that educators and leaders can use to develop and implement high-quality educational programs for students with disabilities. The first episode, A Focus on Instructional Planning, features three of the PROGRESS Center's Educators in Residence.

Check out the trailer for the new Path to PROGRESS Podcast. This podcast features educators discussing hot topics in education, with a focus on supporting students with disabilities. Episodes will tackle questions from the field and share free resources that educators and leaders can use to develop and implement high-quality educational programs for students with disabilities. Episode 1 is out now!

How can educators accelerate learning and promote progress for students with disabilities as they return to school this fall? In this webinar, Drs. Daniel Maggin, Sarah Powell, Gena Nelson, and Kary Zarate highlight six high-leverage, evidence-based practices shown to support implementation of high-quality instructional programming for students with and at risk for disabilities regardless of their identified disability category or grade span. These practices were identified through an extensive, systematic meta-analysis.

This series of practice briefs highlight six evidence-based, high-leverage practices that research has shown support implementation of high-quality instructional programming for students with and at risk for disabilities regardless of their identified disability category or grade span. These practices were identified through an extensive, systematic meta-analysis of the high-leverage practices for students with disabilities.

Teaching social behaviors provides opportunities for teachers to communicate and encourage students with disabilities to demonstrate behavioral expectations and communicate needs more effectively. Rather than a stand-alone curriculum, the teaching of social behaviors requires teachers to implement an instructional sequence that includes defining the target behavior, teaching the social skill, and supporting the student to demonstrate the behavior through modifications to the classroom.

When reviewing and intensifying instruction for students with disabilities, teachers should consider a three-phase cycle of plan, deliver, review and intensify individual, small-group, and whole-group instruction. Even though teachers may plan for and deliver high-quality instruction, some students with disabilities will continue to have difficulties with making progress toward academic and behavioral learning targets. Teachers should use data to monitor student progress and adapt instruction as necessary, using a process of intensifying instruction.

Cognitive and metacognitive strategies are important for the development of executive function skills, which, in turn, are crucial for learning academic and behavior skills. In the three-phase cycle for instruction, teachers can use several cognitive and metacognitive strategies to address challenges that students with disabilities have related to executive functioning.