In collaboration with the National Center on Intensive Intervention, the PROGRESS Center has launched a new learning module library that includes a collection of self-paced learning modules designed to support professional learning of pre-service and in-service educators and administrators through just in time, self-directed, self-paced learning.
This course is intended to encourage reflection on the larger purpose of the Individuals with Disabilities Education Act (IDEA) and provide a brief introduction to the PROGRESS Center’s approach to promoting progress for students with disabilities by developing and implementing high-quality educational programming that meets procedural, substantive, and implementation requirements and ensures that students with disabilities have access to free appropriate public education in the least restrictive environment as outlined by IDEA.
This video highlights high-leverage practice (HLP) 11 which focuses on identifying and prioritizing long- and short-term learning goals. This video includes two parts: Part 1 defines short- and long-term goals and provides a rationale for identifying and prioritizing learning goals for students with disabilities. Part 2 demonstrates how various individual student data sources, state standards, and the IEP can be used to identify essential areas of need and develop long- and short-term goals.
In this webinar, Drs. Tessie Rose Bailey and Zach Weingarten from the National Center on Intensive Intervention and the PROGRESS Center, as well as Thom Jones from the Wyoming Department of Education and Justine Essex from Freedom Elementary School in Cheyenne, Wyoming shared how to set ambitious goals for students by selecting a valid, reliable progress monitoring measure, establishing baseline performance, choosing a strategy, and writing a measurable goal.
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This webpage and series of practice guides includes practical resources on assessment and instruction for children and youth with deaf-blindness. The Info Topics covered on the educational practices webpage, contain a collection of information and resources developed by researchers and practitoners.
This course from the National Center on Intensive Intervention provides the foundational information for users interested in learning more about intensive intervention and the DBI process. The module defines intensive intervention and DBI, describes how intensive intervention fits within a tiered system such as MTSS, RTI, or PBIS, demonstrates how intensive intervention can provide a systemic process to deliver specialized instruction for students with disabilities, and provides two case examples to allow viewers to apply new knowledge.
The purpose of this brief is to summarize some of the past exclusionary practices that resulted from low expectations for students with disabilities, and how those were addressed in policies related to standards-based reform. The brief highlights answers to critical questions about expectations for students with disabilities, including those with the most significant cognitive disabilities, answers that have been developed over time based on lessons learned.