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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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.
The National Center on Intensive Intervention has developed the tools charts to assist educators and families in becoming informed consumers who can select academic and behavioral interventions. The charts display reviews of studies of interventions including information about the quality of the study, outcomes, and implementation information. The charts are interactive so that users can filter, sort, compare, and review the data in order to select an intervention that meets their needs.
The National Center on Intensive Intervention has developed the tools charts to assist educators and families in becoming informed consumers who can select academic and behavioral progress monitoring tools. The charts display the technical rigor of the assessments as reviewed by a Technical Review Committee representing experts in assessment. The charts are interactive so that users can filter, sort, compare, and review the data in order to select an assessment that meets their needs.
On May 8, 2019, PROGRESS Center Advisors Drs. Mitch Yell, David Bateman and leaders Tessie Bailey and Teri Marx presented Recommendations and Resources for Preparing Educators in the Endrew Era. In this webinar, Drs. Yell and Bateman draw on their recent article Free Appropriate Public Education and Endrew F. v. Douglas County School System (2017): Implications for Personnel Preparation in Teacher Education and Special Education.
This IRIS Module is designed to help teachers build positive relationships with families. The module highlights the diversity of families and addresses the factors that school personnel should understand about working with the families of children with disabilities (est. completion time: 1 hour).
This module from the IRIS Center defines and discusses the purpose of interagency collaboration and addresses the importance of partnering with agencies to improve outcomes for students with disabilities who are transitioning from high school (est. completion time: 2 hours).