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Displaying 41 - 50 of 70
Selecting Progress Monitoring Tools: Academic and Behavior Progress Monitoring Tools Charts

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.

Tools
Recommendations and Resources for Preparing Educators in the Endrew Era

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.

Webinar
What is the Endrew F. decision and how does it impact writing a student's IEP?

In this video, Drs. Mitch Yell and Tessie Bailey share information about the 2017 Endrew F. v. Douglas County School District decision by the U.S. Supreme Court. They highlight implications for writing a student's IEP and discuss the importance of setting ambitious IEP goals to ensure that students make progress considering their individual circumstances.

Video
Instructional Practices for Students with the Most Significant Disabilities in Inclusive Settings: A Review of the Literature

The use of empirically validated instructional practices is pivotal for students with the most significant cognitive disabilities to make academic progress in inclusive settings. The purpose of this literature review is to extend previous literature reviews to bring the review of literature up-to-date on pedagogical practices for students with the most significant disabilities in inclusive settings.

Research Report
Working Together Series

The Working Together Series from CADRE includes five interactive self-directed courses that provide families and educators with strategies for working together and through conflict. Anyone supporting children or youth with disabilities may benefit from this series, however; the setting in which collaborative problem solving and conflict resolution takes place within this series is typically the school or IEP meeting. Facilitation materials are also available.

Online Module
Collaborating with Families

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).

Online Module
Secondary Transition: Interagency Collaboration

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).

Online Module
MTSS for All: Including Students with the Most Significant Cognitive Disabilities

The purpose of the MTSS for All: Including Students with the Most Significant Cognitive Disabilities brief from the TIES Center is to provide suggestions for ways in which the Multi-Tiered System of Supports (MTSS), a framework for organizing and providing a tiered instructional continuum to support learning for all students, can include students with the most significant cognitive disabilities. Ideas for how to make MTSS fully inclusive of all students are presented following a short history of MTSS and a summary of current MTSS models.

Research Report
Student Intervention Implementation Log

This log from the National Center on Intensive Intervention can be used as a daily and weekly record of your implementation of an individual student’s intensive intervention plan or specially designed instruction. This information, along with progress monitoring graphs, can inform team intervention and data review meetings. You may choose to supplement the logs with additional items or more detailed notes or adapt for use documenting additional supports and services.

Tools
Progress Monitoring: Mathematics & Reading

These two modules from the IRIS Center introduce users to progress monitoring in reading and mathematics. Progress monitoring is a type of formative assessment in which student learning is evaluated to provide useful feedback about performance to both learners and teachers. Because the overall progress monitoring process is almost identical for any subject area, the content in the two modules is very similar.

Online Module

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