Learn about the work of the PROGRESS Center and how the Center is supporting local educators and leaders in developing and implementing high-quality educational programming for students with disabilities. This infographic provides a snapshot of Year 4 (November 2022 – October 2023) activities and demonstrates the impact and reach of the Center’s efforts during that period.
Jennifer Franks is the parent of two boys. Her youngest, Jackson, has Down Syndrome. Recognizing that her son thrived in typical peer environments, she became skilled at working with teachers to include her son in the general education classroom. In this video, Jennifer shares how she realized that inclusion was more than Jackson having a place in the general education classroom and what it has been like to see Jackson become a part of the school community and change lives.
This collection of self-paced courses provides highlight 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.
Well-structured, organized classroom environments can reduce behavior problems and promote academic learning for all students. On January 17, 2024 NCII and the PROGRESS Center hosted a free webinar with Dr. Caitlyn Majeika focused on classroom management strategies and supports educators can apply in their own classroom settings. The strategies presented can help educators create a predictable, structured, and organized environment that maximizes instructional time for all learners and improves access and outcomes for students with disabilities and students with intensive needs.
Did the 2017 Endrew F. Supreme Court decision impact progress indicators for students with disabilities? Several data gathering activities conducted through the PROGRESS Center suggest it depends on the context. In this webinar, Center Director Dr. Tessie Bailey, and PROGRESS Center Advisors Dr. Mitch Yell and Dr. Perry Zirkel, share findings from judicial rulings and professional recommendations as well as potential implications for the field.
Did the 2017 Endrew F. Supreme Court decision impact progress indicators for students with disabilities? Several data gathering activities conducted through the PROGRESS Center suggest it depends on the context. During the webinar held on November 30, 2023, PROGRESS Center Director Dr. Tessie Bailey and PROGRESS Center Advisors Dr. Mitch Yell and Dr. Perry Zirkel shared findings from judicial rulings and professional recommendations as well as potential implications for the field.
On September 12, 2023 the PROGRESS Center hosted a virtual event, Special Educator Preparation: Promising Strategies to Promote Recruitment and Retention focused on building capacity with those who support pre-service and in-service educators to develop and implement high-quality educational programming for students with disabilities.
This interactive course from the PROGRESS Center is part of a series covering components of the individualized education program (IEP). The course explains the Individuals with Disabilities Education Act (IDEA) requirements for the statement of services and aids and the critical role of the statement of services and aids in the development of a high-quality IEP. Those who enroll in this interactive course will be able to do the following: