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.
This four part course is designed to support faculty and professional development providers with instructing pre-service and in-service educators who are developing and/or refining their implementation of explicit instruction. This course provides learners with an opportunity to extend their understanding of explicit instruction through in-depth exposure to the explicit instruction model and supporting practices required for effective implementation.
This video highlighting the high-leverage practices (HLPs) focuses on providing positive and constructive feedback to guide students' learning and behavior. This video is intended to support teacher educators and new teachers with concrete, easy-to-access examples of HLPs in action, in real classrooms, with real students. The videos and supporting resources are easily and freely accessible online, offering a practical, real-world illustration of HLPs by teachers intentionally and explicitly using the practice to meet the specific needs of students in their classrooms.
Transition planning officially begins between the ages of 14 and 16 for most students with an IEP. However, the process is lifelong. This section of NTACT's website provides resources and tools to guide the process of transition planning - encompassing assessment and skill development to plan for success beyond school.
This series of data meeting tools are developed to support individualized problem-solving teams for students with severe and persistent learning and behavioral needs. The collection includes sample agendas, facilitation materials, participant guides, note-taking templates, and decision-making tools for initial and ongoing data meetings.
Serving on Groups That Make Decisions: A Guide for Families is intended to be a useful tool for anyone who is currently serving, or wants to serve, on a decision-making group. This can include parents, students, educators, administrators, and community members. It was researched, developed, and written collaboratively by a broad group of statewide agencies, school representatives, and family members across Wisconsin.
This resource from the Center for Parent Information & Resources provides information about related services as they are described in IDEA, a brief overview of related services, and more in-depth information about what's excluded and how individual services are defined.
This module overviews instructional and testing accommodations for students with disabilities, explains how accommodations differ from other kinds of instructional adaptations, defines the four categories of accommodations, and describes how to implement accommodations and evaluate their effectiveness for individual students (est. completion time: 2 hours).
The 2017 Supreme Court decision Endrew F. v. Douglas County School District highlighted the importance of monitoring students’ progress toward appropriately challenging individualized educational program (IEP) annual goals and making changes to students’ educational programs when needed. The process for setting an IEP goal should be closely tied to progress monitoring, a valid, reliable method for providing frequent, ongoing assessment of a student’s performance.