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.
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.
This module from the IRIS Center details the process of developing high-quality individualized education programs (IEPs) for students with disabilities. The module discusses the requirements for IEPs as outlined in the Individuals with Disabilities Education Act (IDEA) with implications of the Supreme Court's ruling in Endrew F. v. Douglas County School District (est. completion time: 3 hours).