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Center Product Icon Episode 1 of Path to PROGRESS Podcast out Now!

Episode 1 of the Path to PROGRESS Podcast is now out! This podcast features educators discussing hot topics in education, with a focus on supporting students with disabilities. Episodes will tackle questions from the field and share free resources that educators and leaders can use to develop and implement high-quality educational programs for students with disabilities. The first episode, A Focus on Instructional Planning, features three of the PROGRESS Center's Educators in Residence.

News
Center Product Icon Listen to the Trailer for Upcoming Path to PROGRESS Podcast!

Check out the trailer for the new Path to PROGRESS Podcast. This podcast features educators discussing hot topics in education, with a focus on supporting students with disabilities. Episodes will tackle questions from the field and share free resources that educators and leaders can use to develop and implement high-quality educational programs for students with disabilities. Episode 1 is out now!

News
Center Product Icon Stories from the Classroom: Words Matter

In this video, Julie Lang recalls how as a high school student with cerebral palsy, one teacher’s poor choice of words stunned her while another teacher’s high expectations launched her forward. Both experiences helped her to become the fearless teacher she is today. Julie is currently a high school history teacher at Walnut Grove Christian School in North Carolina.

Video
Center Product Icon Stories from the Classroom: Appreciating High Expectations
In this video, Billy Pickens explains how his teacher’s high expectations for him were not always welcome in high school, but as an adult who is deaf-blind he now appreciates how important it was for his future.
Video
Center Product Icon Six Key Instructional Practices for Accelerating Learning and Promoting Progress for Students with Disabilities

How can educators accelerate learning and promote progress for students with disabilities as they return to school this fall? In this webinar, Drs. Daniel Maggin, Sarah Powell, Gena Nelson, and Kary Zarate highlight six high-leverage, evidence-based practices shown to 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.

Webinar
Center Product Icon Instructional Practice Briefs

This series of practice briefs highlight six 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.

Fact Sheet
Center Product Icon Teaching Social Behaviors Practice Brief

Teaching social behaviors provides opportunities for teachers to communicate and encourage students with disabilities to demonstrate behavioral expectations and communicate needs more effectively. Rather than a stand-alone curriculum, the teaching of social behaviors requires teachers to implement an instructional sequence that includes defining the target behavior, teaching the social skill, and supporting the student to demonstrate the behavior through modifications to the classroom.

Fact Sheet
Center Product Icon Reviewing and Intensifying Instruction Practice Brief

When reviewing and intensifying instruction for students with disabilities, teachers should consider a three-phase cycle of plan, deliver, review and intensify individual, small-group, and whole-group instruction. Even though teachers may plan for and deliver high-quality instruction, some students with disabilities will continue to have difficulties with making progress toward academic and behavioral learning targets. Teachers should use data to monitor student progress and adapt instruction as necessary, using a process of intensifying instruction.

Fact Sheet
Center Product Icon Cognitive and Metacognitive Strategies Practice Brief

Cognitive and metacognitive strategies are important for the development of executive function skills, which, in turn, are crucial for learning academic and behavior skills. In the three-phase cycle for instruction, teachers can use several cognitive and metacognitive strategies to address challenges that students with disabilities have related to executive functioning.

Fact Sheet
Center Product Icon Instructional Technology Practice Brief
Instructional technology involves intentional planning to provide students access and opportunities to engage with technology tools such as personal computers, smartboards, tablets, and digital programs as a tool of learning for content delivery. Using instructional technology as a practice embeds the technology tools within the curriculum to improve learning outcomes for students.
Fact Sheet

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