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173 Total Resources

Recently Posted

Improving Mathematical Problem Solving in Grades 4 through 8

Organization: Institute of Education Sciences (IES), What Works Clearinghouse (WCC)

The goal of this practice guide is to offer educators specific, evidence-based recommendations that address the challenge of improving mathematical problem solving in grades 4 through 8. The guide provides practical, clear information on critical topics related to improving mathematical problem solving and is based on the best available evidence as judged by the authors. This practice guide provides five recommendations for improving students' mathematical problem solving in grades 4 through 8: 1. Prepare problems and use them in whole-class instruction. 2. Assist students in monitoring and reflecting on the problem-solving process. 3. Teach students how to use visual representations. 4. Expose students to multiple problem-solving strategies. 5. Help students recognize and articulate mathematical concepts and notation.

http://ies.ed.gov/pubsearch/pubsinfo.asp?pubid=WWCPGMIM12

Topic(s): Mathematics Instruction
Intended Audience(s): Campus Leaders, Teachers
Grades 4-5
Media Type(s): Document(s)

Date posted on this site: Tuesday, October 28, 2014


Recently Posted

Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools

Organization: Institute of Education Sciences

Taking early action may be key to helping students struggling with mathematics. The eight recommendations in this guide are designed to help teachers, principals, and administrators use Response to Intervention for the early detection, prevention, and support of students struggling with mathematics.

http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=2

Topic(s): Mathematics Instruction, RTI, School RTI
Intended Audience(s): Administrators, Teachers
Grades K-3, Grades 4-5, Grades 6-8
Media Type(s): Document(s)

Date posted on this site: Tuesday, October 28, 2014


Recently Posted

Monitoring Student Progress for Behavioral Interventions (DBI Training Series Module 3)

Organization: National Center on Intensive Intervention (NCII)

This module, developed as part of the National Center on Intensive Interventions data-based individualization series. The module focuses on behavioral progress monitoring within the context of the DBI process and addresses: (a) methods available for behavioral progress monitoring, including but not limited to Direct Behavior Rating (DBR), and (b) using progress monitoring data to make decisions about behavioral interventions. Upon completion of the module, viewers will be able to 1) Select and define meaningful target behaviors for progress monitoring; 2) Understand the advantages and disadvantages of using Systematic Direct Observation versus Direct Behavior Rating; 3) Plan and carry out data collection to monitor a target behavior; individualize Direct Behavior Rating forms; and 4) Use graphed progress monitoring data to determine when intervention changes are needed.

http://www.intensiveintervention.org/resource/monitoring-student-progress-behavioral-interventions-dbi-training-series-module-3

Topic(s): Behavior, Progress Monitoring
Intended Audience(s): Campus Leaders, Teachers, Technical Assistance Providers
Grades K-3, Grades 4-5, Grades 6-8, Grades 9-12
Media Type(s): Document(s)

Date posted on this site: Tuesday, October 28, 2014


Recently Posted

Behavioral Intervention Chart

Organization: National Center on Intensive Intervention (NCII)

This tools chart presents information about studies that have been conducted about behavioral intervention programs. Ratings are provided for Study Quality, including ratings from our TRC members on the technical rigor of the study design; Study Results, which provides information about the findings of the studies; Program Information, or information about the intervention including the target behavior it addresses and implementation requirements; and Additional Research, which provides information about other studies and reviews that have been conducted on the intervention.

http://www.intensiveintervention.org/chart/behavioral-intervention-chart

Topic(s): Behavior, Progress Monitoring, RTI, School RTI, Screening
Intended Audience(s): Campus Leaders, Teachers, Technical Assistance Providers
Grades K-3, Grades 4-5, Grades 6-8, Grades 9-12
Media Type(s): Online Module

Date posted on this site: Tuesday, October 28, 2014


Mathematics Instruction for Students with Learning Disabilities or Difficulty Learning Mathematics: A Synthesis of the Intervention Research

Organization: Center on Instruction

This guide for teachers is a companion piece to the meta-analysis from the Center on Instruction, Mathematics Instruction for Students with Learning Disabilities or Difficulty Learning Mathematics: A Synthesis of the Intervention Research. Based on the findings of this report, seven effective instructional practices were identified for teaching mathematics to K-12 students with learning disabilities. It describes these practices and, incorporating recommendations from The Final Report of The National Mathematics Advisory Panel as well, specifies research-based recommendations for students with learning disabilities and for students who are experiencing difficulties in learning mathematics but are not identified as having a math learning disability.

http://www.centeroninstruction.org/mathematics-instruction-for-students-with-learning-disabilities-or-difficulty-learning-mathematics-a-synthesis-of-the-intervention-research

Topic(s): Mathematics Instruction, RTI
Intended Audience(s): Administrators, Campus Leaders, District Leaders, Researchers/Faculty, State Leaders, Teachers, Technical Assistance Providers
Grades K-3, Grades 4-5, Grades 6-8, Grades 9-12
Media Type(s): Document(s), Online Module

Date posted on this site: Monday, June 30, 2014


Mathematics Instruction for Students with Learning Disabilities or Difficulty Learning Mathematics: A Guide for Teachers

Organization: Center on Instruction

This guide for teachers is a companion piece to the meta-analysis from the Center on Instruction, Mathematics Instruction for Students with Learning Disabilities or Difficulty Learning Mathematics: A Synthesis of the Intervention Research. Based on the findings of this report, seven effective instructional practices were identified for teaching mathematics to K-12 students with learning disabilities. It describes these practices and, incorporating recommendations from The Final Report of The National Mathematics Advisory Panel as well, specifies research-based recommendations for students with learning disabilities and for students who are experiencing difficulties in learning mathematics but are not identified as having a math learning disability. This document supports improvements in mathematics instruction for implementation of School Improvement Grants (SIG) requirements. It also supports implementation of College & Career Ready Standards (including Common Core State Standards) for mathematics.

http://www.centeroninstruction.org/mathematics-instruction-for-students-with-learning-disabilities-or-difficulty-learning-mathematics-a-guide-for-teachers

Topic(s): Mathematics Instruction
Intended Audience(s): Teachers
Grades K-3, Grades 4-5, Grades 6-8, Grades 9-12
Media Type(s): Document(s), Online Module

Date posted on this site: Monday, June 30, 2014


Introduction to Data-Based Individualization (DBI): Considerations for Implementation in Academics and Behavior (DBI Training Series Module 1)

Organization: National Center on Intensive Intervention

This training module provides a rationale for intensive intervention and an overview of data-based individualization (DBI), NCII’s approach to providing intensive intervention. DBI is a research-based process for individualizing validated interventions through the systematic use of assessment data to determine when and how to intensify intervention. Two case studies, one academic and one behavioral, are used to illustrate the process and highlight considerations for implementation.

http://www.intensiveintervention.org/resource/introduction-data-based-individualization

Topic(s): Behavior, Progress Monitoring, Reading Instruction, Intervention, RTI, Middle/High School RTI
Intended Audience(s): Campus Leaders, District Leaders, Teachers, Technical Assistance Providers
Grades 4-5, Grades 6-8, Grades 9-12
Media Type(s): Online Module

Date posted on this site: Monday, June 30, 2014


School-wide Positive Behavior Support: Implementers’ Blueprint and Self-Assessment

Organization: Technical Assistance Center on PBIS

The purpose of this blueprint is to present a rationale for adopting school-wide positive behavior support (SW-PBS), describe the key features of SW-PBS, and illustrate processes, structures, and supports of SW-PBS. The resource explains how SW-PBS works within a three-tier framework. Features of the blueprint include descriptive task checklists, sample forms and worksheets to assist task completion, and detailed examples.

http://www.pbis.org/resource/713

Topic(s): Behavior, RTI, Middle/High School RTI
Intended Audience(s): Administrators, Campus Leaders, District Leaders, Teachers, Technical Assistance Providers
Grades K-3, Grades 4-5, Grades 6-8, Grades 9-12
Media Type(s): Document(s)

Date posted on this site: Monday, June 30, 2014


Self-Regulated Strategy Development: Using Learning Strategies to Enhance Student Learning

Organization: The Iris Center for Training Enhancements

This online module, developed by the IRIS Center for Training Enhancements, describes strategy instruction, self-regulation, and the implementation of Self-Regulated Strategy Development (SRSD), an instructional model that is particularly effective with diverse populations of students, especially individuals with reading and learning disabilities.

http://iris.peabody.vanderbilt.edu/srs/chalcycle.htm

Topic(s): Reading Instruction, Intervention, RTI
Intended Audience(s): Campus Leaders, Teachers
Grades 4-5, Grades 6-8, Grades 9-12
Media Type(s): Online Module

Date posted on this site: Monday, June 30, 2014


How do I know if the RTI tools and interventions I am using are evidence-based?

Organization: The Center on Response to Intervention

This video, featuring Dr. Allison Gandi, Principal Researcher at the American Institutes for Research, discussing the definition of an evidence based practice and how to examine the research behind it.

http://www.rti4success.org/video/how-do-i-know-if-rti-tools-and-interventions-i-am-using-are-evidence-based

Topic(s): Mathematics Instruction, Reading Instruction, Intervention, RTI
Intended Audience(s): Administrators, Campus Leaders, District Leaders, Teachers
Grades K-3, Grades 4-5, Grades 6-8, Grades 9-12
Media Type(s): Online Module, Presentation(s)

Date posted on this site: Monday, June 30, 2014


Colorado Learning Disabilities Research Center (CLDRC)

Organization: Colorado Learning Disabilities Research Center (CLDRC)

The long-range objectives of the Colorado Learning Disabilities Research Center (a sister Center to the TCLD, also funded by the National Institute of Child Health and Human Development) are the identification, characterization, validation and amelioration of reading disabilities (both word-level and comprehension), writing disabilities (both writing mechanics and composition), and ADHD, the most prevalent and often, co-morbid disorders of childhood.

http://ibgwww.colorado.edu/cldrc/

Topic(s):
Intended Audience(s):

Media Type(s): Website

Date posted on this site: Thursday, May 15, 2014


International Dyslexia Association (IDA)

Organization: International Dyslexia Association (IDA)

The International Dyslexia Association (IDA) is a non-profit organization dedicated to helping individuals with dyslexia, their families and the communities that support them.

http://www.interdys.org/

Topic(s):
Intended Audience(s):

Media Type(s): Website

Date posted on this site: Thursday, May 15, 2014


The Power of Strategy Instruction

Organization: National Dissemination Center for Children of Disabilities

This product, developed by the National Dissemination Center for Children with Disabilities, provides teachers with the tools to implement strategy instuction. Strategy instruction supplies students with the same tools and techniques that efficient learners use to understand and learn new material or skills. With continued guidance and ample opportunities for practice, students learn to integrate new information with what they already know, in a way that makes sense–making it easier for them to recall the information or skill at a later time, even in a different situation or setting. This method of instruction is appropriate and effective for students who have disabilities, as well as for those who do not.

http://nichcy.org/wp-content/uploads/docs/eestrategy.pdf

Topic(s): Reading Instruction
Intended Audience(s): Campus Leaders, Parents, Teachers
Grades 6-8, Grades 9-12
Media Type(s): Document(s), Website

Date posted on this site: Wednesday, January 22, 2014


Supporting Beginning Special Educators: Tips for School Leaders

Organization: The Iris Center for Training Enhancements

This module, developed by the IRIS Center for Training Enhancements, discusses ways administrators and campus leaders can provide support for beginning special education teachers. The module discusses issues unique to special education positions and resources for curriculum and instruction, professional development, and administrative support, which can increase a teacher's effectiveness in the classroom.

http://iris.peabody.vanderbilt.edu/module/beginteach/

Topic(s): Teacher Preparation
Intended Audience(s): Administrators, Campus Leaders, Teachers
Grades K-3, Grades 4-5, Grades 6-8, Grades 9-12
Media Type(s): Online Module

Date posted on this site: Wednesday, January 22, 2014


SOS: Helping Students Become Independent Learners

Organization: The Iris Center for Training Enhancements

This module, developed by the Iris Center for Training Enhancements, describes how teachers can help students stay on task by learning to regulate their behavior. The four strategies discussed are self-monitoring, self-instruction,goal-setting,and self-reinforcement. After reviewing the Perspectives and Resources section and after completing the accompanying activities, the reader should: (a) Understand self-regulation techniques, (b )Know when and where it is appropriate to use self-regulation strategies, and (c) Be able to describe the steps used to implement each of these self-regulation strategies.

http://iris.peabody.vanderbilt.edu/module/sr/

Topic(s): Behavior
Intended Audience(s): Campus Leaders, District Leaders, Researchers/Faculty, Teachers, Technical Assistance Providers
Grades K-3, Grades 4-5, Grades 6-8
Media Type(s): Online Module, Website

Date posted on this site: Wednesday, January 22, 2014


Academic Intervention Tools Chart

Organization: National Center on Intensive Interventions (NCII)

The National Center on Intensive Intervention publishes this chart to assist educators and families in becoming informed consumers who can select intervention programs that best meet their individual needs. The National Center on Intensive Intervention defines Intensive Instructional Intervention as additional or alternative intervention programs to the core curriculum conducted in small groups or individually with evidence of efficacy for improving academic outcomes for students whose performance is unsatisfactory in the core program. The chart reports information on four aspects of the studies/interventions: (1) Study Quality, (2) Effect Size, (3) Intensity, and (4) Additional Research.

http://www.intensiveintervention.org/chart/instructional-intervention-tools?grade=elementary&subject=reading

Topic(s): Mathematics Instruction, Reading Instruction, Intervention
Intended Audience(s): Campus Leaders, District Leaders, Researchers/Faculty, Teachers, Technical Assistance Providers
Grades K-3, Grades 4-5, Grades 6-8
Media Type(s): Website

Date posted on this site: Wednesday, January 22, 2014


Project Write

Organization: Project WRITE

Project Write is a website that provides lesson plans and support materials for working with K-3 students who are having difficulties with behavior and writing, and for classroom-wide self-regulated strategy instruction.

http://www.kc.vanderbilt.edu/projectwrite/index.html

Topic(s): Behavior
Intended Audience(s): Campus Leaders, Teachers
Grades K-3
Media Type(s): Website

Date posted on this site: Tuesday, December 17, 2013


Teacher Development Series: Text Complexity and Common Core State Standards

Organization: TextProject

TextProject's "Teacher Development Series" helps teachers acquire the knowledge and skills needed for teaching text complexity as described in the Common Core State Standards. It is a series of five modular lessons, each with guidance for teacher leaders, teacher educators or staff development leaders as well as activities for teachers.

http://www.textproject.org/professional-development/teacher-development-series/

Topic(s): Reading Instruction, Teacher Preparation
Intended Audience(s): Campus Leaders, Teachers, Technical Assistance Providers
Grades K-3, Grades 4-5, Grades 6-8, Grades 9-12
Media Type(s): Document(s)

Date posted on this site: Tuesday, November 26, 2013


Informational Text Structure (Module 2: Grades 6-12): Using Knowledge of Text Structure to Improve Comprehension in Grades 6-12

Organization: Center on Instruction

Module 2 is one of two presentations on informational text structure, focusing on students in Grades 6-12; Module 1 addresses students in Grades K-5 and is posted separately. Both modules are interactive and designed to provide key principles and practices that support classroom literacy instruction. Each module provides resources useful to schools working to improve literacy instruction, as well as technical assistance providers and others interested in school improvement. In these modules, participants will: Understand the research that supports instruction in informational text structures, learn about key instructional strategies that help students recognize various text structures and use that knowledge to improve their comprehension, and explore tools and resources to help in planning and delivering effective text structure instruction

http://www.centeroninstruction.org/informational-text-structure-module-2-grades-6-12-using-knowledge-of-text-structure-to-improve-comprehension-in-grades-6-12

Topic(s): Reading Instruction
Intended Audience(s): Teachers

Media Type(s): Document(s), Online Module

Date posted on this site: Tuesday, November 26, 2013


MODULE 3: Discussion of Text: Improving Literacy Instruction in the Secondary School Setting

Organization: Center on Instruction

This module is the last in a series of three designed to provide key principles and practices that support classroom text discussion. Each module provides resources useful to schools looking to improve K-12 literacy instruction as well as technical assistance providers and others interested in improving literacy instruction. A “Tips for Professional Development” guide to accompany each module helps professional development providers deliver and extend or add activities that can occur during or after the training. Module 3 shares information at the middle and high school level and provides implications for practice, share the characteristics of good discussion, and provide strategies and skills that can be used within the classroom to improve text discussion. Module 1 looks at the research behind discussion of text and gives an orientation to the topic, while Module 2 looks at discussion in the elementary setting. Handouts to use with each module are available for download below, including resource lists from COI and DWW, a transcript of the module presentation, and participants' notes.

http://www.centeroninstruction.org/module-3-discussion-of-text-improving-literacy-instruction-in-the-secondary-school-setting

Topic(s): Reading Instruction
Intended Audience(s): Administrators, Campus Leaders, Teachers
Grades 6-8, Grades 9-12
Media Type(s): Document(s), Online Module

Date posted on this site: Tuesday, November 26, 2013