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210 Total Resources

Recently Posted

NSF Conference on STEM Education, Learning Disabilities, and the Science of Dyslexia

Organization: Instructional Research Group

This website for has materials from the National Science Foundation 2-day conference, including PowerPoint presentations, videos, posters, and handouts from researchers across the world who work in this field.

https://www.inresg.org/stemld

Topic(s): Behavior, English Language Learners, Mathematics Instruction, Progress Monitoring, Reading Instruction, Intervention, RTI, LD Identification, Middle/High School RTI, School RTI, State RTI, What is RTI?, Screening
Intended Audience(s): Administrators, 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): Presentation(s), Website

Date posted on this site: Wednesday, February 07, 2018


Recently Posted

So What Do I Do Now? Strategies for Intensifying Intervention When Standard Approaches Don’t Work

Organization: National Center for Intensive Intervention at American Institutes for Research

This webinar, led by Dr. Sharon Vaughn of The University of Texas Austin and Dr. Rebecca Zumeta of the National Center for Intensive Intervention, discusses approaches to intensifying academic interventions for students with significant and persistent needs. The presenters address four categories of practice for intensification, with an emphasis on combining cognitive-processing strategies with academic learning.

https://intensiveintervention.org/video-resource/so-what-do-i-do-now-strategies-intensifying-intervention-when-standard-approaches-d-0

Topic(s): Mathematics Instruction, Reading Instruction, Intervention, RTI, LD Identification, Middle/High School RTI, School RTI
Intended Audience(s): Administrators, Campus Leaders, Parents, Teachers
Grades K-3, Grades 4-5, Grades 6-8
Media Type(s): Presentation(s)

Date posted on this site: Wednesday, February 07, 2018


Recently Posted

High-Quality Mathematics Instruction: What Teachers Should Know

Organization: IRIS Center, Vanderbilt University

This professional development module describes the components of high-quality mathematics instruction: a standards-based curriculum and evidence-based strategies. It also highlights several effective practices teachers can use to teach mathematics.

https://iris.peabody.vanderbilt.edu/module/math/

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

Date posted on this site: Wednesday, February 07, 2018


Recently Posted

RTI: (Part 3) Reading Instruction

Organization: IRIS Center, Vanderbilt University

This online module illustrates different research-based reading strategies that may be used with the response to intervention model to improve reading skills. There are videos, questions, and examples of reading strategies for high-quality instruction. 

https://iris.peabody.vanderbilt.edu/module/rti03/

Topic(s): Reading Instruction, Intervention, RTI
Intended Audience(s): Administrators, Campus Leaders, Teachers
Grades K-3
Media Type(s): Online Module

Date posted on this site: Wednesday, February 07, 2018


Recently Posted

Positive Behavioral Interventions and Supports Resource Catalog

Organization: Technical Assistance Center on Positive Behavioral Interventions and Supports

This catalog lists hundreds of resources by title, authors, category or classification of what type of resource, and date of the resource. 

http://pbiscatalog.res.ku.edu/

Topic(s): Behavior, RTI
Intended Audience(s): Administrators, Campus Leaders, State Leaders, Teachers, Technical Assistance Providers
Grades K-3, Grades 4-5, Grades 6-8, Grades 9-12
Media Type(s): Website

Date posted on this site: Wednesday, February 07, 2018


Recently Posted

Everything You Have Always Wanted to Know About Behavior Supports, But Were Afraid to Ask

Organization: Technical Assistance Center on Positive Behavioral Interventions and Supports

This presentation is intended to help users understand the interaction between behavior and the teaching environment and build positive behavior support plans to create environments to support pro-social behaviors at the schoolwide, classroom, and individual student levels.

http://www.pbis.org/Common/Cms/files/pbisresources/Lewis%20&%20Wehby%20CEC%202017.pdf

Topic(s): Behavior, RTI
Intended Audience(s): Administrators, Campus Leaders, State Leaders, Teachers, Technical Assistance Providers
Grades K-3, Grades 4-5, Grades 6-8, Grades 9-12
Media Type(s): Presentation(s)

Date posted on this site: Wednesday, February 07, 2018


Recently Posted

PBIS in the Classroom

Organization: Techincal Assistance Center on Positive Behavioral Interventions and Supports

When positive behavioral interventions and supports (PBIS) is implemented in the classroom, it may be referred to as classroom PBIS, positive classroom behavior support, positive and proactive classroom management, or a variety of other synonyms. Classroom PBIS includes preventative and responsive approaches that may be implemented with all students in a classroom and intensified to support small groups or a few individual students. These strategies are important tools to decrease disruptions and increase instructional time.

 http://www.pbis.org/school/pbis-in-the-classroom

Topic(s): Behavior, RTI
Intended Audience(s): Administrators, Campus Leaders, Parents, Teachers, Technical Assistance Providers
Grades K-3, Grades 4-5, Grades 6-8, Grades 9-12
Media Type(s): Website

Date posted on this site: Wednesday, February 07, 2018


Recently Posted

10 Steps to Make RTI Work in Schools

Organization: Center on Response to Intervention at American Institutes for Research

This publication is part of a series by the American Institutes for Research (AIR) that offers policymakers, educators, and the general public accessible, research-based information on pressing education issues. AIR worked closely with a school in New York to implement a rigorous response to intervention (RTI) framework over 3 years. In the course of this work, both AIR and the school took away several important building blocks useful to any school or district implementing RTI. This piece summarizes information by sharing the work alongside useful resources and evidence about the implementation of RTI.

http://www.rti4success.org/resource/10-steps-make-rti-work-schools

Topic(s): Reading Instruction, Intervention, RTI, LD Identification, Teacher Preparation
Intended Audience(s): Administrators, Campus Leaders, District Leaders, Parents, State Leaders, Teachers
Grades 4-5
Media Type(s): Document/Report

Date posted on this site: Wednesday, February 07, 2018


Reading Instruction for English Learners With Learning Disabilities

Organization: Council for Learning Disabilities

This infosheet presents a brief review of several validated instructional practices for developing the reading skills of English learners with learning disabilities. The infosheet includes instructional suggestions and essential reading skills shown in studies to benefit English learners. 

https://www.council-for-learning-disabilities.org/wp-content/uploads/2017/07/CLD_EL_LD_Reading2016-FINAL.pdf

Topic(s): English Language Learners, Reading Instruction
Intended Audience(s): Administrators, Campus Leaders, Teachers
Grades K-3
Media Type(s): Document/Report

Date posted on this site: Friday, November 03, 2017


Effective Vocabulary Instruction for K to 12th-Grade Students Experiencing Learning Disabilities

Organization: Council for Learning Disabilities

This infosheet discusses answers to frequently asked questions. Additionally, it provides research-based strategies and instructional routines to increase the vocabulary development of students with learning disabilities, especially in reading comprehension. The infosheet also discusses Marzano’s six steps for teaching new words, which can be used with all students, including those with learning disabilities.

https://www.council-for-learning-disabilities.org/wp-content/uploads/2013/11/Vocabulary-Word-2013.pdf

Topic(s): English Language Learners, Reading Instruction
Intended Audience(s): Administrators, Campus Leaders, Teachers
Grades K-3, Grades 4-5, Grades 6-8, Grades 9-12
Media Type(s): Document/Report

Date posted on this site: Friday, November 03, 2017


Promoting Reading Comprehension in Secondary Students With LD

Organization: Council for Learning Disabilities

This report includes information from a presentation on promoting reading comprehension in secondary students with learning disabilities. The report discusses the importance of reading comprehension and the goals for secondary students. It also outlines a research-based comprehension guide for English language learners.

https://www.council-for-learning-disabilities.org/promoting-reading-comprehension-in-secondary-students-with-learning-disabilities

Topic(s): English Language Learners, Reading Instruction, Intervention, RTI
Intended Audience(s): Administrators, Campus Leaders, Parents, Teachers
Grades 6-8, Grades 9-12
Media Type(s): Document/Report

Date posted on this site: Friday, November 03, 2017


Texas Essential Knowledge and Skills for English Language Arts and Reading

Organization: Texas Education Agency

The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) have seven strands of essential knowledge to be integrated into instruction. Not all strands require the same amount of instructional time; they can be presented at any time during the school year and intergrated throughout the year. 

http://ritter.tea.state.tx.us/rules/tac/chapter110/index.html

Topic(s): English Language Learners, Reading Instruction, Teacher Preparation
Intended Audience(s): Administrators, Campus Leaders, District Leaders, Others, Parents, Researchers/Faculty, State Leaders, Teachers, Technical Assistance Providers
Grades K-3, Grades 4-5, Grades 6-8, Grades 9-12
Media Type(s): Website

Date posted on this site: Friday, November 03, 2017


ELITE2: English Learner Institute for Teaching and Excellence

Organization: The Meadows Center for Preventing Educational Risk

Project ELITE2 is a model demonstration project sponsored by the Office of Special Education Programs in the U.S. Department of Education. This project operates within the Language for Learning Institute of The Meadows Center for Preventing Educational Risk at The University of Texas at Austin. The goal of the project is to develop, implement, and evaluate a multitiered instructional model for English learners in the elementary grades that focuses on language and literacy development. The project is one of three model demonstration sites collaborating to optimize educational outcomes for English learners, specifically those with or at risk of having a learning disability.

https://www.elitetexas.org

Topic(s): English Language Learners, Progress Monitoring, Reading Instruction, Screening
Intended Audience(s): Administrators, Campus Leaders, District Leaders, Others, Parents, Researchers/Faculty, State Leaders, Teachers, Technical Assistance Providers
Grades K-3
Media Type(s): Website

Date posted on this site: Friday, November 03, 2017


Office of Special Education and Rehabilitative Services Letter to Schools on Guidance on Dyslexia

Organization: Office of Special Education and Rehabilitative Services

This letter was written for educators across the United States in 2015 from the U.S. Department of Education's assistant secretary of education. The purpose of the letter was to clarify that nothing in the Individuals With Disabilities Education Act prohibits the use of the terms dyslexia, dyscalculia, and dysgraphia in evaluations, eligibility determinations, or individualized education plan documents. The letter addresses the need for schools to screen students and conduct an evaluation under the education laws. The letter states that educators should use a multitiered instructional framework; identify students at risk for poor learning outcomes, including those who may have dyslexia, dyscalculia, or dysgraphia; monitor their progress; provide evidence-based interventions; and adjust the intensity and nature of those interventions depending on a student’s responsiveness. The letter clarifies misconceptions schools have about disabilities like dyslexia.

https://www2.ed.gov/policy/speced/guid/idea/memosdcltrs/guidance-on-dyslexia-10-2015.pdf

Topic(s): Reading Instruction, RTI, LD Identification, Screening
Intended Audience(s): Administrators, Campus Leaders, District Leaders, Parents, Researchers/Faculty, State Leaders, Teachers, Technical Assistance Providers
Grades K-3, Grades 4-5, Grades 6-8, Grades 9-12
Media Type(s): Document/Report

Date posted on this site: Friday, October 20, 2017


Hard to Read: How American Schools Fail Kids With Dyslexia

Organization: American Public Media

This online documentary report and accompanying audio version explore firsthand accounts from educators, parents, students, and researchers who have encountered schools that fail to identify students with dyslexia and deny proper treatment. Dyslexia is also explained. The audio version includes recordings of students reading—both students with and without dyslexia. The report discusses reading education history, the need for teacher training to help students with dyslexia, the costs for help, and the stress on families. 

https://www.apmreports.org/story/2017/09/11/hard-to-read

Topic(s): Reading Instruction, Intervention, RTI, District RTI, Funding, LD Identification, Middle/High School RTI, School RTI, Screening, Teacher Preparation
Intended Audience(s): Administrators, Campus Leaders, District Leaders, Others, Parents, Researchers/Faculty, State Leaders, Teachers, Technical Assistance Providers
Grades K-3, Grades 4-5, Grades 6-8, Grades 9-12
Media Type(s): Document/Report

Date posted on this site: Friday, October 20, 2017


Language Objectives: The Key to Effective Content Area Instruction for English Learners

Organization: Colorín Colorado

This article provides an overview of how to use language objectives in content area instruction for English learners and offers classroom-based examples from different grade and subject levels.

http://www.colorincolorado.org/article/language-objectives-key-effective-content-area-instruction-english-learners

Topic(s): Behavior, Culturally Diverse, English Language Learners, Reading Instruction, RTI, Middle/High School RTI, School RTI, What is RTI?, Screening, Teacher Preparation
Intended Audience(s): Administrators, Campus Leaders, District Leaders, Parents, State Leaders
Grades K-3, Grades 4-5, Grades 6-8, Grades 9-12
Media Type(s): Document/Report

Date posted on this site: Friday, October 20, 2017


Strategies and Interventions to Support Students With Mathematics Disabilities

Organization: Council for Learning Disabilities

This nine-page document provides an overview of strategies and resources to support students with or at risk for mathematics learning disabilities. Included are links to resources to support educators.

https://www.council-for-learning-disabilities.org/wp-content/uploads/2014/12/Math_Disabilities_Support.pdf

Topic(s): English Language Learners, Mathematics Instruction, Progress Monitoring, Reading Instruction, Intervention
Intended Audience(s): Parents, Researchers/Faculty, Teachers
Grades K-3, Grades 4-5
Media Type(s): Document/Report

Date posted on this site: Friday, October 20, 2017


Intensive Intervention (Part 2): Collecting and Analyzing Data for Data-Based Individualization (IRIS Module)

Organization: IRIS Center, Vanderbilt University

This is part 2 of a two-part training module on individualizing student instruction and intervention. This part reviews the utility of using data to inform instructional decisions. The module discusses how diagnostic assessment and progress-monitoring data are collected and analyzed in an effort to implement intensive interventions.

https://iris.peabody.vanderbilt.edu/module/dbi2/

Topic(s): Mathematics Instruction, Progress Monitoring, Reading Instruction, Intervention, RTI, Middle/High School RTI, School RTI, Screening
Intended Audience(s): Administrators, Campus Leaders, Teachers
Grades K-3, Grades 4-5, Grades 6-8
Media Type(s): Online Module, Website

Date posted on this site: Friday, July 28, 2017


Intensive Intervention (Part 1): Data-Based Individualization to Intensify Instruction (IRIS Module)

Organization: IRIS Center, Vanderbilt University

This is part 1 of a two-part training module on individualizing student instruction and intervention. The module provides information regarding the purpose of intensive interventions, data-based individualization processes, and how an instructor can intensify interventions for individuals.

https://iris.peabody.vanderbilt.edu/module/dbi1/#content

Topic(s): Mathematics Instruction, RTI, Middle/High School RTI, What is RTI?, Teacher Preparation
Intended Audience(s): Campus Leaders, Teachers
Grades K-3, Grades 4-5
Media Type(s): Online Module, Website

Date posted on this site: Friday, July 28, 2017


Doing What Works Library

Organization: WestEd

WestEd has provided the Doing What Works Library as a resource cache for researchers and educators. This library is packed with interviews, multimedia, sample materials, and tools for educators to implement in their classrooms and schools. The materials are based on research reviews endorsed by the Institute of Education Sciences.

https://dwwlibrary.wested.org/

Topic(s): Behavior, Culturally Diverse, English Language Learners, Mathematics Instruction, Progress Monitoring, Reading Instruction, Intervention, RTI, District RTI, School RTI, What is RTI?, Screening, Teacher Preparation
Intended Audience(s): Administrators, Campus Leaders, District Leaders, Parents, State Leaders, Technical Assistance Providers
Grades K-3, Grades 4-5, Grades 6-8, Grades 9-12
Media Type(s): Website

Date posted on this site: Friday, July 28, 2017