Quick Search
Skip to search results Showing Results 901 - 950 of 3009
Description: By using research-based strategies combining appropriate levels of dominance and cooperation and an awareness of student needs, teachers can build positive classroom dynamics.
Description: NASET’s Behavior Management Series is a unique guide for all teachers in helping to understand what their student’s behavior really means and how to identify and resolve the issue. This series offers teachers the insight into the inner dynamics, conflicts, fears, symptoms, tension, and so on of students who may be experiencing difficulty learning or behaving in the classroom. This series is like having a psychologist in the classroom, and assists teachers in fully...
Description: What is Behavior? Behavior serves two purposes: (1) to get something or (2) to avoid something. All behavior is learned. Behavior is an action that is observable and measurable. Behavior is observable. It is what we see or hear, such as a student sitting down, standing up, speaking, whispering, yelling, or writing. Behavior is not what a student is feeling, but rather how the student expresses the feeling. For example, a student may show anger by making a face, yelling, crossing his arms, and...
Description: The Association for Positive Behavior Support is a multidisciplinary organization made up of professionals (teachers, researchers, university professors, and administrators), family members, and consumers who are committed to the application of positive behavior support within the context of the school, family, and community including across systems (e.g., entire schools, organizations), for small groups, and for individuals with complex needs for support.
Description: Discover these "kernels" - simple, quick, and reliable ways to deal with behavior challenges. 1. Nonverbal Cues: A teacher can use subtle body movements (like proximity) or more explicit hand signals to cue self-regulation. One popular cue involves moving to the front of the room and making eye contact with the high schooler who is acting out, then pausing until you have the individual’s attention. Younger students are less familiar with social cues and might require a verbal signal to...
Description: Classroom Behavior Management (Part 1): Key Concepts and Foundational Practices This module overviews the effects of disruptive behaviors as well as important key concepts and foundational practices related to effective classroom behavior management, including cultural influences on behavior, the creation of positive climates and structured classrooms, and much more (est. completion time: 2 hours). Note: This resource replaces an earlier version of this module. Classroom Behavior Management...
Description: Classroom and Behavior Management - These tools and practices involve multiple levels of interventions, including schoolwide, classwide, small-group, and individual behavioral supports. As participants gain knowledge about how to use these tools and practices effectively, they will become proficient in using behavioral data to guide intervention decisions, matching the behavioral intervention to the function of behavior and the intensity of a student’s needs. The CEM guides participants in...
Description: The purpose of this document is to summarize evidence-based, positive, proactive, and responsive classroom behavior intervention and support strategies for teachers. These strategies should be used classroom-wide, intensified to support small group instruction, or amplified further for individual students. These tools can help teachers capitalize on instructional time and decrease disruptions, which is crucial as schools are held to greater academic and social accountability measures for all...
Description: Children who have experienced trauma may find it more difficult to regulate their emotions and behaviours than other children. Understanding the impact trauma can have on brain development can help inform practical responses to these children’s needs. This short article describes how practitioners can use strategies that help calm children’s bodies in order to help calm their minds and emotions – specifically, the Regulate–Relate–Reason approach.
Description: School Mental Health Resource & Training Center - This site provides some helpful resources to support schools to integrate mental health instruction into K-12 health education and to support a more comprehensive plan for increasing mental health literacy across the entire school community.
Description: Although the scientific evidence base for effective reading has existed for decades, the term “the science of reading” has gained traction in the last few years, potentially leading to misunderstandings. As a result, we believe that a common definition is useful for the field.
Description: For almost 20 years, SoundOut has been supporting students, teachers, principals, district staff, and education leaders as they take action to activate student voice, foster student engagement, and facilitate Meaningful Student Involvement.
Description: Among children with combined vision and hearing loss (deafblindness), cortical visual impairment (CVI) is the most common condition of visual impairment. This session of CVI for the TVI and Other Professionals will focus on the unique implications of cortical visual impairment among children and youth with combined vision and hearing loss, with a major focus on applying best practices from the field of deafblindness to the unique identification, assessment, and intervention needs of...
Description: This self-paced tutorial has been developed for parents and professionals who are just beginning to learn about CVI. In this tutorial you will view interviews with parents, engage in web searches to expand your resources, and view presentations related to each module’s topic. Along the way, you will build an individualized action plan for your child to address Diagnosis Assessment Intervention Teamwork / collaboration IEP Development Advocacy This workshop is available in an...
Description: Transition Assessment Process: A Guide for Developing Postsecondary Goals and Transition Services - The transition assessment process should include a variety of methods for assessing the student and potential post-school environments. It is a multi-year process that requires both time and planning to allow for assessment through self-awareness, career awareness, exploration, preparation, and training to confirm interests. Its purpose is to help IEP teams craft postsecondary goals that align...
Description: This resource highlights seven key challenges to providing school- or program-based mental health support across early childhood, K–12 schools, and higher education settings, and presents seven corresponding recommendations. The appendix provides additional useful information, including (a) numerous examples corresponding to the recommendations highlighting implementation efforts throughout the country; (b) a list of federal resource centers;...
Description: The Infant Mental Health (IMH) CoP focuses on building capacity for professionals around IMH topics, increasing knowledge of IMH topics within local communities (including parents), supporting higher education in providing accessible courses and/or certification related to IMH, increasing awareness of and advocating for IMH within local/state agencies, and exploring funding opportunities for IMH activities. We encourage DEC membership, but anyone can join regardless of membership status....
Description: A significant number of children experience trauma, and the effects can be profound. It is imperative, therefore, that early childhood settings be safe, trauma-sensitive spaces where teachers support children in creating positive self-identities. A foundation in trauma research and response can help educators optimally support all children— including those whose traumas have been documented, those whose traumas have not been formally recognized, and those who might be affected by their...
Description: Typical characteristics of students who represent the 1% of the population who should participate in the VAAP are outlined in the following inventory questions. IEP teams are responsible for discussing these characteristics and making decisions about whether the student demonstrates significant cognitive disabilities. It is important to keep in mind that it is the combination of some or all of these characteristics that may justify a decision for the student to participate in VAAP. Having...
Description: This webinar introduces the College Access Evidence Matrix, an informational resource designed to help college-access providers and educational leaders easily find proven interventions, aligned to the highest Every Student Succeeds Act (ESSA) evidence standards, that can increase the likelihood that students successfully transition to postsecondary education and training. REL Appalachia staff provide an orientation to the evidence matrix and demonstrate how it can be used for a variety of...
Description: The New York State Education Department (NYSED) is committed to providing all public school students with equal access to educational programs and activities. School counseling staff and other school personnel play a vital role in ensuring that all students are able to learn in a civil and positive school environment free from bullying and harassment. This training will provide you with information on how to recognize, respond to, and reduce cyberbullying at your school.
Description: Presentation Recordings from VDOE Family Literacy Night Family Literacy Night included presentations on the following topics: Early Childhood: Early Literacy Starts at Home Assessment Supports: An Explanation of Your Student's SOL Reports Family Field Trips: Connecting Literacy to the Commonwealth Family Engagement: Supports for the Home Virginia State Literacy Association: Choosing Books for the Children in your Lives Virginia Association for Teachers of English Equity & Community...
Description: Embedding social and emotional learning (SEL) into instruction is a powerful way to help students connect and engage in learning. According to CASEL, one of the leaders in schoolwide SEL, explicit SEL instruction requires “consistent opportunities for students to cultivate, practice, and reflect on social and emotional competencies in ways that are developmentally appropriate and culturally responsive.” Critical to that approach is sharing with our students the why behind SEL...
Description: This University of Florida Literacy Institute (UFLI) webinar provides some of the basics about dyslexia.
Description: High-leverage practices (HLPs) and evidence-based practices (EBPs) when used together can become powerful tools for improving student outcomes. This brief is designed to show the promise of these practices in advancing educator preparation and practice and, subsequently, outcomes for students with disabilities and those who struggle. We begin by defining HLPs and EBPs and sharing examples of how educator preparation programs are integrating them in their candidates’ learning opportunities...
Description: In today’s learning environments, a wide range of technologies are creating new options for differentiating instruction and supporting the participation of all students, including students with disabilities. Students and school staff in an Alberta K-6 school discuss the importance of providing students with the technology tools they need in order to be successful learners.
Description: The future depends on our children and one way to fully empower them is to recognize that literacy is a fundamental right in society. Join Dr. Maria Murray—founder and president and CEO of The Reading League—for an innovative podcast episode as she explains why the science of reading is now regarded as a defining movement and addresses the need to protect the integrity of its findings so that the promise of successful reading outcomes for our students can be realized. In this...
Description: This tool is designed to help guide parents, caregivers, and professionals in recording the presence of important reading, writing, and language skills in Kindergarten through 5th grade. It is important to note this tool is not intended to be used as a formal screener or diagnostic tool for learning disabilities, including risk for dyslexia. This tool will provide a list of personalized resources and not a score or percentile rank.
Description: By hiring someone with Down syndrome, you start a virtuous chain: the more that people with Down Syndrome are seen at work, the more they’ll be recognized as valuable employees, and the more they’ll be hired.
Description: This page contains a few of the many general online resources that are free to teachers, parents, and students at all times.
Description: The Frayer Model is a strategy that uses a graphic organizer for vocabulary building. This technique requires students to (1) define the target vocabulary words or concepts, and (2) apply this information by generating examples and non-examples. This information is placed on a chart that is divided into four sections to provide a visual representation for students.
Description: A word map is a visual organizer that promotes vocabulary development. Using a graphic organizer, students think about terms or concepts in several ways. Most word map organizers engage students in developing a definition, synonyms, antonyms, and a picture for a given vocabulary word or concept. Enhancing students' vocabulary is important to developing their reading comprehension.
Description: Teaching vocabulary is complex. What words are important for a child to know and in what context? In this excerpt from Bringing Words to Life: Robust Vocabulary Instruction, the authors consider what principles might be used for selecting which words to explicitly teach.
Description: This article by Joan Sedita explains why vocabulary instruction is an essential piece of reading instruction and outlines strategies that teachers can use to boost vocabulary instruction in their settings.
Description: This online guide builds on two fundamental documents produced by CCSSO and the Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center: the 2015 Professional Standards for Educational Leaders (PSEL) and PSEL 2015 and Promoting Principal Leadership for the Success of Students with Disabilities. This guidance can support states in strengthening principals’ capacity to lead inclusive schools in which each student has an equitable opportunity to...
Description: Administrators play a special part in supporting students with ASD and other disabilities and particularly in supporting teachers and other team members to be effective in working with students with ASD and other disabilities. This webpage hosts a framework for evaluation of special education teachers and programs, online courses, instructional videos and other resources to support administrators.
Description: SSA Outreach Materials for People Facing Barriers The COVID-19 pandemic continues to impose hardships, especially on people who face barriers to accessing services and benefits. These include people with low-income, limited English proficiency, facing homelessness, or with mental illness, who have historically relied on meeting with us face-to-face to get the help they need. You will find an up-to-date list of resources and materials that you can use to learn about the Supplemental Security...
Description: Each webinar provides an opportunity for your students to learn about employment in different industries from people who really work in those industries. There is always a worksheet, an opportunity to ask questions, and a certificate of completion after each webinar. These meetings are accessible and Rubin provides a sign language interpreter. These are also taped and available on YouTube. Danny Rubin is an award-winning author and speaker who works directly with students and working...
Description: This One-Pager Library contains important information for families, including the difference between IEPs and 504 Plans, handling disagreements about your child's special education program, your Parental Rights and more.
Description: There are several important points all principals should understand about special education. These points are not isolated; instead, they are often intertwined. Keep them in mind when working with the students in your building. 1. Make all students your responsibility. There might be other programs housed in the building, and there might be students who receive special reading instruction or other supplemental services, but the principal is responsible for ensuring that all students receive an...
Description: Most students with disabilities spend the majority of their school day in a general education setting. Therefore, it is essential for all teachers and school leaders to have knowledge, skill, and ongoing professional development to meet their complex learning needs. In this webinar, presenters will provide an overview of the HLPs, share a resource for school leaders to encourage implementation, and discuss strategies that can be used to differentiate support for beginning special and...
Description: Specifically designed with school administrators in mind, this module offers guidance on how to support and facilitate the development and implementation of high-quality IEPs, including the monitoring of student progress (est. completion time: 2 hours). If you have not done so already, consider completing the following module: IEPs: Developing High-Quality Individualized Education Programs
Description: Using a trauma-informed lens can help educators be better prepared to meet students’ unique educational and transition needs. Trauma informed care provides a common language and an understanding of how to approach situations in a way that is supportive. This brief provides an overview of trauma and trauma informed strategies to support students who have experienced trauma. These strategies are a sample of best practices and actions that can be implemented...
Description: Through collaboration between students, families, schools, community agencies, and employers, Start on Success (SOS) provides high school students with IEPs who are pursuing standard diplomas with a high quality work-based learning experience. Selected students enroll in a credit-bearing Career and Technical Education (CTE) course and then participate in a paid internship at a local business with an assigned mentor to assist with problem-solving, accommodations, and applying workplace readiness...
Description: Social Security benefits provide resources that can enable students with disabilities to successfully transition to adult life. The following tips will help guide teachers, families, and students with the process of applying for and managing benefits.
Description: The Social Security Administration (SSA) provides various benefits to certain eligible individuals who experience significant disabilities – including children and adolescents. These benefit programs provide monthly cash payments and in some cases health insurance such as Medicaid and/or Medicare. These programs also include work incentives designed to help beneficiaries become employed and increase earnings over time.
Description: Discovering Me! helps students helps students with significant barriers to employment find and maintain employment in careers that align with their strengths and interests. Discovering ME! uses a youth-focused and person-centered transition assessment to build a foundation of work skills and customized work-based learning experiences.
Description: This module examines the ways in which culture influences the daily interactions that occur across all classrooms and provides practice for enhancing culturally responsive teaching (est. completion time: 1 hour).
Description: This article provides a compliation of tips, strategies, and resurces to help improve the connection from home to school and expand parent involvement.
Description: PACER Center enhances the quality of life and expands opportunities for children, youth, and young adults with all disabilities and their families so each person can reach his or her highest potential. PACER operates on the principles of parents helping parents, supporting families, promoting a safe environment for all children, and working in collaboration with others. With assistance to individual families, workshops, materials for parents and professionals, and leadership in securing a free...