Teachers: Academic

Female student and female teacher sitting in front of computer

Evidence-based Practices in Instruction 

Evidenced-based practices are those “effective educational strategies supported by evidence and research” (ESEA, 2002).  When teachers use evidence-based practices with fidelity, they can be confident their teaching is likely to support student learning and achievement of CCRS. Teachers also use  formative assessments to monitor the effectiveness of their teaching practice and make modifications as necessary. 

Explore the resources below for further information on identifying, selecting and using evidence-based practices and then, evidence-based strategies for teaching English Language Arts, Math, and Science.   

The IRIS Center

The IRIS Center offers a free Evidence-Based Practice (EBP) Module series that takes education professionals through the step-by-process of identifying, selecting, implementing, and evaluating evidence-based practices, including procedures for scenarios when the research is insufficient.” 

National Center on Intensive Instruction (NCII) 

NCII has created an Academic Intervention Tools Chart  assists educators and families in becoming informed consumers who can select academic intervention programs that best meet their individual needs. This tools chart presents information about studies that have been conducted about academic intervention programs. 

Math 

The IRIS Center: Math Modules 

  • High-Quality Mathematics Instruction: What Teachers Should Know: This 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. 

  • RTI: Mathematics: This Module describes the RTI framework as applied to mathematics. It includes discussions of instruction, assessment, and data-based decision making at the primary, secondary, and tertiary levels. 

Mathematics Case Study Units 

English Language Arts 

The IRIS Center

Developed in collaboration with nationally recognized researchers and education experts, the Center’s resources about evidence-based instructional and intervention practices—Modules, Case Study Units, Activities, and others (including a number of Web-based tools)—are specifically created for use in college instruction, professional development activities, and independent learning opportunities for practicing educators. 

The IRIS Center: Reading Modules 

  • PALS: A Reading Strategy for Grades K-1: This Module outlines the benefits of implementing PALS for Grades K–1, a peer tutoring strategy in which students work in pairs to strengthen their reading skills. Also included are step-by-step instructions for each of the PALS activities as well as printable PALS materials. 

  • PALS: A Reading Strategy for Grades K-2: This Module outlines the benefits of implementing PALS for Grades 2–6, a peer tutoring strategy in which students work in pairs to strengthen their reading skills. Also included are step-by-step instructions for each of the three PALS activities as well as printable PALS materials. 

  • PALS: A Reading Strategy for High School: This Module outlines the benefits of implementing PALS for high school, a peer tutoring strategy in which students work in pairs to strengthen their reading skills. Also included are step-by-step instructions for each of the three PALS activities as well as printable PALS materials. 

  • CSR: A Reading Comprehension Strategy: This Module outlines Collaborative Strategic Reading (CSR), a strategy for helping students to improve their reading comprehension skills. In CSR, students work together in small groups to apply comprehension strategies as they read text from a content area, such as social studies or science. 

  • Secondary Reading Instruction (Part 1): Teaching Vocabulary and Comprehension in the Content Areas: This Module describes how teachers can incorporate vocabulary and reading comprehension skills instruction into content-area lessons and will introduce you to a variety of effective practices—including the use of graphic organizers—to help students better understand what they read. 

  • Secondary Reading Instruction (Part 2): Deepening Middle School Content-Area Learning with Vocabulary and Comprehension Strategies:  This Module examines some of the reasons that adolescents struggle with content-area text and overviews effective strategies teachers can use to improve the vocabulary and comprehension skills of students with a wide range of abilities and across a variety of subjects. 

  • RTI (Part 3): Reading Instruction: This Module illustrates different research-based reading strategies that may be used with the Response-to-Intervention model to improve reading skills. 

  • RTI (Part 5): A Closer Look at Tier 3: This Module describes which students will receive Tier 3 intervention (i.e., special education services), components of Tier 3 reading interventions, and students' response to this individualized intervention. This module also explores parent involvement and issues related to English language learners. 

Reading Case Study Units 

  • Early Reading: This Case Study set offers realistic scenarios that introduce students to reading strategies appropriate for Kindergarten and first-grade classrooms. 

  • Fluency and Word Identification: Grades 3-5: This Case Study unit identifies strategies that may be implemented when students are having difficulties with word identification and fluency in the upper-elementary grades. 

  • Comprehension and Vocabulary: Grades 3-5: This Case Study Unit focuses on comprehension and vocabulary strategies that correspond with third-through fifth-grade reading curricula. 

Writing 

Improving Writing Performance: A Strategy for Writing Persuasive Essays: This Module highlights the differences between students who write well and those who struggle. Elements of the writing process are discussed, as are the prerequisite skills students need to write good papers. The module outlines and describes the process for teaching students a writing strategy to help them produce better persuasive essays. 

Writing Case Study Unit 

Written Expression: Grades 2-5: This Case Study offers information about writing strategies that will benefit those students who struggle with written expression, helping them to feel less anxious or frustrated when faced with a writing assignment. 

American Institutes for Research’s (AIR) reading and literacy research

American Institutes for Research’s (AIR) reading and literacy research spans all ages and grades, from early childhood to adulthood, and focuses on literacy in school and in the workplace: 

Science

Tiered Support 

Tiered support is an approach to working with students to meet college and career goals. It is sometimes referred to as Multi-tiered Systems of Support (MTSS). Tiered support is student centered and meets individual students’ needs using differentiated instruction. The resources below provide additional information on various approaches to tiered support. 

The IRIS Center 

Developed in collaboration with nationally recognized researchers and education experts, the Center’s resources about evidence-based instructional and intervention practices—Modules, Case Study Units, Activities, and others (including a number of Web-based tools)—are specifically created for use in college instruction, professional development activities, and independent learning opportunities for practicing educators.  

Differentiated Instruction Modules 

Response to intervention 

  • RTI (Part 3): Reading Instruction: This Module illustrates different research-based reading strategies that may be used with the Response-to-Intervention model to improve reading skills. 

  • RTI (Part 5): A Closer Look at Tier 3: This Module describes which students will receive Tier 3 intervention (i.e., special education services), components of Tier 3 reading interventions, and students' response to this individualized intervention. This module also explores parent involvement and issues related to English language learners. 

Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) 

The CEEDAR Center is a national technical assistance center dedicated to support states in their efforts to develop teachers and leaders who can successfully prepare students with disabilities to achieve college and career ready standards. 

Center on Great Teachers and Leaders (GTL Center) 

GTL is dedicated to supporting state education leaders in their efforts to grow, respect, and retain great teachers and leaders for all students. The GTL Center continues the work of the National Comprehensive Center for Teacher Quality (TQ Center) and expands its focus to provide technical assistance and online resources. 

Schoolwide Integrated Framework for Transformation (SWIFT) 

SWIFT is a national K-8 center that provides academic and behavioral support to promote the learning and academic achievement of all students, including students with disabilities and those with the most extensive needs by providing intensive technical assistance to schools, districts, and states. 

Individualized Education Programs 

Individualized Education Programs (IEPs) are individualized plans that support students receiving special education services in achieving educational success. A standards-based IEP assumes that all students can and will achieve grade-level CCRS. It is based on how the student is currently performing and outlines a plan for closing the gap to achieving grade-level expectations. IEP teams, which always include general education teachers and parents, must work together collaboratively to support a child’s success. Explore the resources below for additional information on standards-based IEPs and IEP team support. 

National Technical Assistance Center on Transition 

National Technical Assistance Center on Transition (NTACT) provides numerous resources for engaging students in the process of planning for their future. There are evidence- and research-based  practices for teaching them how to lead their IEP meetings under the Transition Planning, Education, and Student Focused Planning - Student Participation resources. 

Standards-based IEPs 

National Association of State Directors of Special Education (NASDSE) 

NASDSE’s Standards-based IEPs Examples document presents a seven-step process to be used in developing a standards-based IEP. Each step is followed by guiding questions for the IEP team to consider in making data-based decisions.  Two student examples are provided to illustrate application of the components of a standards-based IEP. The student examples contained in this guide provide an opportunity for educators to think about and apply the steps toward developing and implementing a standards-based IEP. One student example leads to the decision that the student should take an alternate assessment based on modified academic achievement standards while the other leads to a decision that the student should take the general assessment with accommodations. Readers may want to work in small groups to discuss their responses and to think about how the contextual characteristics of a school setting may influence the creation and implementation of a student’s IEP. 

IEP team support 

The Center for Parent Information and Resources (CPIR) 

CPIR provides an overview of the IEP process and the requirements for the IEP team: 

Supporting English Learners 

The percentage of public school students whose first language is not English has been growing consistently over the past decade. Currently, nearly 1 in 10 students is considered an English Learner in the United States. Promoting proficiency in English while teaching grade-level content to achieve CCRS presents unique challenges to professionals supporting this diverse group of students. The resources below provide information to support English learners. 

The IRIS Center

Developed in collaboration with nationally recognized researchers and education experts, the Center’s resources about evidence-based instructional and intervention practices—Modules, Case Study Units, Activities, and others (including a number of Web-based tools)—are specifically created for use in college instruction, professional development activities, and independent learning opportunities for practicing educators. The IRIS Center provides helpful modules for teachers working with English Learners: 

National Clearinghouse for English Language Acquisition (NCELA) 

NCELA collects, coordinates, and conveys a broad range of research and resources in support of an inclusive approach to high quality education for ELs. To fulfill its mission, NCELA supports high quality networking among state-level administrators of Title III programs. In addition to SEA coordinators, NCELA serves other stakeholders involved in ELL education, including teachers and other practitioners, parents, university faculty, administrators, and federal policymakers. 

English Learner Tool Kit 

The English Learner Tool Kit is intended to help state and local education agencies (SEAs and LEAs) in meeting their obligations to English Learners (ELs). The tool kit should be read in conjunction with the U.S. Department of Education Office for Civil Rights’ and the U.S. Department of Justice’s Dear Colleague Letter (DCL) “English Learner Students and Limited English Proficient Parents,” published in January 2015, which outlines SEAs’ and LEAs’ legal obligations to ELs under civil rights laws and other federal requirements. 

The Center for English Language Learners at the American Institutes for Research (AIR) 

The Center for English Language Learners at the American Institutes for Research (AIR) provides information about how to reduce the achievement gap and improve outcomes for English Learners. 

Assessments 

Assessments provide teachers and families with information about a student’s educational performance as they work to achieve CCRS. Formative assessments are used to gather information on a student’s current progress and inform a teacher’s next steps. Summative assessments occur at the end of a learning cycle and measure what a student learned during that cycle. 

Some students with disabilities may require accommodations to ensure that assessments accurately reflect their learning. Explore the resources below for additional information on formative and summative assessments, as well as assessment accommodations. 

Summative assessments 

National Center on Educational Outcomes (NCEO)  

Universal design principles improve access to learning and assessments for all students. NCEO has created a number of resources about universally designed assessments. The site also links to additional research on the topic. 

Formative assessments & informed decision making 

Assessment Design Toolkit 

The Reform Support Network (RSN) developed an Assessment Design Toolkit to help educators write and select well-designed assessments. The toolkit features 13 modules that address how to plan, write and select well-designed assessments. The modules include videos, Powerpoint Presentations and other materials you can use in professional development trainings. All materials are available to download, edit and repurpose. 

The IRIS Center 

Developed in collaboration with nationally recognized researchers and education experts, the Center’s resources about evidence-based instructional and intervention practices—Modules, Case Study Units, Activities, and others (including a number of Web-based tools)—are specifically created for use in college instruction, professional development activities, and independent learning opportunities for practicing educators.  

Dynamic Learning Maps (DLM) 

The Dynamic Learning Maps™ (DLM®) project offers an innovative way for all students with significant cognitive disabilities to demonstrate their learning throughout the school year via the DLM Alternate Assessment System. Traditional multiple-choice testing does not always allow students with significant cognitive disabilities to fully demonstrate their knowledge. By integrating assessment with instruction during the year and providing a year-end assessment, the DLM system maps student learning aligned with college and career readiness standards in English language arts and mathematics. 

Accommodations 

The IRIS Center 

Developed in collaboration with nationally recognized researchers and education experts, the Center’s resources about evidence-based instructional and intervention practices—Modules, Case Study Units, Activities, and others (including a number of Web-based tools)—are specifically created for use in college instruction, professional development activities, and independent learning opportunities for practicing educators.  

  • Accommodations: Instructional and Testing Supports for Students with Disabilities: This Module provides an overview of accommodations for students with disabilities; including a definition of accommodations, understanding how accommodations help students with disabilities gain access to the general education curriculum and assessments, understanding the responsibilities of the IEP team for making accommodation decisions for students with disabilities, and information on accessing resources that support the use of accommodations for students with disabilities. 

Postsecondary Education Program Network 2 (pepnet 2) 

For Individuals who are Deaf or Hard of Hearing: Accommodations are central to issues of access to education for students who are d/Deaf or hard of hearing (SDHH). However, there are often concerns that accommodations might change the difficulty of a test, particularly when those changes involve different language modalities (e.g., ASL or a signed version of a standardized measure). This paper reviewed the current literature, focusing on the factors that are important to keep in mind when considering the use of accommodations for assessment. 

National Center on Educational Outcomes (NCEO) 

NCEO is a national technical assistance center that provides national leadership in designing and building educational assessments and accountability systems that appropriately monitor educational results for all students with disabilities (SWD), including English learners with disabilities.  NCEO works with states and federal agencies to identify important outcomes of education for students with disabilities; examines the participation of SWD in national and state assessments, including the use of accommodations and alternate assessments; evaluates national and state practices in reporting assessment information on SWD; bridges general education, special education, and other systems as they work to increase accountability for results of education for all SWD; and conducts directed research in the area of assessment and accountability. 

Technology 

Technology use in schools has increase rapidly over the past few decades. Technology can play an important role in supporting instruction and learning as students work to achieve CCRS. Advances in technology can also provide students with disabilities improved access to and participation in general education instruction. 

Explore the resources below for additional information about how technology can support all students in achieving CCRS. 

Center on Technology and Disability (CTD) 

The Center on Technology and Disability (CTD) is funded by the U.S. Department of Education’s Office of Special Education Programs (OSEP). The Center features a  library of resources that can help families and providers to advocate for, acquire, and implement effective assistive and instructional technology (AT/IT) practices, devices, and services. 

National Center on Accessible Educational Materials for Learning (AEM Center) 

This site provides resources for SEAs, LEAs, educators, parents, students, publishers, conversion houses, accessible media producers, and others interested in learning more about AEM and implementing AEM and the National Instructional Materials Accessibility Standards .The Center will promote knowledge development and capacity building to ensure  equitable opportunities for children with disabilities to: 

  1. participate in high-quality early learning  programs, 
  2. be involved in and progress in the general education curriculum, 
  3. prepare to meet college and career-ready standards, 
  4. participate in assessments, and 
  5. transition to postsecondary education and the workforce. 

American Institutes for Research (AIR) 

AIR has been at the forefront of efforts that ensure sound investments in education technology. The organization develops and implements evidence-based, technology-driven classroom practices and online strategies that enhance learning for all students, especially those with special needs.  

The IRIS Center

Developed in collaboration with nationally recognized researchers and education experts, the Center’s resources about evidence-based instructional and intervention practices—Modules, Case Study Units, Activities, and others (including a number of Web-based tools)—are specifically created for use in college instruction, professional development activities, and independent learning opportunities for practicing educators.  

  • Assistive Technology: An Overview: This Module offers an overview of assistive technology (AT) and explores ways to expand students' access to it in the classroom. 

  • Bookshare: Providing Accessible Materials for Students with Print Disabilities: This Module presents an overview of Bookshare, a project supported by the U.S. Department of Education and OSEP, which provides books in digitized formats to individuals who have print disabilities. On hand is information about how such students can access textbooks, other instructional materials, and text-reader software at no cost, as well as how teachers can use this information in their daily instructional planning.