About the CEMs

Course Enhancement Modules (CEM)  include usable resources for faculty and professional development providers to include in effective opportunities for teachers and leaders to learn about and use evidence-based practices. Each CEM is designed to be used in whole or in part to support teacher and leader learning at the pre-service and in-service levels.

Need guidance on how to use the Course Enhancement Modules? Visit our “How to” page.

Disciplinary Literacy

In addition to content-area strategies, students must learn and use specific strategies to comprehend complex text in particular disciplines. Disciplinary Literacy refers to the specifics of reading, writing, and communicating in a discipline. It focuses on the ways of thinking, the skills, and the tools that are used by experts in the disciplines.

Classroom and Behavior Management

Through this CEM, participants will learn about assessment tools and intervention practices that can be integrated within a comprehensive, evidence-based behavioral intervention program.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.

Universal Design for Learning

This CEM is designed to build the knowledge and capacity of educators who are working with Universal Design for Learning (UDL). It offers an overview as well as practical recommendations.

Evidence-Based Practices for Students with Severe Disabilities

Through this CEM, participants will learn how to plan instruction to provide students with severe disabilities opportunities to learn academic content linked to state standards as well as the social, daily living, and job skills needed for life after high school.

Inclusive Education

Inclusive education refers to the school-wide approach to delivering supports and services to students with disabilities in general education settings (Sailor & McCart, 2014). Inclusive education is not a program or a place but a practice of valuing all students as members of chronologically age-appropriate general education classrooms. Within an inclusive service-delivery model, no special classrooms exist except for those that provide integrated enrichment and supplemental instructional activities for all students (Halverson & Neary, 2009).

MTSS for Mathematics

The course enhancement module (CEM) on Multi-Tiered Systems of Support (MTSS) in Mathematics is designed to assist faculty at institutions of higher education (IHEs) and professional development providers in the training and development of all educators. This CEM provides information and resources about how to prepare teacher and leader candidates or current practitioners to create effective instructional environments for all students, including students with disabilities and their nondisabled classmates.

Evidence-Based Reading Instruction K-5

This CEM is designed to build the knowledge and capacity of educators working with pre-service and/or in-service teachers teaching a diversity of students to read. The module can be adapted and is flexible to accommodate faculty and professional development provider needs. The anchor module and speaker notes can be used in their entirety to cover multiple courses or professional development sessions. Alternatively, specific content, activities, and media can be used individually to enhance existing course and/or professional development content.

School Leadership for Students with Disabilities

Through this Course Enhancement Module (CEM), participants will learn about school leadership that supports the learning of students with disabilities within effective inclusive schools so that they have opportunities to achieve positive life outcomes. The CEM addresses varied dimensions of school and collaborative leadership necessary to foster collective responsibility for students with disabilities, including partnerships with parents and families. In addition, the CEM addresses the role of district leaders in supporting effective instruction for students with disabilities.