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Reading
- Reading CEMThis 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.
- Reading IC K-5This paper reviews the basic knowledge and skills required by K-5 teachers to teach diverse students to read.
- Reading IC 6-12This IC focuses on developing adolescent readers’ abilities to decode multisyllabic words, read with prosody, develop vocabulary knowledge, and increase reading comprehension.
Math
- MTSS for Mathematics CEMThrough this CEM, participants will learn about assessment tools and intervention practices that should be integrated into a comprehensive, evidence-based math intervention program within the Response to Intervention (RTI) framework. The assessment tools and intervention practices are research-based and involve multiple levels of support (including schoolwide, classwide, small-group and individual levels of support) using data-based decision making.
- Evidence-Based Practice for Mathematics ICThe purpose of this IC was to provide state education agencies (SEAs), institutions of higher education (IHEs), and other stakeholders a tool to evaluate and provide a foundation for improving current state licensure requirements; state-, district-, and school-level PD activities; and teacher preparation in pre-K-12 mathematics, especially for students with disabilities and other struggling learners.
UDL
- UDL CEMThis CEM was created to be a tool for pre-service and in-service educators who want to learn about how the Universal Design for Learning framework can be used to make curriculum design and classroom instruction accessible for all students.
- UDL ICThe purpose of this IC was to provide recommendations for embedding UDL in general and special education pre-service teacher preparation programs and including this content in PD for in-service teachers.
Writing
- Evidence-Based Writing Instruction CEMThis CEM provides information and resources about how to prepare teacher and leader candidates or current practitioners to understand the importance of effective writing instruction, understand why some students struggle with writing, and how best to provide effective instruction for all students.
- Evidence-Based Practices for Writing Instruction ICThis paper features an innovation configuration (IC) matrix that can guide teacher preparation professionals in the development of appropriate content for evidence-based practices (EBPs) for writing instruction.
Classroom and Behavior Management
- Classroom and Behavior Management CEMThrough 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. The CEM guides participants in becoming proactive, positive problem-solvers who anticipate and design interventions to prevent instances in which students are likely to experience an academic or behavioral challenge that interferes with their learning.
- Behavior Management: Tier 2 and Tier 3 Strategies ICThe purpose of this IC was to describe the critical features of evidence-based secondary and tertiary interventions. First, the critical features and extent of support for evidence-based secondary interventions are described. Then, the evidence base for functional behavior assessment (FBA) interventions, the recommended approach for tertiary intervention development, is described.
- Improving Challenging Behaviors of Students with Disabilities ICThis paper addresses the following topics: (a) collecting important student information; (b) using a daily behavior measurement system; (c) conducting indirect and direct FBAs; (d) testing hypotheses through functional analyses; and (e) creating function-based, multi-component behavior intervention plans (BIPs). The last section of this paper addresses plan components, including modifying establishing operations (EOs) and setting events and using antecedent interventions, teaching replacement behaviors, and modifying consequences.
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Center on Personnel Studies in Special Education (COPSSE)
Personnel Improvement Center (PIC)
American Association of Colleges for Teacher Education (AACTE)
National Association of State Directors of Special Education (NASDSE)
Council for Exceptional Children (CEC)
Study of Personnel Needs in Special Education (SPENSE)
Council of Chief State School Officers (CCSSO)
Council for the Accreditation of Educator Preparation (CAEP)
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