This document provides a comprehensive overview of instructional practices that are supported by research to enhance student learning and achievement. This resource outlines various teaching strategies categorized by the level of evidence supporting their effectiveness, from minimal evidence to strong, evidence-based practices. Download
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This document provides background context for school leaders as they implement a Multi-Tiered System of Supports (MTSS) for all learners, inclusive of children who receive specialized services. The components of MTSS are cross-referenced with research-based Principal competencies that lead to improved student outcomes and can be used as a self-assessment and planning action steps for
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This tool is intended for school leadership teams that have chosen to be on the path to build inclusive practices. As a self-assessment, the team rates themselves on a rubric to find their strengths and select priorities for improvement. It is not intended to cover every aspect of schoolwide practices, but to provide the team
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Collaborative relationships are all about working together to achieve a common goal. This brief discusses the types of collaboration that educators may experience and defines co-teaching models and how they are used.
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A primary responsibility of general and special educators is to teach children and youth academic content and learning strategies. This document provides guidance for paraprofessional roles as classroom support staff as well as individual learner supports, and offers a planning template for paraprofessional tasks.
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The terms accommodation and modification are often confused; one is a support to enable access to the curriculum and the other is a change to instruction. Often overlooked is “specially designed instruction” and how to provide it in general education settings. This document is a brief guide to the definitions of various services that are part of an Individualized Education Program (IEP) for a child with a disability.
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