ELL: English Language Learning

In their article "The Power of Feedback" published in the Review of Education Research (Review of Education Research, 77, 81-112), Hattie and Timperley synthesized the results of 12 meta-analyses of 196 studies that included feedback as an instructional strategy.

The National Research Center on Learning Disabilities (NRCLD) is part of a federal effort to find improved, research-based ways to identify students with learning disabilities.

This resource provides background information on RTI as well as in-depth information regarding multi-level prevention programs.

This resource provides background knowledge on Response to Intervention (RTI) and in-depth information regarding the use of progress monitoring.

This resource provides an example of using data to differentiate reading instruction for middle school students.

This resource focuses on differentiated instruction within a Response-to-Intervention (RTI) framework. The module explores how Tier I small group instruction and Tier II intervention are different.

This resource from The Meadows Center for Preventing Educational Risk at The University of Texas at Austin focuses on how educators can collaborate to improve student outcomes and strengthen instruction for students within an RTI framework.

This resource focuses on Universal Design for Learning (UDL) application in secondary transition services.

This online module, developed by the IRIS Center for Training Enhancements, provides information on the principles of Universal Design for Learning (UDL) and examples of implementation in the classroom.

This online module on differentiated instruction, developed by the IRIS Center for Training Enhancements, provides short video clips, interactive questions and answers, examples of utilizing differentiated instruction in general and special education classes, and links to additional resources.

CAST is a non-profit research and development organization that works to expand learning opportunities for all individuals, especially those with disabilities, through Universal Design for Learning (UDL).

The National Center on Universal Design for Learning supports the effective implementation of Universal Design for Learning (UDL) by connecting stakeholders in the field and providing resources and information, including general knowledge, implementation, and research about UDL and ways to advocate in the community for the use of UDL.

This online module, created by the IRIS Center for Training Enhancements at Vanderbilt University, provides information on helping students become independent learners.

This resource provides an overview of strategy instruction including practical examples of utilizing strategy instruction across various disciplines and content areas such as reading, writing, and math.

This resource provides a review of intervention and correlational research (related to secondary transition services) and includes descriptions of instructional practices, research-to-practice lesson plan starters, and predictors of improved post-secondary outcomes.

This professional development resource, developed jointly by the Vaughn Gross Center for Reading and Language Arts and the Texas Education Agency, provides educators with background and implementation knowledge on RTI.

This resource reviews the characteristics of high-quality online accommodations training and summarizes the research literature for both professional development on accommodations decision-making and traditional and high-quality online teacher professional development.

This resource provides valuable information for student evaluation personnel who gather and disseminate information to committees making instructional decisions.

This document from the National Professional Development Center on Inclusion summarizes nine key conclusions drawn from a synthesis on early childhood inclusion.

This brief discusses the issue of virtual schools serving students with disabilities.

The IRIS Center has developed this new module which provides an overview of PALS peer tutoring strategy used to improve students' reading skills in high school.

The Iris Center has developed this new module which provides an overview of the PALS peer tutoring strategy used to improve students' reading skills in Grades 2-6.

The Iris Center has developed this new module, which provides an overview of the PALS peer tutoring strategy used to improve students' reading skills in Grades K-1.

The Iris Center has developed this new module to provide an overview of the collaborative strategic reading (CSR) strategy used to improve reading comprehension.

This booklet provides K-3 educators and school teams procedures to identify effective instructional practices and interventions to reduce referrals to special education.

This brief examines relationships between teacher preparation, teacher practice, and outcomes for students with special needs.

This brief offers policy and practice recommendations for regions, states, and districts to help them create evaluation systems that reflect the measurement of academic achievement growth for their students.

The U.S. Department of Education, Office of Special Education and Rehabilitative Services (OSERS) has issued a revised Q&A document to provide States, State educational agencies (SEAs), local educational agencies (LEAs), parents, and other stakeholders with information regarding the IDEA requirements relating to individualized education programs (IEPs), evaluations, and reevaluations.

This guide helps K-12 teachers and administrators use student achievement data to make instructional decisions intended to raise student achievement.

This document provides guidance on possible uses of IDEA Part B funds made available under ARRA.

Kris Kaase, Deputy State Superintendent from the MS DOE gave this PowerPoint presentation on the history of RTI in Mississippi, at the REL-SE "National Conference on Using Research to Strengthn RTI Decision-making and Implementa

This RTI implementation guide from the Georgia Department of Education provides a brief overview of Georgia's RTI model.

This Progress Monitoring Tools Chart, developed by the National Center on Response to Intervention's Technical Review Committee, reflects the results of their first annual review of reading and math progress monitoring tools.

This policy forum proceedings document from Project Forum of NASDSE includes federal education regulatory language for UDL.

This report offers prevention, implementation, and school-wide strategies that can be used to reduce problematic behavior that interferes with the ability of students to attend to and engage fully in instructional activities.

This report examines the extent to which elementary education teacher preparation programs in 36 randomly selected colleges and universities in the six southeast Region states integrate content related to students with disabilities.

These resources, developed by the North Carolina Department of Public Instruction outline the framework for North Carolinas Problem Solving Process and depict the process with Problem Solving Model Graphics.

The Office of Special Education Programs (OSEP) has recently funded the Center for State Implementation and Scaling-up of Evidence-based Practices (SISEP) to focus on smart and strategic implementation strategies.

The OSEP-funded National Technical Assistance Center on Positive Behavior and Intervention Supports (PBIS) was established to address the behavioral and discipline systems needed for successful learning and social development of students.

The Center for Promoting Research to Practice at Lehigh University establishes partnerships with schools, parents and families, and community service providers to enhance the use of best practices for individuals with, or at risk for disabilities.

This presentation discusses the importance of implementing effective, research-based instructional practices, specifically tiered intervention models, when educating students with disabilities.

The Center for Applied Special Technology (CAST) is a nonprofit organization that works to expand learning opportunities for all individuals, especially those with disabilities, through the research and development of innovative, technology-based educational resources and strategies.

The Council for Exceptional Children (CEC) is the largest international professional organization dedicated to improving educational outcomes for individuals with exceptionalities, students with disabilities, and/or the gifted.

The National Center for Learning Disabilities (NCLD) works to ensure that the nation's 15 million children, adolescents and adults with learning disabilities have every opportunity to succeed in school, work and life.

The National Association of State Directors of Special Education (NASDSE) is a not-for-profit organization established in 1938 to promote and support education programs and related services for children and youth with disabilities.

The Vaughn Gross Center for Reading and Language Arts provides leadership to state and national educators in the implementation of effective reading instructional practices through research, technical assistance, and professional development.

The IRIS Center for Faculty Enhancement aims to ensure that general education teachers, school administrators, school nurses, and school counselors are well prepared to work with students who have disabilities and with their families.

The Access Center is dedicated to building the capacity of TA systems, States, districts, and schools, to help students with disabilities learn from the general education curriculum.

Presented at the Response to Intervention Symposium April 12, 2006, by Dr. Doug Marston, Special Education Administrator, Minneapolis Public Schools.