Area » Practitioner:Teaching Design and Practices

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  A state guide to the development of universally designed assessments.

  1/1/06 - Johnstone, C. , Altman, J., Thurlow, M.

  The purpose of this guide is to provide states with strategies for designing tests from the very beginning, through conceptualization and item construction, field-testing, item reviews, statewide operationalization, and evaluation. The objective is to create tests that present an accurate measure of the knowledge and skills of the diverse population of students enrolled in today’s public schools.

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  A summary of research on the effects of test accommodations: 2005 through 2006

  1/1/07 - Zenisky, A., Sireci, S.

  A report summarizing test accommodations research published from 2005-2006, covering 32 published research studies. It identifies promising directions in research and provides suggestions for future studies.

• Academic language across grade levels and content areas

  1/1/08 - Southeast Comprehensive Center,

  Robin Scarcella, PhD, director of the ESL program, University of California Linguistic Minority Research Institute, discusses the challenges associated with academic language as well as ways to ensure that all students learn academic language.

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  Academic literacy instruction for adolescents: A guidance document from the Center on Instruction.

  1/1/07 - Torgesen, J. K., Houston, D. D. , Rissman, L. M. , Decker, S. M. , Roberts, G. , Vaughn, S. , Wexler, J., Francis, D. J. , Rivera, M. O., Lesaux, N.

  This document developed by the Center on Instruction's Reading, Special Education and ELL Strands makes recommendations for improving literacy-related instruction in the content areas or across the entire school day, interventions for students reading below grade level, and recommendations for supporting literacy development in adolescent English language learners.

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  Access to the General Education Curriculum for Students with Significant Cognitive Disabilities

  1/1/06 - The Access Center,

  This brief explores the linkages between alternate state standards, alternate assessment, the IEP, and classroom instruction and assessment as the process of providing access to the general education curriculum for students with significant cognitive disabilities

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  Acknowledging Children’s Positive Behaviors

  1/1/07 - Matt Timm, Sharon Doubet

  This What Works Brief is part of a continuing series of short, easy-to-read, “how to” information packets on a variety of evidence-based practices, strategies, and intervention procedures. The Briefs are designed to help teachers support young children’s social and emotional development. They include examples and vignettes that illustrate how practical strategies might be used in a variety of early childhood settings and home environments.Acknowledging positive behaviors is a strategy...

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  Addressing Diversity in Schools: Culturally Responsive Pedagogy

  1/1/04 - Heraldo Richards, Ayanna Brown, Timothy Forde

  This practitioner brief deals with how to address educational needs of culturally and linguistically diverse students. It applies to all parents and teachers of culturally and linguistically diverse (CLD) children. The authors of this article suggest that as more and more students from diverse backgrounds populate 21st century classrooms and efforts mount to identify effective methods to teach these students, the need for pedagogical approaches that are culturally responsive intensifies...

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  Addressing dropout related factors at the local level: Recommendations for teachers

  1/1/08 - Smith, S.C.

  As educators and practitioners continue to seek effective interventions to prevent dropout, they must focus on identifying, monitoring, and addressing risk factors that are influenced by teachers (e.g., academic performance, peer and adult interactions, attendance, and behavior).

• Age appropriate transition assessment guide

  National Secondary Transition Technical Asssistance Center,

  This guide explains what a transition assessment is, reasons to conduct them, how to select instruments, how to conduct an age appropriate assessment, sample instruments, and informal and formal assessment examples.

• Blogs, wikis and text messaging: What are the implications for students with learning disabilities

  1/1/08 - Center for Implementing Technology in Education,

  The usefulness of assistive technologies for students with learning disabilities is fairly obvious. It is easy to understand the educational benefits of software designed specifically for students with dyslexia. But what about Web 2.0 tools? What are they and how do they affect learning and interaction for students with learning disabilities?

• Boosting inclusion in after school activities with AT and supplemental services

  1/1/06 - National Center for Technology Innovation,

  NCTI has suggestions for how assistive and accessible technologies and other supplemental services can help make activities more inclusive for students with special needs.

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  Building Positive Teacher-Child Relationships

  1/1/04 - M.M. Ostrosky, E.Y. Jung

  This What Works Brief is part of a continuing series of short, easy-to-read, “how to” information packets on a variety of evidence-based practices, strategies, and intervention procedures. The Briefs are designed to help teachers support young children’s social and emotional development. They include examples and vignettes that illustrate how practical strategies might be used in a variety of early childhood settings and home environments. In early childhood settings, each moment that...

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  Cognitive behavioral interventions: An effective approach to help students with disabilities stay in school

  Riccomini, P., Bost, L.W. , Katsiyannis, A., Zhang, D.

  This Practice Brief based on the Office of Special Education Programs (OSEP) supported work by The What Works In Transition Synthesis Center, The Effects of Cognitive-Behavioral Interventions on Dropout for Youth with Disabilities (Cobb, Sample, Alwell, & Johns, 2005), provides educators with a conceptual understanding and technical information to assist in implementing cognitive-behavioral interventions that reduce aggressive behaviors in students.

• Cognitive Strategy Instruction

  University of Nebraska-Lincoln,

  The University of Nebraska-Lincoln provides a website with information about Cognitive Strategy Instruction (CSI). The website gives practical tips, describes strategies in further detail, and gives more information about the six stages involved. One can look at teaching strategies, lesson plans, and study skills. Additionally, links and suggestions are offered in the areas of reading, writing, and math.

• Colorín Colorado

  Colorín Colorado,

  A free web-based, bilingual service that provides information, activities, and advice for educators and Spanish-speaking families of English language learners.Also includes information about accommodations and evaluation, informal assessment, standards-based writing, bilingual parent tips about testing, recommended guides and research, and a webcast.

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  Cultural Identity and Teaching

  1/1/05 - Kim Kennedy White, Shelley Zion, Elizabeth Kozleski

  This On Point is the second in a series of three On Points that explore issues around culture and teaching. The first On Point operationalizes the way in which NIUSI defines culture and how to think about educational settings and scenarios from the point of view of culture. While this On Point focuses on teacher’s identity, the third On Point in this series addresses how classrooms are enriched by the funds of knowledge and assets that children and their families bring with them from their...