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"This Toolkit provides a clear vision of best practice related to an RTI-based SLD Identification process. With this vision, school systems can develop structures to ensure that the identification process for specific learning disabilities facilitates decision making about instructional decisions to improve outcomes for students. Explore the resources using the menu above or access the criteria through the links in the graphic below."

"UDL-U supports postsecondary faculty and staff by providing resources and examples to improve postsecondary education for all students, including those with disabilities. UDL-U is designed to be useful for individual inquiries related to small UDL topics, issues, or problems, as well as scalable to larger faculty development efforts (e.g., Faculty Learning Communities). UDL-U frames course redesign as a three-tier professional development process: Application of UDL principles to enhance teaching and learning Utilization of accessible instructional media and practices Awareness of assistive technology enablers and barriers "

"Parents want the best for their children. We do, too. For the first time ever, 15 nonprofit organizations have joined forces to support parents of the one in five children with learning and attention issues throughout their journey. With the right support, parents can help children unlock their strengths and reach their full potential. With state-of-the-art technology, personalized resources, free daily access to experts, a secure online community, practical tips and more, Understood aims to be that support."

"The IRIS Center is a national center dedicated to improving education outcomes for all children, especially those with disabilities birth through age twenty-one, through the use of effective evidence-based practices and interventions."

"Bridging Research and Practice by framing issues, producing and disseminating research and distilling implications for decision makers in an emergent movement for excellence with equity."

"Visible Thinking includes a large number of classroom routines, easily and flexibly integrated with content learning, and representing areas of thinking such as understanding, truth and evidence, fairness and moral reasoning, creativity, self-management, and decision making. It also provides tools for integrating the arts with subject-matter content. Finally, it includes a practical framework for how to create "cultures of thinking" in individual classrooms and within an entire school."

"TripodTM survey assessments capture key dimensions of school life and teaching practice as students experience them. Results provide valuable feedback and insights about classroom learning conditions. Surveys are also available for teachers, covering key aspects about school leadership, climates and cultures from the perspective of teachers."

Many students struggle to read well enough to support learning in various areas of the curriculum. Drawing on an eight-month inquiry, with 28 grade five students, this article discusses text-to-speech technology as an inclusive reading practice that allows students entry into their literacy communities, access to a variety of texts, and enhanced meaning making.

"Graham's review of the research doesn't resolve the age-old debate of whether students learn writing best naturally -  just by doing it - or through explicit writing instruction. But there are effective practices where the research is unequivocal. Distressingly, many teachers aren't using them. "We have confirmation of things we know that work, but are not applied in the classroom," said Graham."

"Two years ago, WKCD produced an 11-minute video for middle and high school students that includes clips of student talking about critical social and emotional skills: managing stress, self-control, motivation, persistence, curiosity, resourcefulness, and self-confidence. The video is intended to prompt discussion among students, with many places to pause and reflect. We are posting it again because we believe it merits a fresh look. We created a short booklet, too. Together, the video and handbook underscore two BIG points: Doing well in school isn't only about academic "smarts." It's also about habits, like self-control and motivation. These habits-or strengths-help us succeed in school and life. Like muscles, both academic smarts and good habits can be built through practice."

"Improving Postsecondary Outcomes for All Students with Disabilities Welcome to NTACT's website! NTACT's purpose is to assist State Education Agencies, Local Education Agencies, State VR agencies, and VR service providers in implementing evidence-based and promising practices ensuring students with disabilities, including those with significant disabilities, graduate prepared for success in postsecondary education and employment."

"In many cases, though, the commonly-accepted idea that growth mindset is the way to go is not lining up with the practice of approaching every student as an equally-qualified learner. In other words, said Dr. Carol Dweck, the Lewis and Virginia Eaton Professor of Psychology at Stanford University and author of the concept of growth mindset, "educators' walk is not matching their talk.""

"Want to spend class time wisely? Formative assessments can help. The trick: taking the time to analyze the data and put it to use. You can do this in any subject area, but we'll start with an example from teaching math."

"When engaged in project-based, collaborative learning, I think the three most important phrases to remember are: improvise, learn the hard way, and don't regret."

"Demonstrating tools and techniques applicable to a collaborative iPad and mobile classroom, this session will prepare educational leaders to integrate mobile-technology in a way that transforms the learning experience."

Chris Lehman,(principal) speech to the Science Leadership Academy grads

Response to Intervention (RTI): Is There a Role for Assistive Technology?

"Some instructional approaches associated closely with special education are gaining traction more quickly than ever as more states and districts look to them as the ideal tools to implement the Common Core State Standards. In particular, two strategies-universal design for learning and response to intervention-are being cited by states in requests for waivers from the No Child Left Behind Act in the section about how they will implement the standards."

"Recent research indicates that individuals who are nonverbal need to be presented a minimum of 200 opportunities a day to interact. In this project, we created 200 communication opportunities every day for students through training, modeling, and offering a data tracking system, resulting in more competent communicators."