Modules

This companion to the Executive Functions (Part 1) module reiterates the importance of teachers providing explicit instruction to students with executive function difficulties on the use of effective strategies. It then overviews a number of these strategies: graphic organizers, note-taking, mnemonics, organizing materials, time management, comprehension strategies, and self-regulation strategies (est. completion time: 2.5 hours). […]

This module explores executive functions and explains why many students struggle with cognitive processes related to learning. It then examines why it’s critical for teachers to explicitly teach these students when, where, and how to use effective study strategies to help them succeed academically (est. completion time: 1 hour). Module Outline – A summary of

This module examines the ABC (antecedent-behavior-consequence) model, which illustrates how environmental factors can influence behaviors before and after they occur. This module also explores other foundational concepts involved in understanding, addressing, and changing behavior (est. completion time: 1 hour). Module Outline – A summary of the module’s main content and media elements

This resource introduces users to progress monitoring in mathematics, a type of formative assessment in which student learning is evaluated to provide useful feedback about performance to both learners and teachers (est. completion time: 2 hours). Note: Because the overall progress monitoring process is almost identical for any subject area, the content in this module

This resource introduces users to progress monitoring in reading, a type of formative assessment in which student learning is evaluated to provide useful feedback about performance to both learners and teachers (est. completion time: 2 hours). Note: Because the overall progress monitoring process is almost identical for any subject area, the content in this module

This module examines the Universal Design for Learning (UDL) framework and discusses how educators can apply UDL to proactively design learning experiences that are flexible enough to challenge and engage all students and that promote learner agency (est. completion time: 2.5 hours). This module was developed in collaboration with CAST. Module Outline – A summary

The second in a two-part series, this module describes strategies that teachers can implement to prevent or address challenging behaviors (est. completion time: 2 hours). This resource was developed in collaboration with the Comprehensive, Integrated Three-Tiered Model of Prevention (Ci3T) Strategic Leadership Team. Module Outline – A summary of the module’s main content and media

Developed specifically with middle and high school students in mind, this module—the first in a two-part series—discusses challenging behavior in terms of the phases of the acting-out cycle and offers strategies and tips for responding to students in each phase (est. completion time: 2.5 hours). This resource was developed in collaboration with the Comprehensive, Integrated

This module, developed in collaboration with the TIES Center, describes the benefits of including students with significant cognitive disabilities in general education classrooms. It also offers information on how teachers can plan for and teach these students in inclusive classrooms (est. completion time: 2 hours). TIES Center is supported primarily through a Cooperative Agreement (#H326Y170004)

This module, a DEC-recommended resource, includes information on how to create developmentally appropriate behavior rules for early childhood classrooms so that they link to a given school’s behavior expectations. The importance of communication with families about rules and expected behaviors is also stressed (est. completion time: 1.5 hours). Module Outline – A summary of the