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This extension converts text into speech. Making browsing the web for people who have a hard time reading, easier.

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Speak It app converts text into speech. Select text > Speak it

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Read2Go is an online library of more than 200,000 ebooks for readers who struggle with printed text. Even pre-readers can benefit, since they can follow along with picture books. Read2Go also can connect via Bluetooth to Braille readers.

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Skip to Content

We're committed to diversity in media.

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A lot or a little?

The parents' guide to what's in this app.

Kids can learn anything they want when given access to successful reading experiences. Read2Go provides that access and then gets out of the way so learning can take place. Though it doesn't contain its own learning content, Read2Go can be the door that opens up eading for kids who otherwise struggle.

Read2Go is one of the easiest ways get and read books from the Bookshare library. Member information is entered into Read2Go only once, and then kids can adjust a variety of customizable features, including text size and reading rate for text-to-speech. Kids can browse or search in the library, download, and read any book with only one touch. Navigation within a book is very intuitive.

What's it about?

Once a Bookshare membership is set up, kids select a book by browsing or searching. Then they download, open, and begin reading or listening with only a few touches. Searches return a synopsis for kids to read before downloading a full book. Turning pages is intuitive, and settings for font size, reading voice, and other specifications can be customized in preferences. Kids can place bookmarks, but the app automatically opens to where reading was previously stopped.

Is it any good?

Talk to your kids about ...

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Our ratings are based on child development best practices. We display the minimum age for which content is developmentally appropriate. The star rating reflects overall quality and learning potential.
Learn how we rate

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Skip to Content We're committed to diversity in media. We're updating our reviews to better highlight authentic stories and accurate, diverse representations. See something that needs to be addressed? Suggest an update to this review The parents' guide to what's in this app. Kids can learn anything they want when given access to successful reading experiences.

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This app is a talking calculator, it would be great for students who struggle with math or have visual impairment.

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‎A comprehensively featured calculator that has become a favorite among adults and primary schools around the world. Designed for a wide range of users, this calculator has large colorful buttons, optional high contrast, full VoiceOver support, and unique to this calculator; the option to use speech…

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Free worksheets for teachers.

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Freeology - Free Worksheets and More Since 2001

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Analogies Art Bellwork Bingo Brainstorming Cause and Effect Character Christmas Classroom Management Classroom Organization Common Errors Compare and Contrast Creative Writing Details Organizers Division Earth Day Funny Videos Games Halloween Hall Passes Humor Ice Breakers Imagery Inspiration Interesting Facts Interviews Literary Terms Main Idea Multiplication New Year's Day Note Taking Paragraphs Parent Communication Parts of Speech Personal Response Writing Planning Poetry Quotes Reading Comprehension Reading Logs Sequencing Organizers Short Stories Stationery Vocabulary Word Searches

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Student reward system, and a way to get parents involved in student learning.

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ClassDojo helps teachers, parents, and students build amazing classroom communities.

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Some lessons, worksheets, etc. on here do cost money, but some are free, I’ve used it many times in the classroom. And if a certain lesson does cost money it is usually low cost.

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World's most popular online marketplace for original educational resources with more than four million resources available for use today.

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This recourse is specifically for new teachers, or student teachers, I found it helpful, and that is why I included it.

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The Ultimate Site For Student Teachers and First Year Teachers!

Congratulations, you are here because you are a New Teacher or a Student Teacher. Student teaching is one of the most rewarding and challenging times. Being a first year teacher is a time of more professional growth than you can ever imagine! This page will prove to be a huge resource for you. I and other teachers that have been in your shoes, have put all our helpful tips in one organized place - this page. I remember being a new teacher. I know what new teachers and student teacher look for online. I am always keeping my eyes and ears open for topics of interest to new and student teachers. I have organized many useful resources for you! I am confident that this page will prove to be a great resource to you. Enjoy your visit!

A special thanks to the loving and generous teachers who have shared their ideas with all the new and student teachers that visit this page!

Update - July 26, 2004

http://www.teachingheart.net

Great Books For New Teachers Look here for books that are great for New Teacher
or student teachers. You will also find my suggestions of
books that are hardly ever on the shelf!

Resume Help Yes, everyone has one and you need one.
Look for some great tips here!

Portfolio Sell yourdelf with your portfolio. This page will help
you do just that!

Awesome Tips For New Teachers Teacher share their tips for the first year.

The Interview Tips, sample questions, links, and job fair
advice will be found here!

Philosophy At your University you were probably asked to
write on of these. Often when soon to be teachers are
asked what their philosphy is, they draw a blank. This page
will help you clear your mind and write that philosophy of
education!

Bulletin Boards A student teachers are usually required to make a bulletin board
during a field experience. This page is filled with ideas and pictures of
bulletin boards.

Classrooms Around the World It's your first year and you walk into a classroom that is
yours. Can you believe it, you finally have
your own classroom to do whatever you want with it.
Come visit many teacher's classrooms
on this site. They will help
you get an idea of how to set-up your room!

Awesome Tips For Student Teachers Student teaching is a wonderful time! Unfortunately,
many students have bad experiences. Start your student teaching off on the right foot with these
tips!

Back To School This page isn't just for new and student teachers, it for all teachers.
Back to School is stressful time for a teacher,
no matter how long you have been
teaching. Come see all the great ideas found on this site.
I promise it will be one of the only pages you will need during the first few weeks of school!

All New Teachers and Student Teachers Need These! Here you will find the answer to a new teachers prayers. Your lessons will be exciting with our CDROMS. You may print free samples here or order a CDROM or two.

Behavior Management I believe that you need to have excellent behavior management in a classroom in order for students to learn to their full potential. Even as a student teacher, you need to have awesome behavior management skills to be a good teacher. This pagewill help you in this department!

Classroom Management Teachers share what works for them.
Learning Centers

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New Teacher, First Year Teacher, and Student Teacher Resources GALORE!

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The Ultimate Site For Student Teachers and First Year Teachers! Congratulations, you are here because you are a New Teacher or a Student Teacher. Student teaching is one of the most rewarding and challenging times. Being a first year teacher is a time of more professional growth than you can ever imagine!

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This website offers school supplies for the classroom at a discounted rate. Very helpful! It is also a very user-friendly website.

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School Supplies & Discount Teacher Supply Store | Discount School Supply

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Browse a selection of classroom furniture, educational toys & other school supplies at prices you’ll love. Shop with Discount School Supply today.

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This URL gives you tools for social emotional learning, and many other things.

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George Lucas Educational Foundation

The benefits of movement in the classroom aren't limited to younger students. Pairing new words and concepts with gestures or dance moves locks in understanding-and active brain breaks prime students to learn even more.

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A free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education.

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An overview of the Individuals with Disabilities Act.

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Individuals with Disabilities Education Act

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Individuals with Disabilities Education Act (IDEA)

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The U.S. Department of Education’s Individuals with Disabilities Education Act website brings together department and grantee IDEA information and resources. The IDEA makes available a free appropriate public education to and ensures special education and related services to eligible children with disabilities.

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Teachers are mandated reporters. This URL shows what is required by law of you (depending on your state) as a mandated reporter.

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Written by Alicia Betz, reviewed by the EducationCorner.com Team

A Guide to Mandated Reporting, and the Implications for Teachers, Parents, and Students

When parents send their children to school, they expect that they will be safe and taken care of, and that usually is the case. Unfortunately, both at school and elsewhere, kids are vulnerable to people who don't have their best interests at heart. All too often, it is even the child's parent or guardian who is not treating them properly.

In most states, teachers and other school employees are mandated reporters, and in some states, every single person is considered a mandated reporter. In a nutshell, this means teachers are legally obligated to report any signs of abuse or neglect of a child to the appropriate authorities immediately. Specific requirements and laws vary by state; this guide will focus on what the majority of states follow. Click here to find out what is required in your state.

Whether you are a student, parent, or teacher, understanding what abuse is and what you can do about it is key to stopping it from happening. Sadly, experienced child abusers are very skilled at making children think they aren't actually being abused, or that the abuse is their fault. This guide will touch on what abuse is and what mandated reporters are required to do, but the bottom line is, if you suspect abuse or have been abused yourself, you should seek help immediately, regardless of the situation.

What Constitutes Abuse?

According to childhelp.org,

Child abuse is when a parent or caregiver, whether through action or failing to act, causes injury, death, emotional harm or risk of serious harm to a child. There are many forms of child maltreatment, including neglect, physical abuse, sexual abuse, exploitation and emotional abuse.

Childhelp also offers full definitions and explanations of physical, sexual, and emotional abuse, as well as neglect. Under these definitions, there are many acts or failures to act that can be considered child abuse. Even if you are not sure whether what you are witnessing is child abuse or not, it is better to err on the side of caution when it comes to protecting a child. If you're wrong and you look into the issue more, then there is no harm done. If you're right, however, and you decide not to look into the issue, you could unintentionally be subjecting a child to even more abuse.

What Teachers, Parents, and Students Should Know

The simple fact that school employees are mandated reporters has ramifications for different subsets of the school population.

Teachers

If you are a teacher, this means that you have not only a moral obligation to protect the children in your care, but you also have a legal obligation to protect them. It's a sad but true fact that you might be the only adult in that child's life that cares enough about them to even notice, let alone report, abuse or neglect. This is a responsibility that is not to be taken lightly. If you are afraid to make a report for fear of your identity being linked to the report, know that in most cases, you will remain anonymous unless the case ends up in court. It is understandable to fear for your own safety in an extreme situation, but also think about how scared that child must be.

It's also very important that you are honest with your students, especially if you teach a subject that encourages students to open up, such as writing or art. You should be honest and up front with your students that while you encourage them to express themselves and will keep their secrets safe, there are certain things that you are obligated to report. Explain to your students that you are a mandated reporter, and what that means. This helps build trust between teachers and students, and it also gives students an easy and non-threatening way to inform an adult they are in danger.

Parents

It's comforting to know that you're not the only one who has your child's best interest at heart. If you suspect something is happening to your child or one of their friends, you can safely talk to their teacher about the situation. This can be helpful to get a second opinion and learn about what the teacher has observed. However, just because your child's teacher is a mandated reporter and you are not, does not mean that you can't report child abuse as well. You know your child best and you should always follow your instincts as a parent. If you even suspect something is wrong, don't wait for a teacher or someone else to notice as well-do what you need to do to protect your child.

Because your child's teachers are mandated reporters, this also means that they could file a report naming you as the suspected abuser. If this happens and there is absolutely no truth to the accusation, remember that it was all done with the safety of your child in mind. If a teacher sees a suspicious bruise on your child or suspects something is wrong, it is always better to be safe than sorry. Be thankful that you have people in your corner who want to protect your child.

Students

The fact that your teachers are mandated reporters is really good news for you. It means that you can safely come to them if you are being abused. Sometimes it's easier to go to a teacher than it is to a close family member. It's also important to remember that they are obligated to report any signs of abuse or neglect, though. If you come to your teacher because you need somebody to talk to, you need to understand that they might file a report if they suspect something is wrong, even if you don't come right out and say that something is wrong. This is a good thing, and it shouldn't stop you from confiding in your teachers, but it is something you should be made aware of.

What They Must Report

As the definition of abuse is very broad, there is a wide range of actions that can prompt a mandated reporter to make a report. It is very important to note that a report should be made even if an employee only suspects abuse. No penalties will be made against an employee who reports suspected abuse. No real harm will come from an investigation that is made when there is no abuse present. However, a lot of harm and further abuse can come from suspecting abuse and not acting on that intuition.

Any abuse, regardless of how long ago it happened, should also be reported. Even if the child is no longer in danger of suffering further abuse, reporting the abuse can help catch the abuser, and it can also help the child get set up with counseling. All abuse, especially sexual abuse, can leave lasting trauma, and the sooner a child gets help to work through what has happened to them, the better.

According to Susanne Babbel, Ph.D., M.F.T., one of the lasting effects of child abuse can be Post Traumatic Stress Disorder. She also notes that

...an important aspect of an event (or pattern of events) is that it exceeds the victim's ability to cope and is therefore overwhelming. A child should not have to cope with abuse, and when abuse occurs, a child is not equipped psychologically to process it.

The sooner a child is able to get help to cope with their abuse, the more long term effects can be diminished.

Another important distinction about mandated reporters is that they are mandated reporters, period. This means that they are always required to report child abuse, not just when they are on duty and not just with the students in their classroom. Abuse or suspected abuse of any child should be reported. For example, if a teacher is at the grocery store on the weekend and sees a child being abused, they should make a report.

When making a report, mandated reporters do not need tangible proof of abuse; they simply need to explain the situation that prompted them to suspect abuse. In fact in some states, mandated reporters are required to report suspected abuse or neglect, even if they don't have proof.

How They Should Respond

There are many different ways to witness or suspect abuse or neglect, and what you witness as well as your relationship with the child has a big impact on how you should respond. If you witness abuse in action and you can safely remove the child from the situation, you should do so immediately and call 911.

In many scenarios, a mandated reporter will hear about the abuse or suspect abuse through a conversation or a piece of writing from a child. If this is the case, there are few key things for mandated reporters to remember when responding.

Don't overreact; simply listen and be there for the child. If you freak out, this could lead the child to freak out and/or feel like they did something wrong. Let them know that they are heard and that you are going to help them.

Do your best to gather as much information as possible to help with the investigation when you make a report. Do not, however, ask specific probing questions and do not lead the child in any way. Remember that it's not your duty to investigate.

Help the child understand that you believe them and that they did the right thing by coming to you. Also try to make them understand that the abuse is not their fault.

If a child discloses an emergency situation to you, call 911 and keep the child with you if necessary.

Who They Must Report To

This varies by state, but most states involve a combination of reporting to administrators and/or guidance counselors, as well as reporting to the authorities. Many schools have individual policies for teachers or other employees to report to administration and/or guidance counselors. The report must also go to the appropriate authorities, and this report may be made by the employee who witnesses/suspects the abuse and/or their superior.

It is extremely important to remember that as a mandated reporter, it is absolutely your responsibility to make sure the abuse gets reported. Regardless of the policies at your school, you need to make sure there is a report; telling the principal or a guidance counselor is not enough. In most states, this is the law. It's also good practice for the mandated reporter to make the report themselves because they are the one with the first hand information about the abuse. If someone else makes the report, the mandated reporter should at least be with that person so they can offer any additional information to help with the report.

When reporting to authorities, always dial 911 if it is an emergency situation and a child is in imminent danger. For other, less urgent situations, different states have different procedures. If you are ever unsure of what to do, you can call the National Child Abuse Hotline at 1-800-422-4453 or check out this document to find numbers to call by state.

When They Must Report

Any mandated reporter needs to report the suspected abuse as soon as they see or suspect it has happened. If a teacher is driving home from work on Friday afternoon and witnesses a child being neglected, for example, they should not wait until they get to work on Monday to make a report.

Some states have laws that the report must be made immediately. For a teacher, this means not waiting until the end of the school day or until their next free period. It could even mean finding someone to cover a class and stepping out in order to make the report. There are some cases where action needs to be taken immediately, while the child is still at school and before they head home for the day. The sooner a report is made, the sooner a child can be removed from a dangerous situation.

What if There is Push Back?

As a teacher, what if the administration encourages you not to make a report? What if you're told your job could be at stake if you make a report? What if the suspected abuser is an administrator or guidance counselor? What if you report to your superior and they tell you the behavior you are trying to report is normal or happens all the time or is nothing to worry about?

None of this matters. File a report. It is your duty and your obligation to love and protect the children in your care. It is actually against the law for your superior to stop you from making a report. Never let anyone bully you into not making a report. It can be easy for someone in power to convince you that what you witnessed is okay or that there is no abuse happening, but you really have to go with your instincts and not stop until things are made right.

The Bottom Line on Reporting Child Abuse

Even if you are not a mandated reporter, there is absolutely no law saying you can't report child abuse; you don't need a fancy title to protect a child. If you see or suspect abuse or neglect, you can always make a child abuse report. If you aren't sure of what to do, there are many resources and you can always talk to your child's teacher or guidance counselor as well. Since they are most likely trained in recognizing and reporting abuse, they can help walk you through the process and even be with you when you call in the report.

Child abuse and neglect happens way too often, and it also goes unreported way too often. Understanding who mandated reporters are and what their duties are can help lessen the underreporting of child abuse.

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What it Means that Teachers are Mandated Reporters

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Written by Alicia Betz, reviewed by the EducationCorner.com Team When parents send their children to school, they expect that they will be safe and taken care of, and that usually is the case. Unfortunately, both at school and elsewhere, kids are vulnerable to people who don't have their best interests at heart.

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NCAE North Carolina Association of Educators

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NCAE North Carolina Association of Educators

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This gives you information on rights you have a teachers and advice on how to make change in the NC school system.

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Join Now

Become part of the movement improving public education and advocating for better salaries. Together we are the biggest and loudest advocates for our schools, our students, and ourselves.

Member Voices: "Why do I support NCAE?"

I support NCAE because our students and educators need a strong cohesive voice to create sustainable change. The union work we do also creates a better life for all of us. Together WE make things happen!"

Amanda Thompson
Educator
Charlotte-Mecklenburg Schools

I believe that educators are agents of social change who shape the minds, hearts, and actions of student-citizens. As educators, we need NCAE as a communal source of support and encouragement."

Dr. Oliver M. Thomas
Adjunct Instructor
North Carolina A&T State University

The key to getting all students what they need is getting the adults to organize. I feel empowered and supported as an NCAE member."

Dr. Chelsea Bartel
School Psychologist

What Are You Waiting For?

No other professional organization does more for North Carolina's educators. With your support, we can protect our profession today, and for our next generation of educators.

How to Join

Need help joining the North Carolina Association of Educators? Use the links below.

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Join the North Carolina Association of Educators

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Join Now Become part of the movement improving public education and advocating for better salaries. Together we are the biggest and loudest advocates for our schools, our students, and ourselves. Member Voices: "Why do I support NCAE?" I support NCAE because our students and educators need a strong cohesive voice to create sustainable change.

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This is a website that gives an overview of UDL, and would be good for teacher wanting to learn about UDL.

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Universal Design for Learning Implementation and Research Network

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UDL Resources - Universal Design for Learning Implementation and Research Network

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There are hundreds of UDL-focused resources on Learning Designed for you to explore! Here are aÂ few high profile, UDL-IRN created resources to kick off your resource exploration. A Blueprint for UDL Based on our experiences, we lay out some specific...

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I included this URL because it gives a UDL lesson plan template, and daily planner, and many other helpful information for implementing UDL in your classroom.

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The UDL Implementation Rubric was authored by Melissa Toland, and you can read more about it here. This is an adapted version of The UDL Progression Rubric by Dr. Katie Novak and Dr. Kristian Rodriguez. In the original version, teachers can self-evaluate their performance on each individual checkpoint of the UDL guidelines, whereas the adapted version is less specific in scope and focuses on performance in more general terms in the following areas: multiple means of engagement, multiple means of representation, and multiple means of action and expression. You can view this rubric to see where you may be in your UDL journey across a spectrum ranging from UDL explorer to UDL idol. Click the link below to download the pdf version of this document.

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CAST UDL Guidelines The two files below outline the UDL guidelines by multiple means of representation, multiple means of action & expression, and multiple means of engagement. Knowing the UDL...

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This URL gives information on UDL, as well as other recourses to educate yourself.

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LINCS | Adult Education and Literacy | U.S. Department of Education

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TEAL Center Fact Sheet No. 2: Fact Sheet: Universal Design for Learning

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UDL is an approach to curriculum design that can help teachers customize curriculum to serve all learners, regardless of ability, disability, age, gender, or cultural and linguistic background. UDL provides a blueprint for designing strategies, materials, assessments, and tools to reach and teach st…

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This URL offers 9 free UDL recourses. Podcasts to listen to, UDL activities, etc.

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Universal design for learning (UDL) is one of the most-discussed topics among our readers and social media followers. We keep our ear to the ground when it comes to UDL-and in today's blog post, we're sharing a few key resources on how to create a universally designed learning environment. From podcasts to videos to creative activities, all of these learning tools are free and ready to use. Take a look and discover a new favorite go-to UDL resource (and recommend one of your own)!

Loui Lord Nelson's UDL in 15 Minutes podcast

Whether you're just getting started with UDL or you're looking for some new tips and strategies, you'll love this series of quick and engaging podcasts with real teachers, led by author Loui Lord Nelson. You'll learn from the success stories and challenges of educators who are implementing UDL in a wide variety of learning environments, from preschool to graduate school. And because the podcast itself was designed using a UDL framework, you'll have many different options for consuming the content, including a recording, a transcript, a video montage using the podcast recording, and a followup blog post.

There are already more than 25 episodes of this awesome podcast to learn from and enjoy! Just click the button below to explore the archive and start listening (or reading, if you prefer).

Katie Novak's AHEAD keynote

Author and UDL expert Katie Novak delivered this dynamic, thought-provoking keynote at the 2017 AHEAD Conference-and it's a must-watch for every educator, no matter where you are on your UDL journey. Titled "UDL Implementation: It Takes a Village," this 47-minute presentation is packed with memorable metaphors, visuals, and "a-ha moments" on

Why UDL is necessary to transform learning for all students

What UDL looks like in practice

How you can create personalized goals and strategies for making the most of UDL in your own school and classroom

Did you know that CAST has established an online "UDL studio" where anyone can create and share universally designed educational materials? Create a free account, and you can:

Browse, read, and interact with the complete library of projects created by other UDL Studio users.

Set up your own UDL studio where you can develop new projects and share them with other educators.

Access free resources for copyright-free media to use in your UDL projects, plus guidance on developing your own text, animations, audio, and video.

UDL Sample Activity Pack

Want some classroom strategies for providing multiple means of engagement, representation, and action & expression? Download this sample pack from the book Universal Design for Learning in Action by Whitney Rapp. You'll find ready-to-use guidelines and activity suggestions, along with a Why It Works section that clarifies the research supporting each idea.

The lively #UDLchat on Twitter is one of the best ways to connect with other UDL-minded educators and share ideas, questions, challenges, and tips. If you want to see what these Twitter meetups are like and uncover some UDL gems from past chats, the National Center on UDL has a year's worth of #UDLchat discussions archived on Medium.com. Explore chats on creating the perfect UDL "cocktail," supporting teacher preparation and UDL knowledge-building, engaging the brain, bringing UDL from theory to practice, and more.

Need a refresher on the UDL Guidelines? CAST has you covered! The online home for the recently-updated Guidelines includes:

An introductory video by CAST's co-founder, David Rose

A downloadable version of the helpful UDL Guidelines graphic organizer

A FAQ about the goals, development, organization, and use of the Guidelines.

A summary of the research evidence used to develop the Guidelines.

UDL Lesson Planning webinar

After you've explored the fundamentals of UDL, your next question is probably "how do I use UDL in my lesson planning?" Find answers in this hourlong webinar with Dr. Patti Ralabate, author of Your UDL Lesson Planner. Dr. Ralabate walks you through 6 easy steps you can follow to get started with UDL in your lesson planning, from defining clear goals to refining lessons through careful reflection. (This webinar is prerecorded and ready to watch anytime-no registration needed.)

If UDL in 15 Minutes has you itching for more podcasts on universal design for learning, check this one out-especially if you're interested in how to implement UDL on the postsecondary level. Host Lillian Nave investigates the what, why, and how of UDL with her guests, who are designing and implementing strategies in postsecondary settings with learner variability in mind. (Both audio and transcripts are provided.)

Past episodes include:

Responding to Neurodiversity and Shifting Campus Culture (with Elizabeth Coghill)

Training Faculty Jedis (with Danielle Wilken)

Creating Inclusive Space for All (with Zach Smith)

UDL Principles and Practice video series

See what UDL looks like in real classrooms! Developed by the National Center on Universal Design for Learning, this series of six brief videos will give you vivid examples of UDL in practice, in classrooms ranging from Grade 1 to Grade 6.

Have a favorite online UDL resource to recommend? We'd love to hear about it-add your suggestion in the comments below!

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9 Free UDL Resources Every Teacher Should Know About - Brookes Blog

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Universal design for learning (UDL) is one of the most-discussed topics among our readers and social media followers. We keep our ear to the ground when it comes to UDL-and in today's blog post, we're sharing a few key resources on how to create a universally designed learning environment.

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This URL gives tips to teachers on how to create lesson plans using UDL.

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UDL lesson planning can help you teach all students. Learn how to lesson plan with UDL and download a UDL lesson plan template.

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This offers of UDL lesson plan checklist, to make sure your lessons are being designed universally.

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Universal Design for Learning Checklist for DC Faculty template

What is it?

Universal Design for Learning Checklists provides a structured method for you to review your curriculum and determine areas where you are currently meeting UDL guidelines and areas you could improve.

What are the benefits?

Revising your curriculum to meet all UDL guidelines will help reach more students in your classroom and provide an inclusive atmosphere where all students benefit.

What UDL principle does it meet?

It helps you meet all three.

Examples and Resources:

Use the Durham College UDL Quick Reference Checklist for Faculty to self-assess your course. This resource includes practical ideas and examples to get started using UDL at Durham College, created by Curriculum Specialists at the C.A.F.E.

How do you Teach? UDL Checklist by ACCESS

UDL Educator Checklist by Rhode Island and adapted from CAST

UDL Guidelines - Educator Checklist Technology Solutions

What is it?

This comprehensive UDL checklist from CAST is technology focused and provides many great resources.

What are the benefits?

This UDL checklist provides numerous technology based solutions to implement UDL principles

What UDL principle does it meet?

It helps you meet all three.

Examples and Resources:

UDL Checklist with Technology Solutions from CAST

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Universal Design for Learning Checklists provides a structured method for you to review your curriculum and determine areas where you are currently meeting UDL guidelines and areas you could improve. Revising your curriculum to meet all UDL guidelines will help reach more students in your classroom and provide an inclusive atmosphere where all students benefit.

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this URL gives you information and resources on vocabulary instruction.

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Browse our resources about how to build academic language, the value of quality children's books, effective classroom strategies like word maps and semantic feature analysis, how parents can nurture vocabulary development at home, and more.

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This URL provides 5 research-based ways to teach vocabulary.

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Did you know that typically, only 5% to 10% of instructional time is devoted to vocabulary instruction, yet students, especially struggling students and English learners (ELs), need between 12 and 14 exposures to words and their meanings to fully learn them (Durkin, 1978/79; Roser & Juel, 1982; Scott, Jamieson, Noel, & Asslin, 2003)? Teaching the meanings of important words before learning new content activates students' background knowledge and prepares them for learning and comprehending. In other words, teaching vocabulary provides the "Velcro" for new information to "stick to."

What Research Says About Effective Vocabulary Instruction

Vocabulary instruction must be explicit. Explicit vocabulary instruction includes an easy-to-understand definition presented directly to students along with multiple examples and nonexamples of the target word, brief discussion opportunities, and checks for understanding.

Vocabulary instruction must include multiple practice opportunities for using words within and across subjects. That is, instruction must be extended over time with opportunities for students to hear, speak, read, and write words in various contexts. This builds students' breadth and depth of vocabulary knowledge.

Vocabulary should be taught schoolwide and across all subject areas. Each subject has a unique set of vocabulary terms, and students need to know their meanings and how to use them in various contexts.

Word Selection

Instructional time is precious, and teachers are not able to address every unknown word students might encounter, so careful word selection is key. When deciding which words to target for explicit instruction, consider words that are

essential to understanding the main idea of the text or unit,

used repeatedly or frequently encountered across domains, and

not part of students' prior knowledge.

ELs may require even more careful word selection and extensive vocabulary instruction because they may be learning conversational language and academic language at the same time. Colorín Colorado provides additional information about selecting vocabulary words to teach ELs.

Some of Our Favorite Vocabulary Instructional Activities for ALL Content Areas

The five activities described below are effective ways to teach vocabulary for all students, but especially for struggling students, students with learning disabilities, and ELs.

1. Essential Words Routine

Teachers use a simple graphic organizer to preteach the meanings of important words in about 5 minutes per word. During this routine, teachers introduce target words with definitions, visual cues, and examples. Students engage in immediate practice using the words through collaborative student turn-and-talk activities.

Resources

2. Frayer Model

One way to have students extend their knowledge of important words is through a Frayer model. This graphic organizer builds vocabulary and conceptual knowledge across content areas. The strategy requires students (not the teacher) to define a vocabulary word and then list its characteristics, examples, and nonexamples. Frayer models can be completed in collaborative groups using textbooks and other subject-matter materials while the teacher circulates around the classroom and assists students.

Resource

Online module, examples, and templates from the IRIS Center

3. Semantic Mapping

Semantic maps visually display and connect a word or phrase and a set of related words or concepts. Implementing semantic map activities in your classroom will help students, especially struggling students and students with learning disabilities, recall the meanings of words and understand how multiple words or concepts "fit together." Teachers will find that using a semantic map, combined with explicit instruction and practice opportunities, is an effective way of expanding students' vocabulary and supporting their content knowledge.

Resources

4. Vocabulary Review Activities

Multiple opportunities to practice using new words is an important part of vocabulary instruction. In previous TCLD research studies, brief review activities were built into novel unit lesson plans to help students practice (and remember) the meanings of important words. Each of these activities takes 5 to 10 minutes and is easy to prepare.

Partner Review Routine: Partners work together to quickly review words learned the previous day.

Sentence Review Routine: Partners create sentences using words assigned by the teacher.

Examples and Nonexamples: The teacher tells students scenarios or shows pictures and students respond chorally to each scenario, indicating whether it is an example or nonexample.

What Word Fits? The teacher asks a question and student partners hold up an index card with the word that fits or answers the question.

Resource

Each activity is described in more detail beginning on page 33 of the TCLD booklet Reading Instruction for Middle School Students: Developing Lessons for Improving Comprehension

5. Morphemic Analysis Routine

Explicit instruction of words is important, but it is impossible to teach all the unfamiliar words students will encounter. One way to help students develop strategies for approaching unfamiliar vocabulary is to teach morphemes (prefixes, roots, and suffixes). Students can be taught the following morphemic analysis routine to help them engage in independent word study.

Resource

Learn more about the morphemic analysis routine by reviewing this online learning module from the Texas Adolescent Literacy Academies.
Have questions? Feel free to drop us a line!

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Texas Center for Learning Disabilities: Five Research-Based Ways to Teach Vocabulary

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The Texas Center for Learning Disabilities (TCLD) website disseminates resources on learning disabilities to parents, teachers, and researchers.

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This URL gives recourses for teaching vocabulary, it also gives tools for teaching vocabulary to ELL’s.

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To be effective, a program of vocabulary instruction should provide students with opportunities for word learning by:

encouraging wide reading;

exposing students to high-quality oral language;

promoting word consciousness;

providing explicit instruction of specific words; and

providing modeling and instruction in independent word-learning strategies.

Each of these components contributes to helping students overcome the major obstacles to vocabulary growth.

What to do about the size of the task

Wide Reading

We know that the volume of students' reading is strongly related to their vocabulary knowledge. ¹ Students learn new words by encountering them in text, either through their own reading or by being read to. Increasing the opportunities for such encounters improves students' vocabulary knowledge, which, in turn, improves their ability to read more and more complex text. In short, the single most important thing you can do to improve students' vocabularies is to get them to read more.

Remember, to keep up, students need to learn at a rate of 2,000-3,000 words per year; to catch up, they need to exceed this rate. Can wide reading really be enough to help students learn so many words? Evidence indicates that it can. First, there is the evidence of those avid readers who acquire large vocabularies largely apart from any type of explicit instruction in vocabulary. Second, there is a growing body of research showing that, although the odds of learning any particular word from context are small, the cumulative effects of learning from reading can be large. Consider the following argument for the effects of wide reading: ²

If, over a school year, a fifth-grade student reads for an hour each day, five days a week (in and out of school), at a conservative rate of 150 words per minute, the student will encounter 2,250,000 words in the course of reading.

If 2% to 5% of the words the student encounters are unknown words, he or she will encounter from 45,000 to 112,500 such words.

We know that students learn between 5% 10% of previously unknown words from a single reading. This accounts for at least 2,250 new words the student learns from context each year.

The figure 2,250 new words learned a year is based on the lowest points of the estimated ranges. Even this conservative figure suggests that reading is a powerful influence on students' vocabulary growth.

What kinds of reading are necessary to produce such vocabulary growth? Whereas some argue that almost any reading ultimately will have powerful benefits for students, ³ others say that if students consistently select texts below their current reading levels, even wide reading will not result in measurable vocabulary growth. ⁴ Nor is reading text that is full of unfamiliar words likely to produce large gains in word knowledge. ⁵

To help students get the most out of reading, you should encourage them to read at a variety of levels - some text simply for enjoyment, which should benefit their fluency if nothing else - and some text that challenges them. You should also help students develop reading strategies that will allow them to read more challenging texts with lower levels of frustration. When students have been taught comprehension strategies, they tend to do more reading. ⁶

Increasing their motivation to read is another critical factor in helping students make the most of wide reading. One powerful motivating factor associated with more reading is a classroom environment that encourages and promotes social interactions related to reading. ⁷ Making available a variety of books and setting aside ample time for reading also motivate increased reading.

As is true for any method of promoting vocabulary growth, wide reading has some limitations. One is that it obviously cannot be effective with very young students who are not yet able to read very much on their own. Another limitation is that, although wide reading may be effective in producing general vocabulary growth, it is not an effective method for teaching the words that students need to master a particular selection or a concept related to a specific content area. Finally, it is important to acknowledge that, as important as it is, wide reading does not produce immediate, magic results; its effects are cumulative, and emerge over time.

You can encourage wide reading in a number of ways. You might, for example, recommend or provide lists of books for students to read outside of class, and make time in class for students to discuss what they have read. You can set aside a time each day for independent reading. And, of course, you can model the value you place on reading as they read, by telling students about the books you are reading.

What to do about the differences between spoken and written English

High Quality Oral Language

As we discussed earlier, both English language learners and English-speaking students may achieve fluency in the language of face-to-face conversation and still have little exposure to or knowledge of the kind of language they encounter in school textbooks. Clearly these students need more exposure to written English, and wide reading is the most effective way of increasing exposure to this kind of language. But what can be done with students who are in the process of learning to read, and who cannot do a great deal of reading on their own? Here is one solution: Increase the quality of the oral language to which students are exposed - let them hear spoken English that incorporates more of the vocabulary and syntax typical of written, and particularly literate English.

A very effective way to expose children to literate vocabulary is to read to them from storybooks, especially when the reading is accompanied with discussion. ⁸ Authors of good children's literature have always found ways to talk "over children's heads" - using big words and other aspects of literate language - without decreasing children's interest or enjoyment. Both younger and older students appear to benefit from read-aloud activities, and older students can learn the meanings of new words as efficiently from hearing stories read to them as they can from reading the stories themselves. ⁹ Making available (either in the classroom or school library) a selection of quality audio books and players that students can use on their own can also be a good way to expose them to a variety of good books and broad language experiences.

Storytelling is yet another way to increase the quality of students' oral language experiences. Even when no text is involved, storytelling still exposes students to richer language than does normal conversation. Pretend play likewise involves rich language use. The quality of preschool children's conversations, and teachers' use of a more sophisticated vocabulary also have been found to affect students' language and literacy development. ¹⁰

Word Consciousness

Asked what they could do to use more sophisticated vocabulary without intimidating or confusing their students, a group of teachers responded enthusiastically, "Make it fun!" We definitely agree. Playing with language is an essential component of language development. Word consciousness is the knowledge of and interest in words. Word-conscious students enjoy learning new words and engaging in word play. They know and use many words, and are aware of the subtleties of word meaning and of the power words can have. ¹¹

To become word conscious, students first need to develop a feel for how written language is different from everyday conversation. To this end, it is valuable to draw their attention to the distinctive characteristics of written language, even when reading aloud, and to help them learn to read like a writer, and to write with an audience in mind.

Having students copy in their journals phrases or sentences from their reading that are examples of especially effective language use - vivid descriptions, striking metaphors, interesting similes, plays on words-can help make language more alive for them. Students can share their examples with the class, or they can post them in the classroom to serve as inspiration or models for others.

Reading and discussing two versions of the same story - ideally, one with rich language and one with language that is less interesting - can promote word consciousness in younger students.

Word consciousness can be promoted in a way that helps students become aware of differences between Standard English and non-standard varieties, without stigmatizing the latter. Shirley Brice Heath describes classrooms in which students learned to be "language detectives," studying how people speak differently in different groups and in different situations. She believes that this awareness made an important contribution to the students' academic success. ¹² It may be especially important to make such differences explicit for students less familiar with standard English.

A number of oral and written word games can serve to promote word consciousness, including puns, limericks, Hink-Pinks, crossword puzzles, jokes, riddles, and anagrams. ¹³ Encouraging students to play with words can create an interest in knowing more about them, and thus, can become a strategy for independent word learning.

What to do about the limitations of sources of information about words

Independent Word-Learning Strategies

Techniques that teachers can model and teach to students so as to help them figure out the meanings of unknown words on their own. Because students learn most new words incidentally, through wide reading, helping students to acquire a set of word-learning strategies is important to their vocabulary development. Key word-learning strategies include:

1. the efficient use of the dictionary;

2. the use of word parts (prefixes, suffixes, roots, compounds) to unlock a word's meaning; and

3. the use of context clues.

Dictionary Use

Instruction in dictionary use that focuses on having students look up words and use information from their definitions to write sentences does not provide students with the guidance they need to make dictionary use an efficient independent word-learning strategy.

This is not to say, however, that dictionaries are not important aids to word learning. In fact, the more students are exposed to dictionary definitions, the better their word learning. ¹⁴ The crucial point here is that students receive instruction in how to use what they find in a dictionary entry so that they are able to translate the cryptic and conventionalized content of definitions into usable word knowledge. ¹⁵ This instruction includes modeling how to look up the meaning of an unknown word, thinking-aloud about the various definitions in an entry, and deciding which is the most appropriate definition for a particular context. ¹⁶

Word Parts

Teaching students how to use information about word parts can be very valuable in promoting vocabulary growth. Many students, however, are not aware of this strategy. Even students who have learned to break words into parts in their decoding instruction may not understand that they can use this knowledge to figure out word meanings. Teacher modeling helps to make the strategy's value clear to students. ¹⁷

Using word-part information can be especially helpful in learning certain content-area concepts. (See Teaching Word Meaning as Concepts)

Context Clues

Context clues are clues to the meaning of a word contained in the text that surrounds it. These clues include definitions, examples, and restatements. Teaching students strategies for identifying and using context clues has been suggested as a major instructional technique for vocabulary development. ¹⁸ A student learns a new word from context by making connections between the word and the text in which it appears. When a new word is first encountered, the student stores in memory some information about how it fits into what is being read. In subsequent encounters with the word, this information is reinforced, and more information about the word's role in particular contexts is added until the word is understood and used appropriately. As in teaching other kinds of strategies, teaching students to use context clues to develop vocabulary is an extended process that involves: modeling the strategy; providing explicit explanations of how, why, and when to use it; providing guided practice; gradually holding students accountable for independently using the strategy; and then providing intermittent reminders to apply it to reading across content areas.

As we noted earlier, learning words from context is a long-term process, one that involves multiple encounters with words. The challenge is to create vocabulary instruction that compresses this process to enable students to learn more words in a shorter period of time. ¹⁹

What to do about the complexity of word knowledge

Explicit Instruction of Specific Words

Although students gain most of their word knowledge through wide reading, explicit instruction of specific words and their meanings also can contribute greatly to their vocabulary development. Explicit instruction is especially important for students whose exposure to the vocabulary of literate English is limited. To be most effective, explicit vocabulary instruction should be dynamic and involve a variety of techniques. Specifically, instruction should:

1. Use both definitional and contextual information about word meanings,

2. Involve students actively in word learning, and

3. Use discussion to teach the meanings of new words and to provide meaningful information about the words.

Use Definitional and Contextual Information

In the past, vocabulary instruction most often consisted of learning lists of words and definitions (with a test on Friday). We now know that such instruction is of limited value, particularly in improving students' reading comprehension. ²⁰ Students need to know how a word functions in various contexts. Therefore, instructional methods that provide students with both definitional and contextual information do improve comprehension, and do so significantly.

Some instructional activities that provide students with definitional information include:

Teach synonyms.
Often a synonym is all students need to understand a new word in context.

Teach antonyms.
Not all words have antonyms, but thinking about antonyms requires students to identify the crucial aspects of a word. For example, the word chaos implies an abyss, a void, or clutter, but its antonym, order, narrows the focus to the "clutter" part of the word's meaning.

Rewrite definitions.
As we noted earlier, dictionary definitions can often confuse or mislead students. Asking students to restate a dictionary definition in their own words can be more effective than requiring them to remember the exact wording of the definition.

Provide example sentences.
A good way to ascertain whether students understand a word's definitions is to have them provide example sentences in which they use the word. They may draw these examples from personal experiences ("Mom's kitchen is chaos.") or from textbooks ("After the great flood of 1937, there was chaos all over the Tennessee Valley.").

Provide non-examples.
Another way to find out if students truly understand the meaning of a new word is to have them supply words that are not examples of the word's meaning. For example, point out to them that cry is not an example of the word guffaw, then ask them to think of other non-examples of the word (bawl, sniffle, whine, whimper). Coming up with non-examples requires students to think about the critical attributes of a word, much like providing antonyms.

Discuss the difference between the new word and related words.
A discussion of the word debris, defined as "trash," "garbage," or "waste," might include a discussion of the differences between debris and trash, garbage, and waste. For example, debris might be the result of some sort of accident or disaster, whereas trash might include anything. Garbage generally refers to organic material, such as food leftovers, and waste implies something left over, rather than something resulting from a disaster. Such a thorough discussion encourages students to focus on the meanings of words.

Some activities that provide students with contextual information include:

Have students create sentences that contain the new word.
Encourage students to create sentences that show a clear understanding of the meaning of the word - not just "I like chaos." More acceptable sentences are those that include the definition, such as, "Chaos is when everything is in disorder." Even more acceptable are sentences that extend the definition, such as, "The scene was complete chaos - desks were turned over, paint was splashed on the floor, and the trash can was upside down." Of course, to write sentences containing a new word, students need examples of how it is used correctly. Definitions, even those that give brief examples, rarely provide enough information to guarantee that students have a real sense of how words are used. One way to scaffold students' use of new words is to have them complete sentence stems containing the word, e.g., "John thought it would pacify the teacher if "²¹

Use more than one new word in a sentence.
Asking students to use more than one new word in each sentence they create can force them to look for relations among words.

Discuss the meaning of the same word in different sentences.
Many words have multiple meanings, which depend on the context in which the words appear. To prevent students from limiting word meanings to one particular context, have them use a new word in several different and varied sentences. For the word chaos, their sentences might include topics such as chaos in classroom behavior, chaos as clutter and mess, chaos in personal relations, and so forth.

Create a scenario.
Invite students to make up a story in which a new word features prominently. If students are too young for this activity, have them draw a picture story for a new word.

Create silly questions.
You might have students pair new words and use each pair to make a silly question.²² For the words actuary, hermit, philanthropist, and villain, their questions might include "Can an actuary be a hermit?" "Can an actuary be a philanthropist?" "Can a philanthropist be a hermit?" "Can a philanthropist be a villain?"

Involve Students Actively in Word Learning

Students remember more when they relate new information to known information, transforming it in their own words, generating examples and non-examples, producing antonyms and synonyms, and so forth.

Instruction that works

In one study of exemplary vocabulary instruction, activities were conducted in a five-day cycle. On the first day, the new words were defined, and students discussed the use of each word in context. This discussion took different forms, including discussion of examples and non-examples, pantomimes, and having students say "Yay" if the word was used correctly in a sentence and "Boo" if it was not. On the second day, after a review of the definitions, students might work on log sheets, completing sentences for each word. On the third day, they completed another log sheet, then worked on a timed activity in which pairs of students attempted in the shortest amount of time to match words with their definitions. This activity was repeated on the fourth day. After completion of the second timed activity, students were asked silly questions. On the fifth day, they took a post-test.

These activities varied somewhat with different units. For example, students also completed a "Word Wizard" chart activity each day. A Word Wizard chart is a chart that contains new vocabulary words. These words can be taken from a storybook, from a text, or just be words that are encountered in some way. Every time a child in the class found one of these words in context, the teacher attached an adhesive note with the child's name and the context next to the word. The first child who received 5, 10, or some other number of notes became the Word Wizard. Students were given credit toward becoming a "Word Wizard" by finding examples of each word used outside of class.

This program, or variations of it, significantly improved students' comprehension of texts containing words that were taught. As part of the program, it was revealed that twelve encounters with a word reliably improved comprehension, but four encounters did not. The instructional approach, which involved active processing of each words' meaning, had significantly greater effects than did a definition-only approach on measures of comprehension but not on measures involving the recall of definitions. These findings suggest that vocabulary instruction can improve comprehension, but only if the instruction is rich and extensive, and includes a great many encounters with to-be-learned words.

Use discussion to teach word meanings. Discussion adds an important dimension to vocabulary instruction. Students with little or no knowledge of some new words they encounter in a vocabulary lesson are often able to construct a good idea of a word's meaning from the bits of partial knowledge contributed by their classmates. (When the class as a whole does not know much about a particular word, however, you may have to help. Perhaps supplying some information about the word, such as a quick definition.)

Discussion can clarify misunderstandings of words by making the misunderstandings public. For words that a student knows partially, or knows in one particular context, the give-and-take of discussion can clarify meanings. When misunderstandings are public, the teacher can shape them into the conventional meaning.

Discussion involves students in other ways. As they wait to be called on, students practice covertly, or silently prepare a response. Therefore, even though you call on only one student, many other students anticipate that they will have to come up with an answer. As a result, discussion leads to increased vocabulary learning. ²³ Without the practiced response, discussion is not likely to be valuable as a learning experience.

Bringing instruction together

Sample Lesson

This sample lesson illustrates how a teacher can bring together the three components of explicit vocabulary instruction to teach words that are key to understanding the story The Talking Eggs by Robert San Soucil. The words chosen for instruction are backwoods, contrary, dawdled, groping, rubies, and silver. ²⁴

For the key word backwoods, read the following sentence from the story: "Then the old woman took her by the hand and led her deep into the backwoods." Ask students to predict what backwoods means. Backwoods is a compound, and, when the information from the word parts is combined with some information from the context, its meaning should be fairly clear. Next, ask students to describe the backwoods briefly.

The key word contrary can be taught the same way, beginning with reading this sentence from the book: "You do as I say and don't be so contrary," and asking students to predict the meaning of the word from context. For this word, have students discuss a definition for the word, such as "disagreeable, raising objections," and encourage them to explain how the definition fits in the context of the sentence. As a follow up, you have them create some sentences that contain contrary. This can lead to a discussion of another, related meaning for contrary, that of "from another point of view," as in the expression "to the contrary."

For dawdled and groping, begin once again by reading sentences in the story that contain the words. Because these words are verbs, however, you might want to pantomime the meaning of each, rather than supply a conventional definition. Then ask students to create sentences that use the words. You might define dawdled with some non-examples, because it is a word that has some clear antonyms, such as hustled, ran, went quickly, and so on.

For rubies and silver, begin by having the class discuss what precious things are. You might illustrate the words by providing pictures that show rubies and things made of silver. Next, work with the class to make a list of precious things, including rubies and silver, as well as gold, diamonds, and so forth.

The words used in the sample lesson are highly dissimilar. They were selected for instruction only because they happen to come from the story they students were reading. The techniques used to teach the words, however, are somewhat similar. For four of the six words, the teacher starts with sentences from the text, then asks students to create additional sentences to extend the meaning of the word beyond the text. Finally, the teacher also includes a definition, either a conventional verbal one or a gestural one, for each of the words.

The instruction this lesson illustrates is relatively minimal, designed to support the reading of the text. More elaborate instruction would shift the focus from the story to the vocabulary words, and might be useful in a classroom with many English language learners, or in any classroom when a greater emphasis on vocabulary is appropriate. More elaborate instruction also might include using additional sentence contexts for each word, a "yea or nay" activity ("Would you dawdle in the backwoods?"), or having students write a scenario, or story that contains these words.

Some cautions

Explicit vocabulary instruction does seem to improve comprehension significantly, at least when the words taught come from the text students are reading. Nevertheless, some cautions are in order. First, teaching vocabulary as students read can, under certain circumstances, distract them from the main ideas of the text. Second, teaching words that are not important to understanding the text leads students to focus on individual word meanings rather than on the overall meaning of what they read. The more effort students expend focusing on word meanings, the less effort they will have available to recall information that is important to comprehension. ²⁵ Thus, to be effective, pre-reading vocabulary instruction should focus on words that relate to the major ideas in a text, rather than on words that are interesting or unusual.

Excerpt from: Texas Education Agency. (2002). Promoting Vocabulary Development: Components of Effective Vocabulary Instruction, 2002 Online Revisited Edition (pp. 10-20). Retrieved October 11, 2007, from http://www.tea.state.tx.us/reading/practives/redbk5.pdf.

iunningham, A. E., & Stanovich, K. E. (1991). Tracking the unique effects of print exposure in children: Associations with vocabulary, general knowledge, and spelling. Journal of Educational Psychology, 83, 264-274.; Fielding, L. G., Wilson, P. T., & Anderson, R. C. (1986). A new focus on free reading: The role of trade books in reading instruction. In T. Raphael & R. E. Reynolds (Eds.), The contexts of school-based literacy. New York: Random House.

2 Herman, P. A., Anderson, R. C., Pearson, P. D., & Nagy, W. E. (1987). Incidental acquisition of word meanings from expositions with varied text features. Reading Research Quarterly, 23, 263-284.; Nagy, W. E., Anderson, R. C., & Herman, P. A. (1987). Learning word meanings from context during normal reading. American Educational Research Journal, 24, 237-270.; Nagy, W. E., Herman, P. A., & Anderson, R. C. (1985). Learning words from context. Reading Research Quarterly, 20, 233-253.

3 Krashen, S. (1993). The power of reading: Insights from the research. Englewood, CO: Libraries Unlimited.

4 Carver, R. P. (1994). Percentage of unknown vocabulary words in text as a function of the relative difficulty of the text: Implications for instruction. Journal of Reading Behavior, 26, 413-437.; Carver, R. P., & Leibert, R.E. (1995). The effect of reading library books at different levels of difficulty upon gain in reading ability. Reading Research Quarterly, 30, 26-48.

5 Shefelbine, J. L. (1990). Student factors related to variability in learning word meanings from context. Journal of Reading Behavior, 22, 71-97.

6 Guthrie J.T., Schafer, W.D., Wang, Y., & Afflerbach, P. (1995). Relationships of instruction to amount of reading: An exploration of social, cognitive and instructional connections. Reading Research Quarterly, 30, 8-25.

7 Guthrie, Schafer, Wang & Afflerbach, 1995.

8 Dickinson, D.K., & Smith, M.W. (1944). Long-term effects of preschool teachers' book readings on low-income children's vocabulary and story comprehension. Reading Research Quarterly, 29, 104-122.

9 Stahl, S.A., Richek, M.G., & Vandevier, R. (1991). Learning word meanings through listening: A sixth grade replication. In J. Zutell & S. McCormick (Eds.) Learning factors/teacher factors: Issues in literacy research. Fortieth yearbook of the National Reading Conference (pp. 185-192). Chicago National Reading Conference.

10 Dickinson & Smith, 1994.

11 Graves, M.F., Juel, C., & Graves B.B. (1997). Teaching reading in the twenty-first century. Boston: Allyn & Bacon.

12 Brice Heath, S. (1983). A lot of talk about nothing. Language Arts, 60, 39-48.; Brice Heath, S. (1983). Ways with words: Language, Life, and work in communities and classrooms. New York: Cambridge University.

13 Stahl, 1999.

14 McKeown, M. G., Beck, I. L., Omanson, R. C., & Pople, M. T. (1985). Some effects of the nature and frequency of vocabulary instruction on the knowledge and use of words. Reading Research Quarterly, 20, 522-535.

15 Scott & Nagy, 1997.

16 Graves et al., 1997.

17 Nagy, W. E., Winsor, P., Osborn, J. & O'Flahaven, J. (1994). Structural analysis: Some guidelines for instruction. In F. Lehr & J. Osborn (Eds.), Reading, language, and literacy: Instruction for the twenty-first century (pp. 45-58). Hillsdale, NJ: Erlbaum.

18 Anderson & Nagy, 1991; Sternberg, R. J. (1987). Most vocabulary is learned from context. In M. G. McKeown & M. E. Curtis (Eds.), The nature of vocabulary acquisition (pp. 89-105). Hillsdale, NJ: Erlbaum.

19 Stahl, 1999.

20 Stahl, S. A., & Fairbanks, M. M. (1986). The effects of vocabulary instruction: A model-based meta-analysis. Review of Educational Research, 56, 72-110.

21 Beck, I. L., Perfetti, C. A., & McKeown, M. G. (1982). Effects of long-term vocabulary instruction on lexical access and reading comprehension. Journal of Educational Psychology, 74(4), 506-521.

22 Beck, Perfetti, & McKeown, (1982).

23 Stahl, S. A., & Clark, C. H. (1987). The effects of participatory expectations in classroom discussion on the learning of science vocabulary. American Educational Research Journal, 24, 541-556.

24 This sample lesson is adapted from Stahl, 1999.

25 Wixson, K.K. (1986). Vocabulary instruction and children's comprehension of basal stories. Reading Research Quarterly. 21, 317-329.

For any reprint requests, please contact the author or publisher listed.

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The Components of Effective Vocabulary Instruction

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To be effective, a program of vocabulary instruction should provide students with opportunities for word learning by: encouraging wide reading; exposing students to high-quality oral language; promoting word consciousness; providing explicit instruction of specific words; and providing modeling and instruction in independent word-learning strategies.

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This website allows teacher to buy and sell used classroom items.

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Buy & Sell

This classified ad website is 100% free to use. Please help spread the word so more educators are aware of Hoot of Loot so they can start adding their new/used teaching supplies. Businesses are also welcome to sell overstock discounted education inventory.

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This classified ad website is 100% free to use. Please help spread the word so more educators are aware of Hoot of Loot so they can start adding their new/used teaching supplies. Businesses are also welcome to sell overstock discounted education inventory.

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This website gives you recourses for students with Autism. It is aimed at Special Education teacher but could be very useful for Gen Ed teachers as well.

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Autism Classroom Materials and Teaching Supplies

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Check out our Classroom Materials Teaching Supplies. We have everything you need to support your students.

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This website allows teacher to create pen pals for their student. This could be useful for teaching about cultures and differences.

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School Pen Pals and Key Pals. Free worldwide classroom penpal matching service

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This URL offers an inclusive book list for educators.

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These booklists highlight diverse voices including racial diversity and gender identity and can be used in the classroom and when ordering collections. There are many booklists in the world that are categorized by topic, but these booklists ensure that underrepresented voices are being heard as well…

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This website is free for educators, and it has a wide selection of online books for students!

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Instantly access over 40,000 of the best books & videos for kids on Epic

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This URL gives you 10 evidenced based teaching strategies to use in the General education classroom.

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Top 10 Evidence-Based Teaching Strategies for Those Who Care About Student Results
By Shaun Killian

Most teachers care about their students' results, and if you are reading this article, you are undoubtedly one of them.

There is no doubt that teachers make a difference to how well their kids do at school. However, when you explore the thousands of research studies1 on the topic, it is apparent that some teaching strategies have far more impact than other teaching strategies do.

Evidence-Based Teaching Strategies
Research shows that evidence-based teaching strategies are likely to have the largest impact on student results. I wrote this article because you (and other teachers) have far too many demands on your time to sift through decades worth of research. At the same time, I wanted to help you step outside your personal philosophies about teaching and the fancy jargon being peddled by authorities, to discover the science of what works.

For teaching strategies to be included on this list, they had to:
* Be supported by hard research, instead of anecdotal case studies or untested theories
* Have a substantially higher effect on student results than other teaching strategies
* Be able to be used on a wide range of subjects and in every year level

What evidence-based teaching strategies made it onto the list? Here is the top 10 strategies - the results may surprise you.

Evidence-Based Teaching Strategy 1: Clear Lesson Goals

It is crucial that you are clear about what you want your students to learn during each lesson. The effect that such clarity has on student results is 32% greater than the effect of holding high expectations for every student (and holding high expectations has a sizeable effect). If you cannot quickly and easily state what you want your students to know and be able to do at the end of a given lesson, the goal of your lesson will be unclear. Clear lesson goals help you (and your students) to focus every other aspect of your lesson on what matters most.

Evidence-Based Teaching Strategy 2: Show & Tell

You should normally start your lessons with show and tell. Put simply, telling involves sharing information or knowledge with your students while showing involves modeling how to do something. Once you are clear about what you want your students to know and be able to do by the end of the lesson, you need to tell them what they need to know and show them how to do the tasks you want them to be able to do. You don't' want to spend your entire lesson having the kids listening to you, so focus your show and tell on what matters most. To do this, have another look at your lesson goal.

Evidence-Based Teaching Strategy 3: Questioning to Check for Understanding

Research suggests that teachers typically spend a large amount of teaching time asking questions. However, few teachers use questions to check for understanding within a lesson. However, you should always check for understanding before moving onto the next part of their lesson. Techniques such as randomized sampling, student answer-boards and tell-a-friend help you to check for understanding before moving on from the show and tell part of your lesson while you can use other questioning techniques at different stages of your lesson.

Evidence-Based Teaching 4: Summarize New Learning In A Graphical Way

Graphic outlines include things such as mind maps, flow-charts and Venn diagrams. You can use them to help students to summarize what they have learned and to understand the interrelationships between the aspects of what you have taught them. Studies show that it doesn't seem to matter who makes the summary graphic, be it you or your students, provided the graphic is accurate. Discussing a graphical summary is a fantastic way to finish off your show and tell. You can then refer to it one more time at the end of your lesson.

Evidence-Based Teaching Strategy 5: Plenty of Practice

As saying says, practice makes perfect. Practice helps students to retain the knowledge and skills that they have learned while also allowing you another opportunity to check for understanding. If you want to harness the potent power of practice, you must ensure that your students are practicing the right things. Your students should be practicing what they learned during your show and tell, which in turn should reflect your lesson goal. Practice is not about mindless busy work. Nor does it involve assigning independent tasks that you haven't previously modeled and taught. Finally, research shows that students do better when their teacher has them practice the same things over a spaced-out period of time.

Evidence-Based Teaching Strategy 6: Provide Your Students With Feedback

Feedback is the breakfast of champions, and it is the breakfast served by extraordinary teachers around the world. Put simply, giving feedback involves letting your students know how they have performed on a particular task along with ways that they can improve. Unlike praise, which focuses on the student rather than the task, feedback provides your students with a tangible understanding of what they did well, of where they are at, and of how they can improve. In John Hattie's view, any teachers who seriously want to boost their children's results should start by giving them dollops and dollops of feedback.

Evidence-Based Teaching Strategy 7: Be Flexible About How Long It Takes to Learn

The idea that given enough time, every student can learn is not as revolutionary as it sounds. It underpins the way we teach martial arts, swimming and dancing. It is also the central premise behind mastery learning, a technique that has the same effect on student results as socio-economic status and other aspects of home life. When you adopt mastery learning, you differentiate in a different way. You keep your learning goals the same, but vary the time you give each child to succeed. Within the constraints of a crowded curriculum, this may be easier said than done; however, we can all do it to some degree.

Evidence-Based Teaching Strategy 8: Get Students Working Together (in productive ways)

Group work is not new, and you can see it in every classroom. However, productive group work is rare. When working in groups, students tend to rely on the person who seems most willing and able to the task at hand. Psychologists call this phenomenon social loafing. To increase the productivity of your groups, you need to be selective about the tasks you assign to them and the individual role that each group member plays. You should only ask groups to do tasks that all group members can do successfully. You should also ensure each group member personally responsible for one step in the task.

Evidence-Based Teaching Strategy 9: Teach Strategies Not Just Content

Earlier, I highlighted the importance of show and tell. You can increase how well your students do in any subject by explicitly teaching them how to use relevant strategies. When teaching children to read you need to teach them how to attack unknown words, as well as strategies that will deepen their comprehension. When teaching them mathematics, you need to teach them problem-solving strategies. From assignments and studying, to characterization, there are strategies underpinning the effective execution of many tasks that you ask students to perform in school. And, just as with content, you need to tell students about these strategies, to show them how to use them and to give them guided practice before asking them to use them independently.

Evidence-Based Teaching Strategy 10: Nurture Meta-Cognition

Many teachers believe they are encouraging students to use meta-cognition when they are just asking students to use strategies - strategies such as making connections when reading or self-verbalising when solving problems. Don't get me wrong, as I stated in the above point, encouraging students to adopt strategies is important, but it is not meta-cognition. Meta-cognition involves thinking about your options, your choices and your results - and it has an even larger effect on student results than teaching strategies. When using meta-cognition your students may think about what strategies they could use before choosing one, and they may think about how effective their choice was (after reflecting on their success or lack thereof) before continuing with or changing their chosen strategy.

What Teaching Strategies Didn't Make the Top 10?

Some evidence-based teaching strategies that didn't make the top 10are still worth adopting. Research shows that a few of these teaching strategies, such as holding high expectations of students, have a significant positive impact on student results. They just have less of an effect than those that made the top 10list. Other evidence based teaching strategies, such as reciprocal teaching, didn't make the list purely because they can only be used within a single subject. Don't assume that a teaching strategy is no good just because it isn't in the top 10.

That said, there are some popular teaching strategies that do not have a large effect on student results. These include whole language, teaching test taking and inquiry learning.

http://www.evidencebasedteaching.org.au/evidence-based-teaching-strategies/

Information about the author is given at the end of the article at the website.

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Top 10 evidence-based teaching strategies

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Top 10 Evidence-Based Teaching Strategies for Those Who Care About Student Results By Shaun Killian Most teachers care about their students' results, and if you are reading this article, you are undoubtedly one of them. There is no doubt that teachers make a difference to how well their kids do at school.

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(Article) Evidence Based Teaching Practices

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(Article) Evidence Based Teaching Practices

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This article is sort of a checklist of incorporation of evidence based practices for the general education classroom.

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This URL gives you 4 evidence based teaching strategies, and recommendations on how to incorporate these strategies into your classroom.

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When educators understand the science behind teaching practices they can more readily incorporate them into their daily instruction, says Cult of Pedagogy's Jennifer Gonzalez. In her podcast and accompanying post, Gonzalez highlights the four key teaching strategies researcher that Pooja Agarwal and K-12 teacher Patrice Bain feature in their new book, Powerful Teaching: Unleash the Science of Learning. They explain the science behind the suggestions, many of which are familiar, as well as best practices and applications for each one.

Retrieval practice: The goal is for students to recall information from memory and reinforce learning through quick daily assessments. Evidence shows that actively accessing learned material-rather than merely reteaching it-boosts retention.

Bain decided that daily mini-quizzes were a better way than her regular homework assignments to engage students in retrieval practice. "So many students have absolutely mastered homework," Bain says. "They look at a question, they look up the answer, they write it down and repeat. They get good grades, but they can't retrieve the information; it's difficult to discuss the next day, a week later." The quick quiz assessments kept her finger on the pulse of what her students knew and where the gaps existed. The change not only increased students' ability to retain information but saved Bain time from grading stacks of homework.

Spaced practice: Spaced practice is the simple strategy of returning to learned material repeatedly over time. "You could call these throwback Thursdays or throwback Tuesdays or you just simply ask students, hey, what did we do last week?" says Agarwal, suggesting a variety of ways to frame the strategy for students.

Retrieval isn't just about things that have been covered recently. It's also important that teachers are "asking students to retrieve information a few days, weeks, or even months after they learned it," Gonzalez writes. "Because that information is harder to recall, it actually makes the learning that comes from it that much more durable." Half the battle is simply being intentional about the approach: Teachers can easily implement the practice by separating material into digestible bites and scheduling spaced instruction throughout the coming weeks and months.

Interleaving: Students learn better when they can't easily predict the answer to the next question. Interleaving is the practice of throwing curve balls, mixing up your lessons in ways that resist easy pattern recognition-and forcing students to adapt on the fly. Agarwal offers an example where students are learning to multiply and divide fractions: Presenting questions so that some are multiplication and some are division requires students to stop and think about which strategy to use.

Those moments of thoughtful reflection enhance learning, Agarwal says. Teachers can use the practice in any classroom by intentionally and regularly shifting between the types of material and topics they cover.

Feedback-driven metacognition: In this quick practice, students assess what they already know so they can focus their studying on what they have not yet learned. Bain uses her mini-quizzes for this strategy: once the quiz is over, she goes over the answers so students can immediately see where their strengths and weaknesses lie.

When she returns the graded quizzes the next day, she asks the students the same questions again-requiring them to recall and explain the answers and address their learning gaps. Sometimes Bain pairs students to discuss previous lessons referenced by the quiz to reinforce the learning.

None of the strategies are difficult or time-consuming-and many are already employed by teachers, Gonzalez writes. Understanding how they function in the classroom enhances the ability to use them more frequently and in a more integrated way.

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Simple Ways to Integrate Four Evidence-Based Teaching Strategies

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When educators understand the science behind teaching practices they can more readily incorporate them into their daily instruction, says Cult of Pedagogy's Jennifer Gonzalez. In her podcast and accompanying post, Gonzalez highlights the four key teaching strategies researcher that Pooja Agarwal and K-12 teacher Patrice Bain feature in their new book, Powerful Teaching: Unleash the Science of Learning .

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This URL gives Evidence based practices for the special education classroom, an explanation on why these practices are important, and how to incorporate them into your teaching.

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Office of Special Education and Rehabilitate Services Blog. 

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Office of Special Education and Rehabilitate Services Blog. 

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Evidence based practices on teaching students with Autism.

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This new IRIS Center Module, second in a two-part series, highlights strategies that have been shown to be effective in teaching appropriate behaviors and skills and decreasing inappropriate behaviors with children and youth with autism spectrum disorder (ASD). It next explores several strategies that are particularly effective with young children, elementary and middle school students, and high school students (est. completion time: 3 hours).

This Module provides information on the early signs of autism spectrum disorder (ASD), as well as an overview of the difference between a medical diagnosis and an educational determination of ASD. Resources include notes on instructional considerations for teachers who have children and students with ASD in their classrooms, as well as things to keep in mind when working with the families of those children and students (est. completion time: 2 hours).

More information is available at: http://iris.peabody.vanderbilt.edu/

Funded by the U.S. Department of Education's Office of Special Education Programs ( OSEP), the IRIS Center is headquartered at Vanderbilt University in Nashville, Tennessee, and Claremont Graduate University in Claremont, California. Its primary objective is to create resources about evidence-based practices for use in preservice preparation and professional development programs. IRIS then disseminates and offers trainings on those resources.

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Office of Special Education and Rehabilitative Services Blog

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This new IRIS Center Module, second in a two-part series, highlights strategies that have been shown to be effective in teaching appropriate behaviors and skills and decreasing inappropriate behaviors with children and youth with autism spectrum disorder (ASD). It next explores several strategies that are particularly effective with young children, elementary and middle school students, and high school students (est.

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This URL provides resources for teaching students with disabilities.

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University of Hawaii 3/6/2011
Sources reviewed (i.e., Best Evidence Encyclopedia, journal articles, National Autism Center, National Center on Response to Intervention, National Professional Development Center on Autism Spectrum Disorders, National Secondary Transition Technical Assistance Center, Promising Practices Network, What Works Clearinghouse) apply standards related to research design, methodological quality, quantity, and magnitude of effect of supporting research to identify effective or evidence-based practices for children and youth with disabilities.

I briefly review identified sources related to: name of organization and website, general purpose of organization, categorization scheme, specific evidence-based practices for children and youth with disabilities, additional features of website/ source. See websites for specific information on standards applied.
Best Evidence Encyclopedia http://www.bestevidence.org/ General
"The Best Evidence Encyclopedia is a free web site created by the Johns Hopkins University School of Education's Center for Data-Driven Reform in Education (CDDRE) under funding from the Institute of Education Sciences, U.S. Department of Education. It is intended to give educators and researchers fair and useful information about the strength of the evidence supporting a variety of programs available for students in grades K-12.
Categories
Practices are categorized as having strong, moderate, or limited (with strong evidence of modest effects, or with weak evidence of notable effects) effects.
Evidence-based Practices
Of particular relevance for special educators, one of the areas of review reported on the BEE is "struggling readers." The BEE identifies 8 programs as having strong evidence of effectiveness:

- Success for All

- Direct Instruction/ Corrective Reading

- Peer Assisted Learning Strategies (PALS)

- Reading Recovery

- Targeted Reading Intervention

- Quick Reads

- One-to-One Teacher Tutoring with Phonics Emphasis

- One-to-One Paraprofessional/ Volunteer Tutoring with Phonics Emphasis
Additional Features
Email contacts and website URLs are provided for each EBP. Links to Educator's Summaries or Guides, with details on the reviews conducted for each topic area (including effect sizes), are provided.
Journal Articles General
A variety of author teams have employed the standards proposed by Gersten et al. (2005) and Horner et al. (2005) for identifying evidence-based practices in special education on the basis of group experimental and single-subject research studies, respectively.
Categories
Gersten et al. (2005) provided standards to categorize practices as evidence-based and promising on the basis of group experimental research.

Horner et al. (2005) provided standards to categorize practices as evidence-based (or not evidence-based) on the basis of single-subject research.
Evidence-based Practices (with article reference)

Cognitive strategy instruction found to be an evidence-based practice for reading comprehension of expository text for students with LD.

Jitendra, A. K., Burgess, C., & Gajria, M. (2011). Cognitive strategy instruction for improving expository text comprehension of students with learning disabilities: The quality of evidence. Exceptional Children, 77, 135-159.

Self regulated strategy development (SRSD) for writing found to be an evidence-based practice for writing for students with or at-risk of LD.

Baker, S. K., Chard, D. J., Ketterlin-Geller, L. R., Apichatabutra, C., & Doabler, C. (2009). Teaching writing to at-risk students: The quality of evidence for self-regulated strategy development. Exceptional Children, 75, 303-320.

Time delay found to be an evidence-based practice for literacy for students with severe developmental disabilities.

Browder, D., Ahlgrim-Delzell, L., Spooner, F., Mims, P. J., & Baker, J. N. (2009). Using time delay to teach literacy to students with severe developmental disabilities. Exceptional Children, 75, 343-364.

Using a reduced set of quality indicators, found time delay (for sight word vocabulary and fluency) and pictures (for reading comprehension) as EBPs.

Browder, D. M., Wakeman, S. Y., Spooner, F., Ahlgrim-Delzell, L., & Algozzine, B. (2006), Research on reading instruction for individuals with significant cognitive disabilities. Exceptional Children, 72, 392-408.
Additional Features
Articles provided definitions and descriptions of practices, as well as descriptions of and references for research studies reviewed.
National Autism Center
http://www.nationalautismcenter.org/affiliates/reports.php
General
"The National Autism Center is May Institute's center for the promotion of evidence-based practice. It is a nonprofit organization dedicated to serving children and adolescents with Autism Spectrum Disorders (ASD) by providing reliable information, promoting best practices, and offering comprehensive resources for families, practitioners, and communities.

In 2009, the National Autism Center completed an unprecedented multi-year project - the National Standards Project - to establish a set of standards for effective, research-validated educational and behavioral interventions for children on the spectrum. These standards identify treatments that effectively target the core symptoms of ASD."
Categories
The NAC identifies practices as established, emerging, unestablished, ineffective, and harmful.
Evidence-based Practices
Established Treatments:

Antecedent Package

Behavioral Package

Comprehensive Behavioral Treatment for Young Children

Joint Attention Intervention

Modeling

Naturalistic Teaching Strategies

Peer Training Package

Pivotal Response Treatment

Schedules

Self-management

Story-based Intervention Package

Emerging Treatments:

Augmentative and Alternative Communication Device

Cognitive Behavioral Intervention Package

Developmental Relationship-based Treatment

Exercise

Exposure Package

Imitation-based Interaction

Initiation Training

Language Training (Production)

Language Training (Production & Understanding)

Massage/Touch Therapy

Multi-component Package

Music Therapy

Peer-mediated Instructional Arrangement

Picture Exchange Communication System

Reductive Package

Scripting

Sign Instruction

Social Communication Intervention

Social Skills Package

Structured Teaching

Technology-based Treatment

Theory of Mind Training
Additional Features
Summary tables for each of the reviewed practices in the National Standards Report include treatment definition, skills increased and (undesirable) behaviors decreased by the treatment in the research, age range with which the treatment is effective, and diagnosis classification (i.e., autistic disorder, Asperger's syndrome, PDD-NOS).

The Evidence-Based Practice and Autism in the Schools Educator Manual (http://www.nationalautismcenter.org/pdf/NAC%20Ed%20Manual_FINAL.pdf) provides information on understanding Autism Spectrum Disorders, integrating professional judgments and data-based decision-making, incorporating family values and preferences, building and sustaining capacity to deliver treatments that work, and definitions and descriptions of each of the 11 established treatments.
National Center on Response to Intervention http://www.rti4success.org/ General
"The American Institutes for Research and researchers from Vanderbilt University and the University of Kansas - through funding from the U.S. Department of Education's Office of Special Education Programs (OSEP) - have established the National Center on response to intervention. The Center's mission is to provide technical assistance to states and districts and building the capacity of states to assist districts in implementing proven models for RTI/EIS [early intervening services]."
Categories
The NCRTI does not categorize practices as evidence-based per se. Rather, the center rates various elements of studies on interventions that might be used as part of RTI (i.e., participants, research design, fidelity of implementation, and measures). Evidence related to participants is rated as convincing or unconvincing, whereas evidence for the other elements are rated as convincing, partially convincing, or unconvincing.

Additionally, information on effect sizes for reviewed studies are provided (i.e., number of outcome measures, mean effect sizes based on adjusted and unadjusted posttests, availability of disaggregated data).

Consumers can then determine the quality and level of research support for a particular practice based on this information.
Evidence-based Practices
- Stepping Stones to Literacy (2 studies rated as having convincing evidence across all areas with moderate/large effects for reading outcomes)

- Self-regulated Strategy Development (SRSD) for Writing (1 study rated as having convincing evidence across all areas; 2 other studies rated as having a partially convincing design but all other areas convincing with moderate to large effect sizes)

- Sound Partners Kindergarten (1 study rated as having convincing evidence across all areas; 1 study rated as having a partially convincing design but all other areas convincing with small to moderate effect sizes)
Additional Features
Provides information on each program/ practice related to descriptive information (general overview of how to implement the practice), usage (with whom and where the practice has been implemented), acquisition and cost, program specifications and requirements, and training. Citations for research studies reviewed provided. Site also includes ratings for progress monitoring and screening tools that can be used in RtI.
National Professional Development Center on Autism Spectrum Disorders
http://autismpdc.fpg.unc.edu/content/evidence-based-practices
General
"The National Professional Development Center on Autism Spectrum Disorders is a multi-university center to promote the use of evidence-based practice for children and adolescents with autism spectrum disorders. The Center operates through three sites that include the FPG Child Development Institute at the University of North Carolina at Chapel Hill, the M.I.N.D. Institute at University of California at Davis Medical School, and the Waisman Center at the University of Wisconsin at Madison. Each year, three states are selected through a competitive application process for a two-year partnership with the Professional Development Center. The Center works in coordination with each state's Department of Education, Part C agency, and University Center for Excellence in Developmental Disabilities to provide professional development to teachers and practitioners who serve individuals from birth through twenty-two years with autism spectrum disorders."
Categories
The NPDC on ASD uses a threshold approach in which practices are identified as EBPs or not.
Evidence-based Practices
* Antecedent-Based Interventions (ABI)

* Computer-Aided Instruction

* Differential Reinforcement

* Discrete Trial Training

* Extinction

* Functional Behavior Assessment

* Functional Communication Training

* Naturalistic Intervention

* Parent-Implemented Interventions

* Peer-Mediated Instruction and Intervention

* Picture Exchange Communication System (PECS)

* Pivotal Response Training

* Prompting

* Reinforcement

* Response Interruption/Redirection

* Self-Management

* Social Narratives

* Social Skills Groups

* Speech Generating Devices/VOCA

* Structured Work Systems

* Task Analysis

* Time Delay

* Video Modeling

* Visual Supports
Additional Features
After completing the free registration process at http://www.autisminternetmodules.org/user_reg.php, users can access autism internet modules that contain various information (e.g., videos) about the EBPs.

Links provided to EBP Briefs, which provide (a) an overview of the EBP (e.g., number of studies meeting criteria, age range for which EBP has been found to be effective in supporting research, skills or intervention goals addressed by the EBP in research, settings in which the EBP has been shown to be effective in research), (b) references for supporting research studies, (c) step by step instructions for implementation, (d) an implementation fidelity checklist, and (e) data collection forms to evaluate the effectiveness for each EBP.
National Secondary Transition Technical Assistance Center
http://www.nsttac.org/ebp/ebp_main.aspx
General
"NSTTAC is a national Technical Assistance and Dissemination center funded from January 1, 2006 through December 31, 2010 by the U.S. Department of Educations Office of Special Education Programs (OSEP) (Award #H326J050004)." Its purpose is "to assist states to build capacity to support and improve transition planning, services, and outcomes for youth with disabilities."

NSTTAC reviewed the literature to identify EBPs in 5 areas: student-focused planning, student development, interagency collaboration, family involvement, and program structure.
Categories
NSTTAC uses three categories to describe the level of evidence for causal inference (i.e., that a practice causes improved outcomes): Strong, moderate, and potential.
Evidence-based Practices
Student-focused planning: involving students in the IEP process, the Self-Advocacy Strategy, and the Self-Directed IEP all have moderate levels of evidence.

Student development: Teaching functional life skills and teaching purchasing skills have high levels of evidence. A number of areas of life skills instruction and (e.g., social skill training; teaching self-determination skills, banking skills, grocery shopping skills, safety skills) and employment skills instruction (e.g., self-management for employment, computer assisted instruction) have moderate levels of evidence.

Interagency collaboration: No practices identified.

Family involvement: Training families has a moderate level of evidence.

Program structure: Community-based instruction and extending services beyond secondary school have moderate levels of effect.
Additional Features
For each reviewed program, information is provided on "With whom is it implemented?" (i.e., disability categories, age range, gender, and ethnicity), "What is the practice?" (i.e., an overview of the practice), "How has the practice been implemented?" (i.e., steps involved in implementing the practice), "Where has it been implemented?" (i.e., settings in which the practice was implemented in reviewed research), "How does this practice related to national standards?", "Where is the best place to find out how to do this practice?" (i.e., links to useful information on implementing the practice), and "Reference(s) used to establish evidence base."
Promising Practices Network http://www.promisingpractices.net/ General
"The PPN website is a unique resource that offers credible, research-based information on what works to improve the lives of children and families." Practices examined in the following areas: Healthy and Safe Children, Children Ready for School, Children Succeeding in School, and Strong Families.
Categories
The PPN categorizes practices as proven, promising, or screened.
Evidence-based Practices
In the area of Children Succeeding in School:
Proven Practices:
Big Brothers Big Sisters of America

Carolina Abecedarian Project

Child-Parent Centers

Class Wide Peer Tutoring Program

The Effective Learning Program

HighScope Perry Preschool Program

New Hope Project

Nurse Family Partnership
Promising Practices:
Accelerated Academics Academy (AAA)

Child Development Project

Cognitively Guided Instruction (CGI)

Communities In Schools

Cooperative Integrated Reading and Composition

Core Knowledge

Direct Instruction

Early Intervention in Reading

Parents as Teachers

Partners in Reading

Peer-Assisted Learning Strategies

Reading Recovery

Reciprocal Teaching

Resolving Conflict Creatively Program (RCCP)

Seattle Social Development Project

Student Achievement Guarantee in Education (SAGE)

Syracuse Family Development Research Program

Team Accelerated Instruction: Math

Teen Outreach Program
Additional Features
The PPN provides extensive information on the practices reviewed in the following areas: Program Info, Program Overview, Program Participants, Evaluation Methods, Key Evaluation Findings, Probable Implementers, Funding, Implementation Detail, Issues to Consider, Example Sites, Contact Information, Available Resources, Bibliography, (date) Last Reviewed
What Works Clearinghouse http://ies.ed.gov/ncee/wwc/ General
"Established in 2002, the What Works Clearinghouse (WWC) is a central and trusted source of scientific evidence for what works in education. ... The WWC:

* Produces user-friendly practice guides for educators that address instructional challenges with research-based recommendations for schools and classrooms;

* Assesses the rigor of research evidence on the effectiveness of interventions (programs, products, practices, and policies), giving educators the tools to make informed decisions."

Topic areas include Adolescent Literacy, Beginning Reading, Early Childhood Education for Students with Disabilities, Elementary School Math, English Language Learners, High School Math, Middle School Math, Students with Learning Disabilities, Character Education, Dropout Prevention, Early Childhood Education, and Emotional or Behavioral Disorders (currently in progress).
Categories
Practices categorized as having positive, potentially positive, mixed, no discernible, potentially negative, or negative effects.
Evidence-based Practices
In the topic area of Early Childhood Education for Students with Disabilities, Dialogic Reading reported to have potentially positive effects on communication and language competencies; and Lovaas Model of Applied Behavior Analysis reported to have potentially positive effects on cognitive development.

In the topic area of Students with Learning Disabilities, The Lindamood Phoneme Sequencing® (LiPS®) program reported to have potentially positive effects in alphabetics, reading fluency, and math; and Read Naturally ® reported to have potentially positive effects in writing.

Interventions with positive effects in other areas include:
Beginning Reading: DaisyQuest (for alphabetics), Earobics (for alphabetics), Fast ForWord (for alphabetics), Reading Recovery® (for alphabetics and reading achievement), Sound Partners (for alphabetics, reading comprehension, and reading fluency), SpellRead™ (for alphabetics), Stepping Stones to Literacy (for alphabetics), Success for All ® (for alphabetics)

Character Education: Positive Action (for academic achievement and behavior), Too Good for Drugs and Violence (for knowledge, attitudes, and values)

Drop out Prevention: Accelerated Middle Schools (for progressing in school), Check & Connect (for staying in school)

Early Childhood Education: Building Blocks for Math (SRA Real Math) (for mathematics achievement), DaisyQuest (for phonological processing), Dialogic Reading (for oral reading), Literacy Express (for oral language, phonological processing, and print knowledge), Phonological Awareness Training (for phonological processing), Phonological Awareness Training plus Letter Knowledge Training (for print knowledge), Pre-K Mathematics (for mathematics achievement)

English Language Learners: Peer Tutoring and Response Groups (for English language development)

Middle School Math: I CAN Learn® Pre-Algebra and Algebra (for mathematics achievement)
Additional Features
The WWC provides Intervention Reports on reviewed practices that include

- Program Description

- Additional Program Information (e.g., developer and contact information, teaching procedures, cost)

- Research (e.g., specific descriptions of studies that meet evidence standards with or without reservations, extent of evidence rating [small or medium to large depending on number and sample sizes of studies meeting evidence standards])

- Effectiveness (e.g., rating of effectiveness [positive, potentially positive, mixed, no discernible, potentially negative, or negative effects], improvement index [represents the difference between the percentile rank of the average student in the intervention condition and the percentile rank of the average student in the comparison condition]

- References (for studies reviewed that did or did not meet evidence standards)

Companion "Doing What Works" website ( http://www2.ed.gov/nclb/methods/whatworks/edpicks.jhtml) features information on implementing some of the practices promoted on the What Works Clearinghouse.

Download the article: Special Education EBPs

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Sources of Evidence-based Practices in Special Education: A Brief Overview

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University of Hawaii 3/6/2011 Sources reviewed (i.e., Best Evidence Encyclopedia, journal articles, National Autism Center, National Center on Response to Intervention, National Professional Development Center on Autism Spectrum Disorders, National Secondary Transition Technical Assistance Center, Promising Practices Network, What Works Clearinghouse) apply standards related to research design, methodological quality, quantity, and magnitude of effect of supporting research to identify effective or evidence-based practices for children and youth with disabilities.

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Center For Parent Information and Resources 

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Center For Parent Information and Resources 

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This URL provides an overview of the IEP, and answers questions that parents/teachers/students might have.

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Current as of April 2022
In Spanish | En español

When a child receives special education services under the Individuals with Disabilities Education Act (IDEA), he or she must have an Individualized Education Program (IEP). This is a written document listing, among other things, the special educational services that the child will receive. The IEP is developed by a team that includes the child's parents and school staff.

The IEP is an extremely important document in the educational lives of students with disabilities receiving special education under IDEA. The resources we've listed below will help you learn more about IEPs-what the law requires, what information a typical IEP contains, how IEPs are developed, and so on.

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The Short-and-Sweet IEP Overview
Find out fast what an IEP is, who writes it, and what it contains.

The IEP Team
A child's IEP is developed by a team of individuals that includes key school staff and the child's parents. Find out who's required by law to serve on the team and what they might contribute to developing the IEP.

Contents of the IEP
A child's IEP, by law, must contain specific information, including the special education and related services that he or she will receive. But there's so much more in an IEP! Find out in detail.

When the IEP Team Meets
What goes on at an IEP team meeting? What does IDEA require? What types of considerations, discussions, and decisions must be made by the IEP team? Find out here.

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Current as of April 2022 In Spanish | En español When a child receives special education services under the Individuals with Disabilities Education Act (IDEA), he or she must have an Individualized Education Program (IEP). This is a written document listing, among other things, the special educational services that the child will receive.

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This URL gives an overview of IEP's. What to expect if your child/student has an IEP, and what is expected of you as being there in supporting the IEP.

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Select a link below to jump to the relevant page section.

1. Preface

The purpose of this guidance is to assist educators, parents, and state and local educational agencies in implementing the requirements of Part B of the Individuals with Disabilities Education Act (IDEA) regarding Individualized Education Programs (IEPs) for children with disabilities, including preschool-aged children. (This guide does not address the development of Individualized Family Service Plans (IFSP) for infants and toddlers.)

Guide to the Individualized Education Program
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Office of Special Education and Rehabilitative Services
U.S. Department of Education
July 2000

Credits

This guide was developed by the U.S. Department of Education, with the assistance of the National Information Center for Children and Youth with Disabilities (NICHCY). The Department staff contributing to this guide include: Debra Price-Ellingstad, JoLeta Reynolds, Larry Ringer, Ruth Ryder, and Suzanne Sheridan, under the direction of Judith E. Heumann, Kenneth Warlick, and Curtis Richards.

Editor: Lisa Küpper, NICHCY

Production: Jean Kohanek, NICHCY

Disability Art: Madison, Moore, www.disabilityart.com

Each public school child who receives special education and related services must have an Individualized Education Program (IEP). Each IEP must be designed for one student and must be a truly individualized document. The IEP creates an opportunity for teachers, parents, school administrators, related services personnel, and students (when appropriate) to work together to improve educational results for children with disabilities. The IEP is the cornerstone of a quality education for each child with a disability.
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To create an effective IEP, parents, teachers, other school staff--and often the student--must come together to look closely at the student's unique needs. These individuals pool knowledge, experience and commitment to design an educational program that will help the student be involved in, and progress in, the general curriculum. The IEP guides the delivery of special education supports and services for the student with a disability. Without a doubt, writing--and implementing--an effective IEP requires teamwork.

This guide explains the IEP process, which we consider to be one of the most critical elements to ensure effective teaching, learning, and better results for all children with disabilities. The guide is designed to help teachers, parents and anyone involved in the education of a child with a disability-develop and carry out an IEP. The information in this guide is based on what is required by our nation's special education law--the Individuals with Disabilities Education Act, or IDEA.

The IDEA requires certain information to be included in each child's IEP. It is useful to know, however, that states and local school systems often include additional information in IEPs in order to document that they have met certain aspects of federal or state law. The flexibility that states and school systems have to design their own IEP forms is one reason why IEP forms may look different from school system to school system or state to state. Yet each IEP is critical in the education of a child with a disability.

Additional copies of this guide are available from:

ED Pubs
Editorial Publications Center
U.S. Department of Education
P.O. Box 1398
Jessup, MD 20794-1398

(877) 4-ED-PUBS
(877) 576-7734 TTY
(301) 470-1244 Fax

The writing of each student's IEP takes place within the larger picture of the special education process under IDEA. Before taking a detailed look at the IEP, it may be helpful to look briefly at how a student is identified as having a disability and needing special education and related services and, thus, an IEP.
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Step 1. Child is identified as possibly needing special education and related services.

"Child Find." The state must identify, locate, and evaluate all children with disabilities in the state who need special education and related services. To do so, states conduct "Child Find" activities. A child may be identified by "Child Find," and parents may be asked if the "Child Find" system can evaluate their child. Parents can also call the "Child Find" system and ask that their child be evaluated. Or —

Referral or request for evaluation. A school professional may ask that a child be evaluated to see if he or she has a disability. Parents may also contact the child's teacher or other school professional to ask that their child be evaluated. This request may be verbal or in writing. Parental consent is needed before the child may be evaluated. Evaluation needs to be completed within a reasonable time after the parent gives consent.

Step 2. Child is evaluated.

The evaluation must assess the child in all areas related to the child's suspected disability. The evaluation results will be used to decide the child's eligibility for special education and related services and to make decisions about an appropriate educational program for the child. If the parents disagree with the evaluation, they have the right to take their child for an Independent Educational Evaluation (IEE). They can ask that the school system pay for this IEE.

Step 3. Eligibility is decided.

Clearly, the IEP is a very important document for children with disabilities and for those who are involved in educating them. Done correctly, the IEP should improve teaching, learning and results. Each child's IEP describes, among other things, the educational program that has been designed to meet that child's unique needs. This part of the guide looks closely at how the IEP is written and by whom, and what information it must, at a minimum, contain.
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A group of qualified professionals and the parents look at the child's evaluation results. Together, they decide if the child is a "child with a disability," as defined by IDEA. Parents may ask for a hearing to challenge the eligibility decision.

Step 4. Child is found eligible for services.

If the child is found to be a "child with a disability," as defined by IDEA, he or she is eligible for special education and related services. Within 30 calendar days after a child is determined eligible, the IEP team must meet to write an IEP for the child.
Step 5. IEP meeting is scheduled.
By law, the IEP must include certain information about the child and the educational program designed to meet his or her unique needs. In a nutshell, this information is:
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Current performance.
The IEP must state how the child is currently doing in school (known as present levels of educational performance). This information usually comes from the evaluation results such as classroom tests and assignments, individual tests given to decide eligibility for services or during reevaluation, and observations made by parents, teachers, related service providers, and other school staff. The statement about "current performance" includes how the child's disability affects his or her involvement and progress in the general curriculum.

Annual goals.
These are goals that the child can reasonably accomplish in a year. The goals are broken down into short-term objectives or benchmarks. Goals may be academic, address social or behavioral needs, relate to physical needs, or address other educational needs. The goals must be measurable-meaning that it must be possible to measure whether the student has achieved the goals.

Special education and related services.
The IEP must list the special education and related services to be provided to the child or on behalf of the child. This includes supplementary aids and services that the child needs. It also includes modifications (changes) to the program or supports for school personnel-such as training or professional development-that will be provided to assist the child.

Participation with nondisabled children.
The IEP must explain the extent (if any) to which the child will not participate with nondisabled children in the regular class and other school activities.

Participation in state and district-wide tests.
Most states and districts give achievement tests to children in certain grades or age groups. The IEP must state what modifications in the administration of these tests the child will need. If a test is not appropriate for the child, the IEP must state why the test is not appropriate and how the child will be tested instead.

Dates and places.
The IEP must state when services will begin, how often they will be provided, where they will be provided, and how long they will last.

States and school systems have a great deal of flexibility about the information they require in an IEP. Some states and school systems have chosen to include in the IEP additional information to document their compliance with other state and federal requirements. (Federal law requires that school districts maintain documentation to demonstrate their compliance with federal requirements.) Generally speaking, extra elements in IEPs may be included to document that the state or school district has met certain aspects of federal or state law, such as:
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IEP Forms in Different Places
While the law tells us what information must be included in the IEP, it does not specify what the IEP should look like. No one form or approach or appearance is required or even suggested. Each state may decide what its IEPs will look like. In some states individual school systems design their own IEP forms.

Thus, across the United States, many different IEP forms are used. What is important is that each form be as clear and as useful as possible, so that parents, educators, related service providers, administrators, and others can easily use the form to write and implement effective IEPs for their students with disabilities.

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Transition service needs.
Beginning when the child is age 14 (or younger, if appropriate), the IEP must address (within the applicable parts of the IEP) the courses he or she needs to take to reach his or her post-school goals. A statement of transition services needs must also be included in each of the child's subsequent IEPs.

By law, certain individuals must be involved in writing a child's Individualized Education Program. These are identified in the figure at the left. Note that an IEP team member may fill more than one of the team positions if properly qualified and designated. For example, the school system representative may also be the person who can interpret the child's evaluation results.
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These people must work together as a team to write the child's IEP. A meeting to write the IEP must be held within 30 calendar days of deciding that the child is eligible for special education and related services.

Each team member brings important information to the IEP meeting. Members share their information and work together to write the child's Individualized Education Program. Each person's information adds to the team's understanding of the child and what services the child needs.

Parents are key members of the IEP team. They know their child very well and can talk about their child's strengths and needs as well as their ideas for enhancing their child's education. They can offer insight into how their child learns, what his or her interests are, and other aspects of the child that only a parent can know. They can listen to what the other team members think their child needs to work on at school and share their suggestions. They can also report on whether the skills the child is learning at school are being used at home. (See box on page 12 regarding parents' possible need for an interpreter.)

Teachers are vital participants in the IEP meeting as well. At least one of the child's regular education teachers must be on the IEP team if the child is (or may be) participating in the regular education environment. The regular education teacher has a great deal to share with the team. For example, he or she might talk about:

the general curriculum in the regular classroom;

the aids, services or changes to the educational program that would help the child learn and achieve; and

strategies to help the child with behavior, if behavior is an issue.

The regular education teacher may also discuss with the IEP team the supports for school staff that are needed so that the child can:

To help decide what special education and related services the student needs, generally the IEP team will begin by looking at the child's evaluation results, such as classroom tests, individual tests given to establish the student's eligibility, and observations by teachers, parents, paraprofessionals, related service providers, administrators, and others. This information will help the team describe the student's "present levels of educational performance" -in other words, how the student is currently doing in school. Knowing how the student is currently performing in school will help the team develop annual goals to address those areas where the student has an identified educational need.
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The IEP team must also discuss specific information about the child. This includes:

In addition, the IEP team must consider the "special factors" described in the box below.

It is important that the discussion of what the child needs be framed around how to help the child:

Based on the above discussion, the IEP team will then write the child's IEP. This includes the services and supports the school will provide for the child. If the IEP team decides that a child needs a particular device or service (including an intervention, accommodation, or other program modification), the IEP team must write this information in the IEP. As an example, consider a child whose behavior interferes with learning. The IEP team would need to consider positive and effective ways to address that behavior. The team would discuss the positive behavioral interventions, strategies, and supports that the child needs in order to learn how to control or manage his or her behavior. If the team decides that the child needs a particular service (including an intervention, accommodation, or other program modification), they must include a statement to that effect in the child's IEP.

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Special Factors To Consider
In addition, the child's placement (where the IEP will be carried out) must be decided. The placement decision is made by a group of people, including the parents and others who know about the child, what the evaluation results mean, and what types of placements are appropriate. In some states, the IEP team serves as the group making the placement decision. In other states, this decision may be made by another group of people. In all cases, the parents have the right to be members of the group that decides the educational placement of the child.
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Placement decisions must be made according to IDEA's least restrictive environment requirements-commonly known as LRE. These requirements state that, to the maximum extent appropriate, children with disabilities must be educated with children who do not have disabilities.

The law also clearly states that special classes, separate schools, or other removal of children with disabilities from the regular educational environment may occur only if the nature or severity of the child's disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.

What type of placements are there? Depending on the needs of the child, his or her IEP may be carried out in the regular class (with supplementary aids and services, as needed), in a special class (where every student in the class is receiving special education services for some or all of the day), in a special school, at home, in a hospital and institution, or in another setting. A school system may meet its obligation to ensure that the child has an appropriate placement available by:

providing an appropriate program for the child on its own;

contracting with another agency to provide an appropriate program; or

utilizing some other mechanism or arrangement that is consistent with IDEA for providing or paying for an appropriate program for the child.

The placement group will base its decision on the IEP and which placement option is appropriate for the child. Can the child be educated in the regular classroom, with proper aids and supports? If the child cannot be educated in the regular classroom, even with appropriate aids and supports, then the placement group will talk about other placements for the child.

Depending on the needs of the child, the IEP team needs to consider what the law calls special factors. These include:
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When the IEP has been written, parents must receive a copy at no cost to themselves. The IDEA also stresses that everyone who will be involved in implementing the IEP must have access to the document. This includes the child's:

Each of these individuals needs to know what his or her specific responsibilities are for carrying out the child's IEP. This includes the specific accommodations, modifications, and supports that the child must receive, according to the IEP.

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Parents' Permission
Before the school can provide a child with special education and related services for the first time, the child's parents must give their written permission.

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Once the IEP is written, it is time to carry it out-in other words, to provide the student with the special education and related services as listed in the IEP. This includes all supplementary aids and services and program modifications that the IEP team has identified as necessary for the student to advance appropriately toward his or her IEP goals, to be involved in and progress in the general curriculum, and participate in other school activities. While it is beyond the scope of this guide to discuss in detail the many issues involved in implementing a student's IEP, certain suggestions can be offered.
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Every individual involved in providing services to the student should know and understand his or her responsibilities for carrying out the IEP. This will help ensure that the student receives the services that have been planned, including the specific modifications and accommodations the IEP team has identified as necessary.

Teamwork plays an important part in carrying out the IEP. Many professionals are likely to be involved in providing services and supports to the student. Sharing expertise and insights can help make everyone's job a lot easier and can certainly improve results for students with disabilities. Schools can encourage teamwork by giving teachers, support staff and/or paraprofessionals time to plan or work together on such matters as adapting the general curriculum to address the student's unique needs. Teachers, support staff, and others providing services for children with disabilities may request training and staff development.

Communication between home and school is also important. Parents can share information about what is happening at home and build upon what the child is learning at school. If the child is having difficulty at school, parents may be able to offer insight or help the school explore possible reasons as well as possible solutions.

It is helpful to have someone in charge of coordinating and monitoring the services the student receives. In addition to special education, the student may be receiving any number of related services. Many people may be involved in delivering those services. Having a person in charge of overseeing that services are being delivered as planned can help ensure that the IEP is being carried out appropriately.

The regular progress reports that the law requires will help parents and schools monitor the child's progress toward his or her annual goals. It is important to know if the child is not making the progress expected-or if he or she has progressed much faster than expected. Together, parents and school personnel can then address the child's needs as those needs become evident.

If the child's behavior interferes with his or her learning or the learning of others, the IEP team will consider strategies and supports to address the child's behavior.

The IEP team must review the child's IEP at least once a year. One purpose of this review is to see whether the child is achieving his or her annual goals. The team must revise the child's individualized education program, if necessary, to address:
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the child's progress or lack of expected progress toward the annual goals and in the general curriculum;

information gathered through any reevaluation of the child;

information about the child that the parents share;

information about the child that the school shares (for example, insights from the teacher based on his or her observation of the child or the child's classwork);

the child's anticipated needs; or

other matters.

Although the IDEA requires this IEP review at least once a year, in fact the team may review and revise the IEP more often. Either the parents or the school can ask to hold an IEP meeting to revise the child's IEP. For example, the child may not be making progress toward his or her IEP goals, and his or her teacher or parents may become concerned. On the other hand, the child may have met most or all of the goals in the IEP, and new ones need to be written. In either case, the IEP team would meet to revise the IEP.

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Look at Those Factors Again!
When the IEP team is meeting to conduct a review of the child's IEP and, as necessary, to revise it, members must again consider all of the factors discussed on page 11. This includes:

The IEP team must also consider the "special factors," as listed earlier.

There are times when parents may not agree with the school's recommendations about their child's education. Under the law, parents have the right to challenge decisions about their child's eligibility, evaluation, placement, and the services that the school provides to the child. If parents disagree with the school's actions-or refusal to take action-in these matters, they have the right to pursue a number of options. They may do the following:
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OSEP Monitoring
The U.S. Department of Education's Office of Special Education Programs (OSEP) regularly monitors states to see that they are complying with IDEA. Every two years OSEP requires that states report progress toward meeting established performance goals that, at a minimum, address the performance of children on assessments, drop-out rates, and graduation rates. As part of its monitoring, the Department reviews IEPs and interviews parents, students, and school staff to find out:

whether, and how, the IEP team made the decisions reflected in the IEP;

whether those decisions and the IEP content are based on the child's unique needs, as determined through evaluation and the IEP process;

whether any state or local policies or practices have interfered with decisions of the IEP team about the child's educational needs and the services that the school would provide to meet those needs; and

The IEP is the cornerstone of special education. Writing and implementing an effective IEP involves many people, many different steps, and collaborative decision making.
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The information provided in this guide about the IEP has been fairly general. To help you get better acquainted with the various parts of the IEP, a sample IEP form is presented on the next pages. The sample IEP form includes space for all of the information that an IEP must contain under federal law. (Remember that IEP forms in your area may require more information that may be of value to the student and those implementing the IEP.) The different parts of the sample are paired with direct quotes from the law, so that you can easily see:

how the law defines what type of information goes into the various parts of a child's IEP, and

how this information goes together to create an educational program for a particular child.

Attachment A presents the IDEA's regulations for "Individualized Education Programs" (§§300.340-300.350). Under §300.347, where "IEP content" is described, we have included additional information primarily from Appendix A and Attachment 1 of the regulations. This information can be very useful in developing a fuller understanding of what type of information is important to capture about a child in the IEP.

whether the school has provided the services listed in the IEP.

This guide is intended to help states and school districts write IEPs that comply with IDEA. Writing effective IEPs is a very important first step in improving educational results for children with disabilities.

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Use of this IEP form, or any other form, will not, in and of itself, ensure compliance with IDEA's Part B requirements. Whether or not a state or local education agency chooses to require or recommend that teams use this form for IEPs, all IEP team participants including parents need to receive clear guidance and training regarding Part B requirements and to understand the importance of the IEP in focusing instruction to meet the unique needs of each child with a disability. TOP Individualized Education Program (IEP)
Student Name [ Space to write ]

Date of Meeting to Develop or Review IEP [ Space to write ]

Note: For each student with a disability beginning at age 14 (or younger, if appropriate), a statement of the student's transition service needs must be included under the applicable parts of the IEP. The statement must focus on the courses the student needs to take to reach his or her post-school goals.

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From the Regulations:
If you would like more information about special education, children with disabilities, the IEP process, or the IDEA, contact your state education agency or your local education agency. Additional sources of information include the following:
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Office of Special Education Programs
Office of Special Education and Rehabilitative Services
U.S. Department of Education
400 Maryland Avenue, SW
Washington, DC 20202-7100
(202) 245-7531 (Voice/TTY)
Web: www.ed.gov/about/offices/list/osers/osep/

National Information Center for Children and Youth with Disabilities (NICHCY)
P.O. Box 1492
Washington, DC 20013
(800) 695-0285 (Voice/TTY); (202) 884-8200 (V/TTY)
E-mail: nichcy@aed.org
Web: www.nichcy.org

Technical Assistance for Parent Centers--the Alliance
PACER Center
4826 Chicago Avenue South
Minneapolis, MN 55417-1098
(888) 248-0822; (612) 827-2966
(612) 827-7770 (TTY)
E-mail: alliance@taalliance.org
Web: www.taalliance.org

The IDEA Partnership Projects

Associations of Service Providers Implementing IDEA Reforms in Education (ASPIIRE)
The Council for Exceptional Children
1920 Association Drive
Reston, VA 20191-1589
(888) 232-7733; (703) 264-9456
(703) 264-9446 (TTY)
E-mail: ideapractices@cec.sped.org

Families and Advocates Partnerships for Education (FAPE)
PACER Center
4826 Chicago Avenue South
Minneapolis, MN 55417-1098
(888) 248-0822; (612) 827-2966; (612) 827-7770 (TTY)
E-mail: fape@pacer.org
Web: www.fape.org
Final Regulations for IEPs:
§§ 300.340--300.350 TOP
Attachment A presents the Federal regulations for Individualized Education Programs (IEP). These regulations cover areas such as IEP meetings; the IEP team; parent participation; and the development, review, and revision of the IEP.

Under §300.347--"Content of IEP"--we have included additional guidance on the various parts of the IEP. Generally, this guidance comes from Appendix A and Attachment 1 of the federal regulations for IDEA, which were published March 12, 1999, in the Federal Register.

This extra information is intended to highlight and clarify what information needs to be included in a child's IEP.

Individualized Education Programs

§ 300.340 Definitions related to IEPs.

(a) Individualized education program. As used in this part, the term individualized education program or IEP means a written statement for a child with a disability that is developed, reviewed, and revised in a meeting in accordance with §§ 300.341-300.350.

(b) Participating agency. As used in § 300.348, participating agency means a State or local agency, other than the public agency responsible for a student's education, that is financially and legally responsible for providing transition services to the student.

(Authority: 20 U.S.C. 1401(11), 1312(a)(10)(B))

§ 300.341 Responsibility of SEA and other public agencies for IEPs.

(a) The SEA shall ensure that each public agency-

(1) Except as provided in §§ 300.450-300.462, develops and implements an IEP for each child with a disability served by that agency; and

(2) Ensures that an IEP is developed and implemented for each eligible child placed in or referred to a private school or facility by the public agency.

(b) Paragraph (a) of this section applies to-

(1) The SEA, if it is involved in providing direct services to children with disabilities, in accordance with 300.370(a) and (b)(1); and

(2) Except as provided in § 300.600(d), the other public agencies described in § 300.2, including LEAs and other State agencies that provide special education and related services either directly, by contract, or through other arrangements.

(Authority: 20 U.S.C. 1412(a)(4), (a)(10)(B))

§ 300.342 When IEPs must be in effect.

(a) General. At the beginning of each school year, each public agency shall have an IEP in effect for each child with a disability within its jurisdiction.

(b) Implementation of IEPs. Each public agency shall ensure that-

(1) An IEP-

(i) Is in effect before special education and related services are provided to an eligible child under this part; and

(ii) Is implemented as soon as possible following the meetings described under § 300.343;

(2) The child's IEP is accessible to each regular education teacher, special education teacher, related service provider, and other service provider who is responsible for its implementation; and

(3) Each teacher and provider described in paragraph (b)(2) of this section is informed of-

(i) His or her specific responsibilities related to implementing the child's IEP; and

(ii) The specific accommodations, modifications, and supports that must be provided for the child in accordance with the IEP.

(c) IEP or IFSP for children aged 3 through 5.

(1) In the case of a child with a disability aged 3 through 5 (or, at the discretion of the SEA a 2-year-old child with a disability who will turn age 3 during the school year), an IFSP that contains the material described in section 636 of the Act, and that is developed in accordance with 300.341- 300.346 and 300.349-300.350, may serve as the IEP of the child if using that plan as the IEP is-

(i) Consistent with State policy; and

(ii) Agreed to by the agency and the child's parents.

(2) In implementing the requirements of paragraph (c)(1) of this section, the public agency shall-

(i) Provide to the child's parents a detailed explanation of the differences between an IFSP and an IEP; and

(ii) If the parents choose an IFSP, obtain written informed consent from the parents.

(d) Effective date for new requirements. All IEPs developed, reviewed, or revised on or after July 1, 1998 must meet the requirements of §§ 300.340- 300.350.

(Authority: 20 U.S.C. 1414(d)(2)(A) and (B), Pub. L. 105-17, sec. 201(a)(2)(A), (C)

§ 300.343 IEP meetings.

(a) General. Each public agency is responsible for initiating and conducting meetings for the purpose of developing, reviewing, and revising the IEP of a child with a disability (or, if consistent with § 300.342(c), an IFSP).

(b) Initial IEPs; provision of services. (1) Each public agency shall ensure that within a reasonable period of time following the agency's receipt of parent consent to an initial evaluation of a child-

(i) The child is evaluated; and

(ii) If determined eligible under this part, special education and related services are made available to the child in accordance with an IEP.

(2) In meeting the requirement in paragraph (b)(1) of this section, a meeting to develop an IEP for the child must be conducted within 30 days of a determination that the child needs special education and related services.

(c) Review and revision of IEPs. Each public agency shall ensure that the IEP team-

(1) Reviews the child's IEP periodically, but not less than annually, to determine whether the annual goals for the child are being achieved; and

(2) Revises the IEP as appropriate to address-

(i) Any lack of expected progress toward the annual goals described in § 300.347(a), and in the general curriculum, if appropriate;

(ii) The results of any reevaluation conducted under § 300.536;

(iii) Information about the child provided to, or by, the parents, as described in 300.533(a)(1);

(iv) The child's anticipated needs; or

(v) Other matters.

(Authority: 20 U.S.C. 1413(a)(1), 1414(d)(4)(A))

§ 300.344 IEP team.

(a) General. The public agency shall ensure that the IEP team for each child with a disability includes-

(1) The parents of the child;

(2) At least one regular education teacher of the child (if the child is, or may be, participating in the regular education environment);

(3) At least one special education teacher of the child, or if appropriate, at least one special education provider of the child;

(4) A representative of the public agency who-

(i) Is qualified to provide, or supervise the provision of, specially designed instruction to meet the unique needs of children with disabilities;

(ii) Is knowledgeable about the general curriculum; and

(iii) Is knowledgeable about the availability of resources of the public agency;

(5) An individual who can interpret the instructional implications of evaluation results, who may be a member of the team described in paragraphs (a)(2) through (6) of this section;

(6) At the discretion of the parent or the agency, other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate; and

(7) If appropriate, the child.

(b) Transition services participants. (1) Under paragraph (a)(7) of this section, the public agency shall invite a student with a disability of any age to attend his or her IEP meeting if a purpose of the meeting will be the consideration of-

(i) The student's transition services needs under § 300.347(b)(1);

(ii) The needed transition services for the student under § 300.347(b)(2); or

(iii) Both.

(2) If the student does not attend the IEP meeting, the public agency shall take other steps to ensure that the student's preferences and interests are considered.

(3)(i) In implementing the requirements of 300.347(b)(2), the public agency also shall invite a representative of any other agency that is likely to be responsible for providing or paying for transition services.

(ii) If an agency invited to send a representative to a meeting does not do so, the public agency shall take other steps to obtain participation of the other agency in the planning of any transition services.

(c) Determination of knowledge and special expertise. The determination of the knowledge or special expertise of any individual described in paragraph (a)(6) of this section shall be made by the party (parents or public agency) who invited the individual to be a member of the IEP.

(d) Designating a public agency representative. A public agency may designate another public agency member of the IEP team to also serve as the agency representative, if the criteria in paragraph (a)(4) of this section are satisfied.

(Authority: 20 U.S.C. 1401(30), 1414(d)(1)(A)(7), (B))

§ 300.345 Parent participation.

(a) Public agency responsibility-general. Each public agency shall take steps to ensure that one or both of the parents of a child with a disability are present at each IEP meeting or are afforded the opportunity to participate, including-

(1) Notifying parents of the meeting early enough to ensure that they will have an opportunity to attend; and

(2) Scheduling the meeting at a mutually agreed on time and place.

(b) Information provided to parents. (1) The notice required under paragraph (a)(1) of this section must-

(i) Indicate the purpose, time, and location of the meeting and who will be in attendance; and

(ii) Inform the parents of the provisions in 300.344(a)(6) and (c) (relating to the participation of other individuals on the IEP team who have knowledge or special expertise about the child).

(2) For a student with a disability beginning at age 14, or younger, if appropriate, the notice must also-

(i) Indicate that a purpose of the meeting will be the development of a statement of the transition services needs of the student required in 300.347(b)(1); and

(ii) Indicate that the agency will invite the student.

(3) For a student with a disability beginning at age 16, or younger, if appropriate, the notice must-

(i) Indicate that a purpose of the meeting is the consideration of needed transition services for the student required in § 300.347(b)(2);

(ii) Indicate that the agency will invite the student; and

(iii) Identify any other agency that will be invited to send a representative.

(c) Other methods to ensure parent participation. If neither parent can attend, the public agency shall use other methods to ensure parent participation, including individual or conference telephone calls.

(d) Conducting an IEP meeting without a parent in attendance. A meeting may be conducted without a parent in attendance if the public agency is unable to convince the parents that they should attend. In this case the public agency must have a record of its attempts to arrange a mutually agreed on time and place, such as-

(1) Detailed records of telephone calls made or attempted and the results of those calls;

(2) Copies of correspondence sent to the parents and any responses received; and

(3) Detailed records of visits made to the parent's home or place of employment and the results of those visits.

(e) Use of interpreters or other action, as appropriate. The public agency shall take whatever action is necessary to ensure that the parent understands the proceedings at the IEP meeting, including arranging for an interpreter for parents with deafness or whose native language is other than English.

(f) Parent copy of child's IEP. The public agency shall give the parent a copy of the child's IEP at no cost to the parent.

(Authority: 20 U.S.C. 1414(d)(1)(B)(i))

§ 300.346 Development, review, and revision of IEP.

(a) Development of IEP. (1) General. In developing each child's IEP, the IEP team, shall consider-

(i) The strengths of the child and the concerns of the parents for enhancing the education of their child;

(ii) The results of the initial or most recent evaluation of the child; and

(iii) As appropriate, the results of the child's performance on any general State or district-wide assessment programs.

(2) Consideration of special factors. The IEP team also shall-

(i) In the case of a child whose behavior impedes his or her learning or that of others, consider, if appropriate, strategies, including positive behavioral interventions, strategies, and supports to address that behavior;

(ii) In the case of a child with limited English proficiency, consider the language needs of the child as those needs relate to the child's IEP;

(iii) In the case of a child who is blind or visually impaired, provide for instruction in Braille and the use of Braille unless the IEP team determines, after an evaluation of the child's reading and writing skills, needs, and appropriate reading and writing media (including an evaluation of the child's future needs for instruction in Braille or the use of Braille), that instruction in Braille or the use of Braille is not appropriate for the child;

(iv) Consider the communication needs of the child, and in the case of a child who is deaf or hard of hearing, consider the child's language and communication needs, opportunities for direct communications with peers and professional personnel in the child's language and communication mode, academic level, and full range of needs, including opportunities for direct instruction in the child's language and communication mode; and

(v) Consider whether the child requires assistive technology devices and services.

(b) Review and Revision of IEP. In conducting a meeting to review, and, if appropriate, revise a child's IEP, the IEP team shall consider the factors described in paragraph (a) of this section.

(c) Statement in IEP. If, in considering the special factors described in paragraphs (a)(1) and (2) of this section, the IEP team determines that a child needs a particular device or service (including an intervention, accommodation, or other program modification) in order for the child to receive FAPE, the IEP team must include a statement to that effect in the child's IEP.

(d) Requirement with respect to regular education teacher. The regular education teacher of a child with a disability, as a member of the IEP team, must, to the extent appropriate, participate in the development, review, and revision of the child's IEP, including assisting in the determination of-

(1) Appropriate positive behavioral interventions and strategies for the child; and

(2) Supplementary aids and services, program modifications or supports for school personnel that will be provided for the child, consistent with

300.347(a)(3).

(e) Construction. Nothing in this section shall be construed to require the IEP team to include information under one component of a child's IEP that is already contained under another component of the child's IEP.

(Authority: 20 U.S.C. 1414(d)(3) and (4)(B) and (e))

§ 300.347 Content of IEP.

"(a) General. The IEP for each child with a disability must include-

"(1) A statement of the child's present levels of educational performance, including-

"(i) How the child's disability affects the child's involvement and progress in the general curriculum (i.e., the same curriculum as for nondisabled children); or

"(ii) For preschool children, as appropriate, how the disability affects the child's participation in appropriate activities;

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Additional Guidance
An IEP must include measurable annual goals that relate to meeting the child's needs that result from the child's disability to enable the child to be involved in and progress in the general curriculum, and to meeting each of the child's other educational needs that result from the child's disability [34 CFR §300.347(a)(2)]. Thus, if a child's unique needs require goals that address the child's present levels of educational performance in nonacademic areas of instructional need, such as behavioral skills, communication and language skills, self-determination skills, job-related skills, independent living skills, or social skills, the statement of present levels of educational performance in the child's IEP should provide information regarding the child's present levels of educational performance in those areas.

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"(2) A statement of measurable annual goals, including benchmarks or short-term objectives, related to-

"(i) Meeting the child's needs that result from the child's disability to enable the child to be involved in and progress in the general curriculum (i.e., the same curriculum as for nondisabled children), or for preschool children, as appropriate, to participate in appropriate activities; and

"(ii) Meeting each of the child's other educational needs that result from the child's disability;

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Additional Guidance
Each annual goal must include either short-term objectives or benchmarks. The purpose of both is to enable a child's teacher(s), parents, and others involved in developing and implementing the child's IEP, to gauge, at intermediate times during the year, how well the child is progressing toward achievement of the annual goal. [Appendix A to 34 CFR Part 300-Notice of Interpretation (Appendix A), Response to Question 1, 64 Federal Register, page 12471 (March 12, 1999).]

An IEP team may use either short-term objectives (that generally break the skills described in the annual goal down into discrete components) or benchmarks (which can be thought of as describing the amount of progress the child is expected to make within specified segments of the year), or a combination of the two, depending on the nature of the annual goals and the needs of the child. [Appendix A to 34 CFR Part 300-Notice of Interpretation (Appendix A), Response to Question 1, 64 Federal Register, page 12471 (March 12, 1999).]

A child's IEP must include measurable annual goals that relate to meeting the child's needs that result from the child's disability to enable the child to be involved in and progress in the general curriculum, and to meeting each of the child's other educational needs that result from the child's disability [34 CFR §300.347(a)(2)]. This may, depending on the child's needs, include annual goals that relate to the child's needs in such areas as behavioral skills, communication, self-determination skills, job-related skills, independent living skills, or social skills.

A public agency is not required to include in an IEP annual goals that relate to areas of the general curriculum in which the child's disability does not affect the child's ability to be involved in and progress in the general curriculum. If a child needs only modifications or accommodations in order to progress in an area of the general curriculum, the IEP does not need to include a goal for that area; however the IEP would need to specify those modifications or accommodations. [Appendix A, Response to Question 4, 64 Federal Register, page 12472 (March 12, 1999).]

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"(3) A statement of the special education and related services and supplementary aids and services to be provided to the child, or on behalf of the child, and a statement of the program modifications or supports for school personnel that will be provided for the child-

"(i) To advance appropriately toward attaining the annual goals;

"(ii) To be involved and progress in the general curriculum in accordance with paragraph (a)(1) of this section and to participate in extracurricular and other nonacademic activities; and

"(iii) To be educated and participate with other children with disabilities and nondisabled children in the activities described in this section;

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Additional Guidance
The type and amount of services to be provided must be stated in the IEP, so that the level of the agency's commitment of resources will be clear to parents and other IEP team embers. [Appendix A, Response to Question 35, 64 Federal Register, page 12479 (March 12, 1999).]

The amount of time to be committed to each of the various services to be provided must be appropriate to the specific service and stated in the IEP in a manner that is clear to all who are involved in both the development and implementation of the IEP. [Appendix A, Response to Question 35, 64 Federal Register, page 12479 (March 12, 1999).]

The amount of a special education or related service to be provided to a child may be stated in the IEP as a range (e.g., speech therapy to be provided three times a week for 30-45 minutes per session) only if the IEP team determines that stating the amount of the services as a range is necessary to meet the unique needs of the child. For example, it would be appropriate for the IEP to specify, based upon the IEP team's determination of the student's unique needs, that particular services are needed only under specific circumstances, such as the occurrence of a seizure or of a particular behavior. A range may not be used because of personnel shortages or uncertainty regarding the availability of staff. [Appendix A, Response to Question 35, 64 Federal Register, page 12479 (March 12, 1999).]

The term "on behalf of the child" includes, among other things, services that are provided to the parents or teacher of the child with a disability to help them to more effectively work with the child. . . Supports for school personnel could also include special training for a child's teacher. However, in order for the training to meet the requirements of §300.347(a)(3), it would normally be targeted directly to on assisting the teacher to meet a unique and specific need of the child, and not simply to participate in an inservice training program that is generally available in a public agency. [Attachment 1-Analysis of Comments and Changes (Attachment 1), 64 Federal Register, page 12593 (March 12, 1999).]

If the IEP team determines that a child with a disability needs extended school year services to receive a free appropriate public education , the public agency must ensure that the child receives those services. A public agency may not-(i) Limit extended school year services to particular categories of disability; or (ii) Unilaterally limit the type, amount, or duration of those services. 34 CFR §300.309(a).

Section 300.346(a)(1) requires that, in developing each child's IEP, the IEP team, shall consider-(i) The strengths of the child and the concerns of the parents for enhancing the education of their child; (ii) The results of the initial or most recent evaluation of the child; and (iii) As appropriate, the results of the child's performance on any general State or district-wide assessment programs.

Section 300.346(a)(2) requires that the IEP team also:

i. In the case of a child whose behavior impedes his or her learning or that of others, consider, if appropriate, strategies, including positive behavioral interventions, strategies, and supports to address that behavior;

ii. In the case of a child with limited English proficiency, consider the language needs of the child as those needs relate to the child's IEP;

iii. In the case of a child who is blind or visually impaired, provide for instruction in Braille and the use of Braille unless the IEP team determines, after an evaluation of the child's reading and writing skills, needs, and appropriate reading and writing media (including an evaluation of the child's future needs for instruction in Braille or the use of Braille), that instruction in Braille or the use of Braille is not appropriate for the child;

iv. Consider the communication needs of the child, and in the case of a child who is deaf or hard of hearing, consider the child's language and communication needs, opportunities for direct communications with peers and professional personnel in the child's language and communication mode, academic level, and full range of needs, including opportunities for direct instruction in the child's language and communication mode; and

v. Consider whether the child requires assistive technology devices and services.

**********

"(4) An explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class and in the activities described in paragraph (a)(3) of this section;

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Additional Guidance
The IEP team must consider the extent, if any, to which the child will not participate with nondisabled children in the regular class; the general curriculum; and in extracurricular and other nonacademic activities. If the IEP team determines that the child cannot participate full time with nondisaled children in the regular classroom, the general curriculum, and in extracurricular and other nonacademic activities, the IEP must include a statement that explains why full participation is not possible. [Attachment 1, 64 Federal Register, page 12593 (March 12, 1999).]

The IEP team must consider whether or not the child's education can be achieved satisfactorily in the regular classes with the use of supplementary aids and services. The IEP team must consider the full range of supplementary aids and services that if provided, would facilitate the student's placement in the regular classroom. [Appendix A, Response to Question 1, 64 Federal Register, page 12471 (March 12, 1999).]

In determining the extent, if any, to which a child with a disability will be removed from the regular educational environment, a public agency must ensure that:

(1) such removal occurs only if the nature or severity of the child's disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily [34 CFR §300.550(b)(2)];

(2) a child with a disability is not removed from education in age-appropriate regular classrooms solely because of needed modifications in the general curriculum [34 CFR §300.552(e)]; and

(3) each child with a disability participates with nondisabled children in nonacademic and extracurricular services and activities to the maximum extent appropriate (34 CFR §300.553).

**********

"(5)(i) A statement of any individual modifications in the administration of State or district-wide assessments of student achievement that are needed in order for the child to participate in the assessment; and

"(ii) If the IEP team determines that the child will not participate in a particular State or district-wide assessment of student achievement (or part of an assessment), a statement of-

"(A) Why that assessment is not appropriate for the child; and

"(B) How the child will be assessed;

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Additional Guidance
The IEP for a child with a disability must include a statement of any needed modifications in the administration of State or district-wide assessments, and must, if the IEP team determines that it is not appropriate for the child to participate in a particular assessment, provide a statement of why the particular assessment is not appropriate for the child and how the child will be assessed [34 CFR §300.347(a)(5)]. If the IEP does not indicate any needed modifications or that the particular assessment is not appropriate for the child, this is an indication that the IEP team has determined that the child will participate without modifications in the assessment.

**********

"(6) The projected date for the beginning of the services and modifications described in paragraph (a)(3) of this section, and the anticipated frequency, location, and duration of those services and modifications; and

**********
Additional Guidance
An IEP that clearly states how often, how long and in what location the public agency will provide the specified services and modifications, and when services and/or modifications will begin meets the requirements of 34 CFR §300.347(a)(6).

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"(7) A statement of-

"(i) How the child's progress toward the annual goals described in paragraph (a)(2) of this section will be measured; and

"(ii) How the child's parents will be regularly informed (through such means as periodic report cards), at least as often as parents are informed of their nondisabled children's progress, of-

"(A) Their child's progress toward the annual goals; and

"(B) The extent to which that progress is sufficient to enable the child to achieve the goals by the end of the year.

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Additional Guidance
Each public agency may determine the appropriate method for informing parents of their child's progress. However, the agency "must ensure that whatever methods, or combination of methods, is adopted provides sufficient information to enable parents to be informed of (1) their child's progress toward the annual goals, and (2) the extent to which that progress is sufficient to enable the child to achieve the goals by the end of the year." [Attachment 1, 64 Federal Register, page 12594 (March 12, 1999).]

Generally, reports to parents are not expected to be lengthy or burdensome. The statement of the annual goals and short-term objectives or benchmarks in the child's current IEP could serve as the base document for briefly describing the child's progress. [Attachment 1, 64 Federal Register, page 12594 (March 12, 1999).]

The IEP team must revise the IEP to address any lack of expected progress toward the annual goals and in the general curriculum [34 CFR §300.343(c)(2)(i)].

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"(b) Transition services. The IEP must include-

"(1) For each student with a disability beginning at age 14 (or younger, if determined appropriate by the IEP team), and updated annually, a statement of the transition service needs of the student under the applicable components of the student's IEP that focuses on the student's courses of study (such as participation in advanced-placement courses or a vocational education program); and

"(2) For each student beginning at age 16 (or younger, if determined appropriate by the IEP team), a statement of needed transition services for the student, including, if appropriate, a statement of the interagency responsibilities or any needed linkages.

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Additional Guidance
The IEP team, in determining appropriate measurable annual goals (including benchmarks or short term objectives) and services for a student, must determine what instruction and educational experiences will assist the student to prepare for transition for secondary education to post-secondary life. [Appendix A, Response to Question 11, 64 Federal Register, page 12474 (March 12, 1999).]

Although the focus of the transition planning process may shift as the student approaches graduation, the IEP team must discuss specific areas beginning at least at age of 14 years, and review these areas annually. [Appendix A, Response to Question 11, 64 Federal Register, page 12474 (March 12, 1999). ]

If a participating agency, other than the public agency, fails to provide the transition services described in the IEP in accordance with 34 CFR §300.347(b)(1), the public agency shall reconvene the IEP team to identify alternative strategies to meet the transition objective for the student set out in the IEP [34 CFR §300.348(a)].

Nothing in Part B relieves any participating agency, including a State vocational rehabilitation agency, of the responsibility to provide or pay for any transition service that the agency would otherwise provide to students with disabilities who meet the eligibility criteria of that agency [34 CFR §300.348(b)].

If during the course of the IEP meeting, the team identifies additional agencies that are likely to be responsible for providing or paying for transition services for the student, the public agency must determine how it will meet the requirements of §300.344. [Appendix A, Response to Question 13, 64 Federal Register, page 12475 (March 12, 1999).]

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"(c) Transfer of rights. In a State that transfers rights at the age majority, beginning at least one year before a student reaches the age of majority under State law, the student's IEP must include a statement that the student has been informed of his or her rights under Part B of the Act, if any, that will transfer to the student on reaching the age of majority, consistent with § 300.517.

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Additional Guidance
If the public agency receives notice of the student's legal incompetence, so that no rights transfer to the student at the age of majority, the IEP need not include this statement. Attachment 1, 64 Federal Register, page 12594 (March 12, 1999).

The IEP could include a description of the rights that have been transferred, but it need not.

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"(d) Students with disabilities convicted as adults and incarcerated in adult prisons. Special rules concerning the content of IEPs for students with disabilities convicted as adults and incarcerated in adult prisons are contained in § 300.311(b) and (c).

(Authority: 20 U.S.C. 1414(d)(1)(A) and (d)(6)(A)(ii))

§ 300.348 Agency responsibilities for transition services.

(a) If a participating agency, other than the public agency, fails to provide the transition services described in the IEP in accordance with § 300.347(b)(1), the public agency shall reconvene the IEP team to identify alternative strategies to meet the transition objectives for the student set out in the IEP.

(b) Nothing in this part relieves any participating agency, including a State vocational rehabilitation agency, of the responsibility to provide or pay for any transition service that the agency would otherwise provide to students with disabilities who meet the eligibility criteria of that agency.

(Authority: 20 U.S.C. 1414(d)(5); 1414(d)(1)(A)(vii))

§ 300.349 Private school placements by public agencies.

(a) Developing IEPs. (1) Before a public agency places a child with a disability in, or refers a child to, a private school or facility, the agency shall initiate and conduct a meeting to develop an IEP for the child in accordance with §§ 300.346 and 300.347.

(2) The agency shall ensure that a representative of the private school or facility attends the meeting. If the representative cannot attend, the agency shall use other methods to ensure participation by the private school or facility, including individual or conference telephone calls.

(b) Reviewing and revising IEPs. (1) After a child with a disability enters a private school or facility, any meetings to review and revise the child's IEP may be initiated and conducted by the private school or facility at the discretion of the public agency.

(2) If the private school or facility initiates and conducts these meetings, the public agency shall ensure that the parents and an agency representative-

(i) Are involved in any decision about the child's IEP; and

(ii) Agree to any proposed changes in the IEP before those changes are implemented.

(c) Responsibility. Even if a private school or facility implements a child's IEP, responsibility for compliance with this part remains with the public agency and the SEA.

(Authority: 20 U.S.C. 1412(a)(10)(B))

§ 300.350 IEP-accountability.

(a) Provision of services. Subject to paragraph (b) of this section, each public agency must-

(1) Provide special education and related services to a child with a disability in accordance with the child's IEP; and

(2) Make a good faith effort to assist the child to achieve the goals and objectives or benchmarks listed in the IEP.

(b) Accountability. Part B of the Act does not require that any agency, teacher, or other person be held accountable if a child does not achieve the growth projected in the annual goals and benchmarks or objectives. However, the Act does not prohibit a State or public agency from establishing its own accountability systems regarding teacher, school, or agency performance.

(c) Construction-parent rights. Nothing in this section limits a parent's right to ask for revisions of the child's IEP or to invoke due process procedures if the parent feels that the efforts required in paragraph (a) of this section are not being made.

(Authority: 20 U.S.C. 1414(d)); Cong. Rec. at H7152 (daily ed., July 21, 1975))

IDEA Local Implementations by Local Administrators (ILIAD)
The Council for Exceptional Children
1920 Association Drive
Reston, VA 20191-1589
(877) CEC-IDEA; (703) 264-9418; (703) 264-9480 (TTY)
E-mail: ideapractices@cec.sped.org

The Policy Maker Partnership (PMP) for Implementing IDEA 97
National Association of state Directors of Special Education
1800 Diagonal Road, Suite 320
Alexandria, VA 22314
(703) 519-3800; (703) 519-7008 (TTY)
E-mail: nasdse@nasdse.org
Web: www.nasdse.org

Regional Resource Centers

Northeast Regional Resource Center (NERRC)
Learning Innovations
20 Winter Sport Lane
Williston, VT 05495
(802) 951-8226; (802) 951-8213 (TTY)
E-mail: nerrc@aol.com
Web: www.wested.org/nerrc/

Serving: Connecticut, Maine, Massachusetts, New Hampshire, New Jersey, New York, Rhode Island, and Vermont.

Mid-South Regional Resource Center (MSRRC)
Human Development Institute
University of Kentucky
126 Mineral Industries Building
Lexington, KY 40506-0051
(859) 257-4921; (859) 257-2903 (TTY)
E-mail: msrrc@ihdi.uky.edu
Web: www.ihdi.uky.edu/msrrc

Serving: Delaware, Kentucky, Maryland, North Carolina, South Carolina, Tennessee, Virginia, Washington, DC, and West Virginia.

Southeast Regional Resource Center (SERRC)
School of Education
Auburn University Montgomery
P.O. Box 244023
Montgomery, AL 36124
(334) 244-3100; (334) 244-3800 (TTY)
E-mail: ebeale@mail.aum.edu
Web: edla.aum.edu/serrc/serrc.html

Serving: Alabama, Arkansas, Florida, Georgia, Louisiana, Mississippi, Oklahoma, Puerto Rico, Texas, and the U.S. Virgin Islands.

Great Lakes Area Regional Resource Center (GLARRC)
OSU Center for Special Needs
700 Ackerman Road, Suite 440
Columbus, OH 43202
(614) 447-0844; (614) 447-8776 (TTY)
E-mail: daniels.121@osu.edu
Web: www.csnp.ohio-state.edu/glarrc.htm

Serving: Illinois, Indiana, Iowa, Michigan, Minnesota, Missouri, Ohio, Pennsylvania, and Wisconsin.

Mountain Plains Regional Resource Center (MPRRC)
Utah state University
1780 North Research Parkway, Suite 112
Logan, UT 84341
(435) 752-0238; (435) 753-9750 (TTY)
E-mail: cope@cc.usu.edu
Web: www.usu.edu/mprrc

Serving: Arizona, Bureau of Indian Affairs, Colorado, Kansas, Montana, Nebraska, New Mexico, North Dakota, South Dakota, Utah, and Wyoming.

Western Regional Resource Center (WRRC)
1268 University of Oregon
Eugene, OR 97403-1268
(541) 346-5641; (541) 346-0367 (TTY)
E-mail: wrrc@oregon.uoregon.edu
Web: interact.uoregon.edu/wrrc/wrrc.html

Serving: Alaska, American Samoa, California, Commonwealth of the Northern Mariana Islands, Federated states of Micronesia, Guam, Hawaii, Idaho, Nevada, Oregon, Republic of the Marshall Islands, Republic of Palau, and Washington.

Statement of Transition Service Needs--34 CFR §300.347(b)(1)

"The IEP must include...[f]or each student with a disability beginning at age 14 (or younger, if determined appropriate by the IEP team), and updated annually, a statement of the transition service needs of the student under the applicable components of the student's IEP that focuses on the student's courses of study (such as participation in advanced- placement courses or a vocational education program);"

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Present Levels of Educational Performance

[ Space to write ]

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From the Regulations:

Statement of Present Levels of Educational Performance--34 CFR §300.347(a)(1)

"The IEP for each child with a disability must include . . . a statement of the child's present levels of educational performance, including

"(i) How the child's disability affects the child's involvement and progress in the general curriculum (i.e., the same curriculum as for nondisabled children); or

"(ii) For preschool children, as appropriate, how the disability affects the child's participation in appropriate activities;"

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Measurable Annual Goals (Including Benchmarks or Short-Term Objectives)

[ space to write ]

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From the Regulations:

Statement of Measurable Annual Goals, Including Benchmarks or Short-Term Objectives--34 CFR §300.347(a)(2)

"The IEP for each child with a disability must include . . . a statement of measurable annual goals, including benchmarks or short-term objectives, related to

"(i) Meeting the child's needs that result from the child's disability to enable the child to be involved in and progress in the general curriculum (i.e., the same curriculum as for nondisabled children), or for preschool children, as appropriate, to participate in appropriate activities; and

"(ii) Meeting each of the child's other educational needs that result from the child's disability;"

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Special Education and Related Services [ space to write ]

Supplementary Aids and Services [ space to write ]

Program Modifications or Supports for School Personnel [ space to write ]

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From the Regulations:

Statement of the Special Education and Related Services, Supplementary Aids and Services, Program Modifications, and Supports For School Personnel--34 CFR §300.347(a)(3)

"The IEP for each child with a disability must include... a statement of the special education and related services and supplementary aids and services to be provided to the child, or on behalf of the child, and a statement of the program modifications or supports for school personnel that will be provided for the child

"(i) To advance appropriately toward attaining the annual goals;

"(ii) To be involved and progress in the general curriculum in accordance with 34 CFR §300.347(a)(1) and to participate in extracurricular and other nonacademic activities; and

" (iii) To be educated and participate with other children with disabilities and nondisabled children in the activities described in this section;"

--ALSO--

Beginning Date, Frequency, Location, and Duration of Services and Modifications--34 CFR §300.347(a)(6)

"The IEP for each child with a disability must include . . . the projected date for the beginning of the services and modifications described in 34 CFR §300.347(a)(3), and the anticipated frequency, location, and duration of those services and modifications;"

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[ Page 2 of 5 ]

Explanation of Extent, if Any, to Which Child Will Not Participate with Nondisabled Children

[ space to write ]

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From the Regulations:

Explanation of Extent, if Any, to Which Child Will Not Participate with Nondisabled Children 34 CFR §300.347(a)(4)

"The IEP for each child with a disability must include . . . an explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class and in the activities described in 34 CFR §300.347(a)(3);"

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Administration of State and District-wide Assessments of Student Achievement

Any Individual Modifications In Administration Needed For Child To Participate In State Or District-wide Assessment(s)

[ space to write ]

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From the Regulations:

Statement Of Any Individual Modifications in Administration of State or District-wide Assessments 34--CFR §300.347(a)(5)(i)

"The IEP for each child with a disability must include . . . a statement of any individual modifications in the administration of State or district-wide assessments of student achievement that are needed in order for the child to participate in the assessment;"

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If IEP Team Determines That Child Will Not Participate In A Particular State Or District-Wide Assessment

Why isn't the assessment appropriate for the child?[ space to write ]

How will the child be assessed?[ space to write ]

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From the Regulations:

If Child Will Not Participate in State or District-wide Assessment--34 CFR §300.347(a)(5)(ii)

"If the IEP team determines that a child with a disability will not participate in a particular State or district-wide assessment of student achievement (or part of an assessment), the IEP must include a statement of

"(A) Why that assessment is not appropriate for the child; and

"(B) How the child will be assessed;"

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[ Page 3 of 5 ]

How Child's Progress Toward Annual Goals Will Be Measured

[space to write ]

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From the Regulations:

How Child's Progress Will Be Measured--34 CFR §300.347(a)(7)(i)

"The IEP for each child with a disability must include . . .

a statement of how the child's progress toward the annual goals described in 34 CFR §300.347(a)(2) will be measured;"

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How Child's Parents Will Be Regularly Informed Of Child's Progress Toward Annual Goals And Extent To Which Child's Progress Is Sufficient To Meet Goals By End of Year

[ space to write ]

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From the Regulations:

How Parents Will Be Informed of Their Child's Progress--34 CFR §300.347(a)(7)(ii)

"The IEP for each child with a disability must include . . . a statement of how the child's parents will be regularly informed (through such means as periodic report cards), at least as often as parents are informed of their nondisabled children's progress, of

"(A) Their child's progress toward the annual goals; and

"(B) The extent to which that progress is sufficient to enable the child to achieve the goals by the end of the year."

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[ Page 4 of 5 ]

(Beginning at age 16 or younger if determined appropriate by IEP team)

Statement of Needed Transition Services, Including, If Appropriate, Statement Of Interagency Responsibilities Or Any Needed Linkages

[ space to write ]

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From the Regulations:

Statement of Needed Transition Services--34 CFR §300.347(b)(2)

"The IEP must include . . . for each student with a disability beginning at age 16 (or younger, if determined appropriate by the IEP team), a statement of needed transition services for the student, including, if appropriate, a statement of the interagency responsibilities or any needed linkages."

Definition of "Transition Services"--34 CFR §300.29

"(a) As used in [Part B], "transition services" means a coordinated set of activities for a student with a disability that:

"(1) Is designed within an outcome-oriented process, that promotes movement from school to post-school activities, including post-secondary education, vocational training, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;

"(2) Is based on the individual student's needs, taking into account the student's preferences and interests; and

"(3) Includes: (i) Instruction; (ii) Related services; (iii) Community experiences; (iv) The development of employment and other post-school adult living objectives; and (v) If appropriate, acquisition of daily living skills and functional vocational evaluation.

"(b) Transition services for students with disabilities may be special education, if provided as specially designed instruction or related services, if required to assist a student with a disability to benefit from special education."

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(In a state that transfers rights to the student at the age of majority, the following information must be included beginning at least one year before the student reaches the age of majority)

The student has been informed of the rights under Part B of IDEA, if any, that will transfer to the student on reaching the age of majority. Yes [box to check]

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From the Regulations:

Age of Majority--34 CFR §300.347(c)

"In a State that transfers rights at the age majority, beginning at least one year before a student reaches the age of majority under State law, the student's IEP must include a statement that the student has been informed of his or her rights under Part B of the Act, if any, that will transfer to the student on reaching the age of majority, consistent with 34 CFR §300.517."

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[ Page 5 of 5 ]

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If the child has limited proficiency in English, the IEP team will consider the child's language needs as these needs relate to his or her IEP.

If the child is blind or visually impaired, the IEP team must provide for instruction in Braille or the use of Braille, unless it determines after an appropriate evaluation that the child does not need this instruction.

If the child has communication needs, the IEP team must consider those needs.

If the child is deaf or hard of hearing, the IEP team will consider his or her language and communication needs. This includes the child's opportunities to communicate directly with classmates and school staff in his or her usual method of communication (for example, sign language).

The IEP team must always consider the child's need for assistive technology devices or services.

For more information about these special factors, see §300.346.

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Will Parents Need an Interpreter in Order to Participate Fully?
If the parents have a limited proficiency in English or are deaf, they may need an interpreter in order to understand and be understood. In this case, the school must make reasonable efforts to arrange for an interpreter during meetings pertaining to the child's educational placement. For meetings regarding the development or review of the IEP, the school must take whatever steps are necessary to ensure that parents understand the meetings--including arranging for an interpreter. This provision should help to ensure that parents are not limited in their ability to participate in their child's education because of language or communication barriers.

Therefore, if parents need an interpreter for a meeting to discuss their child's evaluation, eligibility for special education or IEP, they should let the school know ahead of time. Telling the school in advance allows the school to make arrangements for an interpreter so that parents can participate fully in the meeting.

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Supports for school staff may include professional development or more training. Professional development and training are important for teachers, administrators, bus drivers, cafeteria workers, and others who provide services for children with disabilities.

The child's special education teacher contributes important information and experience about how to educate children with disabilities. Because of his or her training in special education, this teacher can talk about such issues as:

Beyond helping to write the IEP, the special educator has responsibility for working with the student to carry out the IEP. He or she may:

work with the student in a resource room or special class devoted to students receiving special education services;

team teach with the regular education teacher; and

work with other school staff, particularly the regular education teacher, to provide expertise about addressing the child's unique needs.

Another important member of the IEP team is the individual who can interpret what the child's evaluation results mean in terms of designing appropriate instruction. The evaluation results are very useful in determining how the child is currently doing in school and what areas of need the child has. This IEP team member must be able to talk about the instructional implications of the child's evaluation results, which will help the team plan appropriate instruction to address the child's needs.

The individual representing the school system is also a valuable team member. This person knows a great deal about special education services and educating children with disabilities. He or she can talk about the necessary school resources. It is important that this individual have the authority to commit resources and be able to ensure that whatever services are set out in the IEP will actually be provided.

The IEP team may also include additional individuals with knowledge or special expertise about the child. The parent or the school system can invite these individuals to participate on the team. Parents, for example, may invite an advocate who knows the child, a professional with special expertise about the child and his or her disability, or others (such as a vocational educator who has been working with the child) who can talk about the child's strengths and/or needs. The school system may invite one or more individuals who can offer special expertise or knowledge about the child, such as a paraprofessional or related services professional. Because an important part of developing an IEP is considering a child's need for related services (see the list of related services in the box on the previous page), related service professionals are often involved as IEP team members or participants. They share their special expertise about the child's needs and how their own professional services can address those needs. Depending on the child's individual needs, some related service professionals attending the IEP meeting or otherwise helping to develop the IEP might include occupational or physical therapists, adaptive physical education providers, psychologists, or speech-language pathologists.

When an IEP is being developed for a student of transition age, representatives from transition service agencies can be important participants. (See the box below for more information about transition.) Whenever a purpose of meeting is to consider needed transition services, the school must invite a representative of any other agency that is likely to be responsible for providing or paying for transition services. This individual can help the team plan any transition services the student needs. He or she can also commit the resources of the agency to pay for or provide needed transition services. If he or she does not attend the meeting, then the school must take alternative steps to obtain the agency's participation in the planning of the student's transition services.

And, last but not least, the student may also be a member of the IEP team. If transition service needs or transition services are going to be discussed at the meeting, the student must be invited to attend. More and more students are participating in and even leading their own IEP meetings. This allows them to have a strong voice in their own education and can teach them a great deal about self-advocacy and self-determination.

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The Regular Education Teacher as Part of the IEP Team
Appendix A of the federal regulations for Part B of IDEA answers many questions about the IEP. Question 24 addresses the role of the regular education teacher on the IEP team. Here's an excerpt from the answer:

"...while a regular education teacher must be a member of the IEP team if the child is, or may be, participating in the regular education environment, the teacher need not (depending upon the child's needs and the purpose of the specific IEP team meeting) be required to participate in all decisions made as part of the meeting or to be present throughout the entire meeting or attend every meeting. For example, the regular education teacher who is a member of the IEP team must participate in discussions and decisions about how to modify the general curriculum in the regular classroom to ensure the child's involvement and progress in the general curriculum and participation in the regular education environment.

"Depending upon the specific circumstances, however, it may not be necessary for the regular education teacher to participate in discussions and decisions regarding, for example, the physical therapy needs of the child, if the teacher is not responsible for implementing that portion of the child's IEP.

"In determining the extent of the regular education teacher's participation at IEP meetings, public agencies and parents should discuss and try to reach agreement on whether the child's regular education teacher that is a member of the IEP team should be present at a particular IEP meeting and, if so, for what period of time. The extent to which it would be appropriate for the regular education teacher member of the IEP team to participate in IEP meetings must be decided on a case-by-case basis."

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Related Services
A child may require any of the following related services in order to benefit from special education. Related services, as listed under IDEA, include (but are not limited to):

Audiology services

Counseling services

Early identification and assessment of disabilities in children

Medical services

Occupational therapy

Orientation and mobility services

Parent counseling and training

Physical therapy

Psychological services

Recreation

Rehabilitation counseling services

School health services

Social work services in schools

Speech-language pathology services

Transportation

If a child needs a particular related service in order to benefit from special education, the related service professional should be involved in developing the IEP. He or she may be invited by the school or parent to join the IEP team as a person "with knowledge or special expertise about the child."

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Transition Services
Transition refers to activities meant to prepare students with disabilities for adult life. This can include developing postsecondary education and career goals, getting work experience while still in school, setting up linkages with adult service providers such as the vocational rehabilitation agency--whatever is appropriate for the student, given his or her interests, preferences, skills, and needs. Statements about the student's transition needs must be included in the IEP after the student reaches a certain age:

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Needed transition services. Beginning when the child is age 16 (or younger, if appropriate), the IEP must state what transition services are needed to help the child prepare for leaving school.

Age of majority. Beginning at least one year before the child reaches the age of majority, the IEP must include a statement that the student has been told of any rights that will transfer to him or her at the age of majority. (This statement would be needed only in states that transfer rights at the age of majority.)

Measuring progress.
The IEP must state how the child's progress will be measured and how parents will be informed of that progress.

More information will be given about these IEP parts later in this guide. A sample IEP form will be presented, along with the federal regulations describing the "Content of the IEP," to help you gain a fuller understanding of what type of information is important to capture about a child in an IEP. It is useful to understand that each child's IEP is different. The document is prepared for that child only. It describes the individualized education program designed to meet that child's needs.

The school system schedules and conducts the IEP meeting. School staff must:

contact the participants, including the parents;

notify parents early enough to make sure they have an opportunity to attend;

schedule the meeting at a time and place agreeable to parents and the school;

tell the parents the purpose, time, and location of the meeting;

tell the parents who will be attending; and

tell the parents that they may invite people to the meeting who have knowledge or special expertise about the child.

Step 6. IEP meeting is held and the IEP is written.

The IEP team gathers to talk about the child's needs and write the student's IEP. Parents and the student (when appropriate) are part of the team. If the child's placement is decided by a different group, the parents must be part of that group as well.

Before the school system may provide special education and related services to the child for the first time, the parents must give consent. The child begins to receive services as soon as possible after the meeting.

If the parents do not agree with the IEP and placement, they may discuss their concerns with other members of the IEP team and try to work out an agreement. If they still disagree, parents can ask for mediation, or the school may offer mediation. Parents may file a complaint with the state education agency and may request a due process hearing, at which time mediation must be available.

Step 7. Services are provided.
Step 8. Progress is measured and reported to parents.
The school makes sure that the child's IEP is being carried out as it was written. Parents are given a copy of the IEP. Each of the child's teachers and service providers has access to the IEP and knows his or her specific responsibilities for carrying out the IEP. This includes the accommodations, modifications, and supports that must be provided to the child, in keeping with the IEP.

The child's progress toward the annual goals is measured, as stated in the IEP. His or her parents are regularly informed of their child's progress and whether that progress is enough for the child to achieve the goals by the end of the year. These progress reports must be given to parents at least as often as parents are informed of their nondisabled children's progress.

Step 9. IEP is reviewed.

The child's IEP is reviewed by the IEP team at least once a year, or more often if the parents or school ask for a review. If necessary, the IEP is revised. Parents, as team members, must be invited to attend these meetings. Parents can make suggestions for changes, can agree or disagree with the IEP goals, and agree or disagree with the placement.

If parents do not agree with the IEP and placement, they may discuss their concerns with other members of the IEP team and try to work out an agreement. There are several options, including additional testing, an independent evaluation, or asking for mediation (if available) or a due process hearing. They may also file a complaint with the state education agency.

Step 10. Child is reevaluated.

At least every three years the child must be reevaluated. This evaluation is often called a "triennial." Its purpose is to find out if the child continues to be a "child with a disability," as defined by IDEA, and what the child's educational needs are. However, the child must be reevaluated more often if conditions warrant or if the child's parent or teacher asks for a new evaluation.
http://www.ed.gov/pubs/edpubs.html
To obtain this publication in an alternate format (braille, large print, audio cassette, or disk), please contact Katie Mincey, Director of the Alternate Format Center, at (202) 260-9895, or via e-mail at Katie_Mincey@ed.gov.

This document is also available online at:

PDF (549K) MS Word (145K)

2. Introduction

3. The Basic Special Education Process Under IDEA

4. A Closer Look at the IEP

5. Contents of the IEP

6. Additional State and School-System Content

7. The IEP Team Members

8. Writing the IEP

9. Deciding Placement

10. After the IEP is Written

11. Implementing the IEP

12. Reviewing and Revising the IEP

13. What If Parents Don't Agree With the IEP?

14. Summary

15. Sample Form

16. Information Resources

17. Attachment A

Last Modified: 08/30/2019

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individualized education programs; special education; disabilities; special needs students;

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Archived: Guide to the Individualized Education Program

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The purpose of this archived guide is to assist educators, parents, and State and local educational agencies in implementing the requirements of Part B of the Individuals with Disabilities Education Act (IDEA) regarding Individualized Education Programs (IEPs) for children with disabilities, including preschool-aged children.

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This website goes into depth on the different categories of an IEP, and gives you information based on that.

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Special education law, or the Individuals with Disabilities Education Act (IDEA) lists 13 categories of special education, each with its own detailed requirements. Special education pertains to student's aged 3-22 who attend a PUBLIC INSTITUTION.

To qualify, a child must have one of the identified disabilities AND it must adversely affect their educational performance. Every school district has the legal responsibility to identify, locate and evaluate children who are in need of special education services. The law calls this child find.

The following categories make up the cornerstone of special education law.

FAPE is the educational right of children with disabilities in the United States to receive educational services at public expense.
I CAN NOT EMPHASIZE THE FOLLOWING STATEMENT ENOUGH!
"IDEA does not require your school district to provide the very best education for your child, the school district needs to only provide an appropriate education."

Unfortunately, the concept of FAPE is vague and often results in IEP conflicts. As a parent, keep in mind that what is appropriate for one child may not be deemed appropriate for another. The IEP team is responsible for determining what is appropriate on a case by case basis.

Special education law (IDEA) states that the assessment of your child must involve various tests and measures to determine whether your child has a disability. A school district must conduct an initial evaluation to determine if the student qualifies for special education within 60 days of receiving consent. Parents may request only one evaluation per year unless the school is in agreement.

HOWEVER, if you disagree with the evaluation, you may request a Independent Education Evaluation at no cost to you.

School districts must obtain informed consent from the parent before performing the initial evaluation of a child. This means the parent has been fully informed in their native language about all of the information for which they are giving consent and that they understand and agree in writing to the evaluation of their child.

Parent consent is voluntary and may be withdrawn at any time.

Consent for evaluation does not mean that a parent has consented for placement in special education or has agreed for their child to receive services. The district must request new consent if a child is to be placed in special education. If at any time a parent revokes consent in writing for services after having consented to them in the past, the district must use due process procedures if they wish to continue services.

Keep in mind that as a parent you may consent to part of the IEP but not to all. While you are working on agreeing on the entire IEP, the parts that you have consented to must be implemented immediately.

Special education law requires school districts to place a child in the least restrictive environment(LRE) that meets their individual needs. A child's LRE will depend on their abilities and disabilities. IDEA mandates LRE to make sure that individual needs determine each individual placement, not the other way around.

As a parent, you have the right to view your child's cumulative file. The file usually contains: Report cards, medical data, attendance information, testing data, discipline records and teacher comments. IDEA requires the school to grant a parent's request to see their child's file before an IEP meeting or within 45 days of your request.

The school may charge a fee for copying records. Parents have the right to request that any false, inaccurate or misleading information or information that violates the privacy rights of their child be amended or deleted.

Special education law (IDEA) requires that the IEP team develop a transition plan as part of the IEP when a child turns 16. The transition plan must include how a child will proceed after high school. The plan may include college, work, training, independent living, etc. It also must include reasonable goals and services that will help a child reach their transition goals.

7. STAY PUT RIGHTS:

The rules of a school district and a school apply to all students. However, rules must be applied in conjunction with special education law and procedures. Like all children, your child must follow school rules. They may be disciplined, suspended or expelled. However, before the district can take action, special education law (IDEA) requires an analysis of whether the disability played a part in a child's behavior. This is referred to as manifestation determination.

FOR EXAMPLE: If a student with an active breaks a school rule that results in a suspension or expulsion, the student's program, placement or services CANNOT be changed unless the district and parent agree.

If there is no agreement, the child is entitled to STAY PUT in their current program UNTIL a new IEP is signed and agreed upon. Bottom line, a parent can assert their child's STAY PUT right and maintain their current placement until a new IEP is in place. This prevents your child from losing services while the new placement is being

8. TEN DAY RULE:

STAY PUT protection under special education law only apply if your child is facing more than 10 consecutive days out of school. This is referred to as the 10 day rule.

A special education student who is suspended from school for LESS than 10 consecutive days is NOT entitled to IDEA protection. Usually, school suspensions are less than 10 days.

If a district intends to suspend or expel a special education student for more than 10 consecutive days it can be considered a change of placement. If this occurs, the district must hold a manifestation IEP to determine if the student's actions were caused by their disability. If the IEP team determines that they were, then the student's placement cannot be changed and the STAY PUT rights are activated.

If the IEP team determines the student's behavior was not a result of the disability, the child has no STAY PUT rights and CAN be expelled.

9. WEAPONS and DRUG OFFENSES:
"A special education student who brings a weapon to school or possesses, uses, sells or solicits the sale of drugs at school or during a school function can be removed for up to 45 days without parental agreement."
IDEA also makes exception to the 10 day rule if the discipline involves drugs or weapons.

The student is entitled to an alternative placement during the 45 days. IDEA requires the IEP team to develop a behavior plan for students whose behavior impedes his or her learning or the learning of others. If a student is removed for more than 10 days, IDEA also requires the IEP team to do a functional behavioral assessment and implement a behavior plan.

Special education law provides a child the right to be placed in a private school ONLY if your school district cannot provide an appropriate program.

Under IDEA, school districts are required to show that they cannot serve a child's special education needs BEFORE they place and pay for a child to attend a private placement.

A child's needs and the nature of public placement determine if private placement is appropriate and feasible.

There MUST be an IEP agreement or due process court ruling that determines that private placement is appropriate before a school district is required to pay for a private placement.

If you decide to place your child in private placement without this in place the district is NOT required to pay for it. The district does not need to provide special education services to a private school nor does it have to provide any services different to those that would be available if the child was attending public school.

If you plan to move your child to a private placement, it is your responsibility to inform the school district of your intent either at an IEP meeting or by 10 days before the removal. If your child is enrolled in a home school program you may have your child evaluated for special education but your services may be limited depending on the decision of the IEP team.

Special education law states that imprisoned children between the ages of 18-21 who have an IEP are entitled to a free and appropriate education.

Parents may file for due process but must do it within two years of the dispute. Once the dispute is filed, the other party has 10 days to respond. Within 15 days of receiving the due process request, the district must conduct a meeting to try to resolve the dispute. This may include mediation or a hearing. A parent has the right to take any dispute they have with their child's school district to a third neutral party. The decision may be appealed all the way to the Supreme Court.

You may bring anyone you'd like with you to your child's IEP meeting. This includes doctors, psychologists, advocates, or other specialists you are working with. It is good protocol to inform the district in advance that you are bringing others with you so you don't appear to be adversarial.

REMEMBER according to special education law, you are an equal partner in the IEP process. No part of the IEP can be implemented without your consent.

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individuals with disabilities education act

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Understanding Special Education Law (IDEA)

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Special education law, or the Individuals with Disabilities Education Act (IDEA) lists 13 categories of special education, each with its own detailed requirements. Special education pertains to student's aged 3-22 who attend a PUBLIC INSTITUTION. To qualify, a child must have one of the identified disabilities AND it must adversely affect their educational performance.

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This URL takes you to an overview of what to know about and IEP. If you explore this website more, it has a lot of resources for IEP, UDL, SEL, etc.

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Most teachers have at least one or two students with IEPs in their classrooms each year, and sometimes many more. What is an IEP, and how does it affect students, teachers, and families? Here's what you need to know.

What is an IEP?

Source: Modern Teacher

IEP stands for Individualized Education Program. It's a legal document that clearly defines how a school plans to meet a child's unique educational needs that result from a disability. IEPs were first introduced in 1975, when Congress passed legislation that gave children with disabilities the right to attend public schools.

Today, IEPs are covered under t he Individuals With Disabilities Education Act (IDEA). This federal law entitles all children with certain types of disabilities a free, appropriate education . Children who qualify must be provided with an education that meets their unique needs, provides access to the general education curriculum, and meets state grade-level standards.

What is the purpose of an IEP?

The IEP is the cornerstone of a child's special education program. It assesses their present performance, sets reasonable measurable goals for the child, and specifies the services the school will provide. IEPs grow and change along with a child and are regularly reevaluated to ensure they're still effective (at least annually, sometimes more frequently).

IDEA says that school districts must provide a free, appropriate public education (FAPE) to all children. What's more, they must allow students to participate in that education in the least restrictive environment (LRE) possible. They must be given the opportunity to participate in the traditional school experience to the full extent possible.

Least Restrictive Environment (LRE)

Source: LREs at Undivided

When federal law first required public schools to admit special education students in the 1970s, many of them grouped these students together into special ed classrooms or buildings. This isolated them from their peers, leading to stigma among the general public. Plus, students of wildly varying abilities were often all in one classroom, making it difficult to meet all of their needs.

When IDEA went into effect in 1990, one goal was to change the stigma and give all students a more appropriate education among their peers. To that end, the law stated students must learn in the least restrictive environment. In other words, schools were urged to find ways to serve students with special needs in the general classroom whenever possible.

An IEP can help schools and teachers figure out how to help students succeed in the LRE that's right for them, which for many is a general education inclusion classroom, possibly with push-in, pull-out services. For some students, a general classroom isn't an appropriate LRE. However, the law requires schools to do their best to keep kids learning alongside their peers before opting for a different choice.
Learn more about Least Restrictive Environments (LRE) here.
Who qualifies for an IEP?

IDEA covers children from birth until they graduate high school or turn 21, whichever comes first. To qualify, a child must fall under one of 13 disability categories, and their disability must adversely affect their school performance. Just because a child has a disability does not mean they need special services or require an IEP. They do have the right to be evaluated for one, though.

These are the included categories and legal definitions under IDEA:

Autism Spectrum Disorder: A developmental disability that mainly affects a child's social and communication skills, and sometimes behavior

Deafness: A severe hearing impairment that prevents a child from processing language through hearing

Deaf-Blindness: A combination of a hearing and a visual impairment

Hearing Impairment: Hearing loss that is less severe than deafness

Intellectual Disability: Below-average intellectual ability

Multiple Disabilities: A child with more than one condition covered by IDEA

Orthopedic Impairment: An impairment to a child's body, no matter the cause

Other Health Impairment: Conditions that limit a child's strength, energy, or alertness

Specific Learning Disability: A learning issue that affects a child's ability to write, listen, speak, reason, or do math

Speech or Language Impairment: A range of communication problems such as stuttering, impaired articulation, etc.

Traumatic Brain Injury: A brain injury caused by an accident or some kind of physical force

Visual Impairment, including Blindness: Partial or complete loss of sight, not correctable by eyewear

What information does an IEP include?

Each IEP must be an individualized document, created especially for the child in question. There is no standard form, but the law does require it to include sections for present levels of performance, goals, and services. See a sample IEP with its sections explained here.

Present Levels of Performance (PLOP, PLP, or PLAAFP)

Source: Maryland Online IEP

This section documents a child's current school performance and how their disability affects their progress and involvement. These are reevaluated on a regular basis, at least annually, and updated as needed. They should include a detailed look at:

Academic Achievement: This refers to a child's progress in academic subjects like reading, math, science, etc. It could be based on observations of classroom teachers, grades, results of state and district standardized tests, special education evaluations, and more.

Functional Performance: This term encompasses all the skills and activities kids learn that aren't directly related to academics. That might include language development, social skills, behavior, life skills, mobility skills, and so on.

Learn more about the Present Level of Performance component of an IEP here.
Goals

Source: A Day in Our Shoes

An IEP must include measurable goals for the student that can be reasonably accomplished in a school year. The goals are based on the student's present level of performance and focus on the student's specific needs.

It's vital that the goals on an IEP be "measurable." This means they must be very specific in their wording. A goal should include how success will be measured, and when progress is expected to be seen.

Here's an example of a poorly written IEP goal: "The student will improve their reading skills by focusing on sight words." This goal doesn't include any way in which progress can be measured, or a projected time frame for meeting the goal.

Instead, this goal might say, "At the end of the first grading period, the student will demonstrate mastery of a list of 50 common sight words by reading aloud the words when presented on flash cards, with an accuracy of 95%."
Discover much more about IEP goals here.
Services

Source: IEP Related Services at Undivided

In this section, schools state the ways they'll help the child achieve their IEP goals. This might include:

Accommodations: These are special arrangements that aren't part of the standard classroom equipment or policy. For instance, a child with sensory-processing issues might be permitted to wear noise-cancelling headphones in the classroom. Or a student with vision challenges might have a written test read aloud to them and be allowed to respond orally. Accommodations don't change what a student learns, it only changes how they learn it. See more examples of classroom accommodations here.

Modifications: Modifications do involve changes to what a child is learning. They might lower or raise expectations for specific standards, or reduce the amount of work a child is expected to produce. Learn about modifications vs. accommodations here.

Assistive Technology: Examples include text-to-speech software, typing instead of handwriting, closed-captioning, hearing aids, pencil grips, etc. See more about assistive technology here.

Related Services: These are any other services kids need to help them succeed in the LRE, such as transportation services, occupational therapy, social skills groups, interpreters, or classroom aides. Here's more on IEP related services.

Who creates an IEP?

Source: FosterVA

Under IDEA, schools are required to actively seek out and identify students who qualify for special education services. It's often a classroom teacher who first suggests a student be evaluated for these services. Other times, a doctor, counselor, or parent may initiate the process.

Once a school decides to evaluate a student, they must seek parental approval. Schools usually have set processes in place, including assessments and evaluations, but they must follow the law. Most districts have IEP coordinators to help with the process. Parents may also choose to have their children evaluated privately, at their own cost.

After an evaluation determines a child qualifies for special education services, the IEP team is assembled. This might include:

Classroom teachers

Special ed team members

Counselors or psychologists

Behavioral specialists

District representatives

Other interested parties, such as other teachers or staff members who interact with the child

Parents or legal guardians

Child, if appropriate

The IEP team changes over time, and not all members must attend meetings. However, at each formal yearly evaluation, it's best to assemble as many members of a team as possible.

What rights do parents have in the IEP process?

Source: Dr. Nicole Connolly

The law gives parents some very specific rights in the IEP process. Parents and legal guardians have the right to:

Request a special education evaluation at no cost

Give or deny consent for a special education evaluation

Agree or refuse the special education services offered

Have an independent evaluation performed (at their own cost)

Disagree with a school's decision by asking for a due-process hearing or mediation

Participate in or request IEP meetings, and bring others to the meeting

Review IEP documents at any time

Control who has access to their child's IEP

Receive prior written notice of any proposed changes to the IEP

Find out more about IEPs and parental rights here.
IEP Resources

In addition to the resource links throughout this post, here are some additional places to find info for parents, teachers, and schools on IEPs.

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As a parent or a teacher, you might wonder "What is an IEP, and how can it help a child succeed in school?" Find out more here.

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This URL takes you to a platform in which you can find more book to read as a means of educating yourself on abolitionist teaching.

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HaymarketBooks.org

Abolitionist Teaching and the Future of our Schools

The coronavirus pandemic has transformed the US education system overnight. The antiracist rebellion in the streets has shown a light on the deep racial inequality in America.

Educators and activists who have nurtured radical dreams for public schools now face an unprecedented moment of change, and the challenge of trying to teach and organize online in the midst of unfolding crises.

Scholar and author Bettina Love's concept of abolitionist teaching is about adopting the radical stance of the movement that ultimately overthrew slavery, but persisted and insisted on freedom long before that victory.
What would freedom look like in our schools? How can abolitionist educators make the most of this moment to fight for humane, liberatory, anti-racist schooling for black youth and for all youth?
Bettina L. Love is an award-winning author and the Athletic Association Endowed Professor at University of Georgia. She is the author of We Want To Do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom and Hip Hop's Li'l Sistas Speak: Negotiating Hip Hop Identities and Politics in the New South.

Dr. Gholnecsar (Gholdy) Muhammad is an Associate Professor of Language and Literacy at Georgia State University. She also serves as the director of the GSU Urban Literacy Clinic. Dr. Muhammad's scholarship has appeared in leading educational journals and books. Some of her recognitions include the 2014 recipient of the National Council of Teachers of English, Promising New Researcher Award, the 2016 NCTE Janet Emig Award, the 2017 GSU Urban Education Research Award and the 2018 UIC College of Education Researcher of the Year. She is the author of Cultivating Genius: An Equity Model for Culturally and Historically Responsive Literacy.

Dena Simmons, Ed.D., is an activist, educator, and student of life from the Bronx, New York. She is the Assistant Director of the Yale Center for Emotional Intelligence and an Associate Research Scientist at the Yale Child Study Center. She writes and speaks nationally about social justice and culturally responsive and sustaining pedagogy as well as creating emotionally intelligent and safe classrooms within the context of equity and liberation. She is the author of the forthcoming book, White Rules for Black People (St. Martin's Press, 2021).

Brian Jones is the Associate Director of Education at the Schomburg Center for Research in Black Culture. He writes about black education history and politics.

The Schomburg Center for Research in Black Culture in Harlem is one of the world's leading cultural institutions devoted to the research, preservation, and exhibition of materials focused on African American, African Diaspora, and African experiences.

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Abolitionist Teaching and the Future of our Schools

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The coronavirus pandemic has transformed the US education system overnight. The antiracist rebellion in the streets has shown a light on the deep racial inequality in America. Educators and activists who have nurtured radical dreams for public schools now face an unprecedented moment of change, and the challenge of trying to teach and organize online in the midst of unfolding crises.

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(Article) Teachers Must Hold Themselves Accountable for Dismantling Racial Oppression

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(Article) Teachers Must Hold Themselves Accountable for Dismantling Racial Oppression

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This article specifically calls out teacher and why it is their responsibility to dismantle racial oppression. The entire website is a blog for teacher to continue to educate themselves.

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Kelisa Wing is the author of "Weeds & Seeds: How To Stay Positive in the Midst of Life's Storms" and "Promises and Possibilities: Dismantling the School to Prison Pipeline" (both available on Amazon). She also is a 2017 State Teacher of the year, speaker, teacher and activist for discipline reform.
Full profile →

This week began with a hike in the woods for my family and me in the Shenandoah Valley State Park. Pre COVID-19, our outings consisted of laser tag, movies every weekend, and going out to eat, but now, we are just happy being outside. As we parked our car, the first thing I noticed was the huge Confederate flag hanging from the window of the adjacent house. It was not lost on me that I was only 30 minutes away from Charlottesville, and it was not bears that I feared in those woods that day.

At the same time, Amy Cooper was in a park too, breaking the law and not adhering to the park rules. Rather than acknowledge her wrongdoing and moving on, she decided to call 911 and say an African American man was threatening her life.

And just when we believed the week could not have gotten any worse, George Floyd was murdered in the street by a Minneapolis police officer, begging for his life-"I can't breathe," his final words. In the last few days, we have watched riots and protests in the streets of Minneapolis. The images are reminiscent of the LA Riots and, while we are happy with the firing of the police officers responsible, we demand their arrest.

Martin Luther King, Jr. once said,

I think America must see that riots do not develop out of thin air. [...] in the final analysis, a riot is the language of the unheard. [...] (America) it has failed to hear that the promises of freedom and justice have not been met. [...] Social justice and progress are the absolute guarantors of riot prevention.

As I reflect on King's words- social justice and progress-I am more convinced about the fact that the reason why we are at this place in our society is that racism is ingrained in the very fabric of our country. This country was built on the backs of slaves, and until we are ready to reconcile, remedy and discuss that, we will always deal with the Amy Coopers of the world. We will continue to see Black people murdered as if they are indispensable and we will continue to deal with racism in America.

I am tired, but although we may be worn out, we must NEVER give out! I believe that now, more than ever, educators have a responsibility to hold themselves individually, and hold others mutually accountable to the repair of our country and race relations. I stumbled upon this tweet thread about the type of teacher that would be likened to Amy Cooper calling the police on Christian Cooper in Central Park. The thread, while entertaining, was sad because we all know "that teacher" or "those teachers" within our buildings, but we do not have to continue down this path. We must commit to teaching in a way that totally disrupts and dismantles the system of oppression we have been operating within for over 400 years.

We will change the narrative by:

Holding ourselves individually and mutually accountable: When you see something, say something. It does not matter if it is at your dinner table, the hallways of your school or on an outing with friends. We must combat racism by facing everyday bias head-on. Teaching Tolerance provides great resources to do just this. We can no longer be silent about the things that matter!

Ensuring representation is at the forefront: Look around your committee, your table, your office, your curriculum-who is there? Who is not there? Why? Challenge yourselves to ensure that the people not currently at the table are represented on your committee, in your images, and in your curriculum because representation matters!

Caring about more than ourselves: It does not matter if this is not personally impacting you. It should matter that Black people are still underpaid, mistreated, underrepresented. It should matter that Black men are so feared by police officers that a routine traffic stop can quickly turn into a death sentence. It should not matter if you have students of color or not, you still should care.

We may be worn out, but we must never give out! We need to ensure that we talk about the true reason we are here. Amy Cooper, the murder of George Floyd, and the subsequent protests are symptoms of a disease just as lethal as Coronavirus, and that disease is racism. Martin Luther King gave us the cure, social justice and progress. We must teach like our lives depend on it, because for some of us, it does!

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Teachers Must Hold Themselves Accountable for Dismantling Racial Oppression

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Kelisa Wing is the author of "Weeds & Seeds: How To Stay Positive in the Midst of Life's Storms" and "Promises and Possibilities: Dismantling the School to Prison Pipeline" (both available on Amazon). She also is a 2017 State Teacher of the year, speaker, teacher and activist for discipline reform.

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A book club for teachers, where you would be joining teachers around the U.S. discussing books that are about Abolitionist teaching, or that support that idea.

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This website gives amazing resources on having a culturally responsive classroom. It also has events that you can register for, to educate your self on abolitionist teaching.

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What We Do

Grants

APS Teacher Campaign

APS Teacher Campaign

ATN awards grants to educators and community members who strive to disrupt inequalities and injustice within their schools, communities, or both. We will be launching our 3rd annual grant cycle in late October 2023.

APS Teacher Campaign

APS Teacher Campaign

APS Teacher Campaign

Explore resources to learn about the Atlanta Public Schools "Cheating Scandal" and support the educators facing prison

Programming

Programming

Programming

Year round, we host political education, healing justice, and affinity group events for educators, organizers, students, and parents/caregivers. Follow us on socials to stay up to date.

Resources

Programming

Programming

From our founding guide for racial justice and abolitionist social and emotional learning to a database for queer, trans, and non-binary educators + students, we pride ourselves on being a resource hub for education communities.

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Abolitionist Teaching Network's mission is simple: develop and support educators to fight injustice within their schools and communities. Utilizing the intellectual work and direct action of community organizers, Abolitionist Teachers will organize and take action for educational freedom.

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This is an extension that you can add onto chrome. The extension offers: text-to-speech, text and picture doctrinaires, speech-to-text, and much more. It's also FREE!

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Boost reading and writing confidence across all types of content and devices, in class, at work, and at home.

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This website offers amazing recourse for teaching looking to educate themselves on abolitionist teaching. It offers Professional development, a library, topics of lessons, and teaching strategies.

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Our collection of educator resources includes a wide range of flexible materials. You will find resources that support teaching a complex moment in history or addressing today's breaking news.

Facing History students are 94% more likely than other students to report that their class motivated them to learn.

93% of Facing History students agreed that it is important to work for positive social change.

Current Events in the Classroom

Our current events resources help teachers lead effective and engaging discussions on today's news.
Learn More

"I can trust the materials to be easy to access, implement, and provide a way to engage students on sensitive topics."

Teaching Strategies

Our student-centered teaching strategies improve literacy skills, nurture critical thinking, and create a respectful classroom climate. You can implement these strategies with any academic content.
Learn More

Collections, Units, & Toolkits

Our collections, units, and toolkits provide you with a range of options to introduce students to themes that are relevant to their lives.
Learn More
Lessons & Mini-Lessons

Our lessons and mini-lessons include primary sources and news sources to support their head, heart, and conscience.
Learn More

- Facing History Educator Reflecting on Our Reconstruction Unit

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Find compelling classroom resources, learn new teaching methods, meet standards, and make a difference in the lives of your students.

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This is a news article. A radio show in which Bettina Love talks about her book, "We Want to do More Than Survive" and gives an overview of Abolitionist teaching.

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This is an extension that allows students to in a more efficient way. It checks spelling and grammar, Another extension like this on would be Grammarly. I use this on myself, both of these extensions mentioned are helpful. And they are FREE.

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Ginger Software | English Grammar & Writing App

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Powerful and effortless desktop & mobile solutions for improving your writing and productivity. Ginger Software is your personalized editor - everywhere you go.

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This app allows students to upload work in video form, which is a good option for students who don't feel comfortable writing, or have a hard time with writing. It also gives you the option of having closed captions on the videos.

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We express ourselves in different ways. On Flip, you can use our simple and fun built-in camera to record your thoughts, add effects and share within your Flip group as video, audio only or text in your web browser or mobile app.

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Flip is a video discussion and sharing app, free from Microsoft.

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Flip (formerly Flipgrid) is a video discussion and video sharing app, free from Microsoft, built for classrooms and beyond. Learn more.