325T RESOURCES
If you have resources to share, see below.
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*****A RECENTLY ADDED RESOURCE is indicated by asterisks before the Resource title.*****
| DOMAIN A: LICENSURE [OR CERTIFICATION] STANDARDS | ||||
AUTHOR/ AFFILIATION/ EMAIL |
RESOURCE TITLE |
RESOURCE DESCRIPTION |
TARGET AUDIENCE |
LINK |
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Harvey Rude, University of Northern Colorado, Harvey.Rude@unco.edu
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Council for Exceptional Children national standards for the preparation of Academic Intervention Specialists
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As part of the Master of Arts comprehensive examination, all Intervention Specialist graduate students are required to create an iWebfolio account and submit artifacts from their program performance demonstrations that are tied to one of the six CEC Advanced Standards that include: leadership and policy; program development and organization; research and inquiry; individual and program evaluation; professional development and ethical practice; and collaboration.
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Special education teachers
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Stephanie Kurtts & Sam Miller, UNCG, sakurtts@uncg.edu, sdmille2@uncg.edu |
*****PRAXIS II self-tutorials for the PRAXIS II in middle school Language Arts and Math
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These online self tutorials are designed to assist special and general education teachers prepare for the PRAXIS II in middle school Language Arts and Math, thus leading to additional licensure in a content area(s).
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Special education and general education teachers
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Praxis II Tutorials:Math Tutorial LinkLanguage Arts Tutorial Link |
| DOMAIN B: ORGANIZATIONAL STRUCTURE AND INSTRUCTIONAL DELIVERY | Click here for Domain B Webinars | |||
AUTHOR/ AFFILIATION/ EMAIL |
RESOURCE TITLE |
RESOURCE DESCRIPTION |
TARGET AUDIENCE |
LINK |
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Brigid Flannery & Beth Harn, Project SOLVE, University of Oregon, brigidf@uoregon.edu, bharn@uoregon.edu
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Linking Key Assignments to Practica & Courses
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This is a tool we used for faculty who taught in the licensure program to describe their key assignments so we could better ensure these were being reinforced in the practica (fieldwork).
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Faculty
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Poonam Kumar, College of Education, Saginaw Valley State University, pkumar@svsu.edu
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An Instructional Website for Teachers
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This website provides links to numerous resources that cover various topics including evidence-based practices, special education law, reading strategies, behavioral interventions, universal design for learning, Response to Intervention (RTI), news updates and opportunities for connecting with other teachers in the area.
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Special education and general education teachers, school administrators, parents, and teacher candidates.
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Scott Snyder & Melanie Shores, University of Alabama at Birmingham, ssnyder@uab.edu, mshores@uab.edu
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K-12 Response to Intervention School Survey
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A survey submitted to all local schools in order to describe the topography of RtI practices so that teacher education programs could assure fidelity and systems could assist each other.
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Teacher educators, K-12 Leaders.
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Scott Snyder & Melanie Shores, University of Alabama at Birmingham, ssnyder@uab.edu, mshores@uab.edu
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Response to Intervention Webpage
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A website resource for K-12 leaders and teacher educators, developed for a local consortium, regarding Response to Intervention.
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Teacher educators, K-12 administrators, K-12 teachers.
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Harvey Rude, University of Northern Colorado, Harvey.Rude@unco.edu
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Revised Program Design and Delivery Format
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The graduate program in Special Education that prepares Intervention Specialists at UNC is intended as a career ladder program for licensed special education teachers. The key program themes that are developed through this program include: depth of content and intervention strategies in literacy; depth of content and intervention strategies in mathematics, teacher leadership, instructional coaching competencies, and research/reflective practice demonstrations through action research.
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Special education teachers
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LINK |
| DOMAIN C: CURRICULUM AND COURSE CONTENT | ||||
AUTHOR/ AFFILIATION/ EMAIL |
RESOURCE TITLE |
RESOURCE DESCRIPTION |
TARGET AUDIENCE |
LINK |
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Mary Little, College of Education, University of Central Florida, mary.little@ucf.edu
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Knowledge and Implementation of Evidence-Based Practices (EBP)
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This resource was developed to share EBPs and resources related to culturally responsive teaching practices for teachers and teacher candidates that we aligned to address standards in diversity.
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Preservice educators
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LINK |
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Brigid Flannery & Beth Harn, Project SOLVE, University of Oregon; brigidf@uoregon.edu, bharn@uoregon.edu
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Course Content Inventory
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This form was used by faculty to identify the critical skills, the percentage of time devoted to development of that skill and the percentage of time for each course objective.
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Faculty
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LINK |
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Brigid Flannery & Beth Harn, Project SOLVE, University of Oregon; brigidf@uoregon.edu, bharn@uoregon.edu
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Literature Review of Evidenced-Based Practices and Course Alignment
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These are a set of tools that were used to gather information from literature, summarize findings, align with courses, and share with faculty and the Design Team what Evidenced-Based Practices were identified in a literature review for Reading and Language Arts, Mathematics, RTI, Cross Content Instructional Practices, Cultural Responsive Teaching, and Induction.
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Faculty
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Mary E. Little, College of Education, University of Central Florida, mary.little@ucf.edu
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Resources for Florida Educator Accomplished Practice #5-Diversity
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This observation/reporting tool documents candidate knowledge and implementation of evidence-based practices (identified through members of the 325T cohorts) using an adapted Innovation configuration (Reschly, 2010).
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Teacher Educators
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LINK |
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Angela Greiner, Martha Stewart, Mary E. Little, College of Education, University of Central Florida, angelagriner@gmail.com, martha.stewart@ucf.edu, mary.little@ucf.edu
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A Guide for Schools and Teachers toward Culturally Responsive Practice
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This resource was researched, developed, and used in a doctoral dissertation focused on identifying and enhancing the implementation of culturally relevant instructional practices in schools. Dr. Angela Griner, graduate of the University of Central Florida, developed this tool. A brief overview of the research and development process and her contact information are included with a copy of this CRT Guide for Schools.
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Preservice educators, school district personnel
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LINK |
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Tachelle Banks, PhD, Cleveland State University, t.i.banks@csuoohio.edu
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325T Syllabi Revision Summary
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This document describes the enhancement process undertaken at Cleveland State University and serves as a sample of a syllabi revision summary report.
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Faculty
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LINK |
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Poonam Kumar, College of Education, Saginaw Valley State University, pkumar@svsu.edu
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An Instructional Website for Teachers
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This website provides links to numerous resources that cover various topics including evidence-based practices, special education law, reading strategies, behavioral interventions, universal design for learning, Response to Intervention (RTI), news updates and opportunities for connecting with other teachers in the area.
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Special education and general education teachers, school administrators, parents, and teacher candidates
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Donna Sobel, University of Colorado Denver, Donna.sobel@ucdenver.edu
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Teaching/Learning Inquiry Cycle (TLIC) Assessment
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This tool includes four phases: 1) Planning to teach; 2) Teach; 3) Monitor & Adjust; and 4) Reflect & Develop Next Steps and used by site teams to observe and coach a teacher candidate’s practice in the classroom.
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Internship supervisors working with general and special education teacher candidates
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LINK |
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Cynthia Curry and Kelly Hugger, University of Southern Maine, clcurry@usm.maine.edu
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Assessment: A brief of featured evidence-based practices for faculty use with students
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This document was developed in response to faculty request for specific resources on evidence-based practices related to assessment.
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Personnel Development
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LINK |
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Cynthia Curry and Kelly Hugger, University of Southern Maine, clcurry@usm.maine.edu
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Positive Classroom Environment: A brief of featured evidence-based practices for faculty use with students
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This document was developed in response to faculty request for specific resources on evidence-based practices related to classroom behavior and management.
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Personnel Development
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LINK |
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Cynthia Curry and Kelly Hugger, University of Southern Maine, clcurry@usm.maine.edu
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Instructional Strategies: A brief of featured evidence-based practices for faculty use with students
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This document was developed in response to faculty request for specific resources on evidence-based practices related to instructional strategies.
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Personnel Development
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LINK |
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Cynthia Curry and Kelly Hugger, University of Southern Maine, clcurry@usm.maine.edu
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Literacy: A brief of featured evidence-based practices for faculty use with students
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This document was developed in response to faculty request for specific resources on evidence-based practices related to literacy.
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Personnel Development
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LINK |
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Kelley Regan, George Mason University,kregan@gmu.edu
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Evidence of Evidence Based-Practices – A Matrix across Courses
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This document is a tool representing the evidence-based practices embedded in our program, the degree to which the practices are/or are not addressed in the courses, and in which class the practice is addressed.
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All
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LINK |
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Kelley Regan, George Mason University,kregan@gmu.edu
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325T foundational reading practices
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This document is based on reviews of the web-based national organizations and technical assistance centers supporting individuals with mild disabilities. Specific evidence-based practices vetted by these organizations are listed with supporting research provided.
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All
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LINK |
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Kelley Regan, George Mason University,kregan@gmu.edu
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325T secondary content reading practices
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This document is based on reviews of the web-based national organizations and technical assistance centers supporting individuals with mild disabilities. Specific evidence-based practices vetted by these organizations are listed with supporting research provided.
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All
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LINK |
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Kelley Regan, George Mason University,kregan@gmu.edu
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325T math practices
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This document is based on reviews of the web-based national organizations and technical assistance centers supporting individuals with mild disabilities. Specific evidence-based practices vetted by these organizations are listed with supporting research provided.
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All
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LINK |
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Kelley Regan, George Mason University,kregan@gmu.edu
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325T writing practices
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This document is based on reviews of the web-based national organizations and technical assistance centers supporting individuals with mild disabilities. Specific evidence-based practices vetted by these organizations are listed with supporting research provided.
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All
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LINK |
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Kelley Regan, George Mason University,kregan@gmu.edu
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325T behavior practices
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This document is based on reviews of the web-based national organizations and technical assistance centers supporting individuals with mild disabilities. Specific evidence-based practices vetted by these organizations are listed with supporting research provided.
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All
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LINK |
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Harvey Rude, University of Northern Colorado, Harvey.Rude@unco.edu
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Curriculum Redesign
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The graduate program in Special Education that prepares Intervention Specialists at UNC is intended as a career ladder program for licensed special education teachers. The key program themes that are developed through this program include: depth of content and intervention strategies in literacy; depth of content and intervention strategies in mathematics, teacher leadership, instructional coaching competencies, and research/reflective practice demonstrations through action research.
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Special education teachers
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LINK |
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Cynthia Curry, University of Southern Maine, clcurry@usm.maine.edu
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Applied to Content Methods Courses: InTASC, NETS-T, and Resources Aligned with Supporting Students with Disabilities and English Learners |
This resource is a matrix developed for improvement of content methods courses, based on the alignment of InTASC standards, NETS-T, and related resources that emphasize teaching students with disabilities and English learners in literacy, mathematics, science, and social studies.
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General education and special education teachers and teacher educators
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InTASC Standards:InTASC Standard 4: Content KnowledgeInTASC Standard 5: Application of ContenInTASC Standard 6: AssessmentInTASC Standard 7: Planning for InstructionInTASC Standard: Instructional Strategies |
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Amy Childre & Ginny L. Van Rie, Georgia College, amy.childre@gcsu.edu, ginny.vanrie@gcsu.edu
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*****Evidence-based Practices to Support Language Development |
This document provides a list of evidence-based practices that target language development along with citations of supporting evidence.
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Teacher education faculty, special education teachers
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Evidence-Based Practices to Support Language Development |
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Ginny L. Van Rie & Amy Childre, Georgia College, ginny.vanrie@gcsu.edu, amy.childre@gcsu.edu
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*****Evidence-based Practices to Address Behavior |
This document contains a list of evidence-based practices to address behavior with citations of supporting evidence.
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Teacher education faculty, special education teachers
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Evidence-Based Practices to Address Behavior |
| DOMAIN D: STUDENT SUPPORT | ||||
AUTHOR/ AFFILIATION/ EMAIL |
RESOURCE TITLE |
RESOURCE DESCRIPTION |
TARGET AUDIENCE |
LINK |
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Poonam Kumar, College of Education, Saginaw Valley State University, pkumar@svsu.edu
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An Instructional Website for Teachers
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This website provides links to numerous resources that cover various topics including evidence-based practices, special education law, reading strategies, behavioral interventions, universal design for learning, Response to Intervention (RTI), news updates and opportunities for connecting with other teachers in the area.
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Special education and general education teachers, school administrators, parents, and teacher candidates.
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Harvey Rude, University of Northern Colorado, Harvey.Rude@unco.edu
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Infrastructure Developments
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The graduate program in Special Education that prepares Intervention Specialists at UNC is intended as a career ladder program for licensed special education teachers. The key program themes that are developed through this program include: depth of content and intervention strategies in literacy; depth of content and intervention strategies in mathematics, teacher leadership, instructional coaching competencies, and research/reflective practice demonstrations through action research.
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Special education teachers
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LINK |
| DOMAIN E: PROGRAM EVALUATION | ||||
AUTHOR/ AFFILIATION/ EMAIL |
RESOURCE TITLE |
RESOURCE DESCRIPTION |
TARGET AUDIENCE |
LINK |
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Brigid Flannery & Beth Harn, Project SOLVE, University of Oregon; brigidf@uoregon.edu, bharn@uoregon.edu
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Graduate Survey
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This survey was used to gather information from past graduates such as demographics, what their current teaching context was and their perception on the skills obtained and needed from our program.
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Faculty
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LINK |
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Kelley Regan, George Mason University,kregan@gmu.edu
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Graduate Program Evaluation Survey
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This document is a survey used to gather graduate student demographics, perceptions of graduate students and teacher preparation program, and the EBPs graduate students can identify relevant to their specific courses (e.g., reading, behavior, elem. curriculum, secondary curriculum, etc.).
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All
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LINK |
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Scott Snyder & Melanie Shores, University of Alabama at Birmingham, ssnyder@uab.edu, mshores@uab.edu
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Evidence-based Practices Survey for Student Teachers
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A survey submitted to students during student teaching to validate exposure to evidence-based practices during course work and field experiences.
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Teacher educators
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LINK |
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Harvey Rude, University of Northern Colorado, Harvey.Rude@unco.edu
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Project Evaluation Strategies
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The graduate program in Special Education that prepares Intervention Specialists at UNC is intended as a career ladder program for licensed special education teachers. The key program themes that are developed through this program include: depth of content and intervention strategies in literacy; depth of content and intervention strategies in mathematics, teacher leadership, instructional coaching competencies, and research/reflective practice demonstrations through action research.
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Special education teachers
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LINK |
325T Resource Submission
If you have material to share, please fill out the form below. Please attach only one submission document per form. The form will be sent to Corinne Weidenthal.
