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325T RESOURCES

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Disclaimer of Endorsement The documents posted on this server contain links or pointers to information created and maintained by other public and private organizations. These links and pointers are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness or completeness of this outside information. Further, the inclusion of links or pointers to particular items is not intended to reflect their importance, nor is it intended to endorse any views expressed, or products or services offered, on these outside sites, or the organizations sponsoring the sites.

*****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
Harvey Rude, University of Northern Colorado, Harvey.Rude@unco.edu
Council for Exceptional Children national standards for the preparation of Academic Intervention Specialists
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.
Special education teachers

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
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).
Special education and general education teachers
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
Brigid Flannery & Beth Harn, Project SOLVE, University of Oregon, brigidf@uoregon.edu, bharn@uoregon.edu
Linking Key Assignments to Practica & Courses
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).
Faculty
Poonam Kumar, College of Education, Saginaw Valley State University, pkumar@svsu.edu
An Instructional Website for Teachers
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.
Special education and general education teachers, school administrators, parents, and teacher candidates.
Scott Snyder & Melanie Shores, University of Alabama at Birmingham, ssnyder@uab.edu, mshores@uab.edu
K-12 Response to Intervention School Survey
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.
Teacher educators, K-12 Leaders.
Scott Snyder & Melanie Shores, University of Alabama at Birmingham, ssnyder@uab.edu, mshores@uab.edu
Response to Intervention Webpage
A website resource for K-12 leaders and teacher educators, developed for a local consortium, regarding Response to Intervention.
Teacher educators, K-12 administrators, K-12 teachers.
Harvey Rude, University of Northern Colorado, Harvey.Rude@unco.edu
Revised Program Design and Delivery Format
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.
Special education teachers
LINK
DOMAIN C: CURRICULUM AND COURSE CONTENT
AUTHOR/ AFFILIATION/ EMAIL
RESOURCE TITLE
RESOURCE DESCRIPTION
TARGET AUDIENCE
LINK
Mary Little, College of Education, University of Central Florida, mary.little@ucf.edu
Knowledge and Implementation of Evidence-Based Practices (EBP)
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.
Preservice educators
LINK
Brigid Flannery & Beth Harn, Project SOLVE, University of Oregon; brigidf@uoregon.edu, bharn@uoregon.edu
Course Content Inventory
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.
Faculty
LINK
Brigid Flannery & Beth Harn, Project SOLVE, University of Oregon; brigidf@uoregon.edu, bharn@uoregon.edu
Literature Review of Evidenced-Based Practices and Course Alignment
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.
Faculty
Mary E. Little, College of Education, University of Central Florida, mary.little@ucf.edu
Resources for Florida Educator Accomplished Practice #5-Diversity
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).
Teacher Educators
LINK
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
A Guide for Schools and Teachers toward Culturally Responsive Practice
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.
Preservice educators, school district personnel
LINK
Tachelle Banks, PhD, Cleveland State University, t.i.banks@csuoohio.edu
325T Syllabi Revision Summary
This document describes the enhancement process undertaken at Cleveland State University and serves as a sample of a syllabi revision summary report.
Faculty
LINK
Poonam Kumar, College of Education, Saginaw Valley State University, pkumar@svsu.edu
An Instructional Website for Teachers
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.
Special education and general education teachers, school administrators, parents, and teacher candidates
Donna Sobel, University of Colorado Denver, Donna.sobel@ucdenver.edu
Teaching/Learning Inquiry Cycle (TLIC) Assessment
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.
Internship supervisors working with general and special education teacher candidates
LINK
Cynthia Curry and Kelly Hugger, University of Southern Maine, clcurry@usm.maine.edu
Assessment: A brief of featured evidence-based practices for faculty use with students
This document was developed in response to faculty request for specific resources on evidence-based practices related to assessment.
Personnel Development
LINK
Cynthia Curry and Kelly Hugger, University of Southern Maine, clcurry@usm.maine.edu
Positive Classroom Environment: A brief of featured evidence-based practices for faculty use with students
This document was developed in response to faculty request for specific resources on evidence-based practices related to classroom behavior and management.
Personnel Development
LINK
Cynthia Curry and Kelly Hugger, University of Southern Maine, clcurry@usm.maine.edu
Instructional Strategies: A brief of featured evidence-based practices for faculty use with students
This document was developed in response to faculty request for specific resources on evidence-based practices related to instructional strategies.
Personnel Development
LINK
Cynthia Curry and Kelly Hugger, University of Southern Maine, clcurry@usm.maine.edu
Literacy: A brief of featured evidence-based practices for faculty use with students
This document was developed in response to faculty request for specific resources on evidence-based practices related to literacy.
Personnel Development
LINK
Kelley Regan, George Mason University,kregan@gmu.edu
Evidence of Evidence Based-Practices – A Matrix across Courses
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.
All
LINK
Kelley Regan, George Mason University,kregan@gmu.edu
325T foundational reading practices
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.
All
LINK
Kelley Regan, George Mason University,kregan@gmu.edu
325T secondary content reading practices
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.
All
LINK
Kelley Regan, George Mason University,kregan@gmu.edu
325T math practices
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.
All
LINK
Kelley Regan, George Mason University,kregan@gmu.edu
325T writing practices
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.
All
LINK
Kelley Regan, George Mason University,kregan@gmu.edu
325T behavior practices
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.
All
LINK
Harvey Rude, University of Northern Colorado, Harvey.Rude@unco.edu
Curriculum Redesign
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.
Special education teachers
LINK
Cynthia Curry, University of Southern Maine, clcurry@usm.maine.edu

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.
General education and special education teachers and teacher educators
InTASC Standards:InTASC Standard 4: Content KnowledgeInTASC Standard 5: Application of ContenInTASC Standard 6: AssessmentInTASC Standard 7: Planning for InstructionInTASC Standard: Instructional Strategies
Amy Childre & Ginny L. Van Rie, Georgia College, amy.childre@gcsu.edu, ginny.vanrie@gcsu.edu

*****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.
Teacher education faculty, special education teachers
Evidence-Based Practices to Support Language Development
Ginny L. Van Rie & Amy Childre, Georgia College, ginny.vanrie@gcsu.edu, amy.childre@gcsu.edu

*****Evidence-based Practices to Address Behavior

This document contains a list of evidence-based practices to address behavior with citations of supporting evidence.
Teacher education faculty, special education teachers
Evidence-Based Practices to Address Behavior
DOMAIN D: STUDENT SUPPORT
AUTHOR/ AFFILIATION/ EMAIL
RESOURCE TITLE
RESOURCE DESCRIPTION
TARGET AUDIENCE
LINK
Poonam Kumar, College of Education, Saginaw Valley State University, pkumar@svsu.edu
An Instructional Website for Teachers
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.
Special education and general education teachers, school administrators, parents, and teacher candidates.
Harvey Rude, University of Northern Colorado, Harvey.Rude@unco.edu
Infrastructure Developments
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.
Special education teachers
LINK
DOMAIN E: PROGRAM EVALUATION
AUTHOR/ AFFILIATION/ EMAIL
RESOURCE TITLE
RESOURCE DESCRIPTION
TARGET AUDIENCE
LINK
Brigid Flannery & Beth Harn, Project SOLVE, University of Oregon; brigidf@uoregon.edu, bharn@uoregon.edu
Graduate Survey
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.
Faculty
LINK
Kelley Regan, George Mason University,kregan@gmu.edu
Graduate Program Evaluation Survey
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.).
All
LINK
Scott Snyder & Melanie Shores, University of Alabama at Birmingham, ssnyder@uab.edu, mshores@uab.edu
Evidence-based Practices Survey for Student Teachers
A survey submitted to students during student teaching to validate exposure to evidence-based practices during course work and field experiences.
Teacher educators
LINK
Harvey Rude, University of Northern Colorado, Harvey.Rude@unco.edu
Project Evaluation Strategies
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.
Special education teachers
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.

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Subject

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Domain (if applicable)
 A. Improvement on Licensure (or Certification) Standards B. Improvement on Organizational Structure and Instructional Delivery C. Improvement on Curriculum and Course Content D. Improvement on Student Support E. Program Evaluation None of the above

Target Audience(s)

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