In this self-contained lower elementary classroom, the teacher reads a portion of a book and asks students to identify the story elements, specifically the solution to a previously identified problem. The teacher sets a purpose: listen to see if you can find the solution.

The SETTT for Success Coaching Guide supports educators who coach trainers in learning and implementing the SETTT for Success PD approach, including PD cycles.

This document provides two example schedules of how to use the SETTT for Success resource collection and trainer professional learning supports while implementing a teacher professional development cycle.

SETTT for Success project staff gathered examples of survey items that could be used to assess teacher needs for professional development on a range of topics, which could support effective academic instruction for students with significant cognitive disabilities.

SETTT for Success supports trainers in designing and delivering effective teacher professional development through a flexible model that adapts to local needs and priorities.

This module describes shared reading, a reading approach that emphasizes interaction and engagement with books. In the DLM assessment, students frequently engage in a shared reading of a text before rereading a text to respond to questions.

This project brief explains why effective writing instruction is important for students with intellectual disabilities. It also describes how writing develops and how students who cannot use a pencil can write.

The purpose of the SWIM professional learning guide is to provide an overview of SWIM professional learning and how it supports job-embedded learning.

This project brief describes the Shared Writing Instructional Model and its components, including an instructional cycle and a flexible instructional routine for teaching students to write.

Science lesson plan that explores the reasons why pennies lose their shine. This resource includes a materials list and procedures to lead students through activities to investigate why and how pennies change in appearance.

This module addresses speaking and listening in the broader context of expressive and receptive communication for students with significant cognitive disabilities.

The foundation for effective special education is the quality and use of research-based curricula and instruction in the general education classroom. Special education services are defined by the Individuals with Disabilities Education Act as “Specially Designed Instruction” (SDI).

In this inclusive early elementary classroom, students use augmentative and alternative communication (AAC) devices to retell a story. One of the students also uses a story-specific communication board that provides symbols that represent the characters, settings, and events in the story.

In this module, participants will review the general skills targeted in the DLM Essential Elements for developing presentations, the steps for creating a presentation and how to support student participation and collaboration, and how various types of media can be used in different formats to enh

This resources provides support for the ""process"" skills we use to guide organizing and facilitating training with groups