Instructional Resources

​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​​This page includes instructional resources for general education teachers, special education teachers and district staff to assist in the instruction of students with disabilities. The resources cover topics such as academics and content, classroom management, evidence-based practice, distance learning, behavior and Individualized Education Programs (IEPs).

• Kentucky Foundational Literacy Toolkit to Support Students with Disabilities:​ a tool to assist districts and schools in improving literacy outcomes for students with disabilities by supporting the implementation of key foundational literacy practices. The KFLPP focuses on foundational literacy skills; skills that are the building blocks of early reading and writing and promote students' success in literacy, and is not specific to any grade level, learning environment, curriculum or program. As the KFLPP was developed through an extensive look at evidence and research-based instructional practices, it can be utilized with any literacy innovation (program or practice).​​
  
• Kentucky Mathematics Toolkit to Support Students with Disabilities: This toolkit includes resources to identify and measure effective mathematics instruction in the classroom to support students with disabilities.
  
• The IRIS C​enter - Developed in collaboration with nationally recognized researchers and education experts, the Center's resources about evidence-based instructional and intervention practices—modules, case study units, activities and others (including a number of web-based tools)—are specifically created for use in college instruction, professional ​development activities and independent learning opportunities for practicing educators.
• High-Quality M​athematics Instruction​: This module describes the components of high-quality mathematics instruction: a standards-based curriculum and evidence-based practices. It also highlights several evidence-based practices and other classroom practices for teaching mathematics. 
  
• Multi-Tiered System of Sup​ports (MTSS)/Response to Intervention (RtI): Mathematics: This module describes the RTI framework as applied to mathematics. It includes discussions of instruction, assessment and data-based decision-making at the primary, secondary and tertiary levels.
• CSR: A Reading Comprehension Strategy: This module outlines Collaborative Strategic Reading (CSR), a strategy for helping students to improve their reading comprehension skills. In CSR, students work together in small groups to apply comprehension strategies as they read text from a content area, such as social studies or science.
• Improving Writing Performance​: This module highlights the differences between students who write well and those who struggle. Elements of the writing process are discussed, as are the prerequisite skills students need to write good papers. The module outlines and describes the process for teaching students the POW+TREE strategy, a writing strategy to help students produce better persuasive essays.
• Cultural and Linguistic Differences: What Teachers Should Know Module​
• Culturally Responsive Classroom Management Strategies document​
  
• IRIS Resource Locator​
• Mathematics Assessment Resource Project:​ The project provides tools for formative and summative assessment that help support students' mathematical knowledge and reasoning. It also provides resources for teachers that help them grow their ability to teach mathematical concepts. 
• ​IDEAs that Work (from OSEP): The Office of Special Education Programs (OSEP) is dedicated to improving results for infants, toddlers, children and youth with disabilities ages birth through 21. OSEP, directly and through its partners and grantees, develops a wide range of research-based products, publications, and resources to assist states, local district personnel, and families to improve results for students with disabilities. 
• National Center on Accessible Educational Materials (AEM) for Learning​: AEM provides resources to promote equitable opportunities for children with disabilities to participate in high-quality early learning programs, be involved in and progress in the general education curriculum, prepare to meet college and career-ready standards, participate in assessments and transition to postsecondary education and the workforce. Resources include Best Practices for Educators & Instructors​ which provides information on how to create accessible educational materials.

Collaboration Resources

• Collaborative Teaching ​​​​Practices for Exceptional Children Question and Answer Document (2011)​: This Question and Answer Document (Q & A) is intended to guide implementation and documentation of Collaborative Teaching/ Co-Teaching Practices for students with disabilities in Kentucky.

Specially Designed Instruction (SDI) Resources: 

• Teaching LD: Students with disabilities can demonstrate their knowledge when provided with uniquely tailored tools and strategies that support their learning. This page contains information and resources for teaching students with Learning Disabilities, including supports for content instruction, transition and behavior. Specific resources include but are not limited to Vocabulary Instruction ​(Reading), Mnemonics​ (Reading), Graphic Organizers​ and Explicit Instruction/Modeling​ (Math).
• Intervention Central​: Includes resources for various academic interventions. These resources can be used for both RTI and SDI.
• SPLASH​: The SPLASH initiative is grounded in research-based practices to increase teacher skillsets and administrator understanding of indicators of high-quality teaching and learning for students with moderate/severe disabilities (MSD).
• Specially Designed Instruction (SDI)​: Improving Outcomes for Students with Disabilities: This graphic provides basic information and resources to support Administrators' understanding of SDI.  
• Evidence-Bas​ed Practices (IRIS)​: These research summaries - covering instructional strategies and interventions - offer information that includes levels of effectiveness as well as the age groups for which a given strategy or intervention is designed. Links to the original reports are also provided for those who might wish to explore further. 
• High-Leverage Practices (IRI​S)​: This interactive alignment tool identifies which IRIS resources provide information on high-leverage practices. High-leverage practices are 22 essential special education techniques that all K-12 special education teachers should master for use across a variety of classroom contexts. Learn more about these practices in the guidance document High-Leverages Practices in Special Education. 
• IRIS Center: IRIS Center offers a wide variety of resources about evidence-based instructional and intervention practices to support behavior and classroom management, including modules, practice guides and research summaries to support students with disabilities.  See the “Resources Locator" for information and training on how to support behavior and classroom management.  Some resources include:  
• Addressing Disruptive and Noncompliant Behaviors (Part 1): Understanding the Acting-Out Cycle​
• Addressing Disruptive and Noncompliant Behaviors (Part 2): Understanding the Acting-Out Cycle​
• Classroom Management (Part 1): Learning the Components of a Comprehensive Behavior Management Plan​
• Classroom Management (Part 2): Developing Your Own Comprehensive Behavior Management Plan​
• Early Childhood Behavior Management: Developing and Teaching Rules
  
• Intervention Central: This includes a wealth of resources from self-management to school-wide behavior intervention approaches.
  
• Kentucky Academic and Behavioral Response to Intervention (KY-ABRI)​: The KY-ABRI project is focused on providing technical assistance (TA) and support to all Kentucky schools and districts in developing an MTSS. KY-ABRI scales up to create a three-tiered service delivery model:  
• Tier 1 - all districts and schools have access to online tutorials and in-depth training in various locations across the state;  
• Tier 2 - online consultation with content experts or state-wide consultants; and 
• Tier 3 -specific districts receive on-site coaching and training.   
• The goal at KY-ABRI is to ensure all Kentucky districts and schools have access to quality training and coaching to successfully implement an MTSS. 
• Students with Disabilities and the Use of Restraint and Seclusion in K-12 Public Schools​: This webinar from the Office for Civil Rights (OCR) and Office of Special Education and Rehabilitative Services (OSERS) reviews implicated issues and requirements relating to the use of restraint and seclusion of students with disabilities. The webinar provides a brief description of OCR's Civil Rights Data Collection System and some overall guidance regarding data reporting of restraint and seclusion. 
• Special Olympics Kentucky (SOKY)​: The mission of Special Olympics is to provide year-round sports training and athletic competition in a variety of Olympic-type sports for children and adults with intellectual disabilities, giving them continuing opportunities to develop physical fitness, demonstrate courage, experience joy and participate in a sharing of gifts, skills and friendship with their families, other Special Olympics athletes and the community. The Unified Champion Schools (UCS) initiative strategically supports inclusive sports, youth leadership and whole-school engagement. 

​Universal Design for Learning (UDL)

• ​Universal Design for Learning (UDL) is an educational practice that works in unison with differentiated instruction. According to the National Center on Universal Design for Learning, UDL is, “a set of principles for curriculum development that give all individuals equal opportunities to learn.
• The Universal for Design Learning ​(UDL) video below can be used as a training tool for school districts in planning and providing UDL strategies. 
• ​​UDL 101 Video​​
• UDL 101 Pre​sentation​​​CAST (2018). Universal design for learning guidelines version 2.2 [graphic organizer].Wakefield, MA: Author.​
• CAST​: The CAST organization is focused on transforming educational design through the Universal Design for Learning framework​ and UDL Guidelines​. See L​earning Resources, Technical Assistance for Accessibility​ and Online Tools for information and support on implementing UDL. Specific resources which may be of interest include:
• ​​​Key Questions to Consider When Planning Lessons​
• ​​UDL Tips for Designing Learning Experiences​​
• Lesson Plan/Videos: When teachers plan lessons using UDL, they are creating "a rich learning environment that is designed around the needs of all students, not just those with identified needs."  Universal Design for Learning is an effective instructional approach that promotes curriculum accessibility for all learners by incorporating Digital Learning opportunities. This increases engagement in the classroom, thus addressing achievement gaps for targeted populations of students. ​
• ​​UDL ​Lesson—Photo Story - An elementary UDL lesson on Tales of a Fourth Grade Nothing and Superfudge. 
• UDL Math 2nd ​Grade Lesson—This video shows how UDL is incorporated at an elementary school in New York.
• UDL Guidel​ines in Practice​: Grade 6 Science—Universal Design for Learning is demonstrated in a science class.
  
• UDL Tips from CAST​: This listing from CAST​ of “Quick Read” UDL Tips on a variety of topics can be downloaded, printed and displayed.  
  
• UDL Toolkit​: This toolkit from OSEP provides information and resources on the UDL framework and principles of UDL, with a focus on UDL teaching and assessment methods. 
• Universal Design for Learning: Creating a Learning Environment that Challenges and Engages all Students​: This module from the IRIS Center explores the three principles of UDL and how to apply those principles to learning goals, instructional materials, instructional methods and assessments.
  
• Universal Design for Learning Course Enhancement Module (CEM​)​: This CEM from the CEED​AR Center​ explores how UDL can be used to make curriculum design and classroom design accessible for students. Section 1 includes an introduction to UDL and an overview of the UDL Framework, while Section 2 provides participants an opportunity to practice planning instruction with UDL. Both sections include an anchor presentation, facilitation guide and participant handouts. 
  
• Universal Design for Lear​ning Guidelines​: This graphic explains the principles of UDL in a different format, with practical ways to bring them into lesson planning and instruction.
  

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