This blog post describes using the KASAB framework to create specific and actionable professional development goals

This resource is a collection of videos that helps educators and parents/guardians understand and interpret DLM scoring and reporting in states using the DLM Year-End model.

This resource is a collection of videos that helps educators and parents/guardians understand and interpret DLM scoring and reporting in states using the DLM Instructionally Embedded model.

The PhET Interactive Simulations project creates free interactive math and science simulations. Teachers have access to simulation-specific tips and video primers, resources for teaching with simulations, and activities shared by the PhET teacher community. This link is for simulations built with accessibility features.

Students in this self-contained upper elementary classroom are working on phonics, specifically substituting initial consonant sounds. One of the students is using a tile manipulation board.

In this self-contained high school classroom, the teacher has students identify the beginning sound in a word and match the beginning sound of the word to the correct letter on a word wall.

In this self-contained high school classroom, a teacher supports her student in being persistent in her communication attempt. They use both the student's verbal abilities and her augmentative communication system to try and convey a clear message.

In this self-contained high school classroom, a teacher asks a student to identify an initial letter in a word. The student uses his color-coded alphabet and eye gaze system to choose a letter. The teacher supports the student throughout his thinking process and allows him plenty of wait time.

In this self-contained high school classroom, a student is learning the new word "would" and builds a sentence using the word. Using aided language input, the teacher helps him build a sentence that uses the word to contribute to the class chart. During the conference, the teacher models how to use the communication book to convey her message.

In this self-contained upper elementary classroom, the teacher uses a cloze activity called "Guess the Covered Word" with her students. Students have to predict the covered word based on word meaning plus word length and initial letter sound. The teacher records student responses, and the students help narrow down the choices based on the criteria.

In this self-contained upper elementary classroom, a teacher uses an activity called "Rounding Up the Rhymes," where students identify pairs of words that rhyme and remove pairs that do not have the same spelling pattern.

In this self-contained upper elementary classroom, the teacher selects a familiar text that the class has already read for meaning. The class then reads the text to identify pairs of rhyming words within the story and identify pairs that have the same spelling pattern. Using new words that share a spelling pattern with one of the rhyming pairs, they identify the rhyming pair that matches the new word and then use the rhyming pair to help them read the new word.

In this self-contained classroom, a teacher uses a timeline to guide a discussion with the students, who reflect on previously read material on the Civil Rights Movement. Together, they review and add to the timeline. The teacher supports personal connections to the topic and models using a communication book.

In this self-contained elementary classroom, students work as a group with a teacher to complete an "Internal States Chart" that identifies events, characters involved, and the characters' feelings in a text.

In this self-contained high school classroom, a teacher supports students in retelling the story, including characters and events, after reading a text.