This Module explores the importance of scaffolding and modeling for students as they learn new skills and strategies (est. completion time: 1 hour).

This Module provides information about ways to build support for RTI, factors that should be addressed when implementing RTI, and methods of collecting data and evaluating the effectiveness of the RTI approach (est. completion time: 3 hours).

This Module outlines the differences between the IQ-achievement discrepancy model and the Response-to-Intervention (RTI) approach. It also offers a brief overview of each tier in the RTI model and explains its benefits (est. completion time: 1 hour).

This Module explores in detail the assessment procedures integral to RTI. It also outlines how to use progress monitoring data to determine whether a student is meeting the established performance criteria or whether more intensive intervention is needed (est. completion time: 2 hours).

This Module illustrates different research-based reading strategies that may be used with the response-to-intervention model to improve reading skills (est. completion time: 1.5 hours).

This Module synthesizes the information in RTI (Parts 1, 2, and 3) to provide teachers and other school personnel with a more comprehensive illustration of how to successfully implement RTI (est. completion time: 3 hours).

This Module describes which students will receive Tier 3 intervention (i.e., special education services), components of Tier 3 reading interventions, and students' response to this individualized intervention. This Module also explores parent involvement and issues related to English language learners (est. completion time: 2 hours).

This Module offers a description of related services and an overview of the benefits they provide to students with disabilities in the general education classroom. It highlights five commonly used related services (Physical Therapy, Occupational Therapy, Speech-Language Pathology Services, Social Work Services, and Psychological Services) and briefly highlights many of the other related services as identified through IDEA '04 (est. completion time: 1 hour).

This Module describes how teachers can help students stay on task by learning to regulate their behavior. The four strategies discussed are self-monitoring, self-instruction, goal-setting, and self-reinforcement (est. completion time: 1.5 hours).

This Module features the Self-Regulated Strategy Development (SRSD) model, which outlines the six steps required to effectively implement any instructional strategy and emphasizes the time and effort required to do so (est. completion time: 1 hour).

This Module provides information for counselors and other education professionals to assist high school students with disabilities in the transition from the school environment to a post-school setting (est. completion time: 1.5 hours).

This Module is designed for school nurses. It provides an overview of school nurses' roles in serving all students in the school environment, in addition to addressing specific roles for working with students with disabilities. More specifically, it discusses participating in 504 plan and IEP meetings, advocating for students with healthcare needs, promoting their services and their roles as school nurses, collaborating with others, and establishing networks (est. completion time: 1.5 hours).

This Module describes how teachers can incorporate vocabulary and reading comprehension skills instruction into content-area lessons and will introduce you to a variety of effective practices—including the use of graphic organizers—to help students better understand what they read (est. completion time: 1.5 hours).

This Module examines some of the reasons that adolescents struggle with content-area text and overviews effective strategies teachers can use to improve the vocabulary and comprehension skills of students with a wide range of abilities and across a variety of subjects (est. completion time: 1.5 hours).

This Module focuses on the transition process from high school to post-secondary settings. Among other topics, it discusses IEP planning, engaging students in the process so as to become better advocates for their own needs, and the importance of outside agencies such as vocational rehabilitation (est. completion time: 1 hour).

This Module defines and discusses the purpose of interagency collaboration and addresses the importance of partnering with agencies to improve outcomes for students with disabilities who are transitioning from high school (est. completion time: 2 hours).

This Module will help users to better understand the benefits of student-centered transition planning, identify ways to involve students in collecting assessment information and developing goals, and be able to prepare students to actively participate in their own IEP meetings (est. completion time: 2 hours).

This Module underscores the importance of the general education teacher's collaborating with professionals and other individuals knowledgeable about the needs of students with visual disabilities (est. completion time: 1.5 hours).

This Module examines the importance of effective study skills strategies and includes information on why some students struggle with those skills and why it's critical for teachers to explicitly teach such strategies (est. completion time: 1 hour).

This companion to the Study Skills (Part 1) Module reiterates the importance of teachers providing explicit instruction on the use of study skills strategies and overviews a number of effective strategies: graphic organizers, note-taking, mnemonics, organizing materials, time management, comprehension strategies, and self-regulation strategies (est. completion time: 2.5 hours).