The graphic organizer templates are organized into different themes such as problem solving, collaboration, SEL, writing, and more to simplify the process of finding the exact template you need for lessons. The templates are designed with fun graphics and are meant to be engaging to your audiences.

A modern dictionary for a modern world.
Visuwords™ represents Language visually. Explore the lexicon. Whether you are a native English speaker or a second language user—either as a student or a teacher—browse the language in ways you couldn't with traditional printed reference materials.

Welcome to theTeaching English Language Learners (TELL) Program. In each course, participants learn key theories, principles and research-based best practices for teaching English Learners (ELs--sometimes called Emergent Bilinguals, EBs). Each week participants are asked to enact a practice they learn and then reflect on it in terms of their teacher knowledge. This application and reflection are a key component of teacher learning. The course readings and assignments support participants in achieving the program’s overarching purpose which is is to advance the education of language minority students through teacher development. The program meets this purpose by developing teachers who know how to a differentiate instruction and transform their teaching in ways that enable their development as teachers and the learning of the ELs they teach. As a result of this program, participants, particularly content-area teachers, will be able to work with linguistically and culturally diverse learners in their regular classroom in ways that reflect pedagogic practices that are inclusive of all learners.The completion of the entire TELL Program results not only in teachers being able to adjust curriculum to develop the academic landuage and literacy  of ESLs in their regluar classroom, but also, in many cases it results in an ESL Endorsement. The courses in this 16-credit program includes coursework in Foundations of Bilingual Education, Understanding Language Acquisition, Assessment for Linguistically Diverse Students, Developing Second Language Literacy, Integrating Content and Language Instruction, and Family, School, and Community Partnerships.The course support teachers in developing a series of conceputal tools that can guide their thinking and practice. 

Welcome to theTeaching English Language Learners (TELL) Program. In each course, participants learn key theories, principles and research-based best practices for teaching English Learners (ELs--sometimes called Emergent Bilinguals, EBs). Each week participants are asked to enact a practice they learn and then reflect on it in terms of their teacher knowledge. This application and reflection are a key component of teacher learning. The course readings and assignments support participants in achieving the program’s overarching purpose which is is to advance the education of language minority students through teacher development. The program meets this purpose by developing teachers who know how to a differentiate instruction and transform their teaching in ways that enable their development as teachers and the learning of the ELs they teach. As a result of this program, participants, particularly content-area teachers, will be able to work with linguistically and culturally diverse learners in their regular classroom in ways that reflect pedagogic practices that are inclusive of all learners.The completion of the entire TELL Program results not only in teachers being able to adjust curriculum to develop the academic landuage and literacy  of ESLs in their regluar classroom, but also, in many cases it results in an ESL Endorsement. The courses in this 16-credit program includes coursework in Foundations of Bilingual Education, Understanding Language Acquisition, Assessment for Linguistically Diverse Students, Developing Second Language Literacy, Integrating Content and Language Instruction, and Family, School, and Community Partnerships.The course support teachers in developing a series of conceputal tools that can guide their thinking and practice. 

This eBook features critical reviews of more than 100 digital tools and apps for teaching and learning. Each page was written and designed by students enrolled in EDUC 390D, 592A, or 692D at the University of Massachusetts Amherst

Loads of detailed worked examples to slot into your maths lessons. Available as a monster PowerPoint. Free.

Classroom videos to use in class TODAY -- crowdsourced from educators like you.

This site contains technology lesson activities and resources for teaching elementary school children. 

• CDC https://www.cdc.gov/childrenindisasters/children.html
• Ready Now https://www.ohsu.edu/sites/default/files/2019-01/ReadyNow-2014.pdf
• Ready.gov https://www.ready.gov/kids
• Ready.gov/disabilities https://www.ready.gov/disability
• Be Prepared When Disaster Strikes: What to do if You Live with a Disability https://www.youtube.com/watch?v=iDLgfOoJcPs

The Inclusion in Texas Network is pleased to announce the continued partnership with the Assistive Technology Industry Association (ATIA) to offer UNLIMITED access to ATIA online courses for all education, support staff, and parents serving students across Texas. NEW ATIA Code for 9/1/22 – 8/31/23: PD23INCLUSIONTX

Curated in conjunction with Mary Anne Prater, the author or co-author of seven books and dozens of academic journal articles on teaching students with developmental difficulties as well as special and general education topics, this search tool contains information and synopses of children’s and young adult literature about or having to do with people with disabilities. This information includes the name of the author and illustrator, year of publication, publisher, appropriate grade level, and award status.

Are you a teacher looking for some images you can bring into your math classroom to get kids talking? Check out Math Visuals!

The UFLI Foundations Toolbox contains all the lesson resources to accompany the lesson plans provided in the UFLI Foundations manual. Every lesson has companion resources that will help you implement the lessons efficiently, effectively, and consistently.

Some of the companion lesson resources you will find below include:

• Lesson slide decks (in PowerPoint and Google Slide formats)
• Decodable passages
• Homework sheets
• Games and activities for additional practice

We have grouped the lessons into smaller units so you can access these resources more easily. Scroll down to use the buttons below to find the resources for each lesson or groups of lessons.

Please note that we are still building out these free resources, and we will be editing this page over the next few weeks. We wanted you to be able to access some materials as soon as possible, but be sure to come back later to see the rest!

The PAX Good Behavior Game® is an evidence-based universal preventive intervention applied by teachers in the classroom. This evidence-based practice consists of a set of research-based strategies with origins in behavioral science, neuroscience, and cultural wisdom that operate together to improve children’s self-regulation. Teachers implement these strategies as part of their daily routines in carrying out tasks such as getting students’ attention, selecting students for tasks, transitioning from one task to the next, working as part of a team, limiting problematic behavior, and reinforcing pro-social behavior.

The PAX Good Behavior Game® helps to build children’s self-regulation, resulting in improved focus and attention, improved test scores and other academic outcomes, reduced alcohol and other drug use, reduced psychiatric disorders, and reduced suicide. PAX is unique in arranging for peer reinforcement for exhibiting prosocial behavior and peer reinforcement for inhibiting problematic behavior. PAX truly benefits everyone by making the children the heroes of change.

Assistive Technology (AT) Devices are items, pieces of equipment or products which are used to increase, maintain or improve the functional capabilities of students with disabilities. AT devices can be standard “off the shelf” items or modified, or customized to meet the individual needs of the student. Many AT devices are “no tech” or “low tech” and
require little accommodation and minimal expense. Some examples of “no or low tech” devices include magnifiers, raised line paper, pencil grips, an adapted cup with large handles, or colored reading filters. These easy to obtain items can help students with visual and physical difficulties be more independent in their school work. There are also many
other low tech options that can help students who have other disabilities. AT devices can also be very high-tech. High tech items can be things such as electronic communication aids, screen reading software, or mobility devices. Whatever the technology (no, low or high tech) The need for AT devices should be documented in a student’s Individual Education Program (IEP

DIBELS ® (Dynamic Indicators of Basic Early Literacy Skills) is a set of procedures and measures for assessing the acquisition of literacy skills. They are designed to be short (one minute) fluency measures that can be used to regularly detect risk and monitor the development of early literacy and early reading skills in kindergarten through eighth grade.

Download the administration guide, student materials, scoring booklets, and testing resources for free!