Board of Jewish Education of Greater New York
www.bjeny.org
The BJE offers a wide variety of programs for educators and families working with students
with learning differences. It also publishes a list of resources of programs for children
with special needs, education for the developmentally disabled, and skills assessment and support.
Center for Applied Technology
www.cast.org
CAST is a nonprofit research and development organization that works to expand learning opportunities for all individuals, especially those with disabilities, through Universal Design for Learning, (UDL), a framework for designing curricula that enable all individuals to gain knowledge, skills, and enthusiasm for learning.
Collaborative for Academic Social, and Emotional Learning
www.casel.org
CASEL’s mission is to advance the science and evidence-based practice of social emotional learning (SEL). The organization does research and writes books, articles and briefs that synthesize scientific advances in SEL and explain their implications for educational practice. Priorities focus on the benefits of preschool through high school SEL programming; how SEL coordinates with other educational movements; research and training in implementation; assessment; school and district leadership development; educational policies; and communications.
Educator’s Reference Desk
www.eduref.org
The Educator’s Reference Desk provides a search interface for the ERIC Database and more than one million bibliographic records on educational research, theory, and practice. It allows access to AskERIC’s over 2,000 lesson plans, more than 3,000 links to online education information, and over 200 question archive responses.
Eduational Resources Information Center (ERIC)
www.eric.ed.gov
Supported by the U.S. Department of Education, Office of Educational Research ad Improvement, and the National Library of Education, ERIC maintains an extensive body of education-related literature.
Effective Educational Practices (EEP) / Robert E. March, Ph.D., Founder and Director
www.succesfulschools.org
The mission of Effective Educational Practices (EEP) is Turning Research Into Practice © (TRIP). EEP offers educators professional development that provides practical skills for creating positive, effective, learning environments that meet the needs of all children. The mission of EEP is to transform empirical research into practical strategies.
Areas that they provide training in include: response to intervention, positive behavior supports and interventions, building inclusive schools environments, classroom management, and functional behavior strategies for serving the most challenging students in the least restrictive environment.
About Dr. March
His current research activities focus on positive behavior support as it applies to school wide & classroom systems, the efficient and effective use of functional assessment methodology to develop individual support plans, and early intervention to prevent reading failure.
His areas of expertise include; School-Wide Behavior Support, Functional Behavioral Assessment, Meeting the Educational Needs of Students Identified with Emotional and Behavioral Disturbance, Linking Assessment Strategies to Intervention, Curricular & Instructional Adaptation, and Curriculum Development for Students with Disabilities.
Link on EEP site to:
New Roles in Response to Intervention: Creating Success for Schools & Children
In this paper, the authors describe the new roles and job descriptions in a “Response to Intervention” (RTI) model of educational services. This document was put composed by the National Education Association (NEA), American Speech-Language-Hearing Association (ASHA), Council of Administrators (CASE), Council for Exceptional Children (CEC), International Reading Association (IRA), National Association of School Psychologist (NASP), and School Social Work Association of America (SSWAA).
http://successfulschools.org/wp-content/uploads/rti_new_roles.pdf?phpMyAdmin=168c4a6ce7f3t76b9b6da
EEP Power-Point Presentation (“Acting Out Webinar
Field TRIPs: brief practical guides that Turn Research into Practice (TRIP).
(there are links to the text of each of these)
Books available on EEP Web site:
- Managing the Cycle of Acting Out Behavior in the Classroom (Geoff Colvin)
- Responding to Problem Behavior in Schools: The Behavior Education Program (Deanne Crone, Robert Horner, Leanne Hawken)
Hebrew College
www.hebrewcollege.edu
Hebrew College offers professional development programs and coursework leading to a Certificate in Jewish Special Education as well as a Master’s in Jewish Education.
The International Dyslexia Association
www.interdys.org
IDA offers resources on the study and treatment of dyslexia.
Jewish Education Service of North America (JESNA)
www.JESNA.org
JESNA serves as the umbrella organization under which the Consortium of Special Educators in
Central Agencies for Jewish Education operates. That network focuses on Jewish education programsfor students with learning differences.
Learning Disabilities Association
www.ldanatl.org
LDA makes available books, tapes, and information on learning disabilities. Its chapters and affiliates across the country also offer a community of interest for families and professionals.
The Lookstein Center
www.lookstein.org
The Lookstein Center focuses on strengthening Jewish educational leadership. It develops and facilitates professional development programs and projects that foster growth and learningfor the Jewish educator.
National Center for Learning Disabilities
www.ncld.org
The National Center for Learning Disabilities increases opportunities for all individuals with
learning disabilities by enhancing public awareness and understanding of learning disabilities, conducting educational programs and services that promote research-based knowledge, and providing national leadership in shaping public policy.
National Dissemination Center for Children With Disabilities
www.nichcy.org
NICHCY provides information to the nation on: disabilities in children and youth; programs
and services for infants, children, and youth with disabilities; IDEA, the nation’s special
education law; No Child Left Behind, the nation’s general education law; and research-based information on effective practices for children with disabilities. It also lists links to grants, research, resources, and strategies.
No Child Left Behind
www.ed.gov/nclb/landing.jhtml
NCLB helps schools improve by focusing on stronger accountability for results, more freedom for states and communities, proven education methods, and more choices for parents. The site includes information on grants, research, government programs,etc.
Reading A-Z
www.readinga-z.com
Reading A-Z offers thousands of printable materials to teach guided reading, phonemic awareness, reading comprehension, reading fluency, alphabet, and vocabulary. The teaching resources include professionally developed downloadable leveled books, lesson plans, worksheets, and reading assessments.
UJA-Federation of New York
www.ujafedny.org
As part of its mission to strengthen the Jewish people, UJA-Federation supports a variety of resources for families and teachers of students with learning differences.
William Glasser Institute
http://www.wglasser.com/ and http://www.wglasserbooks.com/ (Books/DVDs)
Developer of reality therapy and choice theory; applies theories to broader social issues, including education.
Books:
Choice Theory in the Classroom (1998)
An insightful analysis of what is wrong with traditional schooling and what needs to be done about it. Dr. Glasser gives a compelling rationale for the use of learning-teams in schools to capture the excitement and commitment students display in sports but rarely in the classroom.
The Effect of School Failure on the Life of a Child (1971)
Text available on ERIC:
http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/3b/33/5c.pdf
Every Student Can Succeed (2001)
Taking teachers to a new level of excellence, this innovative book demonstrates what to do and say to reach the challenging students a teacher faces. Teachers will find themselves on the pages of this book, recognize their students and, using these ideas, discover effective ways to help them become involved and feel included. By the end of the first year, school can be a joyful, connecting place in which all students will learn and many more will gain competence.
(Available only through William Glasser, Inc.)
The Quality School: Managing Students without Coercion (1998)
Dr. Glasser discusses how coercive management is the main problem in schools and suggests that we replace “bossing” that turns students and staff into adversaries, with a system of management that brings them closer together. He claims we must stop settling for minimal goals and start convincing students there is quality both in what they are asked to do and how they are asked to do it.
Includes chapter on “Dealing with Discipline Problems”
The Quality School Teacher: A Companion Volume to The Quality School (1998)
This book provides the specifics that teachers need if they want to create the quality classroom.
School Without Failure (1975)
This book details the shortcomings of current education and proposes a new program to reduce school failure – a program based on increased involvement, relevance and thinking.
Building a Quality School (VHS)
Observe first-hand how Dr. Glasser’s ideas are put into practice in classrooms and on a school-wide basis. Dr. Glasser joins Kaye Mentley, Principal of Huntington Woods Elementary School, the first designated Glasser Quality School in the nation. 34 minutes.
Windward School
www.winwardny.org
The Windward School is an independent, co-ed day school focused exclusively on helping students in grades 1-9 with language-based learning disabilities. The Windward Teacher Training Institute (WTTI) provides professional development in instructional techniques as well as knowledge about methodologies that help both learning disabled and mainstream students.
Yale Center of Dyslexia & Creativity
www.dyslexia.yale.edu/
The Yale Center for Dyslexia & Creativity serves as a hub for research on dyslexia, as
well as a leading source of advocacy and information to improve the lives of people with dyslexia. Its website has a wealth of links and resources as well.
Yeshiva University
www.yu.edu/azrieli/schoolpartnership
Yeshiva University’s Institute for University-School Partnership provides continuing education for teachers, administrators, lay leaders and other school-based professionals. It conducts research and development projects in schools, and publishes practical, research-based materials. The Institute is a division of the Azrieli Graduate School of Jewish Education and Administration.
Resources for Administrators and Educational Leaders
Board of Jewish Education of Greater New York
www.bjeny.org
The BJE offers a wide variety of programs for educators and families working with students
with learning differences. It also publishes a list of resources of programs for children
with special needs, education for the developmentally disabled, and skills assessment and support.
Center for Applied Technology
www.cast.org
CAST is a nonprofit research and development organization that works to expand learning opportunities for all individuals, especially those with disabilities, through Universal Design for Learning, (UDL), a framework for designing curricula that enable all individuals to gain knowledge, skills, and enthusiasm for learning.
Collaborative for Academic Social, and Emotional Learning
www.casel.org
CASEL’s mission is to advance the science and evidence-based practice of social emotional learning (SEL). The organization does research and writes books, articles and briefs that synthesize scientific advances in SEL and explain their implications for educational practice. Priorities focus on the benefits of preschool through high school SEL programming; how SEL coordinates with other educational movements; research and training in implementation; assessment; school and district leadership development; educational policies; and communications.
Educator’s Reference Desk
www.eduref.org
The Educator’s Reference Desk provides a search interface for the ERIC Database and more than one million bibliographic records on educational research, theory, and practice. It allows access to AskERIC’s over 2,000 lesson plans, more than 3,000 links to online education information, and over 200 question archive responses.
Eduational Resources Information Center (ERIC)
www.eric.ed.gov
Supported by the U.S. Department of Education, Office of Educational Research ad Improvement, and the National Library of Education, ERIC maintains an extensive body of education-related literature.
Effective Educational Practices (EEP) / Robert E. March, Ph.D., Founder and Director
www.succesfulschools.org
The mission of Effective Educational Practices (EEP) is Turning Research Into Practice © (TRIP). EEP offers educators professional development that provides practical skills for creating positive, effective, learning environments that meet the needs of all children. The mission of EEP is to transform empirical research into practical strategies.
Areas that they provide training in include: response to intervention, positive behavior supports and interventions, building inclusive schools environments, classroom management, and functional behavior strategies for serving the most challenging students in the least restrictive environment.
About Dr. March
His current research activities focus on positive behavior support as it applies to school wide & classroom systems, the efficient and effective use of functional assessment methodology to develop individual support plans, and early intervention to prevent reading failure.
His areas of expertise include; School-Wide Behavior Support, Functional Behavioral Assessment, Meeting the Educational Needs of Students Identified with Emotional and Behavioral Disturbance, Linking Assessment Strategies to Intervention, Curricular & Instructional Adaptation, and Curriculum Development for Students with Disabilities.
Link on EEP site to:
New Roles in Response to Intervention: Creating Success for Schools & Children
In this paper, the authors describe the new roles and job descriptions in a “Response to Intervention” (RTI) model of educational services. This document was put composed by the National Education Association (NEA), American Speech-Language-Hearing Association (ASHA), Council of Administrators (CASE), Council for Exceptional Children (CEC), International Reading Association (IRA), National Association of School Psychologist (NASP), and School Social Work Association of America (SSWAA).
http://successfulschools.org/wp-content/uploads/rti_new_roles.pdf?phpMyAdmin=168c4a6ce7f3t76b9b6da
EEP Power-Point Presentation (“Acting Out Webinar
Field TRIPs: brief practical guides that Turn Research into Practice (TRIP).
(there are links to the text of each of these)
Books available on EEP Web site:
Hebrew College
www.hebrewcollege.edu
Hebrew College offers professional development programs and coursework leading to a Certificate in Jewish Special Education as well as a Master’s in Jewish Education.
The International Dyslexia Association
www.interdys.org
IDA offers resources on the study and treatment of dyslexia.
Jewish Education Service of North America (JESNA)
www.JESNA.org
JESNA serves as the umbrella organization under which the Consortium of Special Educators in
Central Agencies for Jewish Education operates. That network focuses on Jewish education programsfor students with learning differences.
Learning Disabilities Association
www.ldanatl.org
LDA makes available books, tapes, and information on learning disabilities. Its chapters and affiliates across the country also offer a community of interest for families and professionals.
The Lookstein Center
www.lookstein.org
The Lookstein Center focuses on strengthening Jewish educational leadership. It develops and facilitates professional development programs and projects that foster growth and learningfor the Jewish educator.
National Center for Learning Disabilities
www.ncld.org
The National Center for Learning Disabilities increases opportunities for all individuals with
learning disabilities by enhancing public awareness and understanding of learning disabilities, conducting educational programs and services that promote research-based knowledge, and providing national leadership in shaping public policy.
National Dissemination Center for Children With Disabilities
www.nichcy.org
NICHCY provides information to the nation on: disabilities in children and youth; programs
and services for infants, children, and youth with disabilities; IDEA, the nation’s special
education law; No Child Left Behind, the nation’s general education law; and research-based information on effective practices for children with disabilities. It also lists links to grants, research, resources, and strategies.
No Child Left Behind
www.ed.gov/nclb/landing.jhtml
NCLB helps schools improve by focusing on stronger accountability for results, more freedom for states and communities, proven education methods, and more choices for parents. The site includes information on grants, research, government programs,etc.
Reading A-Z
www.readinga-z.com
Reading A-Z offers thousands of printable materials to teach guided reading, phonemic awareness, reading comprehension, reading fluency, alphabet, and vocabulary. The teaching resources include professionally developed downloadable leveled books, lesson plans, worksheets, and reading assessments.
UJA-Federation of New York
www.ujafedny.org
As part of its mission to strengthen the Jewish people, UJA-Federation supports a variety of resources for families and teachers of students with learning differences.
William Glasser Institute
http://www.wglasser.com/ and http://www.wglasserbooks.com/ (Books/DVDs)
Developer of reality therapy and choice theory; applies theories to broader social issues, including education.
Books:
Choice Theory in the Classroom (1998)
An insightful analysis of what is wrong with traditional schooling and what needs to be done about it. Dr. Glasser gives a compelling rationale for the use of learning-teams in schools to capture the excitement and commitment students display in sports but rarely in the classroom.
The Effect of School Failure on the Life of a Child (1971)
Text available on ERIC:
http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/3b/33/5c.pdf
Every Student Can Succeed (2001)
Taking teachers to a new level of excellence, this innovative book demonstrates what to do and say to reach the challenging students a teacher faces. Teachers will find themselves on the pages of this book, recognize their students and, using these ideas, discover effective ways to help them become involved and feel included. By the end of the first year, school can be a joyful, connecting place in which all students will learn and many more will gain competence.
(Available only through William Glasser, Inc.)
The Quality School: Managing Students without Coercion (1998)
Dr. Glasser discusses how coercive management is the main problem in schools and suggests that we replace “bossing” that turns students and staff into adversaries, with a system of management that brings them closer together. He claims we must stop settling for minimal goals and start convincing students there is quality both in what they are asked to do and how they are asked to do it.
Includes chapter on “Dealing with Discipline Problems”
The Quality School Teacher: A Companion Volume to The Quality School (1998)
This book provides the specifics that teachers need if they want to create the quality classroom.
School Without Failure (1975)
This book details the shortcomings of current education and proposes a new program to reduce school failure – a program based on increased involvement, relevance and thinking.
Building a Quality School (VHS)
Observe first-hand how Dr. Glasser’s ideas are put into practice in classrooms and on a school-wide basis. Dr. Glasser joins Kaye Mentley, Principal of Huntington Woods Elementary School, the first designated Glasser Quality School in the nation. 34 minutes.
Windward School
www.winwardny.org
The Windward School is an independent, co-ed day school focused exclusively on helping students in grades 1-9 with language-based learning disabilities. The Windward Teacher Training Institute (WTTI) provides professional development in instructional techniques as well as knowledge about methodologies that help both learning disabled and mainstream students.
Yale Center of Dyslexia & Creativity
www.dyslexia.yale.edu/
The Yale Center for Dyslexia & Creativity serves as a hub for research on dyslexia, as
well as a leading source of advocacy and information to improve the lives of people with dyslexia. Its website has a wealth of links and resources as well.
Yeshiva University
www.yu.edu/azrieli/schoolpartnership
Yeshiva University’s Institute for University-School Partnership provides continuing education for teachers, administrators, lay leaders and other school-based professionals. It conducts research and development projects in schools, and publishes practical, research-based materials. The Institute is a division of the Azrieli Graduate School of Jewish Education and Administration.