Professional Development Modules
The Professional Development Modules are designed to support the training of trainers and that include Facilitator’s Notes, PowerPoint slides, resources, and handouts.
The Access Center now has CDs containing all of our professional development modules and additional evidence-based resources. Request a free CD today!
Language Arts
- Effective Interventions for Struggling Readers—The Alphabetic Principle
- Effective Interventions for Struggling Readers—Fluency
- Effective Interventions for Struggling Readers—Vocabulary
- Effective Interventions for Struggling Readers—Comprehension
Teaching & Learning
- Enhancing Your Instruction Through Differentiation
- Improving Access to the General Curriculum for Students with Disabilities Through Collaborative Teaching—For Supervisors
- Improving Access to the General Curriculum for Students with Disabilities Through Collaborative Teaching—For Teachers
Math
Free Professional Development Modules CD
The free Professional Development Modules CD contains all of our professional development modules and additional evidence-based resources. The modules can be used to deliver professional development or can be incorporated into pre-service education courses. Each module on the CD comes as a complete package with PowerPoint slides, handouts, additional resources, and Facilitator’s Notes that provide talking points and activities for each slide in the presentation.
To receive a free CD, send your name and mailing address to accesscenter@air.org.
For additional information on this or other topics,
please contact
The Access Center at accesscenter@air.org.
The Access Center: Improving Outcomes for All Students K-8
The Access Center is a cooperative agreement (H326K020003) funded by the U.S. Department of Education, Office of Special Education Programs, awarded to
the American Institutes for Research
1000 Thomas Jefferson St. NW, Washington, DC 20007
Ph: 202-403-5000 | TTY: 877-334-3499 |
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e-mail: accesscenter@air.org website: www.k8accesscenter.org
This report was produced under U.S. Department of Education Cooperative Agreement H326K020003 with the American Institutes for Research. Jane Hauser served as the project officer. The views expressed herein do not necessarily represent the positions or policies of the Department of Education.
No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise mentioned in this publication is intended or should be inferred.
