Write Positive Student Profiles

The first step in designing inclusive lessons is to think about the learners in your class. Identify three students who represent an academic, behavior, and social range of the learners in your class. Be sure to think about students with a disability and/or English language learners.

Write a positive student profile for each of these students that includes likes, dislikes, strengths, and information about their communication, behavior, and academic and subject-specific performance. The purpose of this step is to proactively think about the range of learners in your class and design with their strengths and needs in mind.

Consider Content and Standards

The second step is to know the content standards and concepts you intend to teach. Examine the standards that apply in your state. Design your plans around these standards. Think specifically about what you want students to know and be able to do as a result of the lesson.

Think Divergently

The third step requires you to think divergently about the structures and strategies you might use to deliver the lesson and collect assessment data. Think about how you will teach content and engage students in the lesson. Brainstorm what products students might create to demonstrate their understanding. Reflect on which types of products will allow your range of learners to demonstrate their newly learned knowledge. Be sure that all students will be challenged.

You might try creating a list of ideas or a concept web. Your purpose here is to think divergently about how the lesson might be structured and brainstorm in a way that makes sense to your educational team.

Develop a Learning Plan

The fourth step is to develop a learning plan. Here are some things to do:

• Create whole-class objectives. Think about the essential standards that every student will learn and be able to do.
• Think about what most students will learn and be expected to be able to do.
• Consider enrichment learning experiences for a few students.
• Create any student-specific objectives to incorporate IEP goals. This ensures the lesson is designed with a range of learners in mind.
• Develop a plan to collect preassessment data prior to your teaching. Use this to inform your planning.
• Design the learning sequence for the lesson, based on your district’s curriculum resources, the subject area, and the previous background of your team members.
• Think about individual accommodations, modifications, and supplemental aids and supports that specific students need to be successful. Build these into the lesson from the onset.
• Create an agenda and decide how you will explain the objectives to students.
• Design purposefully engaging and fun lesson hooks and closures. (TIP SHEET: Download 8 Great Ideas for Lesson Closures.)

Conduct Assessment

It is crucial to monitor students’ learning progress toward their goals and objectives. Here are some key things to do:

• Collect multimodal formative assessments to gain a clear idea of student understanding at various points across the lesson or curriculum unit.
• Gather evidence of student learning. Ask, “What information will I collect throughout or on an ongoing basis?”
• Analyze this evidence to determine what instructional supports, accommodations, and modifications you need to provide.
• Meet students’ needs by designing additional learning experiences based on this data.
• Continue to collect and analyze evidence. Then make changes to your instructional plans.
• Plan summative assessment. Ask, “What am I assessing? How am I assessing it? What criteria am I using? Am I using a rubric or tool to assess the work?” Analyze this summative assessment data alongside the preassessment and formative assessment.

Debrief and Reflect

Inclusive educators engage in ongoing critical reflection about the natural teaching and learning cycle. This reflection aids in enhancing student learning outcomes. Think about student participation and learning, as well as your planning, preparation, and teaching.

Think about when, where, and how adults will debrief and evaluate the outcomes of the lesson and unit. You might ask the following questions:

• What did the class learn from this as a whole, and what did individual students learn?
• What did students have success with, and what did they have difficulty with?
• What would we do differently next time?
• What did we learn about co-teaching together?
• What am I proud of?
• What might I adjust for the next lesson?
• Was the lesson fun, and how engaged were students?

Analyze the instructional strategies, materials, planned supplemental supports, and the learning environment as a whole. You might ask these questions:

• Were the accommodations, modifications, or supplemental aids and services appropriate for the target students? What might I change to better meet students’ needs
• What strategies did I use to encourage independence and investment in the learning process?
• Was the learning environment conducive to learning? Did it meet individual students’ needs? What needs to be changed?
• How did the learning environment promote students’ sense of belonging and
• community?
• How did learners apply their new knowledge?
• How did students engage in metacognitive thinking, self-evaluation, or self-correction to improve and develop deep understanding?

You should also directly include the students in the debriefing process, asking them questions about where they were successful, what they had difficulty with, and what they would suggest for next time.

Explore the Whole Series: Great for staff training, these friendly inclusion guides are filled with role-specific guidance on creating engaging, exciting, and joyful classrooms that support social and academic success for all. See the series here >>

Interested in Bulk Orders? We offer special pricing on these books for school districts and large organizations. Contact us here >>

The post 6 Steps to Designing Inclusive, Differentiated, and Collaborative Lessons appeared first on Brookes Blog.

Model language through sportscasting

Describe the actions of children like a sportscaster: “You’re putting one block on top of another.” “You’ve climbed so high!” “You’re eating your beans.” Sportscasting can also be used to describe what you’re doing. “I’m going to put on my coat so I’ll be warm outside, too.” “I think I’ll have some more water; I’m thirsty.” While it may seem silly at first, it’s an excellent way to build children’s vocabulary and model how to put words together in sentences while also connecting with them emotionally.

Explicitly teach phonological awareness skills

Teach young children to recognize sound patterns using familiar consonant-vowel-consonant words such as at, bat, cat, fat, hat, mat, pat, rat, sat. Prompt children to listen for and identify sounds at the beginning of a word or at the end of a word. Play with sounds using onset and rimes (e.g., /at/), changing the beginning sound to create new words. Introduce short vowel sounds, allowing ample time for multiple repeated exposures and practice opportunities before introducing more new information.

The post 9 Strategies for Building Young Children’s Early Language Skills appeared first on Brookes Blog.

• Pay attention to children’s cues for when they are getting hungry, and make sure mealtime occurs before they get too sleepy to participate.
• Give children plenty of alerts about transitions to mealtime, especially if they are engaged in an activity that is difficult for them to leave.
• Assign table buddies by pairing children who have slightly more advanced mealtime skills and more varied food preferences with children who are more cautious and have less advanced skills.
• Thin or thicken new foods to encourage young children who are sensitive to new textures to try them.
• Remove children who become distressed at the table for a minute or two to let them calm down, and reseat them afterward if they want to come back to the table.
• Position children for comfort and stability during mealtimes. Seat a young child who is learning independent eating skills in a child-size chair or highchair if possible. Provide seating with foot and arm support and a comfortable seat with a back, so the child can focus on eating rather than maintaining their sitting posture. (For children who have more intensive positioning and mobility needs, ensure seating that offers a secure base as well as arm and wrist fixation, such as an adaptive chair with seat belt, tray, or cushions that can be repositioned to meet the child’s needs.)
• For children who struggle with participating in family or classroom mealtimes, encourage practice with the social routines and expectations of mealtime by providing a pretend food or kitchen set to play with.
• Teach the child to use culturally accepted table manners and language they may need to be successful at the table.
• Address concerns about extreme eating habits and resistance to change by having a specialist do an oral-motor examination to rule out physical causes for eating issues.
• Teach children who cannot speak to use simple signs (more, all done) so they can communi­cate their preferences.
• Learn to recognize children’s cues and preferences. Pair sign language with spoken words for children who are nonverbal or who have hearing impairments.
• For children who are picky eaters, start with foods the child likes or tolerates, and introduce new foods gradually. A picky eater may have a sensitive gag reflex, sensitive taste buds, or increased sensitivity to smells. Keep a food journal to see if any patterns emerge, and keep close track of food consistencies, tastes, and textures the child will eat. Offer small amounts of new foods many times.
• For children who need intensive physical support during mealtime, provide hand-over-hand graduated guidance (physical prompts) for skills that children find difficult (bringing one hand to the mouth to eat, scooping food from a bowl, drinking from a cup). As the child begins to perform the specific skill or step with full support, fade help gradually from hands, to wrists, to elbows.

The post 13 Tips for Mealtime Supports in Early Childhood Programs appeared first on Brookes Blog.

Tackling the Tough Stuff

A Home Visitor’s Guide to Supporting Families at Risk, Second Edition
By Angela M. Tomlin, Ph.D., HSPP, IMH-E®, & Stephan A. Viehweg, LCSW, ACSW, IECMH-E®, CYC-P

Why This Book Matters: Now more than ever, today’s at-risk families need home visitors who can address their complex challenges with skill and sensitivity. Filled with vignettes, sample dialogues, and strategies, this book will help home visitors manage even the toughest situations they encounter on the job—and support and empower vulnerable families of children birth to 3.

Understanding Families

Supportive Approaches to Diversity, Disability, and Risk, Third Edition
By Serra Acar, Marci J. Hanson, Ph.D., & Eleanor W. Lynch, Ph.D.

Why This Book Matters: Today’s early childhood professionals must be fully prepared to meet the needs of the increasingly diverse families of young children. Updated to reflect recent changes in research and the field, this timely new edition will help professionals advance their cultural competence and meet the individual needs of diverse families of children birth to 5.

Coaching in Home Visiting

Supporting Better Outcomes for Professionals and Families
By Christa D. Haring, Ph.D., CCC-SLP, & Angela Rau, MAT

Why This Book Matters: The first book to apply the principles of coaching to the field of home visiting! The objective of this groundbreaking guide is twofold: giving supervisors actionable coaching strategies to ready home visitors for their important work, and equipping home visitors with the know-how to coach families of young children to effectively support healthy development.

Coming Soon: Coaching in Home Visiting Workbook
By Angela Rau, MAT

The companion volume to Coaching in Home Visiting, this workbook is filled with activities and exercises designed to help home visiting professionals translate big ideas—strengthening relationships, promoting equity, improving outcomes for families and children—into daily practice. Learn more here!

Life Skills Progression

An Outcomes and Intervention Planning Instrument for Use with Families At Risk, Second Edition
By Linda Wollesen, M.A., RN, LMFT, & Brad Richardson, Ph.D.

Why the LSP Matters: An essential edition to the resource library of every home visiting program! Promote positive outcomes for vulnerable children and families by using the updated edition of the reliable LSP tool to reliably evaluate a caregiver’s life skills: the abilities, behaviors, and attitudes they need to support the healthy development from birth to 5. The all-in-one manual includes the LSP tool and all the guidance you need to use it.

Prevent-Teach-Reinforce for Families

A Model of Individualized Positive Behavior Support for Home and Community
By Glen Dunlap, Ph.D., Phillip S. Strain, Ph.D., Janice K. Lee, Ph.D., Jaclyn D. Joseph, Ph.D., BCBA-D, Christopher Vatland, Ph.D., & Lise K. Fox, Ph.D.

Why This Book Matters: Challenging or disruptive behaviors that show up in early childhood classrooms are often first seen in a child’s home environment. Using the proven Prevent-Teach-Reinforce for Families (PTR-F) model detailed in this book, early childhood professionals can partner with parents and caregivers to prevent behavior problems in children ages 2–10, teach proactive communication and social skills, and reinforce positive behavior.

ASQ®-3 Learning Activities

By Elizabeth Twombly, M.S., & Ginger Fink, M.A.

Why This Book Matters: True developmental progress happens between screenings! The hundreds of simple, low-cost learning activities found in this book can be used in the classroom or shared with families so they can support age-appropriate progress at home in five developmental areas: communication, gross motor, fine motor, problem solving, and personal-social.

ASQ®:SE-2 Learning Activities & More

By Elizabeth Twombly, M.S., Leslie J. Munson, Ph.D., & Lois M. Pribble, Ph.D.

Why This Book Matters: Help families support healthy social-emotional development all year long! Available in both English and Spanish, ASQ®:SE-2 Learning Activities & More contains over 90 fun social-emotional learning activities, plus newsletters for parents to explain key milestones and one-sheets that cover important topics related to social-emotional development.

UNTIL JUNE 15 ONLY: Make the most of your end-of-year budget with our biggest sale of the year: Save 26% on these and other print products* through 6/15/26! Stock up today on professional development resources to enhance your work with young children and their families—this year and beyond. Use code EOY2026 when you check out to claim your discount. (Terms apply; see below for details.)

*TERMS APPLY: Minimum order of $500. Orders must be placed by midnight on June 15, 2026, and must ship to a single location. Must use code EOY2026 when you order. Cannot be combined with other offers. Offer includes ASQ translations on CD but excludes all online products, training, and other services. Offer not valid for international orders to areas served by our exclusive distributors (Canada is eligible).

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This article was adapted from

If you’re a school leader working with limited resources, you might wonder, “Is it really necessary to put a crisis team in place? And is it worth it?” The answer to both questions is an unequivocal yes. It’s not a question of whether a crisis will occur in your school community—rather, it’s what the crisis will be and how well you will be prepared to respond.

The consequences of not having an effective team at the ready are substantial. Here are 9 things that can happen in a school that is not adequately prepared to cope with a crisis.

Administrator Burnout

Without an effective crisis team, too much responsibility is placed on individual administrators. Especially in major crises, one or two people trying to manage the response are quickly overwhelmed. They become exhausted and ineffective in implementing response strategies. It is virtually impossible to keep up with the necessary and ongoing everyday work of school administration while dealing with a significant crisis.

Staff Paralysis

Without clear guidance, staff do not know what to do when a crisis occurs. This increases confusion, frustration, and distress. Ultimately, your staff may end up doing little due to a sense of helplessness and feelings of frustration.

Increased Student Risk from Misinformed Strategies

Without clear guidance, educators may move forward with misinformed strategies. For example, a teacher might respond to the suicide of a student by thinking, “I’m not going to discuss suicide because it will give students ideas, and they might hurt themselves.” This is not a best practice, and it has the potential to be harmful and increase student risk.

Confusion in Students and Families

When staff is unclear about what steps should be taken, they are likely to deliver vague or conflicting messages to students. This causes confusion for students and their families. Confusion leads to lack of trust and lost confidence in leadership and increases fears about safety.

The post 9 Reasons Why Your School Needs a Crisis Team appeared first on Brookes Blog.

While virtual screenings are a great way to overcome barriers to completion of the Ages & Stages Questionnaires, implementing them successfully can create another set of challenges. Here are five essential guidelines to help guide your program through virtual screenings and ensure strong support for both children and families.

Get set up with ASQ Family Access

Questionnaires can be mailed to families for completion if they have limited access to the internet—but by far the most convenient and effective way to conduct virtual screening is by sending questionnaires electronically through ASQ Family Access (part of the ASQ Online system). Family Access gives parents 24/7 mobile access to questionnaires, keeps parents from accidentally skipping items, and makes it easy to send notifications and reminders about the child’s next screening. (If your program doesn’t use ASQ Online yet, sign up for the next free demo here.)

Prepare parents for the screening ahead of time

Connect by phone or video a week before parents complete the screening to discuss the purpose of screening and introduce the questionnaire. Make sure to answer any questions that the parent may have. Share the ASQ-3 Parent Guide and ASQ-3 Material Lists with parents so they have time to observe skills and try activities with their child before completing ASQ. (See below for links to our free parent resources.)

Closer to the targeted screening date, you may want to review the ASQ-3 Parent Guide with the caregiver and ask how you can support them to complete ASQ.

Address any need for materials

Three to five days before the screening date, reach out to review the ASQ-3 Materials List with the parent. If needed, problem-solve with parents to help them make materials or adapt items. Remember that up to 2 ASQ-3 items per area may be omitted if needed (scores need to be adjusted).

Example of material adaptation:

ASQ-3 question: Does your child throw a small ball with a forward arm motion? (Evaluates ability to coordinate arm and hand movements)

If a ball isn’t available, use a small, soft toy that the child can hold in their hand or make a ball out of crumpled paper and tape.

Example of item adaptation:

ASQ-3 question: Does your child eat with a fork? (Evaluates self-help skill; ability to self-feed)

If the family doesn’t use forks, this skill can be evaluated with the use of chopsticks or the use of hands to scoop food with bread or tortillas

Go through the questionnaire together if needed

Some parents will be able to complete the screening by themselves without any assistance while other parents may need some support, such as assistance with reading questions.

If parents need help, you can go through the questionnaire together with them via a phone or video call. If you’re using interactive video conferencing, observe as many skills as possible together. (But remember that parent report is valid and reliable, and professionals don’t need to observe the child performing the skills.) If you’re connecting via an audio call, talk through each item on ASQ. Ask open-ended questions to get more detail about parent observations, and be sure to discuss the Overall Section and any parent concerns.

Promptly follow up after the screening

After a virtual screening is complete, schedule a second conference with parents to discuss results and plan follow-up steps, if needed. Don’t wait too long; follow-up conferences should take place within one week of the screening.

• Begin the meeting by celebrating the child.
• Review the completed questionnaire.
• Review ASQ-3 results by area (with or without Information Summary).
• Discuss concerns noted in the Overall Section
• Share ASQ-3 Learning Activities to support progress in areas of concern
• Facilitate referrals if they are safe and available—use your professional judgement

As you continue to conduct virtual screenings, you’ll get a better understanding of what works—and what doesn’t—for your program. Talk with families to make sure that you’re addressing any questions or concerns they have, too.

Resources to share with families

• ASQ-3 Parent Guide (JPEG version or PDF version)
• ASQ-3 Parent Guide in Spanish (JPEG version or PDF version)
• ASQ-3 & ASQ:SE-2 Parent Activities
• Materials Needed to Administer ASQ-3
• Areas of ASQ-3 (JPEG version or PDF version)
• ASQ:SE-2 parent guide (JPEG version or PDF version)
• ASQ:SE-2 Parent Guide in Spanish (JPEG version or PDF version)
• ASQ:SE-2 Social-Emotional Development Guide
• ASQ:SE-2 Social-Emotional Development Guide poster

The post 5 Essentials for Virtual ASQ Screenings appeared first on Brookes Blog.

Don’t overlook these strategies—adapted from the new book An Educator’s Guide to AAC—when you’re creating a nurturing and supportive learning environment for students who are non- or minimally speaking.

Set Guidelines for iPad Use

Balancing technology in education requires ongoing effort and adaptation. But with thoughtful implementation, tech can significantly enhance learning. When a tablet is a learner’s communication platform, it needs to be available throughout the day—in the school as well as at home.

A best case, when possible, is to have a dedicated device only for communication purposes and another for entertainment. Because this is not always possible, “iPad entertainment time” should be put in place. Set clear guidelines that include rules for when and how technology should be used throughout the school day and in the home. This can include designated tech-free times or zones.

Manage Auditory Distractions

Ambient, background, and routine classroom “noise” can either amplify or hinder learning and affect cognitive performance and communication. Examples of distracting classroom sounds can include:

• Loud or soft conversations or chatter among students
• Chairs scraping against the floor
• Pencil tapping or fidgeting items clicking
• Rustling papers or books
• Footsteps in the hallway
• Classroom equipment like projectors or computers humming
• Outdoor noises such as traffic or playground sounds
• Ringing phones or notifications from digital devices
• Keyboard clicking
• Classroom bells or announcements

Watch for any unusual reactions to sound, such as a learner holding (covering) their ears in the presence of noise or having a strong response to noise. For learners who are notably distracted by sound, explore ways to reduce auditory distractions, such as noise-canceling headphones, preferential seating, a quiet corner, and clear and concise instructions.

Monitor the Impact of Scents

There are often behavioral consequences from exposure to particular odors, especially for individuals with sensory sensitivities. Mild scents that others might find pleasant can be overwhelming and cause discomfort and a sense of loss of control over their environment. In a classroom environment, exposure to certain scents may disrupt focus, engagement, and participation.

A student’s inability to express frustration or discomfort around particular odors can exacerbate feelings of frustration or confusion. Given the impact of scent on behavior, it is essential to create an olfactory-neutral environment or one that uses mild, familiar scents carefully selected in consultation with your students and/or their caregivers (Spence, 2020). Allowing the family and affected individuals to have a say in the choice of scents, or avoiding scents altogether, can create a more supportive, calming environment.

Offer Small Objects to Hold (When Helpful)

For autistic students and others with sensory processing and self-regulation challenges, holding small objects may:

• Provide soothing tactile input, which can help students regulate sensory overload
• Satisfy the desire for repetition and predictability
• Serve as a coping mechanism to manage anxiety or stress
• Act as “transitional objects” that help students feel safe and grounded in overwhelming situations
• Support focus and attention

Make an effort to understand each student’s preferences for small objects and how they relate to their sensory needs. Some learners require an increase in sensory input to support attention, so handling objects may facilitate their focus and should not be considered a distraction. These objects become a manual distraction when fidgeting with objects interferes with a learning task (such as sorting or stacking). To avoid manual distractions, remove manipulatives when a learning task requires using hands.

Support Communication Between School and Home

Recognizing parents or other caregivers as valuable special education team members emphasizes the importance of collaboration, communication, and shared decision making. Many parents have unique insights into their child’s strengths, challenges, and individual needs, which can greatly contribute to effective educational plans.

It’s especially important to improve communication among caregivers and school teams, given that non- or minimally speaking students aren’t always readily able to discuss their school day with caregivers. Support communication between school and home by:

• Creating a classroom website. Include important information such as class schedules, homework assignments, daily behavior and progress, resources for parents, and upcoming events.
• Using a dedicated app to send relevant messages and videos to parents and provide a platform for parents to ask questions and share concerns. This can be especially helpful for parents who may not be able to attend in-person meetings or conferences.
• Exchanging photographs of daily activities in school or family events. This provides an effective scaffold for learners who are non- or minimally speaking to describe an event in which they participated.
• Video conferencing—a great way to connect with families who live far away or have busy schedules. Video conferencing can also be used for parent-teacher conferences, individualized education program meetings, and other important discussions.
• Starting a low-tech journal that travels between home and school on a daily basis. This could contain a handwritten chronicle of questions, comments, and recommendations between home and school.

A communication-friendly classroom atmosphere will provide a better learning environment and more effective support for non- or minimally speaking students and their families. For more guidance on promoting the communication of students with significant support needs, get the new book behind this blog post!

The post 5 Tips for Creating a Communication-Friendly Classroom appeared first on Brookes Blog.

But while it’s impossible to overstate the importance of ensuring that beginning readers have a strong foundation in phonemic awareness, decoding, and other core literacy skills, languishing test results nationwide have made it clear that the majority of older students are not receiving the support they need to become proficient readers and writers.

Here are six titles to help your struggling older students build confidence and skill as readers and writers, better equipping them for success in a rapidly evolving, increasingly competitive world.

The Essentials of Adolescent Literacy
Integrating Evidence-Based Reading and Writing Instruction in Grades 5–12

Joan Sedita, M.Ed.

Age range: Grades 5–12

In a nutshell:
Whether you’re a teacher, a reading specialist, or a literacy coach, the latest book from bestselling Writing Rope author Joan Sedita is an ideal resource for understanding the unique aspects of adolescent literacy and teaching the skills older students need for success in school and life.

Practical materials:
Implement effective adolescent literacy practices across content areas using the included online materials: downloadable templates, worksheets, and other teacher-friendly resources.

Rave review: “An essential, practical guide for fostering a robust literacy environment that not only enhances academic achievement but also empowers adolescents to become lifelong learners and informed citizens.”—Sharon Vaughn, Ph.D., and Jade Wexler, Ph.D., coauthors of Effective Instruction for Middle School Students with Reading Difficulties

See the book

The post 6 Books for Supporting Older Students Who Struggle with Literacy Skills appeared first on Brookes Blog.

Put the science of reading into action

The science is clear—to be successful readers, students need more direct, systematic instruction that focuses on explicit teaching of key concepts. Advance your teachers’ knowledge of the science of reading with ready-to-implement guidance from today’s top experts on evidence-based instruction: Joan Sedita, Nancy Hennessy, Susan Smartt, Jan Hasbrouck, Daryl Michel, Louisa Moats, and more.

Save 26% on books in our Science of Reading collection:

Ensure better outcomes for autistic students

To effectively teach and include students on the autism spectrum, educators need practical, real-world guidance from experts with real-world experience. As a pioneering publisher in inclusive education, Brookes has partnered with champions of inclusion from the very beginning. Prep your teachers with these bestselling resources from in-demand expert Paula Kluth, author of the celebrated guidebook You’re Going to Love This Kid!

Save 26% on trusted books from Paula Kluth:

Support social skills and positive behavior

Challenging behavior and difficulties with social skills can be tough obstacles to school and social success. Developed by a team of education and mental health experts, Strong Kids is the evidence-based, cost-effective, and fun way to help students develop social skills they’ll use forever: managing anger, solving interpersonal issues, dealing with worry and stress, and more. Tailored for five specific age groups, these teacher-tested curricula have been proven in studies to significantly reduce challenging behavioral symptoms in students.

Save 26% on the Strong Kids curricula:

Address the impact of trauma on learning

At least one in four youth in the U.S. experiences trauma severe enough to negatively affect their school success, and that number is likely to rise. Ms. Jen Alexander, an author, educator, and acclaimed trauma expert, is our resident guide to what works and why when it comes to building trauma-sensitive schools that nurture all students’ well-being and capacity for learning. Get your teachers ready with her practical book and her series of quick-guides on trauma-sensitive teaching practices.

Save 26% on Ms. Jen’s trauma-sensitive teaching resources:

Advance inclusion in your school

With the right preparation, teachers can make their instruction authentically inclusive and equitable—and ensure that every student in your school can reach their full potential. From role-specific how-to guides to books on hot topics like UDL and IEPs, our titles from nationally renowned experts will empower your teachers to meet the unique learning needs of every student.

Save 26% on these inclusion bestsellers:

Improve students’ executive function skills

Executive function skills—including flexibility, organization, planning, and working memory—play a key role in students’ academic and social success. Perfect for addressing the needs of MTSS Tier 2 learners, the popular Unstuck & On Target curricula give your teachers everything they need to explicitly teach executive function skills. (The new version for ages 16-22 is coming soon!)

Save 26% on the bestselling executive function curricula:

Strengthen support for multilingual learners

As the number of multilingual students continues to increase, get teachers ready to support their academic success, promote their positive social-emotional development, and keep working toward educational equity.

Save 26% on titles in our Multilingual Education collection:

Make the most of your end-of-year budget with our biggest sale of the year! Stock up today on resources to train staff and make a real difference for all students. Be sure to get your order in by June 15, 2026.

*TERMS APPLY: Minimum order of $500. Orders must be placed by midnight on June 15, 2026, and must ship to a single location. Must use code EOY2026 when you order. Cannot be combined with other offers. Offer includes ASQ translations on CD but excludes all online products, training, and other services. Offer not valid for international orders to areas served by our exclusive distributors (Canada is eligible).

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Implement Pyramid Model practices

The widely used Pyramid Model is a highly effective, evidence-based approach for promoting social-emotional competence. Brookes is your destination for real-world guidance on implementing the Pyramid Model—and combining the framework with other popular approaches to supporting social-emotional development.

Save 26% on these Pyramid Model resources:

Support social skills and positive behavior

Developed by a team of education and mental health experts, the evidence-based Strong Start curricula help young children develop social skills they’ll use forever: managing anger, being a good friend, dealing with worry and stress, and more. Tailored for preschool and Grades K-2, these teacher-tested curricula have been proven in studies to significantly reduce challenging behavioral symptoms in children.

Save 26% on the Strong Start curricula:

Teach staff the essentials of child development

The best early childhood educators have a broad and deep understanding of child development fundamentals. Prepare your staff with 16 quick-reference guides on core developmental domains, a new guide to rich conversations that boost development, and more. 

Save 26% on these resources on child development:

Advance inclusion in your program

With the right preparation, teachers can make their instruction authentically inclusive and equitable—and ensure that every young child can reach their full potential. Our titles on inclusive preK practices will empower your whole staff to meet the unique learning needs of every child.

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Promote early literacy skills

The foundations of long-term reading success start early. Fun, effective, and research-backed, these interventions will promote strong early literacy skills for every child and help struggling learners catch up.

Save 26% on resources in our Early Literacy collection:

Prepare staff to work with families

Families are the experts on their young children, and their input and engagement are critical to your program’s success. Strengthen collaboration, gather important information, and build trust with diverse families using these trusted resources.

Save 26% on these resources on working well with families:

Make the most of your end-of-year budget with our biggest sale of the year! Stock up today on resources to train staff and enhance your work with all children and families. Be sure to get your order in by June 15, 2026. 

*TERMS APPLY: Minimum order of $500. Orders must be placed by midnight on June 15, 2026, and must ship to a single location. Must use code EOY2026 when you order. Cannot be combined with other offers. Offer includes ASQ translations on CD but excludes all online products, training, and other services. Offer not valid for international orders to areas served by our exclusive distributors (Canada is eligible).

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