Practicing Evidence-Based Practices

Abstract

Public education in the United States has a history of local control in the development of curriculum and instruction. Although notable court decisions have led to more universal applications of educational policy and practices (Brown v. Board of Education 1954, Oberti v. Clementon 1993), it has been federal law that has resulted in significant changes in instruction. The Individuals with Disabilities Education Improvement Act (IDEA; Public Law 108–142), first enacted in Public Law 94–142, guaranteed the right of a free, appropriate public education for all children, regardless of the severity of their disability. The word “appropriate” resulted in the beginning of what we refer to today as differentiated instruction: instructional strategies that allow a child to learn and progress in an educational setting. The federal law, No Child Left Behind (NCLB; Public Law 107-110), enacted in 2001, contributed to this initiative and added a caveat that these differentiated instructional strategies needed to be grounded in scientifically based research. Indeed, the term “scientifically based research” has been noted to appear in NCLB 111 times (Deshler 2002). The federal government, in IDEA 2004, identified 13 eligibility categories. In order to receive special education services, a student must, through a multidisciplinary evaluation, meet the eligibility criteria established for one of the 13 categories. Since 1975, when PL94–142 was enacted, educational interventions for students receiving special education have expanded, particularly in disability categories with a high level of incidence such as speech and language disorders and learning disabilities. Low-incidence disabilities, such as mental retardation, visual impairments, and autism, have received less attention.

Appendices

Appendix 1:Initial Knowledge and Skill Set: Teachers of Individuals with Developmental Disabilities/Autism (Reprinted with permission from the Council for Exceptional Children)

Standard 1: Foundations

Knowledge
ICC1K1	Models, theories, philosophies, and research methods that form the basis for special education practice
ICC1K2	Laws, policies, and ethical principles regarding behavior management planning and implementation
ICC1K3	Relationship of special education to the organization and function of educational agencies
ICC1K4	Rights and responsibilities of students, parents, teachers, and other professionals, and schools related to exceptional learning needs
ICC1K5	Issues in definition and identification of individuals with exceptional learning needs, including those from culturally and linguistically diverse backgrounds
ICC1K6	Issues, assurances and due process rights related to assessment, eligibility, and placement within a continuum of services
ICC1K7	Family systems and the role of families in the educational process
ICC1K8	Historical points of view and contribution of culturally diverse groups
ICC1K9	Impact of the dominant culture on shaping schools and the individuals who study and work in them
ICC1K10	Potential impact of differences in values, languages, and customs that can exist between the home and school
DDA1.K1	Definitions and issues related to the identification of individuals with developmental disabilities/autism spectrum disorders
DDA1.K2	Continuum of placement and services available for individuals with developmental disabilities/autism spectrum disorders
DDA1.K3	Historical foundations and classic studies of developmental disabilities/autism spectrum disorders
DDA1.K4	Trends and practices in the field of developmental disabilities/autism spectrum disorders
DDA1.K5	Theories of behavior problems of individuals with developmental disabilities/autism spectrum disorders
DDA1.K6	Perspectives held by individuals with developmental disabilities/autism spectrum disorders
DDA1.K7	Concepts of self-determination, self-advocacy, community and family support and impact in the lives of individuals with developmental disabilities/autism spectrum disorders
Skills
ICC1S1	Articulate personal philosophy of special education

Standard 2: Development and Characteristics of Learners

Knowledge
ICC2K1	Typical and atypical human growth and development
ICC2K2	Educational implications of characteristics of various exceptionalities
ICC2K3	Characteristics and effects of the cultural and environmental milieu of the individual with exceptional learning needs and the family
ICC2K4	Family systems and the role of families in supporting development
ICC2K5	Similarities and differences of individuals with and without exceptional learning needs
ICC2K6	Similarities and differences among individuals with exceptional learning needs
ICC2K7	Effects of various medications on individuals with exceptional learning needs
DDA2.K1	Medical aspects and implications for learning for individuals with developmental disabilities/autism spectrum disorders
DDA2.K2	Core and associated characteristics of individuals with developmental disabilities/autism spectrum disorders
DDA2.K3	Co-existing conditions and ranges that exist at a higher rate than in the general population
DDA2.K4	Sensory challenges of individuals with developmental disabilities/autism spectrum disorders
DDA2.K5	Speech, language, and communication of individuals with developmental disabilities/autism spectrum disorders
DDA2.K6	Adaptive behavior needs of individuals with developmental disabilities/autism spectrum disorders
Skills
	None in addition to the Common Core

Standard 3: Individual Learning Differences

Knowledge
ICC3K1	Effects an exceptional condition(s) can have on an individual’s life
ICC3K2	Impact of learners’ academic and social abilities, attitudes, interests, and values on instruction and career development
ICC3K3	Variations in beliefs, traditions, and values across and within cultures and their effects on relationships among individuals with exceptional learning needs, family, and schooling
ICC3K4	Cultural perspectives influencing the relationships among families, schools, and communities as related to instruction
ICC3K5	Differing ways of learning of individuals with exceptional learning needs, including those from culturally diverse backgrounds and strategies for addressing these differences
DDA3.K1	Impact of theory of mind, central coherence, and executive function on learning and behavior
DDA3.K2	Impact of neurological differences on learning and behavior
DDA3.K3	Impact of self-regulation on learning and behavior

Standard 4: Instructional Strategies

Knowledge
ICC4K1	Evidence-based practices validated for specific characteristics of learners and settings
DDA4K1	Specialized curriculum designed to meet the needs of individuals with developmental disabilities/autism spectrum disorders
Skills
ICC4S1	Use strategies to facilitate integration into various settings
ICC4S2	Teach individuals to use self-assessment, problem-solving, and other cognitive strategies to meet their needs
ICC4S3	Select, adapt, and use instructional strategies and materials according to characteristics of the individual with exceptional learning needs
ICC4S4	Use strategies to facilitate maintenance and generalization of skills across learning environments
ICC4S5	Use procedures to increase the individual’s self-awareness, self-management, self-control, self-reliance, and self-esteem
ICC4S6	Use strategies that promote successful transitions for individuals with exceptional learning needs
DDA4.S1	Match levels of support to changing needs of the individual
DDA4.S2	Implement instructional programs that promote effective communication skills using verbal and augmentative/alternative communication systems for individuals with developmental disabilities/autism spectrum disorders
DDA4.S3	Provide specialized instruction for spoken language, reading and writing for individuals with developmental disabilities/autism spectrum disorders
DDA4.S4	Use instructional strategies that fall on a continuum of child-directed to adult-directed in natural and structured context
DDA4.S5	Consistently use of proactive strategies and positive behavioral supports
DDA4.S6	Involve individuals with developmental disabilities/autism spectrum disorders in the transition planning process
DDA4.S7	Plan for transition needs including linkages to supports and agencies focusing on lifelong needs

Standard 5: Learning Environments/Social Interactions

Knowledge
ICC5K1	Demands of learning environments
ICC5K2	Basic classroom management theories and strategies for individuals with exceptional learning needs
ICC5K3	Effective management of teaching and learning
ICC5K4	Teacher attitudes and behaviors that influence behavior of individuals with exceptional learning needs
ICC5K5	Social skills needed for educational and other environments
ICC5K6	Strategies for crisis prevention and intervention
ICC5K7	Strategies for preparing individuals to live harmoniously and productively in a culturally diverse world
ICC5K8	Ways to create learning environments that allow individuals to retain and appreciate their own and each other’s respective language and cultural heritage
ICC5K9	Ways specific cultures are negatively stereotyped
ICC5K10	Strategies used by diverse populations to cope with a legacy of former and continuing racism
Skills
ICC5S1	Create a safe, equitable, positive, and supportive learning environment in which diversities are valued
ICC5S2	Identify realistic expectations for personal and social behavior in various settings
ICC5S3	Identify supports needed for integration into various program placements
ICC5S4	Design learning environments that encourage active participation in individual and group activities
ICC5S5	Modify the learning environment to manage behaviors
ICC5S6	Use performance data and information from all stakeholders to make or suggest modifications in learning environments
ICC5S7	Establish and maintain rapport with individuals with and without exceptional learning needs
ICC5S8	Teach self-advocacy
ICC5S9	Create an environment that encourages self-advocacy and increased independence
ICC5S10	Use effective and varied behavior management strategies
ICC5S11	Use the least intensive behavior management strategy consistent with the needs of the individual with exceptional learning needs
ICC5S12	Design and manage daily routines
ICC5S13	Organize, develop, and sustain learning environments that support positive intracultural and intercultural experiences
ICC5S14	Mediate controversial intercultural issues among students within the learning environment in ways that enhance any culture, group, or person
ICC5S15	Structure, direct, and support the activities of paraeducators, volunteers, and tutors
ICC5S16	Use universal precautions
DDA5.S1	Provide instruction in community-based settings
DDA5.S2	Demonstrate transfer, lifting and positioning techniques
DDA5.S3	Structure the physical environment to provide optimal learning for individuals with developmental disabilities/autism spectrum disorders
DDA5.S4	Provide instruction in self-regulation
DDA5.S5	Utilize student strengths to reinforce and maintain social skills

Standard 6: Language

Knowledge
ICC6K1	Effects of cultural and linguistic differences on growth and development
ICC6K2	Characteristics of one’s own culture and use of language and the ways in which these can differ from other cultures and uses of languages
ICC6K3	Ways of behaving and communicating among cultures that can lead to misinterpretation and misunderstanding
ICC6K4	Augmentative and assistive communication strategies
Skills
ICC6S1	Use strategies to support and enhance communication skills of individuals with exceptional learning needs
ICC6S2	Use communication strategies and resources to facilitate understanding of subject matter for students whose primary language is not the dominant language
DDA6.S1	Provide pragmatic language instruction that facilitates social skills
DDA6.S2	Provide individuals with developmental disabilities/autism spectrum disorders strategies to avoid and repair miscommunications

Standard 7: Instructional Planning

Knowledge
ICC7K1	Theories and research that form the basis of curriculum development and instructional practice
ICC7K2	Scope and sequences of general and special curricula
ICC7K3	National, state or provincial, and local curricula standards
ICC7K4	Technology for planning and managing the teaching and learning environment
ICC7K5	Roles and responsibilities of the paraeducator related to instruction, intervention, and direct service
DDA7.K1	Evidence-based career/vocational transition programs for individuals with developmental disabilities/autism spectrum disorders
Skills
ICC7S1	Identify and prioritize areas of the general curriculum and accommodations for individuals with exceptional learning needs
ICC7S2	Develop and implement comprehensive, longitudinal individualized programs in collaboration with team members
ICC7S3	Involve the individual and family in setting instructional goals and monitoring progress
ICC7S4	Use functional assessments to develop intervention plans
ICC7S5	Use task analysis
ICC7S6	Sequence, implement, and evaluate individualized learning objectives
ICC7S7	Integrate affective, social, and life skills with academic curricula
ICC7S8	Develop and select instructional content, resources, and strategies that respond to cultural, linguistic, and gender differences
ICC7S9	Incorporate and implement instructional and assistive technology into the educational program
ICC7S10	Prepare lesson plans
ICC7S11	Prepare and organize materials to implement daily lesson plans
ICC7S12	Use instructional time effectively
ICC7S13	Make responsive adjustments to instruction based on continual observations
ICC7S14	Prepare individuals to exhibit self-enhancing behavior in response to societal attitudes and actions
ICC7S15	Evaluate and modify instructional practices in response to ongoing assessment data
DDA7.S1	Plan instruction for independent functional life skills and adaptive behavior
DDA7.S2	Plan and implement instruction and related services for individuals with developmental disabilities/autism spectrum disorders that is both age-appropriate and ability-appropriate
DDA7.S3	Use specialized instruction to enhance social participation across environments
DDA7.S4	Plan systematic instruction based on learner characteristics, interests, and ongoing assessment

Standard 8: Assessment

Knowledge
ICC8K1	Basic terminology used in assessment
ICC8K2	Legal provisions and ethical principles regarding assessment of individuals
ICC8K3	Screening, prereferral, referral, and classification procedures
ICC8K4	Use and limitations of assessment instruments
ICC8K5	National, state or provincial, and local accommodations and modifications
DDA8.K1	Specialized terminology used in the assessment of individuals with developmental disabilities/autism spectrum disorders
DDA8.K2	Assessments of environmental conditions that promote maximum performance of individuals with developmental disabilities/autism spectrum disorders
DDA8.K3	Components of assessment for the core areas for individuals with developmental disabilities/autism spectrum disorders
DDA8.K4	Individual strengths, skills and learning styles
Skills
ICC8S1	Gather relevant background information
ICC8S2	Administer nonbiased formal and informal assessments
ICC8S3	Use technology to conduct assessments
ICC8S4	Develop or modify individualized assessment strategies
ICC8S5	Interpret information from formal and informal assessments
ICC8S6	Use assessment information in making eligibility, program, and placement decisions for individuals with exceptional learning needs, including those from culturally and/or linguistically diverse backgrounds
ICC8S7	Report assessment results to all stakeholders using effective communication skills
ICC8S8	Evaluate instruction and monitor progress of individuals with exceptional learning needs
ICC8S9	Create and maintain records
DDA8.S1	Select, adapt and use assessment tools and methods to accommodate the abilities and needs of individuals with developmental disabilities/autism spectrum disorders
DDA8.S2	Develop strategies for monitoring and analyzing challenging behavior and its communicative intent
DDA8.S3	Conduct functional behavior assessments that lead to development of behavior support plans

Standard 9: Professional and Ethical Practice

Knowledge
ICC9K1	Personal cultural biases and differences that affect one’s teaching
ICC9K2	Importance of the teacher serving as a model for individuals with exceptional learning needs
ICC9K3	Continuum of lifelong professional development
ICC9K4	Methods to remain current regarding research-validated practice
Skills
ICC9S1	Practice within the CEC Code of Ethics and other standards of the profession
ICC9S2	Uphold high standards of competence and integrity and exercise sound judgment in the practice of the professional
ICC9S3	Act ethically in advocating for appropriate services
ICC9S4	Conduct professional activities in compliance with applicable laws and policies
ICC9S5	Demonstrate commitment to developing the highest education and quality-of-life potential of individuals with exceptional learning needs
ICC9S6	Demonstrate sensitivity for the culture, language, religion, gender, disability, socioeconomic status, and sexual orientation of individuals
ICC9S7	Practice within one’s skill limits and obtain assistance as needed
ICC9S8	Use verbal, nonverbal, and written language effectively
ICC9S9	Conduct self-evaluation of instruction
ICC9S10	Access information on exceptionalities
ICC9S11	Reflect on one’s practice to improve instruction and guide professional growth
ICC9S12	Engage in professional activities that benefit individuals with exceptional learning needs, their families, and one’s colleagues
ICC9S13	Demonstrate commitment to engage in evidence-based practices

Standard 10: Collaboration

Knowledge
ICC10K1	Models and strategies of consultation and collaboration
ICC10K2	Roles of individuals with exceptional learning needs, families, and school and community personnel in planning of an individualized program
ICC10K3	Concerns of families of individuals with exceptional learning needs and strategies to help address these concerns
ICC10K4	Culturally responsive factors that promote effective communication and collaboration with individuals with exceptional learning needs, families, school personnel, and community members
DDA10.K1	Services, networks, and organizations for individuals, professionals, and families with developmental disabilities/autism spectrum disorders
Skills
ICC10S1	Maintain confidential communication about individuals with exceptional learning needs
ICC10S2	Collaborate with families and others in assessment of individuals with exceptional learning needs
ICC10S3	Foster respectful and beneficial relationships between families and professionals
ICC10S4	Assist individuals with exceptional learning needs and their families in becoming active participants in the educational team
ICC10S5	Plan and conduct collaborative conferences with individuals with exceptional learning needs and their families
ICC10S6	Collaborate with school personnel and community members in integrating individuals with exceptional learning needs into various settings
ICC10S7	Use group problem-solving skills to develop, implement, and evaluate collaborative activities
ICC10S8	Model techniques and coach others in the use of instructional methods and accommodations
ICC10S9	Communicate with school personnel about the characteristics and needs of individuals with exceptional learning needs
ICC10S10	Communicate effectively with families of individuals with exceptional learning needs from diverse backgrounds
ICC10S11	Observe, evaluate, and provide feedback to paraeducators
DDA10S1	Collaborate with team members to plan transition to adulthood that encourages full community participation

Appendix 2:Advanced Knowledge and Skill Set: Developmental Disabilities/Autism Specialist (Reprinted with permission from the Council for Exceptional Children)

Standard 1: Leadership and Policy

Knowledge
ACC1K1	Needs of different groups in a pluralistic society
ACC1K2	Evidence-based theories of organizational and educational leadership
ACC1K3	Emerging issues and trends that potentially affect the school community and the mission of the school
ACC1K4	National and State education laws and regulations
ACC1K5	Current legal, regulatory, and ethical issues affecting education
ACC1K6	Responsibilities and functions of school committees and boards
DDA1K1	Electronic print and organizational resources on developmental disabilities/autism spectrum disorders
Skills
ACC1S1	Promote a free appropriate public education in the least restrictive environment
ACC1S2	Promote high expectations for self, staff, and individuals with exceptional learning needs
ACC1S3	Advocate for educational policy within the context of evidence-based practices
ACC1S4	Mentor teacher candidates, newly certified teachers and other colleagues
DDA1.S1	Prepare personnel and community members for interaction with individuals with developmental disabilities/autism spectrum disorders
DDA1.S2	Promote high expectations for self, staff, and individuals with exceptional learning needs
DDA1.S3	Provide structure, on-going training, and support to families, professionals, and paraprofessionals
DDA1.S4	Oversee and monitor routines, schedules, and sequences of events and activities
DDA1.S5	Act as a positive role model for the acceptance, treatment and interaction with individuals with developmental disabilities/autism spectrum disorders and their families

Standard 2: Program Development and Organization

Knowledge
ACC2K1	Effects of the cultural and environmental milieu of the individual and the family on behavior and learning
ACC2K2	Theories and methodologies of teaching and learning, including adaptation and modification of curriculum
ACC2K3	Continuum of program options and services available to students with exceptional learning needs
ACC2K4	Prereferral intervention processes and strategies
ACC2K5	Process of developing individualized education plans
ACC2K6	Developmentally appropriate strategies for modifying instructional methods and the learning environment
DDA2.K1	General education curriculum and supports to facilitate the success of individuals with developmental disabilities/autism spectrum disorders
DDA2.K2	Range of environmental supports that maximize learning for individuals with developmental disabilities/autism spectrum disorders
DDA2.K3	Modify the verbal and non-verbal communication and instructional behavior in accord with the needs of individuals with developmental disabilities/autism spectrum disorder
DDA2.K4	Activities and techniques for developing independent living skills
Skills
ACC2S1	Develop programs including the integration of related services for individuals based on a thorough understanding of individual differences
ACC2S2	Connect educational standards to specialized instructional services
ACC2S3	Improve instructional programs using principles of curriculum development and modification, and learning theory
ACC2S4	Incorporate essential components into individualized education plans
DDA2.S1	Apply inclusive principles in the education of individuals with developmental disabilities/autism spectrum disorder
DDA2.S2	Develop and implement program plans to transition individuals with developmental disabilities/autism spectrum disorder between settings across the life-span
DDA2.S3	Identify match between job requirements and individual’s skills, preferences, and characteristics
DDA2.S4	Provide individuals with multiple job experiences
DDA2.S5	Implement instructional strategies that promote the generalization of skills across domains and settings
DDA2.S6	Arrange program environments to facilitate spontaneous communication
DDA2.S7	Design and implement instruction that promote effective communication and social skills for individuals with developmental disabilities/autism spectrum disorders
DDA2.S8	Provide varied instruction and opportunity to learn play and leisure skills
DDA2.S9	Create opportunities and provide supports for individuals to organize and maintain personal materials across environments
DDA2.S10	Organize the curriculum to integrate individuals’ special interests and materials, activities and routines across curriculum
DDA2.S11	Identify evidence based strategies to increase self-awareness, and ability to self-regulate
DDA2.S12	Identify evidence based strategies to increase an individual’s self-determination of activities, services and preferences
DDA2.S13	Design and implement program activities and techniques for developing independent-living skills
DDA2.S14	Plan and implement individualized and intensive programming that matches the individual’s needs

Standard 3: Research and Inquiry

Knowledge
ACC3K1	Evidence based practices validated for specific characteristics of learners and settings
DDA3.K1	Current etiology and practice based research specific to developmental disabilities/autism spectrum disorders
Skills
ACC3S1	Identify and use the research literature to resolve issues of professional practice
ACC3S2	Evaluate and modify instructional practices in response to ongoing assessment data
ACC3S3	Use educational research to improve instruction, intervention strategies, and curricular materials
DDA3.S1	Interpret and relay research findings in layperson terms or jargon free language
DDA3.S2	Remain informed of current research, legislation and debate concerning developmental disabilities/autism spectrum disorders

Standard 4: Individual and Program Evaluation

Knowledge
ACC4K1	Evaluation process and determination of eligibility
ACC4K2	Variety of methods for assessing and evaluating students’ performance
ACC4K3	Strategies for identifying individuals with exceptional learning needs
ACC4K4	Evaluate a student’s success in the general education curriculum
DDA4.K1	Criteria used to diagnose or identify the continuum of developmental disabilities/autism spectrum disorders as defined by the most current version of the Diagnostic and Statistical Manual of Mental Disorders
DDA4.K2	Ethical implications and obligations related to diagnosis and identification of an individual suspected of having developmental disabilities/autism spectrum disorders
DDA4.K3	Comprehensive assessment including specialized terminology and assessment tools
DDA4.K4	Importance of ongoing evaluation of strengths and needs in varied contexts
DDA4.K5	Conditions for individuals who are dually diagnosed with developmental disabilities/autism spectrum disorders and mental health
DDA4.K6	Comprehensive transition assessment including identification of external agency assessment sharing
Skills
ACC4S1	Design and use methods for assessing and evaluating programs
ACC4S2	Design and implement research activities to examine the effectiveness of instructional practices
ACC4S3	Advocate for evidence based practices in assessment
ACC4S4	Report the assessment of students’ performance and evaluation of instructional programs
DDA4.S1	Describe the core and associated characteristics of individuals with developmental disabilities/autism spectrum disorders
DDA4.S2	Describe the distinguishing features of disorders on the autism spectrum
DDA4.S3	Identify conditions that co exist between developmental disabilities and autism spectrum disorders
DDA4.S4	Conduct non biased assessment
DDA4.S5	Use information from assessments and educational records to design instruction
DDA4.S6	Collect, interpret and use data to document outcomes for individuals with developmental disabilities/autism spectrum disorders, and change programming as indicated with family and team
DDA4.S7	Share a thorough profile of the individuals with developmental disabilities/autism spectrum disorders with their family and the current and future educational team(s)
DDA4.S8	Conduct functional behavioral assessments (FBA) to determine what initiates and maintains a challenging/interfering behavior
DDA4.S9	Uses assessments information from a variety of school and external agency resources to make transition recommendations
DDA4.S10	Articulate awareness of and the impact of mental health disorders on individuals with developmental disabilities/autism spectrum disorders in collaborating with family and colleagues

Standard 5: Professional Development and Ethical Practice

Knowledge
ACC5K1	Legal rights and responsibilities of students, staff, and parents/guardians
ACC5K2	Moral and ethical responsibilities of educators
ACC5K3	Human rights of individuals with exceptional learning needs and their families
DDA5.K1	Benefits of low- to high-technology across all areas of development
DDA5.K2	Criteria for evaluating effectiveness of interventions and strategies with individuals with developmental disabilities/autism spectrum disorders
DDA5.K3	Impact of core and associated characteristics of developmental disabilities/autism spectrum disorders on family dynamics and functioning
DDA5.K4	Critical social and ethical issues that impact the education of individuals with developmental disabilities/autism spectrum disorders, families and professionals
Skills
ACC5S1	Model ethical behavior and promote professional standards
ACC5S2	Implement practices that promote success for individuals with exceptional learning needs
ACC5S3	Use ethical and legal discipline strategies
ACC5S4	Disseminate information on effective school and classroom practices
ACC5S5	Create an environment which supports continuous instructional improvement
ACC5S6	Develop and implement a personalized professional development plan
DDA5.S1	Teach others to actively engage individuals with developmental disabilities/autism spectrum disorders in individualized education and life planning
DDA5.S2	Teach others to use individual strengths to reinforce and maintain skills
DDA5.S3	Model use of and implementation of assistive technology and augmentative alternative communication to aid in individual’s comprehension and level of engagement
DDA5.S4	Mentor others to teach unstated rules and customs that govern social behavior
DDA5.S5	Provide professional service through leadership in the field of developmental disabilities/autism spectrum disorders
DDA5.S6	Provide service to the profession through leadership activities in professional organizations

Standard 6: Collaboration

Knowledge
ACC6K1	Methods for communicating goals and plans to stakeholders
ACC6K2	Roles of educators in integrated settings
Skills
ACC6S1	Collaborate to enhance opportunities for learners with exceptional learning needs
ACC6S2	Apply strategies to resolve conflict and build consensus
DDA6.S1	Coordinate processes that encourage collaboration needed for transition between settings
DDA6.S2	Provide leadership in collaborating with individuals and families around the issues of sexuality
DDA6.S3	Collaborate with families and other team members in non-judgmental ways to make informed decisions about interventions and life planning
DDA6.S4	Promote collaborative practices that respect the family’s culture, dynamics, and values and the impact the diagnosis may have on the family
DDA6.S5	Connect families and professionals to educational and community resources

Appendix 3:Sample Team Meeting Notes

TEAM MEETING NOTES

DATE: January 5, 2009

FOR: Elizabeth

ATTENDEES:Parent, special ed. teacher, classroom teacher, consultant, speech/language teacher

__________ AGENDA

_____X_____ MEETING NOTES

Agenda/Issues	Decision/Action	Who	When	Where
1. Spelling will be increased to 12 words per week and include words from science and social studies	Parent will reinforce meaning when doing homework sentences.	Parent	Weekly
	Speech/Language pathologist will integrate words into stories during SLP time	SLP	Weekly	SLP room
2. Difficulty with addition and subtraction since September, previously suggested strategies not working	Probe new program: Touch Math	Consultant will train teacher	Next week	Staff room
		Classroom teacher will take data on progress	Daily data
3. Show and Tell: Elizabeth would like to participate in class	Develop Show and Tell script	Special ed. teacher	This week
	Practice script	SLP	This week during speech time

Appendix 4:Sample Educational Matrix

Subject	Staff	Objectives	Modifications or accommodations
Physical Education	PE Teacher with Sp Ed Support	1. Student will choose appropriate dress for a particular event.	See modification and accommodations summary page on IEP
		2. Student will be able to engage in cooperative group activities to complete a task.
		3. Student’s conversations with others will include yes/no questions, use of 2–3 word responses to answer simple questions and use of appropriate declarative statements.
		4. Student will consistently respond in a socially appropriate manner when approached by others.
World History	General Ed Teacher with Sp Ed Support	5. Student will be able to read and follow directions to complete a task.	See modification and accommodations summary page on IEP
		6. Student will apply the concepts of time to critical thinking.
		7. Student will identify cause/effect in a reading passage on his instructional level with visual supports.
		8. Given a passage at his instructional reading level, student will answer an inferential or evaluative question with visual supports.
		9. Student will compare/contrast two characters in a reading passage on his instructional level with visual supports.
		10. Student will demonstrate perspective taking of a character in a reading passage at his instructional level by explaining why a character engaged in deceitful behavior with visual support.
		11. Given a reading passage at his instructional reading level, student will demonstrate the ability to correctly answer who, what, where, when and why questions regarding a passage with visual supports.
		12. Given a short passage or story at his instructional reading level, student will identify the sequential order of events with visual support
		13. Student will increase use of descriptors (adjectives, adverbs) in his written language.
		14. Student will independently select and organize the necessary materials on his desk in order to participate in classroom activities.
		15. Student will demonstrate the ability to follow written and oral directions of assignments.
		3. Student’s conversations with others will include yes/no questions, use of 2–3 word responses to answer simple questions and use of appropriate declarative statements.
		4. Student will consistently respond in a socially appropriate manner when approached by others.
Lunch	Para Support	3. Student’s conversations with others will include yes/no questions, use of 2–3 word responses to answer simple questions and use of appropriate declarative statements.	See modification and accommodations summary page on IEP
		4. Student will consistently respond in a socially appropriate manner when approached by others.
		16. Student will demonstrate pragmatic language skills by responding appropriately in social situations (i.e., eye contact; body posture, gestures, proximity; voice volume, tone; facial expressions, timing, manners).

Appendix 5:Sample Curriculum Template

Unit of Study	Animals
Key Concepts	•State five things animals need to survive
	•Define and give examples of animal camouflage
	•Explain how body shape can hide an animal in its environment
	•Explain how mimicry is an adaption
	•Define behavior
	•State at least four behaviors that can help some animals survive in winter
Key Vocabulary	•Behavior
	•Inborn behavior
	•Camouflage
	•Mimicry
	•Environment
Teaching Strategies/Methods	•Pictures/visuals
	•Diagrams
	•Worksheets
	•Picture books
Materials	A list of materials will be given to the special education teacher from the general education teacher each Friday for the following week of lessons. The special education teacher will adapt the materials as needed for the student prior to the lesson presentation in class.
Assignments in Class/Homework	Both in-class and homework assignments will be discussed by the general education teacher and the special education teacher the Friday before so that they can be modified by the special education teacher before the class assignment is given.
Assessment Methods	•Multiple choice tests
	•Close format tests
	•Short answer tests
	•Drawings
	•Teacher observation
	•Habitat brochure project

Appendix 6:Sample Ecological Inventory

Enter School

1.Walk in the hallway as you enter the building.

2.Go to the cafeteria, sit at a table and wait for assistant to tell sixth graders to go to homeroom.

Homeroom

1.Walk in the hallway to your locker.

2.Open combination lock.

3.Place coat, lunch and backpack in locker.

4.Get books, notebooks, pencils and other needed materials out of backpack.

5.Sit at your desk in homeroom while attendance is taken.

6.Check schedule and identify first period class.

7.When bell rings, walk to first period class.

Lunch

1.When bell rings, go to locker and get lunch, place all other materials in locker.

2.Walk down the hall to the cafeteria.

3.Wait in line for your turn to buy a drink.

4.Tell the lunch lady the drink you would like to buy.

5.Pay the lunch lady for your drink.

6.Choose a table and sit down and eat your lunch.

7.When finished eating, take trash to trash can.

8.Return to the table and wait for recess bell.

Recess

1.When recess bell rings, go outside to the blacktop and fields.

2.Locate a friend.

3.Choose an activity to join, participate in the activity with your friend.

4.When bell rings, line up and walk to locker.

5.Get materials out of your locker for next class.

6.Walk to class.