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DCN: Assessment for Students with Extensive Support Needs 

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DCN: Assessment for Students with Extensive Support Needs 

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CAPTAIN California Autism Professional Training and Information Network

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Through lectures, videos, discussions, readings and case studies, participants will develop knowledge and skills which can be applied to their own students in the sensorimotor stage. Participants will demonstrate an understanding of the unique needs of the students with visual impairments and multiple disabilities at the sensorimotor level of development and how these students can be taught meaningful routines which become a foundation for learning new concepts.

Course Objectives

As a result of the learning experiences in the course:

You will become more cognizant of:

Demonstrate an understanding of the Sensorimotor Stage of Development.

Differentiate the five elements of the Van Dijk Approach.

Differentiate the five phases of Active Learning.

Demonstrate an understanding of the four tactile strategies to be used with students who are visually impaired with multiple disabilities.

You will become better able to:

Create a comprehensive lesson plans for students at the Attention, Participation and Exploration Levels of learning that include IEP objectives.

Break down three different levels of learning as explained in the Sensory Learning Kit.

Create a comprehensive student-specific lesson plan for different appetite items.

You will become more competent in your ability to:

Assess a student using the Sensory Learning Kit.

Demonstrate an understanding of different types of stress students in the sensorimotor stage exhibit.

Required Text

Blaha, R. (2001). Calendars for students with multiple impairments including deafblindness. Austin, TX: Texas School for the Blind and Visually Impaired.

Chen, D., & Downing, J. (2006). Tactile strategies for children who have visual impairments and multiple disabilities: Promoting communication and learning skills. Lexington, KY: American Printing House for the Blind.

How to earn Graduate Credits

You will have the opportunity to add 2 graduate credits to your registration for an additional $255.00 through Fitchburg State University (Fitchburg, MA). Instructions will be provided to registered participants two weeks before the start date.

Other Payment Options

Early Bird Pricing is in effect until May 23, 2022. To pay by Purchase Order, choose the Purchase Order option during checkout. Group rate applied automatically on orders of 3 seats or more. Contact us at [email protected] for any questions.

Meet the Presenters

Nathalie de Wit has been paid by Perkins to be the instructor for this class. She does not have nonfinancial relationships to disclose.

Perkins School for the Blind is approved by the Continuing Education board of the American Speech-Language-Hearing Association (ASHA) to provide continuing education activities in speech-language pathology and audiology. See the course information for number of ASHA CEUs, instructional level, and content area. ASHA CE Provider approval does not imply endorsement of course content, specific products, or clinical procedures.

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Teaching Strategies for Students Who are Blind/VI with Multiple Disabilities in the Sensorimotor Stage of Development - Perkins School for the Blind

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Through lectures, videos, discussions, readings and case studies, participants will develop knowledge and skills which can be applied to their own students in the sensorimotor stage. Participants will demonstrate an understanding of the unique needs of the students with visual impairments and multiple disabilities at the sensorimotor level of development and how these students can be taught meaningful routines which become a foundation for learning new concepts.

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The MOVE Program is taught to special education teachers, family members, physical/occupational therapists, para-professionals, care providers, and support providers, just to name a few. MOVE is a philosophy that enables individuals with multiple disabilities to advance their skills in sitting, standing, walking and transitions

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The MOVE Program is taught to special education teachers, family members, physical/occupational therapists, para-professionals, care providers, and support providers, just to name a few. MOVE is a philosophy that enables individuals with multiple disabilities to advance their skills in sitting, standing, walking and transitions

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Children and adults with severe physical disabilities can improve functional mobility skills with the MOVE Program.

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visuals

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Need more Picture Cards?
View2Do is an online program that lets you create customized teaching aids for visual learners.
Subscribe today!

View2Do gives schools and families a powerful tool to create, share, network, and teach, all in an engaging visual medium ideal for students with learning and communication differences. Teachers will love how easy it is to make great-looking learning tools and collaborate with their colleagues. Students will love the clear, easy-to-use, and visually engaging learning supports that are customized just for them.
Learn more about View2do!

Black and white picture cards are provided to help you make your own schedules, story strips and talking back cards. They can be printed as full-size coloring pages, in two-inch sizes with or without words, and in one-inch sizes with or without words. Printed and cut out, these can be used singly or grouped together.

Blank image grids in one-inch and two-inch sizes are also included for making your own drawings. A selection of blank schedule forms is provided to help you customize schedules. Picture cards can be cut up and attached to the blank forms. Forms which include words can be used if written schedules are more appropriate. Math grids to help keep numbers in the correct alignment are also included. Please use whatever best suits your needs.
Printing Tips: For optimal printing, in Internet Explorer on the top menu bar choose > File > Page Setup > and set all margins to 0.5 inches. Also, all of our print cards are set to print in Portrait, not Landscape. To print without the words, click the link on the bottom of the selected grid.

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picture exchange communication system cards

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Do2learn: Educational Resources for Special Needs

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Need more Picture Cards? View2Do is an online program that lets you create customized teaching aids for visual learners. Subscribe today! View2Do gives schools and families a powerful tool to create, share, network, and teach, all in an engaging visual medium ideal for students with learning and communication differences.

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The primary purpose of FACTER is to assess and teach students with moderate to severe developmental disabilities. FACTER addresses the ability to perform typical everyday "routines" while incorporating essential "related skills" for living. All people engage in a broad range of routines every day in their lives. For example, eating lunch, academic seatwork, socializing with friends, and going shopping are all naturally occurring daily routines. 

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The primary purpose of FACTER is to assess and teach students with moderate to severe developmental disabilities. FACTER addresses the ability to perform typical everyday "routines" while incorporating essential "related skills" for living. All people engage in a broad range of routines every day in their lives. For example, eating lunch, academic seatwork, socializing with friends, and going shopping are all naturally occurring daily routines. 

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Description:

The primary purpose of FACTER is to assess and teach students with moderate to severe developmental disabilities. FACTER addresses the ability to perform typical everyday "routines" while incorporating essential "related skills" for living. All people engage in a broad range of routines every day in their lives. For example, eating lunch, academic seatwork, socializing with friends, and going shopping are all naturally occurring daily routines. These routines can be task analyzed into a number of core steps for assessment and instructional purposes. Routines are important because they provide specific purpose and enable us to become more independent in our lives.

Routines serve as the basic unit for assessment and instruction in FACTER. First, a knowledgeable teacher rates the student on how independently he or she would be able to perform a broad range of routines. Later the student is assessed on a small number of routines through performance assessments conducted in the natural environment. Finally, routine steps are identified that require instruction to enhance student independence on the routine.

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training and technical assistance centers

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FACTER: Functional Assessment & Curriculum for Teaching Everyday Routines (Elementary and Secondary versions)

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The primary purpose of FACTER is to assess and teach students with moderate to severe developmental disabilities. FACTER addresses the ability to perform typical everyday "routines" while incorporating essential "related skills" for living. All people engage in a broad range of routines every day in their lives.

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New BRIGANCE Transition Skills Inventory 2 and Transition Skills Activities 2

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Help your learners transition to what’s next with our new editions of BRIGANCE Transition Skills Inventory and Transition Skills Activities.

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The Links Curriculum includes detailed lesson plans, visual support materials, data systems, and assessment.  Links also features academic, small group, and independent work activities.  Links is designed to promote student independence in natural environments. 

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The Links Curriculum includes detailed lesson plans, visual support materials, data systems, and assessment.  Links also features academic, small group, and independent work activities.  Links is designed to promote student independence in natural environments. 

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The Links Curriculum (Linking Assessment and Instruction for Independence) is an evidence-based, comprehensive, web-based curriculum to teach upper elementary, secondary, and post-secondary students with autism and other developmental disabilities to be independent across school, community and vocational routines.

The Links Curriculum includes detailed lesson plans, visual support materials, data systems, and assessment. Links also features academic, small group, and independent work activities. Links is designed to promote student independence in natural environments. The Links online system utilizes a curriculum-based skill assessment and an observed routine assessment (ORA) to identify target areas for instruction. Links task-analyzed routines can be individualized to meet the needs of every student. The Links school, community and vocational lesson plans provide instructional staff with the tools necessary to teach both individual skills and independence in daily routines.

Evidence-Based

Research Validated

ABA Based

Award Winning

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The Links Curriculum (Linking Assessment and Instruction for Independence) is an evidence-based, comprehensive, web-based curriculum to teach upper elementary, secondary, and post-secondary students with autism and other developmental disabilities to be independent across school, community and vocational routines. The Links Curriculum includes detailed lesson plans, visual support materials, data systems, and assessment.

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The School Function Assessment (SFA) measures student performance of functional tasks that affect the academic and social aspects of an elementary school program. SFA facilitates collaborative program planning for students with various disabling conditions.

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Welcome to SANDI Online! Please enter your email address and password below.

Steps to Success kit is a comprehensive classroom system for students with significant intellectual impairments that includes the SANDI-online Assessment. Steps to Success, developed by Riverside CA County Office of Education, aligns assessment, access to grade level standards, and rigorous research-based instruction in order to specifically target individual student strengths and needs.

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Welcome to SANDI Online! Please enter your email address and password below. Steps to Success kit is a comprehensive classroom system for students with significant intellectual impairments that includes the SANDI-online Assessment. Steps to Success, developed by Riverside CA County Office of Education, aligns assessment, access to grade level standards, and rigorous research-based instruction in order to specifically target individual student strengths and needs.

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Touch Accessible Platform
Interactive Technology

TAPit Feature Highlights

TAPit is the first ADA compliant interactive learning station designed to recognize the difference between an arm resting upon the screen and a finger or assistive device intentionally tapping an image.

The TAPit platform is within reach for people using wheelchairs, walkers or other mobility devices, providing full access to the screen with easy adjustments that adapt to individualized needs.

With the touch of a button, the TAPit platform can move up or down and the 42" interactive LCD panel can be tilted from 0 - 90 degrees.

TAPit Support Center

Technical Helpdesk

Available M-F, 8:00 a.m. - 7:00 p.m. EST
866.706.9835 (toll free)

Drivers and Software

TAPit requires the installation of special software drivers on each computer utilizing the touch accessible platform.
Download Drivers

Resources to get you started

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TeachSmart - Touch Accessible Platform Interactive Technology

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Touch Accessible PlatformInteractive Technology TAPit Feature Highlights TAPit is the first ADA compliant interactive learning station designed to recognize the difference between an arm resting upon the screen and a finger or assistive device intentionally tapping an image.

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Curriculum Suggestions for Students with Cognitive Disabilities 

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Curriculum Suggestions for Students with Cognitive Disabilities 

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Upgrade Today!

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Curriculum for Students with Significant Cognitive Disabilities

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Planning Templates for Students with Significant Needs

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Planning Templates for Students with Significant Needs

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Providing daily standards-based instruction for learners with complex and multiple disabilities, such as autism and deaf-blindness, requires a variety of materials, strategies, and differentiation. Quality instruction cannot be provided without detailed, collaborative pre-planning . Planning is essential to the delivery of high quality instruction. Plans should include the identification of learning targets based on both academic standards and transition skills and concepts such as social emotional skills and life applied skills. Planning should include the integration of Universal Design, differentiation and individualized instructional strategies, tools and interventions. This section of the website provides guidance and resources as you plan to meet the needs of diverse learners across all learning environments (LRE's). Discussion will include unit planning, collaborative tiered planning (MTSS tiers of support), and daily planning. Co-planning is also addressed in further detail as it aligns with the Ohio Improvement Process (OIP) and State Professional Development Grant (SPDG) work around equity and inclusivity.

Important Concepts:

Planning for ALL students means that "tiers of supports" and instructional methods will be needed

Pre-planning directly aligns learning targets and standards to instruction and assessment

Planning should address and include both pre and post assessments, ensuring they are universally designed and tiered so all students can show what they know

Student specific accommodations, assistive technology (AT), and scaffolds should be included in tiered plans to ensure that individualized education program (IEP) requirements are met

Look to Science and Social Studies standards as they contain concepts that can guide unit themes at each grade level or grade band

Identify tools and materials for each lesson in advance so that they can be gathered and/or created ahead of time

Self-Check:

Are pre and post assessments accessible to all students so that they can each show what they know?

Are materials used in teaching each lesson individualized or adapted to meet the learner's needs/challenges and strengths?

Is the activity aligned to learning standards that are an age/grade match for all learners in the class?

Does the assessment measure student knowledge of the pre-determined learning target/standard?

How might having a plan change the outcomes for one or more students in the class?

Why are some students not participating or engaged in class activities? Could access to prepared materials change their ability to participate?

Planning Self-Assessment Checklist

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ohio center for autism and low incidence

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Ohio Center for Autism and Low Incidence

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Planning to Meet the Needs of Diverse Learners

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Ohio Center for Autism and Low Incidence

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Certificate of Completion Guidelines

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 Inclusion for Students with Severe Disabilities 

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 Inclusion for Students with Severe Disabilities 

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Designing Instructional Programs for ESN Students

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Designing Instructional Programs for ESN Students

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Supporting Students who are Medically Fragile

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Supporting Students who are Medically Fragile

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Dynamic Learning Maps ® (DLM ®) assessments are for students with the most significant cognitive disabilities for whom general state assessments are not appropriate, even with accommodations. DLM assessments offer these students a way to show what they know and can do in English language arts, mathematics, and science.

DLM assessments also help parents and educators set high academic expectations for their students. Results from DLM assessments are used to inform instruction and meet accountability requirements for reporting student achievement.

DLM assessments are designed to maximize accessibility for students with significant cognitive disabilities. Assessments are built to allow multiple ways for students to demonstrate their knowledge, skills, and understandings. Assessment design also incorporates current research on communication in such forms as the DLM core vocabulary. The DLM core vocabulary is a list of words that have been determined to be highly useful for communicating in both social and academic contexts.

Additionally, educators from DLM partner states review the assessments at multiple points during assessment development. These reviews help minimize barriers for students with specific needs.

Students taking DLM assessments have access to unique accessibility tools and supports that meet their needs and preferences. Some of these tools and supports are built into the online assessment system while others are provided by the teacher. Educators and Individualized Education Program teams decide which tools and supports students need.

Learn More about DLM Accessibility
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Dynamic Learning Maps assessments are developed using a cyclical, multi-step process. The assessments are delivered as "testlets" - short, instructionally relevant groups of items that share a common context. DLM testlets are developed using principles of evidence-centered design by subject-matter experts with additional expertise in instruction for students with significant cognitive disabilities.

Test items go through multiple rounds of review by DLM staff, editors, and educators from DLM states. Reviewers are carefully trained to look for potential problems with the items' academic content and accessibility, as well as to identify potential bias or sensitive topics in the items. After testlets are reviewed, they are field tested in DLM states. Testlets that meet certain standards after field testing are then included in DLM assessments.
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The DLM Alternate Assessment System helps educators facilitate student success. The system illustrates the relationship among the knowledge, skills, and understandings needed to meet academic content standards in a learning map model. The learning map model plots out individual concepts in nodes. The connections among these nodes show the multiple ways that students' knowledge, skills, and understandings develop over time.

Using the learning map model and the relationships among nodes, educators can uncover reasons a student may be struggling with a particular concept. Educators can also find possible pathways for students to expand their knowledge and skills.

Connecting the learning map model's content to the appropriate expectations for these students is important. To make this connection, certain nodes within the learning map model are associated with Essential Elements. Essential Elements are statements about what students should know and be able to do. The Essential Elements are linked to grade-level expectations. Those expectations are described in college and career readiness standards for general education students. Essential Elements are a bridge between general education standards and academic expectations for students with the most significant cognitive disabilities.
Read more about Essential Elements and the dynamic learning map model
See What DLM Tests are Really About

Released Testlets
Released testlets are examples of testlets students might take. These testlets feature the same rigor, design, and quality of current DLM testlets. The released testlet documents show what appears on-screen when students are taking a testlet.
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DLM assessments are delivered online in Kite® Student Portal. Two models of the assessment are available: Instructionally Embedded (IE) or Year-End (YE). A state decides which model will be used in addition to which subjects and grades will be assessed. The assessment for both models and all subjects is made up of a set of short assessments called testlets.

More specific information about each model is provided below as well as a table that shows which model each state uses.

The IE model has two assessment windows, fall and spring. Educators have some choice as to which English language arts (ELA) and mathematics Essential Elements are taught and assessed. Scores for accountability are based on students' cumulative ELA and mathematics assessment results throughout the year.

The YE model has one spring assessment window. All students in a particular grade are assessed on the same ELA and mathematics Essential Elements. The Kite system delivers testlets one at a time and adapts the linkage level of each testlet based on the student's performance on the previous testlet. Additionally, educators have the option to use instructionally embedded assessments prior to the spring assessment. However, scores used for accountability are based only on the spring assessment.

Regardless of the model, states that assess science are only required to do so in the spring. The science assessment is delivered like the YE model.

Learn More

Visit your state's webpage to learn more about your state's testing model.
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Find additional resources to support your child's learning on our professional development site. The site is managed by our partners at the University of North Carolina at Chapel Hill.

The professional development site includes 50+ instructional modules and other resources. A few key resources available on the site are books to read with your child, writing tools for children who cannot use a standard pencil or computer keyboard, and communication supports for children struggling to use speech to communicate.

Learn More

The following guides include information about DLM assessment results and individual student reports.

Read this guide if your student takes assessments in Arkansas, Delaware, Iowa, Kansas, Missouri, or North Dakota
Parent Interpretive Guide for Instructionally Embedded Model States. ( También disponible en Español.)

Read this guide if your student takes assessments in Alaska, Colorado, Illinois, Maryland, New Hampshire, New Jersey, New Mexico, Oklahoma, Pennsylvania, Rhode Island, Utah, West Virginia, or Wisconsin.
Parent Interpretive Guide for Year-End Model States. ( También disponible en Español.)

Visit your state's webpage to learn more about how DLM assessments are implemented in your state.

Resources for Parents
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Dynamic Learning Maps ® (DLM ®) assessments are for students with the most significant cognitive disabilities for whom general state assessments are not appropriate, even with accommodations. DLM assessments offer these students a way to show what they know and can do in English language arts, mathematics, and science.

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TeachTown: Moderate to Severe Teaching and Learning Framework

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TeachTown: Moderate to Severe Teaching and Learning Framework

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Moderate to Severe Teaching and Learning Framework FINAL

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Page 1: Overview of Related Services

Related services* are the supportive services or activities necessary for some students with disabilities to maximize their educational outcomes. Any related service or support that helps a student to benefit from or achieve the goals set out in his or her individualized education program (IEP) should be provided by the appropriate related services personnel. Special education and related services are intended to be flexible to meet the needs of an individual student. Appropriately matched to those needs, related services can assist students with disabilities by helping them to:

Participate in the general education curriculum with their peers

Meet their annual educational goals

Take part in extracurricular and nonacademic activities

The additional support provided through related services and related services personnel (also known as specialized instructional support personnel) can help a student in an area of need such as writing, speaking, or moving. There is a wide range of special needs; therefore, there are many different types of related services. Related services might meet a student's school transportation requirements or help with his or her social-emotional needs. As with special education, related services are not meant to be a one-size-fits-all solution, nor are they disability specific. Rather, related services should be associated with the student's IEP goals and called out in the IEP. They are intended to help students meet their IEP goals and to be tied to those specific educational outcomes, rather than be mere isolated services. Related services in schools may include but are not limited to:

The chart below displays the percentages of related service providers by the type of service.

Adapted from the Data Accountability Center. 2009 School year. ideadata.org

Because they are tailored to meet the specific needs of individuals with disabilities, it is not possible for IDEA '04 to offer a complete and exhaustive list of the available related services. Despite this open definition, however, there are some limitations to what related services can include. For example, related services do not include the provision of surgically implanted devices such as cochlear implants or baclofen pumps. On the other hand, related service providers do routinely check some devices to make sure they are on or functioning properly, for example making certain that a student is wearing his hearing aid and that the hearing aid's battery is working, or simply being aware of the warning signs that a device isn't functioning properly by noticing changes in the student's perceptions of sounds.

For Your Information

Related services in schools are provided to students with IEPs and their families at no charge. However, students might have disability related therapy needs outside of what can be offered in a school setting, for example a regimen of range-of-motion exercises or post-surgical treatment. These needs are often addressed in a clinical setting and generally covered through insurance and not through the school system. Further, services offered by a doctor are usually not considered a related service.

* Note: The Every Student Succeeds Act (ESSA) also refers to related services and related services personnel as specialized instruction and specialized instructional support personnel, respectively.

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IRIS | Page 1: Overview of Related Services

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Related services* are the supportive services or activities necessary for some students with disabilities to maximize their educational outcomes. Any related service or support that helps a student to benefit from or achieve the goals set out in his or her individualized education program (IEP) should be provided by the appropriate related services personnel.

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Toileting & Diapering  in the TK_K classroom[79][18]

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Supporting Student Changing Needs in School[32][35]

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Suggestions for Success: Toilet Training

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Suggestions for Success: Toilet Training

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Suggestions for Successful Toilet Training[84]

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Hand, Hygiene, and Diapering Procedures[62]

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What is the active learning approach? The active learning approach is a learner-centered pedagogical strategy. It is an instructional method that puts the students at the center of the learning process. Students play an active role in constructing their understanding of the content material through thinking, discussing, and problem-solving. The active learning approach helps students remain inspired and engaged during lessons. What does the active learning approach for upper ... continue reading...

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When writing IEP goals for students with unique learning needs, the best practices for writing SMART goals apply. Make them:
By its very definition, an IEP is intended to present goals that are specific to an individual student's needs. The real work begins with determining those unique needs and crafting an IEP in clear language that can be easily understood by all educators and caregivers who interact with them.

Determining the areas of need begins with the the Present Levels of Academic Achievement and Functional Performance (PLAAFP) developed by the entire IEP team. Areas of need must have a corresponding goal in the IEP. Because this foundational component is also informed by formal and informal assessments, it should identify the student's specific needs and their strengths-both are critical to developing short-term objectives and annual&nbsp;goals.

n2y tip

When completed by an IEP team with fidelity, the K-12 Student Learning Profile in Unique Learning System's Goals, Preferences, and Skills (GPS) provides a source to inform present levels of performance. Pair assessment results with Daily Scores and Observations, L 3 Skills Play Report, and Positivity Core Behavior Profile Report to build a rock-solid PLAAFP.

What makes a goal specific?

Each goal should state specifically the targeted skill and what the child is expected to do in order to reach the agreed-upon level of mastery-which leads us to measurement.

n2y tip

Use Unique Learning System's Daily Scores and Observations and Benchmarks, and Positivity's Core Behavior Profile to identify standards-based academic and behavior skills that might be appropriate to specifically target.

How are goals measured?

In order to ensure that the student is making progress, each goal is associated with measurement criteria for demonstrating mastery. Many states require an indication of how the data will be collected for each one. Depending on the goal, the measurement might be a percentage of accuracy or frequency of successful attempts. As part of the criteria, the goal should detail the conditions under which the student is performing the work. For example, how many prompts do they require from the teacher? Is the student one-on-one with a teacher during the attempts or in a group setting?

n2y tip

Add academic-related goals to Unique Learning System's Individual Skills Tracking area of the GPS and set the aim line to track progress. For behavior-related goals, use Positivity's Core Behavior Profile and behavior tracking for interfering and prosocial behaviors.

What makes a goal attainable-and why is this important?

Goals should be developed with the intent of increasing independence so that a student continues on a path to chronological grade-level skills and standards. To ensure the student experiences incremental success and builds the confidence that is so important to learning, the team should carefully determine what the student can achieve.

n2y tip

In Unique Learning System, use Benchmark and Checkpoint results in conjunction with Daily Scores and Observations to set attainable goals. You can also use Positivity's Core Behavior Profile when considering a goal. Evaluating these data points will help your team make an informed decision on goal attainability.

What is meant by a relevant goal?

Relevant means that the goal is individualized to the student, as well as meaningful to and realistic for the student's success. If a student currently has a five-word expressive vocabulary, the goal should not be that they exchange conversation with complete sentences.

In other words, there is no copying and pasting of goals from one child's IEP to another one! In the case of a student with a communication disorder, the question to guide relevancy might be, "How will improving their responsiveness to a teacher's gesture or prompt improve their choice-making?"

n2y tip

Review Unique Learning System's Daily Scores and Observations (as this will report daily performance and alignment to state standards), Benchmarks, Checkpoints, and L 3 Skills Play Report and Positivity reports for additional data to inform team decisions.

What is a typical timeframe for a goal?

Specifying a time by which a student will accomplish a goal ensures accountability and gives a means to monitor progress at certain intervals. Most often, goals are written to be attainable within one year. Legally, IEP goals must be reviewed at least once per year by the IEP team. If goals need to be adjusted more than once per year, parents or the school can request an IEP team meeting in which this can be accomplished.

n2y tip

Use Unique Learning System's Benchmarks and Checkpoints in the GPS as well as Daily Scores and Observations and L 3 Skills Play Report and Positivity reports in My Account to monitor progress mastery in the determined timeframe. If it looks like progress is falling behind, use the resources at the bottom of Unique Learning System's Individual Skills Tracking page to support and spark growth. In addition, you can use L 3 Skills to provide skills-based practice as well as assign evidence-based strategies in Positivity.

Students may also benefit from having short-term objectives to meet their individual goals.

Where do objectives fit into IEP goals?

Objectives are smaller or interim goals that lead to achieving the overall IEP goal within a given timeframe. For example, if the goal is that a student will correctly solve double-digit addition problems with carrying, then a short-term objective may be that the student will visually represent regrouping by placing the digit in the tens column.

Under the 2004 Amendments to IDEA, the inclusion of short-term objectives is no longer mandated for students with disabilities assessed using general education standards. For those who are working on extended standards and taking the alternative assessments, IDEA states that objectives or benchmarks are required with each individual goal. Please note that some states require short-term objectives for each individual goal regardless of whether they are on general or extended standards. Reach out to your district for more information.

Putting it all together

One simple guideline for drafting an IEP goal that includes all the necessary components is to create a template:

When given [instruction or task, etc.], the student will [demonstrate skill or behavior, etc.] with ____% accuracy in ____ out of ____ trials [within a given time period].

Examples

When given word problems, (the student) will independently solve and explain problems involving fractions by partitioning a whole into equal parts with 90% accuracy in 4 out of 5 trials within a 9‑week period.

When given a reading passage, (the student) will use the context clues to determine the meaning of words with 80% accuracy in 3 out of 5 trials within a 9‑week period.

Goals should be individualized to meet the needs of each student and help them reach their greatest potential. L 3 Skills and Positivity can provide valuable skill practice and behavior supports in your classroom. Remember to use Unique Learning System's GPS and Student Daily Performance to help monitor student progress and for support in writing the most appropriate and effective goals for each of your students. By keeping SMART (Specific, Measurable, Attainable, Relevant, Time-bound) IEP practices in mind and following a template, you will have well-written goals that form the roadmap to student success!

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Tips for Writing and Understanding SMART IEP Goals

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SMART (Specific, Measurable, Attainable, Relevant, Time-bound) IEP goals can help students reach their greatest potential.

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Disabling segregation: Dan Habib at TEDxAmoskeagMillyard

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Collaborative Team Teaching: Challenges & Rewards  

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Collaborative Team Teaching: Challenges & Rewards  

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Collaborative Team Teaching: Challenges and Rewards

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Veteran special ed teacher Marisa Kaplan shares the challenges and rewards of co-teaching, including the fun of having another adult in the classroom.

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Decades of research has demonstrated the benefits of coteaching for teachers and students. Professional growth for teachers can include increased content knowledge, classroom management strategies, and curriculum adaptations (Scruggs et al., 2007) while students have demonstrated gains in academics, study skills, and social-emotional well-being (Oh-Young & Filler, 2015).

What is also documented in research is the overuse of the one-teach, one assist approach to collaborative teaching in which the general education teacher provides whole group instruction and the special education teacher fulfills a subordinate role. This model used a primary model does not foster equal roles and responsibilities of collaboration or the use of instructional practices to support students with disabilities or struggling learners. For this reason, consideration should be given to the use of other approaches for inclusive instruction. Station teaching, parallel teaching, alternative teaching, and team teaching are effective models of collaborative teaching which will enhance student and teacher learning.

Station teaching, parallel teaching, alternative teaching, and team teaching are effective models of collaborative teaching which will enhance student and teacher learning.

We hope to support teacher efforts in the use of different inclusive teaching strategies by providing examples to try in your classroom. Below is a fifth-grade math lesson using station teaching, parallel teaching, team teaching, and alternative teaching strategies.
State Standard: Representing decimals using expanded notation Objective: The student will be able to use place value understanding to represent the value of digits in decimals and round numbers.
Station Teaching

Parallel Teaching

Team Teaching

Alternate Teaching

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Effective Models of Collaborative Teaching - Stetson & Associates, Inc.

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Decades of research has demonstrated the benefits of coteaching for teachers and students. Professional growth for teachers can include increased

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Making Inclusion a Reality for Students with Severe Disabilities 

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Making Inclusion a Reality for Students with Severe Disabilities 

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IRIS Center Collaborative Practices Resource

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IRIS Center Collaborative Practices Resource

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Page 5: Collaborative Practices

Educating students with significant cognitive disabilities in inclusive settings requires teamwork and collaboration. As the student's teacher, you are not alone! All educators involved in planning, implementing, and evaluating an IEP should be prepared to work together to help students succeed. Collaborative practices improve academic, communicative, and social outcomes for students with significant cognitive disabilities.
collaboration
Any collective action in which two or more individuals work together towards a common goal of planning, implementing, or evaluating a specific aspect of an educational program for a student or group of students.

As you learned earlier, IEP team members (e.g., special educators, general educators, related service providers, family members) work collaboratively to determine appropriate goals, services, and supports for a student's education. They also collaborate throughout the school year to implement the IEP in a way that ensures a student's adequate access to and progress in the general education curriculum.

Although the IEP team plays a vital role in the student's education, they are not the only professionals who should work collaboratively to help the student succeed. There are often many other individuals involved in the day-to-day life of the student. For example, a student may have multiple teachers across different content areas or specialty/elective classes (e.g., art, music). Or, a student may receive support from a paraeducator in the general education classroom. These educators all need to communicate and collaborate regularly to plan their instruction, deliver services and supports, and monitor the student's progress.

Collaborating with Paraeducators

As noted above, students with significant cognitive disabilities are often supported by paraeducators-sometimes referred to as paraprofessionals or teacher assistants-in inclusive classrooms. Under the supervision of a general and/or special education teacher, paraeducators may take on responsibilities such as adapting materials, offering behavioral support, or facilitating peer interactions.

In these situations, the student's teachers must collaborate closely with the paraeducator. For example, general educators can share materials in advance of a lesson to help the paraeducator prepare, and special educators can identify the key concepts for the paraeducator to support during instruction. Paraeducators may also require specialized training, such as that provided by a speech-language pathologist (SLP) on how to use a student's communication system.
speech-language pathologist (SLP)
A professional who diagnoses and treats problems in the area of speech and language development; a related services provider.

Paraeducators must be careful to provide the appropriate amount of support to enable the student to access the general education classroom. For example, a paraeducator who is always right beside the student or who provides excessive assistance may unintentionally limit the student's ability to interact with peers or fully participate in class. The IEP team should work together to plan ways that the paraeducator can offer support while maximizing the student's independence.

When planning instruction and support, the most effective collaborative teams develop strong working relationships and meet regularly. Collaborative teams are most successful when they:

Include interdisciplinary professionals to support all facets of a student's experience in the general education setting. For example:

General educator(s) to support grade-level academic content and skills

Special educator(s) to support foundational skills and specially designed instruction

Related service provider(s) (e.g., speech-language pathologist, occupational therapist, physical therapist, school counselor) to support areas such as communication, physical access, or social-emotional needs

Establish a shared understanding of goals and objectives for the student's education

Focus on the student's individual strengths and needs

Agree on ground rules for meetings (e.g., no phones, be on time)

Create an agenda to guide the meeting and assign specific action items for follow-up

In this interview, Shawnee Wakeman describes some examples of interdisciplinary collaborative teams.

Shawnee Wakeman, Ph.D.
TIES Center, Co-Principal Investigator
University of North Carolina, Charlotte

Transcript: Shawnee Wakeman

Interdisciplinary collaborative teams typically have at least two disciplines or content areas working together to plan, teach and/or assess. These teams often work together to make connections across the disciplines. An example of a team would be the social studies teacher and the ELA teacher planning a project regarding the role of Christopher Columbus in history. Another example would be the special education teacher and the speech-language pathologist co-planning an ELA lesson that is infused with core and targeted vocabulary for student responses. Members of an interdisciplinary collaborative team can also be the IEP team members. An IEP team would include at least one general education teacher that teaches the student, the special education teacher, any related service provider, an LEA, or local education agency representative, such as the school administrator or a district specialist, the student's parents, and the student. Others may attend and participate in the IEP team meeting as necessary. The purpose of the IEP team is to review the performance of the student over a period of one year and make decisions regarding appropriate content, assessments, supports, and services to meet the needs of the student.

Lessons for All: The 5-15-45 Tool Whether you have 5, 15, or 45 minutes to collaborate on lesson planning, this tool provides action items to transform a standards-based lesson into more inclusive instruction for all students. Additional resources are provided to help educators advocate for common planning time and set team rules and meeting protocols.
The video below illustrates how a special education teacher and a general education teacher use the 5-15-45 Tool during a collaborative meeting (time: 3:09).

Transcript: Collaboration

Narrator: Let's listen in on a conversation between Mr. Carter and Ms. Saldido regarding the use of content standards in planning lessons for all students.

Mr. Carte r: I'm excited for Daniel to join our class, but I'm really concerned about his academics.

Ms. Saldido: I totally get it. It can be pretty confusing, but luckily, I have some great resources that will help.

Mr. Carter: I really appreciate that. So where do we start?

Ms. Saldido: We actually start at the same place you'd start with the rest of your students- with the standards.

Ms. Carte r: Okay, that makes sense. I'm still not sure how to take those standards and make them meaningful for Daniel though.

Ms. Saldido: That's why I'm here. Let's work through one together now.

Mr. Carte r: That makes me feel a lot better. Some weeks can be really busy though. How much time will we need to put aside?

Ms. Saldido: We can be flexible! We'll use this tool called the 5-15-45. It will walk us through the planning process whether we have 5 minutes, 15 minutes, or 45 minutes.

Mr. Carter: I have 15 minutes now- let's get started!

Ms. Saldido: Great! First we'll start with a lesson plan.

Mr. Carter: Perfect! Let's use the one that I sent you.

Ms. Saldido: We'll use these discussion guides each time we meet. First question is, What is the content being taught in this lesson? Also, what is most essential for all learners to know?

Mr. Carter: The content being taught in this lesson will be finding the perimeter of a regular shape. By the end of the lesson, all students should be able to find the length of each side of a regular shape and understand the sum of all of its sides equals the perimeter.

Ms. Saldido: Now that we're on the same page, what are the instructional strategies and activities for this lesson? What instructional strategies and activities are most helpful for teaching the essential content?

Mr. Carter: We will teach this content through a concrete-representational-abstract method. Students will use a ruler to physically measure the perimeter of real-world objects, draw and label the object using correct measurements, add up the sides of these objects, and then will use a formula to solve perimeter problems for a variety of shapes.

Ms. Saldido: What is one barrier to learning we anticipate for Daniel? Is it related to his interest or engagement? To his background knowledge? Or to how he shows what he knows?

Mr. Carter: I'm most concerned about Daniel's previous exposure to mathematics vocabulary. Communicating about mathematics is extremely important for conceptual understanding.

Ms. Saldido: Okay, let's brainstorm how we can remove this barrier.

Ms. Saldido: I think our plan to create visual response cards with the key vocabulary for the lesson will be super helpful for Daniel. I wonder if other students could also benefit from this instructional strategy?

Mr. Carter: That's a great idea. We can have students create their own response cards with illustrations so they can participate the same way as Daniel!

Ms. Saldido: Sounds like we have a plan. Let's list our action items and then schedule our next meeting to use the 5-15-45 tool!

Narrator: The conversation between Mr. Carter and Ms. Saldido is an example of one that is essential for creating effective plans for all students. You will use the information presented in upcoming pages and activities.

A Guide to Implementing Paraprofessional Facilitation This document includes high-quality paraprofessional facilitation strategies that reduce student reliance on adults and increase student engagement with peers. A Planning Sheet and Initial Training Checklist are also available to support educators who supervise paraprofessionals.

Creating an Inclusive School Environment: A Model for School Leaders Collaborative practices for inclusion in individual classrooms and schools rely on systemic supports from school and district leaders. This module offers a general overview of the concepts that principals should consider when creating inclusive schools.

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Educating students with significant cognitive disabilities in inclusive settings requires teamwork and collaboration. As the student's teacher, you are not alone! All educators involved in planning, implementing, and evaluating an IEP should be prepared to work together to help students succeed. Collaborative practices improve academic, communicative, and social outcomes for students with significant cognitive disabilities.

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Co-Teaching Reference Guide - Supporting Inclusive Practices

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Co-teaching is a widely implemented instructional model for ensuring that students with disabilities have access to high quality instruction in the general education classroom. The objective is for students with disabilities to be educated in their least restrictive environment and receive equitable opportunities and educational benefit

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Reenvisioning the UDL Guidelines

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

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Educational Benefit And The Standard Aligned IEP

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Educational Benefit And The Standard Aligned IEP

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Ensuring Educational Benefit Through a Compliant IEP 

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Ensuring Educational Benefit Through a Compliant IEP 

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Distance Learning Significant Needs Padlet

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Distance Learning Significant Needs Padlet

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How to Use a Stop Light and Countdown Board

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How to Use a Stop Light and Countdown Board

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How-To Video: Stop Light & CountDown Board

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Create a consistent, engaging learning environment

Unique Learning System is a one‑of‑kind solution designed specifically to help students with special learning needs master their state's extended standards. From one convenient, cloud‑based platform, educators deliver differentiated, standards‑aligned content enhanced by powerful assessments, data tools, and evidence‑based instructional support. Students from pre-K through transition have the advantage of consistent, high-quality instruction, a motivating interactive learning environment, engaging symbol support, and a path to independence.

See how ULS incorporates the Science of Reading

Easily maintain and demonstrate compliance

Administrators, teachers, therapists, paraprofessionals, and parents all benefit from the powerful supports within Unique Learning System that help them meet the ultimate goal: helping every student gain meaningful access to learning and develop greater self-sufficiency. Built‑in assessment tools and resources provide insight into each learner's knowledge, abilities, and needs as they progress. And extensive data related to that growth informs instruction and documents mastery toward IEP goals and standards.

Explore More

Simplify complex daily roles to increase educator satisfaction

Teachers, imagine starting the school day without the rush to create materials for multiple levels of learners, prepared to provide every student with access to their state's extended standards, knowing what standards that day's lessons will address-and how, and having clear insight into every student's needs and learning level to ensure they continue to progress. From one convenient and powerful solution, you can create opportunities for your students to succeed in school and life.

Explore More

Drive positive student outcomes across all content areas

With research guiding our work every step of the way, we help educators address the needs of the whole student from one easy‑to‑navigate solution that provides instruction across the content areas for pre‑K-transition. Students can chart their own course to academic success with access to extended learning standards and the same concepts as their peers in general education. And they gain pride and confidence through differentiated lessons that enable each to participate in rigorous daily instruction at the appropriate level with evidence‑based supports.

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Teach and learn anytime, anywhere

Like n2y's Total Solution, Unique Learning System is both simple and powerful-easily working with existing technology and seamlessly adaptable to future systems. Its cloud-based content and features reach students no matter where they learn throughout the day: in school or at home.

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What's Included?

A one-year Unique Learning System license provides:

Unlimited access for one service provider and 15 students to one grade band of differentiated lessons, and standards-aligned content for ELA, math, social studies & science, and transition. Designated to ensure standards mastery, grade bands include Pre-K, Elementary (K-2), Intermediate (3-5), Middle School (6-8), High School (9-12) and Transition.

Student View access from any location

Use of the powerful Goals, Preferences and Skills (GPS) assessment hub and resulting student data and reporting

Access to regular updates and additions

Time-saving, easy-to-use platform that integrates with other n2y solutions

24/7 access to our comprehensive Knowledge Base that shows how to use Unique Learning System, including Getting Started, FAQs, and support articles.

There are different levels in Unique [Learning System], and each student is on the level that [enables them to] achieve the maximum. We do monthly Checkpoints to see where they're going, and it shows me that when students need specific help, we get right on it.

Louella Broussard

Teacher

Acadiana High School, LA

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Unique Learning System is the #1 U.S. special education curriculum! Standards-aligned, individualized instruction for measurable student growth and independence.

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The STAR Program (Strategies for Teaching based on Autism Research, Arick, Loos, Falco, Krug, 2015) teaches children with autism the critical skills identified by the 2001 National Research Council and uses many of the evidence-based practices identified in the 2009 National Standards Report and 2014 National Professional Development Report.
STAR 2.0 is now Available! Click here to learn more.
The ABA (Applied Behavior Analysis) instructional methods of discrete trial training, pivotal response training and teaching functional routines form the instructional base of this comprehensive program for children with autism. The STAR Program is the only curriculum that has been validated by multiple independent randomized control trials (including IES and NIH Grants) on the market today.

Evidence-Based

Research Validated

ABA Based

Award Winning

The STAR Program includes detailed lesson plans, teaching materials, data systems and a curriculum-based assessment for teaching in the six curricular areas of receptive language, expressive language, spontaneous language, functional routines, academics, and play & social skills.

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The STAR Program (Strategies for Teaching based on Autism Research, Arick, Loos, Falco, Krug, 2015) teaches children with autism the critical skills identified by the 2001 National Research Council and uses many of the evidence-based practices identified in the 2009 National Standards Report and 2014 National Professional Development Report.

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Browse hand washing for special needs resources on Teachers Pay Teachers, a marketplace trusted by millions of teachers for original educational resources.

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Independence with Self-Dressing and Fine Motor Skills - The OT Toolbox

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"I can do it myself!" It's a phrase that most parents hear at one time or another as their child begins to develop the skills needed for independence in self-care. Sometimes, however, there are factors that interfere with appropriate development of function. Parents may wonder when their child will begin to pull on their ...

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The Links Curriculum (Linking Assessment and Instruction for Independence) is an evidence-based, comprehensive, web-based curriculum to teach upper elementary, secondary, and post-secondary students with autism and other developmental disabilities to be independent across school, community and vocational routines.

The Links Curriculum includes detailed lesson plans, visual support materials, data systems, and assessment. Links also features academic, small group, and independent work activities. Links is designed to promote student independence in natural environments. The Links online system utilizes a curriculum-based skill assessment and an observed routine assessment (ORA) to identify target areas for instruction. Links task-analyzed routines can be individualized to meet the needs of every student. The Links school, community and vocational lesson plans provide instructional staff with the tools necessary to teach both individual skills and independence in daily routines.

Evidence-Based

Research Validated

ABA Based

Award Winning

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The Links Curriculum (Linking Assessment and Instruction for Independence) is an evidence-based, comprehensive, web-based curriculum to teach upper elementary, secondary, and post-secondary students with autism and other developmental disabilities to be independent across school, community and vocational routines. The Links Curriculum includes detailed lesson plans, visual support materials, data systems, and assessment.

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Leading Special Education Curriculum Software - TeachTown

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Schedule a special education curriculum software demo with TeachTown today to see how students with moderate to severe disabilities thrive while learning!

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Page 2: Evidence-Based Practices

For Your Information

Two federal laws-the Every Student Succeeds Act (ESSA) and the Individuals with Disabilities Education Act (IDEA '04) -mandate that educators use, to the greatest extent possible, evidence-based academic and behavioral practices and programs.
Every Student Succeeds Act
Federal school reform legislation originally enacted in 1965 that aimed to increase school accountability for student learning, offer more choices for parents and students, create greater flexibility for schools in the use of funds, and emphasize early-reading intervention. This act now mandates the use of academic and behavioral evidence-based practices. When this act was reauthorized in 2001, it was referred to as the No Child Left Behind Act (NCLB). The Every Student Succeeds Act (ESSA) reauthorized the Elementary and Secondary Education Act in 2015 and will go into effect in fall 2017.

For more information about these laws, visit the Websites below:
Individuals with Disabilities Education Act (IDEA '04)
Name given in 1990 to the Education for All Handicapped Children Act (EHA) and used for all reauthorizations of the law that guarantees students with disabilities the right to a free appropriate education in the least restrictive environment.

To improve the outcomes of children with ASD, educators should implement evidence-based practices (EBPs), strategies that have been shown to be effective in teaching appropriate behaviors and skills and decreasing inappropriate behaviors for a given population. There are evidence-based practices to improve academic and behavior outcomes for all students. However, this module will focus on strategies that have been shown to be effective in teaching appropriate behaviors and skills and decreasing inappropriate behaviors for students with ASD. The National Professional Development Center (NPDC) on Autism Spectrum Disorder has identified 27 evidence-based practices for improving outcomes for students with ASD.
evidence-based practices (EBPs)
Strategies proven to be effective for the majority of students through experimental research studies or large-scale research field studies.

Adapted from Wong, Odom, Hume, Cox, Fettig, Kucharczyk, Brock, Plavnick, Fleury & Schultz, 2014. Retrieved from https://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/imce/documents/table7_working_definition_ebp.pdf

Click here to download and save a PDF version of the list.

With so many EBPs from which to choose, how can educators or practitioners determine which of them to use with a specific child? The four steps outlined below can help educators and practitioners make a more informed decision when they select an EBP.

When they select a practice to implement with a child or student, educators and practitioners should understand that:

When selecting a target behavior and EBP, it is important to collaborate with parents. A behavior that is problematic at school is also often problematic at home. When parents and teachers implement the same EBP, the probability that the strategy will be effective across multiple settings increases.

Just because a practice is deemed evidence-based does not guarantee that it will be effective for every student.

Information about treating and even curing autism is abundantly available on the Internet, but many of these practices are unproven, and are sometimes even harmful. For this reason, educators and practitioners should rely on trustworthy sources to identify evidence-based practices.

Once an EBP has been selected and implemented with a child, the educator or practitioner needs to collect data on the behavior to evaluate how the EBP is working for the individual student. It is also important to determine whether the EBP was implemented with fidelity (i.e., implemented as the developer intended), especially if the EBP was not effective for the student. Kara Hume and Ilene Schwartz discuss selecting an EBP, implementing a practice with fidelity, and evaluating whether an EBP is effective for a student.

Kara Hume, PhD

Research Scientist
Frank Porter Graham Child Development Institute
University of North Carolina-Chapel Hill

Ilene Schwartz, PhD

Professor, Special Education
Director, Haring Center for Research
and Training in Inclusive Education
University of Washington

Transcript: Kara Hume, PhD

The first step to think about when selecting EBPs for students is to determine what skill or behavior you would most like to target. In the module, there's a table that lists EBPs that have been proven to help strengthen those outcome areas, so using that table is a great place to start. From the list of the 27 EBPs, determine which EBPs best match that skill area or target area. Once you have some ideas of what EBPs might be most beneficial then really start to think about the students. What do you know about the students? How old are they? What evidence-based practices or any practices have already been used with that student? What does that student typically respond to that can help you determine a starting point?

And then think about what do you know about the staff. What type of expertise does the staff have? What type of training has the staff already received that might be beneficial in learning or implementing an additional evidence-based practice?

And then the last thing to consider is what resources do you have. What's available that can help you facilitate the implementation of that evidence-based practice?

If you want to implement the Picture Exchange Communication System and you have staff that's been trained, do you have some materials-a computer, a printer, software-that can allow you to easily make materials that you need to implement that evidence-based practice? So following those steps can really help you choose what evidence-based practice is best for an individual student.

Transcript: Kara Hume, PhD

The first step is to ensure that the intervention is actually being implemented with fidelity. Often we're quick to say, "Oh, that didn't work. You know, I tried video modeling, but it didn't work for the student." But we really haven't implemented video modeling the way it was designed and the way that we know that it actually works. So what I would recommend is first finding the fidelity checklist for each of the evidence-based practices. That can help you as a teacher to monitor how the intervention is being implemented. Our first instinct shouldn't necessarily be, "Oh, we need to do this more," or "We shouldn't do this at all," but first make sure that the intervention that we are implementing is of high quality or high fidelity. Then, next, if we know that we're implementing it in the way in which it is designed then to allow for a little bit of time for the evidence-based practice to impact the behavior. Especially if it's a behavior that's been part of a student's repertoire for a long time, it may take a bit of time to see the impact of that evidence-based practice.

If it's being implemented with fidelity over a period of time and the data are indicating that there's no change then consider selecting another evidence-based practice or adding additional evidence-based practices to support that behavior change and consider the match between the evidence-based practice and the student and the evidence-based practice and the staff. Sometimes we have a mismatch there. It's not the right practice for the student or the staff.

And when we're considering intensive intervention, we also want to think about we may not need more intensive but we often need more consistent intervention. For example, we might only be using the Picture Exchange Communication System during snack time, and we may not see behavior change, and so we might think, "Oh, that's not effective." But really we need to think about implementing that system across settings: So not just at snack time but at nap time and at circle time and out on the field trip. Or across people: So not just with the speech-language pathologist, but with the paraprofessionals, with the teacher, with the family. Or across items: We're not only using PECS to request for food but we're using it to request the items that we need in our math activity. So I would think about implementing evidence-based practices more consistently, rather than necessarily more intensive.

Transcript: Ilene Schwartz, PhD

One of the things that we do with every student with whom we're working who has autism is that we're taking data on every instructional practice that we use. For example, if I'm working with a child to teach them how to make initiations to peers on the playground, and I have a practice that I'm using to do that, I need to take data on whether or not the child is actually increasing the number of independent initiations that they make towards students. If not, then I have to say, regardless of the data that exists on that practice, it's not working at this time in this setting under these conditions with that child. And so then I have to, as the instructor, come back and say, well, how do I need to change my instruction?

If a student is not learning what we want them to learn then that means we're not providing the instruction in the way it needs to be provided. We need to back up as the instructional team and say do we need to break the instruction down into smaller steps? Do we need to provide more instruction? Do we need to use a different reinforcer? Do we need to provide more supports, or is it the wrong time to be teaching this particular skill? Are there some prerequisites skills that we need to learn? Is there a lack of motivation to learn this skill? When the child-performance data are not showing that the child is learning, that is the prompt for the instructional team that they need to change their behavior.

To learn more about identifying and selecting an EBP, implementing it with fidelity, and evaluating its effectiveness for a given child or student, visit the following IRIS Modules:

For Your Information
Are the EBPs for students with autism also high-leverage practices?
High-leverage practices (HLPs) are practices often used by teachers that have been shown to increase student performance. HLPs that can be used with students with ASD include small-group instruction, functional behavior assessments, peer-assisted strategies, and organized and supportive learning environments. Listen as Kara Hume discusses some of these HLPs and the overlap with EBPs for students with autism (time: 0:58).

Transcript: Kara Hume, PhD

There are some areas of overlap between the high-leverage practices and these evidence-based practices. The field is not completely decided on what the high-leverage practices are for special educators, but draft documents have indicated that understanding and using functional behavior assessment, FBAs, is key, and that's also an evidence-based practice. Peer-mediated strategies is both an HLP and an EBP. Another area that could potentially overlap is around the use of building supportive learning environments, and you could likely make a parallel between building these supporting learning environments and all of the interventions that fall under that antecedent-based intervention, or the ABI, in those evidenced-based practices, which is about building an environment that helps to prevent challenging behavior and enhance skills before challenging behavior occurs.

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Two federal laws-the Every Student Succeeds Act (ESSA) and the Individuals with Disabilities Education Act (IDEA '04) -mandate that educators use, to the greatest extent possible, evidence-based academic and behavioral practices and programs. Every Student Succeeds Act Federal school reform legislation originally enacted in 1965 that aimed to increase school accountability for student learning, offer more choices for parents and students, create greater flexibility for schools in the use of funds, and emphasize early-reading intervention.

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Council for Exceptional Children Professional Standards

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Council for Exceptional Children Professional Standards

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What are Evidence-based Practices?

An evidence-based practice is an instructional/intervention procedure or set of procedures for which researchers have provided an acceptable level of research that shows the practice produces positive outcomes for children, youth, and/or adults with ASD.

What EBPs have been identified?

The National Clearinghouse on Autism Evidence and Practice (NCAEP) recently released their new report idenityfing EBPs. The new report reviews literature published from 1990-2017 and identifies 28 EBPs and 10 manualized interventions that also met criteria. The list of EBPs is here.

The NCAEP and AFIRM teams are working to update our user-friendly materials and AFIRM modules to reflect these changes. Until then, please select an EBP identified in our 2014 review to access the AFIRM module about the practice. Each module provides an overview and general description, step-by-step instructions of implementation, an implementation checklist, and the evidence-base which includes the list of references that demonstrate the practice meets the NPDC's criteria.
To print out a specific EBP Brief Packet, access the AFIRM modules and download the EBP Brief packet.
Comparison of NCAEP and NSP EBPs

NCAEP (2020) and the National Standards Project (NSP, 2015) published reports of their systematic reviews of the literature and identification of evidence-based practices. Nineteen of the NCAEP EBPs were also identified as established interventions in the NSP report Five of the NCAEP EBPs were identified as emerging interventions (i.e., some evidence but not sufficient to be classified as an EBP). NCAEP identified four EBPs that were not included in the NSP previous report and NSP identified Language Training (Production) as an established intervention, whereas it was not included in the current NCAEP report. NSP also included Comprehensive Behavioral Treatment for Young Children, and NCAEP did not consider comprehensive treatment models in the current review. In summary, there continues to be a substantial overlap in EBPs identified by these two independent reviews.
To print out the NCAEP NSP Comparison table, download the table here and open using Adobe Reader.

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An evidence-based practice is an instructional/intervention procedure or set of procedures for which researchers have provided an acceptable level of research that shows the practice produces positive outcomes for children, youth, and/or adults with ASD. The National Clearinghouse on Autism Evidence and Practice (NCAEP) recently released their new report idenityfing EBPs.

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27 EBPs from the National Clearinghouse 

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27 EBPs from the National Clearinghouse 

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Structured literacy (SL) teaching is the most effective approach for students who experience unusual difficulty learning to read and spell printed words. The term refers to both the content and methods or principles of instruction. It means the same kind of instruction as the terms multisensory structured language education and structured language and literacy.

Structured literacy teaching stands in contrast with approaches that are popular in many schools but that do not teach oral and written language skills in an explicit, systematic manner. Evidence is strong that the majority of students learn to read better with structured teaching of basic language skills, and that the components and methods of Structured Literacy are critical for students with reading disabilities including dyslexia.
Content of SL Instruction: Language
Dyslexia and most reading disorders originate with language processing weaknesses. Consequently, the content of instruction is analysis and production of language at all levels: sounds, spellings for sounds and syllables, patterns and conventions of the writing system, meaningful parts of words, sentences, paragraphs, and discourse within longer texts.

Phoneme awareness. Becoming consciously aware of the individual speech sounds (phonemes) that make up words is a critical foundation for learning to read and spell. A phoneme is the smallest unit of speech that can change the meaning of a word. For example, the different vowel phonemes in mist, mast, must, and most create different words. Although linguists do not agree on the list of phonemes in English, it has approximately 43 phonemes-25 consonants and 18 vowels.

In preschool and early kindergarten, children typically learn the underpinnings for phoneme awareness, including rhyming, counting spoken syllables, and reciting phrases beginning with the same sound. By the end of kindergarten, children should identify each speech sound by ear and be able to take apart and say the separate sounds of simple words with two and three sounds. More advanced phoneme awareness skills, especially important for spelling and reading fluency, include rapidly and accurately taking apart the sounds in spoken words (segmentation), putting together (blending) speech sound sequences, and leaving out (deleting) or substituting one sound for another to make a new word. These exercises are done orally, without print, and should be part of instruction until students are proficient readers. A large proportion of individuals with dyslexia has difficulty with this level of language analysis and needs prolonged practice to grasp it.

Phoneme awareness is an essential foundation for reading and writing with an alphabet. In an alphabetic writing system like English, letters and letter combinations represent phonemes. Decoding print is possible only if the reader can map print to speech efficiently; therefore, the elements of speech must be clearly and consciously identified in the reader's mind.

Sound-Symbol (phoneme-grapheme) correspondences. An alphabetic writing system like English represents phonemes with graphemes. Graphemes are letters (a, s, t, etc.) and letter combinations (th, ng, oa, ew, igh, etc.) that represent phonemes in print. The basic code for written words is the system of correspondences between phonemes and graphemes. This system is often referred to as the phonics code, the alphabetic code, or the written symbol system.

The correspondences between letters and speech sounds in English are more complex and variable than some languages such as Spanish or Italian. Nevertheless, the correspondences can be explained and taught through systematic, explicit, cumulative instruction that may take several years to complete.

Patterns and conventions of print (orthography). Through explicit instruction and practice, students with dyslexia can be taught to understand and remember patterns of letter use in the writing system. For example, some spellings for consonant sounds, such as -ck, -tch, and -dge, are used only after short vowels. Some letters, like v and j, cannot be used at the ends of words. Only some letters are doubled. Some letters work to signal the sounds of other letters. These conventions can all be taught as part of the print system or orthography.

Print patterns and conventions exist as well for representing the vowel sounds in written syllables. It is a convention that almost every written syllable in English has a vowel grapheme. Structured Literacy programs usually teach six basic types of written syllables: closed (com, mand), open (me, no), vowel-consonant-e (take, plete), vowel team (vow, mean), vowel-r combinations (car, port), and the final consonant-le pattern (lit-tle, hum-ble). Recognizing written syllable patterns helps a reader divide longer words into readable chunks, and helps in understanding spelling conventions such as doubling of consonant letters (little vs. title).

Morphology. A morpheme is the smallest unit of meaning in a language. Morphemes include prefixes, roots, base words, and suffixes. These meaningful units are often spelled consistently even though pronunciation changes as they are combined into words (define, definition; nation, national; restore, restoration). Recognizing morphemes helps students figure out and remember the meanings of new words. In addition, knowledge of morphology is an aid for remembering spellings such as at-tract-ive and ex-press-ion.

Syntax. Syntax is the system for ordering words in sentences so that meaning can be communicated. The study of syntax includes understanding parts of speech and conventions of grammar and word use in sentences. Lessons include interpretation and formulation of simple, compound, and complex sentences, and work with both phrases and clauses in sentence construction.

Semantics. Semantics is the aspect of language concerned with meaning. Meaning is conveyed both by single words and by phrases and sentences. Comprehension of both oral and written language is developed by teaching word meanings (vocabulary), interpretation of phrases and sentences, and understanding of text organization.

Reading comprehension is a product of both word recognition and language comprehension. Throughout structured literacy instruction, students should be supported as they work with many kinds of texts-stories, informational text, poetry, drama, and so forth, even if that text is read aloud to students who cannot yet read it independently. Reading worthwhile texts that stimulate deep thinking is a critical component of Structured Literacy.
Principles and Methods of SL Instruction
Explicit. In SL instruction, the teacher explains each concept directly and clearly, providing guided practice. Lessons embody instructional routines, for example, quick practice drills to build fluency, or the use of fingers to tap out sounds before spelling words. The student applies each new concept to reading and writing words and text, under direct supervision of the teacher who gives immediate feedback and guidance. Students are not expected to discover or intuit language concepts simply from exposure to language or reading.

Systematic and cumulative. In an SL approach, the teacher teaches language concepts systematically, explaining how each element fits into the whole. Instruction follows a planned scope and sequence of skills that progresses from easier to more difficult. One concept builds on another. The goal of systematic teaching is automatic and fluent application of language knowledge to reading for meaning.

Hands-on, engaging, and multimodal. Methods often include hands-on learning such as moving tiles into sound boxes as words are analyzed, using hand gestures to support memory for associations, building words with letter tiles, assembling sentences with words on cards, color-coding sentences in paragraphs, and so forth. Listening, speaking, reading, and writing are often paired with one another to foster multimodal language learning.

Diagnostic and responsive. The teacher uses student response patterns to adjust pacing, presentation, and amount of practice given within the lesson framework. The teacher monitors progress through observation and brief quizzes that measure retention of what has been taught.
References
Birsh, J., & Carreker, S. (2019). Multisensory teaching of basic language skills, 4th ed. Baltimore, MD: Brookes Publishing.

Brady, S. (2011). Efficacy of phonics teaching for reading outcomes: Implications from Post-NRP research. In S. Brady, D. Braze, & C. Fowler (Eds.), Explaining individual differences in reading (pp. 69-96), London, UK: Psychology Press.

Denton, C. A., Fletcher, J. M., Taylor, W. P., Barth, A. E., & Vaughn, S. (2014). An experimental evaluation of Guided Reading and explicit interventions for primary-grade students at-risk for reading difficulties. Journal of Research on Educational Effectiveness, 7(3), 268-293.

Ehri, L., Nunes, S. R., Stahl, S., & Willows, D. (2001). Systematic phonics instruction helps students learn to read: Evidence from the National Reading Panel's meta-analysis. Review of Educational Research, 71, 393-447.

Foorman, B., Beyler, N., Borradaile, K., Coyne, M., Denton, C. A., Dimino, J., Furgeson, J., Hayes, L., Henke, J., Justice, L., Keating, B., Lewis, W., Sattar, S., Streke, A., Wagner, R., & Wissel, S. (2016). Foundational skills to support reading for understanding in kindergarten through 3rd grade (NCEE 2016-4008). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. Retrieved from the NCEE website: http://whatworks.ed.gov

International Dyslexia Association. Knowledge and Practice Standards for Teachers of Reading. https://dyslexiaida.org/knowledge-and-practices/

Kilpatrick, D. (2015). Essentials of assessing, preventing, and overcoming reading difficulties. Hoboken, NJ: Wiley.

McCardle, P., & Chhabra, V. (Eds.). (2004). The voice of evidence in reading research. Baltimore, MD: Paul H. Brookes Publishing.

Moats, L. C. (2010). Speech to print: Language essentials for teachers, 2nd ed. Baltimore, MD: Paul H. Brookes Publishing.

National Early Literacy Panel (NELP). (2008). Developing early literacy: Report of the National Early Literacy Panel. Washington, DC: National Institute for Literacy.

National Reading Panel. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Bethesda, MD: National Institute of Child and Human Development.

Seidenberg, M. (2017). Language at the speed of sight: How we read, why so many can't, and what can be done about it. New York, NY: Basic Books.
The International Dyslexia Association (IDA) thanks Louisa Moats, Ed.D., for her assistance in the preparation of this fact sheet.
The International Dyslexia Association (IDA). IDA encourages the reproduction and distribution of this fact sheet.
If portions of the text are cited, appropriate reference must be made. Fact sheets may not be reprinted for the purpose of resale. © Copyright 2020. The International Dyslexia Association (IDA). For copyright information, pleaseclick here.

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Structured Literacy: Effective Instruction for Students with Dyslexia and Related Reading Difficulties - International Dyslexia Association

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IRIS | Page 4: Explicit, Systematic Instruction

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Explicit, systematic instruction, sometimes simply referred to as explicit instruction, involves teaching a specific concept or procedure in a highly structured and carefully sequenced manner. Research has indicated that teaching mathematics in this manner is highly effective and can significantly i…

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Explicit instruction is a way to teach in a direct, structured way. When teachers use explicit instruction, they make lessons crystal clear. They show kids how to start and succeed on a task. They also give kids plenty of feedback and chances to practice.

Think about a time when you tried to follow a new recipe, only to find that a step is missing or unclear. You may have been able to guess what to do next. But without explicit instructions, you may have added the wrong ingredient or stopped cooking the dish altogether.

The same thing can happen when kids learn something new. Some can make inferences to figure out the next steps or to work through the unknown. But for kids who learn and think differently, one unclear direction or having too many things to remember can be a deal-breaker.

That's where explicit instruction comes in. It can be used with students of all ages. And it can be taught with a whole class, a small group of students, or one student at a time.

Dive deeper

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Explicit instruction is a way to teach in a direct, structured way. Learn why explicit instruction helps students, how it works, and more.

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Core Content Connectors & Essential Understandings: Math

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Core Content Connectors & Essential Understandings: Math

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Core Content Connectors & Essential Understandings: Writing

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Core Content Connectors & Essential Understandings: Writing

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Core Content Connectors & Essential Understandings: Reading

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Core Content Connectors & Essential Understandings: Reading

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DDS oversees the coordination and delivery of services for Californians with developmental disabilities through a statewide network of 21 community-based, non-profit agencies known as regional centers. Regional centers provide assessments, determine eligibility for services, and offer case management services. Regional centers also develop, purchase, and coordinate the services in each person's Individual Program Plan.

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State of California & Department of Developmental Services

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Regional Centers - CA Department of Developmental Services

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Agency through which the State of California provides services and supports to individuals with developmental disabilities.

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Home Page - CA Department of Rehabilitation

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The California Department of Rehabilitation (DOR) is an employment and independent living resource for people with disabilities…

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Special Education

Jim Stovall, International Humanitarian Award recipient and Olympic athlete, once said of teamwork, "You need to be aware of what others are doing, applaud their efforts, acknowledge their successes and encourage them in their pursuits. When we all help one another, everybody wins." For general education and special education teachers, the "everybody wins" payoff [...]

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Create a well-written IEP with a well-executed process. Shift your mindset from focusing on a deficit-based approach to a strengths-based approach

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Transition in the IEP- Transition Alliance

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Transition in the IEP- Transition Alliance