# data[].attributes.attachment_link.provider_name
Common Ground Society - Hello. Belonging.

# data[].attributes.attachment_link.readable_text
Starts with HELLO, ends with BELONGING.

Our Mission

We share the stories of our lives to educate and empower our community to be more compassionate, accepting, and inclusive of people with disabilities. Common Ground Society ensures that all families feel a sense of belonging through meaningful connections and local support.

Vision Statement

Individuals of all abilities are entitled to belong in every aspect of society. Inclusion is not only a right, but a strength that enables society to thrive. HELLO.BELONGING

Join us for our first annual​

Select the link to purchase tickets, sponsor the event or donate an auction item!

Our Story

Work with us to help spread a sense of belonging through meaningful connections and local support.

Community

Come find your community of families through connections, volunteering, and learning together.

Presentations for All

Learn how to be more compassionate, accepting, and inclusive of people with disabilities.

Spread the word about Common Ground Society’s mission by sporting gear in the community.

Let’s Chat

# data[].attributes.attachment_link.title
HELLO.BELONGING. - Common Ground Society

# data[].attributes.attachment_link.description
Starts with HELLO, ends with BELONGING. Our Mission We share the stories of our lives to educate and empower our community to be more compassionate, accepting, and inclusive of people with disabilities. Common Ground Society ensures that all families feel a sense of belonging through meaningful conn…

# data[].attributes.attachment_link.description
The American Speech-Language-Hearing Association (ASHA) is the national professional, scientific, and credentialing association for 228,000 members and affiliates who are audiologists; speech-language pathologists; speech, language, and hearing scientists; audiology and speech-language pathology assistants; and students.

# data[].attributes.attachment_link.readable_text
Please click here if you are not redirected within a few seconds.

Feb 20, 2017 · Shelley Moore uses bowling as an analogy for inclusion in the classroom.
Duration: 7:11
Posted: Feb 20, 2017

Apr 4, 2016 · Shelley Moore, of The University of British Columbia, is one of the Top 25 finalists in SSHRC's ...
Duration: 3:09
Posted: Apr 4, 2016

Washington DC (Hagerstown MD), Virginia

From your IP address - Learn more

# data[].attributes.attachment_link.title
shelley moore bowling video explanation - Google Search

# data[].attributes.attachment_link.description
It’s the 710 split and it’s the hardest shot in bowling. How is bowling like teaching the ball was aMoreIt’s the 710 split and it’s the hardest shot in bowling. How is bowling like teaching the ball was a lesson the pins are the kids we aim for the middle.

# data[].attributes.attachment_link.title
CPI | Parent Education & Children's Mental Health Agency

# data[].attributes.attachment_link.description
CPI is a parent education and children's mental health agency, serving families throughout Sonoma County since 1978. Our continuum of care includes child therapy, family resource assistance, parent education, facilitated supervised visitation, therapeutic and recreational creative arts programming, and a non-public school (New Directions) providing adolescent special education/mental health services.

# data[].attributes.attachment_link.readable_text
As part of the project, participating teachers engage in the Tools for Teachers professional development and practice-based coaching program to learn about embedded instruction practices. Teachers gain the knowledge, skills, and confidence to use embedded instruction practices.
If you would like to find how your teachers can participate send an information request to info@embeddedinstruction.net

# data[].attributes.attachment_link.description
Helping All Children Embedded Instruction is an evidence-based multi-component approach for planning, implementing, and evaluating instruction for preschool children with disabilities in inclusive settings. The Tools for Teachers professional development package has been shown to increase teachers confidence and competence with embedded instruction and promote positive outcomes for children (Snyder et al.

# data[].attributes.attachment_link.readable_text
Curriculum modifications play an essential role in the academic and social/emotional success of students with intellectual disabilities. With students who have disabilities spending more time in the general education classroom, general education teaching practices need to evolve to include adapting and modifying curriculum so it is accessible and achievable.

So, how can administrators and special education teachers help staff make the successful transition to creating accessible and achieveable lessons for all?

Develop shared values - As education professionals, we are concerned with closing achievement gaps and creating more equitable learning environments. Therefore, it makes sense that our classrooms reflect our value systems and embrace students with a wide range of backgrounds and abilities. Have conversations with staff members that center on creating equitable classrooms and then explore strategies for including all students in the classroom and school community. Develop the mindset that "all students" are "our students".

Help teachers understand their role and responsibilities - Research tells us that teacher "buy-in" is greater when they understand the reasons for change. Teachers typically take greater ownership of the process and are more likely to implement it with fidelity. "Underscoring the importance of the work, and that it is based on research, and not the latest whim" is essential to success (Murray & Brooks, 2017).

So, why must general education teachers take on more responsiblity for modifying curriuclum for students with disabilities in their classroom? First and foremost, T he Individuals with Disabilities Education Act, (2004) mandates that students with disabilities have a legal right to access and make progress in the general education curriuclum.

Second, while the education of students with disabilities has long been the responsibility of the special education teacher in self-contained special education classrooms, research and experience tell us that the social, emotional, and academic outcomes of students with disabilities are greater when they are educated in general education classrooms. As a result, we are seeing a shift in placement, with general education teachers having a wider range of learners to instruct.

Finally, 70% of the school day is allotted to academic instruction during which all students - including students with disabilities - need to have access to meaningful, appropriate, and engaging learning experiences.

Provide professional development - In all fairness, general education teachers are typically not given any training or information on how (or why) curriculum needs to be modified for students with intellectual disabilities.

Give teachers the tools that they need to be successful when modifying curriculum and plan time for professional development. For example, provide step-by-step instructions on how to make modifications. Whether you meet as a staff, a grade-level, or in-person, provide information on modifying curriuclum and multiple resources that will set teachers up for success.

In addition to giving teachers the "why" behind the need for modifying curriculum (see above), equip teachers with examples, websites, and tools for instruction.

Give the gift of time - As educators, we juggle a thousand things in a school day. Most of us don't even take a break to eat lunch! Since time is a luxury, one of the best ways to get teachers modifying curriuclum is giving them time to do it. Plan time to meet with teachers (either individually or in groups) and modify a lesson together. Better yet, collaborate on a series of modified lessons or even create a bank of modified materials.

Coach and communicate - Support staff through the process of learning to modify curriculum. Learn about teacher needs and challenges. Set goals with teachers (individual and/or groups) and follow-up. Check-in with them on a regular basis and provide support as needed.

Identify the runners, joggers, walkers, and sitters on your staff - K now who you are working with. Author, Becca Silver, writes that it's important to know the speed that teachers are willing and able to make changes. She suggests identifying four groups:

Runners - These are your fastest changing teachers. They will begin planning out their next steps before they leave the staff meeting. They are motivated and on a mission. S tay out of their way but praise is appreciated.

Joggers - Joggers are the direction-followers. They play by the rules and want to get everything "just right". They are also very co-operative. T o support joggers in learning how to modify curriculum, first model the modification, give them step-by-step directions, and then watch them complete the modification independently . Encourage them to support others (which they love to do). Be generous when praising Joggers - they love it!

There isn't much change taking place and you might need to move mountains to get them to meet with you. When you do end up meeting with the walkers, present information in small, "bite-sized" pieces so as not to overwhelm them. Offer to co-plan or even co-teach the lesson. Be prepared to re-schedule.Walkers - Walkers are slow to embrace change.

Sitters - Sitters are the least likely to make big changes. They are resistant even when you provide them with a wide range of supports. Be patient and work on building a relationship first. Get to know their classroom challenges and concerns. Ask them what they are already doing to support their students with disabilities. Best to build off their established routines rather than introduce new ones.

Do you have any suggestions to add? What has or has not worked with your staff?

# data[].attributes.attachment_link.description
An education blog with strategies, tips and information for teachers about teaching students with disabilities in the inclusive classroom.

# data[].attributes.attachment_link.title
Autism Resources | UC Davis MIND Institute

# data[].attributes.attachment_link.description
Information, support, and resources for Autism in our community and nationally.

# data[].attributes.attachment_link.readable_text
Message to our Loyal Users of CAST UDL Lesson Builder, UDL Book Builder, UDL Exchange, and UDL Studio

On January 15, 2024, we will retire this website, along with a few others. We know it has many devoted followers who will be sad to see it go. We're sad, too.

Making these creative tools and offering them free-of-charge to educators, parents, and learners at no charge the past decade-plus has been our joy, we also know that usage is way down, funding for the tools ran out years ago, and their underlying technologies are no longer contemporary.

To ensure a smooth transition, we're providing a three-month sunset period so you have sufficient time to download any stored materials you may have on the sites and to find alternative tools. After January 15, we will also close all user accounts.

Thank you again for your understanding and be sure to visit www.cast.org to learn more about the exciting innovations we are pursuing today and tomorrow! Questions: questions@cast.org

# data[].attributes.attachment_link.description
Message to our Loyal Users of CAST UDL Lesson Builder, UDL Book Builder, UDL Exchange, and UDL Studio On January 15, 2024, we will retire this website, along with a few others. We know it has many devoted followers who will be sad to see it go. We're sad, too.

# data[].attributes.attachment_link.readable_text
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.

# data[].attributes.attachment_link.description
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.

# data[].attributes.attachment_link.provider_name
National Center for Pyramid Model Innovations

# data[].attributes.attachment_link.readable_text
The goals of the National Center for Pyramid Model Innovations (NCPMI) are to assist states and programs in their implementation of sustainable systems for the implementation of the Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children (Pyramid Model) within early intervention and early education programs with a focus on promoting the social, emotional, and behavioral outcomes of young children birth to five, reducing the use of inappropriate discipline practices, promoting family engagement, using data for decision-making, integrating early childhood and infant mental health consultation and fostering inclusion. s

Resource Spotlight

Children's book list

Includes diverse examples of books that can be used to promote social-emotional skills.

Get Training

Supporting implementation of the Pyramid Model with fidelity.

Conference

National Training Institute on Effective Practices: Addressing Challenging Behavior

Get the latest updates. Join our Mailing list

Have a question? Want to give us feedback? Contact Us

# data[].attributes.attachment_link.title
National Center for Pyramid Model Innovations

# data[].attributes.attachment_link.description
The goals of the National Center for Pyramid Model Innovations (NCPMI) are to assist states and programs in their implementation of sustainable systems for the implementation of the Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children (Pyramid Model) within early intervention and early education programs with a focus on promoting the ...

# data[].attributes.attachment_link.readable_text
NEW ASK NANA!

A new mother struggles to navigate the confusing nature of developmental milestones.

Read our newest entry in the ASK NANA blog series! click here!

Our Mission:

The Early Learning Institute is dedicated to providing and promoting developmental services, education and support to young children, their families and their community.

Children have the best chance for developmental success if interventions begin as early as possible.

Want to be part of our team?

Check out our current job opportunities

Update on COVID-19 Protocols

Per CDC and CA guidelines for settings where children gather, we are continuing to require all adults and children over 3 to wear a mask when on the ELI campus. We know everyone is tired of wearing masks and using hand sanitizer. But we need your help and cooperation to keep the children healthy and safe. Also, all services offered by ELI have the option of utilizing a virtual format. Please ask your EI Specialist, Teacher or Consultant for more information about the available options.

Land Acknowledgement

ELI would like to acknowledge that our main office in Rohnert Park, and satellite office in Santa Rosa are on the occupied territory of the ancestral homelands of the Coast Miwok and Southern Pomo respectively.  The Coast Miwok and Southern Pomo people have been the stewards and caretakers of these lands since time immemorial. Today, these two Tribal groups are federally recognized as the Federated Indians of Graton Rancheria.  For more information about the Tribes, please visit their website at www.gratonrancheria.com.

Contact Us…

311 Professional Center Drive
Suite 100
Rohnert Park, CA 94928

Phone: 1.707.591.0170
Fax: 1.707.591.0171

Email: eli@earlylearninginstitute.com

Please join our mailing list!

# data[].attributes.attachment_link.description
Per CDC and CA guidelines for settings where children gather, we are continuing to require all adults and children over 3 to wear a mask when on the ELI campus. We know everyone is tired of wearing masks and using hand sanitizer. But we need your help and cooperation to keep the children healthy and safe.

# data[].attributes.attachment_link.readable_text
AFIRM Modules are designed to help you learn the step-by-step process of planning for, using, and monitoring an evidence-based practice (EBP) with learners on the spectrum from birth to 22 years of age. Supplemental materials and handouts are available for download.

Download an overview of the Components of AFIRM to learn about modules, resources, and professional development options.

Visit the Learn with AFIRM section to find out more.

To learn more about the updated EBPs, check out the National Clearinghouse on Autism Evidence and Practice website.

Introduction to Autism

Selecting an Evidence-Based Practice

AFIRM for Paraprofessionals: Simulated E-Learning

These simulated learning modules include brief overviews, video examples, and activity-based scenarios to learn foundational EBPs.

Reinforcement: Introduction & Practice

Prompting: Introduction & Practice

Supporting Peer Interactions: Introduction & Practice

Time Delay: Introduction & Practice

Visual Cues: Introduction & Practice

AFIRM for Toddlers

AFIRM for Toddlers are a set a of modules developed in collaboration with the Early Childhood Technical Assistance Center for early interventionists working with toddlers, families, and early care providers.

AFIRM for Toddlers Introduction

Behavior Supports for Toddlers

Naturalistic Interventions in the Child Care Setting

Parent-Implemented Interventions in the Home Setting

Reinforcement

Prompting

Visual Supports

Available Evidence-Based Practice Modules

The National Clearinghouse on Autism Evidence and Practice (NCAEP) identified 28 EBPs based upon a systematic review. The EBP modules are designed to help you learn the step-by-step process for planning for, using, and monitoring an EBP with learners with autism from birth to 22 years of age.

Augmentative & Alternative Communication

Antecedent-Based Interventions

Ayres Sensory Integration®

Behavioral Momentum Intervention

Cognitive Behavioral Intervention

Direct Instruction

Differential Reinforcement

Discrete Trial Training

Exercise

Extinction

Functional Behavioral Assessment

Functional Communication Training

Modeling

Music-Mediated Intervention

Naturalistic Intervention

Peer-Mediated Instruction & Intervention

Parent-Implemented Intervention

Prompting

Reinforcement

Response Interruption/ Redirection

Self-Management

Social Narratives

Social Skills Training

Task Analysis

Technology-Aided Instruction & Intervention

Time Delay

Video Modeling

Visual Supports

Available Supplemental Modules

Several EBPs identified in the previous review (Wong et al., 2014) were recategorized or reclassified in the most recent review by the National Clearinghouse on Autism Evidence & Practice (see Steinbrenner et al., 2020, p. 30 for details). The four modules below will remain available for AFIRM users as supplemental materials:

Picture Exchange Communication System

Pivotal Response Training

Scripting

Structured Play Groups

# data[].attributes.attachment_link.description
AFIRM Modules AFIRM Modules are designed to help you learn the step-by-step process of planning for, using, and monitoring an evidence-based practice (EBP) with learners on the spectrum from birth to 22 years of age. Supplemental materials and handouts are available for download.

# data[].attributes.attachment_link.provider_name
Centers for Disease Control and Prevention

# data[].attributes.attachment_link.title
Milestones in Action, a media library on developmental milestones

# data[].attributes.attachment_link.description
The Milestones in Action library aid parents and providers with examples of important developmental milestones for children ages 2 months to 5 years.

# data[].attributes.body
Autism Evidence Based Interventions