ESN439 v1

Pennington, R., Ault, M., Courtade, G., Jameson, J. M., & Ruppar, A. (2023). High leverage practices and students with extensive support needs. Routledge.
Chapter 1: Collaborate with Colleagues to Increase Student Success
You will use information from this chapter in your discussion response focusing on specific strategies for collaboration and the positive impact on student success.

California MTSS. (n.d.). California MTSS Framework [PDF]. https://ocde.us/MTSS/Documents/Revised-California-MTSS-Framework-July-2021.pdf
This informational resource provides an overview of the 5 domains of the MTSS framework. Pay close attention to the administrative leadership and family engagement domain, and include content from these domains as you form your discussion post response.

California MTSS. (n.d.). Connecting the dots: Universal Design for Learning & CA MTSS [PDF]. https://docs.google.com/presentation/d/e/2PACX-1vSwqSULHeMN6BnnVP8_Jz2BmJzNWeO6DXftOpiVWv8S42KyMviSyWbrA_U_r941xbp8-Y65805ijODp/embed?start=false&loop=false&delayms=3000&slide=id.p
This resource provides an overview of the MTSS framework.

CAST. (2024). The UDL Guidelines. https://udlguidelines.cast.org/
The UDL Guidelines have been updated to version 3.0. Review the new guidelines and consider the UDL strategies as you complete Field Assignment 1A. Consider which UDL strategies could support your student’s strengths.

Wu, X. (2010). Universal Design for Learning: A collaborative framework for designing inclusive curriculum. I.e.: Inquiry in Education, 1(2).
https://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=eric&AN=EJ1171793&site=eds-live&scope=site&custid=natuniv
This article will provide useful information for considering collaboration strategies under a UDL framework as you complete Field Assignment 1A.

California MTSS. (n.d.) Connecting the dots: Students with disabilities & CA MTSS. [PDF].
https://docs.google.com/presentation/d/e/2PACX-1vR1KEX0y7sItJsX9hIc7ezpdR0I7BCjQSMdPwi3wTB4oGkI41MBOOmxj0t-wUtF8jg1tugSj2quu9lF/embed?start=false&loop=true&delayms=3000&slide=id.p
This resource provides you with a quick overview of MTSS and UDL working together to support students with disabilities.

Shogren, K. A., & Wittenburg, D. (2020). Improving outcomes of transition-age youth with disabilities: A life course perspective. Career Development and Transition for Exceptional Individuals, 43(1), 18–28. https://doi.org/10.1177/2165143419887853
This article highlights potential challenges and then describes promising education and employment interventions. An important theme is the importance of cross-agency collaboration.

Bui, X., Quirk, C., Almazan, S., & Valenti, M. (2010). Inclusion works. Inclusive education research and practice. https://selpa.info/uploads/files/files/Inclusion_Works_article.pdf
Inclusion Works is part of Field Assignment 1B and provides complete, detailed descriptions of strategies that support students in an inclusive environment.

Friend, M. (2000). Myths and misunderstandings about professional collaboration. (cover story). Remedial & Special Education, 21(3), 130. https://doi.org/10.1177/074193250002100301.
You will use the information shared in this article to complete Field Assignment 1B.

Branching Minds. (2023). MTSS 101: An introduction to MTSS. [Video]. YouTube. https://youtu.be/KiYlXH0979A?si=n6GYdzJ5n-TW-kk2
This video reviews California’s Multi-Tiered System of Support framework. These best practices and levels of support are foundational to your coursework and will enable you to consider how MTSS works with collaboration across team members as you respond to the discussion post.

UC Davis MIND Institute. (2024). Navigating transitions: Promoting self-determination and meaningful lives. [Video]. YouTube. https://youtu.be/gIqC9vexp5I?si=xszmnV9B-78Kvtir
This presentation will provide you with important information and strategies to consider for student center planning. As you complete Fieldwork assignment 1A, reflect on the strategies and personal experiences shared in this video.

I'm Determined (2022, Nov. 3). Student involvement in the IEP. [Video]. Virginia Department of Education. https://www.imdetermined.org/tool/student-involvement-in-the-iep-modules/
These videos are part of your Field Assignment 1A: Getting to Know Your Student’s Strengths, Preferences, Interests, and Needs. Viewing them will enable you to complete the assignment.

Sioux Falls School District. (2017). Special education and regular education: Working together. [Video]. YouTube. https://youtu.be/jlc1ZU-P8jc?si=1VVj9vDN42zS-mqv
This video highlights the co-teaching and push-in models. You will use this information through your reflections in Field Assignment 1B.

The Progress Center. (2022). More than an invitation: Tips for ensuring parents are partners in developing and implementing the IEP [Video]. YouTube. https://www.youtube.com/watch?v=3p6lSQv-yz4
This video supports your discussion this week. It shares valuable information about partnering with caregivers as a critical member of the IEP team.

CEEDAR Center. High-leverage practices for students with disabilities. University of Florida. https://ceedar.education.ufl.edu/high-leverage-practices/
The resources are designed to support and strengthen special educators' understanding of the high-leverage practices (HLPs) for collaboration as members of a wide range of collaborative teams. HLPs are the basis of building effective collaborative skills to increase student success.