ESN440

McLeskey, J., Barringer, M-D., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M., Lewis, T., Maheady, L., Rodriguez, J., Scheeler, M. C., Winn, J., & Ziegler, D. (2017, January). High-leverage practices in special education. Council for Exceptional Children & CEEDAR Center. https://highleveragepractices.org/sites/default/files/2020-10/Assessmentfinal.pdf.
This document provides the HLPs required for teachers. Reviewing the HLPs specific to assessment will provide the foundational information needed for this course.

Pennington, R., Ault, M., Courtade, G., Jameson, J. M., & Ruppar, A. (2023). High leverage practices and students with extensive support needs. Routledge.
https://research.ebsco.com/linkprocessor/plink?id=2836cd29-3d02-392d-a39b-b6453bae6aff
Chapter 5: Interpret and Communicate Assessment Information with Stakeholders to Collaboratively Design and Implement Educational Programs
This chapter helps students to understand each assessment’s purpose, how culture and language influence interpretation of data generated, and how to use data to collaboratively develop and implement individualized education and transition plans.

Thurlow, M. L., & Quenemoen, R. F. (2019). Revisiting expectations for students with disabilities (NCEO brief #17). University of Minnesota, National Center on Educational Outcomes.
https://files.eric.ed.gov/fulltext/ED595242.pdf
Review this brief for Discussion 1. Consider how teachers can ensure high expectations for their students.

Taub, D., Wakeman, S., Saunders, A., Thurlow, M. L., & Lazarus, S. S. (2019). Using the least dangerous assumption in educational decisions (TIPS Series: Tip #6). University of Minnesota, TIES Center.
https://publications.ici.umn.edu/ties/foundations-of-inclusion-tips/using-the-least-dangerous-assumption-in-educational-decisions
Review this article for Discussion 1. This article provides an overview of the Least Dangerous Assumption.

Rivera, C., Haughney, K., Clark, K., & Werunga, R. (2020). Culturally responsive planning, instruction, and reflection for young students with significant disabilities. Young Exceptional Children. https://doi.org/10.1177/1096250620951767.
https://go.openathens.net/redirector/nu.edu?url=https%3A%2F%2Fjournals.sagepub.com%2Fdoi%2Ffull%2F10.1177%2F1096250620951767
Review this article for Assignment 1. It provides critical information for culturally responsive planning and instruction that special educators should consider.

National Center on Educational Outcomes. (2025). NCEO educator fact sheet: Engaging culturally and linguistically diverse families. University of Minnesota. https://nceo.info/Resources/publications/OnlinePubs/FactSheets/factsheet05/default.html
Review this resource for Assignment 1. It provides strategies and considerations when partnering with families.

National Center on Educational Outcomes. (2025). Universal design of assessments. https://nceo.info/Assessments/universal_design
Review this resource for Assignment 1. It provides examples of UDL strategies and considerations for assessment.

Olivos, E. M., Gallagher, R. J., & Aguilar, J. (2010). Fostering collaboration with culturally and linguistically diverse families of children with moderate to severe disabilities. Journal of Educational and Psychological Consultation, 20(1), 28–40. https://doi.org/10.1080/10474410903535372
https://research.ebsco.com/linkprocessor/plink?id=505a45be-d2cf-3fda-91f9-553b4f2ea929
Review this resource for Assignment 1. It provides strategies and considerations when engaging with families.

CDE (2017). California. dyslexia guidelines. California Department of Education, Sacramento.
https://www.cde.ca.gov/sp/se/ac/documents/cadyslexiaguidelines.pdf
This resource provides information to parents, general educators, and special educators while building on hard-won knowledge confirmed over decades of research.

Cerebral Palsy Foundation. (2017). The least dangerous assumption [Video]. YouTube. https://youtu.be/1rIwA7C-vc8?si=cZzK3bbElZ2z1fck
Watch this brief video for Discussion 1, providing some quick tips using the Least Dangerous Assumption.

Sip and Sam Inclusive Coffee Talk. (2022). Ableism and more: A collaborative conversation with Emily Ladau [podcast]. https://creators.spotify.com/pod/show/inclusioncoffeetalk/episodes/Ableism-and-More-A-Collaborative-Conversation-with-Emily-Ladau-e1pi0iq/a-a8nl8cj
This podcast is part of your discussion. Central to Emily’s work is harnessing the power of storytelling as a tool for people to become engaged in disability and social justice issues. How might you apply her principles in a future teaching or professional context to assure equity of opportunity for all students?

Donnellan, A. M. (1984). The criterion of the least dangerous assumption. Behavioral Disorders, 9(2), 141–150. https://doi.org/10.1177/019874298400900201
https://go.openathens.net/redirector/nu.edu?url=https://www.proquest.com/scholarly-journals/criterion-least-dangerous-assumption/docview/1970476891/se-2?accountid=25320
The criterion of the least dangerous assumption holds that in the absence of conclusive data educational decisions ought to be based on assumptions which, if incorrect, will have the least dangerous effect on the likelihood that students will be able to function independently as adults. The use of the criterion of the least dangerous assumption in instructional program design, parent involvement, and student evaluation of students with autism is illustrated.

Jorgensen, C. M. (2005). The least dangerous assumption: A challenge to create a new paradigm. Disability Solutions, 6(3), 1–9. https://iod.unh.edu/sites/default/files/media/InclusiveEd/leastdangerousassumption_by_c_jorgensen.pdf
This article explores case studies, prevailing paradigms, and why our least dangerous assumption should be to presume competence.

Aceves, T. C. and Kennedy, M. J. (Eds.) (2024, February.). High-leverage practices for students with disabilities. (2nd ed.) Council for Exceptional Children and CEEDAR Center. https://ceedar.education.ufl.edu/wp-content/uploads/2024/03/High-Leverage-Practices-for-Students-with-Disabilties-updated.pdf
The practice guide provides an interpretation and analysis of how the HLPs work together (as compared to individual, standalone practices), and alongside evidence-based practices to improve teacher practice and student outcomes. It provides an overview of the HLP framework: six key pillar practices along with the embedded practices that are most foundational for teaching and learning intended to result in the implementation of highly effective instructional practices.

Pennington, R., Ault, M., Courtade, G., Jameson, J. M., & Ruppar, A. (2023). High leverage practices and students with extensive support needs. Routledge.
Chapter 4: Use Multiple Sources of Information to Develop a Comprehensive Understanding of a Student’s Strengths and Needs
Reviewing this chapter for this course is important for context and foundational information. This chapter discusses the importance of using multiple assessment methods to create a comprehensive student profile.