In a short review, compare and contrast the strategies Marzano suggests for each group.? How will the knowledge of best practice strategies assist you in teacher evaluation and observation a

©2012 Teaching & Learning Solutions for NYSED Page 1

Research-Based Practices for Teaching Students with Disabilities:

A Resource for Supporting & Evaluating General and Special Education Teachers of Students with Disabilities

The following table identifies major categories of research-based practices for teaching Students with Disabilities (Column 1), including Universal Design for Learning (UDL), Response to Intervention (RtI), Positive Behavior Interventions and Supports (PBIS), and Assistive Technology (AT), as well as research-based instructional practices for students with all levels of disabilities, as well as ELLs with disabilities. In addition, it provides specific examples (though not exhaustive) of research-based best practices when teaching Students with Disabilities (Column 2) and how teacher evaluators can identify evidence of these practices in classroom observation, teacher conferences or other sources of evidence (Column 3). The citations and references listed in Column 4 have complete bibliographic information at the end of the document.

Research-Based

Practices for Teaching

Students with

Disabilities

Specific Examples Source: e.g, Classroom

Observation,

Teacher Conference

General Strategies for Students with Learning Disabilities and

Other Disabilities (Vaughn, Bos and Schumm, 2007; Marzano, et. al., 2001; Tomlinson and McTighe, 2006)

Control of task

difficulty

 Teach at the student’s instructional level

 Sequence from simple to complex

 Maintain high levels of student success

 Adjust the work load as many students work at a

slower pace

 Provide time extensions for tests and large projects

 Divide work into smaller sections

 Lesson/Unit

plans

 Observation

 Conferences

Use a combination of

direct instruction and

cognitive strategy

instruction

 Use a highly sequenced format with lots of immediate

feedback

 Use the following teaching sequence:

 Obtain student commitment

 Identify target skill/concepts

 Pretest

 Teach in multiple ways

 Model

 Rehearse/Practice

 Role-Play

 Provide feedback

 Practice in controlled settings

 Practice in other settings

 Post-testing

 Follow-up-Reteach as needed

 Lesson Plans

 Observations

 Conferences

©2012 Teaching & Learning Solutions for NYSED Page 2

Research-Based

Practices for Teaching

Students with

Disabilities

Specific Examples Source: e.g, Classroom

Observation,

Teacher Conference

Teaching in small,

interactive groups

 Use flexible grouping

 Use cooperative learning

 Use peer assisted strategies (e.g.,cross-age, same-aged

and peer tutoring)

 Teach in small groups of less than 6 students

 Teach group processing and social skills

 Lesson Plans

 Observations

 Conferences

Using “Think Aloud”

techniques

 Modeling with instructional conversation how you are

completing the task and processing the information

 Comment on or make visible thought processes and

learning processes such as finding the main idea

 Observation

Advanced

Organizers/Activate

Prior Knowledge

 Use visuals that let students know where they are going

in a unit or lesson and orients them to the tasks ahead

 Teach students to listen for the cue to use the advanced

organizer and how to use it to study

 Use it to activate background knowledge

 Lesson Plans

 Observations

Teach self-regulation

and self-monitoring

 Have students keep track of their understanding and

progress

 Ask students questions about their learning and

progress

 Have student graph their own progress

 Have students set goals and monitor them

 Lesson Plans

 Observation

 Assessment data

Extended Practice

and Application of

Skills/Concepts

 Provide more guided practice with teacher feedback

 Manage classroom time to provide more time for some

students to practice (e.g., reading and writing

workshops, individual conferences, review sessions)

 Observation

 Conferences

Use technology and

other learning tools

 Allow word processing and spell checking

 Use dictation software

 Use speech synthesizers and software to have the

computer read to students

 Use audio books

 Use drill and practice programs for extended practice in

a game format

 Use calculators

 Use handheld devices

 Observation

 Lesson Plans

Present Learning in

Multiple Ways

 Use video and other visuals

 Use internet sites

 Use drama, music, and the arts

 Use demonstrations and simulations

 When lecturing, stop so that students can work in pair

to make sense of the information

 Use maps and graphic organizers to show the

relationships between ideas

 Use analogies, metaphors and examples from real life

 Lesson Plans

 Observations

©2012 Teaching & Learning Solutions for NYSED Page 3

Research-Based

Practices for Teaching

Students with

Disabilities

Specific Examples Source: e.g, Classroom

Observation,

Teacher Conference

Assess learning in

multiple ways

 Allow for time extensions

 For math, allow for pictorial representation with

computation and give partial credit is visual is correct,

allow for calculators

 Give tests orally

 Divide large projects into smaller steps with feedback

along the way

 Use pictures/diagrams/sequences of pictures to show

understanding

 Use drama

 Use word processing with spell check

 Use video and audio tape

 Use performance assessments

 Lesson Plans

 Observations

 Assessment data

 Conferences

Teach memory

strategies

 Teach rehearsal, visualization, and categorization

strategies

 Teach acronyms and key words

 Provide advanced organizers and study guides

 Lesson plans

 Observations

Keep a positive

attitude and high

expectations

 Maintain understanding, compassion, patience,

concern, respect, and responsiveness

 Assume all students can learn

 Assume most students can learn grade level material

 Observations

 Conferences

 Consultation with

IEP team and

students

Work collaboratively

with IEP team

 Attend and participate in meetings

 Come prepared to meetings with student work samples,

assessment data, ideas for accommodations, etc.

 Use team as an ongoing resource

 Listen actively

 See parents as partners

 Meeting

observations

 Consultation with

IEP team

 Assessment data

 Conferences

Use students’

interests

 Use high interest materials

 Connect new learning to things students already know

and are interested in

 Use multiple intelligence strengths as entry points to

new or complex learning

 Enhance motivation to complete tasks and see the

relevance of work

 Lesson Plans

 Observations

Strategies for Students with ADHD (Vaughn, Bos and Schumm, 2007)

Use novelty  Use highlighters or color to call attention to key

points/ideas

 Use stimulations, field trips, guest speakers and the arts

to teach

 Use technology and visuals

 Lesson/Unit

Plans

 Observations

 Conferences

©2012 Teaching & Learning Solutions for NYSED Page 4

Research-Based

Practices for Teaching

Students with

Disabilities

Specific Examples Source: e.g, Classroom

Observation,

Teacher Conference

Provide help with

organization

 Maintain and schedule and notify of schedule changes

 Emphasize time limits

 Provide a notebook/assignment system and give class

time to use it

 Provide instruction on use of classroom materials

 Give class time to organize desk, backpack and

notebooks and provide rewards for organization

 Observations

 Conferences

 Checking

assignment

notebooks

Provide rewards

consistently and

frequently

 The frequency, consistency and intensity of rewards

needs to be increased for students with ADHD

 Involve the students in selecting rewards

 Observation

 Conferences

Be brief and clear  Keep lessons brief and to the point

 Prepare instructions ahead of time to be clear

 Present information in smaller chunks

 Lesson plans

 Observations

Allow for movement  Change groups/seats frequently

 Provide stretch breaks and relaxation activities

 Have students talk, walk, get materials, type, draw, use

fidget devices and manipulatives

 Observation

Arrange classroom

for maximizing

attention

 Have student sit in close proximity to the teacher or the

action in the classroom

 Make sure teacher can see the student

 Minimize time near distractions (such as from

windows, noisy heating systems, doors, active centers

of the classroom)

 Sit near organized students

 Provide a quiet corner that students can choose to use

 Observations

 Walk throughs

Accommodate

homework

 Use homework record sheets

 Have well established routines for assigning,

collecting, and evaluating homework

 Use homework for practice of material already taught

 Reduce homework to the minimum amount necessary

to demonstrate learning

 Provide timelines for long-term assignments

 Involve families in the homework system

 Check

assignment

notebooks

 Observation

 Conferences

 Consultation with

IEP team

Strategies for students with Emotional/Behavioral Disabilities (Bos, Vaughn and Schumm 2007)

Maintain an

organized physical

environment

 Keep classroom uncluttered, clean, and uncrowded in

high traffic areas

 Have organized supplies and materials

 Consider students’ needs for light and ventilation

 Reduce background noises where possible

 Establish a personal space for each child

 Observations

 Walk throughs

©2012 Teaching & Learning Solutions for NYSED Page 5

Research-Based

Practices for Teaching

Students with

Disabilities

Specific Examples Source: e.g, Classroom

Observation,

Teacher Conference

 Make sure all students can be seen and can see

instructional materials

 Keep a predictable routine

 Post classroom rules

Establish positive

relationships

 To gain trust, act in predictable ways and do what you

say you will do

 Do what is best for students and not yourself

 Like the student; dislike the behavior

 Be empathetic

 Get to know students and their interests well

 Do not use threats

 Never humiliate, embarrass or berate a student

 Observations

 Conferences

Create a plan to

change student

behavior(s)

 Target behaviors for change that interfere with the

ability of students to learn or teachers to teach

 Target one or two behaviors at a time to change

 Ignore minor behaviors; focus on important things

 Choose target behaviors with students and their parents

 Use Functional Behavioral Analysis (FBA) to find

behaviors to change

 Form a plan to teach and reward the use of replacement

behaviors

 Observation

 Conferences

 Observations of

team meetings

Use formal systems

for behavior change

 Use written contracts

 Use token economies

 Use Positive Behavioral Supports (PBS)

 Use Functional Behavioral Assessment (FBA)

 Use Behavioral Intervention Plans (BIP)

 Uses wrap around services

 Uses Life Space Crisis Intervention or other crisis

intervention system

 Use the school discipline system

 Implements interventions across settings

 Implements multiple interventions

 Observations

 Conferences

 Discipline

records

 Training

certificates

Teach conflict

resolution

 Teach skills such as compromising, turn taking, active

listening, etc.

 Teach using modeling, practice, and feedback

 Teach problem-solving skills (i.e. problem

identification, problem analysis, plan implementation

and evaluation)

 Observations

 Conferences

Provide context for

students

 Explain why students are studying something, and why

they need to do an assignment

 Explain how their learning will contribute to their

success and future

 Observations

 Conferences

©2012 Teaching & Learning Solutions for NYSED Page 6

Research-Based

Practices for Teaching

Students with

Disabilities

Specific Examples Source: e.g, Classroom

Observation,

Teacher Conference

Provide specific,

immediate and

positive feedback

 This is more useful in the primary years than the

secondary years

 Observations

Provide tangible

reinforcement

 Only needed for a small amount of students with severe

problems

 Fade use as soon as possible

 Observations

 Conferences

Use punishment

carefully and only as

a last resort

 Punishment is often ineffective in the long run and

should be used only in circumstances when behaviors

are harmful to the student or others

 To make punishment most effective tell the student in

advance what the punishment will be; deliver the

punishment immediately following the offence; change

the punishment if it does not result in a sharp decrease

in frequency and intensity of the behavior; and

reinforce appropriate behaviors

 Observations

 Discipline

records

 Conferences

Use Positive

Behavioral Supports

(PBS)

 Work to create and follow a school-wide consistent

model of behavioral supports

 Carefully observe and document the circumstances and

purpose of problem behavior

 Assume that student are lacking the skills needed to

choose a positive alternative to getting their needs met

 Teach replacement behaviors

 Use behavior plans to make targeted changes to the

environment to support the student’s behavior change

 Focus on prevention of behavior problems

 Consider teaching PBS to parents

 Observation

 Discipline

records

 Conferences

Empower Students  Provide choice, even if limited

 Provide natural consequence

 Share progress monitoring with students

 Allow student to feel some control over their learning

and environment

 Observations

 Conferences

 Lesson Plans

Speech and Language Disabilities (Vaughn, Bos and Schumm, 2007)

Provide opportunities

for communication in

natural, supportive

environments

 Target specific skills to practice outside the therapy

situation

 Create personal cueing systems to let students be

prepared to communicate

 Make communication safe

 Use augmentative and alternative communication

(AAC) systems such as gestures, writing, facial

expressions, and AAC devices

 Teach language skills in the context of meaningful

activities

 Lesson Plans

 Observations

 Walk throughs

©2012 Teaching & Learning Solutions for NYSED Page 7

Research-Based

Practices for Teaching

Students with

Disabilities

Specific Examples Source: e.g, Classroom

Observation,

Teacher Conference

 Use simulations and role-play to practice

communication and other skills

Use the Pause

Procedure

 Pause during lectures or discussions for students to

discuss what they are learning in pairs or small groups

 Pause for students to review notes in pairs or small

groups

 Lesson Plans

 Observations

Make connections

between concepts

 Explain new ideas using phrases such as “It’s like….,”

or “You can compare it to…” or “It’s the opposite of

…”

 Use graphic organizers such as feature analysis,

semantic mapping and/or concept diagrams that show

the relationships between ideas and concepts visually

 Lesson Plans

 Observations

Use wait time  Students with language problems need extra time to

process the question and formulate an answer

 Observations

Use language

extension and

elaboration

 Repeat what students say in a more complex manner

 Only expand on one element at time

 Do not just correct the student but show a more

complex way of expressing the thought

 Provide additional information to their thought

 Observations

Use effective

communication

 Use consistent visual, verbal and/or physical cues

 Start instructions only when you have student attention

 Be brief, practiced and specific when giving directions

 Allow students to speak for themselves without

finishing their answers for them or allowing a peer to

do so

 Observations

Students with Autism (Odom, et. al, 2009; Bos, Vaughn and Schumm, 2007)

Use a comprehensive

treatment model

(CTM ) if needed

 Use a model that has efficacy such as Denver, LEAP,

Lovass Institute, May Institute and PCDI (also possibly

Autism Partnership, CARD, children’s Toddler

Program, DIR, Douglass, PRT, Responsive Teaching,

SCERTS and TEACCH)

 Uses the comprehensive treatment with fidelity

 Maintains training on CTM

 Observation

 Training

certificates

 CTM observers

 Conferences

 Lesson Plans

 Walk throughs

Use focused

interventions if not

using a CTM

 Prompts students

 Provides reinforcement

 Uses discrete trial training

 Social Stories

 Peer mediated interventions

 Highly structured learning activities

 Breaks tasks down into simple steps

 Observation

 Lesson Plans

 Conferences

©2012 Teaching & Learning Solutions for NYSED Page 8

Research-Based

Practices for Teaching

Students with

Disabilities

Specific Examples Source: e.g, Classroom

Observation,

Teacher Conference

Involve parents in all

aspects of

program/schooling

 Uses parent information to create plan

 Trains parents in program/techniques

 Maintains frequent communication with parents

 Maintains a log of parent contacts

 Records/logs

 Parent feedback

 Training agendas

and participants

 Meeting notes

 Meeting

observations

Have a highly

predictable schedule

and routine

 Establish a routine quickly

 Has a daily schedule in multiple or the most

appropriate format

 Review the daily schedule each day

 Involve the student as much as possible in making the

schedule

 Offer choice



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