Teamwork and Transitions

Welcome to Teamwork and Transitions. This course explores the key themes from Quality Indicator II: Effective Teams in the  Rubric of Effective Practices for Students with Significant Cognitive Disabilities.

Learning Objectives:

Explore teamwork and transitions.
Review how having clear roles and responsibilities for teachers and paraprofessionals builds a strong team foundation.
Reflect on how professional development addresses staff knowledge and skill gaps to better support student learning.
Discover how regular meetings and communication strengthen teams.
Establish the importance of data-driven decisions.
Determine best practices to facilitate transitions between educational environments for students with disabilities.

Related Content

ARD/IEP Supports, Behavior, Significant Cognitive Disabilities, Autism, Evaluation

Data Collection: A-B-C Recording

Antecedent-Behavior-Consequence (A-B-C) data collection serves to identify the antecedents (A) that set the stage for or trigger problem behavior (B) to occur and the consequences (C) that appear to maintain that behavior. Typically, this data is collected over multiple sessions and is used to identify patterns and functions of behavior.

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ARD/IEP Supports, Behavior, Significant Cognitive Disabilities, Autism, Evaluation

Data Collection: Duration Recording

Duration recording documents how long a student engages in a specified behavior. This type of data collection is appropriate for behaviors that have a distinct beginning and ending.

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ARD/IEP Supports, Behavior, Significant Cognitive Disabilities, Autism, Evaluation

Data Collection: Frequency Recording

This data collection form is intended for use by teachers, paraprofessionals, and other service providers collecting data for student Individualized Education Program (IEP) goals and baseline data to determine a need for new/updated IEP goals or behavior intervention. Frequency recording is a way to

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ARD/IEP Supports, Behavior, Significant Cognitive Disabilities, Autism, Evaluation

Data Collection: Interval Recording

Interval recording involves observing whether a behavior occurs or does not occur during specified time periods and is useful for high-rate behaviors that are difficult to count and/or do not have a clear beginning or end.

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Significant Cognitive Disabilities, ARD/IEP Supports

Administrator Companion Document to the Rubric of Effective Practices for Students with Complex Access Needs

This document provides administrators with best practices to facilitate learning for students with the most complex access needs and the evidence that they should see if practices are implemented.

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