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  DL #16 Increasing Opportunities to Respond and Provide Feedback to Students with Significant Cognitive Disabilities in Inclusive Online Environments

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  Prioritizing Teaching and Learning

  The central mission of schools and districts is teaching and learning. In effective systems, all participants are learners--both the students and the adults.

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  Sustaining a Culture of Openness and Inquiry

  Districts need to shape their organizational cultures in ways that make those cultures collaborative, caring, ethical, equitable, and amendale to positive change. Building a collaborative culture that values the contributions of all members and is open to self-reflection and learning is key to the development of sustainable, inclusive systems. 

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  System Wide Learning

  For a district to build an effective and inclusive system, it must adopt and sustain  system-wide learning practices grounded in effective data use.

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  DL #18: Preparing for the First Week of School

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  DL #19: The First Days of School

  The first days of school may look different if you are teaching in-person, online or a combination of both, but the need to set norms and classroom routines are necessary.

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  Inclusive Instructional and Organizational Leadership

  Sustainable, inclusive education systems for students with significant cognitive disabilities do not stand alone. Districts must focus on building inclusive education systems for all students…systems that embrace all students for the benefit of all.

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  Tip #11: Grading for Students with Significant Cognitive Disabilities in Inclusive Classrooms

  Teachers in inclusive classrooms must carefully consider the grading process to provide fair and equitable grades for all students in their class, including students with the most significant cognitive disabilities. This TIP shares grading considerations and potential adaptations. 

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  Tip #12: Standards-based Grading and Report Cards in Inclusive Elementary and Middle Schools Article

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  Tip #13: Talking About Grading with Parents or Guardians and Students for Inclusive Classrooms Article

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  TIES Distance Learning #15: Data Collection and Distance Learning

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  TIES Distance Learning #17: Planning for Instruction both at School and Distance Learning: The 5C Process

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  TIP #9: Special Education High Leverage Practices for Instruction in Inclusive Settings

  The purpose of this TIP is to  show how a set of high-leverage practices developed for special education can be applied to instruction of students with significant cognitive disabilities in inclusive classrooms.

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  TIES Distance Learning #14: Teachers: Understand and Communicate about Emotions to Support Deep Learning

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  TIES Distance Learning #13: Distance Learning is Emotional Work: Tips for Parents and Caregivers

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  TIES Distance Learning #12: Promoting Engagement for Students with Significant Cognitive Disabilities on Group Learning Platforms

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  TIES Distance Learning #11: Embedding Instruction at Home

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  TIES Distance Learning #10: Distance Learning and Communication Systems

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  TIES Distance Learning #9: Start Now to Plan for Students Transitioning Back to School

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  TIES Distance Learning #8: Time Management During Distance Learning