Focus solely on the academic performance of the student

Communicate considering the background, socioeconomic status, language, culture, and priorities of the family

Avoid discussing special education processes

Discourage students from self-advocacy

To limit the involvement of families in the learning process

To foster self-determination over time through self-advocacy

To create a competitive environment among students

To focus on the teacher's agenda without considering family input

To focus solely on the student's academic achievements

To create a standardized learning plan for all students

To develop a comprehensive understanding of a student's strengths and needs

To simplify the assessment process for educators

Information from parents

Formal behavioral assessments

Single standardized test scores

Analysis of curriculum

To exclude families and students from the assessment process

To communicate assessment information with stakeholders and collaborate on educational program design

To solely focus on the academic data without considering cultural and language factors

To implement a one-size-fits-all educational plan

Goals that are standards-based

Appropriate accommodations and modifications

Fair grading practices

Goals based solely on the educator's perspective

To retain and extend practices that improve student learning

To focus solely on standardized testing

To eliminate the need for classroom instruction

To reduce the number of assessments given to students

Reducing the potential for challenging behavior and increasing student engagement

Focusing exclusively on academic performance

Ignoring cultural, contextual, and linguistic diversity

Encouraging competition among students

To discipline students for their behavior

To guide student learning and behavior to increase motivation, engagement, and independence

To evaluate teachers' performance

To prepare students for standardized tests

Punish the students until they learn the skill

Provide direct social skill instruction until mastery is achieved

Ignore the lack of skill as it is not critical

Focus only on academic skills instead

Conducting a functional behavioral assessment (FBA) when behavior is chronic, intense, or impedes learning

Waiting for the behavior to resolve on its own

Consulting with the student's parents for every behavior issue

Implementing a standard behavior plan for all students

The least important aspects of the curriculum

What is most important for students to learn

Only the topics that are easiest to teach

Subjects that are not covered in general education

To follow a random approach to teaching

To ensure each lesson is unrelated to the others

To systematically design instruction toward a specific learning goal

To cover as many topics as possible without a clear sequence

Keep them the same for all students

Adapt them based on individual student needs

Use outdated technology

Increase the amount of material for all students

To support memory, attention, and self-regulation of learning

To focus solely on memorization of content

To reduce the need for teacher assistance

To eliminate the need for modeling and explicit instruction

To provide permanent assistance to students

To give temporary assistance to students until they can successfully complete tasks independently

To make students dependent on supports indefinitely

To avoid the need for any teacher intervention

Avoiding the use of examples and non-examples

Providing vague instructions to encourage problem-solving

Making content, skills, and concepts explicit to facilitate understanding and independent task completion

Encouraging students to learn through discovery without guidance

To assign more homework to students

To monitor and provide positive feedback to support productive learning

To reduce the number of students in the classroom

To focus solely on high-achieving students

Using a variety of teacher-led strategies

Encouraging peer-assisted learning

Ignoring students' academic and cultural backgrounds

Providing positive and constructive feedback to sustain performance

The universal design for learning (UDL) framework

The student engagement enhancement (SEE) framework

The technology-dependent learning (TDL) framework

The peer-assisted learning strategies (PALS) framework

To match the intensity of instruction to the student's learning and behavioral challenges

To reduce the amount of instruction for students with similar needs

To focus on a large number of high priority, clearly defined skills or concepts

To provide less frequent monitoring of students' progress

Reducing the frequency of material reviews

Using specific techniques to teach students to generalize and maintain newly acquired knowledge and skills

Limiting the application of knowledge to the classroom environment only

Providing feedback only at the end of the learning process

It should be infrequent and focused on the learner's strengths only

It should be unrelated to the learner's goals and provided at random intervals

It should be timely, contingent, genuine, meaningful, age appropriate, and at rates commensurate with task and phase of learning

It should be provided only once the learners have reached their learning goals