Best+Practices

Best Practice - Delivery of Instruction:

INSERT RESOURCE - WEBSITE - etc.....

1. __**HOW**__ to DELIVER Best Pract Instruction - Project Mastery / Attainment Teaching Framework - University of North Carolina, Chapel Hill:

2. Texas A&M - 1st four training modules:


 * Explicit Teaching
 * Scaffolded Instruction
 * Systematic Instruction
 * Opportunities to Respond

RRISD Quality Indicators (FAC / SLC ***)

Walkthrough Forms:

/ Add SBernard's Walkthrough Form

Walkthrough Forms:

FACTER: Functional Assessment and Curriculum for Teaching Everyday Routines

//(Arick, J., Nave, G., Hoffman, T., 2004)//
The primary purpose of FACTER is to assess and teach students with developmental disabilities to be independent. FACTER addresses the ability to perform typical everyday "routines" while incorporating essential "related skills" for living. All people engage in a broad range of routines every day in their lives. For example, eating lunch, academic seatwork, socializing with friends, and going shopping are all naturally occurring daily routines. These routines can be task analyzed into a number of core steps for assessment and instructional purposes. Routines are important because they provide specific purpose and enable us to become more independent in our lives. Routines serve as the basic unit for assessment and instruction in FACTER. First, a knowledgeable teacher rates the student on how independently he or she would be able to perform a broad range of routines. Later the student is assessed on a small number of routines through performance assessments conducted in a natural environment. Finally, routine steps are identified that require instruction to enhance student independence on the routine.
 * || [[image:http://www.starautismprogram.com/sites/default/files/u3/FACTERManual_crop.gif width="80" height="109"]] || == Appropriate for upper elementary, middle and high school students! == ||
 * * ======Focus on Functional Life Skills======
 * ======Teach Independence of Routines======
 * ======Teach Related Skills (academic, motor, communication, problem solving, and social skills) in context with functional routines.======
 * ======Identify "what to teach" using assessment data======
 * ======Provide Instruction Using both Pre-teaching and during routine Teaching strategies.====== ||
 * During the performance assessment of each routine, FACTER also assesses students on specific related skills. For example, acknowledging people, making introductions, dealing with emotions, and specific fine and gross motor skills are all "related skills." These skills are important because they enhance a person's ability to engage in routines more effectively. They do not necessarily correspond to the specific steps of a routine, but they do improve student performance on those steps. Thus, they provide a higher level of independence to people who possess them. Routines and related skills are often identified from the student's IEP goals and objectives. ||

INSERT Articles / Research - based, Peer - reviewed Strategies - etc