Prioritization+Chart

• Early Access Staff who work with children ages 0-3 ||  ||   ||   ||   ||   ||   ||   ||   || • As identified by the lead teams for ICC (Jim Reese) ||  ||   ||   ||   ||   ||   ||   ||   || • Certification and beyond ||  ||   ||   ||   ||   ||   ||   ||   || • Principals, Superintendents ||  ||   ||   ||   ||   ||   ||   ||   || • School wide? Individual? PECs? ||  ||   ||   ||   ||   ||   ||   ||   || • Special Ed Procedures ||   ||   ||   ||   ||   ||   ||   ||   || • Teacher and AEA mentoring and induction ||  ||   ||   ||   ||   ||   ||   ||   || • Section 103B Seclusionary Timeout new training rules for those who work with children who might need time-out ||  ||   ||   ||   ||   ||   ||   ||   || • School wide strategies to support behavior ||  ||   ||   ||   ||   ||   ||   ||   || • General ||  ||   ||   ||   ||   ||   ||   ||   || • Incorporate Balanced Leadership ||  ||   ||   ||   ||   ||   ||   ||   || • Making learning accessible for all students ||  ||   ||   ||   ||   ||   ||   ||   || • Cultural Competence, ||  ||   ||   ||   ||   ||   ||   ||   || • Teaching English Language Learners ||  ||   ||   ||   ||   ||   ||   ||   || • Could be part of state procedures manual ||  ||   ||   ||   ||   ||   ||   ||   || • To select evidence base practices • Standards for research ||  ||   ||   ||   ||   ||   ||   ||   || • Understanding poverty ||  ||   ||   ||   ||   ||   ||   ||   || • Could be ICC module ||  ||   ||   ||   ||   ||   ||   ||   || • Aligned with ICC ||  ||   ||   ||   ||   ||   ||   ||   || • Six Pillars etc. ||  ||   ||   ||   ||   ||   ||   ||   || • Reading ||  ||   ||   ||   ||   ||   ||   ||   || • Math ||  ||   ||   ||   ||   ||   ||   ||   || • Science ||  ||   ||   ||   ||   ||   ||   ||   || • Behavior in classroom ||  ||   ||   ||   ||   ||   ||   ||   || • Diversity ||  ||   ||   ||   ||   ||   ||   ||   || • Assessing student behavior needs ||  ||   ||   ||   ||   ||   ||   ||   || • Aligned with ICC ||  ||   ||   ||   ||   ||   ||   ||   || • Web 2.0 tools? ||  ||   ||   ||   ||   ||   ||   ||   || • State model for IDM ||   ||   ||   ||   ||   ||   ||   ||   || • Family Educational Rights and Privacy Act ||  ||   ||   ||   ||   ||   ||   ||   || • Intervention planning, when available ||  ||   ||   ||   ||   ||   ||   ||   || • Severe and rare disabilities ||  ||   ||   ||   ||   ||   ||   ||   ||
 * || Demand or need || Doability || Value to Statewide System || Support from Leaders of Initiative || Number of People Impacted || Urgency or Timeliness || Online "Suitable" || Not available from Vendor ||
 * **IFSP Tutorial**
 * **ICC Modules**
 * **Para educator Training**
 * **Evaluator Training**
 * **Parent Engagement Strategies**
 * **State Procedures Manual**
 * **Mentor-Mentee Training**
 * **Corporal Punishment**
 * **Positive Behavioral Supports**
 * **Training for Administrators**
 * **Leading Change**
 * **Universal Design For Learning**
 * **Diversity**
 * **ELL**
 * **Extended School Year Special Education**
 * **Using Research**
 * **Poverty**
 * **Project-based learning**
 * **Formative Assessment**
 * **Character Education**
 * **Content**
 * **Content**
 * **Content**
 * **Classroom management**
 * **Cultural Competence**
 * **Functional Behavior Assessment**
 * **Teaching for Understanding**
 * **Technology Integration**
 * **Instructional Decision Making**
 * **FERPA**
 * **I-PLAN**
 * **Teaching Low Incidence Populations**