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.	Philosophy and Mission Mission Statement Educational Philosophy Guiding Principles Methods of Instruction EVERGREEN CENTER 345 Fortune Boulevard Milford, MA 01757 USA 1-508-478-5597 services@evergreenctr.org This Page ©1998 by Evergreen Center Site Last Updated: July 10th, 2007 at 9:29 PM ET Copyright Information	.
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GUIDING PRINCIPLES
The Evergreen Center utilizes an outcome-based curriculum model which has been designed around the achievement of those curriculum outcomes endorsed for all students in general education. Additional enabling outcomes have been identified which will assist students with developmental disabilities to achieve the general education outcomes to their maximum potential. Intended outcomes include those which have been recommended for students in general education and youth with disabilities by the National Center on Educational Outcomes (1992). The Evergreen Center Curriculum is guided by the following inherent principles:

1. Every student is capable of learning and achieving. Curriculum content should be designed to achieve the maximum learning potential of each student. Outcomes of instruction identified in the curriculum should apply to all students regardless of characteristics of the individual.
2. Curriculum assessment, development, and implementation should be based on the desired achievement of general identified student and family outcomes which reflect the diversity of gender, culture, race, and other characteristics of society.
3. Individualized student assessment is an ongoing process that occurs throughout a child's education.
4. Individualized student assessment should be based on the measurement of achievement of specific student objectives in each identified outcome area.
5. All assessments should be meaningful and comprehensive, going beyond observation of a child's skills and behaviors.
6. Student assessment should be intrinsically linked to instructional planning and curriculum content.
7. Curriculum content should support the Evergreen educational philosophy of normalization, community-based instruction, and development of social competencies.
8. Curriculum content for the learner with special needs should be individualized according to their strengths and capabilities as well as culturally appropriate and reflective of each student's ethnic values.
9. Curriculum content should include input from each member of a multidisciplinary team, including family members and the individual student.
10. Empirically validated instructional strategies should be utilized to teach new skills.
11. Achievement should be monitored continuously and curriculum development should be ongoing based on its results. The Individual Education Plan outlines the process for implementing curriculum and monitoring individual student progress.
12. Family members are vital to the success of the instructional process. Family involvement is encouraged at all phases of a student's education and input regarding educational priorities is valued.

METHODS OF INSTRUCTION
At the Evergreen Center, services are designed to promote instruction of social competencies in 6 natural environments and to increase opportunities to fully include the student in the community. Research has demonstrated that the instruction of skills such as language, social competencies, daily living activities, mobility, and vocational skills in natural environments promotes mastery and generalization for students with disabilities (Brown, Nietupski, and HamreNietupski, 1976). Empirically validated practices with demonstrated effects, including direct instruction (Forness, Kavale, Blum, and Lloyd (1997); Becker and Englemann, 1982) and applied behavior analysis (Forness et al. 1997; SulzerAzaroff and Mayer, 1991; Bijou, 1970; Skinner, 1968), are used as the cornerstone of Evergreen's instructional methodologies.

In keeping with Evergreen's principle of normalization (Wolfensberger, 1980; Nirje, 1969), group homes are located in residential neighborhoods accessible to community resources. Homes are typically designed for no more than eight students. A central school located proximally to a business park and other community resources is utilized to increase practice opportunities, support therapeutic services, and promote school-to-work and school-to-home transitions. This design facilitates community-based instruction of social competencies in typical work, school, community, home, and recreational environments.

Sources:

Becker, W.C., Englemann, S., Carnine, D.W., & Maggs, A. (1982). Direct Instruction
Technology: Making It Happen. In P. Karoly & J. Steffen's (Eds) Improving Children's
Competence: Advances in Child Behavioral Analysis and Therapy vol 1. , Lexington,
MA: Lexington Books.

Bijou, S.W. (1970). What Psychology Has To Offer Education - Now. Journal of Applied Behavior An@sis 3, 65 - 71..

Brown, L., Nietupski, J., & Hamre-Nietupski, S. (1976). The Criterion of Ultimate Functioning and Public School
Services for Severely Handicapped Students. In M.A. Thomas (Ed.), Don't Forget About Me: Education's
Investment in the Severel@, Profoundl@, and Multiply Handicapped, (pp. 2-15). Reston, VA: Council for
Exceptional Children.

Forness, S.R., Kavale, K.A., Blum, I.M., & Lloyd, J.W. (1997). Mega-Analysis of Meta-Analyses: What Works in
Special Education and Related Services. Teaching Exceptional Children, 29 (6), 4-10.

Nirje, B. (1969). the Normalization Principle and its Human Management Implications. In R. Krugel & W.
Wolfensberger (Eds) Changing Patterns in Residential Services for the Mentally Retarded, Washington:
President's Committee on Mental Retardation.

Skinner, B.F. (1968). The Technology of Education. New York: Appleton-Century-Crofts.

Wolfensberger, W. (1980). The Definition of Normalization: Update, Problems, Disagreements, and Misunderstandings.
In R.J. Flynn & K.E. Nitsch (Eds), Normalization, Social Integration, and Communiiy Services, Baltimore,
MD: Park Press.