It is critical that teachers use evidence-based practices for students with disabilities. With data, teachers can evaluate if their instruction is impactful. Teachers are encouraged to use data-based decision-making and intensive intervention to improve the outcomes of students with disabilities. With data, teachers can illustrate their instructional effectiveness or advocate for additional supports they may need. Foundational practices and components related to data use are defined with examples. Step-by-step guidance is provided for using data. Recommended practices to incorporate data into instruction and daily routines are provided with examples. Finally, resources related to how to use data in the classroom are identified.

This article highlights the importance of partnerships between families and teachers of students with visual impairments and/or deafblindness by situating this collaborative effort squarely in the legal mandates to collaborate and the research support for effective practices. Six strategies, aligned with the high leverage practices for collaboration, are shared to provide concrete ways for facilitating this partnership. A continuing vignette of a fictional family, the Hamptons, illustrates relevant points in the educational journey for which the implementation of the provided strategies would be pertinent. The vignettes are also designed to demonstrate the possible benefits of employing these strategies on the family-school partnership and ultimately student success.