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EC Collaboratory: Collaborating with School Partners to Identify Evidence-Based Practices for Learners with Extensive Support Needs during School Closures 

The EC Collaboratory was a two-year, $499,668 research-practice partnership led by East Carolina University and supported by the NC Collaboratory. This initiative addressed the urgent need for effective academic instruction for students with extensive support needs (ESN)—students with the most significant cognitive disabilities—especially during periods of school closure or remote learning. 

The project was developed in response to the widespread shift to virtual instruction during the COVID-19 pandemic, which disproportionately impacted students with ESN. While many teachers turned to digital resources like the Unique Learning System (ULS), the effectiveness and fidelity of implementation remained largely unevaluated. The EC Collaboratory aimed to bridge this gap by partnering with 13 North Carolina public school units (PSUs) across three cohorts to study instructional practices, strengthen implementation fidelity, and provide tailored professional development and coaching to special educators. 

Project Goals: 

• Investigate the impact of ULS and other academic curricula on student outcomes for learners with ESN. 

• Evaluate the role of targeted coaching and training in improving teachers’ implementation fidelity. 

• Strengthen teacher leadership and professional collaboration through ongoing support structures such as Professional Learning Communities (PLCs). 

• Identify and disseminate promising practices in virtual and face-to-face instruction for students with ESN. 

Key Activities: 

• Face-to-Face Trainings:
  Teachers receive three sequential training sessions focused on Universal Design for Learning (UDL), High-Leverage Practices (HLPs), IEP goal alignment, systematic instruction, and feedback strategies. 

• On-Going Support:
  Participants engage in professional learning communities (PLC), complete book studies, receive peer and expert feedback on their instructional plans and classroom implementation, and submit growth goals aligned to HLPs. 

• Optional Leadership Opportunities:
  Teachers who complete virtual leadership training can lead PLCs and present their work at conferences such as North Carolina Council for Exceptional Children and Division on Autism and Developmental Disabilities. 

Participants:
The project engaged 70 teachers (66 female, 4 male), many of whom were early-career educators. Most participants served elementary or middle grades and held licensure through a special education degree or alternative pathway. Teachers from rural counties across North Carolina participated, and over time, a number emerged as leaders within their schools and regions. Participating NC Public School Districts included:

• Bertie 

• Hertford 

• Sampson 

• Craven 

• Jones 

• Vance 

• Currituck 

• Lenoir 

• Wayne 

• Duplin 

• New Hanover  

• Greene 

• Roanoke Rapids Graded School District (Halifax) 

Impact Highlights: 

• Growth in evidence-based instructional practices observed during classroom walkthroughs. 

• Strong teacher engagement in reflective goal setting and leadership roles. 

• Sustained participation in PLCs that promote collaboration and accountability. 

• Increased teacher confidence in using the Unique Learning System (ULS) with fidelity. 

Why It Matters:
Students with ESN have historically been underrepresented in statewide recovery efforts. The EC Collaboratory ensures this population is not left behind by generating actionable data, modeling effective practices, and building a sustainable infrastructure of support and leadership across rural North Carolina districts.