Essential Questions — Inclusive Answers (C.M. Jorgenson, 1995), Souhegan High School followed the steps of a backwards design model to reach all levels of student ability and create a school that promoted full inclusion. They concluded that all involved had experienced a richer experience because of the implementation of the backward design model. In An Integration of "Backwards Planning" Unit Design with the "Two Step" Lesson Planning Framework (Jones et al., 2009), a framework for employing backward planning in designing individual lessons is provided. Educators are provided with an integrated framework and more importantly a case study of the backward lesson planning in action. In the article, Backward Design (Childre, Sands, and Pope, 2009), examples of backward design are shown improving learning at both the elementary and high school levels. The research targets the depth of understanding for all learners. The fact that much research avoids the inclusion of special needs students is noted. The traditional instructional approaches that fail to engage disabled students were not an issue when backward design was implemented. The backward design was found to provide meaning and relevance to all levels of students. Application Here is a practical example of a 5th grade teacher developing a three-week unit on nutrition: Stage 1: Identify desired results Based on three curriculum expectations about nutrition (concepts about nutrition, elements of a balanced diet, and understanding eating patterns), the take-away message that the teacher wants his/her students to understand is "Students will use an understanding of the element of good nutrition to plan a balanced diet for themselves and others". Stage 2: Determine acceptable evidence The teacher has created an authentic task in which students will design a 3-day meal plan for a camp that uses food pyramid guidelines. The goal is a tasty and nutritionally balanced menu. Stage 3: Plan learning experiences and instruction The teacher first considers the knowledge and skills that students will need in order to complete the authentic assessment. Specifically, students will need to know about different food groups, human nutritional needs (carbohydrates, proteins, sugars, vitamins, minerals etc.), and about what foods provide these needs. They will need to know how to read nutrition labels. Resources will be a pamphlet from the UDSA on food groups, the health textbook, and a video "Nutrition for You". Teaching methods will include direct instruction, inductive methods, cooperative learning, and group activities. Criticisms Although this approach is widely