GUIDELINES FOR THE IEP TEAM DATA COLLECTION &

Size: px
Start display at page:

Download "GUIDELINES FOR THE IEP TEAM DATA COLLECTION &"

Transcription

1 GUIDELINES FOR THE IEP TEAM DATA COLLECTION & Progress Monitoring Decisions about the effectiveness of an intervention must be based on data, not guesswork. Frequent, repeated measures of progress toward the specified goal are collected. Best practice would indicate that data relevant to the presenting problem or behaviors of concern are collected at least once or twice per week. Data collection procedures are valid and reliable, individually tailored, and quantified. Results are graphed. What is progress monitoring? Progress monitoring is a scientifically based practice that is used to assess students academic performance and evaluate the effectiveness of instruction. Progress monitoring can be implemented with individual students or an entire class. How does progress monitoring work? To implement progress monitoring, the student s current levels of performance are determined and goals are identified for learning that will take place over time. The student s academic performance is measured on a regular basis (weekly or monthly). Progress toward meeting the student s goals is measured by comparing expected and actual rates of learning. Based on these measurements, teaching is adjusted as needed. Thus, the student s progression of achievement is monitored and instructional techniques are adjusted to meet the individual students learning needs. What are the benefits of progress monitoring? When progress monitoring is implemented correctly, the benefits are great for everyone involved. Some benefits include: accelerated learning because students are receiving more appropriate instruction; more informed instructional decisions; documentation of student progress for accountability purposes; more efficient communication with families and other professionals about students progress; fewer Special Education referrals higher expectations for students by teachers; and increase in student performance

2 Overall, the use of progress monitoring results in more efficient and appropriately targeted instructional techniques and goals, which together, move all students to faster attainment of important state standards of achievement. Who should be practicing progress monitoring? All educators should be implementing progress monitoring. Whether you are a regular educator, special educator, related service provider, administrator, or family member, you should be interested in implementing research-based progress monitoring practices in order to improve academic achievement for children. Are there other names for progress monitoring? Progress monitoring is a relatively new term. Some other terms you may be more familiar with are Curriculum-Based Measurement and Curriculum-Based Assessment. Whatever method you decide to use, it is most important that you ensure it is a scientifically based practice that is supported by significant research. The Keys to Effective Programming Comprehensive evaluation to determine strengths & weaknesses and identify needs Explicitly stated present levels of performance Appropriate and measurable goals Effective instructional methods Continuous progress monitoring Comprehensive Evaluation Individual standardized tests Curriculum- based assessments Current classroom-based, local, & state assessments Work samples Interviews Observational data Rating scales, if appropriate Running records Review of records Explicit and Specific Present Levels Quantitative baseline data in very specific terms Academic, developmental and functional performance- includes behavior The starting point for development of the entire IEP o Transition plans

3 o Goals and objectives o Accommodations- classroom and testing o Supplementary aids and services o LRE Appropriate Measurable Goals Flow form the present levels Specifically identify the targeted skill or behavior Include method of evaluation Progress monitor Measurable Objectives for Progress Annual goal (minus) Current performance / (divided by) number of weeks between baseline and goal = (equals) measurable objectives for progress Effective Instructional Methods Standards Based Instruction Research and evidence based interventions Differentiated Instruction Positive Behavioral supports Interventions directly tied to student needs Continuous Progress Monitoring Assess student s performance regularly Evaluate effectiveness of instruction and interventions Compare expected rates to actual rates of improvement Adjust instruction or intervention How do we do it? The method of monitoring progress toward the intervention goal is important for databased decision making. The same kind of assessment information gathered during data collection and problem analysis (establishing baseline) is used to monitor progress and determine the effectiveness of the intervention(s). Data to be collected for progress monitoring purposes must be quantifiable (counted) and graphed against an aim line (the line between the baseline and the goal). Progress monitoring data, collected one or two times per week, is graphed as a data point and trend lines are drawn between data points. The team or individual responsible for implementing the intervention uses this information to make decisions as to the effectiveness of the plan, and adjusts accordingly. Data collection is done consistently throughout the

4 duration of the intervention and is documented on the Intervention form graph. If the Intervention form is not used, another graphic data collection display must be used. Progress monitoring data collected during the intervention needs to be reviewed. Systematic progress monitoring includes regular and frequent data collection, analysis of individual performance over time, and modification of interventions as frequently as is necessary to ensure success. A primary cause of failed interventions is incomplete or inaccurate implementation of the plan. To maintain integrity of the plan, periodic checks by the LEA/AEA support personnel are recommended. These checks logically occur as personnel help collect or organize progress monitoring data. What questions should the team use to guide decision making? How will the Team know that the intervention is working? How will the Team know if the intervention is not working? How will the person responsible for implementation show others that the intervention is working (or not)? How will the team know if the intervention needs fine tuning? How will the team know if the intervention needs to be changed? What should it look like if we are doing it right? Examples of Progress Monitoring Weekly frequency of incidents of physical aggression toward peers during recess. Baseline number of incidents collected for three days prior to implementation of intervention. Recess monitor reports number of incidents to teacher who records on daily chart. Dolch word drill intervention activities monitored by the interventionist through weekly checks of number of words retained from list studied each week. Monthly maintenance checks also conducted to assess the student s ability to maintain long term recognition of words learned earlier. Practicing single digit math facts monitored during the next six weeks. Parent practice 15 minutes nightly. Baseline and post testing of number of facts mastered by target student and class average done by teacher to determine rate of progress and mastery. Non-examples Student was aggressive toward peers a lot during recesses this month. We ll keep an eye on him at recess. Dolch words are being worked on. Mastery of the number of words learned checked at the end of first and third quarters when all students are checked. Single digit math facts worked on when time permits and reviewed informally by teacher on intermittent basis.

5 Questions and Answers: 1. What if the behavior or problem cannot be counted or graphed? If you are having difficulty quantifying the behavior, chances are that you have not adequately described it in concrete, observable terms. Consider returning to the Goals and Objective section of the IEP and the Behavior Intervention Plan to re-define the problem in a way that can be measured by frequency (how many?), duration (how long?), intensity (how bad?). Also consider the use of a rubric in those situations where you are looking at several facets of a behavior that may each occur on a continuum of quality, and that do not lend themselves to frequency counts. 2. Who is responsible for collecting progress monitoring data? The Team should determine the type of progress monitoring data to be collected, the frequency of collection, and who shall be responsible for collection and recording. The method of data collection should be agreed to before the intervention is implemented. Ideally, the person who is responsible for implementation should also collect performance data. Intervention Design and Implementation The design and implementation of interventions includes consultation with general education support and instructional personnel working collaboratively to improve an individual s educational performance. Intervention activities are documented and reflect measurable, goal-directed attempts to resolve the presenting problem or behaviors of concern. How do we do it? Step 1. Write a goal(s) for the intervention. Consider baseline information collected during Data Collection and Problem Analysis. Determine a goal that is meaningful, measurable, monitorable, and useful in decision-making. Be certain that the goal statement includes conditions, learner behavior, and criteria. Useful questions might include, What is the expected outcome? What level of performance will the student need to reach in order to meet expectations? What level of performance can we live with (short of expectations)? Step 2. Discuss intervention options. Interventions are designed based on the preceding analysis, defined problem, parent input, and professional judgments about the potential effectiveness of interventions. A systematic, data-based process for examining all that is known about the presenting problem or behaviors of concern is used to identify interventions that have a high likelihood of success. Group facilitation strategies should be used to brainstorm ideas (e.g., use a three minute process to think, write, and share, in a round robin fashion, possible interventions to address the problem). When identifying strategies, all collaborative problem solving participants assume responsibility for contributing ideas and considering options. The

6 intent is to generate and explore a wide range of possible strategies for consideration by the team. Throughout the process, team members should keep in mind the desired outcome, feasibility of suggested interventions, and the resources needed for implementation. Step 3. Select one or two intervention options for implementation. The intervention(s) must be directly related to the problem behavior. Factors that contribute to the mismatch between current and expected levels of performance must be considered. Consideration should be given to alterable characteristics of both the individual and the environment (modifying instructional strategies, adapting curriculum materials, and changing relevant behaviors of the student, teacher, others.) Step 4. Write the intervention as an action plan. Determine procedures (skills to be taught, instructional strategies to be used, etc.), arrangements (location of instruction, schedule, time, materials to be used, etc.) and person(s) responsible. Step 5. Implement the plan as written. What questions should the team use to guide decision making? What needs to be changed (environment, instructional strategies, curriculum materials, behaviors) and how could it be done? What effective, research based strategies could be used to address this problem? How can we learn about them? What resources are available to help resolve this problem? What are the most natural, least intrusive, least restrictive, and most effective strategies for accomplishing the desired change? To what extent do these strategies fit with current classroom routine and teaching practices? What positive effects, if any, are likely to result for other students if this strategy is used? What negative effect? How will the intervention occur to improve the situation? (Consider who will do what, when, where, and how?) How can the entire team best support the intervention and the person responsible for the intervention during its implementation?

7 What should it look like if we are doing it right? Examples of Intervention Design and Implementation Student will continue with the same reading series, same story as peers, and will be present in class during reading instruction. Volunteer will read story aloud to student 1x per day. (5 minutes of recess time.) 15 minutes daily work with phoneme segmentation activities in small group setting. Vocabulary from reading series stories will be pre-taught (15 minutes 3x weekly, small group). Additional daily opportunities to discuss what has been read in small group or one-to-one interaction with teacher. Non-examples Parent conference, encourage reading at home. Student will receive a token each time she raises her hand to answer teacher question instead of blurting out the answer. Exchange tokens at the end of day for computer time. Due to Katie s anxiety, she will not be called on to respond in class. Teacher may check for understanding in private conversation. Avoid admonitions to look at me when disciplining. When Katie volunteers to respond in class, wait time of additional seconds may be necessary. Reward system for appropriate behavior in class. Student allowed additional 5 minutes for math tests. If necessary to accommodate time, tests may be taken in special ed room. Additional drill and practice on basic math facts provided for 15 minutes daily. Spelling words for student will consist of only 6 of the 8 weekly words and no challenge words. Incorporate spelling practice with phoneme segmentation activities (teach strategy of segmenting word verbally before and during the actual writing of the word. Teach recheck strategy by comparing letter string to phoneme segments of each spelling word. Extended test time. Decrease spelling list.

8 John will be taught appropriate strategies for dealing with negative comments from peers at recess. Counselor will work individually with John to develop social stories for recess behavior. If an incident occurs at recess, counselor will process with John immediately after to discuss appropriate strategies and plan for next recess. Send a note home. Go to principal s office and call Mom. Questions and Answers: 1. What is the definition of intervention? Intervention is a goal oriented strategy designed to decrease the gap between a student s current performance and that of his/her peers or classroom expectations. Interventions focus on alterable characteristics of the environment, and may include: changes in classroom management or environment, instructional or curriculum modifications, in-school counseling, extra help for skill development, changes in teaching methods, changes in program, disciplinary techniques, etc. 2. What is the difference between an accommodation and a modification? An accommodation is any support or service provided to help a student access the general education curriculum and validly demonstrate learning. Examples might include teacher prepared notes, peer readers, extended testing time, etc. Accommodations do not alter the content of what students are expected to learn, but rather allow different ways to access and demonstrate learning. Modifications refer to changes made in the content or performance standards for some students. Examples might include modified assignments or performance expectations, reading a book at a lower instructional level than the rest of the class, etc. Modifications alter the content of what some students are expected to learn. 3. Is special education an appropriate intervention during General Education Intervention? No. Special Education is a service provided to students with disabilities who require specially designed instruction in order to access and progress in the general education curriculum. However, special education personnel can be instrumental in intervention design and implementation, due to their specialized expertise.

9 4. How long should an intervention last? Best practice suggests that an intervention should be implemented for six to nine weeks before any judgment regarding effectiveness can be reliably made. Effective interventions should continue as long as the student continues to be successful. If the intervention is shown to be effective, but requires continued and substantial effort that may include the provision of special education, a full and individual evaluation should be conducted. If the problem or behavior of concern is shown to be resistant to well designed and implemented general education interventions, then a full and individual evaluation should be conducted. DATA COLLECTION and PROBLEM ANALYSIS Specifically, the problem is now defined based on the mismatch between what people expect of the student and his/her current level of performance. Teacher expectations should be based on Georgia Performance Standards (GPS), district benchmarks, grade level criteria, and comparison with peers. The behavior described in the Individualized Education Plan (IEP) is quantified (given a numerical value) so that it can be observed and measured. How do we do it? A fundamental principle underlying a collaborative problem solving approach is that learning is the result of the interaction between the learner and the environment. Both the individual and the environment are examined through systematic data collection. The Team should consider: Child variables, such as current skills and behaviors, learning styles, response styles, performance vs. skill deficit, etc. Curricular variables such as scope and sequence of objectives Instructional variables, such as teaching strategies, opportunity to respond, practice time, feedback procedures. Classroom context, such as class size, physical arrangement and structure, equipment and materials, etc. Peer intervention and support. Teacher interaction, such as teaching strategies, classroom management, classroom directions, and feedback format. School and/or district variables, such as policies and resources available. Family variables, such as stressors, interactions, and parenting skills. Community variables. What questions should the team use to guide decision making? What is the expected level of performance for this behavior in comparison to peers, classroom criteria, standards and benchmarks?

10 What is the student s actual level of performance for this behavior in comparison to peers, classroom criteria, standards and benchmarks? Why is the problem situation occurring? What factors could be contributing to the mismatch that exists between actual and desired level of performance for the target behaviors? What should it look like if we are doing it right? Examples of Data Collection and Problem Analysis Student is reading 20 wpm and avg of class is 60 wpm on grade level materials. Student uses average of 25 words to retell a story he has read, class average is 85 words used. Weak vocabulary skills seem to have most influence on comprehension. Can answer average of 2 out of 10 comprehension questions from a grade level passage. Peers average 8 of 10 correct. Average scores on reading unit tests 2 of 10 correct on 5 of last 6 unit tests. Typical peer 8/10 on last 6 unit tests. Talking without permission 10 times per day compared to one time for average student. Appears to blurt out because he can t remember if he has to wait. Takes an average of 5 minutes to begin paper/pencil tasks (average peer less than 1 minute). Takes average of 20 minutes longer than peers to complete written assignments. Attention controls for written work output appear to be weak. Non-Examples Student doesn t read fast as classmates. Current grade in reading is D. Will really have trouble next year. 64% average. Comprehension: 20% Doesn t know what he s read Talks without permission all the time. Works very slowly. Daydreams when he should be working. What should it look like if we are doing it right? Examples of Data Collection and Problem Analysis Non-Examples

11 Student is reading 20 wpm and avg of class is 60 wpm on grade level materials. Student uses average of 25 words to retell a story he has read, class average is 85 words used. Weak vocabulary skills seem to have most influence on comprehension. Can answer average of 2 out of 10 comprehension questions from a grade level passage. Peers average 8 of 10 correct. DIBELS phoneme segmentation score was 7 (Winter). Should be at by now. May need to strengthen phonemic awareness skills. Average scores on reading unit tests 2 of 10 correct on 5 of last 6 unit tests. Typical peer 8/10 Student doesn t read fast as classmates. Current grade in reading is D. Will really have trouble next year. 64% average. Comprehension: 20% Doesn t know what he s read on last 6 unit tests. John averages aggressive acts per 15 minute recess, typical peer averages 1 or 2. Problem is worse if activity is unstructured. During structured activities/games, John averages 3 aggressive acts per recess. Talking without permission 10 times per day compared to one time for average student. Appears to blurt out because he can t remember if he has to wait. Takes an average of 5 minutes to begin paper/pencil tasks (average peer less than 1 minute). Takes average of 20 minutes longer than peers to complete written assignments. Attention controls for written work output appear to be weak. Talks without permission all the time. Works very slowly. Daydreams when he should be working.

12 Content of Assessment Domains INSTRUCTION This domain includes: instructional decision making regarding selection and use of materials instructional decision making regarding placement of students in materials progress monitoring clarity of instructions communication of expectations & criteria for success direct instruction with explanations and cues sequencing of lesson designs to promote success variety of practice activities pace of presentation of new content CURRICULUM This domain includes: long range direction for instruction instructional philosophy/approaches instructional materials intent stated outcomes for the course of study arrangement of the content/ instruction pace of the steps leading to the outcomes general learner criteria as identified in the school improvement plan, LEA curriculum and benchmarks ENVIRONMENT This domain includes: physical arrangement of the room furniture/equipment rules management plans routines expectations peer context peer and family influence task pressure LEARNER This is the last domain to consider, and is addressed when: the curriculum and instruction are appropriate, the environment is positive This domain includes student performance data: academic social/behavioral

13 RIOT Procedures Assessment data across each of these domains should be gathered from multiple sources. Data can be gathered through Reviews, Interviews, Observations, and finally Tests if needed. This set of procedures is referred to as RIOT. Although RIOT is a catchy acronym, the order of the letters is significant. The least intrusive and time intensive procedures should be utilized first. If the needed information can be obtained through reviews and interviews, there may be no need to do observations or tests to answer some assessment questions. It is important to remember that a single source of data is not sufficient for making significant educational decisions rather; decisions should be based on convergent data. The following pages contain a series of matrixes illustrating RIOT procedures to utilize across each of the four domains. This is not meant to be an exhaustive list; rather it is a sampling of assessment activities.

Determining & Writing Effective IEP Goals The whole is greater than the sum of its parts. Aristotle Assumptions IEP development is a planning process it is more than filling out a form. Connecting IEPs

More information

Eligibility / Staffing Determination EMOTIONAL DISTURBANCE. Date of Meeting:

Eligibility / Staffing Determination EMOTIONAL DISTURBANCE. Date of Meeting: Eligibility / Staffing Determination EMOTIONAL DISTURBANCE Date of Meeting: Student Name: DOB: Soc. Sec.#: The basis for making the determination of whether the student has a disability which meets the

More information

Standards for Special Education Teachers

Standards for Special Education Teachers Standards for Special Education Teachers Introduction The new standards for special education teachers have been developed to align with the Core Standards For Teachers developed by the North Carolina

More information

Belmont Public Schools Special Education Programs

Belmont Public Schools Special Education Programs Belmont Public Schools Special Education Programs Preschool Program School: Belmont system wide Population Served: Special Education Students Aged 3 5 Grade: Pre K Program Description: This program is

More information

Serving Students with Unique Needs: students with disabilities

Serving Students with Unique Needs: students with disabilities Serving Students with Unique Needs: students with disabilities Celia Reed, RSE-TASC trainer Rebecca DeBottis, Region 7 Coordinator 1 Objectives for the Session: Identify what special education regulations

More information

Gifted & Talented Program Description

Gifted & Talented Program Description Gifted & Talented Program Description The purpose of Cedar Unified School District s gifted and talented program is to nurture academic excellence and improve student achievement among all students. To

More information

SPECIFIC LEARNING DISABILITY

SPECIFIC LEARNING DISABILITY SPECIFIC LEARNING DISABILITY 24:05:24.01:18. Specific learning disability defined. Specific learning disability is a disorder in one or more of the basic psychological processes involved in understanding

More information

2013 Marzano School Leader Evaluation Model Rubric

2013 Marzano School Leader Evaluation Model Rubric 2013 Marzano School Leader Evaluation Model Rubric Exclusive partners with Dr. Robert J. Marzano for the Teacher Evaluation Model and School Leader Evaluation Model Learning Sciences International 175

More information

Crockett Elementary Response to Intervention Guide

Crockett Elementary Response to Intervention Guide Crockett Elementary Response to Intervention Guide 1 Response to Intervention Tier 1 80-90% of students will experience success in Tier 1 Classroom instruction Use a variety of supports as soon as student

More information

Modifying Curriculum and Instruction

Modifying Curriculum and Instruction Modifying Curriculum and Instruction Purpose of Modification: The purpose of modification is to enable an individual to compensate for intellectual, behavioral, or physical disabi1ities. Modifications

More information

How To Support A Disabled Person

How To Support A Disabled Person 10 Steps to Implementing Effective Inclusive Practices A Guide for School Site Leaders INTRODUCTION LaSPDG is a federal grant of the Louisiana Department of Education funded by Office of Special Education

More information

Special Education Program

Special Education Program Indiana University Southeast Special Education Program High Quality Educators Understand students needs & contexts. K480 Student Teaching 16 weeks - 2 placements (8 wks. ea.) Portfolio Directions School

More information

Transcript: What Is Progress Monitoring?

Transcript: What Is Progress Monitoring? Transcript: What Is Progress Monitoring? Slide 1: Welcome to the webinar, What Is Progress Monitoring? This is one of 11 webinars developed by the National Center on Response to Intervention (NCRTI). This

More information

Scientifically Based Reading Programs: What are they and how do I know?

Scientifically Based Reading Programs: What are they and how do I know? Scientifically Based Reading Programs: What are they and how do I know? Elissa J. Arndt, M.S. CCC-SLP Florida Center for Reading Research Alternate Assessment Summer Training Institute July, 2007 1 Goals

More information

A Guide to Curriculum Development: Purposes, Practices, Procedures

A Guide to Curriculum Development: Purposes, Practices, Procedures A Guide to Curriculum Development: Purposes, Practices, Procedures The purpose of this guide is to provide some general instructions to school districts as staff begin to develop or revise their curriculum

More information

ADEPT Performance Standards. for. Classroom-Based Teachers

ADEPT Performance Standards. for. Classroom-Based Teachers ADEPT Performance Standards for Classroom-Based Teachers Revised ADEPT Performance Standards for Classroom-Based Teachers Introduction Central to the ADEPT system is a set of expectations for what teaching

More information

Teacher Evaluation. Missouri s Educator Evaluation System

Teacher Evaluation. Missouri s Educator Evaluation System Teacher Evaluation Missouri s Educator Evaluation System Teacher Evaluation Protocol Introduction Missouri s Educator Evaluation System was created and refined by hundreds of educators across the state.

More information

ILLINOIS STATE BOARD OF EDUCATION INSTRUCTIONS FOR INDIVIDUALIZED EDUCATION PROGRAM (IEP) FORMS

ILLINOIS STATE BOARD OF EDUCATION INSTRUCTIONS FOR INDIVIDUALIZED EDUCATION PROGRAM (IEP) FORMS ILLINOIS STATE BOARD OF EDUCATION INSTRUCTIONS FOR INDIVIDUALIZED EDUCATION PROGRAM (IEP) FORMS ILLINOIS STATE BOARD OF EDUCATION Special Education Services 100 North First Street Springfield, Illinois

More information

Section Two: Ohio Standards for the Teaching Profession

Section Two: Ohio Standards for the Teaching Profession 12 Section Two: Ohio Standards for the Teaching Profession 1 Teachers understand student learning and development and respect the diversity of the students they teach. Teachers display knowledge of how

More information

Section 4. Assistive Technology Consideration in the IEP

Section 4. Assistive Technology Consideration in the IEP ` Section 4 Assistive Technology Consideration in the IEP 2013 52 Implications of Assistive Technology Consideration Beginning with the reauthorization of IDEA in 1997, the IEP team is required to consider

More information

QUALITY INDICATORS FOR ASSISTIVE TECHNOLOGY SERVICES RESEARCH-BASED REVISIONS, 2004

QUALITY INDICATORS FOR ASSISTIVE TECHNOLOGY SERVICES RESEARCH-BASED REVISIONS, 2004 QUALITY INDICATORS FOR ASSISTIVE TECHNOLOGY SERVICES RESEARCH-BASED REVISIONS, 2004 The consideration of assistive technology (AT) devices and services is required during the development of every Individualized

More information

TOOL KIT for RESIDENT EDUCATOR and MENT OR MOVES

TOOL KIT for RESIDENT EDUCATOR and MENT OR MOVES Get to Know My RE Observe Collect Evidence Mentor Moments Reflect Review Respond Tailor Support Provide Provide specific feedback specific Feedback What does my RE need? Practice Habits Of Mind Share Data

More information

2012 University of Texas System/ Texas Education Agency

2012 University of Texas System/ Texas Education Agency Welcome to this presentation on using RTI information to develop an IEP. It was developed by the Building RTI Capacity project team from the Meadows Center for Preventing Educational Risk at The University

More information

Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists Definition of an Effective School Psychologist

Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists Definition of an Effective School Psychologist Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists Definition of an Effective School Psychologist Effective school psychologists are vital members of the education

More information

Ch. 4: Four-Step Problem Solving Model

Ch. 4: Four-Step Problem Solving Model Ch. 4: Four-Step Problem Solving Model MDCPS Office of Academics, Accountability & School Improvement 2013-2014 The Problem-Solving Team Each school is expected to create and support an RtI/MTSS leadership

More information

How To Write A Curriculum Framework For The Paterson Public School District

How To Write A Curriculum Framework For The Paterson Public School District DEPARTMENT OF CURRICULUM & INSTRUCTION FRAMEWORK PROLOGUE Paterson s Department of Curriculum and Instruction was recreated in 2005-2006 to align the preschool through grade 12 program and to standardize

More information

RtI Response to Intervention

RtI Response to Intervention DRAFT RtI Response to Intervention A Problem-Solving Approach to Student Success Guide Document TABLE OF CONTENTS Introduction... 1 Four Essential Components of RtI... 2 Component 1... 3 Component 2...

More information

AND LEARNING 21st Century Teaching and Learning

AND LEARNING 21st Century Teaching and Learning 21ST CENTURY TEACHING AND LEARNING 21st Century Teaching and Learning Dr. Grace Surdovel, Director of Master's Programs/Faculty of Practice The Master of Science in Education with a major in 21st Century

More information

How To Teach Reading

How To Teach Reading Florida Reading Endorsement Alignment Matrix Competency 1 The * designates which of the reading endorsement competencies are specific to the competencies for English to Speakers of Languages (ESOL). The

More information

2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists

2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists 2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists Definition of an Effective School Psychologist Effective school psychologists are vital members of the education

More information

Targeted Reading Intervention for Students in Grades K-6 Reading results. Imagine the possibilities.

Targeted Reading Intervention for Students in Grades K-6 Reading results. Imagine the possibilities. Voyager Passport Targeted Reading Intervention for Students in Grades K-6 Reading results. Imagine the possibilities. You can make a diff The Reality of Illiteracy According to recent statistics, the average

More information

Curriculum Modifications & Adaptations

Curriculum Modifications & Adaptations T O O L S F O R T E A C H E R S 15 Curriculum Modifications & Adaptations There is no recipe for adapting general education curriculum to meet each student s needs. Each teacher, each student, each classroom

More information

WiggleWorks Aligns to Title I, Part A

WiggleWorks Aligns to Title I, Part A WiggleWorks Aligns to Title I, Part A The purpose of Title I, Part A Improving Basic Programs is to ensure that children in high-poverty schools meet challenging State academic content and student achievement

More information

Colorado Professional Teaching Standards

Colorado Professional Teaching Standards Colorado Professional Teaching Standards Standard I: Teachers demonstrate knowledge of the content they teach a. Teachers provide instruction that is aligned with the Colorado Academic Standards and their

More information

cbe.ab.ca reporting Considerations for students with Alberta Education Special Education Coding K-9

cbe.ab.ca reporting Considerations for students with Alberta Education Special Education Coding K-9 cbe.ab.ca reporting Considerations for students with Alberta Education Special Education Coding K-9 Considerations for students with Alberta Education Special Education Coding Reporting and communicating

More information

Wappingers Central School District

Wappingers Central School District Wappingers Central School District Response to Intervention Plan (RTI) February 2012 Tier III Tier II Tier I 1 Introduction to WCSD s 3 Tier RTI Model The 3 Tier Response to Intervention (RTI) Model provides

More information

BEHAVIORAL INTERVENTION PLAN (AS APPROPRIATE)

BEHAVIORAL INTERVENTION PLAN (AS APPROPRIATE) BEHAVIORAL INTERVENTION PLAN (AS APPROPRIATE) Complete this page when the team has determined a behavioral intervention plan is needed. When an IEP team has determined that a behavioral intervention plan

More information

What exactly are the new roles of the School Psychologist and Social Worker?

What exactly are the new roles of the School Psychologist and Social Worker? Personnel What exactly are the new roles of the School Psychologist and Social Worker? While these aren t new roles, School Psychologists and Social Workers will continue to work in schools by gathering

More information

Student Teaching Expectations Undergraduate Early Childhood Education/Early Childhood Special Education Program SPCED-UE 1503 Fall Semester Juniors

Student Teaching Expectations Undergraduate Early Childhood Education/Early Childhood Special Education Program SPCED-UE 1503 Fall Semester Juniors DEPARTMENT OF TEACHING AND LEARNING OFFICE OF CLINICAL STUDIES Student Teaching Expectations Undergraduate Early Childhood Education/Early Childhood Special Education Program SPCED-UE 1503 Fall Semester

More information

Reading Competencies

Reading Competencies Reading Competencies The Third Grade Reading Guarantee legislation within Senate Bill 21 requires reading competencies to be adopted by the State Board no later than January 31, 2014. Reading competencies

More information

Section 7: The Five-Step Process for Accommodations for English Language Learners (ELLs)

Section 7: The Five-Step Process for Accommodations for English Language Learners (ELLs) : The Five-Step Process for Accommodations for English Language Learners (ELLs) Step 1: Setting Expectations Expect English Language Learners (ELLs) to Achieve Grade-level Academic Content Standards Federal

More information

Chapter 7: Least Restrictive Environment (LRE)

Chapter 7: Least Restrictive Environment (LRE) 51 Chapter 7: Least Restrictive Environment (LRE) In this chapter you will: discover what an educational placement is and learn what some of the options look like find out what research says about inclusive

More information

COBB KEYS SPECIAL EDUCATION TEACHER EVALUATION SYSTEM PERFORMANCE RUBRIC WITH EXAMPLES OF TEACHER EVIDENCE

COBB KEYS SPECIAL EDUCATION TEACHER EVALUATION SYSTEM PERFORMANCE RUBRIC WITH EXAMPLES OF TEACHER EVIDENCE CURRICULUM AND PLANNING STANDARD (CP): The Special Education teacher makes decisions about planning that demonstrate an understanding of grade level content knowledge, specialized that addresses students

More information

Technical Assistance Paper

Technical Assistance Paper Pam Stewart Commissioner of Education DPS: 2014-94 Date: August 1, 2014 Technical Assistance Paper What s Special about Special Education? Specially Designed Instruction for Students with Disabilities

More information

parent ROADMAP SUPPORTING YOUR CHILD IN GRADE FIVE ENGLISH LANGUAGE ARTS

parent ROADMAP SUPPORTING YOUR CHILD IN GRADE FIVE ENGLISH LANGUAGE ARTS TM parent ROADMAP SUPPORTING YOUR CHILD IN GRADE FIVE ENGLISH LANGUAGE ARTS 5 America s schools are working to provide higher quality instruction than ever before. The way we taught students in the past

More information

Understanding the Standards-based Individualized Education Program (IEP)

Understanding the Standards-based Individualized Education Program (IEP) Understanding the Standards-based Individualized Education Program (IEP) Many states and local school districts are embracing a new approach to developing Individualized Education Programs (IEPs) for students

More information

Scientifically Based Reading Programs. Marcia L. Kosanovich, Ph.D. Florida Center for Reading Research SLP Academy Fall, 2005

Scientifically Based Reading Programs. Marcia L. Kosanovich, Ph.D. Florida Center for Reading Research SLP Academy Fall, 2005 Scientifically Based Reading Programs Marcia L. Kosanovich, Ph.D. Florida Center for Reading Research SLP Academy Fall, 2005 Goals for Today 1. Understand the big picture of an effective reading program.

More information

Description of Services

Description of Services Description of Services ARSD24:05:28:01. Least restrictive program to be provided. Children in need of special education or special education and related services, to the maximum extent appropriate, shall

More information

School Support System Report and Support Plan. Compass Charter School. October 17-18, 2012

School Support System Report and Support Plan. Compass Charter School. October 17-18, 2012 Rhode Island Department of Education Office of Student, Community and Academic Supports School Support System Report and Support Compass Charter School October 17-18, 2012 1 SCHOOL SUPPORT SYSTEM A Collaborative

More information

Massachusetts Department of Elementary and Secondary Education. Professional Development Self- Assessment Guidebook

Massachusetts Department of Elementary and Secondary Education. Professional Development Self- Assessment Guidebook Massachusetts Department of Elementary and Secondary Education Professional Development Self- Assessment Guidebook For Teacher Professional Development Offerings Modified for use by the District and School

More information

Instructionally Appropriate IEPs. A Skills Based Approach to IEP Development Division of Special Populations

Instructionally Appropriate IEPs. A Skills Based Approach to IEP Development Division of Special Populations Instructionally Appropriate IEPs A Skills Based Approach to IEP Development Division of Special Populations Agenda Division of Special Populations Policy Changes Tier I Instruction Common Core State Standards

More information

SCORING GUIDE: Completing the Benchmarks of Quality (Revised) for School-wide Positive Behavior Support (SWPBS) Procedures for Completing

SCORING GUIDE: Completing the Benchmarks of Quality (Revised) for School-wide Positive Behavior Support (SWPBS) Procedures for Completing SCORING GUIDE: Completing the Benchmarks of Quality (Revised) for School-wide Positive Behavior Support (SWPBS) When & Why Benchmarks of Quality (Revised) for School-wide Positive Behavior Support should

More information

A Parent s Guide: How to Avoid IEP Traps 2005 Adams & Associates

A Parent s Guide: How to Avoid IEP Traps 2005 Adams & Associates A Parent s Guide: How to Avoid IEP Traps 2005 Adams & Associates Skit Written by Timothy A. Adams, Esq. & Lynne Arnold The law firm of Adams & Associates presents the information as a service to parents

More information

CALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE)

CALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE) CALIFORNIA S TEACHING PERFORMANCE EXPECTATIONS (TPE) The Teaching Performance Expectations describe the set of knowledge, skills, and abilities that California expects of each candidate for a Multiple

More information

Instructional Leadership Through Data-driven Decision-making. Action Plan. Student Achievement Need

Instructional Leadership Through Data-driven Decision-making. Action Plan. Student Achievement Need Action Plan School: High School Sample Principal H. S. Houdini Date November 2006 Student Achievement Need To increase the performance of ELL students and students with disabilities in Reading on the HSA

More information

IDENTIFICATION AND ASSESSMENT OF ENGLISH LANGUAGE LEARNERS

IDENTIFICATION AND ASSESSMENT OF ENGLISH LANGUAGE LEARNERS IDENTIFICATION AND ASSESSMENT OF ENGLISH LANGUAGE LEARNERS CHAPTER 3 INDEX 3.1 PURPOSE AND SCOPE... 3 1 3.2 IDENTIFICATION AND REFERRAL OF ENGLISH LEARNERS SUSPECTED OF HAING A DISABILITY... 3 1 3.3 SPECIAL

More information

Selecting Research Based Instructional Programs

Selecting Research Based Instructional Programs Selecting Research Based Instructional Programs Marcia L. Grek, Ph.D. Florida Center for Reading Research Georgia March, 2004 1 Goals for Today 1. Learn about the purpose, content, and process, for reviews

More information

Manchester Essex Regional School District District Curriculum Accommodation Plan (DCAP)

Manchester Essex Regional School District District Curriculum Accommodation Plan (DCAP) Manchester Essex Regional School District District Curriculum Accommodation Plan (DCAP) 2012 2013 What is a District Curriculum Accommodation Plan? Massachusetts General Laws require the adoption and implementation

More information

Response to Intervention Frequently Asked Questions (FAQs)

Response to Intervention Frequently Asked Questions (FAQs) Response to Intervention Frequently Asked Questions (FAQs) 1. What is at the heart of RtI? The purpose of RtI is to provide all students with the best opportunities to succeed in school, identify students

More information

READING SPECIALIST STANDARDS

READING SPECIALIST STANDARDS READING SPECIALIST STANDARDS Standard I. Standard II. Standard III. Standard IV. Components of Reading: The Reading Specialist applies knowledge of the interrelated components of reading across all developmental

More information

2014-15. Response to Intervention/ Student Support Team Manual Department of Psychological Services

2014-15. Response to Intervention/ Student Support Team Manual Department of Psychological Services 2014-15 Response to Intervention/ Student Support Team Manual Department of Psychological Services Preface One of the primary objectives of Psychological Services is to provide supportive assistance to

More information

Date Self-Assessment Evaluator Assessment

Date Self-Assessment Evaluator Assessment Rubric for BEHAVIOR SPECIALIST/ANALYST (BS/BA) Date Self-Assessment Evaluator Assessment 1a: Demonstrating Knowledge of Behavior Analysis Principles, Laws, Regulations, and Research Domain 1: Planning

More information

Hamilton Southeastern Schools

Hamilton Southeastern Schools Hamilton Southeastern Schools Response to Instruction (RtI) Guide October 2013 Contents HSE Mission Statement. 3 Response to Instruction.. 3 Components of RtI....... 3 HSE Tiered Model........ 5 RtI Tiers

More information

Understanding Types of Assessment Within an RTI Framework

Understanding Types of Assessment Within an RTI Framework Understanding Types of Assessment Within an RTI Framework Slide 1: Welcome to the webinar Understanding Types of Assessment Within an RTI Framework. This is one of 11 webinars that we have developed at

More information

WRITING MEASURABLE IEP GOALS

WRITING MEASURABLE IEP GOALS WRITING MEASURABLE IEP GOALS AT THIS SESSION, YOU WILL LEARN The four components of a measurable goal. Terms to use that are measurable. How to write clear goal descriptions. How to match target criteria

More information

Teacher Rubric with Suggested Teacher and Student Look-fors

Teacher Rubric with Suggested Teacher and Student Look-fors Teacher Rubric with Suggested Teacher and Student Look-fors This document is intended to inform school communities in recognizing the performance levels for key elements defined in the Teacher Rubric and

More information

A Principal s Guide to Intensive Reading Interventions for Struggling Readers in Reading First Schools

A Principal s Guide to Intensive Reading Interventions for Struggling Readers in Reading First Schools BUILDING A C OMMUNITY OF R EADING E XPERTS A Principal s Guide to Intensive Reading Interventions for Struggling Readers in Reading First Schools PROFESSIONAL DEVELOPMENT We will never teach all our students

More information

Assessment That Drives Instruction

Assessment That Drives Instruction Improving Instruction Through Assessment Assessment That Drives Instruction Pokey Stanford Stacy Reeves TEACHING Exceptional Children, Vol. 37, No. 4, pp. 18-22. Copyright 2005 CEC. Two challenging aspects

More information

PROGRAM FOR LICENSING ASSESSMENTS FOR COLORADO EDUCATORS (PLACE )

PROGRAM FOR LICENSING ASSESSMENTS FOR COLORADO EDUCATORS (PLACE ) PROGRAM FOR LICENSING ASSESSMENTS FOR COLORADO EDUCATORS (PLACE ) TEST OBJECTIVES Subarea Range of Objectives Approximate Test Weighting I. Knowledge of Students with Disabilities 001 003 15% II. III.

More information

Students with Reading Problems Their Characteristics and Needs

Students with Reading Problems Their Characteristics and Needs Students with Reading Problems Their Characteristics and Needs Roxanne Hudson, Ph.D. Florida Center for Reading Research Florida State University rhudson@fcrr.org We want all students to read grade level

More information

Mississippi Statewide Teacher Appraisal Rubric M-STAR

Mississippi Statewide Teacher Appraisal Rubric M-STAR Mississippi Statewide Teacher Appraisal Rubric M-STAR Introduction and Process Guide May 2012 2192_05/12 Contents Introduction... 1 Purpose of Teacher Performance Evaluation... 1 Teacher Evaluation Process...

More information

Galileo Pre-K Online:

Galileo Pre-K Online: Galileo Pre-K Online: Aligned with the Head Start and the Office of Head Start Monitoring Protocol by Jason K. Feld, Ph.D. Assessment Technology, Incorporated 6700 E. Speedway Boulevard Tucson, Arizona

More information

Kansas Multi-Tier System of Support

Kansas Multi-Tier System of Support Kansas Multi-Tier System of Support MTSS is a coherent continuum of evidence based, system-wide practices to support a rapid response to academic and behavioral needs, with frequent data-based monitoring

More information

Exceptional Student Education K 12

Exceptional Student Education K 12 Exceptional Student Education K 12 Section 61 1 Knowledge of foundations of exceptional student education 1. Identify state and federal legislation and case law that have affected the education of students

More information

IDEA Preschool $2,000. Grant Notes 2011 IDEA. IDEA School age $27,362. IDEA Preschool ARRA $2,921 IDEA Total: $32,283

IDEA Preschool $2,000. Grant Notes 2011 IDEA. IDEA School age $27,362. IDEA Preschool ARRA $2,921 IDEA Total: $32,283 Plan Overview UTAH VIRTUAL ACADEMY (5F05F) Salt Lake County 2012 Plan Overview Plan Item 1) K 3rd Grade Literacy Students in K 3rd grades will improve proficiency in phonemic awareness, alphabetic principle,

More information

TENNESSEE STATE BOARD OF EDUCATION

TENNESSEE STATE BOARD OF EDUCATION Alternative Education Program Model/Standards Standard 1.0: Mission An exemplary alternative education program operates with a clearly stated mission, a formal set of standards, and a plan for program

More information

2015-2016 Instructional Management Plan

2015-2016 Instructional Management Plan Greenwood Public School District Dr. Montrell Greene, Superintendent Dr. June Leigh, Director of Curriculum 2015-2016 Instructional Management Plan Greenwood Public School District Academic Education Department

More information

Updated December 2010- DRAFT. A Guide for Writing IEPs

Updated December 2010- DRAFT. A Guide for Writing IEPs Updated December 2010- DRAFT A Guide for Writing IEPs Comments We are interested in improving this guide and welcome your suggestions. You can email your comments to the Special Education Team at dpisped@dpi.wi.gov.

More information

2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: Speech-Language Pathologists

2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: Speech-Language Pathologists 2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: Speech-Language Pathologists Definition of an Effective Speech-Language Pathologist Effective speech-language pathologists are

More information

Marzano Center Non-Classroom Instructional Support Member Evaluation Form

Marzano Center Non-Classroom Instructional Support Member Evaluation Form Marzano Center Non-Classroom Instructional Support Member Evaluation Form Prepared by Learning Sciences Marzano Center for Teacher and Leader Evaluation March, 2013 OUR MISSION The Learning Sciences Marzano

More information

New Mexico 3-Tiered Licensure System

New Mexico 3-Tiered Licensure System New Mexico 3-Tiered Licensure System Requirements & Guidelines for the Preparation of the New Mexico Professional Development Dossier (PDD) for Teachers Prepared by the New Mexico Public Education Department

More information

NATIONAL COMPETENCY-BASED TEACHER STANDARDS (NCBTS) A PROFESSIONAL DEVELOPMENT GUIDE FOR FILIPINO TEACHERS

NATIONAL COMPETENCY-BASED TEACHER STANDARDS (NCBTS) A PROFESSIONAL DEVELOPMENT GUIDE FOR FILIPINO TEACHERS NATIONAL COMPETENCY-BASED TEACHER STANDARDS (NCBTS) A PROFESSIONAL DEVELOPMENT GUIDE FOR FILIPINO TEACHERS September 2006 2 NATIONAL COMPETENCY- BASED TEACHER STANDARDS CONTENTS General Introduction to

More information

Albemarle County Schools Teacher Performance Appraisal (TPA) Rubrics

Albemarle County Schools Teacher Performance Appraisal (TPA) Rubrics Albemarle County Schools Teacher Performance Appraisal (TPA) Rubrics The Teacher Performance Appraisal includes performance rubrics designed to guide self-assessment and reflection based on professional

More information

Pre-Requisites EDAM-5001 Early Literacy Guiding Principles and Language

Pre-Requisites EDAM-5001 Early Literacy Guiding Principles and Language . EDAM EDAM-5001. EARLY LITERACY: GUIDING PRINCIPLES AND LANGUAGE DEVELOPMENT This course is the prerequisite for all other courses in the Early Childhood Literacy program. It outlines the philosophical

More information

Models for an Adapted and for a Modified Program

Models for an Adapted and for a Modified Program Models for an Adapted and for a Modified Program Students are assessed to the prescribed learning outcomes Students receive letter grades Adapted Program Instructional practices: Options for: Giving instructions

More information

Either face to face or survey through information sheet or email

Either face to face or survey through information sheet or email Appendix B Guidelines and Practices: These are the minimum requirements for a standard evaluation for High Plains. These guidelines need to be followed to ensure a uniform and appropriate evaluation across

More information

GLOBAL-READY TEACHER COMPETENCY FRAMEWORK: STANDARDS AND INDICATORS

GLOBAL-READY TEACHER COMPETENCY FRAMEWORK: STANDARDS AND INDICATORS GLOBAL-READY TEACHER COMPETENCY FRAMEWORK: STANDARDS AND INDICATORS GLOBAL-READY TEACHER COMPETENCY FRAMEWORK All learners whether adult or child acquire the attitudes, skills and knowledge needed for

More information

ETR PR-06 Form. Annotations for the New. Contents. Using the ETR Form document. Evaluation Team Report

ETR PR-06 Form. Annotations for the New. Contents. Using the ETR Form document. Evaluation Team Report Evaluation Team Report Annotations for the New ETR PR-06 Form The purpose of an evaluation under the Individuals with Disabilities Education Act (IDEA) is to determine whether a child is a child with a

More information

Model for Practitioner Evaluation Manual SCHOOL COUNSELOR. Approved by Board of Education August 28, 2002

Model for Practitioner Evaluation Manual SCHOOL COUNSELOR. Approved by Board of Education August 28, 2002 Model for Practitioner Evaluation Manual SCHOOL COUNSELOR Approved by Board of Education August 28, 2002 Revised August 2008 Model for Practitioner Evaluation Guidelines and Process for Traditional Evaluation

More information

APPENDIX A: Examples of Observations and Documentation

APPENDIX A: Examples of Observations and Documentation APPENDIX A: and Documentation 1. Centering instruction on high expectations for student achievement. Students communicate goals and objectives. Teacher communicates goals and objectives in lesson opening

More information

Stepping Out Strong: Writing Present Level Statements That Work for Students!

Stepping Out Strong: Writing Present Level Statements That Work for Students! Stepping Out Strong: Writing Present Level Statements That Work for Students! Vicki Payne Rainwater AGC Education Specialist Region One Education Service Center Edinburg, Texas 2010. Region One Education

More information

REGULATIONS of the BOARD OF REGENTS FOR ELEMENTARY AND SECONDARY EDUCATION

REGULATIONS of the BOARD OF REGENTS FOR ELEMENTARY AND SECONDARY EDUCATION REGULATIONS of the BOARD OF REGENTS FOR ELEMENTARY AND SECONDARY EDUCATION K-12 Literacy, Restructuring of the Learning environment at the middle and high school levels, and proficiency based graduation

More information

Karen Fuson, Pam Richards, and Robyn Seifert

Karen Fuson, Pam Richards, and Robyn Seifert The Math Expressions Mastery Learning Loop Keeping All Students on the Grade-Level Learning Path by Giving More Time and Support to In-Class Periodic Interventions and Out-of-Class Tier 2 & Tier 3 Follow

More information

This definition of special education comes from the Individuals with Disabilities Education Act (IDEA), Public Law 105-17.

This definition of special education comes from the Individuals with Disabilities Education Act (IDEA), Public Law 105-17. Questions Often Asked About Special Education Services By the National Dissemination Center for Children with Disabilities (NICHCY), 1999. Public Domain. I think my child may need special help in school.

More information

THE FRAMEWORK FOR A TEACHER INTERN CERTIFICATION PROGRAM: SPECIFIC PROGRAM GUIDELINES PENNSYLVANIA DEPARTMENT OF EDUCATION

THE FRAMEWORK FOR A TEACHER INTERN CERTIFICATION PROGRAM: SPECIFIC PROGRAM GUIDELINES PENNSYLVANIA DEPARTMENT OF EDUCATION THE FRAMEWORK FOR A TEACHER INTERN CERTIFICATION PROGRAM: SPECIFIC PROGRAM GUIDELINES PENNSYLVANIA DEPARTMENT OF EDUCATION TABLE OF CONTENTS Why Quality Teacher Preparation Programs Are Important...3 Philosophy

More information

Three Critical Success Factors for Reading Intervention and Effective Prevention

Three Critical Success Factors for Reading Intervention and Effective Prevention Three Critical Success Factors for Reading Intervention and Effective Prevention Elizabeth Brooke, Ph.D., CCC-SLP Vice President of Education and Research, Lexia Learning Strong fundamental literacy skills

More information

Requirements EDAM-5002. WORD STUDY K-3: PRINT AWARENESS, LETTER KNOWLEDGE, PHONICS, AND HIGH FREQUENCY WORDS

Requirements EDAM-5002. WORD STUDY K-3: PRINT AWARENESS, LETTER KNOWLEDGE, PHONICS, AND HIGH FREQUENCY WORDS LETTER OF ENDORSEMENT: TEACHER LEADERSHIP AND INSTRUCTIONAL COACHING Requirements Dr. Grace Surdovel, Director of Master's Programs/Faculty of Practice The Letter of Endorsement in Teacher Leadership and

More information

Such alternatives to the above qualifications as the board may find appropriate and acceptable.

Such alternatives to the above qualifications as the board may find appropriate and acceptable. Teacher Desired Qualifications: A Bachelor's degree from an accredited college or university. Appropriate teaching certificate. Ability to work with students, teachers, and parents. Such alternatives to

More information

Model for Practitioner Evaluation Manual SCHOOL PSYCHOLOGIST. Approved by Board of Education August 28, 2002

Model for Practitioner Evaluation Manual SCHOOL PSYCHOLOGIST. Approved by Board of Education August 28, 2002 Model for Practitioner Evaluation Manual SCHOOL PSYCHOLOGIST Approved by Board of Education August 28, 2002 Revised August 2008 Model for Practitioner Evaluation Guidelines and Process for Traditional

More information

writing standards aligned IEPs.

writing standards aligned IEPs. Writing Standards Aligned IEPs: At a Glance The Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004) requires that students with disabilities have access to the general education

More information