Preparing Teachers for Grading Students With Learning Disabilities
|
|
- Jack Hunter
- 8 years ago
- Views:
Transcription
1 by LDW 2010 Preparing Teachers for Grading Students With Learning Disabilities Lee Ann Jung Thomas R. Guskey University of Kentucky Grading is a task faced by all teachers every day of their careers, yet it is one for which they are largely unprepared. Reporting the progress of students with disabilities is the Individuals with Disabilities Education Act requirement for IEPs with which states struggle the most to comply (Etscheidt, 2006). In this article, the authors describe the 5-step Inclusive Grading Model (Jung & Guskey, 2007) for grading students with disabilities who are included in general education classes. They then provide recommendations for teaching the process in teacher preparation programs. T he day that report cards are sent home is one that can be filled with anticipation, excitement, and for many, anxiety or confusion. This anxiety and confusion are not only experienced by students, but also by many teachers. Grading is a task teachers face every day of their careers, and yet, it is a task for which they are largely unprepared (Stiggins, 2002). Teacher preparation programs are seriously lacking in providing teachers with adequate competencies in day-to-day assessment (Stiggins, 2007). Without sufficient preparation, teachers are missing important skills that are necessary to accurately capture student learning and make informed curricular decisions (Stiggins, 2007). In fact, reporting the progress of students with disabilities is the Individuals with Disabilities Education Act requirement for Individualized Education Programs (IEP) with which states struggle the most to comply (Etscheidt, 2006). Given this lack of preparation, it is no wonder that grading practices vary so widely (Reeves, 2008), leaving students and parents unsure of how to interpret the grades they see in print. Grading can be such a mystery to students that they often have no idea what will appear on their report cards. For students with disabilities, the process is even less consistent or clear. In an effort to improve the equity of grades for students with disabilities, most teachers make their own individual grading adaptations (Polloway et al., 1994). Examples of common grading adaptations include extra points for effort, altered grading scales, or differently weighted assignments (Silva, Munk, & Bursuck, 2005). Because individual grading adaptations in effect change the ruler by Insights on Learning Disabilities is published by Learning Disabilities Worldwide (LDW). For further information about learning disabilities, LDW s many other publications and membership, please visit our website: 43
2 which achievement is measured, understanding the meaning of adapted grades is impossible. Does an A mean that the student met the criteria? Or does it mean the student demonstrated high effort? Maybe the A means the student participated well. Grading students with disabilities is not only one of the more difficult assessment tasks teachers face, but it is also one of the most common. By 5th grade, nearly 12 percent of students qualify for special education and related services (Herring, McGrath, & Buckley, 2006), with the largest category served being those with learning disabilities. The marked increase in the amount of time qualifying students spend in general education classes (Handler, 2003) means that developing teacher competencies in assigning fair and accurate grades to students with disabilities is needed in both general and special education teacher preparation programs. In this article, we describe a 5-step process (Jung, 2009; Jung & Guskey, 2007; Jung & Guskey, 2010) that personnel preparation programs can use in coursework and field placements to prepare teachers for grading students who have learning disabilities. We then provide recommendations for teacher preparation programs to teach the process. High Quality Grading Practices for All The model we have developed for grading students with disabilities builds upon a foundation of high-quality grading systems for all students. Teacher preparation programs must lay the groundwork for best practices in general for grading before adding practices for grading those with disabilities. Of the recommended grading practices in the literature, we suggest that two are the most fundamental to a high-quality grading system: (a) a standards-based approach, and (b) a distinction between achievement and non-achievement grades. First, effective grading and reporting systems base grades on clearly articulated standards for student learning. A standards-based system gives students and parents more precise information to use in recognizing accomplishments and targeting remediation when needed. Standards-based grading systems ask a very different question about student learning than traditional systems. The grade changes from a single, overall assessment of learning how did this student perform in language arts? to a description of the student s performance on an explicit set of skills how well did the student master the ability to read at the grade-level fluency expectation? (Jung, 2009; Jung & Guskey, 2007). For parents of students with disabilities, understanding how their children are achieving on individual skills is critical for meaningful participation in IEP development and implementation. The second fundamental practice is that high-quality grading and reporting systems distinguish three types of learning criteria related to standards (Guskey, 2006). 44
3 Product criteria address what students know and are able to do at a particular point in time. They reflect students specific achievements or level of proficiency as demonstrated by final examinations, final reports, projects, portfolios, or other overall assessments of learning. Process criteria include students behaviors in reaching their current level of achievement and proficiency. Examples of process criteria are effort, behavior, class participation, punctuality in completing assignments, and work habits. Progress criteria consider how much students improve from their learning experiences. These criteria focus on how far students have advanced, rather than where they are. The most effective grading and reporting systems establish clear standards based on product, process, and progress criteria, and then report each separately (Guskey, 2006; Stiggins, 2007; Wiggins, 1996). Such a system requires the collection of no additional information and eliminates the impossible task of combining these diverse types of evidence into a single grade (Bailey & McTighe, 1996). Parents prefer this approach because it gives them more useful information about their children s performance in school (Guskey, 2002). It offers parents specific feedback about their children s achievement on gradelevel standards as well as essential information on behavior and progress. This information is critical for making intervention and placement decisions (Jung & Guskey, 2007). [For additional reading on standards-based report cards that distinguish learning criteria, see Guskey and Bailey (2010)]. Inclusive Grading Model Assigning achievement grades on the basis of precise levels of performance on standards is best practice, but this approach requires a very different model that has been traditionally used for grading students with disabilities. The grading adaptations that most teachers have historically used are not well suited to a standards-based grading system that separates achievement from other indicators of learning. When grading on standards, there is little room for the teacher to report anything other than the student s performance on that particular standard. The problem arising from adapting the grading process is that it changes the ruler by which we measure a student. As a result, it is impossible to interpret the measurement. Below, we describe a 5-step process that allows teachers to report grades for students with disabilities in a way that is accurate, fair, and legally defensible. This Inclusive Grading Model (Jung, 2009; Jung & Guskey, 2007; Jung & Guskey, 2010) is designed for grading students with disabilities included in general education classrooms. See Figure 1 for a flowchart of the model. 45
4 Figure 1. A Model for Grading Exceptional Learners Figure 1. A Model for Grading Exceptional Learners For each reporting standard ask: 1. Is this an appropriate expectation without adaptations? No. The student will need adaptations in this area. Yes. The student can achieve this standard with no supports or adaptations. No change in grading is required. 2.What type of adaptation is needed? Accommodation. The required adaptations do not alter the standard. No change in grading is required. Modification. The required adaptations fundamentally change the standard. 3. Determine the modified standard. Change the standard to include appropriate skills and criteria for this student. 4. Grade based on modified standard. Use the same grading ruler as for the class, but on the appropriate standard. 5. Report the meaning of modified grades. Add a notation to the report card and the transcript, and connect to a progress report. SOURCE: Jung, L. L. A. & A. Guskey, & Guskey, T.R. (2010). T.R. Grading (2010). exceptional Grading learners. exceptional Educational Leadership, learners. 67(5), Educational Available online at: Leadership, 67(5), Available online at: el201002_jung.pdf 46
5 Step 1. Determine Whether the Standard Is an Appropriate Expectation Without Adaptations For each reporting standard, the key question is, Can we expect the student to achieve this standard without special support or changes to the standard? If the answer is yes, then no change in the grading process is needed, and the teacher grades the student with the same ruler he or she would use with any other student in the class. Some exceptional learners, however, may not achieve certain grade-level standards without special services and supports. For example, an IEP team may decide that a high school student who has a learning disability in the area of written expression needs extra supports to reach standards that depend on this skill. When an instructional team determines that the student will not be able to achieve a particular standard without special support, they move to step 2. Step 2. If the Standard Is Not Appropriate, Determine What Type of Adaptation the Standard Needs For each standard that will require support, the instructional team asks, Which is needed accommodation or modification? Accommodation means that the content of the standard remains the same, but the method for demonstrating mastery of that content may be adjusted. For example, to meet science standards, a student may require an audiotape of lectures in science class because of difficulty in taking notes. In addition, he or she might need to take a social studies end-of-unit assessment orally. Although the format for answering questions would be different, the content of the questions would remain the same, and the student would be judged, like all other students, on the content of his or her responses. Modification, in contrast, means changing the standard itself. A 3rd grade student, for example, may have strong oral communication skills, but may not be ready for the grade-level standards for writing. For this student, the instructional team may decide to provide additional support in the area of writing and to expect the student to master 1st grade writing standards. If the instructional team determines that a student needs only accommodations to reach a particular standard, then no change in the grading process is required. But if modifications are deemed necessary, the team goes through the remaining three steps of the model for this standard. Step 3. If the Standard Needs Modification, Determine the Appropriate Standard The appropriate standard is what the instructional team determines the student could reasonably achieve by the end of the academic year with special supports. The team records these modified standards as goals on the student s IEP or 504 plan, along with other goals the student may need to achieve in order to function in daily classroom routines. A student who is experiencing dif- 47
6 ficulty in reading fluency, for example, may not be ready to work on 2nd grade language arts standards. The IEP team may choose to reduce the criteria that are expected in fluency at that grade level. Instead of the grade-level standard, which includes an expectation of reading 120 words per minute by the end of the year, the team may determine after examining the student s present level of performance and growth over the past year that 90 words per minute is an appropriately challenging expectation. Similarly, a 9th grade student s plan may call for 6th grade vocabulary standards rather than 9th grade standards. Step 4. Base Grades on the Modified Standard, Not the Grade-Level Standard It makes little sense to grade a student on an academic standard everyone agrees the student will probably not meet. Take, for example, the 9th grade student who has difficulty with vocabulary and spelling and is working on 6th grade vocabulary. There is no need to report a failing grade in language based on the student s inability to use grade-level vocabulary. Nor would it be fair or meaningful to add points simply for effort or behavior. Rather than adding points for homework or promptness in turning in assignments, the teacher should grade the student using the same ruler, but on the 6th grade vocabulary standards that the instructional team deemed appropriate. Therefore, if an A means exceeds the standard, and the student achieved use of a 7th grade vocabulary, then the student has earned an A, even though the 9th grade standards have not been met. Step 5. Communicate the Meaning of the Grade The final step in the process is the simplest of the steps, but equally as important as the previous four. Without this last step, we have been clear about how we have measured, but we have not communicated what we have measured. Teachers, then, should include a special notation such as a superscript number or an asterisk beside grades on the report card that reflect achievement on modified standards. This notation should also be included on the transcript. The accompanying footnote might be worded, based on modified standards. The report card should direct families to a supplemental document, such as a progress report, that lists the modified standards on which any grade was based and a narrative of progress on each. This lets everyone know, as federal legislation requires, how the student performed on appropriately challenging learning tasks. In adding these notations to transcripts, school administrators should remember that the notations cannot identify a student as having a disability. Therefore, wording such as based on IEP goals is not legal. However, noting that a standard was modified is legal as long as modifications are available to all students who need them (Freedman, 2000, 2005; Office of Civil Rights, 2008). 48
7 Recommendations for Personnel Preparation Programs Unfortunately, teacher preparation programs devote little, if any, time to the topic of grading within coursework. With learning disabilities being the largest category of disability and one that is primarily served within the general education classroom (U.S. Department of Education, 2009), it is clear that every teacher will be faced with the challenges of assigning fair and meaningful grades to students with learning disabilities. Stiggins (2002) recommended that teacher and administrator licensing standards include an expectation of competencies in assessment and reporting. We propose that programs include the following four competencies on grading students with disabilities in coursework and field-based experiences: Teachers will demonstrate knowledge of the definitions of and distinctions between accommodations and modifications for students with disabilities. Teachers will demonstrate the ability to modify reporting standards appropriately for students with disabilities. Teachers will demonstrate the ability to measure and record students achievement, behavior, and progress separately. Teachers will demonstrate the ability to apply best grading practices to meaningfully report the achievement, behavior, and progress of students with disabilities. In order to provide the instruction and experience to reach these competencies, we propose that teacher preparation programs engage preservice teachers in five ways: 1. PRESENTATION: First, information on grading all students should be explicitly included in coursework. We suggest that standards-based grading, distinguishing learning criteria, and the Inclusive Grading Model described above are directly taught to preservice teachers within assessment or methods coursework practicum and student teaching seminars. Preservice teachers should read the literature on grading and have opportunities to reflect and discuss implications for their practice. Additionally, the concept of distinguishing modifications and accommodations within IEP development is foundational to the model. There seems to be little understanding that an accommodation in one subject area can be a modification in another subject area for the same student. An example activity would be for the student teacher or practicum student to draw upon the curriculum to identify 4 6 reporting standards for each subject and develop a draft reporting device, incorporating best practices from the literature. 49
8 2. MODEL: Second, preservice teachers need field-based opportunities to observe high-quality grading practices. These activities can be embedded in both practicum and student teaching experiences. Because many teachers do not follow recommended practices for measuring and reporting student learning (Campbell & Evans, 2000), teacher education programs may have difficulty in identifying exemplary grading in practice. An example of an activity in this circumstance might involve (1) the preservice teacher s interviewing a practicing teacher about the grading practices used in the classroom and (2) a reflective written comparison of the practices with those from the literature on grading. 3. PRACTICE: Third, teacher preparation programs should explicitly require grading and reporting of students with disabilities as a task within student teaching. Programs frequently require that student teachers take data within the context of individual lessons and intervention plans they deliver. We propose that programs take this a step further and require student teachers to practice completing report cards and progress reports as a part of their preparatory experience. If exemplary report card and progress report forms are not available within the preservice teacher s placement, the teacher preparation program could have parallel forms for the preservice teachers to use in gaining this experience. 4. FEEDBACK: In addition to giving preservice teachers purposeful practice in their field-based experiences, we propose that college and university supervisors provide specific feedback on grading and reporting. Practicum or student teaching seminars provide an excellent forum for preservice teachers to discuss the grading practices being used and how they might model or alter those in their future classrooms. Additionally, college and university supervisors should provide specific, individual feedback to preservice teachers as they practice grading and reporting during field-based experiences. 5. CONNECTION TO THE COMMUNITY: Finally, we advise universities and colleges to partner with schools to discuss and improve grading policies and practices. Reeves (2008) recommends that programs identify teacher leaders who are demonstrating high quality grading practices in their districts and provide a forum for them to discuss their ideas with colleagues and lead the change in grading policy. Colleges and universities are uniquely situated to facilitate this collaborative leadership. 50
9 Conclusion Grading is a task that all teachers will encounter every day in their classrooms. Without explicit instruction on grading, teachers have only their prior experiences as students to determine how to grade. For most teachers, this means they have no information on how to grade students with disabilities, giving way to a reliance on individual grading adaptations (Polloway et al., 1994; Silva et al., 2005) that distort the grades to the point of rendering them uninterpretable (Jung & Guskey, 2007). Consequently, we risk the likelihood of inadequately measuring student progress (Stiggins, 2002). For students with disabilities, pivotal placement and intervention decisions hinge on accurate, complete information from teachers who understand their progress. IEP teams, including families, look to process information to make decisions about what services are needed and how those services should be delivered. Without interpretable indicators of achievement, teams do not have what they need to make these choices (Jung & Guskey, 2007), and compliance with legal requirements of IDEA may be compromised. Teachers should be prepared to measure and report progress of students with disabilities in a way that is consistent with recommended practice. The Inclusive Grading Model, suggested competencies, and steps for inclusion in teacher preparation programs may offer colleges and universities a foundation for facilitating these important skills in their preservice teachers. References Bailey, J., & McTighe, J. (1996). Reporting achievement at the secondary level: What and how. In T. R. Guskey (Ed.), Communicating student learning: 1996 Yearbook of the Association for Supervision and Curriculum Development (pp ). Alexandria, VA: Association for Supervision and Curriculum Development. Campbell, C., & Evans, J. (2000). Investigation of preservice teachers classroom assessment practices during student teaching. Journal of Educational Research, 93, Etscheidt, S. K. (2006). Progress monitoring: Legal issues and recommendations for IEP teams. Teaching Exceptional Children, 38(3), Freedman, M. K. (2000). Testing, grading, and granting diplomas to special education students (Special Report No. 18). Horsham, PA: LRP Publications. Freedman, M. K. (2005). Student testing and the law: The requirements educators, parents, and officials should know. Horsham, PA: LRP Publications. Guskey, T. R. (2002). Computerized grade-books and the myth of objectivity. Phi Delta Kappan, 83, Guskey, T. R. (2006). Making high school grades meaningful. Phi Delta Kappan, 87, Guskey, T. R., & Bailey, J. (2010). Developing standards-based report cards. Thousand Oaks, CA: Corwin. Handler, B. R. (2003, April). Special education practices: An evaluation of educational environmental placement trends since the regular education initiative. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL. 51
10 Herring, W. L., McGrath, D., & Buckley, J. (2006, July). Demographic and school characteristics of students receiving special education in the elementary grades (NCES ). Washington, DC: National Center for Education Statistics. Jung, L. A. (2009). The challenges of grading and reporting in special education: An inclusive grading model. In T. R. Guskey (Ed.), Practical solutions for serious problems in standards-based grading (pp ). Thousand Oaks, CA: Corwin. Jung, L. A., & Guskey, T. R. (2007). Standards-based grading and reporting: A model for special education. Teaching Exceptional Children, 40(2), Jung, L. A., & Guskey, T. R. (2010). Grading exceptional learners. Educational Leadership, 67(5), Office of Civil Rights. (2008, October 17). Dear colleague letter: Report cards and transcripts for students with disabilities. Washington, DC: Author. Retrieved March 2, 2010, from Polloway, E. A., Epstein, M. H., Bursuck, W. D., Roderique, T. W., McConeghy, J. L., & Jayanthi, M. (1994). Classroom grading: A national survey of policies. Remedial and Special Education, 15, Reeves, D. (2008). Effective grading. Educational Leadership, 65(5), Silva, M., Munk, D. D., & Bursuck, W. D. (2005). Grading adaptations for students with disabilities. Intervention in School and Clinic, 41, Stiggins, R. (2002). Assessment crisis: The absence of assessment FOR learning. Phi Delta Kappan, 83, Stiggins, R. (2007, October 17). Five assessment myths and their consequences. Education Week, pp U.S. Department of Education. (2009). 28th annual report to Congress on the implementation of the Individuals with Disabilities Education Act, Washington, DC: Author. Wiggins, G. (1996). Honesty and fairness: Toward better grading and reporting. In T. R. Guskey (Ed.), Communicating student learning: 1996 yearbook of the Association for Supervision and Curriculum Development (pp ). Alexandria, VA: Association for Supervision and Curriculum Development. Author Note Lee Ann Jung, Ed.D., is associate professor of Special Education at the University of Kentucky. A graduate of Auburn University, she has worked in the field of special education for more than 15 years as a teacher, administrator, consultant, and researcher. Thomas R. Guskey, Ph.D., is a professor in the College of Education at the University of Kentucky and an expert in research and evaluation who has authored or edited 12 books, including Evaluating Professional Development (Corwin, 2000). Correspondence concerning this article should be addressed to Lee Ann Jung at ljung@uky.edu. 52
Vista High School. Learn More
Vista High School - Learn More Lewis Carroll (Alice in Wonderland) Bergman, D. J. (2010). Why do we have to learn this?: Teaching goals beyond content. The Clearing House, 83, 129-132. Dweck, C. S. (2010).
More informationEffective Grading Practices Douglas B. Reeves
Effective Grading Practices Douglas B. Reeves If you wanted to make just one change that would immediately reduce student failure rates, then the most effective place to start would be challenging prevailing
More informationLeadership and Learning: The Journey to National Accreditation and Recognition
VOLUME 31, NUMBER 4, 2013 Leadership and Learning: The Journey to National Accreditation and Recognition Lisa Bertrand, EdD Professor and Program Coordinator Department of Educational Leadership and Counseling
More informationPSYCHOLOGY 592B. School Psychology Practicum, Three Credits. Rationale: The Psychology 592B Practicum, second in the School Psychology
PSYCHOLOGY 592B School Psychology Practicum, Three Credits Rationale: The Psychology 592B Practicum, second in the School Psychology Practicum series, occurs during the spring quarter of the second year
More informationMPA PROFESSIONAL DEVELOPMENT PLAN
MPA PROFESSIONAL DEVELOPMENT PLAN (Adopted by the Professional Executive Committee on January 22, 1997; Revisions approved February 2, 2000; Revisions approved September 28, 2001; Revisions approved November
More informationR e p o r t i n g S t u d e n t L e a r n i n g. Guidelines for Effective Teacher-Parent-Student Communication
R e p o r t i n g S t u d e n t L e a r n i n g Guidelines for Effective Teacher-Parent-Student Communication 2 0 1 0 Contents ParT 1: The Importance of Effective Teacher-Parent-Student 2 Communication
More informationAssessment 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 informationField Experience and Student Teaching Competencies
Field Experience and Student Teaching Competencies Introduction The Pennsylvania Department of Education (PDE) has developed a general set of field experience and student teaching competencies that will
More informationCOURSE SYLLABUS COVER SHEET Lewis & Clark College Graduate School of Education and Counseling
COURSE SYLLABUS COVER SHEET Lewis & Clark College Graduate School of Education and Counseling Course Name and School Psychology Internship Number CPSY 586 Term Fall, 2008; Spring and Summer, 2009 Department
More informationThe Professor as Coach Philip E. Poekert, Sylvia Boynton, Magdi Castañeda, Raquel Munarriz Diaz, Tanetha J. Grosland and Carolyn Spillman
October 2011 Volume 69 Number 2 Coaching: The New Leadership Skill The Professor as Coach Philip E. Poekert, Sylvia Boynton, Magdi Castañeda, Raquel Munarriz Diaz, Tanetha J. Grosland and Carolyn Spillman
More informationReading Specialist. Practicum Handbook Addendum to be used in conjunction with the Education Unit Practicum Handbook 2014-2015
Reading Specialist Practicum Handbook Addendum to be used in conjunction with the Education Unit Practicum Handbook 2014-2015 Nancy L. Murray, Ed.D January 2014 Adapted from Rosemarie Giovanni, Ph.D. 1
More informationSection Three: Ohio Standards for Principals
Section Three: Ohio Standards for Principals 1 Principals help create a shared vision and clear goals for their schools and ensure continuous progress toward achieving the goals. Principals lead the process
More informationASU College of Education Course Syllabus ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Clinical Teaching
ASU College of Education Course Syllabus ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Clinical Teaching Course: ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Credit: 9 Semester Credit Hours (Undergraduate),
More informationNORFOLK PUBLIC SCHOOLS SUMMATIVE SPECIAL EDUCATION TEACHER EVALUATION. Summative Evaluation Directions
Teacher: Date: School Year: Building: Assignment: Evaluation Status: Summative Evaluation Directions The purposes of the summative evaluation conference are: 1) to review and discuss the contents of the
More informationMolloy College Rockville Centre, New York 11571 COURSE OUTLINE. EDU 490 Visual Arts Education - Student Teaching
Revision-12/14/08 Molloy College Rockville Centre, New York 11571 COURSE OUTLINE Division of Education Spring Semester EDU 490 Visual Arts Education - Student Teaching Education Faculty Catalog Description:
More informationDeveloping Standards-Based IEP Goals and Objectives A DISCUSSION GUIDE
Developing Standards-Based IEP Goals and Objectives A DISCUSSION GUIDE SPECIAL EDUCATION POLICY DIVISION APRIL 2013 Preface In 2007, the U.S. Department of Education issued regulations to the Elementary
More informationSection 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 informationNC TEACHER EVALUATION PROCESS SAMPLE EVIDENCES AND ARTIFACTS
STANDARD I: ELEMENT A: Teachers demonstrate leadership Teachers lead in their classroom Developing Has assessment data available and refers to it to understand the skills and abilities of students Accesses
More informationWILLIAM PATERSON UNIVERSITY College of Education Department of Special Education and Counseling COURSE OF STUDY
WILLIAM PATERSON UNIVERSITY College of Education Department of Special Education and Counseling COURSE OF STUDY Theme: Preparing Inquiring Educators: Knowledge, Understanding and Application A. Course
More informationCooperating Teacher s Role
Student Teaching in Elementary School Education Program Brandeis University Waltham, MA 02454 Brandeis student teachers are given the opportunity to teach classes and groups of students, design curriculum
More informationHow To Write A Portfolio
TANGIBLE BENEFITS OF AN EPORTFOLIO INITIATIVE IN EARLY CHILDHOOD EDUCATION Alper Tolga KUMTEPE, Anadolu University, Turkey Co-authors: Şefik YAŞAR, Anadolu University, Turkey Özlem Melek KAYA, Anadolu
More informationSchool Counseling Program. Practicum Handbook
University of Massachusetts Boston College of Education and Human Development Department of Counseling and School Psychology School Counseling Program Practicum Handbook PRACTICUM IN SCHOOL COUNSELING
More informationMaster s Credential Cohort Program 2015-16 Supplementary Information for MCC Special Education Candidates
Master s Credential Cohort Program 2015-16 Supplementary Information for MCC Special Education Candidates The student teaching component of the Masters Credential Cohort (MCC) pathway consists of one semester
More informationThe Model of Successful School Nursing
10/13 Ribas Associates and Publications, Inc. 9 Shermans Way Westwood, MA 02090 Phone: 781-551-9120 Fax: 781-349-8160 Email: info@ribasassociates.com Website: www.ribasassociates.com Ribas Associates Framework
More informationDetermining & 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 informationMaster s Credential Cohort Program 2015 Supplementary Information for MCC Special Education Candidates
Master s Credential Cohort Program 2015 Supplementary Information for MCC Special Education Candidates The student teaching component of the Masters Credential Cohort (MCC) pathway consists of one semester
More informationAPPENDIX A. Level II Handbook
APPENDIX A Level II Handbook Education Specialist Mild/Moderate Level II Credential Handbook CSUCI California State University Channel Islands Fall 2006 Jill M. Leafstedt Joan Karp Maria Denney Table of
More informationM.A. in Special Education / 2013-2014 Candidates for Initial License
M.A. in Special Education / 2013-2014 Candidates for Initial License Master of Arts in Special Education: Initial License for Teachers of Students with Moderate Disabilities (PreK-8 or 5-12) Candidates
More informationStandard Two: Knowledge of Mathematics: The teacher shall be knowledgeable about mathematics and mathematics instruction.
Performance-Based Standards for Colorado Teachers The following shall serve as standards for the licensing of all teacher education candidates in Colorado and reflect the knowledge and skills required
More informationSection 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 informationSpecial 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 informationData use and decision-making these two phrases have appeared. The question is not whether to integrate the use
Research report Schools as Effective Data Users The question is not whether to integrate the use of data in school improvement efforts, but how. by Nancy Protheroe Data use and decision-making these two
More informationWhat are the purposes of competency-based/standards-based grading?
What is competency-based grading? In a competency-based, or sometimes called standards-based system, teachers report what students know and are able to do relative to the Iowa Core and District Standards
More informationNW COLORADO BOCES ALTERNATIVE LICENSURE PROGRAM
NW COLORADO BOCES ALTERNATIVE LICENSURE PROGRAM 1 *For specific online course requirements, please refer to the attached course handout entitled Comprehensive Online Teacher Induction Program and Alternative
More informationAssessment FOR Learning, the Achievement Gap, and Truly Effective Schools* Rick Stiggins ETS Assessment Training Institute Portland, OR
Assessment FOR Learning, the Achievement Gap, and Truly Effective Schools* Rick Stiggins ETS Assessment Training Institute Portland, OR * A presentation at the Educational Testing Service and College Board
More informationPERSPECTIVES ON SPECIAL EDUCATION: EDU 210 Bryn Mawr and Haverford Colleges FALL 2010-2011
PERSPECTIVES ON SPECIAL EDUCATION: EDU 210 Bryn Mawr and Haverford Colleges FALL 2010-2011 INSTRUCTOR: Debbie Flaks CLASS MEETING TIMES: Monday 7:30 10:00pm OFFICE HOURS: To be individually scheduled CELL
More informationcbe.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 informationWhat Does Research Tell Us About Teaching Reading to English Language Learners?
Jan/Feb 2007 What Does Research Tell Us About Teaching Reading to English Language Learners? By Suzanne Irujo, ELL Outlook Contributing Writer As a classroom teacher, I was largely ignorant of, and definitely
More informationSt. Joseph s College Education Department Handbook for Student Teachers Cooperating Teachers College Supervisors
St. Joseph s College Education Department Handbook for Student Teachers Cooperating Teachers College Supervisors Brooklyn Campus Long Island Campus 245 Clinton Avenue 155 West Roe Boulevard Brooklyn, NY
More informationPre-service Performance Assessment Professional Standards for Teachers: See 603 CMR 7.08
Please use this assessment in conjunction with the for Teachers guidelines: the rating scale; evaluation questions relating to the standards; and the license-specific questions per standard (b)2c. Candidates
More informationExpanding Distance Learning Through Videoconferencing. Joan Hanor, Ph.D. Professor California State University San Marcos
Expanding Distance Learning Through Videoconferencing Joan Hanor, Ph.D. Professor California State University San Marcos Katherine Hayden, Ed.D. Associate Professor California State University San Marcos
More informationCASE s ESEA REAUTHORIZATION RECOMMENDATIONS
A Division Of The Council For Exceptional Children CASE s ESEA REAUTHORIZATION RECOMMENDATIONS Offi c e : 4 7 8.3 3 3.6 8 9 2 Osi g i a n Offi c e C e n tre 1 0 1 K a te l y n C i rc l e, S u i te E Wa
More informationTHE FRAMEWORK FOR INSTRUCTIONAL COACH ENDORSEMENT GUIDELINES PENNSYLVANIA DEPARTMENT OF EDUCATION
THE FRAMEWORK FOR INSTRUCTIONAL COACH ENDORSEMENT GUIDELINES PENNSYLVANIA DEPARTMENT OF EDUCATION TABLE OF CONTENTS Definition of an Endorsement Certificate... 3 Introduction to Instructional Coach Endorsement
More informationOutcomes Data School Psychology EdS Program
Outcomes Data School Psychology EdS Program Programs goals and their associated objectives of the program were designed to be consistent with our philosophy and the 2010 approved National Association of
More informationPortland State University Graduate School of Education Counselor Education
Portland State University Graduate School of Education Counselor Education The Graduate School of Education challenges itself and others to meet our diverse communities lifelong educational needs Fall
More informationCyber School Student Teaching Competencies
Cyber School Student Teaching Competencies Introduction The Pennsylvania Department of Education (PDE) has developed a general set of student teaching competencies that afford a student teacher the opportunity
More informationSchools for All Children
Position Paper No. Schools for All Children LOS ANGELES UNIFIED SCHOOL DISTRICT John Deasy, Superintendent Sharyn Howell, Executive Director Division of Special Education Spring 2011 The Los Angeles Unified
More informationAdditional Qualification Course Guideline. Primary Education Specialist
Additional Qualification Course Guideline Primary Education Specialist Schedule D Regulation 184/97 Teachers Qualifications Standards of Practice and Education April 2003 Ce document est disponible en
More informationIndividualized Education Program (IEP)
SECTION 6 matters! inclusion Individualized Education Program (IEP) 44. Inclusion Matters! Individualized Education Program (IEP) The student s IEP is the vehicle that pulls together the work of the team
More informationGRADUATE HANDBOOK OF CLINICAL EXPERIENCES. M.S.Ed. Early Childhood Education
GRADUATE HANDBOOK OF CLINICAL EXPERIENCES M.S.Ed. Early Childhood Education Fall 2014 Clinical Requirements for Illinois Licensure in Early Childhood The state of Illinois requires that early childhood
More informationFulda Independent School District 505
Fulda Independent School District 505 Local World s Best Workforce Plan The World s Best Workforce Plan (state statute, section 120B.11) is a comprehensive, long-term strategic plan to support and improve
More informationStepping 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 informationLEARNING, DESIGN AND TECHNOLOGY CAPSTONE PROJECT GUIDELINES
LEARNING, DESIGN AND TECHNOLOGY CAPSTONE PROJECT GUIDELINES For CUIN LDT Master s Students PURPOSE OF THE LDT CAPSTONE PROJECT As part of the program requirements for the Learning, Design & Technology
More informationSPECIAL EDUCATION. http://www.epse.siuc.edu/ pern@siu.edu
Graduate Catalog 2012 2013 Special Education / 475 SPECIAL EDUCATION COLLEGE OF EDUCATION AND HUMAN SERVICES Graduate Faculty: Anastasiou, Dimitris, Assistant Professor, Ph.D., National and Kapodistrian
More informationADEPT 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 informationEDUC 605 Curriculum Development and Assessment.. 3 cr
MASTER OF ARTS IN EDUCATION The Master of Arts in Education degree program combines online learning with practical and applied learning in the classroom. The master s candidate must earn and successfully
More informationTLE Observation and Evaluation Rubric Teachers 2012-2013
TLE Observation and Evaluation Rubric Teachers 0-0 Domain/Relative Weight Dimension Page Classroom Management 0%. Preparation. Discipline. Building-Wide Climate Responsibility. Lesson Plans. Assessment
More informationBrothers, Sheila C. Graduate certificate in Inclusive Education
Brothers, Sheila C From: Sent: To: Subject: Attachments: Schroeder, Margaret [m.mohr@uky.edu] Wednesday, October 29, 2014 10:19 AM Brothers, Sheila C Graduate Certificate in Inclusive Education Proposal
More informationPrinciples to Actions
Principles to Actions Executive Summary In 1989 the National Council of Teachers of Mathematics (NCTM) launched the standards-based education movement in North America with the release of Curriculum and
More informationCPSY 585 School Psychology Practicum, 2
CPSY 585 School Psychology Practicum, 1 COURSE SYLLABUS COVER SHEET Lewis & Clark College Graduate School of Education and Counseling Course Name Practicum in School Psychology Course Number CPSY 585 Term
More informationProfile of California s Teaching Standards
Profile of California s Teaching Standards This profile of California s teaching standards supplements the report, Updated multistate review of professional teaching standards, published by the Regional
More informationTEACHING CREDENTIAL CANDIDATES HOW TO ADAPT LESSONS AND INCREASE VOCABULARY FOR ENGLISH LEARNERS. Abstract
1 Abstract The purpose of this study was to measure the effectiveness of two instructional activities on teacher credential candidates as they learned how to adapt standards-based content lessons and increase
More informationA Scho ol Reform Framework for Improving Adolescent Literacy for All Students
The Content Literacy Continuum: A Scho ol Reform Framework for Improving Adolescent Literacy for All Students B. Keith Lenz, Barbara J. Ehren, and Donald D. Deshler Making the commitment to improve literacy
More informationPracticum Requirements Special Education Program Old Dominion University
Practicum Requirements I. Goals The overall goal of the practicum experience is for students to participate in a 45 hour field placement in which they will have hands-on opportunities to interact with
More informationTechnical 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 informationTeacher 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 informationEDUC 1235 - SPECIAL EDUCATION: PART I (Six-Credit Course) Additional Qualification Course Distance Study Revised: May, 2011
EDUC 1235 - SPECIAL EDUCATION: PART I (Six-Credit Course) Additional Qualification Course Distance Study Revised: May, 2011 COURSE DESCRIPTION The underlying purpose of Special Education, Part I is to
More informationCoun 589 Action Research in Counseling Wednesdays, 4-6:30 pm, Fall Term 1 credit
Portland State University Graduate School of Education Counselor Education Preparing professionals to meet our diverse community s life-long educational needs Diversity & Inclusiveness to work in diverse
More information1 REVISOR 8710.4925. C. show verification of completing a Board of Teaching preparation program
1 REVISOR 8710.4925 8710.4925 READING LEADER. Subpart 1. Scope of practice. A reading leader is authorized to facilitate and provide site-based or districtwide leadership for kindergarten through grade
More informationThe Elementary Education Program Brandeis University Waltham, MA 02454
The Elementary Education Program Brandeis University Waltham, MA 02454 The Brandeis Education Program seeks to prepare teachers with a strong liberal arts background who possess the knowledge, point of
More informationGUIDELINES FOR THE IEP TEAM DATA COLLECTION &
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
More information1. Department of Curriculum and Instruction ELE 499 Course Title: Supervised Student Teaching in Primary Through Fifth Grade Credit Hours: 12
1. Department of Curriculum and Instruction ELE 499 Course Title: Supervised Student Teaching in Primary Through Fifth Grade Credit Hours: 12 2. Course Description: Prerequisites: Admission to student
More informationREAD 6915 READING PRACTICUM II Fall 2014
READ 6915 READING PRACTICUM II Fall 214 Instructor: Dr. Connie Buskist Phone: 244-3134 325 Education Bldg. E-mail: cbuskist@aum.edu Office Hours: Monday 11:3-4:3 Wednesday 11:3-4:3 COURSE DESCRIPTION:
More informationRUBRIC FOR LIBRARY MEDIA SPECIALISTS (LMS) DOMAIN 1: PLANNING AND PREPARATION
DOMAIN 1: PLANNING AND PREPARATION 1a: Demonstrating knowledge of current trends in library media practice, information technology, and literature Library Media Specialist demonstrates little or no understanding
More informationAlternate Route to Interim Teaching Certification Program Application
Office of Professional Preparation Services Alternate Route to Interim Teaching Certification Program Application For Educator Preparation Providers seeking approval to offer an alternate route to interim
More informationVerification of Experience Multiple and Single Subject Credential Programs
Verification of Experience Multiple and Single Subject Credential Programs Teaching Credential Programs 2500 E. Nutwood Ave. Fullerton, CA 92831 USA (714) 879-3901 FAX (714) 738-4565 Email: grad-admissions@hiu.edu
More informationNebraska s Pathways to Becoming an Early Childhood Educator. Dr. Susan Sarver Director of Workforce Planning and Development
Nebraska s Pathways to Becoming an Early Childhood Educator Dr. Susan Sarver Director of Workforce Planning and Development Start Buffett early. Early Start Childhood well. Institute Workforce Development
More informationInstructional Framework What Do We Mean By Strong Instructional Programs and Supportive School Communities?
Instructional Framework What Do We Mean By Strong Instructional Programs and Supportive School Communities? Effective Instructional Programs Require a Focus Within and Across Classrooms In urban classrooms,
More informationExecutive Summary. Arizona Virtual Academy. Ms. Cindy Wright Carter, Director 99 E Virginia Ave Ste 200 Phoenix, AZ 85004-1195
Ms. Cindy Wright Carter, Director 99 E Virginia Ave Ste 200 Phoenix, AZ 85004-1195 Document Generated On March 26, 2014 TABLE OF CONTENTS Introduction 1 Description of the School 2 School's Purpose 3 Notable
More informationWhat 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 informationJOB DESCRIPTION PATERSON BOARD OF EDUCATION. TEACHER 3226 Special Education Teacher (Self-Contained) Page 1 of 8
Page 1 of 8 JOB TITLE: SPECIAL EDUCATION (SELF-CONTAINED) REPORTS TO: The Principal and assigned supervisor SUPERVISES: Students and, when assigned, Special Education Aide(s) NATURE AND SCOPE OF JOB: Assumes
More informationImprove programs and funding for Special Education
Improve programs and funding for Special Education The promise of a free, quality public education for all students including students with disabilities is a core principle for PSEA. PSEA supports the
More informationMastery-Based Learning. Guidelines for Implementation June 3, 2015
Mastery-Based Learning Guidelines for Implementation June 3, 2015 Foreword Guidelines for Mastery-Based Learning Introduction In accordance with the Connecticut General Statutes (C.G.S.) Section 10-221a(f)(3)
More informationKristina DeWitt, Ph. D. Associate Professor School of Education DH 1165-AP (434) 582-2194
Kristina DeWitt, Ph. D. Associate Professor School of Education DH 1165-AP (434) 582-2194 EDUCATIONAL BACKGROUND Ph.D. George Mason University Major: Literacy M.Ed. University of Mary Washington Major:
More informationDepartment of Elementary & Early Childhood Education SYLLABUS ECEL 5240 Leadership & Analysis of Teaching Children Fall 2009
Department of Elementary & Early Childhood Education SYLLABUS ECEL 5240 Leadership & Analysis of Teaching Children Fall 2009 Delivery On site/on line/ hybrid Required Materials Texts: Steffy, B. E., Wolfe,
More informationRubric for Evaluating North Carolina s Instructional Technology Facilitators
Rubric for Evaluating North Carolina s Instructional Technology Facilitators Standard 1: Instructional Technology Facilitators demonstrate leadership. Not Demonstrated Developing Proficient Accomplished
More informationLOS ANGELES UNIFIED SCHOOL DISTRICT Policy Bulletin
TITLE: Homework and Makeup Assignments in Grades K-12 NUMBER: ROUTING All Schools and Offices ISSUER: Robert Collins, Chief Instructional Officer Instructional Services, Secondary DATE: May 17, 2007 Ronni
More informationSpecial Education COLLEGE OF EDUCATION AND HUMAN SERVICES. Master of Science in Education degree. 414 / Graduate Catalog 2015-2016 Chapter 2
414 / Graduate Catalog 2015-2016 Chapter 2 Special Education http://www.epse.siu.edu/ prell@siu.edu COLLEGE OF EDUCATION AND HUMAN SERVICES Graduate Faculty: Anastasiou, Dimitris, Assistant Professor,
More informationThe New Common Core State Standards Assessments:
The New Common Core State Standards Assessments: Building Awareness for Assistive Technology Specialists The Common Core State Standards (CCSS) in English Language Arts and Mathematics (http://www.corestandards.org/)
More informationFRAMEWORK OF SUPPORT: SCHOOL-LEVEL PRACTICE PROFILE
FRAMEWORK OF SUPPORT: SCHOOL-LEVEL PRACTICE PROFILE S The Framework of Supports are a set of Practice Profiles that serve as an implementation overview of Support for Personalized Learning (SPL). Practice
More informationQUALITY 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 informationCharles A. Szuberla, Jr.
THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234 TO: FROM: Higher Education Committee P-12 Education Committee John L. D Agati Charles A. Szuberla, Jr. SUBJECT:
More informationTeacher Education Dispositions
Teacher Education Dispositions Role of Dispositions Teaching involves more than effective planning, instructional knowledge, and teaching skills. It also extends to professional dispositions. Dispositions
More informationSherrod D. Willaford, Ed. D.
Sherrod D. Willaford, Ed. D. EDUCATION Doctor of Education Degree in School Improvement, University of West Georgia, Carrollton, GA, 2011 Master of Arts Degree in Administration and Supervision, State
More informationProgram Assessment Report. Unit Psychology Program name: Clinical Psychology MA Completed by David Grilly May 2007
Program Assessment Report Unit Psychology Program name: Clinical Psychology MA Completed by David Grilly May 2007 This is a two year M.A. professional program in clinical psychology, which consists of
More informationPROGRAM 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 informationRidgewood Public Schools
Ridgewood Public Schools ENGLISH as a SECOND LANGUAGE: FIVE YEAR CURRICULUM PROGRAM REVIEW, RESEARCH, & RECOMMENDATIONS K e r r y H u n t i n g t o n, Supervisor of Special Programs P a t r i c i a S t
More informationMiddle and High School Learning Environments and the Rhode Island Diploma System
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 REGULATIONS of the COUNCIL ON ELEMENTARY AND SECONDARY EDUCATION Middle and High
More informationSouth Carolina Department of Education Guidelines for Read to Succeed Endorsements and In-Service Course Approval
South Carolina Department of Education Guidelines for Read to Succeed Endorsements and In-Service Course Approval Read to Succeed Reading and Early Learning Team Office of School Transformation & Office
More informationThe residency school counselor program does not prepare candidates to design, deliver, and
STANDARD V: KNOWLEDGE AND SKILLS SCHOOL COUNSELORS -Building on the mission to prepare educators who demonstrate a positive impact on student learning based on the Improvement of Student Achievement act
More information