1 School-Wide Inclusive Education Best Practice Indicators: Self-Rating Survey This document reflects a set of inclusive education best-practice indicators that can be used as a framework to guide inclusive programming and school improvement. It was adapted from the Best Practices guide authored by Jorgensen, McSheehan, and Sonnenmeier; and from the Kentucky Alternate Assessment Portfolio Teacher s Guide. The Best Practice Indicators are divided into twelve areas that impact effective inclusive education for students with disabilities. Instructions for completing the document: Read and consider each indicator carefully. Rate the degree to which your team/school currently practices each indicator using the following scale - No evidence (NE), Minimal evidence (ME), Some evidence (SE), etc. in the columns headed Progress. At this time, don t mark anything in the column labeled Total, the shaded columns titled Planning. Most of the indicators use the singular form The student Rate the indicators according to whether they are in evidence for most students with disabilities on your team/in your school. Key: Progress NE No evidence (numerical rating of 1) ME Minimal evidence (numerical rating of 2) SE Some evidence (numerical rating of 3) AE Adequate evidence (numerical rating of 4) EE Exemplary evidence (numerical rating of 5) Please check your role/job title: General Education Teacher Special Education Teacher Administrator
2 NE ME SE AE EE Total TI Priority 1. High Expectations and Least Dangerous Assumptions check 1,2,3 The inherent value and dignity of students with significant disabilities is respected. All students with significant disabilities pursue the same learner outcomes as students without disabilities. When students do not currently demonstrate content knowledge or skills, the least dangerous assumption principle applies, and all aspects of their educational programs continue to reflect high expectations. 1.1 Person First language is used. 1.2 Language regarding the student s functioning or developmental level is not used; rather, descriptions of the student focus on abilities and needs. 1.3 Annual goals on the student s IEP reflect content standards from the general education curriculum. 1.4 Predictions are not made that the student will never acquire certain knowledge or skills. 1.5 People speak directly to the student rather than through a paraprofessional or other person. 1.6 People use age-appropriate vocabulary and inflection when talking to the student. 1.7 In order to respect privacy, staff discuss the student s personal care, medical needs, and other sensitive issues out of earshot of other students, and only with those who need to know. 1.8 Students with disabilities work on the same grade level content standards as typical peers with appropriate supports. 1.9 Student s individual discipline and behavior intervention plans rely on teaching appropriate skills (punishers or aversives are not used).
3 NE ME SE AE EE Total TI Priority 2. General Education Class Membership and Full Participation check 1,2,3 Students with significant disabilities are members of age-appropriate general education classes in their neighborhood schools. There are no programs or rooms just for students with disabilities and these students have access to the full range of learning experiences and environments offered to students without disabilities. 2.1 The student is on the roster of and formally a member of an ageappropriate general education class The student attends the school he/she would attend if he/she didn t have a disability The student progresses through the grades according to the same pattern as students without disabilities The student marches at graduation at the average age at which other classmates without disabilities graduate The student receives a diploma upon discharge from special education. 2.2 The student learns in outside-of-school, age-appropriate, and inclusive environments after the age of 18 and before he/she receives a high school diploma or is discharged from special education The student is not pulled out of general education classes for instruction Related services are delivered primarily consultation in the classroom Related services are delivered in typical, inclusive environments. 2.3 There are no places or programs just for students with disabilities Students with disabilities are proportionally represented in classes, courses, clubs, and extracurricular activities The student s name is on all class lists, lists of groups put on the board, job lists, etc. 2.4 The student receives the same materials as students without disabilities, with supports (i.e., accommodations and adaptations) provided as necessary. 2.5 The student participates in classroom and school routines in typical locations, such as the Pledge of Allegiance, lunch count, jobs, errands,
4 NE ME SE AE EE Total TI Priority 2. General Education Class Membership and Full Participation check 1,2,3 eating lunch in the cafeteria, etc. 2.6 The student rides the same school bus as his/her peers without disabilities The student attends classes with other students, arriving and leaving at the same time The student participates in classroom instruction in similar ways as students without disabilities; for example: whole class discussions, at the board, in small groups, when called on by the teacher. 2.7 The student participates in school plays, field trips, and community service activities. 2.8 The school is physically accessible. 2.9 The school accommodates the student s sensory needs The student s individual behavioral goals are aligned with the schoolwide behavioral rules The student s individual behavior supports and interventions are similar to ways that students without disabilities are supported
5 NE ME SE AE EE Total TI Priority 3. Quality Augmentative and Alternative Communication check 1,2,3 Students with disabilities who are not able to communicate academic and social messages in a way that is commensurate with same-age, nondisabled classmates are provided with accurate and reliable augmentative and alternative communication (AAC) supports and services. 3.1 The student has a means to communicate at all times The student has a means to communicate for a variety of purposes Although the student may have multiple ways of communicating, a primary means of communication is identified. The student s communication system is programmed with messages to demonstrate learning of age-appropriate core academics, commensurate with his/her age-appropriate classmates. 3.2 AAC systems are provided to enable the student to communicate for the purposes of self-determination and futures planning Supports are provided to enable the student to communicate for the purpose of self-determination and futures planning. 3.3 The student, his/her family members, and classmates without disabilities participate in the selection of messages programmed into the AAC system When acting as a facilitator, people clearly engage in a support role, not actively participating in the content of the interaction between the student using AAC and his/her conversational partners When conversing with the student as a conversational partner, classmates and adults utilize information provided by facilitators to converse directly with the student, not with the facilitator. 3.4 Training and support to use the AAC system is provided to the student in the contexts and routines in which the student will communicate Training and support to use the AAC system is provided to the team, including classmates, in the contexts and routines in which the student will communicate. 3.5 AAC supports take into consideration the communicative functions of
6 NE ME SE AE EE Total TI Priority 3. Quality Augmentative and Alternative Communication check 1,2,3 challenging behavior. 3.6 A variety of funding sources and streams (Medicaid, Medicare, private insurance, school funding, etc.) are utilized to acquire and maintain assistive technology and AAC systems, and to support training of the student, his/her family, classmates, and support personnel.
7 NE ME SE AE EE Total TI Priority 4. Curriculum, Instruction, and Support check 1,2,3 Curriculum and instruction are designed to accommodate the full range of student diversity. Individualized supports are provided to students with significant disabilities to enable them to fully participate and make progress within the general education curriculum. Students learn functional or life skills within typical routines in the general education classroom or other inclusive activities and environments. Curriculum is 4.1 Based on common content standards for all students Presented in a variety of accessible formats including written information at appropriate reading levels, and in formats as indicated on the student support plan (e.g., video, picture/symbols, actual objects, demonstrations, orally, etc.) Individualized through the development of personalized performance demonstrations for some students. Instruction Reflects principles of Universal Design for Learning (CAST): To support recognition learning, provide multiple, flexible methods of presentation To support strategic learning, provide multiple, flexible methods of expression and apprenticeship. To support affective learning, provide multiple, flexible options for engagement Reflects the learning styles of all students in the class by the use of visual, tactile, and kinesthetic materials and experiences.
8 NE ME SE AE EE Total TI Priority 4. Curriculum, Instruction, and Support check 1,2, Prioritizes the use of research-based strategies for increasing student achievement, such as: Identifying similarities and differences Summarizing and note taking Reinforcing effort and providing recognition Homework and practice Nonlinguistic representations Cooperative learning Setting objectives and providing feedback Generating and testing hypotheses Questions, cues, and advance organizers Using technology in presentation of content and to support students demonstration of learning 4.23 Is provided in multiple formats such as individual, pairs, small groups, and whole class. Instructional Supports 4.3 Are provided within the general education class and other typical environments to enable the student to participate in and benefit from the general education curriculum and other inclusive learning opportunities and activities Are defined by a specific student support plan, and may include: physical, emotional, and sensory supports; adapted materials; assistive technology and augmentative communication; personalized performance demonstrations; personalized instruction; and individualized grading and evaluation plans. Behavior Supports 4.4 Are consistent with a school wide positive behavior interventions and support philosophy [For an individual student s challenging behavior] are designed after completion of a functional behavioral assessment.
9 NE ME SE AE EE Total TI Priority 4. Curriculum, Instruction, and Support check 1,2, [For an individual student s challenging behavior] focus on teaching a new skill that replaces the function of an inappropriate behavior [For an individual student s challenging behavior] take into consideration the student's sensory needs. Evaluation and Grading Includes criteria for judging success that reflects general education curriculum standards and individualized IEP goals and objectives Reflects benchmarks similar to those of students without disabilities Reflects evaluation methods similar to those of students without disabilities Allows the student to receive grades that reflect personal best achievement and improvement. INCLUSIVE BEST PRACTICE INDICATORS Progress Planning NE ME SE AE EE Total TI Priority 5. Ongoing Authentic Assessment check 1,2,3 Authentic, performance-based assessments are conducted within typical activities in inclusive environments for the purpose of identifying students learning and communication styles, preferences and interests, academic strengths and weaknesses, and need for support. 5.1 Present level of performance statements on the IEP reflect the: student s talents, abilities, skills students' learning styles student's preferences supports that the student needs to learn well 5.2 Assessment reports reflect the student s abilities and needs rather than deficits and weaknesses. 5.3 If the student has difficulty communicating, assessment tools and strategies are chosen accordingly. 5.4 Teachers and related service providers use ongoing dynamic assessments instead of discrete, one-time assessment tools.
10 NE ME SE AE EE Total TI Priority 6. Family-School Partnerships Check 1,2,3 Families and schools are engaged in partnership to create quality inclusive educational experiences for students with significant disabilities. Families are connected to resources for developing their own leadership and advocacy skills. 6.1 Family priorities are reflected in annual goals on the student s IEP. 6.2 Families acknowledge teachers efforts on behalf of their child. 6.3 Families know about resources for building their own leadership and advocacy skills relative to their child s education. 6.4 Families attend case-management meetings or planning meetings on a regular basis. 6.5 Families have input and receive regular information about their child s social behavior. 6.6 Individual behavioral interventions reflect the family s cultural practices.
11 NE ME SE AE EE Total TI Priority 7. Team Collaboration check 1,2,3 General and special education teachers and related service providers demonstrate shared responsibility by collaborating in the design, implementation, and evaluation of students educational programs and their IEPs. 7.1 The roles and responsibilities of all teachers and staff reflect the commitment and skills needed to teach and support all students, including those with disabilities. 7.2 Special education staff work within the general education classroom as co-teachers, team-teachers, small group instructors, or one-on-one support teachers for all students in the class. 7.3 The roles and responsibilities of special education teachers, paraprofessionals, and related service providers reflect the provision of supports and services to students to enable them to participate in and benefit from the general education curriculum and to teachers to enable them to effectively teach heterogeneous classes. 7.4 There is collaborative planning time during the day for general and special education teachers, and related service providers to ensure all parties are familiar with the lesson content and appropriate supports are provided for the student. 7.5 Teams use formal processes for conducting meetings, problem-solving, making decisions, and evaluating their own effectiveness. 7.6 There is a team in place for teachers to discuss and problem-solve learning and behavioral concerns for individual students. 7.7 A special educator is designated as an Inclusion Facilitator for students with more significant developmental disabilities, including autism, intellectual disability, and multiple disabilities. That special educator/s does not have a classroom of students, per se, but provides leadership to students educational team members around the design and implementation of supports that enable the student to fully participate in general education instruction in the general education classroom and in typical, inclusive social activities.
12 NE ME SE AE EE Total TI Priority 8. Social Relationships and Natural Supports ,2,3 The first essential condition for friendship is full inclusion. When students with disabilities are kept apart from the mainstream of school life there are few opportunities for friendships to develop between students with and without disabilities. Going to recess, eating in the cafeteria, and access to extracurricular activities are recognized as key ingredients to the formation of friendships. Students who experience significant disabilities should be on sports teams, perform in band and choral groups, perform in school plays, and so forth. Accessible transportation and staff support are provided when necessary to enable students to participate successfully. 8.1 The student with disabilities has the same variety of social networks as students without disabilities: close friends, acquaintances, kids they share activities with, etc. 8.2 The student with disabilities participates in the same variety of inclusive and typical extracurricular activities as students without disabilities. 8.3 When needed, adults facilitate the building of social networks for the student. 8.4 When ever possible, physical, emotional, and instructional supports are provided by non-special educators -- by classroom teachers, librarians, classmates, office personnel, volunteers. 8.5 The student has the opportunity to provide support and assistance to others as well as to receive it.
13 NE ME SE AE EE Total TI Priority 9. Futures Planning check 1,2,3 Students with disabilities develop a four-year plan of study with their guidance counselor just like students without disabilities. Their course selection is based on regular graduation requirements. They attend college fairs and are encouraged to apply for post-secondary education. 9.1 The student has a graduation plan, not simply a transition plan, developed using the principles of person-centered planning. 9.2 The student has a graduation plan, not simply a transition plan, developed using the principles of person-centered planning. 9.3 Graduation planning includes choices of postsecondary education, work, community living, leisure and recreation. 9.4 When chosen by the student and his/her parents/guardians, the school supports his or education in non-school, age-appropriate learning environments after the age of 18 and before special education services are discontinued. 9.5 Structures are in place for students transitioning between grades to ensure that supports and educational programs are passed between receiving and sending schools. 9.6 Structures are in place for students transitioning between preschool to elementary, elementary to middle, and middle to high school involving families, teachers and support staff to ensure that supports and educational programs are passed between receiving and sending schools.
14 NE ME SE AE EE Total TI Priority 10. Self-Determination check 1,2,3 Self-determination includes personal attitudes and abilities that facilitate an individual s identification and pursuit of meaningful and self-identified goals. It is reflected in personal attitudes of empowerment, active participation in decision-making, and selfdirected action to achieve personally valued goals. Within the school curriculum there are opportunities for students with disabilities to identify their own strengths and weaknesses and to begin to advocate for the accommodations they need with teachers and employers. All students with disabilities attend their own IEP meetings, are supported to join organizations that promote self-determination, and to design a post-graduation futures plan that has as its goal a fully inclusive life in the community The student with significant disabilities communicates his or her own thoughts, needs, opinions, and wishes, with support from augmentative communication, friends, family, and educators The student actively participates in a process of academic goal setting, monitoring, and evaluation of performance and uses the results to improve overall performance The student with disabilities participates in IEP meetings from junior high through graduation.
15 NE ME SE AE EE Total TI Priority 11. School Leadership check 1,2,3 Administrators provide leadership to align general and special education reform and improvement with respect to the creation of a community of learners that is inclusive of students with significant disabilities The values of diversity and inclusion are evident in the school s mission statement General and special education administrators promote the values and benefits of inclusive education at meetings, in school improvement plans or annual reports, in school newsletters or Web sites, and in conversations General and special education personnel participate together in school wide improvement and reform efforts that benefit students with and without disabilities General and special education administrators serve on a building leadership team together, making collaborative decisions about all school policy and practices.
16 NE ME SE AE EE Total TI Priority 12. Professional Development check 1,2,3 Professional development for general and special education staff is linked to improved educational outcomes for students with significant disabilities Teams use reflective practice strategies and structures to engage in jobembedded learning and professional growth General and special education staff attend professional development events together General education staff identifies learning about students with disabilities in their professional development plans Special education staff identifies learning about general education curriculum in their professional development plans Regular review of student learning data informs the content and format of district, school, and individual professional development plans Professional development includes topics related to practices that facilitate the learning of all students, including those with the most significant disabilities. References: Jorgensen, C., McSheehan, M., & Sonnenmeier, R. (2002). Essential Best Practices in Inclusive Schools. UNH Institute on Disability/UCED December, 2002 Kentucky Alternate Portfolio Teacher s Guide, 2004
ESSENTIAL BEST PRACTICES IN INCLUSIVE SCHOOLS By Cheryl M. Jorgensen Michael McSheehan Rae M. Sonnenmeier Institute on Disability/UCE University of New Hampshire 1 High Expectations and Least Dangerous
Introductory Issue JUNE 2001 All Inclusive NEWS INFORMATION and BEST PRACTICES FOR INCLUSION IN MARYLAND A Collaborative Effort from the MARYLAND STATE DEPARTMENT OF EDUCATION, Division of Special Education
NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK September 2014 Authorized for Distribution by the New York State Education Department This test design and framework document
STUDENTS WITH DISABILITIES TEST OBJECTIVES Understanding and Evaluating Students with Disabilities Promoting Student Learning and Developing in a Collaborative Learning Community Working in a Collaborative
Special Education (601) NES, the NES logo, Pearson, the Pearson logo, and National Evaluation Series are trademarks in the U.S. and/or other countries of Pearson Education, Inc. or its affiliate(s). NES
Special Education Program Descriptions 2014-2015 Stillwater Central School District 1068 Hudson Avenue Stillwater, New York 12180 Introduction This document provides descriptions of the special education
Self-Advocacy: Tips for Students, Parents, and Teachers Start early to let son/daughter be as independent as possible. Let them take responsibility and experience consequences (i.e., clothes to wear, what
Section 24.130 The Illinois Professional Teaching Standards Beginning July 1, 2013 No later than July 1, 2013, all approved teacher preparation programs shall submit the course of study for that program
ILLINOIS PROFESSIONAL TEACHING STANDARDS (2013) Standard 1 - Teaching Diverse Students The competent teacher understands the diverse characteristics and abilities of each student and how individuals develop
St. Matthias IB MYP Special Needs Policy Vision for Inclusion of the Archdiocese of Chicago The heart and spirit of our Archdiocesan Catholic Schools reveals itself in the faith conviction that all God
NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK September 2014 Authorized for Distribution by the New York State Education Department This test design and framework document
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
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
Autism Spectrum Disorder Performance Standards and Evaluation Criteria Rubric 1. Professional Knowledge The teacher demonstrates an understanding of curriculum, subject content, and the developmental needs
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
Special Education Student Services Special Education Program Descriptions 2016-17 Bethlehem Central School District 700 Delaware Avenue, Delmar, New York 12054 Introduction This document provides descriptions
Early Childhood education Mission Statement The mission of the Early Childhood Education (ECE) major is to provide an interdisciplinary undergraduate program in the College of Education that focuses on
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
Illinois Professional Teaching Standards Preamble: We believe that all students have the potential to learn rigorous content and achieve high standards. A well-educated citizenry is essential for maintaining
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
Service Delivery Models Anne Arundel County Public Schools (AACPS) is committed to educational excellence by "Elevating all Students, Eliminating all Gaps." To that end, AACPS offers a full continuum of
SPECIAL EDUCATION STANDARDS Standard I. Standard II. Standard III. Standard IV. Standard V. Standard VI. The special education teacher understands and applies knowledge of the philosophical, historical,
The Massachusetts Tiered System of Support Chapter 1: Massachusetts Tiered System of Support (MTSS) Overview Massachusetts has developed a blueprint outlining a single system of supports that is responsive
Rise Indiana School Counselor Rubric 1 Domain 1: Academic Achievement 1.1 The School Counselor Utilizes Data To Monitor Student Achievement And Works Collaboratively With Stakeholders To Enhance Student
Allgood Elementary Guidance and Counseling Services Franchis Cook, School Counselor NCSC, NCC, LPC Why Elementary School Counselors? Elementary school years set the tone for developing the knowledge, attitudes
Middleborough Public Schools Pupil Personnel Services Special Education Program Descriptions 2011-2012 pg. 1 Special Education Mission Statement The Special Education Department is committed to providing
Braintree Public Schools A Parent s Guide to Special Education Programs The purpose of this guide is to provide a general overview of programs and specialized services that are available at the pre-school,
Adopted by state board of education of ohio October, Ohio Standards for School Counselors Ohio Standards for School Counselors ii Contents Section I: Overview of the Ohio Standards for School Counselors...
Arkansas Teaching Standards The Arkansas Department of Education has adopted the 2011 Model Core Teaching Standards developed by Interstate Teacher Assessment and Support Consortium (InTASC) to replace
Standards for School Counseling Page 1 Standards for School Counseling WAC Standards... 1 CACREP Standards... 7 Conceptual Framework Standards... 12 WAC Standards The items below indicate the candidate
SCHOOL IMPROVEMENT GRANT (SIG) PRACTICE: JOB-EMBEDDED PROFESSIONAL DEVELOPMENT CRIM OPEN CAMPUS HIGH SCHOOL ATLANTA PUBLIC SCHOOLS ATLANTA, GEORGIA Crim Open Campus High School (Crim) 1 faced an ongoing
UNATEGO CENTRAL SCHOOL DISTRICT COMPREHENSIVE SCHOOL COUNSELING PROGRAM GRADES K-12 1 FORWARD This Comprehensive School Counseling Program acts as a manual for counselors, administrators and school board
Page 1 of 11 CEC Initial Level Special Educator Preparation Standards 1 Among the sine qua non characteristics of mature professions are the identification of the specialized knowledge and skill and the
Rubric for Evaluating North Carolina s Speech- Language Pathologists STANDARD 1: School speech-language pathologists demonstrate leadership, advocacy, collaboration, and ethical practices. School Speech-Language
Northeast K-12 Comprehensive Guidance and Counseling Program Foundation Philosophy The foundation of the Northeast School counseling program is developmental and preventative in design for all students.
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
Continuum of Special Education Services for School-Age Students with Disabilities April 2008 (Updated November 2013) The University of the State of New York The State Education Department Office of P-12
Professional School Counselor Effectiveness Rubric 2012 I. Overview II. Effectiveness Rubric a. Domain 1: Academic Achievement b. Domain 2: Student Assistance Services c. Domain 3: Career Development d.
BUILDING CURRICULUM ACCOMMODATION PLAN 2014-2015 ERIC STARK, PRINCIPAL KATE PERETZ, ASSISTANT PRINCIPAL Alone we can do so little; together we can do so much. Helen Keller FRANKLIN PUBLIC SCHOOLS VISION
Council for Exceptional Children Professional Standards Professional Standards and Practice Throughout the Career The education of teachers must be driven by A clear and careful conception of the educating
Committee On Public Secondary Schools Standards for Accreditation Effective 2011 New England Association of Schools & Colleges 3 Burlington Woods Drive, Suite 100 Burlington, MA 01803 Tel. 781-425-7700
THE FRAMEWORK FOR PRINCIPAL PREPARATION PROGRAM GUIDELINES PENNSYLVANIA DEPARTMENT OF EDUCATION 1 Purpose Of all the educational research conducted over the last 30 years in the search to improve student
Common Core Teaching Standards (Maine 2012) Standard # 1 Learner Development The teacher understands how students learn and develop, recognizing that patterns of learning and development vary individually
The Arc of Texas 84th Legislature Priorities Long Term Services and Supports (LTSS): Ensure that all state funding and policies for LTSS for persons with intellectual and developmental disabilities (I/DD)
Rubric for Evaluating North Carolina s School-Based Occupational Therapists Standard 1: School-based therapists demonstrate leadership, advocacy, and collaborative and ethical Element a. Leadership. School-based
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
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
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
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
Special Education Program Descriptions School-Based Program Delivery Model Resource Room Services Resource Room Services, available in all MCPS schools, provide students with disabilities with the support
357 INITIAL PRACTICUM IN SPECIAL EDUCATION. (1) An introductory supervised field experience for special education majors. Students will participate in two special education programs as teacher aides. Placements
Delaware Performance Appraisal System Building greater skills and knowledge for educators DPAS-II Guide for Administrators (Principals) Principal Practice Rubric Updated July 2015 1 INEFFECTIVE A. DEVELOPS
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
Dispositions, Dimensions, and Functions for School Leaders Preparation and Support for the Next Generation of Kentucky s School and District Leaders Kentucky Cohesive Leadership System Continuum for Principal
2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: Physical Therapists Definition of an Effective Physical Therapist Effective school physical therapists are vital members of the
Standard I: Instructional Leadership. The district promotes the learning and growth of all students and the success of all staff by cultivating a shared vision that makes powerful teaching and learning
PRESCHOOL/ELEMENTARY SCHOOL INDIVIDUALIZED EDUCATION PROGRAM (IEP) Student Demographics Student Name: Date: Student State ID #: DOB: Age: Grade: Gender: M F Ethnicity: Parent(s)/Guardian(s): Address: Home
Federal Requirement, District publications and forms are available Search and Serve Response to Intervention (RtI) approach shall be one of several components of the process of determining a Specific Learning
2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: Occupational Therapists Definition of an Effective Occupational Therapist Effective occupational therapists are vital members
Piedmont/California Standards for the Teaching Profession Self-Assessment Continuum of Teaching Practice Standard 1 P/CSTP: Engaging and Supporting All Students in Learning 1.1 Using knowledge of students
Professional School Counselor Effectiveness Rubric 2011 I. Overview II. Effectiveness Rubric a. Domain 1: Academic Achievement b. Domain 2: Student Assistance Services c. Domain 3: Career Development d.
HOPKINTON PUBLIC SCHOOLS CONTINUUM OF ALTERNATIVE SERVICES AND PLACEMENTS Hopkinton Public Schools provides programs for students in need of special education from the ages of three through twenty-one,
HILLSDALE PUBLIC SCHOOLS HILLSDALE, NEW JERSEY MIDDLE SCHOOL GUIDANCE AND COUNSELING GRADES FIVE & SIX - 2009 - TABLE OF CONTENTS Purpose Page 2 Objectives Page 4 Procedures Page 5 Teacher as a Counselor
ROLES AND RESPONSIBILITIES The roles and responsibilities expected of teachers at each classification level are specified in the Victorian Government Schools Agreement 2004: Leading teacher Leading teachers
TESOL Standards for P-12 ESOL Teacher Education 2010 1 = Unacceptable 2 = Acceptable 3 = Target Standard 1. Language: Candidates know, understand, and use the major theories and research related to the
9-12+ and Vocational Program 1360 East Irving Park Road Streamwood, Illinois 60107 Phone: 630-540-3900 Fax: 630-540-3908 Our Vision is to provide HOPE, enlightenment and excitement for our students, families,
New York State Professional Development Standards New York State Professional Development Standards (PDF/Word) Background on the Development of the Standards New York State Professional Development Standards
THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234 OFFICE OF VOCATIONAL AND EDUCATIONAL SERVICES FOR INDIVIDUALS WITH DISABILITIES STATEWIDE COORDINATOR FOR SPECIAL
The purpose of the IEP document is to provide a written record of the decisions made at an IEP meeting where parent(s) and school personnel jointly make decisions about the educational program for a student
Implementation of the Learning Cycle Everyone is responsible for the Implementation of Learning Cycle We are committed to continue Systemic Improvement. Systemic means it is everyone s responsibility to
Special Education Services Program/Service Descriptions SES Program/Service Characteristics Specially Designed Instruction Level Class Size Autism (AU) A developmental disability significantly affecting
SECTION 4: MASTER OF EDUCATION DEGREE Beginning with the summer session in 1954, a fifthyear program of teacher education leading to the degree Master of Teaching was instituted at Northwestern Oklahoma
GUIDANCE K 12 Rocky River City School District Globally Competitive Exceptional Opportunites Caring Environment Successful Students DISTRICT GUIDANCE PROGRAM PHILOSOPHY Our philosophy is to be pro-active,
Monmouth University School of Education Alumni Survey May 2011 N = 278 Part I: Year Completing the Most Recent Program at Monmouth University Year Completing Last Program at MU Frequencies Year Completing
Transition: Elementary to Middle, Middle to High School Combined Summer Institute July 23, 2015 Elementary to Middle Transitioning from elementary school to middle school Comprehensive Transition Programs
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
MATTC Course Descriptions Multiple Subject Courses: 250. Ethics, Diversity, Reflection: Introduction to K-12 Teaching This course focuses on credential candidates professional development and their integration
Standards for Online Guidelines for Planning and Evaluating Online Courses and Programs Southern Regional Education Board 592 10th St. N.W. Atlanta, GA 30318 (404) 875-9211 www.sreb.org For more information,
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
Emerging TC can attempt it with significant support from CT/SC/SP. Basic TC can implement it on their own with some support and some success. Proficient -TC can implement it on their own with consistency
School of Education MASTER OF ARTS IN TEACHING Master of Arts in Teaching 2012-2014 The Master of Arts in Teaching Program The Master of Arts in Teaching program is designed for: 1. A person with an appropriate
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
CLARK COUNTY SCHOOL DISTRICT CURRICULUM & DEVELOPMENT DIVISION Licensed Employee Appraisal System Enhancing Professional Practice Professional Domain Standards and Indicators Levels of Performance Rubric
Selected Readings: NYCTF Guide to NYC Special Education Classroom Settings To enhance the observation experience, please find helpful information below on what you can expect to encounter within special
Comprehensive Reading Plan K-12 A Supplement to the North Carolina Literacy Plan North Carolina Department of Public Instruction 2013-2014 1 TABLE OF CONTENTS INTRODUCTION PAGE 3 NCDPI PAGE 4 STANDARDS-BASED
Your consent to our cookies if you continue to use this website.