Standards for Special Education Teachers
|
|
- Marianna Gallagher
- 5 years ago
- Views:
Transcription
1 Standards for Special Education Teachers Introduction The new standards for special education teachers have been developed to align with the Core Standards For Teachers developed by the North Carolina Professional Teaching Standards Commission, The North Carolina ABC Plus accountability outcomes, and the US Department of Education s accountability standards established in the Leave No Child Behind legislation. The standards for special education teachers reflect three underlying principles: (1) the quality and effectiveness of special education teachers should be measured by the progress of students with disabilities, (2) the standards must reflect researchvalidated teaching methods and procedures, and (3) the standards should be explicitly stated and include competency indicators and competency evaluation criteria. Evaluation criteria will be developed during the school year. The new special education initial teacher licensing system is designed to emphasize the instructional and educational services that individual students are receiving. In the past the special education teacher licensing system reflected a categorical approach (e.g., BED, MD, SLD) to initial teacher licensing. The initial categorical licenses are replaced with two instructional oriented licenses, Special Education General Curriculum and Special Education Adapted Curriculum. The new license system is designed to emphasize (1) the academic, behavioral and/or developmental progress of students with disabilities; (2) access to, and maintenance in, the standard and/or an adapted standard curriculum; and (3) full participation of students with disabilities in North Carolina s ABCs of Public Education accountability program. To assure continued professional development and progress in the multidisciplinary assessment, identification and treatment of students with specific disabilities, specialized advanced licenses, built on the initial licenses, will be maintained as advanced licenses. New standards and competency indicators are presented in this document for the two initial licenses and four advanced licenses as follows: 1. Special Education: General Curriculum (Initial Entry License) Teachers demonstrating the competencies reflected in the standards for this initial entry license will be qualified to provide research-validated instruction and behavior supports to maintain at grade level students with disabilities who are enrolled in the North Carolina Standard Curriculum. The professional responsibilities of teachers holding this license will include (1) intensive and explicit individual and small group instruction for students with disabilities who are demonstrating below grade level achievement in basic skills; (2) planning and maintaining positive behavior supports for students with disabilities; (3) collaboration with general education teachers to maintain students with disabilities at grade level in the standard curriculum; (4) leadership in implementing special education procedures and policies; and (5) special education consultation with general education teachers, parents and other professionals. This Special Education: General Curriculum license standards are aligned with the Council for Exceptional Children (CEC) Common Core Standards and the CEC Individualized General Curriculum Referenced Standards. In addition the standards for this license are aligned with the North Carolina Professional Teaching Standards, which are cross-referenced, with INTASC standards for beginning teachers. This license replaces the initial teaching licenses in the categorical areas of SLD, MD, BED, and CC. Standards for Special Education Teachers - General Curriculum (Initial Entry License) Page 1 of 5
2 Standards and Indicators SPED: General Curriculum Licensure Standards (Initial Entry License) Standard 1: Teachers have a knowledge base for each of the basic skills in language arts and mathematics. Know language arts content and curriculum sequence included in the North Carolina Standard Course of Studies, K through 8 th grade Know the specific structure of the English language (Phonetics and Phonology, Sound Production, Morphology and Orthography, and Semantics and Syntax) Know the mathematics content and curriculum sequence included in the North Carolina Standard Course of Studies K through 8th grade Standard 2: Teachers have a broad and working knowledge of research-based learning strategies and their relationship to the learning of individual students. Know research-validated learning strategies including strategies related to acquiring, storing, remembering and expressing information; demonstrating competence; developing social interaction; and content enhancement routines Know research-validated self-determination learning strategies including choice making, decision-making, problem-solving, goal setting and attainment, self-awareness, selfadvocacy, self-regulation and self-efficacy Standard 3: Teachers teach students to use behaviors that promote success in the learning environment. Know how to conduct individual functional behavior assessment and develop a behavioral intervention plan Demonstrate competency to effectively teach a specific, research-validated, social skills development program Demonstrate ability to implement, at classroom and individual student levels, a positive behavior supports school wide program Demonstrate competency to implement a positive classroom behavioral management program Standards for Special Education Teachers - General Curriculum (Initial Entry License) Page 2 of 5
3 Indicator 5: Demonstrate competency to design a self-monitoring program and instruct students on implementation of program Instruct students in the utilization of positive communication techniques Standard 4: Teachers organize effective student learning environments. Demonstrate ability to plan, organize, implement and evaluate research-validated peer tutoring approaches to instruction Demonstrate ability to maximize the percentage of time students are on task Demonstrate ability to plan and organize learning settings for success to include implementation and evaluation of individual, small group, and large group instruction and the communication of schedules, routines and rules Standard 5: Teachers use a variety of assessment techniques to determine instructional content, instructional procedures, and documentation of student learning and progress. Demonstrate ability to conduct individual curriculum-based assessment procedures, interpret results and draw instructional and management conclusions and recommendations Demonstrate ability to conduct individual curriculum-based continuous progress monitoring using student products, assessment probes, quizzes, and tests including state mandated tests Standard 6: Teachers explicitly teach research-validated instructional and behavior strategies to facilitate learning across the curriculum. Demonstrate ability to assess individual students in the use of learning strategies including reading comprehension, writing, mathematics, memory, test-taking, time management, content area learning, self determination and advocacy and effective communications Demonstrate ability to plan and implement a series of lessons to teach effective use of the learning strategies in the content and behavior areas indicated in Indicator 1 above Demonstrate ability to monitor student progress in the use of learning strategies and the impact on academic performance Demonstrate ability to scaffold instruction and procedures to promote student independence (e.g., moving from more supports to few supports) Standards for Special Education Teachers - General Curriculum (Initial Entry License) Page 3 of 5
4 Indicator 5: Demonstrate ability to assess implement and monitor student use of technology (including assistive technology) throughout the curriculum Instruct students in the use of problem-solving techniques relevant to their functioning level (e.g., conflict resolution strategies, self-monitoring of behavior) Standard 7: Teachers use systematic, explicit, multi-sensory methods to teach reading, written expression, and mathematics. Indicator 5: Demonstrate ability to assess individual students reading abilities to include a summary of the students reading performance level and assessment of the students phonemic awareness skills, letter-sound association skills, word identification skills, sight word reading skills, reading fluency, vocabulary, and reading comprehension Demonstrate ability to effectively plan and teach a comprehensives series of daily instructional lessons which include explicit instructional procedures, activities and materials for teaching phonemic awareness, letter-sound associations, word identification, spelling, reading fluency, vocabulary, reading comprehension, and monitoring students progress in the development of reading skills Demonstrate ability to assess individual students writing abilities to include a summary of writing performance and an assessment of the student s fine motor skills, mechanics of writing, writing fluency and written expression Demonstrate ability to effectively plan and teach writing using a continuous series of daily instructional lessons, which include explicit, multisensory teaching strategies Demonstrate ability to assess and summarize an individual students mathematical abilities to include an assessment of error patterns and an understanding of the effects of language-based disabilities on understanding math concepts Demonstrate ability to effectively plan and teach a continuous series of daily instructional lessons that link to other curricula areas and include explicit instructional procedures for teaching essential skills from the NC General Curriculum, using multisensory methods, continuing cycles of review, sequence from concrete to abstract, real word applications, and monitoring the students progress in the development of mathematical skills Standard 8: Teachers use knowledge about cultural, socio-economic and family dynamics to guide instructional and/or management planning and selection of teaching techniques. Create environments in which equity, fairness, and diversity are modeled, taught and practiced Demonstrate the use of knowledge about cultural and socio-economic factors in planning instructional strategies and activities that connect students to the curriculum Standards for Special Education Teachers - General Curriculum (Initial Entry License) Page 4 of 5
5 Standard 9: Teachers know the process and procedures for providing special education services. Demonstrate knowledge of pre-referral intervention and facilitate effective referral process Demonstrate ability to participate effectively in the multidisciplinary evaluation to include the administration and interpretation of educational assessments and understanding and interpreting psychological reports Demonstrate ability to appropriately participate in the case conferencing and writing of effective IEPs that are aligned with the general curriculum and facilitate student and parent involvement Demonstrate ability to effectively implement the objectives of the IEP including transition planning and post-school education and employment Standard 10: Teachers collaborate and consult with general education teachers, parents and other professionals. Demonstrate ability to use effective communication and parent conferencing skills including appropriate verbal, non-verbal, questioning and summarizing skills Demonstrate knowledge of a variety of effective instructional modifications and the ability to use them appropriately in general education classrooms Demonstrate ability to effectively communicate with and supervise para-educators Demonstrate professional ethical behavior including confidentiality and advocacy for appropriates services for students with disabilities. Standard 11: Teachers pursue continued professional development and learning to improve schools and advance knowledge Demonstrate professional interest through continuing professional development through a variety of activities including higher education coursework, CEU and other staff development activities, membership in professional organization, and professional presentations Demonstrate advocacy for effective services for students with disabilities through a variety of activities including staff development presentations and communications with other professionals and community groups Standards for Special Education Teachers - General Curriculum (Initial Entry License) Page 5 of 5
PROGRAM FOR LICENSING ASSESSMENTS FOR COLORADO EDUCATORS (PLACE )
PROGRAM FOR LICENSING ASSESSMENTS FOR COLORADO EDUCATORS (PLACE ) TEST OBJECTIVES Subarea Range of Objectives Approximate Test Weighting I. Knowledge of Students with Disabilities 001 003 15% II. III.
Exceptional Student Education K 12
Exceptional Student Education K 12 Section 61 1 Knowledge of foundations of exceptional student education 1. Identify state and federal legislation and case law that have affected the education of students
NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS
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
NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS
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
Indiana Content Standards for Educators
Indiana Content Standards for Educators EXCEPTIONAL NEEDS DEAF/HARD OF HEARING of hearing are expected to have a broad and comprehensive understanding of the knowledge and skills needed for this educator
Master s in Educational Leadership Ed.S. in Administration and Supervision
Master s in Educational Leadership Ed.S. in Administration and Supervision Austin Peay State University Professional Educational Standards, TILS Standards, and NCATE Standards Austin Peay State University
SPECIFIC LEARNING DISABILITY
SPECIFIC LEARNING DISABILITY 24:05:24.01:18. Specific learning disability defined. Specific learning disability is a disorder in one or more of the basic psychological processes involved in understanding
Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists Definition of an Effective School Psychologist
Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists Definition of an Effective School Psychologist Effective school psychologists are vital members of the education
School of Education MASTER OF SCIENCE IN SPECIAL EDUCATION. Master of Science in Special Education
School of Education MASTER OF SCIENCE IN SPECIAL EDUCATION Master of Science in Special Education 2012-2014 Master of Science in Special Education Master of Science in Special Education Purpose The Master
How To Teach A Disabled Child
Special Education Services Program/Service Descriptions SES Program/Service Characteristics Specially Designed Instruction Level Class Size Autism (AU) A developmental disability significantly affecting
School of Education MASTER OF ARTS IN TEACHING. Master of Arts in Teaching
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
Patterns of Strengths and Weaknesses Standards and Procedures. for. Identification of Students with Suspected Specific Learning Disabilities
Patterns of Strengths and Weaknesses Standards and Procedures for Identification of Students with Suspected Specific Learning Disabilities March, 2010 Table of Contents Patterns of Strengths and Weaknesses
THE FRAMEWORK FOR A TEACHER INTERN CERTIFICATION PROGRAM: SPECIFIC PROGRAM GUIDELINES PENNSYLVANIA DEPARTMENT OF EDUCATION
THE FRAMEWORK FOR A TEACHER INTERN CERTIFICATION PROGRAM: SPECIFIC PROGRAM GUIDELINES PENNSYLVANIA DEPARTMENT OF EDUCATION TABLE OF CONTENTS Why Quality Teacher Preparation Programs Are Important...3 Philosophy
GUIDELINES 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
The University of North Carolina at Pembroke 2015-2016 Academic Catalog
338 The University of North Carolina at Pembroke 2015-2016 Academic Catalog COURSES BIRTH TO KINDERGARTEN (ECE) ECE 2020. Foundations of Early Childhood (3 credits) This course is designed to introduce
Standards for Certification in Early Childhood Education [26.110-26.270]
I.B. SPECIFIC TEACHING FIELDS Standards for Certification in Early Childhood Education [26.110-26.270] STANDARD 1 Curriculum The competent early childhood teacher understands and demonstrates the central
TExES Special Education Supplemental (163) Test at a Glance
TExES Special Education Supplemental (163) Test at a Glance See the test preparation manual for complete information about the test along with sample questions, study tips and preparation resources. Test
UTAH STATE UNIVERSITY. Professional School Guidance Counselor Education Program Mapping
UTAH STATE UNIVERSITY Professional School Guidance Counselor Education Program Mapping Course Key: PSY 6130 Evidence-Based Practice: School Intervention PSY 6240 Comprehensive School Counseling Programs
School of Education MASTER OF ARTS IN EDUCATION. MAED: Reading & Reading Programs
School of Education MASTER OF ARTS IN EDUCATION : Reading & Reading Programs 2012-2014 READING PROGRAMS These programs focus on developmental and remedial instruction of literacy as well as leadership
MSE Special Reading K-12 36 Hour Additional Missouri Certification
MSE Special Reading K-12 36 Hour Additional Missouri Certification Summer 2015-9 hours Counseling and Collaboration 5/4/15-6/7/15 Techniques with Children, Families, and Teachers from a Biblical Worldview
The performance assessment shall measure the extent to which the teacher s planning:
Arizona s Professional Teacher Standards Standard 1: The teacher designs and plans instruction that develops students abilities to meet Arizona s academic standards and the district s assessment plan.
1 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
1. PROFESSIONAL SCHOOL COUNSELOR IDENTITY:
Utah State University Professional School Counselor Education Program Learning Objectives (Adapted from the Standards for Utah School Counselor Education Programs and the Council for Accreditation of Counseling
(i) The program shall prepare candidates who are familiar with the historical foundations of gifted and talented education;
Effective May 15, 2014 505-3-.90 GIFTED IN-FIELD EDUCATION ENDORSEMENT PROGRAM (1) Purpose. This rule states field-specific content standards for approving endorsement programs that prepare individuals
STANDARDS FOR ENGLISH-AS-A-SECOND LANGUAGE TEACHERS
STANDARDS FOR ENGLISH-AS-A-SECOND LANGUAGE TEACHERS Introduction The English as a Second Language standards describe the knowledge and skills that beginning teachers must have to meet expectations for
2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: Physical Therapists
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
National Standards. Council for Standards in Human Service Education. http://www.cshse.org 2013 (2010, 1980, 2005, 2009)
Council for Standards in Human Service Education National Standards ASSOCIATE DEGREE IN HUMAN SERVICES http://www.cshse.org 2013 (2010, 1980, 2005, 2009) I. GENERAL PROGRAM CHARACTERISTICS A. Institutional
Illinois Licensure Testing System
Illinois Licensure Testing System FIELD 182: SCHOOL NURSE February 2004 Subarea Range of Objectives I. Foundations of Knowledge 01 04 II. The Coordinated School Health Program 05 09 III. Professional Roles
Special Education Student Learning Outcomes
Special Education Student Learning Outcomes 1. Foundations. Special educators understand the field as an evolving and changing discipline based on philosophies, evidence-based principles and theories,
School of Education MASTER OF SCIENCE IN EARLY CHILDHOOD EDUCATION. MSED: Early Childhood Education
School of Education MASTER OF SCIENCE IN EARLY CHILDHOOD EDUCATION : Early Childhood Education 2012-2014 Master of Science in Education () (Early Childhood Education) Purpose The Master of Science in Education
2) Rationale What student and/or future professional education/licensure needs will this proposal address?
05.46 PROPOSED NEW PROGRAM FOR GIFTED AND TALENTED LICENSE ADDITION March 29, 2005 1) Change/Program Description Describe succinctly the change/program being proposed. The state of Indiana no longer is
2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists
2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists Definition of an Effective School Psychologist Effective school psychologists are vital members of the education
PSYCHOLOGY 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
Understanding the Standards-based Individualized Education Program (IEP)
Understanding the Standards-based Individualized Education Program (IEP) Many states and local school districts are embracing a new approach to developing Individualized Education Programs (IEPs) for students
Standards for the School Nurse [23.120]
Standards for the School Nurse [23.120] STANDARD 1 Content Knowledge The certificated school nurse understands and practices within a framework of professional nursing and education to provide a coordinated
School Counselor (501)
School Counselor (501) 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
How to Map the Test Competencies and Skills to Courses Taken
How to Map the Test Competencies s to Courses Taken Description of the Tests The Florida educator certification tests are composed of multiple-choice questions, some also include constructed-response assignments.
THE ROLE OF THE SCHOOL COUNSELOR
THE ROLE OF THE SCHOOL COUNSELOR Code No.: PS 201 The Need for School Counseling As students develop from childhood through adolescence, they face unique sets of challenges. Mastery of these academic,
Special Education Program Descriptions 2014-2015
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
Rubric for Evaluating Colorado s Specialized Service Professionals: School Social Workers
Rubric for Evaluating Colorado s Specialized Service Professionals: School Social Workers Definition of an Effective School Social Worker Effective school social workers are vital members of the education
QUALITY INDICATORS FOR ASSISTIVE TECHNOLOGY SERVICES RESEARCH-BASED REVISIONS, 2004
QUALITY INDICATORS FOR ASSISTIVE TECHNOLOGY SERVICES RESEARCH-BASED REVISIONS, 2004 The consideration of assistive technology (AT) devices and services is required during the development of every Individualized
How To Teach A Child With A Disability
DEPARTMENT OF SPECIAL EDUCATION Ball State University Graduate Practicum Performance Based Rubric Revised August 2009 Supervisor/Rater Signature Date Student/Teacher Name Performance Indicators: Circle
STANDARDS FOR GUIDANCE COUNSELING PROGRAMS
STANDARDS FOR GUIDANCE COUNSELING PROGRAMS These standards were approved January 2005 by the Kentucky Education Professional Standards Board. The Kentucky Standards for Guidance Counselor Programs are
Course Description \ Bachelor of Primary Education Education Core
Course Description \ Bachelor of Primary Education Education Core EDUC 310 :Foundations of Education in Qatar and School Reform : This course has been designed to acquaint the learners with the progress
SCCS Student Support Services & Guidance Plan
SCCS Student Support Services & Guidance Plan SCCS Student Support Service Staff Mr. Mark Johnson Mrs. Tanya Thompson Mrs. Lindsay Osborne Mrs. Jane Manning Elementary School Counselor Grades k-6 Jr/Sr
St. Petersburg College. RED 4335/Reading in the Content Area. Florida Reading Endorsement Competencies 1 & 2. Reading Alignment Matrix
Course Credit In-service points St. Petersburg College RED 4335/Reading in the Content Area Florida Reading Endorsement Competencies 1 & 2 Reading Alignment Matrix Text Rule 6A 4.0292 Specialization Requirements
2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: School Social Workers
2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: School Social Workers Definition of an Effective School Social Worker Effective school social workers are vital members of the
Reynolds School District K 12 GUIDANCE AND COUNSELING PROGRAM OVERVIEW
Reynolds School District K 12 GUIDANCE AND COUNSELING PROGRAM OVERVIEW Developed 2006 MISSION STATEMENT The mission of the Reynolds School District School Counseling and Guidance Program is to provide
Indiana Content Standards for Educators
Indiana Content Standards for Educators COMMUNICATION DISORDERS Speech-language pathologists are expected to have a broad and comprehensive understanding of the knowledge and skills needed for this educator
TExES Texas Examinations of Educator Standards. Preparation Manual. 161 Special Education EC 12
TExES Texas Examinations of Educator Standards Preparation Manual 161 Special Education EC 12 Copyright 2010 by Texas Education Agency (TEA). All rights reserved. The Texas Education Agency logo and TEA
Language Reading Connection
Language Reading Connection Collaborating with Your SLP WELCOME! What is Project CENTRAL? Coordinating g Existing g Networks To Reach All Learners The ultimate goals are to provide professional development
Master s Degree and New York State Certifications
and Concordia College (CCNY) has been delivering quality education since 1881 and is regionally accredited by the Middle States Commission on Higher Education. Concordia teacher accreditation programs
Job Description of the School Psychologist Reports To: Supervises: Purpose:
Reports To: Supervises: Purpose: Job Description of the School Psychologist Superintendent, Level II or Level III School Psychologists, Director, or Associate or Assistant Superintendent May supervise
ARLINGTON PUBLIC SCHOOLS SPECIAL EDUCATION PROGRAMS AND SERVICES
ARLINGTON PUBLIC SCHOOLS SPECIAL EDUCATION PROGRAMS AND SERVICES Introduction The Arlington Public Schools provides a comprehensive array of programs and services from pre-school through grades 12 designed
Effective after October 1, 2013
MICHIGAN TEST FOR TEACHER CERTIFICATION (MTTC) TEST OBJECTIVES Subarea Range of Objectives Approximate Test Weighting I. Student Diversity and Assessment 001 002 29% II. Comprehensive School Counseling
Facilitated Modules 60 inservice credits. Assessment and Evaluation 60 inservice credits Facilitated
FDLRS Professional Development Alternatives Online Modules Course Descriptions www.fl-pda.org Available statewide. Free to Florida educators. Resources and content are reviewed monthly and updated annually
Selecting Research Based Instructional Programs
Selecting Research Based Instructional Programs Marcia L. Grek, Ph.D. Florida Center for Reading Research Georgia March, 2004 1 Goals for Today 1. Learn about the purpose, content, and process, for reviews
Proposed Text 8VAC20-542 CHAPTER 542 REGULATIONS GOVERNING THE REVIEW AND APPROVAL OF EDUCATION PROGRAMS IN VIRGINIA (REPEALED)
Agencies Governor Search the To Home > Sign up Search Options Proposed Text Action: Comprehensive Revision of the Regulations Governing the Review... Stage: Proposed 8/24/15 3:12 PM [latest] 8VAC20-542
How To Teach A Deaf Person
Appendix F. New Hampshire Certification Requirements for Educational Interpreters/Transliterators and for Special Education Teachers in the Area of Deaf and Hearing Disabilities Educational Interpreter/Transliterator
Hood River County School District K-12 Guidance and Counseling Program Overview
Hood River County School District K-12 Guidance and Counseling Program Overview Serving the Students of Hood River County 1 June 2015 Comprehensive Guidance and Counseling Framework Mission The Guidance
Rubric for Evaluating North Carolina s Speech- Language Pathologists
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
DR. PAT MOSSMAN Tutoring
DR. PAT MOSSMAN Tutoring INDIVIDUAL INSTRuction Reading Writing Math Language Development Tsawwassen and ladner pat.moss10.com - 236.993.5943 tutormossman@gmail.com Testing in each academic subject is
Admissions Requirements
Special Education Dickinson Hall, Rooms 300F, 304 (501) 569-3124, (501) 569-8710, (501) 569-8922 Master of Education in Special Education The Master of Education in Special Education (SPED) prepares candidates
Rise Indiana School Counselor Rubric
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
The Massachusetts Tiered System of Support
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
NCNSP Design Principle 1: Ready for College
College Credit College Ready Skills (High School) Course of Study NCNSP Design Principle 1: Ready for College Students are tracked according to past performance into regular and honors level courses. All
SPECIAL EDUCATION AND DISABILITY POLICY (SEDP)
VCU 1 SPECIAL EDUCATION AND DISABILITY POLICY (SEDP) SEDP 330. Survey of Special Education. 3 Semester course; 3 lecture hours. 3 credits. Presents an overview of the historical basis and regulatory requirements
Boulder Valley School District Effective Specialized Service Professionals Standards Social Workers and Psychologists
Child Development Standard I: Social Workers/Psychologists demonstrate mastery of and expertise in the domain for which they are responsible Element a: School social workers/psychologists demonstrate knowledge
Reading Competencies
Reading Competencies The Third Grade Reading Guarantee legislation within Senate Bill 21 requires reading competencies to be adopted by the State Board no later than January 31, 2014. Reading competencies
WATSON SCHOOL OF EDUCATION UNIVERSITY OF NORTH CAROLINA WILMINGTON. BACHELOR OF ARTS DEGREE IN SPECIAL EDUCATION Adapted Curriculum
WATSON SCHOOL OF EDUCATION UNIVERSITY OF NORTH CAROLINA WILMINGTON BACHELOR OF ARTS DEGREE IN SPECIAL EDUCATION Adapted Curriculum Program Goals and Objectives The goals and objectives of the Special Education
writing standards aligned IEPs.
Writing Standards Aligned IEPs: At a Glance The Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004) requires that students with disabilities have access to the general education
FAIRFAX COUNTY PUBLIC SCHOOLS PROCEDURES REQUIRED FOR IMPLEMENTATION OF SPECIAL EDUCATION REGULATIONS IN VIRGINIA S PUBLIC SCHOOLS
FAIRFAX COUNTY PUBLIC SCHOOLS PROCEDURES REQUIRED FOR IMPLEMENTATION OF SPECIAL EDUCATION REGULATIONS IN VIRGINIA S PUBLIC SCHOOLS Table of Contents Child Find... 2 Screening... 3 General Screening Procedures...
Dyslexia Certificate Program Level 1 Winter/Spring 2016
Dyslexia Certificate Program Level 1 Winter/Spring 2016 BACKGROUND & PHILOSOPHY It is estimated that 10 15 percent of the general population has a reading based learning disability. Of those individuals,
National Standards. Council for Standards in Human Service Education. http://www.cshse.org 2013 (2010, 1980, 2005, 2009)
Council for Standards in Human Service Education National Standards BACCALAUREATE DEGREE IN HUMAN SERVICES http://www.cshse.org 2013 (2010, 1980, 2005, 2009) I. GENERAL PROGRAM CHARACTERISTICS A. Institutional
The Role of the Professional School Counselor
The Role of the Professional School Counselor The professional school counselor is a certified/licensed educator trained in school counseling with unique qualifications and skills to address all students
Oak Park School District. School Psychologist Evaluation
Oak Park School District School Psychologist Evaluation School Psychologist Evaluation Instrument Domain I: Databased Decision Making and Accountability School psychologists have knowledge of varied models
Special Education: Core Knowledge and Applications (0354/5354) Test at a Glance
Test at a Glance Test Name Special Education: Core Knowledge and Applications Test Code 0354 5354 Time 2 hours 2 hours Number of Questions 120 120 Format Multiple choice Multiple choice Test Delivery Paper
Alignment Table School Counseling. Austin Peay State University Professional Educational Standards, CACREP STANDARDS, and NCATE Standards
Alignment Table School Counseling Austin Peay State University Professional Educational Standards, CACREP STANDARDS, and NCATE Standards Austin Peay State University Professional Educational Standards
GRESHAM-BARLOW SCHOOL DISTRICT K-12 GUIDANCE AND COUNSELING PROGRAM OVERVIEW
GRESHAM-BARLOW SCHOOL DISTRICT K-12 GUIDANCE AND COUNSELING PROGRAM OVERVIEW Developed 2005 1 Comprehensive Guidance and Counseling Framework Mission The mission of the Comprehensive Guidance and Counseling
Ohio Standards for School Counselors
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...
Rubric for Evaluating North Carolina s School-Based Occupational Therapists
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
Commission on Teacher Credentialing. Education Specialist Clear Program Standards
Commission on Teacher Credentialing Education Specialist Clear Program Standards Clear (Induction) Program Standards Adopted by the Commission, March 2009 1 Program Standards for the Clear (Induction)
A SAMPLE INDIVIDUALIZED EDUCATION PROGRAM (IEP)
A SAMPLE INDIVIDUALIZED EDUCATION PROGRAM (IEP) -INDIVIDUALIZED EDUCATION PROGRAM (IEP) Format **************************************************************** School Age IEP Team Meeting Date: November
SPED 5230 and SPED 6030 Student Teaching Students with Severe Disabilities Spring Semester 2012, Year 2 Syllabus
SPED 5230 and SPED 6030 Student Teaching Students with Severe Disabilities Spring Semester 2012, Year 2 Syllabus Credits: 3 Time: 4:30 7:30 pm Location: USU Salt Lake Center 2500 South State Street, SLC
2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: Speech-Language Pathologists
2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: Speech-Language Pathologists Definition of an Effective Speech-Language Pathologist Effective speech-language pathologists are
NEW TSPC SPECIALIZATION: AUTISM SPECTRUM DISORDER. Q and A. May 24, 2012
NEW TSPC SPECIALIZATION: AUTISM SPECTRUM DISORDER 1. What is a TSPC "Specialization"? Q and A May 24, 2012 This is a new specialization on a license now offered by TSPC. The first TSPC "specialization"
Gifted & Talented Program Description
Gifted & Talented Program Description The purpose of Cedar Unified School District s gifted and talented program is to nurture academic excellence and improve student achievement among all students. To
Connects content, procedures, and activities to relevant life experiences of students and previously learned content.
Based on Kentucky Teacher Internship Program (KTIP) for use in the U of L Developmental Teacher Preparation (DTP) Model. This rubric will be used to assess Kentucky Teaching Standards #1, #3, #4, #5, and
The ESOL and Bilingual/ESOL Graduate Program Endorsement
The ESOL and Bilingual/ESOL Graduate Program Endorsement Western Oregon University s ESOL/Bilingual Education program prepares teachers to ensure that students succeed in all aspects of their schooling:
ILLINOIS CERTIFICATION TESTING SYSTEM
ILLINOIS CERTIFICATION TESTING SYSTEM FIELD 188: ASSESSMENT OF PROFESSIONAL TEACHING (PK 12) June 2011 ILLINOIS CERTIFICATION TESTING SYSTEM FIELD 188: ASSESSMENT OF PROFESSIONAL TEACHING (PK 12) June
Glossary for the Arizona Professional School Counselor Evaluation
Glossary for the Arizona Professional School Counselor Evaluation Accountability: Responsibility for one s actions, particularly for objectives, procedures and results of one s work and program; involves
PRELIMINARY MILD/MODERATE EDUCATION SPECIALIST CREDENTIAL (AND INTERNSHIP PATHWAY) PROGRAM HANDBOOK
PRELIMINARY MILD/MODERATE EDUCATION SPECIALIST CREDENTIAL (AND INTERNSHIP PATHWAY) PROGRAM HANDBOOK INTRODUCTION This handbook has been prepared for candidates, faculty, field-based supervisors (i.e.,
Scientifically Based Reading Programs: What are they and how do I know?
Scientifically Based Reading Programs: What are they and how do I know? Elissa J. Arndt, M.S. CCC-SLP Florida Center for Reading Research Alternate Assessment Summer Training Institute July, 2007 1 Goals
Policy/Program Memorandum No. 8
Ministry of Education Policy/Program Date of Issue: August 26, 2014 Effective: Until revoked or modified Subject: Application: Reference: IDENTIFICATION OF AND PROGRAM PLANNING FOR STUDENTS WITH LEARNING
Description of Services
Description of Services ARSD24:05:28:01. Least restrictive program to be provided. Children in need of special education or special education and related services, to the maximum extent appropriate, shall
Eligibility / Staffing Determination EMOTIONAL DISTURBANCE. Date of Meeting:
Eligibility / Staffing Determination EMOTIONAL DISTURBANCE Date of Meeting: Student Name: DOB: Soc. Sec.#: The basis for making the determination of whether the student has a disability which meets the
Intervention Strategies for Struggling Readers
PROGRAM OVERVIEW Intervention Appropriate K 6 Intervention Strategies for Struggling Readers M BA SE G IL LI NG M ORT N- HA O D PRO G RA What is Recipe for Reading? Recipe for Reading is a research-based,
APPENDIX 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
NC 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
Standards for School Counseling
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