WELCOME ADMINISTRATORS

SPECIAL EDUCATION EVALUATIONS

Lorraine A BurnettCSE Chairperson

Valley Stream Central High School District

Western Suffolk BOCESAugust 23, 2013

EXPRES

SYO

URSELF

!

You can’t direct the wind,

but you can adjust your sails

SCIENCE/ELA

You can’t direct the wind,

but you can adjust your sails

COMMON CORE

SLO’s HEDI

Local Measures

State Assessments

APPR

Data Driven Instruction

DANIELSON

Growth Scores

DISABILITY & EDUCATION LAWS

IDEA

NCLB

SECTION 504

AMERICAN WITH

DISABILITIES ACT

ASSISTIVE TECHNOLOGY

ACT

BACK TO REALITY

August 2013

Letter from a neighbor to a grandparent caring for her 13 year old grandson for the summer. -Ontario, Canada

Evaluation Standards for Administrators

VisionSchool Culture and LearningManagementCollaborationIntegrity, Fairness, & EthicsPolitical, Economic, & Legal

Special Education

Special Education EvaluationIs the teacher knowledgeable of the individual needs of the

student as per their IEP?Is the curriculum aligned with general education?Is lesson designed to develop higher order thinking skills?Is delivery of instruction appropriate to meet student need?Is there evidence of differentiation of instruction?How is student learning being evaluated?Is there evidence of the use of accommodations and/or

modifications in the classroom?Is there evidence of collaboration and communication with

faculty , support staff, parents and administration (as needed) ?

Life Skills EvaluationEvidence of a culture of caring and learning in the

classroomEvidence of effective communication among all

adults and students in the classEvidence of individual needs being met as per the

students’ IEPEvidence of development of communication skillsEvidence of development of social skillsEvidence of development of vocational skillsEvidence of development of transitional skillsEvidence of ongoing communication with parents

Special Class EvaluationEvidence of curriculum alignment with general

education coursesEvidence of Active LearningEvidence of individualized planning to meet the

needs of students with disabilities as per their IEP

Evidence of carryover with Related Service providers (speech, hearing, OT)

Evidence of ongoing collaboration with clinical staff as per individual need of the student

Evidence of ongoing parent contact

Role of Teaching Assistant (Paraprofessional)

Assisting the teacher as neededModifying or adapting instruction for

studentsWorking 1:1 or in small groups to reinforce

learningGuiding independent study, enrichment or

remedial workAssisting students with use of technologyAssisting students with self-care tasksRecord-Keeping

Co-Teaching EvaluationEvidence of co-teachers utilizing common planning

time to meet the needs of all students Evidence of Active LearningEvidence of differentiation of instructionQuestioning/activities develop critical thinking skillsEvidence of knowledge of accommodations needed

for classified students as per IEP, 504 students as per 504 plan, and ESL students as per ESL Coordinator/Teacher

Evidence of communication with Special Education Teacher of Record

Evidence of ongoing communication with parents

Resource Room EvaluationEvidence of ongoing communication with general

education teachersEvidence of ongoing communication with parentsPreparing students to be college and career readyDevelopment of study and organizational skillsHelping students identify personal strengths &

weaknessesRemediation of content area materialsConduct test preparation as neededDevelopment of social and communication skillsDevelopment of self advocacy skills

THE POOR SCHOLAR’S SOLILOQUY

“Childhood Education”Stephen M. Corey

January 1944

Ensure All Students Participate in Respectful Work

In the end, it is not standardization that makes a classroom work. It is a deep respect for the identity of the individual.

A teacher in a differentiated classroom embraces at least the following four beliefs…

~Carol Ann Tomlinson

~Carol Ann Tomlinson~Respect for the readiness level of each

student.Expect all students to grow, and support their

continual growth.Offer all students the opportunity to explore

essential understandings and skills at degrees of difficulty that escalate consistently as they develop their understanding and skill.

Offer all students tasks that look– and are –equally interesting, equally important and equally engaging.