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Special Education Practice Group

Special Education Practice Group. Caroline Wills Transition Coordinator Mattituck HS Kate Garnett CUNY Hunter Denise Simard SUNY Plattsburgh Margaret McLane College of St. Rose Corinne Morris Canisius College Elizabeth Haller Touro College Howard Weiner Hofstra University.

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Special Education Practice Group

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  1. Special Education Practice Group Caroline Wills Transition Coordinator Mattituck HS Kate Garnett CUNY Hunter Denise Simard SUNY Plattsburgh Margaret McLane College of St. Rose Corinne Morris Canisius College Elizabeth Haller Touro College Howard Weiner Hofstra University

  2. Quality Indicators for Delivery of Special Education Services

  3. Indicator: Instructional PracticeComponent: Planning for effective instructional decision-making Quality Indicators • Instruction is individually planned to address student needs • Planned instruction is goal directed • The plan includes direct instruction to explicitly teach academic content and skills • The plan includes explicit instruction in the use of strategies for learning • Self-regulation/executive functions are an integral part of instruction: compensatory strategies and effective habits of mind are taught • Instructional and assessment accommodations for learner needs are planned and individualized

  4. Indicator: Instructional PracticeComponent: Effective implementation of specially-designed instruction Quality Indicators • Roles and responsibilities of service providers are clearly defined and implemented • Delivery of instruction maximizes student learning • Instructional groups are appropriate to support learner outcomes • Supplemental supports and services are effectively used

  5. Indicator: Instructional Practice Component: Ongoing assessment of student progress Quality Indicators • Curriculum-based assessments (both formative and summative) are used to monitor student progress • Assessments are aligned with the clearly constructed/formulated objectives of the lesson/unit • Teacher uses formative assessments while teaching to inform instruction • Data is recorded and analyzed to inform the instructional planning for students with disabilities

  6. Specific Objectives and Plan of Action • Consider the QI document's driving questions, practice components and reference materials as a framework for assessing IHE teacher preparation programs. • Develop a survey that indicates the extent and unique manner that the Quality Indicators are reflected in IHE teacher preparation programs.

  7. Connection Between Teacher Preparation and Effective Public SchoolsDoes the specially designed instruction improve student learning? • “Culture of Evidence” Instructional Practices should be Evidence-based Data-Driven Outcomes-Focused Recursive • A set of Signature pedagogies to be clearly defined and taught consistently

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