Standard 2: Educators Know Their Subject Matter and How to Teach I t

1. Standard 2: Educators Know Their Subject Matter and How to Teach It Accomplished Olathe District educators use effective, research-based instructional practices/strategies, focused on student learning. They demonstrate instructional competencies in content knowledge and instructional practices.

2. 2.1 Demonstrates an accurate up-to-date and extensive knowledge of specific special education area. 2.2 Implements the district curriculum and/or the IEP developed by each student’s IEP team 2.3 Uses the district-developed long-range plan to collaborate with general education teachers based on student needs as outlined in the IEP. 2.4 Demonstrates knowledge of how subject matter/disciplines are integrated 2.5 Develops effective, data-driven daily lessons based on student IEP goals. 2.6 Maximizes available instructional time. 2.7 Uses a variety of research-based instructional practices which support instructional goals and student needs. 2.8 Implements instructional practice which actively engages students 2.9 Communicates individualized learning expectations and assessment standards to students 2.10 Models and facilitates higher levels of thinking 2.11 Differentiates instruction and provides interventions to accommodate student learning 2.12 Uses a variety of current materials, resources, and technology to support instructional goals 2.13 Develops, integrates, and uses a variety of informal and formal assessments in order to make instructional decisions 2.14 Provides feedback to facilitate learning 2.15 Monitors student progress and maintains up-to-date records

3. Demonstrates an accurate up-to-date and extensive knowledge of specific special education area. • Demonstrates competency in understanding how students grow and develop • Understands how skills progress from basic to advanced • Is knowledgeable in subject matter and able to convey information in a way that students, parents, and other staff members understand. Back to List

4. Implements the district curriculum and/or the IEP developed by each student’s IEP team • Implement service delivery as written in terms of prescribed frequency, duration, and location • Works on skills that will help students make progress on goals and objectives • Collaborates with the general education staff to support the student in the general education setting • Trains and supports paras to provide appropriate supports to the student across settings • Plans for the provision of appropriate adult support to students including a fading plan. Back to List

5. Uses the district-developed long-range plan to collaborate with general education teachers based on student needs as outlined in the IEP. • Collaboration and integration of general education curriculum as appropriate for the levels of the student Back to List

6. Demonstrates knowledge of how subject matter/disciplines are integrated • Understands and acknowledges that related service providers play a major role on IEP teams. • Students make more progress when all team members are reinforcing the skills targeted for a student. Forming collaborative relationships is critical to the success of the student. Team members should not only demonstrate skill and expertise within their particular discipline, but also release their role to others through training as support. • Team members seek to work and gain expertise and wisdom from the entire teamfor the benefit of the student Back to List

7. Develops effective, data-driven daily lessons based on student IEP goals. • Demonstrate planning and preparation ahead of all lessons • Engaging materials that are appropriate of the developmental levels of the student or group of students • Lessons should be purposeful, intentional, and rigorous • Focused on the learning standard/IEP goal or objective • Built on a continuum which fits with the lessons the preceded it and will proceed it. Back to List

8. Maximizes available instructional time • No starting or stopping time for IEP services – services begin without delay! • Provision of services as written is a legal requirement: pay close attention to the frequency, duration, and location • Bell to bell instruction is the expectation • Ensure arrangements for the provision of services on a meeting day • If services are disrupted due to other student needs (i.e.; behavioral needs) or meetings – it is the responsibility of service providers to “make-up” missed sessions. Back to List

9. Uses a variety of research-based instructional practices which support instructional goals and student needs. • A variety of developmentally appropriate instructional strategies are used • Use of instructional technology appropriate to student development. • Instruction is directly tied to the student’s IEP goals/needs Back to List

10. Implements instructional practice which actively engages students • Students are engaged and motivated in the lessons • Lessons are creative and interactive • Lessons include different types of learning planned for students with different learning needs • Lessons include instructional technology when appropriate Back to List

11. Communicates individualized learning expectations and assessment standards to students/Models and facilitates higher levels of thinking • Goals should be shared with the students as appropriate • Graphing of student progress (shared with students as appropriate) • Promote higher level thinking as appropriate • Develop routines to support these goals for social, behavioral, and academic gains. (i.e.; goal setting at the beginning of a lesson) • Use of questioning and questioning techniques to foster higher levels of thinking Back to List

12. Differentiates instruction and provides interventions to accommodate student learning • Instruction provided to each student’s individual needs – including pre-teaching, re-teaching, and extension as needed • Pacing of instruction appropriate to the learning needs of the student • Provide clear directions, clarify when students are confused Back to List

13. Uses a variety of current materials, resources, and technology to support instructional goals • Uses district resources and technology to modify and redefine instruction • Meets individual student needs • Engages students in developing varied learning modes and products through technology tools Back to List

14. Develops, integrates, and uses a variety of informal and formal assessments in order to make instructional decisions • Analyzes and uses IEP data to guide instructional decisions • Analyzes data to evaluate effectiveness of lessons • Administers all assessments according to standardization procedures and administration guidelines • Is trained in and becomes proficient in administering standardized assessments as well as interpreting data and communicating the information in both written and verbal modes. Back to List

15. Provides feedback to facilitate learning • Analyzes student strengths and communicates to students • Analyzes student errors and needs • Provides feedback to students that is timely, and appropriate to the developmental level of the student • Provides suggestions for how to improve • Follows error correction procedure, as appropriate for students Back to List

16. Monitors student progress and maintains up-to-date records • Develops data sheet for students • Clearly identifies what is being measured • Understands student’s baseline performance • Understands skill progression • Data is collected at a minimum of one time per week • Show what you know day • D-day is data day • Graph student data when possible Back to List