1. SPECIAL EDUCATION EVALUATIONS Lorraine A Burnett CSE Chairperson Valley Stream Central High School District Western Suffolk BOCES August 23, 2013

4. SCIENCE/ELA COMMON CORE SLO’s HEDI Local Measures State Assessments APPR Data Driven Instruction DANIELSON Growth Scores

5. DISABILITY & EDUCATION LAWS IDEA NCLB SECTION 504 AMERICAN WITH DISABILITIES ACT ASSISTIVE TECHNOLOGY ACT

7. BACK TO REALITY August 2013 Letter from a neighbor to a grandparent caring for her 13 year old grandson for the summer. -Ontario, Canada

8. Evaluation Standards for Administrators Vision School Culture and Learning Management Collaboration Integrity, Fairness, & Ethics Political, Economic, & Legal

9. Special Education

10. Special Education Evaluation Is 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) ?

11. Life Skills Evaluation Evidence of a culture of caring and learning in the classroom Evidence of effective communication among all adults and students in the class Evidence of individual needs being met as per the students’ IEP Evidence of development of communication skills Evidence of development of social skills Evidence of development of vocational skills Evidence of development of transitional skills Evidence of ongoing communication with parents

12. Special Class Evaluation Evidence of curriculum alignment with general education courses Evidence of Active Learning Evidence 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

13. Role of Teaching Assistant (Paraprofessional) Assisting the teacher as needed Modifying or adapting instruction for students Working 1:1 or in small groups to reinforce learning Guiding independent study, enrichment or remedial work Assisting students with use of technology Assisting students with self-care tasks Record-Keeping

14. Co-Teaching Evaluation Evidence of co-teachers utilizing common planning time to meet the needs of all students Evidence of Active Learning Evidence of differentiation of instruction Questioning/activities develop critical thinking skills Evidence 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

16. Resource Room Evaluation Evidence of ongoing communication with general education teachers Evidence of ongoing communication with parents Preparing students to be college and career ready Development of study and organizational skills Helping students identify personal strengths & weaknesses Remediation of content area materials Conduct test preparation as needed Development of social and communication skills Development of self advocacy skills

17. THE POOR SCHOLAR’S SOLILOQUY “Childhood Education” Stephen M. Corey January 1944

18. 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

19. ~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.