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TEM 2.0 Special Educator Notes-Final.doc

TEM 2.0 Special Educator Notes-Final.doc

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 TEM 2.0 Special Educator Notes: Educators of Exceptional Children (Inclusion and Self-Contained),Speech Pathologists, Hearing and Vision Impaired Educators
Observers must consider the following notes when rating educators of exceptional children. Specialeducators should be given credit for appropriately assisting and prompting students to demonstrateobservable student actions included in TEM 2.0.
P1: Know YourStudents InOrder to PlanEffectively
Student information can be shared with School Health Services andrelated services staff.
Special educator should share students’ IEP information with content areateachers, school support staff, and related staff.
 Timely revision and completion of IEP and eligibility information with theuse of data should drive routine planning.P2: Set Through-Course andEnd-of-CourseGoals
In self-contained and resource settings, teachers should receive credit foraligning specialized instruction to students’ IEP goals or individual needsand to appropriate grade-level standards.
Special education teachers plan for unique and specific learning goals inorder for students to acquire concepts.
Special educator and general education teacher may collaboratively planstudent work that is used as evidence for the Alternative Performance-based Assessment.P3: Create orAdaptStandards-basedInstructionPlans andAssessmentsGuided byPacing andContent fromInstructionalMaps
Goal notes and progress-tracking measures should appear in a variety of ways in a special educator’s instructional plans. Some teachers may planto use index cards to take +/- data, while others may plan to use datasheets with goals listed on them. During group work, a teacher could planto use note cards listing specific goals for each student, whereas otherteachers may lead instruction while their staff members track goals.
For higher functioning students, teachers may plan to use work samplesto serve as effective progress-tracking measures. T1: EngageStudents InObjective-Driven LessonsBased OnContentStandards
Some students with disabilities may be unable to explain what they arelearning or why it is important. In these cases, teachers should receivecredit for verbally and visually reinforcing the objective withdevelopmentally appropriate language and images. Teachers should,when possible, develop appropriate communication systems to facilitatestudent responses.
In self-contained and resource settings, it is appropriate for the lesson’sacademic objective to be accompanied by a behavioral, communication,or functional life skills objective. T2: ExplainContentClearly AndAccurately
Special educator’s use of academic language should be appropriate to thelevel of the students; however, the content should be appropriate to thegrade level. Appropriate strategies to help students understand contentinclude, but are not limited to, offering dual texts, modifications,differentiation and scaffolding. T3: EngageStudent At AllLevels InAppropriatelyChallenging
In specialized education settings, the observer should look for evidencethat the teacher has made the grade level content accessible byimplementing specific accommodations or modifications that are tailoredto individual students’ needs and appropriate to the lesson. Examples of specific students’ needs that may require accommodations include:1
 
 TEM 2.0 Special Educator Notes: Educators of Exceptional Children (Inclusion and Self-Contained),Speech Pathologists, Hearing and Vision Impaired Educators
Observers must consider the following notes when rating educators of exceptional children. Specialeducators should be given credit for appropriately assisting and prompting students to demonstrateobservable student actions included in TEM 2.0.
Workauditory processing, visual processing, word retrieval, expressivelanguage, or attention. A special education teacher may work with agroup of high school students on specific vocational skills, while otherstudents are working on developing early reading skills and otherstudents work on sorting and identifying pictures of common items all inthe same lesson. T4: ProvideStudentsMultiple Waysto Engage withContent
 Teachers should receive credit for providing students with ways oengaging with content that target different learning modalities (auditory,visual, kinesthetic/tactile) or multiple intelligences (spatial, linguistic,logical-mathematical, kinesthetic, musical, interpersonal, intrapersonal,naturalistic), or for using other effective teaching strategies. In cases of severely disabled students, teachers may use assistive technology andtext (braille, amplifiers, large print text, picture cards, and/or iPads toengage students in content.
A teacher can also be given credit for giving students multiple ways of engaging with content even when all of the ways target the samemodality or intelligence. For example, a teacher may show a short videoclip, and then use a graphic organizer. Though both of these target thevisual learning modality, they provide students with different ways of engaging with the same content and should be credited as such. Asanother example, a special educator teaching geometry might showstudents images of real-life examples of different three-dimensionalshapes and use a graphic organizer to help students more efficiently usesteps to find the areas and volumes of these shapes. Though both of these target the visual learning modality, they provide students withdifferent ways of engaging with the same content and should be creditedas such.
For a teacher to receive credit for providing students a way of engagingwith content, students must be engaged in that part of the lesson. Forexample, a teacher should not receive credit for providing a way of engaging with content if the teacher shows a visual illustration but moststudents are not paying attention, or if the teacher asks students tomodel parallel and perpendicular lines with their arms but most studentsdo not participate. T5: UseStrategies thatDevelopHigher-Level Thinking Skills
In specialized education settings with students with disabilities, a teachershould receive credit for asking questions at a level of Bloom’s taxonomythat is appropriately challenging for students, even if the questions arenot at the highest level. T6: Check ForUnderstandingand RespondAppropriatelyduring theLesson
It is especially important to provide special education students with amplewait time to gauge their understanding and to teach students strategiesfor responding to more challenging questions explicitly.2
 
 TEM 2.0 Special Educator Notes: Educators of Exceptional Children (Inclusion and Self-Contained),Speech Pathologists, Hearing and Vision Impaired Educators
Observers must consider the following notes when rating educators of exceptional children. Specialeducators should be given credit for appropriately assisting and prompting students to demonstrateobservable student actions included in TEM 2.0.
 T7: MaximizeInstructional Time
 The pace of the lesson will vary depending on factors such as theobjective being taught and student readiness. The special educationteacher should receive credit if the pace is appropriately responsive tostudents’ needs and if students are engaged in meaningful work, even if the pace may not be considered “rapid” in a general education context.
If an observation is underway and a student crisis interrupts instruction,the special education teacher should not be penalized if s/he responds ina way that is appropriate and that causes minimal disruption for the restof the class.CLE 1: Build ARespectful,Learning-FocusedClassroomCommunity
In specialized education settings where there is only one student presentduring the observation, the observer should disregard references to peerinteraction and assess the special education teacher on the othercomponents of this standard.
If there are one or more instances of disrespect by the special educationteacher toward students, the special education teacher should be scoreda Level 1 for this standard.
Brief interruptions due to student excitement (for example, when astudent accidentally shouts out an answer because s/he is excited torespond to the question) should not be counted against a teacher unlessthey occur constantly and significantly interfere with the lesson or withthe ability of other students to respond.
If a teacher’s assistant is disrespectful to students, it is the specialeducator’s responsibility to redirect the assistant. The special educator isultimately responsible for his or her class.CLE 2:
In classrooms with behaviorally challenged students, routines andprocedures may include specific behavioral systems to promoteengagement and support students in managing inappropriate behaviors. These systems may provide students with time for reflection andopportunities to respond to positive reinforcements.CLE 3: UseClassroomSpace AndResources ToSupportInstruction
Students determining the reliability and relevance of resources may notalways apply to some students with disabilities based on the severity of the disability.CLE 4:ManagesStudentBehavior
If an observation is underway and a student crisis interrupts instruction,the teacher should not be penalized if s/he responds in a way that isappropriate and that causes minimal disruption for the rest of the class.
In classrooms with behaviorally challenged students, routines andprocedures may include specific behavioral systems to promoteengagement and support students in managing inappropriate behaviors. These systems may provide students with time for reflection and3

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