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Outcomes and Indicators Barbara Gantwerk Director, Office of Special Education Programs New Jersey Department of Educati

Outcomes and Indicators Barbara Gantwerk Director, Office of Special Education Programs New Jersey Department of Education (609) 292-0147. Introduction Program Considerations Program Characteristics Personnel Curriculum Methods Family Involvement and Support Community Collaboration

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Outcomes and Indicators Barbara Gantwerk Director, Office of Special Education Programs New Jersey Department of Educati

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  1. Outcomes and Indicators Barbara Gantwerk Director, Office of Special Education Programs New Jersey Department of Education (609) 292-0147

  2. Introduction Program Considerations Program Characteristics Personnel Curriculum Methods Family Involvement and Support Community Collaboration Program Evaluation Student Considerations Individual Student Assessment Developing an Appropriate Individualized Education Program (IEP) Challenging Behaviors Program Options Transition Individual Progress and Monitoring Autism Program Quality Indicators

  3. Program Considerations

  4. Program Characteristics • Engagement • Intensity • Location • Systematically planned • Documentation

  5. Knowledgeable supervision Sufficient numbers Administrative support Philosophy Goals Variety of Domains Naturalistic settings Aligned with: Preschool Standards Core Content Personnel Curriculum

  6. Methods • Documented effectiveness • Maximum engagement • Instructional methods • Generalization and maintenance • Adaptable

  7. Family Involvement and Support • Active participants • Timely information • Respect • Parent education services

  8. Community Collaboration • Cooperation • Access • Collaboration mechanism Program Evaluation • Program-wide effectiveness • Student progress

  9. Student Considerations

  10. Individual Student Assessment • Multidisciplinary evaluation • Variety of settings

  11. Developing an Appropriate Individualized Education Program (IEP) • Functional communication • Social skills • Play, Imagination, Creativity • Increased engagement • Academics • Replacement of inappropriate behavior • Independent skills • Fine and gross motor skills

  12. Challenging Behaviors • Assessment information • Strategies Program Options • Full continuum Transition • Written transition plans

  13. Individual Progress and Monitoring • Systematic process • Report • Modifications

  14. Outcomes • Academic achievement • Graduation rate • Drop out rate • Post school outcomes • Post secondary education • Employment • Independent living • Participation in community activities

  15. NCLB • Academic Achievement • Makes a clear statement that the performance of students with disabilities is important • Includes students with disabilities in the accountability system • Provides for alternate assessment for more appropriate program evaluation • In general, evaluates programs by the performance of the students against grade level expectations

  16. Adequate Yearly Progress • Must test students 3rd – 8th grade and once in high school • School must make AYP • Total population and subgroups • Failure to make AYP requires sanctions placed on the school • Sanctions based on failure of any subgroup as well

  17. NCLB • Highly Qualified Teachers • Requires teachers to be qualified in the content area • Just as important for students with disabilities • Expectation of exposure to challenging curriculum • Raising the bar for all • Research based instruction

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