This video highlights high-leverage practice (HLP) 11 which focuses on identifying and prioritizing long- and short-term learning goals. This video includes two parts: Part 1 defines short- and long-term goals and provides a rationale for identifying and prioritizing learning goals for students with disabilities. Part 2 demonstrates how various individual student data sources, state standards, and the IEP can be used to identify essential areas of need and develop long- and short-term goals.
In this video, Stacy Hirt a 20-year veteran special educator shares tips for longevity in the field of special education. She highlights the importance of being clear, concise, and consistent, using documented data, being one step ahead of technology, remembering your personal and professional why, and remembering to laugh and embrace change.
In this video, Cheney Jackson a special educator from Charlotte Mecklenburg Schools in North Carolina, describe how she works with her students by focusing on their assets. You will see how she includes her students in examining their data and setting ambitious goals.
By collaborating with her colleagues and carefully planning, Julie Saxe, a special educator from Yarmouth, Maine is able to facilitate her students’ participation in the first-grade spring concert. This is an event that some students might choose to avoid if they did not have the scaffolding in place to feel successful. Listen to Julie Saxe describe how she helps to provide “…the memories and positive experiences that school should be.”
What impact has school closure and disruption to instruction had on student learning? What data can be used to help plan instruction that will meet all student’s needs and support decision-making for system-wide changes? Educators, district leaders and State Education Agencies (SEAs) are asking these question as they prepare to re-open schools after closure due to COVID-19.
In this webinar, Drs. Tessie Rose Bailey and Zach Weingarten from the National Center on Intensive Intervention and the PROGRESS Center, as well as Thom Jones from the Wyoming Department of Education and Justine Essex from Freedom Elementary School in Cheyenne, Wyoming shared how to set ambitious goals for students by selecting a valid, reliable progress monitoring measure, establishing baseline performance, choosing a strategy, and writing a measurable goal.
This webinar challenges current thinking about how to set appropriately ambitious and measurable behavioral goals in light of the 2017 Endrew F. v. Douglas County School District decision by the United States Supreme Court. Dr. Teri A. Marx from the National Center on Intensive Intervention and the PROGRESS Center, as well as Dr. Faith G. Miller from the University of Minnesota—Twin Cities, share how to set ambitious behavioral goals for students by using a valid, reliable progress monitoring measure, and how to write measurable and realistic goals focused on the replacement behavior.
The purpose of this brief is to summarize some of the past exclusionary practices that resulted from low expectations for students with disabilities, and how those were addressed in policies related to standards-based reform. The brief highlights answers to critical questions about expectations for students with disabilities, including those with the most significant cognitive disabilities, answers that have been developed over time based on lessons learned.
This section from the Training Manual: Collaborative Problem Solving and Dispute Resolution in Special Education, focuses on communication skills which are essential for effective collaboration, including collaborating with parents and families within the development and implementation of high-quality educational programming. This section of the training manual covers types of communication, receiving information, sharing information, and barriers to effective communication.