Effective School Practices (Support Collaboration Between School Staff and…
Effective School Practices
Assume Collective Responsibility for All Students
Academic and functional literacy
preparation of students for post-school life
access to general education curriculum for all students
school and community involvement
Promote Collaboration Between Teachers and Principals
Principals encourage teachers to participate in school-wide decision making
Principals support teachers when they assume and carry out leadership roles
Principals and staff share responsibility for the success of students
Encourage Collaboration Among Teachers
In class: general education teachers might receive in-class direct support from a co-teacher or para-educator
Outside of Class: Special education and general education teachers can communicate regularly as peer-coaches or mentors, with special education teachers providing:
Teaching strategies, advice on curriculum modifications, behavior management strategies, assessment strategies, and moral support
Support Collaboration Between School Staff and Parents
Encourage parental involvement in planning curriculum, instruction, and assessment
Show respect to parents, share knowledge and information with them, and encourage teachers to do the same
Offer incentives to teachers to increase parent involvement
Ask teachers and principals questions about their child's curriculum, instuructionm, and assessments
Help school staff to understand their child's unique strengths, educational needs, or areas of concern
Find out from their child's teacher how they can participate in learning activities at hime, such as checking homework, preparing for tests, or seeking additional materials, such as review books for tests
Ensure Shared High Expectations
To achieve high results are to:
track the progress of studnets
participate in professional development focused on improving students' performance
Include students with disabilities in the general education curriculum and assessments, with appropriate accommodations when necessary
Make Decisions About Accommodations
Teachers: generally play a lead role in deciding which test a student will take
Parents: should be informed about the assessment their child will receive the reasons for the decision
Students: often know best which accommodations will be helpful to them
IEP Teams: should put great thought into selection accommodations that will help the student without invalidating his or her test results. It can be helpful to keep the following questions in mind.
Adequately Prepare Students for Tests
Tips for implementation:
Students should be informed of the upcoming test and given the opportunity to discuss any concerns they have
Feedback should be obtained from students on the accommodations that have been recommended for them
To help students to prepare for the test: teach them the importance of good rest, proper nutrition, and effective relaxation techniques, explain the format, time limits, and directions for the test
Ensure that information and skills students are expected to know have been taught in class.
Use the Data to Guide Decisions
Principals should look for obvious problem areas. For example:
Are students with a particular type of disability having more trouble than others?
Are students in a particular grade performing worse than others?
Are there specific subject areas in which students are performing poorly?
Factors can be:
IEP teams should be well-informed in order to determine the best testing situation for students
Students with disabilities should receive the necessary accommodations to give them equal footing with their peers.
Students should only participate in the assessment even with all available: the students is unable to participate in the assessment even with all available accommodations and the instructional goals outlined in a student's IEP cannot be measured by the assessment
Monitor the Data
Eight important items principals should know about the data report for a particular test
Total number of students enrolled in the building
Number of students with disabilities enrolled in the building
Number of students taking this grade-level assessment
Number of students with disabilities taking this grade-level assessment
Number of students taking this assessment with accommodation
Types of accommodation provided
Number of students with disabilities taking the alternate assessment
1 more item...
Evaluate the Plan Regularly
Report examples of information to collect regularly:
What checklists or guidelines are being used to make participation and accommodation decisions?
Who is involved in the decisions?
How many students with disabilities are enrolled in the building
How many took the general assessment? How many took it with accommodations? Without?