Quality Indicator Review and Resource Guides for Special Education Instructional Practices
The State Education Department
The University of the State of New York
Albany, NY 12234
Office of P-12 Education
Office of Special Education
Quality Indicator Review and Resource Guides for Special Education Instructional Practices
- Instructional Environment and Practice - January 2012 PDF
(167 KB)
- Committee on Special Education (CSE) Process and Individualized Education Program (IEP) Development - January 2012 PDF
(92 KB)
The Regional Special Education Technical Assistance Center (RSE-TASC) network is one of the Office of Special Education’s primary resources for school improvement in New York State. This Quality Indicator Review and Resource Guide is one of a series that has been developed for use by the RSE-TASC network to guide their work in assessment of programs and provision of professional development, support and technical assistance to districts and schools to improve results for students with disabilities.
The Guides are intended to be used to support a process that includes:
- Assessing the quality of a school district’s instructional programs and practices in the areas of literacy, behavioral supports and interventions; and delivery of special education services;
- Determining priority need areas; and
- Prescribing and planning activities to change practices and improve outcomes for students with disabilities.
NYSED gratefully acknowledges participation of the following individuals in the development of these documents:
Current Specially Designed Instruction Work Group
Cyndi Clark – Western RSE-TASC
Valerie Cole – Mid-South RSE-TASC
Kelly Endres – Mid-West RSE-TASC
Susan Goldberg – New York City RSE-TASC
Barbara Kestenbaum – Lower Hudson RSE-TASC
Lauri McCoy – Mid-South RSE-TASC
Sally McGuirk – Capital Region/North Country RSE-TASC
Cathy Quackenbush – Central RSE-TASC
Lori Skelton – Mid-West RSE-TASC
Valerie Valenti – Long Island RSE-TASC
Roseanne Westgate Pesola – Central RSE-TASC
Dr. Dee Berlinghoff, Mount Saint Mary College
Past Special Education Delivery Work Group
Cyndi Besig – RSE-TASC, Monroe І BOCES
Elizabeth Fallo - SETRC, Delaware Chenango Madison Otsego BOCES
Cathy Quackenbush - RSE-TASC, Herkimer Fulton Hamilton Otsego BOCES
Cecilia Dansereau Rumley - RSE-TASC, Dutchess BOCES
Elizabeth Cutter - NYSED/VESID
Lisa Luderman - NYSED/VESID
Mark Ylvisaker, Ph.D.- The College of St. Rose
James P. DeLorenzo
Statewide Coordinator for Special Education Services
NYSED
Patricia J. Geary
Coordinator, Special Education Policy and Professional Development
NYSED
This document contains hypertext links or pointers to information created and maintained by other public and private organizations. These links and pointers are provided for the user's convenience. The Education Department does not control or guarantee the accuracy, relevance, timeliness, or completeness of this outside information. Further, the inclusion of links or pointers to particular items in hypertext is not intended to reflect their importance, nor is it intended to endorse any views expressed, or products or services offered, on these outside sites, or the organizations sponsoring the sites.
The State Education Department grants permission to New York State public schools, approved private schools and nonprofit organizations to copy this for use as a review and quality improvement guide. This material may not otherwise be reproduced in any form or by any means or modified without the written permission of the New York State Education Department. For further information, contact the Office of Special Education at (518) 473-6108 or write to NYSED Office of Special Education, Special Education Policy/Program Development and Support Services, 89 Washington Ave., Room 309 EB, Albany, NY 12234
Instructional Environment and Practice PDF
(167 KB)
KEY QUESTION:
What are the basic assumptions about the general instructional practices in a school that serve as the foundation for the effective delivery of special education supports and services for students with disabilities?
General education and special education have for too long been considered separate entities within the educational system. They are in fact interdependent and the relative strength of one directly impacts the strength of the other. It is difficult to assess the strengths and needs of a district and/or school without consideration from both lenses. If special education is truly the most intensive level of intervention for students, then its effectiveness cannot be measured without consideration of the universal structures that support its foundation. The quality indicators found in this document are based upon the following set of assumptions. When problems with low performance can be traced in part to systemic issues, these issues need to be addressed in concert with improvement efforts that address instruction.
Assumptions: | Resources: |
Curriculum is based upon NYS Learning Standards for all instruction (general and special education). | NYS Learning Standards and Core Curriculum Guides https://www.p12.nysed.gov/ciai/home.html |
High quality instruction for all students regardless of ability/need is a norm in the school/district. | What Works Clearinghouse http://www.whatworks.ed.gov/ ![]() School Improvement Planning http://www.annenberginstitute.org/tools/guide/index.php ![]() |
School/district values inclusive practice. | Stetson, Frances. 2003. School Based Practices Profile. Stetson and Associates, Inc. National Institute for Urban School Improvement http://www.urbanschools.org\publications\core_concepts.html ![]() |
Special education is a service not a place that provides individualized, intensive instruction. | The Access Center http://www.k8accesscenter.org/index.php/category/background-info/ ![]() |
School/district policy and practice demonstrate a system of supports for all students. | Dr. Cummins ESL and Second Language Learning Web http://www.iteachilearn.com/cummins/index.htm ![]() Intervention Central Tools; Curriculum Based Measures Warehouse http://www.interventioncentral.org ![]() Critical Issues in At-Risk Students http://www.ncrel.org/sdrs/areas/at0cont.htm ![]() |
Culturally responsive practice is a norm in the school/district. | NYU Metro Center for Urban Education http://steinhardt.nyu.edu/metrocenter![]() Civil Rights Project at UCLA http://www.civilrightsproject.ucla.edu/ ![]() Cross Cultural Developmental Education Services http://www.crosscultured.com ![]() |
Instructional practices are based on scientific research or are evidence based. | NCREL: Using Scientifically Based Research to Guide Educational Decisions http://www.ncrel.org/sdrs/areas/issues/envrnmnt/go/go900.htm ![]() USDOE: Identification and Implementation of Educational Practice Supported by Rigorous Evidence: A User Friendly Guide http://www2.ed.gov/rschstat/research/pubs/rigorousevid/rigorousevid.pdf ![]() |
Indicator:Instructional Environment | ||
Component: Structured, predictable school and classroom environment Driving Question:
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Quality Indicators | Look For | Comments/Evidence |
The instructional environment is designed to support individual student needs. |
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Student participates in the general education environment including curriculum and instruction, assessment, and social activities based on individual student needs. |
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High expectations for all students are clearly articulated and defined. |
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Classroom climate is conducive to learning. |
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Resources:
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Indicator: Instructional Practice | ||
Component: Planning for effective instruction Driving Question:
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Quality Indicators | Look For | Comments/Evidence |
Instruction is individually planned to address student needs. |
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Planned instruction is goal directed. |
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The plan includes direct instruction to explicitly teach academic content and skills. |
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The plan includes explicit instruction in the use of strategies for learning. |
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Self-regulation/executive functions are an integral part of instruction: compensatory strategies and effective habits of mind are taught. |
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Instructional and assessment accommodations for learner needs are planned and individualized. |
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Resources:
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Indicator: Instructional Practice | ||
Component: Effective implementation of specially-designed instruction Driving Question:
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Quality Indicators | Look For | Comments/Evidence |
Roles and responsibilities of service providers are clearly defined and implemented. |
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Delivery of instruction maximizes student learning. |
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Instructional groups are appropriate to support learner outcomes. |
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Supplemental supports and services are effectively used |
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Resources:
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Indicator: Instructional Practice | ||
Component: Ongoing assessment of student progress Driving Question:
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Quality Indicators | Look For | Comments/Evidence |
Curriculum-based assessments (both formative and summative) are used to monitor student progress. |
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Assessments are aligned with the clearly constructed/formulated objectives of the lesson/unit. |
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Teacher uses formative assessments while teaching to inform instruction. |
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Data is recorded and analyzed to inform the instructional planning for students with disabilities. |
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Resources:
- Marzano, Robert, Classroom Assessment and Grading That Works, ASCD
- McMillan, James; Essential Assessment Concepts for Teachers and Administrators, Corwin Press
- McMillan, James; Classroom Assessments, Principles and Practices for Effective Instruction, Allyn & Bacon
- Research Institute on Progress Monitoring http://www.progressmonitoring.org/
- Tomlinson, Carol Ann; Differentiation in Practice, ASCD
Hyperlinks:
1 http://www.k8accesscenter.org
2 http://www.specialconnections.ku.edu/cgibin/cgiwrap/specconn/main.php?cat=collaboration§ion=teachertools
3 http://www.cast.org/publications/ncac/ncac_explicit.html
4 http://lincs.ed.gov/publications/pdf/PRFbooklet.pdf
5 http://www.ericdigests.org/2003-3/self.htm
6 http://www.cast.org/teachingeverystudent/
7 http://www.specialconnections.ku.edu/?q=collaboration/working_effectively_with_paraeducators/teacher_tools/
starting_off_on_the_right_foot_getting_acquainted
8 http://education.wm.edu/centers/ttac/resources/articles/assessment/getrightdata/index.php
9 http://jonathan.mueller.faculty.noctrl.edu/toolbox/