I found this amazing article on writing Standards Based IEPs, which we have been doing in Salem for quite awhile. The information in the article is great for improving our PLOPs, as well as our annual goals. The author gives questions to help us think as we write IEPs. Take a look! It is definitely worth your time!
Understanding Standards-Based IEPs
Understanding Standards-Based IEPs
Research based literacy interventions
IDEA 2004 requires that the statement of special education and related services and supplementary aides/services be based on peer reviewed research to the extent practicable. Stupski Foundation has provided a document titled "National Secondary Literacy Intervention Program Inventor," which describes research based interventions in the area of literacy. Scroll to the bottom of the document for a list of interventions.
Literacy Intervention Program Inventory
What is instructional coaching?
This spring my job was changed from Coordinating Teacher for Elementary Special Education to Special Education Instructional Coach. Therefore, I began researching the idea of being an instructional coach. In the past, professional development in schools has consisted of one day workshops where teachers learn something new and are then sent off on their own to attempt to implement what they learned. I am sure all of us have left a workshop, excited to begin implementing a new idea or strategy, only to abandon it within days or weeks. The reasons we abandon the idea or strategies are endless, from lack of support, lack of understanding, to lack of time. Wouldn't it be nice to have support as we attempt to implement the new strategies/ideas? Schools are now employing instructional coaches in attempt to provide job-embedded, on-going professional development.
Instructional coaching is a partnership approach between the teacher(s) and the instructional coach. The role of an instructional coach is to provide classroom support as teachers implement proven teaching methods. Instructional coaches collaborate with teachers to identify practices that will effectively address students' needs and help teachers implement those practices. Instructional coaches can provide classroom support by modeling, co-planning/co-teaching, observing, and providing follow-up support in a non-evaluative manner.
http://www.instructionalcoach.org/
Typically instructional coaches are full-time. I am a full-time teacher, who also serves as an instructional coach. My goal is to visit schools as much as I can, but mainly to be available when teachers request support.
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