Special Education PPT. - William Allan Kritsonis, PhD
•Download as PPT, PDF•
0 likes•87 views
An IEP (Individualized Education Program) is a written plan developed by a committee to provide specially designed instruction and services for a student with a disability. It must include the student's current performance levels, annual academic and functional goals, the special education and related services to be provided, and how progress will be measured. The IEP team includes parents, teachers, school representatives, and others to determine the student's needs and plan an appropriate education program.
Report
Share
Report
Share
Recommended
Special Education - Dr. William Allan Kritsonis
Dr. William Allan Kritsonis, Public School Law, American With Disabilities Action, Due Process, Discrimination, Bill of Rights, Least Restrictive Environment
FPS 2019 20 Early Childhood Development Center (ECDC) School Improvement Plan
The summary plan for the Early Childhood Development Center (ECDC) as presented to the Franklin (MA) School Committee on Tuesday, Sep 24, 2019.
Philosophies of educational planning and resource management
This document outlines several key aspects of educational planning and resource management, including curriculum planning, allocation of resources, monitoring and evaluation, human resources management, conflict management, risk management, community participation, strategic management, and school budgeting. The goal is to help educational institutions effectively organize their resources and curriculum to achieve learning objectives. Monitoring and evaluation frameworks help ensure strategies and activities align with goals. Conflict management and risk management also help address challenges. Community participation, strategic planning, and school-based budgeting further support resource allocation and improvement of educational quality and access.
Senco inclusion3 bot
This document provides guidance for school boards on supporting learners with special education needs through strategic planning and reporting. It outlines boards' legal responsibilities to identify and support these learners. Boards are advised to reflect priorities for special education in their school charter, set targets, and monitor progress through self-review and annual reporting. The charter should demonstrate the board's aims and actions to ensure inclusion of all learners. Guidance is given on defining special needs, maintaining a special needs register, and prioritizing special education to work towards the goal of fully inclusive schools.
Accountability
The document provides information on school performance accountability in the Philippines. It defines accountability and discusses key principles like having a client focus, being performance oriented, ensuring transparency and integrating accountability mechanisms. It outlines who is accountable for what at different levels from the school to the central office. It also discusses approaches to monitoring and evaluation, and tools for accountability like the school report card.
College Organisation
The document outlines a college's organization for gifted and talented students in three levels - Entry, Developing, and Exemplary. At the Entry level, key leadership takes responsibility for gifted and talented provision. At Developing, responsibility is distributed and impact is shared at all levels, with governors and staff supporting policy. The Exemplary level has flexible structures that creatively support personalized learning, and governors celebrate student achievements. It also discusses policies, ethos, and pastoral care for gifted students at these three levels.
School Improvement/System Change/Change Management
This document discusses strategies for improving school systems. It outlines a 3-step process for crafting and implementing improvement journeys: 1) assess current performance, 2) select interventions, and 3) adapt to context. It also identifies 3 ways to sustain improvement long-term: establishing collaborative practices, developing mediating layers of leadership, and architecting future leadership. Improvement journeys progress from fair to good by establishing foundations, from good to great by shaping professionals, and from great to excellent by emphasizing peer learning and innovation.
Comprehensive Guidance And Counseling Program
This document outlines the history and components of a comprehensive guidance and counseling program for students. It describes how the program is based on a state framework from 2003 and national school counseling standards. The program focuses on helping students develop skills in academic achievement, career development, personal/social development, and community involvement. It details the program's accomplishments over three years, which included evaluating needs, designing the program curriculum, and implementing systems like a social skills program. Future priorities include expanding career education, using data to guide decisions, and partnering with the community on cultural competence efforts.
Recommended
Special Education - Dr. William Allan Kritsonis
Dr. William Allan Kritsonis, Public School Law, American With Disabilities Action, Due Process, Discrimination, Bill of Rights, Least Restrictive Environment
FPS 2019 20 Early Childhood Development Center (ECDC) School Improvement Plan
The summary plan for the Early Childhood Development Center (ECDC) as presented to the Franklin (MA) School Committee on Tuesday, Sep 24, 2019.
Philosophies of educational planning and resource management
This document outlines several key aspects of educational planning and resource management, including curriculum planning, allocation of resources, monitoring and evaluation, human resources management, conflict management, risk management, community participation, strategic management, and school budgeting. The goal is to help educational institutions effectively organize their resources and curriculum to achieve learning objectives. Monitoring and evaluation frameworks help ensure strategies and activities align with goals. Conflict management and risk management also help address challenges. Community participation, strategic planning, and school-based budgeting further support resource allocation and improvement of educational quality and access.
Senco inclusion3 bot
This document provides guidance for school boards on supporting learners with special education needs through strategic planning and reporting. It outlines boards' legal responsibilities to identify and support these learners. Boards are advised to reflect priorities for special education in their school charter, set targets, and monitor progress through self-review and annual reporting. The charter should demonstrate the board's aims and actions to ensure inclusion of all learners. Guidance is given on defining special needs, maintaining a special needs register, and prioritizing special education to work towards the goal of fully inclusive schools.
Accountability
The document provides information on school performance accountability in the Philippines. It defines accountability and discusses key principles like having a client focus, being performance oriented, ensuring transparency and integrating accountability mechanisms. It outlines who is accountable for what at different levels from the school to the central office. It also discusses approaches to monitoring and evaluation, and tools for accountability like the school report card.
College Organisation
The document outlines a college's organization for gifted and talented students in three levels - Entry, Developing, and Exemplary. At the Entry level, key leadership takes responsibility for gifted and talented provision. At Developing, responsibility is distributed and impact is shared at all levels, with governors and staff supporting policy. The Exemplary level has flexible structures that creatively support personalized learning, and governors celebrate student achievements. It also discusses policies, ethos, and pastoral care for gifted students at these three levels.
School Improvement/System Change/Change Management
This document discusses strategies for improving school systems. It outlines a 3-step process for crafting and implementing improvement journeys: 1) assess current performance, 2) select interventions, and 3) adapt to context. It also identifies 3 ways to sustain improvement long-term: establishing collaborative practices, developing mediating layers of leadership, and architecting future leadership. Improvement journeys progress from fair to good by establishing foundations, from good to great by shaping professionals, and from great to excellent by emphasizing peer learning and innovation.
Comprehensive Guidance And Counseling Program
This document outlines the history and components of a comprehensive guidance and counseling program for students. It describes how the program is based on a state framework from 2003 and national school counseling standards. The program focuses on helping students develop skills in academic achievement, career development, personal/social development, and community involvement. It details the program's accomplishments over three years, which included evaluating needs, designing the program curriculum, and implementing systems like a social skills program. Future priorities include expanding career education, using data to guide decisions, and partnering with the community on cultural competence efforts.
Final SNHS sbm presentation
This document discusses principles and recommendations for school-based management at SNHS School. It analyzes strengths, weaknesses, opportunities, and threats in several areas including leadership and governance, curriculum and instruction, and stakeholder engagement. Key recommendations are to follow DepEd guidelines, prepare activities ahead of time with stakeholders, focus on consistent planning and instruction, and maintain communication with students, parents, and partners.
Re- aligning higher education curriculum with the 21st century expectations: ...
Re-aligning higher education curriculum with the 21st century expectations:implications for teacher training in Kenya: a paper presented by Dr Julius Jwan, PhD on a conference on the state of Higher Education in Kenya at Kenyatta University on 23rd-August,2016
Constructive leadership for school improvement
Constructive leadership is crucial for school improvement. Effective constructive leaders set a clear vision and high expectations, develop staff, strengthen school culture, and respond to accountability pressures and diversity. They focus on teaching and learning, professional development, and developing the school as a learning organization. While constructive leadership is important, it is not sufficient for improvement on its own. More research is still needed to fully understand effective educational leadership.
Academic Plan 2009 2014
This academic plan outlines the multi-dimensional efforts of Keene State College and the Division of Academic Affairs to achieve academic excellence. It comes at a time in history when it will not be enough for educational institutions to be known for the physical attributes of their campus or community, or the measures of the many inputs that historically have equated with status in the educational pecking order. Our stakeholders—students, parent, community, system and legislators—are demanding evidence of real educational outcomes, which are captured best in one overarching College strategic goal—achieving academic excellence. The institutions that rise to this new challenge will succeed and prosper, while those that do not will languish. While the Division of Academic Affairs at Keene State College has primary responsibility for meeting this challenge, our success will depend on the creative energies and hard work of the entire College community.
School Effectiveness, Accountability and Improvement
This document discusses key aspects of school accountability systems. It compares the No Child Left Behind Act (NCLB) and the Every Student Succeeds Act (ESSA), noting that ESSA requires additional indicators of student success and emphasizes a more holistic approach to accountability. The document outlines categories used to formulate new accountability concepts, including measuring college/career readiness progress and diagnosing/responding to challenges. It also discusses the goals of accountability approaches in driving equal opportunities and continuous improvement.
Institutional planning
Institutional planning involves an educational institution preparing a development and improvement plan based on its needs and available resources. The plan is meant to optimize resource utilization and improve the school's program and practices. Objectives of institutional planning include providing equal opportunities, improving the institution's structure, giving direction to its functioning, and developing a comprehensive improvement program through optimal use of existing resources. The process involves assessing needs, preparing long- and short-term plans through committees, and systematically working to achieve educational objectives. Benefits are that it makes planning more democratic and realistic by involving teachers in the process.
WALLY AGBOOLA Resume
Wally Agboola is a goal-oriented educator with over 15 years of experience in K-12 and college teaching. He has held roles such as resource specialist, adjunct professor, and instruction leader. Agboola has a strong track record of executing strategic objectives and engaging stakeholders. He is well-versed in curriculum development, assessment, and special education compliance. Agboola also has experience in non-profit leadership, community outreach, and mentoring students.
School development plan
The School Development Plan (SDP) is a three-year strategic plan prepared by the School Management Committee to improve the school. It combines the school's priorities, measures to raise standards, dedicated resources, and intended outcomes and targets. The SDP emphasizes that school improvement is the responsibility of each school. Schools are best positioned to identify improvement areas and implement changes to achieve better pupil outcomes. Regular self-evaluation must be part of the SDP process, with resulting actions and targets included in the plan. The SDP components include enrollment estimates, infrastructure/equipment/teacher requirements, additional financial needs, substitute teacher arrangements, and education rehabilitation plans.
Criteria for curriculum assessment
This document outlines criteria for assessing curriculum. It defines criteria, curriculum, and assessment. Criteria for curriculum assessment are standards used to evaluate the curriculum. Goals are broad statements of expected learning while objectives are more specific expectations. The purpose of developing goals and objectives is to provide focus and direction for curriculum and instruction, meet standards, provide the best education for students, monitor student progress, and motivate students and teachers. Elements for writing goals and objectives include content, behavior, criteria, and conditions. General criteria for effective goals and objectives are syntactic correctness, legal compliance, clarity for strangers, addressing knowledge and behavior, individualization, and common sense.
SLD OHI TBI OI Standards Based IEPs
1) Standards Based IEPs align annual goals with grade-level academic standards to facilitate students' achievement. This differs from the old process that focused on access and services.
2) IEPs must include present levels, impact of disability, and goals aligned with grade-level content standards. Specially designed instruction ensures access to the general curriculum so students can meet educational standards.
3) The IEP must enable students to advance toward annual goals and be involved in and make progress in the grade-level general curriculum. For students below grade level, the IEP should estimate growth toward grade-level standards expected in the covered year.
The Need for Planning in Education
The document discusses the importance and process of planning for teaching. It defines planning as thinking about and deciding how to achieve goals and objectives in the future. Planning should consider the context, such as student characteristics and curriculum guidelines. There are different levels of planning, including long-term, medium-term, and short-term planning, with long-term planning providing the overall framework. Planning benefits both teachers and students by structuring lessons, connecting new and past knowledge, anticipating questions, and allowing flexibility. The conclusion emphasizes principles for effective planning such as clarity, engagement, and anticipating time needs.
Educational planning, intructional and time framing
this presentation is about educational planing, Instructional and Time time framing in the class to delever good lecture and manage it
Presentation4
This document discusses educational technology, curriculum design, assessment, and professional development for educators. It provides guidance on integrating technology into the curriculum to meet standards, and explains that curriculum design outlines objectives, lessons, resources and evaluations. The document also discusses how assessment and feedback help improve instruction, and how educational technology facilitators should understand ethical issues regarding technology use in schools.
NCBTS
The NCBTS is a framework that defines effective teaching across a teacher's career. It provides a single set of standards to guide teacher development programs and projects from the school to national level. The framework includes 7 domains: social regard for learning, learning environment, diversity of learners, curriculum, planning/assessing/reporting, community linkages, and personal growth. The domains cover teachers' responsibilities to students such as acting as role models, respecting diversity, setting learning expectations, using appropriate teaching methods, integrating assessment, and engaging with the community.
Tils
The document outlines the Tennessee Instructional Leadership Standards (TILS) which provide a framework for effective school leadership. The standards cover several areas including continuous improvement, culture for teaching and learning, instructional leadership and assessment, professional growth, management of the school, ethics, and diversity. The goals are to facilitate high academic achievement for all students through establishing a clear vision and goals, data-driven improvement plans, a safe learning environment, rigorous curriculum and instruction, professional development, effective resource management, and addressing diversity.
School Management Program (Human Resource)
The document discusses the roles and responsibilities of school heads in developing a School Improvement Plan (SIP) and Annual Implementation Plan (AIP) according to the Governance of Basic Education Act of 2001. It explains that a SIP is a 3-year roadmap that identifies priority improvement areas, while an AIP outlines the annual outputs, activities, budgets, and timelines to achieve the SIP. The planning process involves situation analysis, goal-setting, and identifying strategies and programs. The SIP and AIP then guide budgeting, implementation, monitoring, and evaluation of the school's performance and programs.
Colo Teacher Quality Standards Ref Guide 2
The document outlines The Colorado Teacher Quality Standards which provide a shared understanding of the essential components of excellent teaching. The standards are foundational to supporting teacher professional growth and developing fair evaluation processes as well as ensuring every student has access to excellent teachers. The standards are comprised of six standards including demonstrating mastery of content, establishing a safe learning environment, planning and delivering effective instruction, reflecting on practice, demonstrating leadership, and taking responsibility for student academic growth.
Curriculum criteria
Curriculum criteria are guidelines that establish standards for curriculum decision making. The objectives of a curriculum or teaching plan are the most important criteria, as they should be used to select learning experiences and evaluate student achievement. Criteria are stated as questions regarding whether goals are clearly defined and used by teachers and students, relate to society/community or individual learners, and guide the selection of learning materials and evaluation of achievement. A good curriculum is systematically planned and evaluated, reflects school aims, maintains a balance among all aims, promotes continuous learning, and arranges flexible opportunities that utilize effective experiences and resources to maximize student development.
A school improvement plan
This document outlines a continuous improvement planning session to identify effective practices and opportunities for growth at a school. It discusses strengthening leadership for all faculty, providing staff development, including foreign faculty in meetings through translation, and clearly sharing goals and expectations. The action plan will draw on theories of critical success factors and leadership to develop the faculty, goals, teamwork, and monitoring processes.
Homeroom Orientation
This document outlines the objectives, policies, and responsibilities for conducting homeroom guidance activities at a school. The guidance program aims to support students' holistic development through activities in values, careers, gender sensitivity, and health. Homeroom advisors must implement classroom activities from guidance modules weekly and may seek counselor assistance. They also discuss student concerns with counselors and submit quarterly reports. The objectives of homeroom include developing relationships between teachers and students and guiding students' formation as citizens through open communication skills and group activities.
Writing a Successful Thesis or Dissertation by Lunenburg & Irby
This document summarizes a book review of "Writing a Successful Thesis or Dissertation" by Fred C. Lunenburg and Beverly J. Irby. The reviewer praises the book for providing numerous examples to help students through every step of writing a dissertation. It takes a methodical approach, addressing topic selection, committee choices, research design, developing chapters, defending the research, and publication. Sample outlines, letters, and checklists in the appendices make it a valuable resource for both students and their advisors. The reviewer concludes that while not replacing texts on research methods, it provides crucial practical guidance for completing a dissertation.
Melody wilson montessori use!
This article introduces a theoretical framework model examining the effectiveness of pre-kindergarten Montessori programs in preparing children for kindergarten. The framework shows how effectiveness will be measured by comparing Kindergarten Texas Primary Reading Inventory test scores between children who attended a pre-k Montessori program and those who did not. The framework outlines how Montessori education philosophy, concepts, pedagogy, materials, and environment relate to kindergarten development, purpose, and outcomes assessment. It also discusses the history of Montessori education, pre-kindergarten and kindergarten in Texas.
More Related Content
What's hot
Final SNHS sbm presentation
This document discusses principles and recommendations for school-based management at SNHS School. It analyzes strengths, weaknesses, opportunities, and threats in several areas including leadership and governance, curriculum and instruction, and stakeholder engagement. Key recommendations are to follow DepEd guidelines, prepare activities ahead of time with stakeholders, focus on consistent planning and instruction, and maintain communication with students, parents, and partners.
Re- aligning higher education curriculum with the 21st century expectations: ...
Re-aligning higher education curriculum with the 21st century expectations:implications for teacher training in Kenya: a paper presented by Dr Julius Jwan, PhD on a conference on the state of Higher Education in Kenya at Kenyatta University on 23rd-August,2016
Constructive leadership for school improvement
Constructive leadership is crucial for school improvement. Effective constructive leaders set a clear vision and high expectations, develop staff, strengthen school culture, and respond to accountability pressures and diversity. They focus on teaching and learning, professional development, and developing the school as a learning organization. While constructive leadership is important, it is not sufficient for improvement on its own. More research is still needed to fully understand effective educational leadership.
Academic Plan 2009 2014
This academic plan outlines the multi-dimensional efforts of Keene State College and the Division of Academic Affairs to achieve academic excellence. It comes at a time in history when it will not be enough for educational institutions to be known for the physical attributes of their campus or community, or the measures of the many inputs that historically have equated with status in the educational pecking order. Our stakeholders—students, parent, community, system and legislators—are demanding evidence of real educational outcomes, which are captured best in one overarching College strategic goal—achieving academic excellence. The institutions that rise to this new challenge will succeed and prosper, while those that do not will languish. While the Division of Academic Affairs at Keene State College has primary responsibility for meeting this challenge, our success will depend on the creative energies and hard work of the entire College community.
School Effectiveness, Accountability and Improvement
This document discusses key aspects of school accountability systems. It compares the No Child Left Behind Act (NCLB) and the Every Student Succeeds Act (ESSA), noting that ESSA requires additional indicators of student success and emphasizes a more holistic approach to accountability. The document outlines categories used to formulate new accountability concepts, including measuring college/career readiness progress and diagnosing/responding to challenges. It also discusses the goals of accountability approaches in driving equal opportunities and continuous improvement.
Institutional planning
Institutional planning involves an educational institution preparing a development and improvement plan based on its needs and available resources. The plan is meant to optimize resource utilization and improve the school's program and practices. Objectives of institutional planning include providing equal opportunities, improving the institution's structure, giving direction to its functioning, and developing a comprehensive improvement program through optimal use of existing resources. The process involves assessing needs, preparing long- and short-term plans through committees, and systematically working to achieve educational objectives. Benefits are that it makes planning more democratic and realistic by involving teachers in the process.
WALLY AGBOOLA Resume
Wally Agboola is a goal-oriented educator with over 15 years of experience in K-12 and college teaching. He has held roles such as resource specialist, adjunct professor, and instruction leader. Agboola has a strong track record of executing strategic objectives and engaging stakeholders. He is well-versed in curriculum development, assessment, and special education compliance. Agboola also has experience in non-profit leadership, community outreach, and mentoring students.
School development plan
The School Development Plan (SDP) is a three-year strategic plan prepared by the School Management Committee to improve the school. It combines the school's priorities, measures to raise standards, dedicated resources, and intended outcomes and targets. The SDP emphasizes that school improvement is the responsibility of each school. Schools are best positioned to identify improvement areas and implement changes to achieve better pupil outcomes. Regular self-evaluation must be part of the SDP process, with resulting actions and targets included in the plan. The SDP components include enrollment estimates, infrastructure/equipment/teacher requirements, additional financial needs, substitute teacher arrangements, and education rehabilitation plans.
Criteria for curriculum assessment
This document outlines criteria for assessing curriculum. It defines criteria, curriculum, and assessment. Criteria for curriculum assessment are standards used to evaluate the curriculum. Goals are broad statements of expected learning while objectives are more specific expectations. The purpose of developing goals and objectives is to provide focus and direction for curriculum and instruction, meet standards, provide the best education for students, monitor student progress, and motivate students and teachers. Elements for writing goals and objectives include content, behavior, criteria, and conditions. General criteria for effective goals and objectives are syntactic correctness, legal compliance, clarity for strangers, addressing knowledge and behavior, individualization, and common sense.
SLD OHI TBI OI Standards Based IEPs
1) Standards Based IEPs align annual goals with grade-level academic standards to facilitate students' achievement. This differs from the old process that focused on access and services.
2) IEPs must include present levels, impact of disability, and goals aligned with grade-level content standards. Specially designed instruction ensures access to the general curriculum so students can meet educational standards.
3) The IEP must enable students to advance toward annual goals and be involved in and make progress in the grade-level general curriculum. For students below grade level, the IEP should estimate growth toward grade-level standards expected in the covered year.
The Need for Planning in Education
The document discusses the importance and process of planning for teaching. It defines planning as thinking about and deciding how to achieve goals and objectives in the future. Planning should consider the context, such as student characteristics and curriculum guidelines. There are different levels of planning, including long-term, medium-term, and short-term planning, with long-term planning providing the overall framework. Planning benefits both teachers and students by structuring lessons, connecting new and past knowledge, anticipating questions, and allowing flexibility. The conclusion emphasizes principles for effective planning such as clarity, engagement, and anticipating time needs.
Educational planning, intructional and time framing
this presentation is about educational planing, Instructional and Time time framing in the class to delever good lecture and manage it
Presentation4
This document discusses educational technology, curriculum design, assessment, and professional development for educators. It provides guidance on integrating technology into the curriculum to meet standards, and explains that curriculum design outlines objectives, lessons, resources and evaluations. The document also discusses how assessment and feedback help improve instruction, and how educational technology facilitators should understand ethical issues regarding technology use in schools.
NCBTS
The NCBTS is a framework that defines effective teaching across a teacher's career. It provides a single set of standards to guide teacher development programs and projects from the school to national level. The framework includes 7 domains: social regard for learning, learning environment, diversity of learners, curriculum, planning/assessing/reporting, community linkages, and personal growth. The domains cover teachers' responsibilities to students such as acting as role models, respecting diversity, setting learning expectations, using appropriate teaching methods, integrating assessment, and engaging with the community.
Tils
The document outlines the Tennessee Instructional Leadership Standards (TILS) which provide a framework for effective school leadership. The standards cover several areas including continuous improvement, culture for teaching and learning, instructional leadership and assessment, professional growth, management of the school, ethics, and diversity. The goals are to facilitate high academic achievement for all students through establishing a clear vision and goals, data-driven improvement plans, a safe learning environment, rigorous curriculum and instruction, professional development, effective resource management, and addressing diversity.
School Management Program (Human Resource)
The document discusses the roles and responsibilities of school heads in developing a School Improvement Plan (SIP) and Annual Implementation Plan (AIP) according to the Governance of Basic Education Act of 2001. It explains that a SIP is a 3-year roadmap that identifies priority improvement areas, while an AIP outlines the annual outputs, activities, budgets, and timelines to achieve the SIP. The planning process involves situation analysis, goal-setting, and identifying strategies and programs. The SIP and AIP then guide budgeting, implementation, monitoring, and evaluation of the school's performance and programs.
Colo Teacher Quality Standards Ref Guide 2
The document outlines The Colorado Teacher Quality Standards which provide a shared understanding of the essential components of excellent teaching. The standards are foundational to supporting teacher professional growth and developing fair evaluation processes as well as ensuring every student has access to excellent teachers. The standards are comprised of six standards including demonstrating mastery of content, establishing a safe learning environment, planning and delivering effective instruction, reflecting on practice, demonstrating leadership, and taking responsibility for student academic growth.
Curriculum criteria
Curriculum criteria are guidelines that establish standards for curriculum decision making. The objectives of a curriculum or teaching plan are the most important criteria, as they should be used to select learning experiences and evaluate student achievement. Criteria are stated as questions regarding whether goals are clearly defined and used by teachers and students, relate to society/community or individual learners, and guide the selection of learning materials and evaluation of achievement. A good curriculum is systematically planned and evaluated, reflects school aims, maintains a balance among all aims, promotes continuous learning, and arranges flexible opportunities that utilize effective experiences and resources to maximize student development.
A school improvement plan
This document outlines a continuous improvement planning session to identify effective practices and opportunities for growth at a school. It discusses strengthening leadership for all faculty, providing staff development, including foreign faculty in meetings through translation, and clearly sharing goals and expectations. The action plan will draw on theories of critical success factors and leadership to develop the faculty, goals, teamwork, and monitoring processes.
Homeroom Orientation
This document outlines the objectives, policies, and responsibilities for conducting homeroom guidance activities at a school. The guidance program aims to support students' holistic development through activities in values, careers, gender sensitivity, and health. Homeroom advisors must implement classroom activities from guidance modules weekly and may seek counselor assistance. They also discuss student concerns with counselors and submit quarterly reports. The objectives of homeroom include developing relationships between teachers and students and guiding students' formation as citizens through open communication skills and group activities.
What's hot (20)
Re- aligning higher education curriculum with the 21st century expectations: ...
Re- aligning higher education curriculum with the 21st century expectations: ...
School Effectiveness, Accountability and Improvement
School Effectiveness, Accountability and Improvement
Educational planning, intructional and time framing
Educational planning, intructional and time framing
Viewers also liked
Writing a Successful Thesis or Dissertation by Lunenburg & Irby
This document summarizes a book review of "Writing a Successful Thesis or Dissertation" by Fred C. Lunenburg and Beverly J. Irby. The reviewer praises the book for providing numerous examples to help students through every step of writing a dissertation. It takes a methodical approach, addressing topic selection, committee choices, research design, developing chapters, defending the research, and publication. Sample outlines, letters, and checklists in the appendices make it a valuable resource for both students and their advisors. The reviewer concludes that while not replacing texts on research methods, it provides crucial practical guidance for completing a dissertation.
Melody wilson montessori use!
This article introduces a theoretical framework model examining the effectiveness of pre-kindergarten Montessori programs in preparing children for kindergarten. The framework shows how effectiveness will be measured by comparing Kindergarten Texas Primary Reading Inventory test scores between children who attended a pre-k Montessori program and those who did not. The framework outlines how Montessori education philosophy, concepts, pedagogy, materials, and environment relate to kindergarten development, purpose, and outcomes assessment. It also discusses the history of Montessori education, pre-kindergarten and kindergarten in Texas.
Misti Morgan Doctoral Forum
William Allan Kritsonis, PhD, Professor & Faculty Mentor, PVAMU - The Texas A&M University System
Misti Morgan
Copy of johnson, clarence the national dilemma of african american students
This article discusses disparities in mathematics achievement and instruction for African American students. It finds that African American students often receive lower quality mathematics instruction that is less aligned with recommendations from the National Council of Teachers of Mathematics compared to white students. Some key disparities highlighted include African American students being less likely to experience instruction focused on reasoning and non-routine problem solving, more likely to use computers for drill/practice rather than simulations/applications, and more likely to have teachers who do not allow calculator use. The article concludes that addressing these inequities in instruction is necessary to improve mathematics achievement for African American students.
National FORUM Journals (Since 1983) Partial Listing of Affiliated Colleges, ...
National FORUM Journals (Since 1983) Partial Listing of Affiliated Colleges, Universities, and Schools - Dr. William Allan Kritsonis, Editor-in-Chief
S T U D E N T A T T E N D A N C E A N D I N S T R U C T I O N A L P R O G...
The document discusses several important laws and court cases related to student attendance and education programs. It mentions that children ages 5 to 20 are eligible for free public school tuition in Texas. It also summarizes key education-related court cases like Brown v. Board of Education which ruled that racial segregation in public schools is unconstitutional. The document also lists several Texas education codes covering compulsory attendance ages, kindergarten requirements, and penalties for truancy. It indicates residents and guardianship scenarios administrators should be familiar with.
Butler cheating
This article discusses cheating in examinations at two Polish universities based on interviews conducted by the author. Students reported cheating for reasons such as too many exams, poor invigilation, and inconsistent grading. Cheating is also seen as socially acceptable by some students due to past authoritarian rule in Poland undermining respect for authority. The article concludes that cheating undermines assessment of students and that universities need new approaches to promote academic integrity.
Eunetra Ellison Simpson, PhD Proposal Defense, Dr. William Allan Kritsonis, D...
This document provides an introduction and literature review for a dissertation examining the effectiveness of Title I tutoring programs in elementary schools. It discusses the background of Title I programs and issues with evaluating tutoring effectiveness. The study aims to investigate tutoring program structures and relationships between program ratings and student achievement. Surveys will be used to collect administrator and teacher ratings of tutoring programs at selected elementary schools.
Stalkers osterhold, horn, kritsonis
This article discusses the issue of college professors being stalked by students and provides recommendations to help prevent and address such situations. It notes that college environments can enable stalking behaviors among students. Professors are encouraged to maintain records of communications with students who become too attentive and to avoid private meetings or contact outside of school. The article also recommends that colleges implement clear policies prohibiting relationships between faculty and students to help prevent stalking and set boundaries.
Dr. Kritsonis' Philosophy Inventory
Dr. William Allan Kritsonis provides an overview of educational philosophies and their key points. He begins by defining philosophy and distinguishing it from science. He then discusses major educational philosophies like idealism, realism, pragmatism, and existentialism. Kritsonis also outlines philosophies that underlie different approaches to education, such as essentialism, perennialism, progressivism, and reconstructionism. The document concludes by noting that philosophy directly impacts curriculum and teaching practices.
Maria g. de la colina science
National FORUM Journals, William Allan Kritsonis, PhD, Editor-in-Chief (Founded 1983)
Roshnisha Stevenson & Dr. W.A. Kritsonis, student discipline
This document summarizes an article that discusses how teachers can use Jon Gordon's book "The Energy Bus" to help with student discipline management. It outlines 10 key rules from the book: 1) The teacher is the driver of the classroom; 2) Involve students in developing classroom rules and vision; 3) Fuel the classroom with positive energy; 4) Invite students to be part of the positive classroom culture; 5) Don't waste energy on negative students; 6) Don't allow "energy vampires"; 7) Lead with enthusiasm to attract more positive students; 8) Appoint student leaders to help spread positivity; 9) Love your students and try to understand their struggles; 10) Use signs of struggles as
Dr. Fred C. Lunenburg - A System Wide Turnaround - Published in SCHOOLING - ...
Dr. Fred C. Lunenburg - A System Wide Turnaround - Published in SCHOOLING - www.natonalforum.com - Published by NATIONAL FORUM JOURNALS, Dr. William Allan Kritsonis, Editor-in-Chief
Hart karen_e[3]._from_multiple_personality_disorder_to_dissociative_identity...
This document provides an overview of Dissociative Identity Disorder (DID), formerly known as Multiple Personality Disorder. It discusses the historical conceptualizations and diagnostic criteria of the disorder. Prevalence is estimated at 1% of the general population but many cases remain undiagnosed for years. The article reviews theoretical explanations, assessment considerations including common symptoms, and treatment modalities like cognitive therapy and art therapy. It aims to increase awareness and understanding of this complex disorder.
Lunenburg, fred c. extracurricular activities schooling v1 n1 2010
Extracurricular activities are found at all levels of schooling and include activities like athletics, music, drama, and clubs. They form a "third curriculum" alongside required and elective courses. The document discusses how extracurricular activities support the overall goals of education by reinforcing learning, supplementing the formal curriculum, integrating knowledge, and promoting democratic values through experiences like student government. They allow students to apply concepts from class in new settings and acquire skills relevant to adult life.
University of Ljubljana, Faculty of Arts - Article by William Allan Kritsonis...
University of Ljubljana, Faculty of Arts - Article by William Allan Kritsonis, PhD. Dr. Kritsonis is an international expert in the publishing industry.
Nwankwo, odi an empirical analysis of corporate survival and growth ijsaid ...
This document summarizes a research paper on efficient working capital management and its importance for corporate survival and growth. The paper examines how working capital, including current assets and current liabilities, must be efficiently managed to ensure companies can meet daily financial obligations and remain competitive. Inefficient working capital management can lead to excess inventory, inability to pay bills on time, and idle cash. The paper recommends that financial managers understand sources of working capital and opportunities to temporarily invest idle funds. When companies efficiently manage working capital, they have greater chances of long-term profitability and liquidity.
Townsell rhodena_a_national_look_at_postmodernism_s_pros_and_cons_townsell
This document provides an analysis of postmodernism's pros and cons in educational leadership. It summarizes Fenwick English's book on the postmodern challenge to educational administration. The summary identifies several key pros of postmodernism, including the existence of multiple truths, the role of both logic and intuition, the ability to modify understandings over time, allowing choice, and recognizing human diversity. It also outlines cons, such as the idea that there is one right way, the concept of best practices, exclusivity, and closed doctrines. Overall, the document examines postmodernism's critique of modernist educational theories and standards.
Dr. Paul Watkins & Dr. Janet Moak
Dr. Paul Watkins & Dr. Janet Moak - Published by NATIONAL FORUM JOURNALS, Dr. William Kritsonis, Editor-in-Chief, Houston, Texas - www.nationalforum.com
References for Dr. William Allan Kritsonis
Dr. Kritsonis Honored as Professor, Scholar & Pioneer Publisher
The Texas National Association for Multicultural Education honored Dr. William Allan Kritsonis as a Professor, Scholar, and Pioneer Publisher for Distinguished Service to Multicultural Research Publishing. The ceremony was on April 28th 2012 at Texas A&M University, College Station, Texas.
Viewers also liked (20)
Writing a Successful Thesis or Dissertation by Lunenburg & Irby
Writing a Successful Thesis or Dissertation by Lunenburg & Irby
Copy of johnson, clarence the national dilemma of african american students
Copy of johnson, clarence the national dilemma of african american students
National FORUM Journals (Since 1983) Partial Listing of Affiliated Colleges, ...
National FORUM Journals (Since 1983) Partial Listing of Affiliated Colleges, ...
S T U D E N T A T T E N D A N C E A N D I N S T R U C T I O N A L P R O G...
S T U D E N T A T T E N D A N C E A N D I N S T R U C T I O N A L P R O G...
Eunetra Ellison Simpson, PhD Proposal Defense, Dr. William Allan Kritsonis, D...
Eunetra Ellison Simpson, PhD Proposal Defense, Dr. William Allan Kritsonis, D...
Roshnisha Stevenson & Dr. W.A. Kritsonis, student discipline
Roshnisha Stevenson & Dr. W.A. Kritsonis, student discipline
Dr. Fred C. Lunenburg - A System Wide Turnaround - Published in SCHOOLING - ...
Dr. Fred C. Lunenburg - A System Wide Turnaround - Published in SCHOOLING - ...
Hart karen_e[3]._from_multiple_personality_disorder_to_dissociative_identity...
Hart karen_e[3]._from_multiple_personality_disorder_to_dissociative_identity...
Lunenburg, fred c. extracurricular activities schooling v1 n1 2010
Lunenburg, fred c. extracurricular activities schooling v1 n1 2010
University of Ljubljana, Faculty of Arts - Article by William Allan Kritsonis...
University of Ljubljana, Faculty of Arts - Article by William Allan Kritsonis...
Nwankwo, odi an empirical analysis of corporate survival and growth ijsaid ...
Nwankwo, odi an empirical analysis of corporate survival and growth ijsaid ...
Townsell rhodena_a_national_look_at_postmodernism_s_pros_and_cons_townsell
Townsell rhodena_a_national_look_at_postmodernism_s_pros_and_cons_townsell
Similar to Special Education PPT. - William Allan Kritsonis, PhD
Teacher Assessments & IEP Development & Collaboration
This document discusses teacher assessments and IEP development and collaboration. It provides details on the different types of assessments teachers and support teams use to evaluate students' needs and develop IEPs. These include diagnostic, formative, summative, and in-school assessments. The document also outlines the key components of IEPs, including accommodations, modifications, and alternative programming. It stresses the importance of collaboration between educators, parents, and students in developing and implementing effective IEPs.
INDIVIDUALIZED EDUCATION PROGRAM.pptx
The document provides an overview of the Individualized Education Program (IEP) process for students who require special education. It describes the 7 steps of the IEP process: 1) Pre-Referral, 2) Referral, 3) Identification, 4) Eligibility, 5) Development of the IEP, 6) Implementation, and 7) Evaluation and Reviews. It also discusses the goals and objectives of IEPs, including how to write SMART goals, and the Present Levels of Performance (PLOP) section. Finally, it provides details on how Behavior Intervention Plans are developed based on a Functional Behavior Assessment to address problem behaviors.
Sped and iep
The documents discuss special education and the individualized education program (IEP) process. They provide information on developing IEPs, including describing the present level of performance, setting annual goals and short-term objectives, and identifying the special education, related services, and accommodations/modifications needed. The IEP is a plan developed each year by a student's team to ensure they receive appropriate supports and make progress in school.
IEP MANUAL GUIDE
This document provides an overview of Individualized Education Programs (IEPs) for children with special needs. It discusses what an IEP is, who is involved in creating it, and how teachers can use an IEP to plan classroom activities and monitor a child's progress. The objectives are to help participants understand IEPs, their link to inclusive preschool settings, and how to effectively implement IEP goals. Key aspects covered include the IEP process, components of an IEP, developing goals and objectives, and strategies for tracking a child's learning through an activity matrix.
IEP in group.ppt
The document discusses group assignments for IEPs. It begins by outlining the 7 steps of the IEP process: 1) pre-referral, 2) referral, 3) identification, 4) eligibility, 5) development of the IEP, 6) implementation, and 7) evaluation and reviews. It then discusses the roles and responsibilities of the various members that make up the IEP team, including parents, teachers, administrators, and other specialists. Finally, it provides an overview of the key discussions that take place during annual IEP meetings, such as evaluating progress towards goals and determining necessary modifications.
Iep concept map
Federal law requires schools to develop an Individualized Education Program (IEP) for every student with a disability. The IEP development process involves identifying the student's current functioning and disability, setting annual goals and objectives to meet those goals, and determining the services and accommodations needed to achieve the goals. The IEP must be reviewed periodically and set the least restrictive environment for the student's education. Effective IEPs break goals down into measurable short-term objectives and include collaboration between special education teachers and general education teachers.
Standards Aligned IEPs
A presentation on standards based IEPs, a Dear Colleague letter from OSERS, and the standards based instruction model.
Notes on Special Education
Special education provides individualized education and support to students with disabilities. The special education process involves referral, evaluation, development of an Individualized Education Program (IEP) by an IEP team, placement, and annual review. The IEP team develops an IEP that outlines the student's strengths and needs, measurable goals, accommodations and modifications, and placement in the least restrictive environment to meet the student's unique needs.
Schoolwide Planning LinkedIn
This document from the Illinois State Board of Education provides guidance on developing and implementing a schoolwide program. It explains that a schoolwide program aims to improve academic achievement for all students, particularly the lowest-achieving students, by upgrading the entire educational program of a school. Developing a comprehensive schoolwide plan requires conducting a needs assessment, establishing goals and strategies to address priority needs, and evaluating and revising the plan annually. The plan must describe how the school will coordinate and integrate federal, state, and local resources to improve instruction for all students.
Response to Intervention OverviewOverviewResponse to Inter.docx
Response to Intervention Overview
Overview
Response to Intervention (RTI) is a system of providing instruction to students based on need alone. RTI is based on the guidance and research of the National Reading Panel, the National Association of School Psychologists, and educational research centers across America. (For more information on these centers refer to Resource Section of this module.) This approach also attempts to ensure that all students have access to effective instruction or interventions that are based on science, not opinion or belief.
Beginning with Why Johnny Can’t Read: And What You Can Do about It (Flesch, 1983) and continuing with A Nation at Risk, a report by the National Commission of Excellence in Education (1983), the era of accountability for public schools in America began in earnest in the 1980’s. In A Nation at Risk, the National Commission on Excellence in Education (1983) declared:
Part of what is at risk is the promise first made on this continent: All, regardless of race or class or economic status, are entitled to a fair chance and to the tools for developing their individual powers of mind and spirit to the utmost. This promise means that all children by virtue of their own efforts, competently guided, can hope to attain the mature and informed judgment needed to secure gainful employment, and to manage their own lives, thereby serving not only their own interests but also the progress of society itself (p. 2).
Throughout the country, state departments of education began efforts to measure students’ educational progress with the advent of state directed standardized assessments. During the 1980s, Texas developed a standardized state assessment, most recently known as the Texas Assessment of Knowledge and Skills (TAKS). With each generation of standardized tests came an increasing level of educational expectations. Tax payers and legislators across the nation demanded a higher level of student performance for their investment.
A new way of thinking about education was needed. This would require not only a change in mainstream education or specialized instruction, but also a change that would challenge the tenets of both. Response to Intervention (RTI) has become the most recent initiative for education that schools use to demonstrate student progress. RTI is a systematic provision of services to students based on their needs at the time, without the need for special education eligibility to get the appropriate instruction they need to be successful in school.
Response to Intervention is a system of providing instruction to students based on need alone. RTI is based on the guidance and research of the National Reading Panel, the National Association of School Psychologists, and educational research centers across America. (For more information on these centers refer to Resource Section of this module.) This approach also attempts to ensure that all students have access to effective instruction or interven ...
EC 101.pdf
The document provides information about Winterfield Elementary's EC department. It includes an agenda covering topics like Child Find, special education plans and services, MTSS, ECATS, and accommodations. The EC team is introduced which consists of an administrator, two EC teachers, and an assistant. A quote emphasizes that all children can learn. Child Find and its legal requirements are explained. The differences between IEPs and 504 plans are outlined. The MTSS process and tiers of support are described. ECATS is the software used to access student files. Accommodations and the difference between accommodations and modifications are defined.
ISU - School information slideshow (English version)
The International School of Ulaanbaatar (ISU) is a private, non-profit school that has been operating since 1992. It follows the International Baccalaureate (IB) program with Primary Years Program (PK-5), Middle Years Program (6-10), and Diploma Program (11-12). The school has a Board of Trustees that oversees operations and appoints the Director. ISU uses criteria-based assessments and issues report cards with achievement levels or grades. It emphasizes approaches to learning and has a 90% attendance policy. The school communicates with parents through various means like Medee newsletters and the student planner.
Career Choices for Young Adults with Disabilities
This document discusses transition planning and assessments for students with disabilities. It defines transition as a process to assist students in moving from school to adult life by pursuing postsecondary education and career goals. The document emphasizes that transition planning must be individualized, based on age-appropriate assessments of a student's skills, interests and preferences. It provides examples from case law where transition plans were found to be insufficient due to a lack of proper assessment or individualization. The document also outlines the key components of transition assessments and planning that are required by law.
Secondary transition annual iep goals - redelivery power point
This document discusses requirements for secondary transition goals in IEPs under IDEA. It notes that beginning at age 16, or younger if appropriate, IEPs must include measurable postsecondary goals in education, employment, and independent living skills based on transition assessments. IEP annual goals must facilitate progress toward postsecondary goals through instruction, community experiences, and other activities. The document provides guidance on developing annual goals that are results-oriented and target skills needed to support each student's postsecondary transition plan. Resources from the North Carolina Department of Public Instruction are also listed.
Introduction to the Transition Planning Process (Updated 10/17)
Introduction to the Transition Planning Process (Updated 10/17)Federation for Children with Special Needs
This presentation provides an overview of the transition planning process for youth with disabilities IEPs. Transition planning is an on-going process that begins at age 14 to prepare students with disabilities for life after high school. It requires planning, skill development, and network support. An IEP for My Child
Explains the Individual Education Program (IEP) document, its development, how to articulate a vision, write measurable annual goals, monitor a child’ progress and understand how the document will support a student.
Learning Team Workshop Series I: IDEA (2004) Presentation (1)
The document discusses evidence-based decision making in education. It outlines the 5 steps as identifying needs, selecting interventions, planning implementation, implementing, and examining results. It also discusses using scientifically based research to evaluate programs and monitoring student data trends over time. The impact of IDEA legislation is summarized as establishing qualifications for special education teachers and requiring individualized education plans for students with disabilities. Common special education terms and acronyms are also listed.
Writing IEPs
The document provides guidance on writing IEPs that are designed to provide educational benefit for students with disabilities. It discusses key requirements including providing access to the general curriculum, the least restrictive environment, transition planning, present levels of performance, goals and objectives, and appropriate special education services and supports. The document emphasizes using data to determine if a student's IEP is reasonably calculated to enable them to make progress and receive educational benefit.
Exceptional student services rigorous curriculum design
This document discusses plans to implement standards-based reforms in the Thompson school district. It will transition to a rigorous curriculum model focused on clear learning outcomes, assessments, instruction, and communication. The goals are to ensure all students achieve grade-level standards and are prepared for college and careers. A key part of this work will be transitioning individualized education programs to be standards-based, using data to set goals aligned with grade-level content and monitor student progress. The process will involve backwards design and understanding how to teach and assess what students need to know at each grade level. All staff are expected to participate in the standards transformation through reflection and adjustment of current practices.
8._Assessment_of_CSN.pptx seven principles of universal design
The document discusses assessment of students with special needs. It defines assessment as collecting data to make decisions about students. Assessment aims to help teachers understand student levels and determine next steps for learning. Testing is a form of assessment where students answer specific problems and receive scores. The document outlines the legal bases for assessing students with disabilities, including the Individuals with Disabilities Education Act and No Child Left Behind Act. It also discusses the multidisciplinary team approach to assessment and the functional phases of assessment, including pre-referral, formal assessment, and IEP development. Common areas assessed for individuals with special needs include physical fitness, motor ability, and social/behavioral skills.
Similar to Special Education PPT. - William Allan Kritsonis, PhD (20)
Teacher Assessments & IEP Development & Collaboration
Teacher Assessments & IEP Development & Collaboration
Response to Intervention OverviewOverviewResponse to Inter.docx
Response to Intervention OverviewOverviewResponse to Inter.docx
ISU - School information slideshow (English version)
ISU - School information slideshow (English version)
Secondary transition annual iep goals - redelivery power point
Secondary transition annual iep goals - redelivery power point
Introduction to the Transition Planning Process (Updated 10/17)
Introduction to the Transition Planning Process (Updated 10/17)
Learning Team Workshop Series I: IDEA (2004) Presentation (1)
Learning Team Workshop Series I: IDEA (2004) Presentation (1)
Exceptional student services rigorous curriculum design
Exceptional student services rigorous curriculum design
8._Assessment_of_CSN.pptx seven principles of universal design
8._Assessment_of_CSN.pptx seven principles of universal design
Recently uploaded
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
Hindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
PCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
BBR 2024 Summer Sessions Interview Training
Qualitative research interview training by Professor Katrina Pritchard and Dr Helen Williams
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)Academy of Science of South Africa
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.How to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Recently uploaded (20)
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Special Education PPT. - William Allan Kritsonis, PhD
- 1. Special Education William Allan Kritsonis, PhD IEP
- 2. What is an IEP? • The Individualized education Program is a written statement for a student with a disability that is developed, reviewed and revised in a meeting of a committee on Special Education.
- 3. The law requires that the IEP must contain: • A statement of the child’s present levels of educational performance • A statement of measurable annual goals including short terms objectives if the student is assessed below grade level • A statement of the special education, related services, supplementary aids and services, program modifications, and support for school personnel that will be provided to, or on behalf of, the child; • An explanation of any exclusion of the child from the regular classroom and extracurricular activities
- 4. Cont. • A statement of any modifications the child will need to take statewide or district-wide assessments, such as the TAKS. If the student is assessed in some other manner (such as through the SDAA or LDAA) the IEP must specify why this decision was made and how the student’s progress will be assessed. • Dates for services to be provided, a long with the frequency, duration, and location where services will be provided; and • A statement of how the parents will be regularly informed of the child’s progress toward achieving the annual goals.
- 5. IDEA • In 1997 IDEA provided details and specific guidelines about how an IEP should be developed, reviewed and altered as necessary. (The IDEA was originally enacted by Congress in 1975 to make sure that children with disabilities had the opportunity to receive a free appropriate public education, just like other children. )
- 6. IEP represents: • Individualized stands for the program is focused on the unique needs of that specific student, • Education means that the program is geared toward learning activities and program refers to specific and clearly formulated annual goals and objectives and the means of reaching those goals and objectives.
- 7. IEP example:
- 8. IEP Process • Grade level content consideration • Cultivate a present level of academic achievement and functional performance • Craft measurable annual goals • Create or identify a method to measure progress • Connect instruction with accommodations • Conclude with state assessments
- 9. Who attend IEP meetings? A team including: • Parent • student if appropriate • general education teacher • special education teacher • Local Education agency (LEA) • supervisor for the specially designed instruction, (34C.F.R. §300.321)
- 10. Conclusion: An IEP determines placement and consists of seventeen components. It must contain statement of the child’s current level, measurable annual goals, any modifications that is needed and how the parents will be regularly informed of the child’s progress.