Purpose
The goal of this project is to improve results for students with disabilities in Utah through the provision of professional development activities designed to support the use of research-based instructional practices. Specifically, the work is meant to: (a) implement strategies that are effective in promoting the retention of highly qualified special educators, with a specific focus on new special educators; and (b) improve the knowledge and skills of school personnel to deliver scientifically based instruction to meet the needs of, and improve the performance and achievement of, students with disabilities in the areas of literacy and positive behavioral interventions and supports.
Method
The project will systematically implement effective academic and behavioral supports with a focus on early intervention and prevention. The model will be a vehicle for improving upon student and teacher outcomes targeted through effective personnel development practices. Activities include: (a) enhanced coaching and supports for all special education teachers; (b) scaling up integrated schoolwide models of academic and behavioral supports; (c) more intensive and coordinated efforts to better prepare unlicensedspecial education teachers for the beginning of school; (d) coordinated efforts to give these teachers a running start prior to the first day of school, including upgraded structures and skills for mentors/coachesof unlicensed special education teachers; (e) creation of interactive Web site, podcasts, and discussion boards integrated with coaching networks; (f) a New Special Education Teacher Coaching Institute; and (g) use of the existing Utah Mentor Academy to provide instructional coaching to experienced teachers who need a jump start to enhance the quality of instruction provided to students with disabilities.
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