Presentation on theme: "Guiding Principles for Evaluating Teachers of Students with Autism Using the PDAS Dr. Jan Butz, BCBA Collaborative Autism Resources & Education, (CARE)"— Presentation transcript:
Guiding Principles for Evaluating Teachers of Students with Autism Using the PDAS Dr. Jan Butz, BCBA Collaborative Autism Resources & Education, (CARE) LLC Las Vegas, Nevada Dr. Cyndi Short Director of Special Services, Tomball ISD Tomball, Texas GCASE Camp Allen Retreat 10/24/2008
Session Description Special education administrators will be given a concrete tool to share with building administrators who are responsible for evaluating Special Education teachers assigned to students with Autism Spectrum Disorder on their campus.
Objectives At the end of this session participants will be able to identify: Specific indicators and exemplars based on best practice guidelines for educating students with Autism Spectrum Disorder How these indicators and exemplars have been integrated into the PDAS used to evaluate special education teachers assigned to students with Autism Spectrum Disorder.
References National Research Council (2001) Educating Children with Autism. Committee on Educational Interventions for Children with Autism. Catherine Lord and James P. McGee, eds. Division of Behavioral and Social Sciences and Education. Washington, DC: National Academies Press.
www.nap.eduwww.nap.edu (Read full text for free on the web) (202) 334-3313 or 1-800-624-6242 ( To order the book).
PDAS PDAS remains in place as the State's approved instrument for appraising its teachers and identifying areas that would benefit from staff development. Cornerstones of the process include a minimum of one 45-minute observation and completion of the Teacher Self-Report form. PDAS includes 51 criteria within eight domains reflecting the Proficiencies for Learner-centered Instruction adopted in 1997 by the State Board for Educator Certification (SBEC).
Red Flags High turnover of staff High absenteeism of staff (injuries, illness) –Cant find subs for the teacher and paraprofessionals –Teacher absent every time consultant is scheduled Not complying with timelines, procedures and policies Students are rarely seen outside of classroom –Other students and teachers dont know them. No evidence of data collection (formative assessment) –Lack of student progress –Behaviors are getting worse not better Complaints from parents and others –No ongoing communication between home & school –Administrator doesnt know students names –Teacher doesnt know parents names No organization to room, materials, or instructional activities –Materials are made but not used (PECS, Visual Supports) No schedule for adults or students –No one knows what is expected of them Teacher not involved in learning process –Teacher states, This is an unusual day every time you observe –Lots of excuses are made and blame is placed on others
DOMAIN VIII: Improvement of Academic Performance of All Students on the Campus