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SED Quality Indicators Videos

The SED Quality Indicators offers guidance to educators and administrators when developing, implementing, and evaluating quality programming and services for students with SED. The QI will provide baseline data which can be used to action plan and, in turn, monitor improvement of programming. The Quality Indicators cannot be interpreted as policy or regulation but as a tool designed to assist those who educate and provide services to students with SED or those evaluating these programs.

 


Module 1

Specialized Instruction

 

This module addresses specialized instruction for students with serious emotional disabilities and is aligned with the SED Quality Indicators.  This module will examine what specialized instruction is, common features of specialized instruction, and what specialized instruction means for students with serious emotional disabilities. According to IDEA, specialized instruction, or specially designed instruction, means adapting as appropriate to the needs of an eligible child, the content, methodology, or delivery of instruction.

Inclusive School environment

 

This module addresses the values of relationship-building and the necessity of creating an inclusive, welcoming school environment for students with serious emotional disabilities and their families and is aligned with the SED Quality Indicators.


Module 2

Instruction and Standards

 

This module addresses connecting specialized instruction and state standards and is aligned with the SED Quality Indicators. This module will examine ways to connect specialized instruction and general education content both inside the general education classroom and outside the general education classroom.

Relationships within Schools

 

This module addresses the types of relationships that exist within schools and is aligned with the SED Quality Indicators.  Relationships within schools are vital to the culture and health of a school and exist at all levels.  This module will look at the types of relationships that exist between the school and community, between staff members, between staff members and families, between staff members and students, between parents/guardians and students, and finally relationships between students.  Cultivating positive, supportive, and caring relationships at all levels is necessary to best support students with serious emotional disabilities and the systems within which they live.


Module 3

Universal Design

 

This module addresses Universal Design for Learning and is aligned with the SED Quality Indicators. This module will examine what Universal Design for Learning is, what the three principles of Universal Design for Learning are, and how to develop lesson plans using Universal Design for Learning. Universal Design for Learning, or UDL, is a way of thinking, planning, and delivering instruction to address the learning styles of all students.  UDL removes learning barriers through intentional lesson planning and provides high expectations for all students in the classroom. 

Relationships within Crisis Situations

 

This module addresses role of relationships between teachers and students in the crisis cycle and is aligned with the SED Quality Indicators.  As discussed in the previous module, relationships are vital to the culture and health of a school.  They are also vital for creating safety for students with serious emotional disabilities and are essential for helping students throughout the crisis cycle.  This module will begin by providing an overview of the crisis cycle as observed by teachers.  It will then explore, very briefly and simply, the way that the brain functions.  This will provide a basis for understanding what is happening in the brain during the crisis cycle so that we can examine how relationships are fundamental for assisting students with serious emotional disabilities.


Module 4

Providing Feedback

 

This module addresses providing students with feedback. This module will examine why teachers should provide feedback, types of feedback that teachers can provide, how to provide feedback, and developing feedback as a form of specialized instruction.

 

Student Discipline

This module addresses student discipline within the IEP as the best way to address behavioral challenges and is aligned with the SED Quality Indicators.  This module will examine IEP goals, accommodations, Behavior Intervention Plans, and Manifestation Determination meetings with regards to student discipline.

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Inclusive School Policy

 

This module addresses inclusive school policies and is aligned with the SED Quality Indicators.  This module will examine how school leaders can ensure that policies are not intentionally excluding students with serious emotional disabilities.


Module 5

Alternatives to Traditional Discipline

 

This module addresses alternatives to traditional discipline, including some of the difficulties of traditional discipline for students with serious emotional disabilities, suggestions for identifying skills and needs, determining strategies to support students based on their skills and areas of need, creating consistency across all adults working with the student, and is aligned with the SED Quality Indicators.

 

Family School Policy

 

This module addresses school policies regarding parents and families and is aligned with the SED Quality Indicators.  This module will examine how schools can include parents of students with serious emotional disabilities and welcome them into the school environment.

Fidelity

This module addresses fidelity of implementation assessment and is aligned with the SED Quality Indicators. It will examine what implementation fidelity is, how to determine what data to collect to determine fidelity, how to collect data, how to determine the fidelity score, how to combat drift in implementation, and why intervention should be assessed for implementation fidelity.


Module 6

Family Partnerships

 

This module addresses the importance of providing families with information to build partnerships, and is aligned with the SED Quality Indicators.  This module will examine how to teach parents about the school system, school district policies, and the IEP process, plus teaching families about disabilities and available community supports.

Module 7

Connecting with Families

 

This module addresses ways schools can help families connect with each other and is aligned with the SED Quality Indicators.  This module will examine how schools can help families develop support groups, parent advocacy groups, and create regular meetings and workshops to support each other.


Module 8

Mental Health

 

This module addresses how to support mental health needs of students with serious emotional disabilities and is aligned with the SED Quality Indicators. This module will discuss identifying mental health needs, incorporating mental health needs into the IEP, and addressing mental health concerns.

Module 9

Environmental Needs

 

This module addresses environmental needs for students with serious emotional disabilities and is aligned with the SED Quality Indicators.  This module will examine why environments need to be adapted to meet the needs of students with serious emotional disabilities, what it means to offer a safe and predictable environment, how to address sensory needs, and how to help students with transitions.


Module 10

Instructional Adaptations

 

This module addresses instructional adaptations for students with serious emotional disabilities and is aligned with the SED Quality Indicators.  This module will examine how teachers can develop effective groups, develop effective roles within groups, and mediate peer conflict.

Module 11

Evidence Based Instruction

 

This module addresses evidence-based instruction for relationship skills and is aligned with the SED Quality Indicators.  This module will examine how school leaders can identify and locate evidence-based practices, implement them in schools, and create a home/school connection with relationship skills.


Module 12

Relationship Building

 

This module discusses how to build relationships with students with serious emotional disabilities and is aligned with the SED Quality Indicators. This module will examine what makes for a positive relationship, how to create rapport, how to build intentional connections, and how and when to acknowledge students in class.

Module 13

Crisis and Relationships

 

This module addresses crisis situations and relationships and is aligned with the SED Quality Indicators. This module will define what a crisis situation is, how staff can handle a crisis situation while protecting their relationship with a student, and how to maintain respect, dignity, and confidentiality regarding crisis situations.


Module 14

Relationship Repair

 

This module addresses relationship repair after a crisis and is aligned with the SED Quality Indicators.  This module will examine the focus of post-crisis relationship repair, the role of debriefing with the student and family, and addressing reintegration.

Module 15

Crisis Discussions

 

This module addresses discussing a crisis with families and is aligned with the SED Quality Indicators. This module will examine how school staff can ensure proper communication with families, focus on confidentiality and relationship, and ensure that families still feel welcome and connected to the school community.


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