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Specific considerations for teachers of students with disabilities

New York State’s Education Law 3012-d requires that lead evaluators have appropriate guidance regarding specific considerations in evaluating teachers of students with disabilities (SWDs). Also, many school leaders and teachers have requested additional support in using Danielson's 2013 Framework for Teaching (FfT) rubric in classrooms in which student characteristics, subject content, or program models may differ significantly from other courses or subjects. In response, this document offers specific considerations for school leaders and teachers of students with disabilities through component-aligned questions (For each of the Framework's 22 components). These questions may be discussed when providing feedback, engaging in pre- and post-observations, and planning next steps; they are not to be used for evaluating teacher practice. In addition, these questions can be used by teachers voluntarily as a resource to guide their thinking as they plan