ohio consortium to improve the teaching of students with disabilities october 23, 2008 ohio’s...
TRANSCRIPT
Ohio Consortium to Improve the Teaching of Students with
Disabilities
October 23, 2008
Ohio’s Inter University Special Education Forum
Dublin, Ohio
My vision is that we create the kind of educational system where all students reach higher levels of
achievement… no matter where they live…no matter what their
background.
Susan Tave ZelmanSuperintendent of Public Instruction
◙ OVERVIEW
◙ INTRODUCTIONS
◙ FRAMEWORK FOR THE OHIO CONSORTIUM TO IMPROVE THE TEACHING OF STUDENTS WITH DISABILITIES
◙ UNIVERSITY OF CINCINNATI
◙ THE UNIVERSITY OF TOLEDO
◙ MUSKINGUM COLLEGE
◙ WRIGHT STATE UNIVERSITY
◙ QUESTIONS & ANSWERS
◙ INTRODUCTIONSStephen Kroeger, Ed.D
Special Education Program CoordinatorUniversity of Cincinnati
Richard Welsch, Ph.DAssistant Professor
The University of [email protected]
Linda Morrow, Ph.D. Robert Osgood, Ph.D.Professor of Education Assoc. Dean Acad. Affairs
Muskingum [email protected]
Catherine D. Keener, Ph.D.Assistant Professor
Wright State [email protected]
◙ FRAMEWORK
Ohio is taking a unique approach to redesigning special education
teacher preparation programs to improve services and results for
children with disabilities.
◙ FRAMEWORK
ODE is partnering with IHEs statewide as a member of the
Ohio Consortium to Improve the Teaching of Students with
Disabilities
◙ FRAMEWORK
The Consortium builds on the work of the Ohio Special Education Task
Force and was inspired by the OSEP grants awarded to several teacher preparation programs in Ohio in 2007 and again in 2008.
◙ FRAMEWORK
Special Education Pre-serviceTraining Improvement Grant
(CFDA 84.325T)
5 Domains of 84.325T• Domain 1: Improvement on Meeting
Licensure Standards • Domain 2: Improvement on Organizational
Structure and Instructional Delivery• Domain 3: Improvement on Curriculum and
Course Content• Domain 4: Improvement on Student Support• Domain 5: Program Evaluation
◙ UNIVERSITY OF CINCINNATI
◙ UNIVERSITY OF CINCINNATI
DOMAIN 1: Improvement on Meeting Licensure Standards
• At least 2 academic content areas• Middle school guidelines & Praxis II• Beginning and advanced content courses• Collaboration with A&S and TE programs
• HQT Toolkit aligned with the criteria of local schools• Ohio Consortium Statewide collaboration
• 15 IHEs were present at the last meeting 9/24/08• 4 IHEs with Federal Grants• 7 IHEs with ODE SPED Grants
◙ UNIVERSITY OF CINCINNATI
DOMAIN 2: Improvement on Organizational Structure and
Instructional Delivery
• Moving from a discrete to integrated program• Co-enrollment in content, methods courses, and
field placements• Co-teaching/planning of university coursework• Pilot research project in co-teaching contexts• Action Research Project among programs• Changes are designed to survive the long-term
◙ UNIVERSITY OF CINCINNATI
DOMAIN 3:Improvement on Curriculum and Course Content
• Program curriculum – explicit focus on EBP• Analyze course syllabi –
• Improving curriculum to include EBP• IRIS modules aligned with courses• Cultural Diversity – increase urban placements
from 33% - 50%• Course sequence changes
• More advanced content courses later in program• Introductory courses earlier in program
◙ UNIVERSITY OF CINCINNATI
DOMAIN 4:Improvement on Student Support
• Course advising guides specific to content areas• Training days:
• Analysis of Student Work & TWSM• Co-Teaching, Analysis of Student work
• Integrated field experiences• Internship seminar –
• Integration of content & pedagogy• Professional cohort• Induction and retention – ODE innovations
◙ UNIVERSITY OF CINCINNATI
DOMAIN 5: Program EvaluationDomain 1 Domain 2 Domain 3 Domain 4
C. disposition report
Fluency w/EBP, teaming, etc. (CAL)
Mentor program evaluation
C. disposition progress reports
C. performance based on Praxis 3
Evaluation of systems & case studies (TWS)
Faculty evaluation program
C. evaluation of U.S.
C. evaluation of program
C. Evaluation of field experience
Employer, program evaluation
C. evaluation of program items
Employer eval U.S. evaluation of field placement
Superintendent survey
C. follow-up survey
Educator Impact Rubric
U.S. contact log Course evaluations
C. evaluation of field experience
C. tech use I. tech use Community perceptions
TQP Mentor nominations
◙ THE UNIVERSITY OF TOLEDO
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◙ THE UNIVERSITY OF TOLEDO
• Undergraduate program revision• HQT in English/LA• Use of HOUSSE for other content areas• Statewide collaboration and development
DOMAIN 1: Improvement on Meeting Licensure Standards
◙ THE UNIVERSITY OF TOLEDO
• Integrated training opportunities• Literacy courses• Middle-grade curriculum (co-teaching)
• Redesign field experiences
• Increased reliance on web-based learning
• Workshop/professional development in core content
DOMAIN 2: Improvement on Organizational Structure and
Instructional Delivery
◙ THE UNIVERSITY OF TOLEDO
• University Core • Prescribed focus on core content/subjects
• Pre-professional education and English/LA coursework
• Integrated training• Special education licensure coursework
• Evidence-based practices, quality field experiences• Professional development activities to meet needed HQT status
• Based on the job assignment
DOMAIN 3:Improvement on Curriculum and Course Content
◙ THE UNIVERSITY OF TOLEDO
DOMAIN 4:Improvement on Student Support
• Core Content Specialists
• Job-embedded mentoring and content knowledge (Spring term)
• Content Knowledge workshops (Summer)
◙ MUSKINGUM COLLEGE
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Competence and Collaboration in Teaching Students with Disabilities – 84.325T
2008-2013
◙ MUSKINGUM COLLEGE
Year One• Network w Cohort I & II Ohio IHEs • Network w Cohort I & II IHEs nation wide –
• 22 in Cohort I (2007)• 20 in Cohort II (2008)
• Work with Ohio Consortium • Facilitate series of seminars for other private and/or smaller IHEs in Ohio
•Regional meetings fall 2008 and spring 2009 • Develop web-based communication networks that will extend beyond the project
◙ MUSKINGUM COLLEGE
Year One, Cont.• Identify EBP, plan internal PD for faculty implementation• Engage current stakeholders and expand stakeholder base• Collaboratively re-design our undergraduate and graduate IS: M/M licensure programs with
•A&S faculty, •regional educators, •parents of students with disabilities, •current candidates and alumni
• Continue to pilot co-teaching practices in selected Muskingum teacher education courses• Pilot co-teaching professional development for regional teachers
◙ MUSKINGUM COLLEGE
Stakeholder CollaborationProject Steering Committee – 11 membersMeets Monthly: Math and science faculty, teacher education faculty (general and special education), field experience coordinator, parent of a student with a disability (also faculty), district superintendent and alumnus, New Albany High School intervention specialist and alumnus
Project Advisory Panel – additional 11 membersMeets Quarterly: Regional directors of special education (SST and ESC); ODE personnel from offices of educator preparation and special education; English and social science faculty; teacher education program advocates; Muskingum teacher education candidate; additional parent, special education teacher, and school administrator
◙ MUSKINGUM COLLEGE
• Complete re-designed program approval steps• Implement re-designed program• Identify field experience/student co-teaching sites
• Currently using• Interested in using
• Recruit and prepare mentor teachers • Focus on EBP and co-teaching
• Recruit college supervisors• Knowledge and skills to assess candidates
• Deepen content preparation to meet HQT requirements
Year Two
◙ MUSKINGUM COLLEGE
Year Two, Cont.• PD support to faculty who will teach courses• Recruit students into re-designed programs• Implement initial phases of programs at UG & G levels• Revise unit and program assessment system to reflect approved program changes• Meet regularly with steering committee and advisory panel for feedback, recommendations, etc.• Evaluate/analyze data from first year project activities
◙ MUSKINGUM COLLEGE
• Continue to network and collaborate with Cohort I, II and III IHEs and Ohio Consortium
• Continue marketing and recruitment efforts • Ensure all retention initiatives are in place• Assess candidates in field and clinical practice
placements• Continue professional development offerings, e.g.,
“Differentiation through co-teaching”• Offer revised courses with stipends provided for
faculty involved in co-planning and/or co-teaching initiatives
Years Three through Five
◙ MUSKINGUM COLLEGE
• Revise PII review offerings• Make revised content coursework available to
regional teachers still seeking HQT status in specific content areas
• Meet regularly with steering committee and advisory panel for feedback, recommendations, etc.
• Evaluate and analyze data from project activities• Gather exit data on candidates who have completed
all program requirements
Years Three through Five, Cont.
◙ WRIGHT STATE UNIVERSITY
◙ WRIGHT STATE UNIVERSITY
Program Revision/Expansion• Middle Childhood – 2 Core Content Areas• Special Education – Pedagogical Skills
Ohio Consortium – Statewide Collaboration
DOMAIN 1: Improvement on Meeting License Standards
◙ WRIGHT STATE UNIVERSITY
Unit Collaboration Committee• College of Education/Human Services (CEHS)• College of Science/Mathematics (COSM)• College of Liberal Arts (COLA)
Cohort Model Delivery• 20-25 Preservice Teacher Candidates• 10-15% - CLD
DOMAIN 2:Improvement on Organizational
Structure and Instructional Delivery
◙ WRIGHT STATE UNIVERSITY
Revise/Expand Program Curriculum• Analyze/Integrate Syllabi
Seminars – IRIS (STAR) Modules• Co-Teaching• Response to Intervention (RTI)
DOMAIN 3:Improvement on Curriculum and Course Content
◙ WRIGHT STATE UNIVERSITY
Recruitment/Retention•Student Cohorts•Early Field Experience
Mentoring•Cooperating Teachers
•Content Areas•Intervention Specialist
DOMAIN 4:Improvement on Student Support
◙ QUESTIONS & ANSWERS
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