ohio’s collaborative initiatives to improve teaching of students with disabilities spdg project...
TRANSCRIPT
Ohio’s Collaborative Initiatives to Improve Teaching of Students with Disabilities
SPDG Project Directors’ Webinar
August 24, 2009
Presented by:
Kathe Shelby, ODE Office of Exceptional Children
JoHannah Ward, ODE Office of Exceptional Children
John Soloninka, ODE Office of Educator Preparation
Linda Morrow, Muskingum University
Ohio Department of EducationCollaborates with School Districts and
Institutions of Higher Education
School Districts
Higher Education
Ohio Department of Education
The Teacher is the Key to Student Academic Achievement
School Districts
Higher Education
Ohio Department of Education
Question?
Some state departments of education see their role as “compliance” only. Others
see their role as both compliance and assistance. Does your state department of
education consider itself a “collaborative” partner with school districts and higher
education institutions in your state for accountability and improvement to meet
state P-12 educational goals?
Problem:
Special Education educators for grades 7 through 12 do not meet NCLB requirements for Highly Qualified Teacher status. Teacher preparation programs prepare Intervention Specialists; programs have a focus on the teaching of reading and language arts.
Question?
Is there a similar problem in your state?
Ohio Started by Responding using a Compliance Approach
• ODE focused on the TEACHER and developed programs to assist special education teachers fulfill HQT requirements.
• ODE then developed an agency directed proposal to increase academic content in math, science, and social studies in the Intervention Specialist educator preparation programs.
• ODE invited higher education special education stakeholders to a conference to roll-out the new mandate. Drs. Blanton and Pugach were keynote speakers. Higher Ed felt disenfranchised from the process.
Regroup around a Collaborative Model
Collaborative Initiatives to Envision: Plan
Collaborative Initiatives to Encourage: Pilot
Collaborative Initiatives to Equip: Implement
School Districts
Higher Education
Ohio Department of Education
Offi
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Preparation
ODE Offices of Exceptional Children and Educator Preparation Plan and Organize Initiatives with
School Districts and Higher Education
Question?
Does your state department function “collaborative” across internal offices and with stakeholders?
ODE’s SPDG
Work with District Leadership Teams
Ohio Improvement Process
Focus on improving results for children with disabilities
Aligning work to the SPP
Connecting SPDGs with IHEs
Identify district needs
Communication with the IHEs
Strong linkage between ODE Office of Teacher Preparation and ODE Office for Exceptional children
Collaborate with Higher Education (IHEs) to Envision the Work
51 Higher Education Teacher Preparation programs in OhioOhio Confederation of Teacher Education Organizations (OCTEO)Ohio proposed special education teachers move to an “intervention
specialists” role and preparation in late 1990sOhio SEA/IHE team’s participate in the Center for Improving Teacher
Quality five-year projectThe ODE Center for the Teaching Profession was charged to revisit
and recommend new licensure program requirements to ensure the preparation of High Qualified Special Education Teachers (Intervention Specialists).
ODE invited IHEs to participate in a Special Education Task Force to look at licensure programs in light of NCLB and HQT requirements.
Collaborate to Envision - Planning
2007 – the Ohio Consortium to Improve the Teaching of Students with Disabilities was organized
University of Cincinnati (UC) and the University of Toledo (UT) were awarded Cohort I 325T grants by OSEP
UC and UT provided Technical Assistance to six other Ohio IHEs that submitted Cohort II RFPs to OSEP.
ODE developed plans to support additional IHEs 2008 – Consortium met to establish goals for its work Two additional Ohio IHEs, Wright State University and
Muskingum University were awarded Cohort II 325T grants 2009 – one additional Ohio IHE, Cleveland State University was
awarded a Cohort III 325T grant
Collaborate to Envision - ParametersIntervention Specialist Teacher Preparation Program Re-design
Parameters Candidates to complete requirements for a baccalaureate degree
and additional academic content expertise within four years IHEs to recruit diverse and underrepresented student groups as
teacher candidates The state and IHEs are NOT to do something that would
inadvertently “increase” the shortage of Intervention Specialist teachers
Determine the appropriate PRAXIS II specialty area tests to be used for Intervention Specialist (grades 7-12) HQT status
Identify, select, implement, and successfully use EBP* Complete field work and student teaching with cooperating
teachers and college supervisors who are well prepared to evaluate candidate skills in using EBP*
Collaborate to Encourage – Piloting new models
Five Ohio 325T Grant recipients collaborate with state mini-grant recipients and other IHEs to form a consortium to share ideas, and possible new models for special education / intervention specialist teacher preparation
Consortium members make presentations of their work at OCTEO and OSEP
Consortium members share resource materials and contact information
Rural southeastern Ohio 1550 undergraduates 1300-1400 part-time graduate students, primarily in
programs related to educator preparation NCATE Accredited Long history of strong collaboration with regional
stakeholders 325T Project – Cohort II (began Fall, 2008) Competence and Collaboration in Teaching Students
with Disabilities
Building the Foundation
Strong Stakeholder Advisory Groups Revision to General Education Licensure
Programs: The Heart of It All “Update and expand” the Intervention Specialist:
Mild to Moderate Major Enhance Content Area Preparation Strengthen the emphasis on Collaboration and
Co-Teaching : On and off campus
Looking Ahead: Hopes and Challenges
Develop parallel program re-design options at graduate level
Locate more high quality co-taught classes for field work
Develop and implement a plan to systematically infuse an emphasis on “evidence-based practices” across all licensure programs (at all levels of support)
Develop and provide PD in Co-Teaching and EBP in conjunction with Mentoring Seminars
Recruit minority & underrepresented groups into licensure programs
Resolve issues with faculty load when involved in a co-taught setting with focus on parity – include recognition of planning time
Collaboration To Encourage
On going collaborative work among IHEs and School Districts to redesign Sp. Ed Prep programs to include “residency years”
On going collaborative work between IHEs and ODE to have teacher candidates meet HQT
Development of Licensure revision recommendations
Opportunities to Pilot selective aspects of program redesign
Collaboration to Equip: Looking Ahead
State Special Education Leadership conference will bring School Districts and IHEs together
ODE will consider collaboratively developing recommendations for licensure revision
Study to be proposed in fall 2009
Recommendations for Revision of IS: Mild to Moderate Licensure Requirements
Preparation Program requirements need to emphasize co-teaching knowledge and skills; candidates to practice co-teaching during student teaching and residency program
The middle childhood level content is appropriate for HQT status to serve as instructor of record for SWD in grades 7-12…thus PII Middle Childhood content tests would be appropriate
The (newly adopted) four year residency requirement for beginning teachers could provide co-teaching experiences and the opportunity for developing content expertise in additional content areas:
Intervention Specialists would exit their initial licensure programs with a “plan” for gaining additional content expertise
Study to determine, “What impact the models are having on student performance?”
Discussion Questions:
• What networks have been established within your state to promote collaboration, dissemination, and broader implementation of fulfilling 325T project initiatives?
• What specific features of more “inclusive practices” characterize the special education programs in the school districts and educator preparation programs at the higher education institutions in your state?
• What unique strengths and challenges does co-teaching bring to more inclusive practices for all students?
For additional information, please contact us:
Kathe Shelby [email protected]
Jo Hannah Ward [email protected]
John Soloninka [email protected]
Linda Morrow [email protected]