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Collaboration for Effective Educator Development,

Accountability and Reform

CEEDAR

Assists States and IHEs reform their Teacher and Leader

Preparation Programs

Revise Licensure Standards to Align with Reforms

Refine Personnel Evaluation Systems

Realign Policy Structures and Professional Learning

Systems

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“A set of practices that are fundamental to

support…student learning, and that can be

taught, learned, and implemented by those

entering the profession” (Windschitl, Thompson,

Braaten, & Stroupe, 2012, p. 880).

What are HLPs?

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How are HLPs used?

Components of HLP identified.

Systematically taught to mastery.

Taught in college classes, simulated settings,

natural (classroom) settings

Components integrated and used in classroom

with coaching to develop fluency in use of HLP.

Produce teachers with a foundation of critical

skills when they enter the classroom.

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Process for Development

HLPs for Special Education Teachers

Supported by TED, CEC, PSPC, and

CEEDAR Center/UF

HLP Writing Team developed draft

Draft was reviewed by groups of teacher

educators, special education teachers, special

education administrators

Revision completed in October 2015

Review current draft until December 1, 2015

Final draft completed by April 2016

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Brief descriptions of HLPs

Collaboration

Assessment

Social/Behavioral

Instruction

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The California CEEDAR

Team Sue Courey & Ellen Cook, SFSU

Vicki Graf, Loyola Marymount

Shireen Pavri, CSU Long Beach

Leila Ricci & Andrea Zetlin CSU L.A.

Lynn Larsen, Brandman

Colleen Torgerson, CSU Fresno

San Francisco State University

Education Specialist Clear

Induction Program

Analyze instruction for the purpose

of improving it.

– Self Assessment

– Individualized Induction Plan

– Personal Improvement Plan

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San Francisco State University

Self Assessment

Individual Induction Program

Personal Improvement

Plan

Data Collection

Analysis

Reflection

Engage in rapid cycles

of Plan, Do, Study, Act

(PDSA) to learn fast, fail

fast, and improve

quickly. That failures

may occur is not the

problem; that we fail to

learn from them is (Carnegie Foundation)

San Francisco State University

Introduction and Picture

Self Assessment

Individualized Induction

Program

Content Module

Research Article

Personal Improvement Plan

Implementation and Data

Collection

Evaluation and Reflection

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Loyola Marymount

Partners with WISH Charter School for high

leverage practices within MTSS for early

fieldwork and student teaching – a fully

inclusive school with 6 tenets

– Co-teaching & collaboration

– Differentiated Instruction/MTSS

– Optimal class sizes

– All students growing and thriving

– Parent Partnerships

– LMU Affiliation

Loyola Marymount

Accountability to meet these tenants

Highlight co-teaching/collaboration & MTSS

– Weekly time to co-plan, daily time to co-

instruct and co-assess

– Monthly SPED/Administrator meetings to

discuss MTSS

– Daily debriefing among the staff

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Loyola Marymount

Early Fieldwork of 100 hours with journal

reflections

Highlight high leverage practices (HLP)

of co-teaching and collaboration

Research paper on HLP or MTSS

CSU Long Beach

Urban Dual Credential Program

– Focus on preparation for

collaborative, inclusive, diverse, urban

settings

– Candidates earn Multiple Subjects

and Education Specialist credentials

in 2 years

– Seamless program collaboratively

developed by general education and

special education faculty

– Ongoing professional development of

faculty teaching in the program

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CSU Long Beach

High leverage practices

– Teacher preparation embedded in

clinical practice at a K-5 school

– Fieldwork observations, clinical

rounds, student teaching required

– Candidates master HLPs through

coursework and fieldwork

– Program structured in an MTSS

framework

Clinical Practice in UDCP

Semester 1 Semester 2 Semester 3 Semester 4

Courses at School

Site

• Foundations 1

• Literacy Tier 1

• PBS

• EL Language

Development

Courses at School

Site

• Assessment

• Literacy- Tiers 2

& 3

• Foundations 2

• Math – Tier 1

Student teaching

(GE/SE)

Courses at School

Site

• Math- Tiers 2 & 3

• Art, Health, PE

• History/SS

Student teaching

(GE/SE)

Courses at School

Site

• Science

• M/S Methods

• Transition

Services

Clinical rounds

2 days a week

Clinical rounds

2 days a week

Student teaching 5

days a week

Student teaching 5

days a week

• Behavior case

study

• Parent

presentation

• RtI literacy

• Language lesson

• RtI literacy

• Math lessons

• Assessment case

study

• Community FOK

project

• Intervention plan

• CA TPA

• Student teaching

competencies

• Math RtI

• History/Art/PE

unit & lessons

• Interventions

• CA TPA

• Student teaching

competencies

• Science unit &

lessons

• M/S strategies

• Transition

planning

• CA TPA

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CSU Long Beach - Clinical Model

Semester 1 Semester 2 Semester 3 Semester 4

Literacy Tier 1–

-General

classrooms

-4 hours per week

with mentor

teachers

-3 lessons with

whole class

-shared

experiences,

-observations of

inclusive schools

TOTAL=60 hours

Literacy Tier 2/ 3-

-General education

classrooms

-4 hours per week

-30 min two times

each week they will

provide reading

intervention

(including

monitoring

progress)

-shared

experiences

-observations of

inclusive settings

TOTAL=60 hours

Traditional Student

Teaching-

-General Education

OR Special

Education

-4 half days and 1

full day each week

TOTAL=360 hours

Traditional Student

Teaching-

-General Education

OR Special

Education

-4 half days and 1

full day each week

TOTAL=360 hours

Cal State LA

GOAL: Improve Collaboration

between General Education and

Special Education Faculty

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Cal State LA Actions

Regular Joint Division Meetings– Trouble shoot common concerns like RICA

preparation/intervention for candidates who struggle to pass

– Discuss CTC Special Education Task Force recommendations and draft credential models

Mini-grants to encourage Co-Teaching between Division faculty– 2 Classes scheduled to meet on same night

– Both professors listed as professors of record

– Merged Moodle site with class readings and assignments, chats

– Syllabus with merged content requirements, grading and performance expectations

Cal State LA Actions (cont)

Development of 2 credential pathways with

infusion of effective special education teaching

practices:

– single subject math/science & secondary focus

special education (MA in STEM)

– Blended multiple subjects/special education

credential (MA in STEM)

Development of online Professional

Development Module for faculty to build

knowledge of multi-tiered systems of support

(MTSS), Universal Design for Learning (UDL)

and differentiation.

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Cal State LA Examples

Social/Behavioral HLPs

• Teach social behaviors.

• Conduct functional behavioral

assessments to develop student

behavior intervention plans

Cal State LA Examples

EDSP 413:

Behavior

Supports,

Social Skills,

and

classroom

Management

Behavior

change

Project

Identify target behavior(s)

Conduct comprehensive FBA

Design and Implement behavior support plan

Reflect and adjust intervention as needed

EDSP 407:

Directed

Teaching in

Special

Education

(Saturday LC)

Student

Profiles

Use behavior screening measure to assess students’

strengths and behavioral needs

Identify and implement modifications,

accommodations and specific strengths

Evaluate students’ social/behavioral progress and

effectiveness of intervention

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Cal State LA Examples

Assessment HLPs Develop a comprehensive learner profile that is used to

monitor student progress and plan instruction.

Use assessment continuously to design, evaluation, and adjust instruction that is responsive to students’ needs.

Instruction HLPs Systematically design instruction toward a specific

learning goal.

Adapt curriculum tasks and materials for specific learning goals.

Scaffold instruction.

Use explicit instruction.

Provide intensive instruction.

Cal State LA ExamplesEDSP 557 :

Teaching

Foundational

Literacy Skills to

Students with

MM Disabilities

Diagnostic

Reading

Assessment

and

Intervention

Project

Informal diagnostic reading assessment

Identify instructional needs

Implement instruction plan using EBPs

Monitor progress

Reflect and evaluate instruction

EDSP 489:

Directed

Teaching for the

MM Credential

Progress

Monitoring

Project

Use curriculum-based formative data

Establish specific instructional goals

matched to student’s PLP

Design explicit, intensive intervention using

EBPs and appropriate adaptations

Monitor progress and modify instruction

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Brandman University

Building on our strong collaborative

culture, we worked to improve

outcomes for students with disabilities

by creating goals addressing our

teacher and administrative

preparation programs

Brandman University

3550 Vine Street, Suite 200

Riverside, CA, 92507

Larsen@brandman.edu www.brandman.edu T 951-697-0111 (Riverside campus)

Three goals:

– Develop a mission and vision for

inclusion for the School of Education

– Infuse new administrative services

credential with content about students

with disabilities

– Develop a truly merged program for

general and special education teacher

preparation

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Goal 1: mission vision for inclusion– Faculty from school psychology, general

education, special education, Master of Arts in

Education, Admin, doctorate, CTEL, and our

Disabilities Services vice chancellor all

collaborated to write our mission and vision

statement

Goal 2: Infuse special education content

in the rewrite of our administrative services

credential

– Special education law

– IEP/504/IFSP/ISTP

– Administrator’s role in special education

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Goal 3: Develop a merged general & special

education credential program

– General and special education faculty meeting

in mid-March to begin design work

– Goal will be to assist pre-service teachers in

developing the pedagogical knowledge to meet

the needs of all students including:

• Students with disabilities (including 2e)

• Students with gifts and talents and high achieving

students

• Second language learners

– Faculty team will incorporate key

elements throughout the new

program:

• UDL

• MTSS

• High-leveraged practices (HLPs)

in Collaboration, Assessment,

Social/Emotional/Behavioral, and

Instruction

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MULTIPLE, SINGLE, & EDUCATION

SPECIALIST ALL PREPARED ACROSS

DEPARTMENTS AND PROGRAMSReview Committees meet with representation for each

class and fieldwork to make decisions or

recommendations

FOR EXAMPLE:

Curr & Instruction/ Ed Psych Differentiation/UD SPED

English Learners Assessment

Literacy/Reading (2) Early Childhood

Science Pedagogy Student Rep

Math Pedagogy Clinical Fieldwork (2)

Educational Leadership (ex-officio)

CSU FRESNO

CSU Fresno

FOCUS AREAS

Performance Assessment (new TPEs)

Joint Preparation through Teacher

Residency (highlighting inclusive practices)

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Performance Assessment

All faculty review of the draft TPEs to

prepare for discussion of formative and

summative assessment of each

expectation.

Teacher Residency: Joint

focus on HLPs Courses held on district site (Fresno Unified)

Team Teaching of credential courses by

faculty and district expert

Joint selection of mentors/collaborating

teachers

Co-Teaching training

Faculty model lessons on school sites

Joint selection of clinical fieldwork sites

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Questioning: Depth of

Knowledge (DOKs)

Teacher Residency

Course/Program ChangesPlan developed to best utilize modules

available across residency preparation

(IRIS, CDE, CEEDAR/ICs, CAST…)

Universal Design professional development

Redesign of Lesson Plan process and

template to incorporate UD features

MTSS covered across the semesters

Assignment change: After designing LP

with UD, candidates utilize district Teaching

Channel to tape, review, and then reflect

on use of UD

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Questions