1/27/2016
1
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
1/27/2016
2
“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?
3
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.
4
1/27/2016
3
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
5
Brief descriptions of HLPs
Collaboration
Assessment
Social/Behavioral
Instruction
6
1/27/2016
4
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
1/27/2016
5
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
1/27/2016
6
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
1/27/2016
7
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
1/27/2016
8
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
1/27/2016
9
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
1/27/2016
10
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.
1/27/2016
11
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
1/27/2016
12
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
1/27/2016
13
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
[email protected] 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
1/27/2016
14
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
1/27/2016
15
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
1/27/2016
16
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)
1/27/2016
17
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
1/27/2016
18
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
1/27/2016
19
Questions