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Effective Education for All: What Faculty Need to Know and Do

Effective Education for All: What Faculty Need to Know and Do. CSU Teacher Education Professional Development Conference March 9, 2007 San Francisco Marquita Grenot-Scheyer, Ph.D. California State University, Long Beach. Data Imperative. LRE mandate, PL 94-142 (1975)

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Effective Education for All: What Faculty Need to Know and Do

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  1. Effective Education for All: What Faculty Need to Know and Do CSU Teacher Education Professional Development Conference March 9, 2007 San Francisco Marquita Grenot-Scheyer, Ph.D. California State University, Long Beach

  2. Data Imperative • LRE mandate, PL 94-142 (1975) • 1 in 10 students in California has an IEP • 50.1% of students with disabilities receive instruction in GE classrooms 80% or more of the day • 8 per 1000 students has the diagnosis of Autism; this rate has more than doubled in less than 5 years • Persistent over-representation of students from Latino and African-American groups referred for special education services

  3. CSU System Wide Evaluation

  4. Standard 14: Preparation to Teach Special Populations in the GE Classroom • Basic knowledge, skills, and strategies for teaching special populations (students with disabilities, students on behavior plans, and gifted and talented students) • Role of the general education teacher in the special education process • Basic skill in the use of differentiated instruction strategies that ensure that all students have access to the core curriculum • The ability to create a positive, inclusive climate of instruction for all

  5. CSU Teacher Education Task Force • Teacher education and Special education faculty from across the CSU • Review of implementation of Standard 14 • Initial findings • Support, resources, (IRIS Center*) & regional meetings *http://iris.peabody.vaderbilt.edu

  6. CSU Teacher Education Task Force Michelle Cepello, CSU ChicoElva Duran, CSU SacramentoDavid Ellerd, Humboldt StateChristopher Foster, CalStateTEACHAnne Graves, San Diego State UniversityDana Grisham, CSU Center for the Advancement of ReadingJosh Harrower, CSU Monterey BayNancy Hunt, CSU Los AngelesRita Johnson, CSU SacramentoChris Kolar, Cal Poly PomonaCarolyn Nelson, San Jose State UniversityMelinda Pierson, CSU FullertonDana Powell, CSU FresnoSue Sears, CSU NorthridgeLinda Smetana, CSU East Bay

  7. Moral Imperative The mission of our universities to prepare socially responsible educators has never been as important as now, as contemporary teachers and other educators serve the most diverse population of students in the history of education.

  8. Policy Imperative • Both the No Child Left Behind Act (NCLB), 2001 and the Individuals with Disabilities Education Improvement Act (IDEIA), 2004 have requirements for high standards for all students. Together these acts are intended to foster high quality teaching and learning. • NCLB & IDEIA require the collaboration of general and special educators to assure improved achievement for all students, including those with disabilities.

  9. NCLB Accountability for improving the academic achievement of all students Promote school wide reform Ensure access to all children to effective, scientifically based instruction IDEA Underscores roles & responsibilities of the GE teacher Early intervening systems No longer requires a discrepancy model to determine eligibility NCLB & IDEA

  10. “A caring, competent, and qualified teacher for every child is the most important ingredient in education reform.” National Council on Teaching and America’s Future, 1996

  11. Models for Collaborative Teacher Preparation* • Discrete: Absence of collaboration; independent curriculum in special and general education • Integrated: Ongoing, intentional programmatic collaboration; complementary curricular components from general and special education • Merged: Ongoing, intentional programmatic collaboration; single preservice curriculum * Center for Improving Teacher Quality, 2007

  12. Collaborative Teacher Preparation Programs • Shared governance structure that reflects the collective responsibilities of teacher educators, special educators and practicing teachers • Reach across discipline boundaries • Fundamental changes in activity settings • Ensure depth of knowledge and curricular coherence • Continued integrity and development of specialized knowledge and expertise

  13. Best Practices: What Do We Want Teachers & Other Educators to Know & Do? • Collaborative models of teaching & learning • Response to Intervention (RtI/EIS) • Accommodations and curricular adaptations • Differentiated instructional strategies • Progress monitoring & data based decision making • Positive behavior support

  14. Collaborative Models of Teaching & Learning • Direct interaction, parity, voluntary, shared problem solving, decision making, & resources • Regularly scheduled planning times • Sharing discipline expertise & resources • Co-teaching opportunities • Collaborative skill training for all • Collaboration with families

  15. Response to Intervention (RtI) • Early Intervening Services(IDEIA, 2004) • Tiered model of service delivery Tier 1: Track progress & effective instruction for all students (80-90%) Tier 2: Targeted group interventions for “unresponsive” students (5-10%) Tier 3: Intensive interventions (special education) for non responders (1-5%)

  16. Accommodations and Curricular Adaptations • Goal: To more closely align the demands of the curricula to the needs of students What some students will learn What most students will learn What all students will learn • The use of adaptations and modifications will assist some students to access the core curriculum and achieve their curriculum goals

  17. Differentiated Instructional Strategies • Planning & implementing instruction: A dynamic process that requires high levels of energy, continuous thinking, and quick decision making • Instructional groupings • Location of instruction • Materials • Presentation of format • Student response format

  18. Progress Monitoring & Data Based Decision Making • Dynamic assessment: metric is change in students’ level or rate of learning • Use of data to determine changes to curriculum, materials or instruction • Generation of diagnostic information to help teachers make classification and program placement decisions

  19. Positive Behavior Support • All behavior is learned • Classrooms operate as an ecosystem • Set standards for behavior and creative incentives for students • Individual behavior support plans

  20. Collaborative Teacher Preparation: At the End of the Day, Implications for All Students • Realize the promise of PL 94-142 • Address the overrepresentation issue (finally) • Identification & support of all children prior to failure

  21. “If we are to achieve a richer culture….we must weave one in which each diverse human gift will find a fitting place”Margaret Meade

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