Our road to national recognition of intervention specialist programs at walsh university
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Our Road to National Recognition of Intervention Specialist Programs at Walsh University. Gary D. Jacobs, Ph.D. Janet M. Devine, MAED Jean A. DeFazio , Ph.D. Walsh University’s Programs. Intervention Specialist, K-12, Mild/Moderate Intervention Specialist, K-12, Moderate/Intensive

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Our road to national recognition of intervention specialist programs at walsh university

Our Road to National Recognition of Intervention Specialist Programs at Walsh University

Gary D. Jacobs, Ph.D.

Janet M. Devine, MAED

Jean A. DeFazio , Ph.D.


Walsh university s programs
Walsh University’s Programs

  • Intervention Specialist, K-12, Mild/Moderate

  • Intervention Specialist, K-12, Moderate/Intensive

  • Early Childhood Intervention Specialist, PreK-3, Moderate/Intensive


Use the red book
Use the Red Book

  • See pages 18-21 in the What Every Special Educator Must Know for key phrases, incorporate into your report

  • http://www.cec.sped.org/Content/NavigationMenu/ProfessionalDevelopment/ProfessionalStandards/Red_book_5th_edition.pdf

  • 14 designations of special education programs

  • Learn the language of your standard, e.g, Clinical vs. Student Teaching


Know your acronyms
Know Your Acronyms

  • SPA = Specialized Professional Association

  • ELS = English as a second language

  • ELN = Exceptional Learning Needs

  • EC = Exceptional Conditions

  • CF = Conceptual Framework

  • IR = Institutional Report


Administrative support
Administrative Support

  • Full support of Dean and Chair

  • NCATE Coordinator

  • Stipends for summer work

  • Consultant hired


Assemble your team
Assemble Your Team

  • Writers should have special education background

  • Recruit other experts in your division or college

  • Find an outside reader

  • Balance skills of team


Preliminary ground work
Preliminary Ground Work

  • Know your SPA standards

  • Know 10 CEC Standard Domain Areas align with Ohio Educator Standards

  • Link alignment chart website here

  • Know your program requirements

  • Undergraduate or Graduate level Programs

  • Allow time to write, analyze data, define assessments, create rubrics


Choose friends wisely
Choose friends wisely

  • Confer with your ODE consultant

  • Consider a paid consultant

  • Ask questions

  • Use your connections

  • Ask for feedback from others

  • Utilize the NCATE and CEC resources


Submission deadlines
Submission Deadlines

  • Electronic submission of reports

  • Submit six months prior to on-site visit

  • Encouraged to submit one year prior to visit

  • September 15th & February 1st

  • Solicit help from your IS department

  • Check NCATE website or with NCATE consultant


Ncate website
NCATE website

  • Become familiar with NCATE websitehttp://www.ncate.org/

  • Helpful hints

  • Model programs on website

  • BOE guidelines


Conceptual framework
Conceptual Framework

  • Thread the conceptual framework throughout your report

  • What makes your institution unique? Include in report

  • Assessment data from the SPA reports becomes a part of your assessment plan


Rubrics
Rubrics

  • Study assessment plan

  • Link assessments to the CEC standards

  • Determine scale (5, 4, 3)

  • Label and define each scale rating, e.g., 3 = Target; 2 = Acceptable; 1 = Unacceptable

  • We followed NCATE 3 point scale


Data collection
Data Collection

  • Choose 6-8 key assessments based on candidate proficiencies found in your institution’s conceptual framework

  • Align those key assessment with the CEC standards

  • Solicit input from school partnerships


Use of data
Use of Data

  • Design data collection to help you improve your program

  • Make program changes based on data

  • Objectively review data

  • Be honest about results of data

  • Review for validity and reliability

  • Be receptive of feedback from outside consultants, cooperating teachers and supervisors



Assessment 1
Assessment #1

  • Praxis II content test data is required

  • Check out Praxis website http://www.ets.org/praxis

  • Align test to CEC standards

  • Discovered we didn’t have subcategory information


Assessment 2
Assessment #2

  • Another content assessment is required

  • We chose an assessments for each of the three different programs

  • ISE M/M = case study

  • ISE M/I = unit of study with learning centers

  • ECIS = field-based case study


Assessment 3
Assessment #3

  • Assessment of Candidate’s Ability to Plan Instruction

  • DAPP = Developmental Assessment Plan Project

  • Students write an Individual Assessment Plan (IAP), then assess a student, write a Diagnostic Prescriptive (DP), an Individualized Educational Plan (IEP) and then implement goals and objectives with a real child


Assessment 4
Assessment #4

  • Assessment of Clinical Practice required

  • Two types of rubrics used to gather data

  • One is aligned with Praxis/Pathwise

  • Second is CEC specific rubric

  • CEC specific rubric is changing due to feedback from users


Assessment 5
Assessment #5

  • Assessment of Candidate Effect on Student Learning

  • Portfolio Assessment

  • Freshmen begin a developmental portfolio

  • Transitions into professional portfolio during pre-clinical practice

  • Updated in clinical practice

  • Evolving into an electronic teacher work sample

  • In future will use impact on student learning


Assessment 6
Assessment #6

  • Additional Assessment to address CEC Standards

  • Family Interview Project

  • Candidates interview parents of child with disabilities, provide a written and oral report as an in-class project

  • Reflect on the experience


Assessment 7
Assessment #7

  • Additional Assessment to address CEC Standards (optional, but use)

  • 3-D Classroom Model

  • Develop rules and consequences

  • Group behavior change

  • Parent letter and newsletter written

  • Classroom management plan


Assessment 8
Assessment #8

  • Additional Assessment to address CEC Standards (optional but use)

  • Impact on Student Learning

  • Modeled after the Ohio value added project

  • Based on the assess, teach, assess model

  • We put this here, but will have to be used in Assessment #5 at next submission


Assessments for our three programs
Assessments for our Three Programs


Assessment chart cec report
Assessment Chart CEC Report

  • http://www.ncate.org/ProgramStandards/CEC/CECWebReport-July1.doc


Meetings
Meetings

  • Don’t miss one

  • Get summaries if you can’t attend

  • Attend with writing partners or other faculty

  • Cover all breakout sessions

  • Attend SPA training sessions offered by ODE

  • Attend NCATE, AACTE and SPA national conferences


Lessons learned
Lessons Learned

  • Keep current – moving target

  • Attend all meetings

  • Learn from the work

  • Balance teaching and writing tasks

  • Take time from work to celebrate




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