Ohio Consortium to Improve the Teaching of Students with Disabilities

1. Ohio Consortium to Improve the Teaching of Students with Disabilities October 23, 2008 Ohio’s Inter University Special Education Forum Dublin, Ohio

2. My vision is that we create the kind of educational system where all students reach higher levels of achievement… no matter where they live…no matter what their background. Susan Tave ZelmanSuperintendent of Public Instruction

3. OVERVIEW • INTRODUCTIONS • FRAMEWORK FOR THE OHIO CONSORTIUM TO IMPROVE THE TEACHING OF STUDENTS WITH DISABILITIES • UNIVERSITY OF CINCINNATI • THE UNIVERSITY OF TOLEDO • MUSKINGUM COLLEGE • WRIGHT STATE UNIVERSITY • QUESTIONS & ANSWERS

4. INTRODUCTIONS Stephen Kroeger, Ed.DSpecial Education Program CoordinatorUniversity of Cincinnati Stephen.Kroeger@UC.EDU Richard Welsch, Ph.DAssistant ProfessorThe University of Toledorichard.welsch@utoledo.edu Linda Morrow, Ph.D. Robert Osgood, Ph.D. Professor of Education Assoc. Dean Acad. Affairs Muskingum College lmorrow@muskingum.edu Catherine D. Keener, Ph.D. Assistant Professor Wright State University catherine.keener@wright.edu

5. FRAMEWORK Ohio is taking a unique approach to redesigning special education teacher preparation programs to improve services and results for children with disabilities.

6. FRAMEWORK ODE is partnering with IHEs statewide as a member of theOhio Consortium to Improve the Teaching of Students with Disabilities

7. FRAMEWORK The Consortium builds on the work of the Ohio Special Education Task Force and was inspired by the OSEP grants awarded to several teacher preparation programs in Ohio in 2007 and again in 2008.

8. FRAMEWORK Special Education Pre-serviceTraining Improvement Grant(CFDA 84.325T)

9. 5 Domains of 84.325T • Domain 1: Improvement on Meeting Licensure Standards • Domain 2: Improvement on Organizational Structure and Instructional Delivery • Domain 3: Improvement on Curriculum and Course Content • Domain 4: Improvement on Student Support • Domain 5: Program Evaluation

10. UNIVERSITY OF CINCINNATI

11. UNIVERSITY OF CINCINNATI DOMAIN 1: Improvement on Meeting Licensure Standards • At least 2 academic content areas • Middle school guidelines & Praxis II • Beginning and advanced content courses • Collaboration with A&S and TE programs • HQT Toolkit aligned with the criteria of local schools • Ohio Consortium Statewide collaboration • 15 IHEs were present at the last meeting 9/24/08 • 4 IHEs with Federal Grants • 7 IHEs with ODE SPED Grants

12. UNIVERSITY OF CINCINNATI DOMAIN 2: Improvement on Organizational Structure and Instructional Delivery • Moving from a discrete to integrated program • Co-enrollment in content, methods courses, and • field placements • Co-teaching/planning of university coursework • Pilot research project in co-teaching contexts • Action Research Project among programs • Changes are designed to survive the long-term

13. UNIVERSITY OF CINCINNATI DOMAIN 3: Improvement on Curriculum and Course Content • Program curriculum – explicit focus on EBP • Analyze course syllabi – • Improving curriculum to include EBP • IRIS modules aligned with courses • Cultural Diversity – increase urban placements • from 33% - 50% • Course sequence changes • More advanced content courses later in program • Introductory courses earlier in program

14. UNIVERSITY OF CINCINNATI DOMAIN 4: Improvement on Student Support • Course advising guides specific to content areas • Training days: • Analysis of Student Work & TWSM • Co-Teaching, Analysis of Student work • Integrated field experiences • Internship seminar – • Integration of content & pedagogy • Professional cohort • Induction and retention – ODE innovations

15. UNIVERSITY OF CINCINNATI DOMAIN 5: Program Evaluation

16. THE UNIVERSITY OF TOLEDO Add text here

17. THE UNIVERSITY OF TOLEDO DOMAIN 1: Improvement on Meeting Licensure Standards • Undergraduate program revision • HQT in English/LA • Use of HOUSSE for other content areas • Statewide collaboration and development

18. THE UNIVERSITY OF TOLEDO DOMAIN 2: Improvement on Organizational Structure and Instructional Delivery • Integrated training opportunities • Literacy courses • Middle-grade curriculum (co-teaching) • Redesign field experiences • Increased reliance on web-based learning • Workshop/professional development in core content

19. THE UNIVERSITY OF TOLEDO DOMAIN 3: Improvement on Curriculum and Course Content • University Core • Prescribed focus on core content/subjects • Pre-professional education and English/LA coursework • Integrated training • Special education licensure coursework • Evidence-based practices, quality field experiences • Professional development activities to meet needed HQT status • Based on the job assignment

20. THE UNIVERSITY OF TOLEDO DOMAIN 4: Improvement on Student Support • Core Content Specialists • Job-embedded mentoring and content knowledge (Spring term) • Content Knowledge workshops (Summer)

21. MUSKINGUM COLLEGE Competence and Collaboration in Teaching Students with Disabilities – 84.325T 2008-2013 Add text here

22. MUSKINGUM COLLEGE Year One • Network w Cohort I & II Ohio IHEs • Network w Cohort I & II IHEs nation wide – • 22 in Cohort I (2007) • 20 in Cohort II (2008) • Work with Ohio Consortium • Facilitate series of seminars for other private and/or smaller IHEs in Ohio • Regional meetings fall 2008 and spring 2009 • Develop web-based communication networks that will extend beyond the project

23. MUSKINGUM COLLEGE Year One, Cont. • Identify EBP, plan internal PD for faculty implementation • Engage current stakeholders and expand stakeholder base • Collaboratively re-design our undergraduate and graduate IS: M/M licensureprograms with • A&S faculty, • regional educators, • parents of students with disabilities, • current candidates and alumni • Continue to pilot co-teaching practices in selected Muskingum teacher education courses • Pilot co-teaching professional development for regional teachers

24. MUSKINGUM COLLEGE Stakeholder Collaboration • Project Steering Committee – 11 members • Meets Monthly: Math and science faculty, teacher education faculty (general and special education), field experience coordinator, parent of a student with a disability (also faculty), district superintendent and alumnus, New Albany High School intervention specialist and alumnus • Project Advisory Panel – additional 11 members • Meets Quarterly: Regional directors of special education (SST and ESC); ODE personnel from offices of educator preparation and special education; English and social science faculty; teacher education program advocates; Muskingum teacher education candidate; additional parent, special education teacher, and school administrator

25. MUSKINGUM COLLEGE Year Two • Complete re-designed program approval steps • Implement re-designed program • Identify field experience/student co-teaching sites • Currently using • Interested in using • Recruit and prepare mentor teachers • Focus on EBP and co-teaching • Recruit college supervisors • Knowledge and skills to assess candidates • Deepen content preparation to meet HQT requirements

26. MUSKINGUM COLLEGE Year Two, Cont. • PD support to faculty who will teach courses • Recruit students into re-designed programs • Implement initial phases of programs at UG & G levels • Revise unit and program assessment system to reflect approved program changes • Meet regularly with steering committee and advisory panel for feedback, recommendations, etc. • Evaluate/analyze data from first year project activities

27. MUSKINGUM COLLEGE Years Three through Five • Continue to network and collaborate with Cohort I, II and III IHEs and Ohio Consortium • Continue marketing and recruitment efforts • Ensure all retention initiatives are in place • Assess candidates in field and clinical practice placements • Continue professional development offerings, e.g., “Differentiation through co-teaching” • Offer revised courses with stipends provided for faculty involved in co-planning and/or co-teaching initiatives

28. MUSKINGUM COLLEGE Years Three through Five, Cont. • Revise PII review offerings • Make revised content coursework available to regional teachers still seeking HQT status in specific content areas • Meet regularly with steering committee and advisory panel for feedback, recommendations, etc. • Evaluate and analyze data from project activities • Gather exit data on candidates who have completed all program requirements

29. WRIGHT STATE UNIVERSITY

30. WRIGHT STATE UNIVERSITY DOMAIN 1: Improvement on Meeting License Standards • Program Revision/Expansion • Middle Childhood – 2 Core Content Areas • Special Education – Pedagogical Skills • Ohio Consortium – Statewide Collaboration

31. WRIGHT STATE UNIVERSITY DOMAIN2: Improvement on Organizational Structure and Instructional Delivery • Unit Collaboration Committee • College of Education/Human Services (CEHS) • College of Science/Mathematics (COSM) • College of Liberal Arts (COLA) • Cohort Model Delivery • 20-25 Preservice Teacher Candidates • 10-15% - CLD

32. WRIGHT STATE UNIVERSITY DOMAIN 3: Improvement on Curriculum and Course Content • Revise/Expand Program Curriculum • Analyze/Integrate Syllabi • Seminars – IRIS (STAR) Modules • Co-Teaching • Response to Intervention (RTI)

33. WRIGHT STATE UNIVERSITY DOMAIN 4: Improvement on Student Support • Recruitment/Retention • Student Cohorts • Early Field Experience • Mentoring • Cooperating Teachers • Content Areas • Intervention Specialist

34. QUESTIONS & ANSWERS ???