District specialized curriculum Underwriting Programs:.


97 views
Uploaded on:
Description
Region custom curriculum Support Programs: Three Eras of Option Licensure CSEEP Old Domain College Financed by the Virginia Bureau of Training Christa McAuliffe Recompense for Showing Fabulousness American Relationship of State Schools and Colleges 2005 Beneficiary
Transcripts
Slide 1

Region Special Education Endorsement Programs: Three Generations of Alternative Licensure

Slide 2

CSEEP Old Dominion University Funded by the Virginia Department of Education Christa McAuliffe Award for Teaching Excellence American Association of State Colleges and Universities 2005 Recipient

Slide 3

Our Grant Team Stephen W. Tonelson, Ed.D., Program Director Jane M. Hager, Ph.D., Program Co-Director Robert A. Peak, Ph.D., Program Co-Director Cheryl S. Bread cook, Ph.D., Program Co-Director Ann Maydosz, M.S. Ed., Program Coordinator Kimberly Hughes, M.S., Research Coordinator

Slide 4

Virginia Department of Education Partners Dr. Thomas A. Elliott, Assistant Superintendent, Division of Teacher Education, Licensure, and Professional Practice Dr. Patricia Burgess, Special Education Human Resource Development

Slide 5

Generation 1: Commonwealth Special Education Endorsement Program 1997 - Present Generation 2: Paraprofessional Preparation for Extraordinary Teaching 2003 - Present Generation 3: A Commonwealth Collaborative Endorsement for Special Education Studies 2006 - Present

Slide 6

Generation 1: Commonwealth Special Education Endorsement Program Purpose - To give site-based course work in a specialized curriculum intended to meet the prerequisites for underwriting in learning inabilities, mental hindrance, and/or passionate unsettling influence for Virginia’s restrictively/temporarily authorized educators.

Slide 7

Original Grant – CSEEP Began in 1997 with 62 members. To date, more than 700 people have finished full licensure in learning incapacities, mental hindrance, and/or enthusiastic unsettling influence in the Commonwealth of Virginia.

Slide 8

Snapshot – CSEEP Spring 06 204 dynamic members 65 candidates for Summer 2006 746 finishers Over 250 are moving in the direction of or have finished their Master’s Degrees in Special Education. 6.9 million dollars in grants 101 Public school divisions/27 Private/4 Regional Education Programs Represented

Slide 9

Entrance Requirements for CSEEP Employed full-time in the Commonwealth of Virginia and alloted to show understudies with enthusiastic unsettling influence, learning incapacities, and/or mental hindrance in a government funded school division or state-worked system; Hold a substantial Special Education Conditional/Provisional License in passionate aggravation, learning handicaps, and/or mental impediment; Be prescribed by the utilizing government funded school division or state-worked project;

Slide 10

Be relegated a guide by the utilizing government funded school division or state-worked program; and Hold passing Praxis I, ACT or SAT scores as controlled by the Virginia Department of Education OR hold a Collegiate Professional or Postgraduate Professional permit that would excluded the candidate from requiring Praxis I scores and/or different appraisals as dictated by the Virginia Department of Education.

Slide 11

CSEEP Evaluation by CEC Standards Sample classifications: 1. Instructional Strategies 2. Learning Environments and Social Interactions 3. Dialect 4. Instructional Planning 5. Appraisal 6. Expert and Ethical Practice 7. Coordinated effort Pre/Post Task Rating Form Mentor Observation

Slide 12

Sample Evaluative Competencies Learning Environments and Social Interactions- - Use execution information and data to make adjustments in learning situations. Instructional Planning- - Involve the individual and family in setting instructional objectives and observing advancement. Joint effort - Foster aware and helpful connections among families and experts.

Slide 13

Participant Task Rating Form Assesses member readiness to meet CEC capabilities Completed toward the starting and toward the end of stipend coursework

Slide 14

Participant Task Rating Form 65 things (Rating scale: 1 - none, 2 - almost no planning, 3 - satisfactorily arranged, 4 - very much arranged, 5 - to a great degree all around arranged) Sample thing: [How all around arranged would you say you are to] use understudy reactions to control instructional choices and give criticism?

Slide 15

Participant Task Rating Form Results A. Instructional Strategies* B. Learning Environments* C. Language* D. Instructional Planning* E. Assessment* F. Moral Standards* G. Collaboration* H. General Preparedness* *t worth is huge, p < .05

Slide 16

Mentor Summative Evaluation Mentors finish a Pre/Post Task Rating Form for their mentees and three perceptions for every semester. A summative assessment structure is finished by the guide on each of his or her members toward the end of every semester of award interest. A delegate test of the summative assessment structures was accumulated to survey mentors’ view of their participants’ progress on each of the CEC gauges.

Slide 17

76 coaches were incorporated in the example. 79% demonstrated that their member indicated steady advance or dominance of instructional methodologies, learning situations and social cooperations, dialect, instructional arranging, and joint effort. 90% demonstrated that their member indicated predictable advancement or dominance of appraisal. 93% of tutors demonstrated steady advance or dominance of expert and moral practice. The methods for each of the measures were greatly high, going from 4.30 to 4.63 on a 5-point Likert scale.

Slide 18

Mentor Summative Evaluation Results

Slide 19

CSEEP Impact on K-12 Student Academic Behavior When unforeseen recognition was presented - there was a decrease in the lapse rate. At the point when the utilization of unforeseen recognition was pulled back – there was a decrease in the rate of revises and an increment in the blunder rate. At the point when unforeseen applause was reintroduced – there was a critical change in the right oral perusing rate.

Slide 20

Academic Behavior Performance Graph

Slide 21

Instructional Analysis Teachers distinguish a few understudies in their classroom and deliberately gather information on the accompanying to guarantee that all understudies are given equivalent chances to be fruitful learners: (an) open doors every understudy needs to react to guideline; (b) the proportion of right to mistake reactions; and, (c) the quantity of recognition proclamations they convey to every understudy.

Slide 22

Next, educators investigate the way of their direction and make conformities that reflect best practices, to be specific, that understudies have no less than two chances to react every moment and that understudies have the capacity to react effectively no less than 75% of the time.

Slide 23

Instructional Analysis Graph

Slide 24

Academic Intervention: Aggregated Instructional Analysis Data

Slide 25

Generation 2: Paraprofessional Preparation for Extraordinary Teaching (PPET) Purpose of PPET - To give site-based course work in a specialized curriculum intended to meet the necessities for underwriting in learning inabilities, mental impediment, and/or passionate unsettling influence for Virginia’s paraprofessionals and non-authorized school division faculty.

Slide 26

Began in Summer, 2003 with 17 members. Paraprofessionals, teacher’s helpers, substitute educators, instructional assistants, instructor collaborators, office partners, secretaries 20 Virginia school divisions are spoken to.

Slide 27

Snapshot – PPET 06 36 dynamic members 1 candidate for Summer 06 18 finishers 4 have finished their Master’s Degrees in Special Education 8 have moved into the CSEEP Grant; 5 are required to move into the CSEEP gift in Summer 2006 (have been conceded contingent/temporary licensure.

Slide 28

Entrance Requirements for PPET Hold a baccalaureate degree from an authorize school or college; Employed in a Commonwealth of Virginia government funded school division or state-worked project in a non-authorized position (paraprofessionals, teacher’s assistants, paraeducators, long haul substitutes, and whatever other non-authorized faculty are welcome to apply); Have passing scores on Praxis I or equal SAT or ACT scores, as controlled by the Virginia Department of Education and/or different evaluations as dictated by the Virginia Department of Education.

Slide 29

Be suggested by the utilizing government funded school division or state-worked system; Be doled out a tutor by the utilizing state funded school division or state-worked program; and, Be looking for introductory licensure in a custom curriculum with support in ED, LD, and/or MR.

Slide 30

Generation 3: A Commonwealth Collaborative Endorsement for Special Education Studies (ACCESS) In May, 2005, we solicited agents from all government funded school divisions and organizations what number of paraprofessionals and other non-authorized faculty held partners degrees in their divisions. 42 divisions/organizations reacted that 1010 such work force held partners degrees

Slide 31

Entrance Requirements for ACCESS Be looking for a bachelor’s degree in interdisciplinary studies (educator planning) and licensure in a specialized curriculum (learning incapacities, mental hindrance or enthusiastic unsettling influence). Be a Commonwealth\'s inhabitant of Virginia. Achieve admission to Old Dominion University and be qualified for in-state educational cost. Qualification for in-state educational cost is controlled by the Registrar’s Office.

Slide 32

Hold any transferable partner degree from a provincially certify establishment and have a total evaluation point normal of 2.8 or better. Have passing Praxis I, SAT or ACT scores as dictated by the Virginia Department of Education for instructor licensure and/or different appraisals as controlled by the Virginia Department of Education.

Slide 33

Future Directions Renewal Recruitment Assessment Structure changes 7 week course offerings in Spring 2006

Slide 34

Collaborative Flowchart More data:

Recommended
View more...