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Highly Qualified Teachers Highly Qualified Teachers Rhode Island's ExperienceRhode Island's Experience

Jonathan Dyson

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ManagementManagement

Continuous Improvement Monitoring Process (CIMP)/Strategic Planning

Needs Assessment/ Outcomes & Goals/Activities Identification Based on Data

Overall Organizational StructureHigher Education Coordinating

Committee

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CIMP/Strategic Planning CIMP/Strategic Planning Relationship BuildingRelationship BuildingWho Do We Invite to the Dance?Clearly Defined Roles,

Responsibilities and OutcomesIdentification of Data Each Group is

Expected to Provide (i.e. RIDE – district and school certification and state assessment data)

Mixed Teams

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Partners/Data - ExamplesPartners/Data - Examples

RIDE – Certification, State Assessment and TA Request Data

Sherlock Center/ RI Legislature – Children with Disabilities Study

RIPEC - State and Local Communities’ Fiscal Information

PSN/RIPIN – TA Request Data RIASP – Local School Needs based on

Membership Surveys

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Management (Grant Goals)Management (Grant Goals)

To insure that all students with disabilities are taught by “Highly Qualified teachers”

To expand the opportunities available to cwd to participate in the general curriculum and to improve their performance on state assessments and other measures

To develop and inform educational and parent leaders who will facilitate the participation and progress of cwd in the general curriculum

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Project GoalsProject Goals

Ultimate goal of projectRelationship to other projectsHigh-level timing goals

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Chair, Dept of Special Education,RIC Chair, Dept of Education, PCSpecial Education Faculty, Salve

Regina Education Faculty Member,URI Education Faculty Member,4 Mentor Teachers from LEAs

2 Family Organization RepresentativesRIDE Office of Teacher Certification

Other Interested Partners2 Principals

2 Early childhood Representatives1 Teacher Assistant Representative

1 SEAC Representative

Higher EducationCoordinating Committee

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Management (Staffing/Resource Management (Staffing/Resource Allocation)Allocation) Assets/Initiatives Inventory, Coordination

& Alignment “Wicked Curve Balls” – Reauthorized

ESEA & NCLB Amendment, AYP & HQT Awareness of Requirements & Broadening

of Tasks Identification of “Leads” for Initiatives -

organizations, agencies and Communities of Practice (COP)

Repeat Bullet # 1

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Management (Site Identification)Management (Site Identification)

Districts with the Least Amount of Resources (Urban and Ring)

Most High Poverty Schools Largest Number of Students Performing

Below Standard on State Assessments Least Number of CWD Educated in

General Education Environments Largest Number of Teachers Deemed Not

to be HQT

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Content Implementation/Scaling UpContent Implementation/Scaling Up

NCLB/HQT RequirementsSystems Change Critical Features

(Fixsen: Horner & Sugai)RIDE Statewide Response/PlanRISIG Role/Support

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SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

4 PBS Elements

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Content Implementation/Scaling Up Content Implementation/Scaling Up RIDE Statewide Response/PlanRIDE Statewide Response/Plan RI Legislative and Board of Regents

Supports (CES & Article 31 Funds) Personnel Assignment Process (PAP) Unique Staff Identifier (USI) IHE Teacher Preparation Programs I-Plans - Recertification Alternate Routes to Certification District Training and Technical Assistance Mandatory TA, Monitoring & Redirection of

Funds

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Content Implementation/Scaling UpContent Implementation/Scaling UpSpecial Educator Routes to HQTSpecial Educator Routes to HQT Elementary – can be dual majors in

elementary and special education and must pass standardized test

Middle/Secondary – content area major and special education coursework or special education major only (can only be assigned to consultative position, not teacher of record)

HOUSSE Pass standardized tests for specific

content areas

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Content Implementation/Scaling Up Content Implementation/Scaling Up RISIG Role/SupportRISIG Role/Support Embed Strategies Designed to

Accommodate Diverse Learners into Elementary & Secondary Content and Methods General Education Teacher Prep Courses/Practicums & Student Teaching

Conduct Faculty Academy Forums to Provide PD Opportunities for General and Special Education IHE Faculty

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Content Implementation/Scaling Up Content Implementation/Scaling Up RISIG Role/Support (Cont)RISIG Role/Support (Cont)Conduct Administrator Leadership

SeriesConduct Special Education Director

Mentoring ProgramConduct Special Education Parent

LAC Forums

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EvaluationEvaluation

SALT Surveys and Visits School Support System Progressive Support and Intervention State Required District/School Data Surveys (i.e. 1st year and teacher prep

candidates, workshop/TA satisfaction, etc.)

# of Graduates for Vision, Low Incidence & Bilingual Educators

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SustainabilitySustainability

Embed Initiative in Legislation, RIDE Rules and Regulations

Provide Data Supporting Initiative Benefit

Continued TA and SupportDemonstrate Cost EffectivenessEase of Implementation

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Management – Critical FeaturesManagement – Critical Features

Data Based Outcomes & Goals/Activities Identification – Largest Need Areas/Topics

Strategic Selection of Partners/Stakeholders – powerbrokers, connectors, doers, “doubting Thomas's”

Identify Sites that Provide the Biggest Bang for the Buck/Effort

Develop an Effective & Efficient Feedback Loop Be Flexible – Don’t be afraid to Tweak or Change

Course

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Content Implementation – Critical Content Implementation – Critical FeaturesFeatures Strategic Planning – Identify Activity Leaders Identify/Develop Benefits Document/Information

and Dissemination Process Embed in other State Initiatives (i.e. General

Education) Leverage Grant Activities to Acquire New

Resources (i.e. NERRC/NERCVE Induction/Mentoring, RITER Grant, UCD Grant, National Personnel Center, UDL/CAST Grant)

KIS (for me KISS)

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Evaluation – Critical FeaturesEvaluation – Critical Features

Connect to OSEP Long-Term Performance Goals, Measures & Target Areas

Connect to State Performance Plan Indicators

Utilize Available and Easily Accessible State and Local Data Sources

Develop Effective & Efficient Data Collection Methods

Build in Cost Effectiveness Measures

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Sustainability – Critical FeaturesSustainability – Critical Features

Embed in Legislation or State Regulation Provide Widespread Initial and Ongoing TA &

Support Implement Ongoing Monitoring Activities

(surveys, on-site visits, data reporting requirements & district/school report cards)

Provide Mechanisms for State Intervention (targeted/mandatory TA, staff reassignment and redirection of funds)

Make Implementation Effective, Efficient and Meaningful

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Presenter InformationPresenter Information

Jonathan Dyson – e-mail: jdyson@ric.edu

www. Sherlockcenter.orgwww.ride.ri.gov