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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
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: [email protected]
www. Sherlockcenter.orgwww.ride.ri.gov