Highly Qualified Teachers Rhode Islands Experience Jonathan Dyson

Highly Qualified Teachers Rhode Island's Experience Jonathan Dyson 1

Management l Continuous Improvement Monitoring Process (CIMP)/Strategic Planning l Needs Assessment/ Outcomes & Goals/Activities Identification Based on Data l Overall Organizational Structure l Higher Education Coordinating Committee 2

CIMP/Strategic Planning Relationship Building l Who Do We Invite to the Dance? l Clearly Defined Roles, Responsibilities and Outcomes l Identification of Data Each Group is Expected to Provide (i. e. RIDE – district and school certification and state assessment data) l Mixed Teams 3

Partners/Data - Examples l l l 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 4

Management (Grant Goals) To insure that all students with disabilities are taught by “Highly Qualified teachers” l To expand the opportunities available to cwd to participate in the general curriculum and to improve their performance on state assessments and other measures l To develop and inform educational and parent leaders who will facilitate the participation and progress of cwd in the general curriculum l 5

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Project Goals l Ultimate goal of project l Relationship to other projects l High-level timing goals 7

Higher Education Coordinating Committee Chair, Dept of Special Education, RIC Chair, Dept of Education, PC Special Education Faculty, Salve Regina Education Faculty Member, URI Education Faculty Member, 4 Mentor Teachers from LEAs 2 Family Organization Representatives RIDE Office of Teacher Certification Other Interested Partners 2 Principals 2 Early childhood Representatives 1 Teacher Assistant Representative 1 SEAC Representative 8

Management (Staffing/Resource Allocation) l l l 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 9

Management (Site Identification) l l l 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 10

Content Implementation/Scaling Up l NCLB/HQT Requirements l Systems Change Critical Features (Fixsen: Horner & Sugai) l RIDE Statewide Response/Plan l RISIG Role/Support 11

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Supporting Social Competence & Academic Achievement 4 PBS Elements EM S ST SY TA DA Supporting Staff Behavior OUTCOMES Supporting Decision Making PRACTICES Supporting Student Behavior OSEP Center on PBIS; Horner and Sugai 14

Content Implementation/Scaling Up RIDE Statewide Response/Plan l l l l 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 15

Content Implementation/Scaling Up Special Educator Routes to HQT Elementary – can be dual majors in elementary and special education and must pass standardized test l 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) l HOUSSE l Pass standardized tests for specific content areas l 16

Content Implementation/Scaling Up RISIG Role/Support Embed Strategies Designed to Accommodate Diverse Learners into Elementary & Secondary Content and Methods General Education Teacher Prep Courses/Practicums & Student Teaching l Conduct Faculty Academy Forums to Provide PD Opportunities for General and Special Education IHE Faculty l 17

Content Implementation/Scaling Up RISIG Role/Support (Cont) l Conduct Administrator Leadership Series l Conduct Special Education Director Mentoring Program l Conduct Special Education Parent LAC Forums 18

Evaluation l l l SALT Surveys and Visits School Support System Progressive Support and Intervention State Required District/School Data Surveys (i. e. 1 st year and teacher prep candidates, workshop/TA satisfaction, etc. ) # of Graduates for Vision, Low Incidence & Bilingual Educators 19

Sustainability l Embed Initiative in Legislation, RIDE Rules and Regulations l Provide Data Supporting Initiative Benefit l Continued TA and Support l Demonstrate Cost Effectiveness l Ease of Implementation 20

Management – Critical Features l l l 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 21

Content Implementation – Critical Features l l l 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) 22

Evaluation – Critical Features l l l 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 23

Sustainability – Critical Features l l l 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 24

Presenter Information l Jonathan Dyson – e-mail: jdyson@ric. edu l www. Sherlockcenter. org l www. ride. ri. gov 25