Transcript TE-SE Conference

Effective Education for All:
What Faculty Need to Know and Do
CSU Teacher Education
Professional Development Conference
March 9, 2007
San Francisco
Marquita Grenot-Scheyer, Ph.D.
California State University,
Long Beach
Data Imperative
• LRE mandate, PL 94-142 (1975)
• 1 in 10 students in California has an IEP
• 50.1% of students with disabilities receive
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instruction in GE classrooms 80% or more of
the day
8 per 1000 students has the diagnosis of
Autism; this rate has more than doubled in
less than 5 years
Persistent over-representation of students
from Latino and African-American groups
referred for special education services
CSU System Wide Evaluation
Standard 14: Preparation to Teach
Special Populations
in the GE Classroom
• Basic knowledge, skills, and strategies for
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teaching special populations (students with
disabilities, students on behavior plans, and
gifted and talented students)
Role of the general education teacher in the
special education process
Basic skill in the use of differentiated
instruction strategies that ensure that all
students have access to the core curriculum
The ability to create a positive, inclusive
climate of instruction for all
CSU Teacher Education Task Force
• Teacher education and Special education
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faculty from across the CSU
Review of implementation of Standard 14
Initial findings
Support, resources, (IRIS Center*) & regional
meetings
*http://iris.peabody.vaderbilt.edu
CSU Teacher Education
Task Force
Michelle Cepello, CSU Chico
Elva Duran, CSU Sacramento
David Ellerd, Humboldt State
Christopher Foster, CalStateTEACH
Anne Graves, San Diego State University
Dana Grisham, CSU Center for the Advancement of Reading
Josh Harrower, CSU Monterey Bay
Nancy Hunt, CSU Los Angeles
Rita Johnson, CSU Sacramento
Chris Kolar, Cal Poly Pomona
Carolyn Nelson, San Jose State University
Melinda Pierson, CSU Fullerton
Dana Powell, CSU Fresno
Sue Sears, CSU Northridge
Linda Smetana, CSU East Bay
Moral Imperative
The mission of our universities to
prepare socially responsible
educators has never been as
important as now, as contemporary
teachers and other educators serve
the most diverse population of
students in the history of education.
Policy Imperative
• Both the No Child Left Behind Act (NCLB),
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2001 and the Individuals with Disabilities
Education Improvement Act (IDEIA), 2004
have requirements for high standards for all
students. Together these acts are intended
to foster high quality teaching and learning.
NCLB & IDEIA require the collaboration of
general and special educators to assure
improved achievement for all students,
including those with disabilities.
NCLB & IDEA
NCLB
• Accountability for
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improving the academic
achievement of all
students
Promote school wide
reform
Ensure access to all
children to effective,
scientifically based
instruction
IDEA
• Underscores roles &
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responsibilities of the
GE teacher
Early intervening
systems
No longer requires a
discrepancy model to
determine eligibility
“A caring, competent, and qualified
teacher for every child is the most
important ingredient in education
reform.”
National Council on Teaching and America’s Future, 1996
Models for
Collaborative Teacher Preparation*
• Discrete: Absence of collaboration; independent
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curriculum in special and general education
Integrated: Ongoing, intentional programmatic
collaboration; complementary curricular components
from general and special education
Merged: Ongoing, intentional programmatic
collaboration; single preservice curriculum
* Center for Improving Teacher Quality, 2007
Collaborative Teacher
Preparation Programs
• Shared governance structure that reflects the
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collective responsibilities of teacher educators,
special educators and practicing teachers
Reach across discipline boundaries
Fundamental changes in activity settings
Ensure depth of knowledge and curricular coherence
Continued integrity and development of specialized
knowledge and expertise
Best Practices: What Do We
Want Teachers & Other
Educators to Know & Do?
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Collaborative models of teaching & learning
Response to Intervention (RtI/EIS)
Accommodations and curricular adaptations
Differentiated instructional strategies
Progress monitoring & data based decision
making
Positive behavior support
Collaborative Models of
Teaching & Learning
• Direct interaction, parity, voluntary, shared
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problem solving, decision making, & resources
Regularly scheduled planning times
Sharing discipline expertise & resources
Co-teaching opportunities
Collaborative skill training for all
Collaboration with families
Response to Intervention (RtI)
• Early Intervening Services
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(IDEIA, 2004)
Tiered model of service delivery
Tier 1: Track progress & effective
instruction for all students (80-90%)
Tier 2: Targeted group interventions for
“unresponsive” students (5-10%)
Tier 3: Intensive interventions (special
education) for non responders (1-5%)
Accommodations and Curricular
Adaptations
• Goal: To more closely align the demands of
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the curricula to the needs of students
What some students will learn
What most students will learn
What all students will learn
The use of adaptations and modifications will
assist some students to access the core
curriculum and achieve their curriculum goals
Differentiated Instructional
Strategies
• Planning & implementing instruction: A
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dynamic process that requires high levels
of energy, continuous thinking, and quick
decision making
Instructional groupings
Location of instruction
Materials
Presentation of format
Student response format
Progress Monitoring & Data
Based Decision Making
• Dynamic assessment: metric is change in
students’ level or rate of learning
• Use of data to determine changes to
curriculum, materials or instruction
• Generation of diagnostic information to
help teachers make classification and
program placement decisions
Positive Behavior Support
• All behavior is learned
• Classrooms operate as an ecosystem
• Set standards for behavior and creative
incentives for students
• Individual behavior support plans
Collaborative Teacher Preparation:
At the End of the Day,
Implications for All Students
• Realize the promise of PL 94-142
• Address the overrepresentation issue
(finally)
• Identification & support of all children
prior to failure
“If we are to
achieve a richer
culture….we must
weave one in which
each diverse
human gift will
find a fitting
place”
Margaret Meade