Preparing and Certifying All Teachers for Integrated Classrooms in Connecticut

1
Connecticut Department of Education

• Preparing and Certifying All Teachers for
  Integrated Classrooms in Connecticut

Georgette NemrBureau of Preparation,
Certification, Support and AssessmentBureau of
Special Education
2
The Big Picture National and State Context

• NCLB and IDEA defines who can teach special
  education students in core subjects
• IDEA now encourages Response to Intervention
  model
• PJ settlement agreement to support inclusion
• Achievement gap
• Disproportionate representation by race and
  ethnicity of special education students
• Shortage of special education teachers

3
State of the State Educator Statistics

• 50,800 Certified Staff in Public Schools (all
  areas)
• 5500 (11) Serving in special education roles
• 2001-2005, Special Educators Certified
• In-state prepared at 5 institutions 811
• Out-of-state prepared 925
• 2000-05 Shortage Area Permits 495 issued in
  special educationsecond highest behind math
• Annually certify 1600 (34) educators from
  out-of-state in all areas

4
State of the State Learner Statistics

• 577,000 K-12 Students in 169 School Districts
• 11.9 require special education services
• 61 (47,476) of students with disabilities spend
  80 or more of their time in the general
  education classroom
• 4.9 (28,000) ELL students in 138 different
  languages (after 3 years must be integrated into
  regular classrooms)
• Grade 3 and 8 CMT performance BELOW proficient
• 47 - 71 of special education students
• 44 - 75 of ELL students
• 36 - 47 of Black students
• 37 - 59 of Hispanic students

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What is the proposal for General Educator
Preparation?

• Enhance preparation and certification
  requirements for ECE, Elementary, Middle,
  Secondary to focus on the diverse needs of
  students
• Developmental needs and characteristics of the
  diversity of students in classrooms today
• Assessment of and for learning to inform
  instructional design
• Curriculum and methods differentiated
  instruction, accommodations and modifications,
  ELL, early intervention strategies, positive
  behavior support
• Education mandates and due process
• Collaboration and teaming

6
What is the proposal for Special Educator
Preparation?

• Elevate to advanced/graduate level only, with
  prerequisite 3 years teaching experience and
  certificate in general education (Elem, MS, HS)
• More rigorous training in
• Advanced Curriculum Development, Differentiation
  of Instruction, Intervention and Remediation
• Eligibility Determination
• Consultation/Case Management
• Intensive Special Needs

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Roles and Assignments under Proposal
Elementary Teacher
Can teach in Elementary Resource Room
Can teach 3rd Grade
Can teach any student core subjects and provide
interventions

• Special Educator PK-12
• Can serve in Reg Ed or Spec Ed
• Coordinate diagnostics, case management and IEP
  Process

PD Training to be offered in strategies for
teaching intensive needs students.
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Benefits of New Model

• Alleviates label of your -vs- our students
• More broadly trained general education teachers,
  to support all students (RtI)
• More flexibility to hire and assign teachers for
  general education or resource room
• Special educators qualified to provide primary
  instruction in core academic subjects, coordinate
  diagnostics, case management, and consultative
  support to general ed teachers

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Challenges

• Ensuring quality and continuum of services for
  students, during and after transition
• Time, funding and commitment to quality, ongoing
  professional development
• Need more research on teacher education
• Higher education collaboration and acceptance of
  new preparation competencies including more field
  experiences and application of skills