Highly Qualified Teachers Rhode Island's Experience

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Highly Qualified Teachers Rhode Island's
Experience

• Jonathan Dyson

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Management

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

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CIMP/Strategic Planning Relationship Building

• Who Do We Invite to the Dance?
• Clearly Defined Roles, Responsibilities and
  Outcomes
• Identification 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 - 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)

• 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 Goals

• Ultimate goal of project
• Relationship to other projects
• High-level timing goals

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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
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Management (Staffing/Resource 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)

• 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 Up

• NCLB/HQT Requirements
• Systems Change Critical Features (Fixsen Horner
  Sugai)
• RIDE Statewide Response/Plan
• RISIG Role/Support

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Supporting Social Competence Academic
Achievement
4 PBS Elements
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
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Content Implementation/Scaling Up RIDE 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 UpSpecial
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 RISIG
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 RISIG
Role/Support (Cont)

• Conduct Administrator Leadership Series
• Conduct Special Education Director Mentoring
  Program
• Conduct Special Education Parent LAC Forums

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Evaluation

• 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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Sustainability

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

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Management 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 Dont be afraid to Tweak or Change
  Course

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Content Implementation Critical Features

• 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 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 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 Information

• Jonathan Dyson e-mail jdyson_at_ric.edu
• www. Sherlockcenter.org
• www.ride.ri.gov