Special Education Teacher Professional Development SETPD Pilot Program Overview of Reading First SET

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Special Education TeacherProfessional
Development (SETPD) Pilot ProgramOverview of
Reading First SETPD Pilot Program
Presented byDale Webster, Interim R-TAC
DirectorCalifornia Technical Assistance
CenterReading Lions CenterSacramento County
Office of Education
California Departmentof Education
California TechnicalAssistance Center
California Departmentof Education
California TechnicalAssistance Center
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SETPD A New Chapter

• WELCOME!
• SETPD builds on the success of Reading First
• 121 Reading First Districts
• Now 27 SETPD Districts (21 currently Reading
  First)

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SETPD Who Are We?

• 27 LEAs (6 non-RF 21 RF)
• 18 Counties
• 652 Schools
• 1,918 Special Education Teachers
• 30,000-40,000 Special Ed Students
• 41 coaches (RF coaches not included)
• 8 R-TAC Directors and 5 IPAs to support your work

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The State of Teacher Preparation

• a large number of teachers report that their
  training programs did not adequately prepare them
  to impart effective reading instruction,
  particularly to children with limited oral
  language and literacy experiences or to children
  with the most severe forms of reading
  disabilities.
• (Moats, 1995 Fletcher et al., 2001)

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The State of Instructional Time

• studies show that placement in special
  education commonly results in less reading
  instruction for students with reading
  disabilities
• even special education teachers spend little
  time directly teaching reading skills
• (Fletcher et al., 2001)
• Many special education students did not spend
  sufficient portions of time in intensive,
  explicit instruction
• (Brownell et al., 2008)

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Is a Return to General Ed Possible?

• 40 percent were returned from special education
  to regular education classes, which greatly
  exceeds the 5 percent figure commonly cited for
  leaving special education.
• (Torgesen et al., 2001)

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Federal Legislation

• (i) will prepare these teachers in all the
  essential components of reading instruction
  (phonemic awareness, phonics, vocabulary
  development, reading fluency, including oral
  reading skills, and reading comprehension
  strategies)
• (ii) shall include
• (I) information on instructional materials,
  programs, strategies, and approaches based on
  scientifically based reading research, including
  early intervention and reading remediation
  materials, programs, and approaches and
• (II) instruction in the use of screening,
  diagnostic, and classroom-based instructional
  reading assessments and other scientifically
  based procedures that effectively identify
  students who may be at risk for reading failure
  or who are having difficulty reading.

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CA Education Code 51700

• (1) (A) Authorize a local educational agency that
  meets all the requirements of Section 6362(c)(6)
  of Title 20 of the United States Code to be
  eligible for Reading First funding if pupils
  enrolled in kindergarten or any of grades 1 to 3,
  inclusive, and special education pupils enrolled
  in kindergarten or any of grades 1 to 12,
  inclusive, are provided with standards-aligned
  textbooks or basic instructional materials
  aligned with the reading/language arts content
  standards pursuant to Section 60605 by the
  beginning of the first school term that commences
  no later than 24 months after those materials are
  adopted by the State Board of Education.

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SETPD Targets

• By definition, a special education teacher
  referred to in this application is one who holds
  a valid credential and provides instruction in
  the technical skills of beginning reading to
  identified special education students.
• SETPD Application, p. 6

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What Is the Purpose of SETPD?

• The goal of the state effort through the Reading
  First Initiative for this Pilot Program is to
  provide resource specialists and special
  education teachers with professional development
  opportunities focused on (1) improving reading
  instruction through use of scientific
  research-based content and strategies (2)
  setting high expectations for achievement and
  parental support (3) modifying the Reading First
  Assurances to accommodate Individual Education
  Plans of students with mild/moderate learning
  disabilities, and (4) setting achievement targets
  that are in alignment with individual disability
  and instructional context.
• SETPD Application, p. 4

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LEAs Perspective on SETPD Purpose

• The district strongly believes that our language
  arts instruction for special education students
  can be greatly improved through a strong
  professional development component which focuses
  on the unique needs of students with
  disabilities. Furthermore, the provision of a
  staff development program focused on the needs
  of special education teachers will create
  greater academic coherence with the system by
  aligning assessments, professional development,
  pacing of instruction, teacher collaboration, and
  academic content across general and special
  education.
• Santa Paula Elementary School District

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LEAs Perspective on SETPD Purpose

• to integrate the Pilot Program into its
  existing Reading First structure, to gain
  experience implementing it with special education
  programs at the selected sites and expand the
  model to other schools.
• Cajon Valley Union School District

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LEAs Perspective on SETPD Purpose

• Our LEA believes that all special education
  students are entitled to effective, research
  based language arts instruction delivered by
  teachers trained in the best instructional
  practices.
• Lancaster School District

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SETPD Requirementsfrom SETPD Application, p. 4

• The key components of SETPD include the following
  requirements
• (1) Identify the number of special education
  teachers and schools
• (2) Adopt and fully implement the SBE-approved
  reading/language arts programs
• (3) Provide initial SB 472 professional
  development for the LEAs adopted (and
  SBE-approved) reading/language arts programs for
  all participating special education teachers in
  Year One
• (4) Provide, in Year Two, advanced professional
  development for all participating special
  education teachers available through the Reading
  Implementation Centers or comparable professional
  development programs developed by or contracted
  by the LEA

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SETPD Requirementsfrom SETPD Application, p. 4

• (5) Use the end-of-year grade-level Oral Reading
  Fluency assessments and kindergarten assessment
  as required for state reports
• (6) Form an LEA SETPD team to advise on the
  delivery of program services and link with the
  state and regional technical assistance centers
  for LEA-level support
• (7) Hire or assign a school or district level
  reading coach and/or an external resource
  specialist to assist teachers to focus
  instruction on the learning needs of individual
  students
• SETPD Application, Section I,
• Program Information, Overview, p. 4

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SETPD Requirementsfrom SETPD Application, p. 6

• (8) comply with the certification of assurances
  . . . in fully implementing the LEA level and
  school site level assurances
• SETPD Application Section I, Program
  Information, Process and Criteria for Awarding
  Subgrants, p. 9

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SETPD Requirementsfrom SETPD Application, p. 9

• (9) Submit annual performance reports required by
  USDE and any evaluation data requested by the CDE
  or the USDE
• SETPD Application Section I, Program
  InformationSpecific Conditions 3, p. 9

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Todays Agenda

• Please take out your agenda for todays session.
• Following todays presentations will be Cluster
  Breakout Sessions as assigned below
• Cluster 1 - Conference Room B
• Cluster 2 - Mather Room
• Cluster 3 - Conference Room D
• Cluster 4 - Board Room