cosa conference 2007 who are you going to call for hiring special education teachers? ode, tspc, or...

COSA Conference 2007COSA Conference 2007

Who are you going Who are you going to call for hiring to call for hiring special education special education

teachers?teachers?

ODE, TSPC, or ODE, TSPC, or Institutes of Higher Institutes of Higher

EducationEducationPam LaFreniere, TSPCPam LaFreniere, TSPC Chris Macfarlane, Pacific Chris Macfarlane, Pacific University University

Bev Pratt, ODEBev Pratt, ODE David Guardino, David Guardino, ODEODE


State level teamState level team

Partnership between TSPC, ODE, Partnership between TSPC, ODE, and IHEand IHE

CQT forum -- Washington DC -- CQT forum -- Washington DC -- June 2007June 2007– Pam LaFrenierePam LaFreniere– Chris Macfarlane (Hank Bersani)Chris Macfarlane (Hank Bersani)– David Guardino (Maggie Osborne)David Guardino (Maggie Osborne)

State Action PlanState Action Plan


SPED & HQTSPED & HQT

To meet the requirements under To meet the requirements under NCLBNCLB– Must have full state Special Must have full state Special Education licensure; andEducation licensure; and

– Must have Bachelor’s Degree; andMust have Bachelor’s Degree; and– Must have demonstrated subject Must have demonstrated subject matter competencymatter competency


How can SPED Teachers How can SPED Teachers Demonstrate Subject Matter Demonstrate Subject Matter

Competency?Competency?

Major or EquivalentMajor or Equivalent

Passing appropriate TestPassing appropriate Test

HOUSSEHOUSSE


What if you cannot find a SPED What if you cannot find a SPED teacher who meets these teacher who meets these

requirements?requirements?

Contact ODEContact ODE

Develop Plan with TeacherDevelop Plan with Teacher

Submit Plan to ODESubmit Plan to ODE


SPED FlexibilitySPED Flexibility

Full Special Ed license and HQ Full Special Ed license and HQ in Eng/LA, Math or Sciencein Eng/LA, Math or Science


House Bill 2574House Bill 2574

Beginning Teachers and Beginning Teachers and AdministratorsAdministrators– Fewer than 2 years experienceFewer than 2 years experience

MentorsMentors– Active or retiredActive or retired– Has met best practice criteria Has met best practice criteria defined by State Boarddefined by State Board

– Possess license from TSPCPossess license from TSPC– Successfully served for 5 or more Successfully served for 5 or more yearsyears


HB 2574 (Cont.)HB 2574 (Cont.)

$5 Million in Grant money $5 Million in Grant money administered by districtadministered by district

Competitive GrantCompetitive Grant Mentorship program must provide Mentorship program must provide 90 hours of contact90 hours of contact

Training curriculum developedTraining curriculum developed– Both before school begins and Both before school begins and throughout the yearthroughout the year


Oregon Administrative Rules Oregon Administrative Rules (OARs)(OARs)

Describes procedures or Describes procedures or practices found in the lawpractices found in the law

Describes how the agency will Describes how the agency will implement or interpret the lawimplement or interpret the law

Currently OARs are in draft Currently OARs are in draft formform


Staff Assignment Staff Assignment CollectionCollection

Opens January 15, 2008Opens January 15, 2008 Must report all Special Must report all Special Education teachersEducation teachers

SPED teachers of core content SPED teachers of core content must meet HQT requirementsmust meet HQT requirements

InternsInterns


Title II-A Teacher QualityTitle II-A Teacher Quality

Use data from Staff Assignment Use data from Staff Assignment to determine district needsto determine district needs

Funds can be used for teacher Funds can be used for teacher PDPD


Determining HQDetermining HQ

HOUSSEORELA Tools


Meeting Special Education Needs:Meeting Special Education Needs:ODE efforts and scholarship ODE efforts and scholarship

opportunitiesopportunities State Improvement Grant (2001-2007)

– Special Education Scholarships State Personnel Development Grant (new)– Orientation & Mobility Scholarships– NOVA Scholarships– Special Education Scholarships (continuation of SIG)

House Bill 3141– SLPAs & SLPs


State Improvement Grant State Improvement Grant (2001-2007)(2001-2007)

ODE contracted with Teaching Research (TR) at Western Oregon University (WOU)

Focus on special education certification to support rural areas– Required 2-5 year commitment to work in ESD/SD (determined by ESD/SD)

34 grants providing scholarships for 64 individuals

57 working in rural/isolated school districts


SPDG (2006-2011): O&MSPDG (2006-2011): O&M

Distance learning program through Pennsylvania College of Optometry

3 year program - started coursework this summer

8 applicants Students are currently serving as special education teachers for the visually impaired


SPDG (2006-2011):SPDG (2006-2011):Nova Scholarships - SLPsNova Scholarships - SLPs

1st Cohort (18 members) started this Fall

Up to $10,000 in scholarships were available

Second cohort will start Fall of 2008– Interested applicants should

contact Maggie Osborne at ODE


SPDG (2006-2011): SPED SPDG (2006-2011): SPED ScholarshipsScholarships

Scholarships are available on an ongoing basis– Applications are reviewed when a pool is generated

Teaching Research (WOU) developed criteria for applicants– Not for continuing certification– For special education certification areas (SLP, LD, Autism)

ODE and TR collaborate in the selection of candidates

Scholarship amounts depend on the number of ESDs/SDs that apply

Maximum award to ESD/SD is $5,000 per proposal (not per person)


House Bill 3141House Bill 3141

Provides for $150,000 from the State School fund for Scholarships

Funds support students in SLP & SLPA programs

1st year funds for SLPA students – Up to $2000/academic year

2nd year funds for SLP students– Up to $9000/academic year

Both years include money for mentoring students (individuals from within same district as student) $200/SLPA, $400/SLP


Initial licenseInitial license

Special Educator (Mild, Moderate, Severe)– Early Childhood/Elementary (age 3 - grade 8)

– Middle/High School (grade 5 - age 21)


Special education teacher Special education teacher preparation programspreparation programs

Southern Oregon University

University of Oregon

Western Oregon University

Portland State University

Eastern Oregon University

Pacific University

Lewis & Clark University

University of Portland

Willamette University


What we doWhat we do

Stand alone licenseAdded endorsement Elementary authorization onlyDistance learningAlternative route


IssuesIssues

Capacity of programCapacity of program Application deadline, start time Application deadline, start time for program, completion timeline for program, completion timeline for persons on CAP or Restricted for persons on CAP or Restricted Transitional licenseTransitional license

Secondary authorization and need Secondary authorization and need for content in core academic for content in core academic areasareas

Hiring in higher education Hiring in higher education


Demonstrated competence in Demonstrated competence in each of the following:each of the following: Theory and foundations of exceptional learner

education; Law and policy; IEP development and implementation; Collaboration/consultation; Behavior supports/classroom management; Family support/community links; Assessment/evaluation – academic; Assessment/evaluation – functional Curriculum and instruction – academic; Curriculum and instruction – functional; Specialized supports and technology; and General education curriculum and foundations; Multi-cultural and diversity issues.


Continued Continued

Teaching experience or practicum in regular education classroom in early childhood or elementary;

Student teaching, internship, or practicum with students with disabilities in Early Childhood and Elementary (Age 3 to Grade 8)

ORTeaching experience or practicum in regular

education classroom in middle level or secondary;

Student teaching, internship, or practicum with students with disabilities in Middle Level and High School (Grade 5 – Age 21).


Higher Ed CouncilHigher Ed Council

Representatives of special education teacher preparation programs

Meet 4 times a yearSuggested revision of Special Educator OARs (584-065-0030 and 584-065-0040) to align with CEC Standards


Past recommendationsPast recommendations

Reduction of Praxis II testsReduction of Praxis II tests Change in K - 8 requirement for Change in K - 8 requirement for setting with regards to setting with regards to practica, experience, and/or practica, experience, and/or student teachingstudent teaching

Resulted in TSPC authorizing Resulted in TSPC authorizing changes in the OARschanges in the OARs


The teacher candidate for the Special Educator endorsement must demonstrate competence in each of the following areas:


FoundationsFoundations

Understanding the field of Understanding the field of special education as an evolving special education as an evolving and changing discipline. This and changing discipline. This knowledge includes: knowledge includes: – The philosophical and historical The philosophical and historical background of special education;background of special education;

– Relevant laws and policies;Relevant laws and policies;– Issues that have influenced the Issues that have influenced the field of special education;field of special education;

– Service delivery models;Service delivery models;


Foundations (cont.)Foundations (cont.)– Professional practices, including:

Assessment;Instructional planning;Transition planning and servicesImplementation of instruction; andEvaluation of student performance;

– The impact of elements such as family, culture, and language on students with disabilities; and

– The relationship of special education to other organizations and systems within the educational community.


Development and Development and Characteristics of Characteristics of Learners Learners

Understanding the unique learning characteristics of students with disabilities. This knowledge includes: – Human development and how disabilities can affect human development;

– The characteristics between and among individuals with and without disabilities; and

– How the experiences of students with disabilities can impact families, the individual’s ability to learn, to interact socially, and to live as fulfilled, contributing members of the community.


Understanding of and Understanding of and accommodation for individual accommodation for individual learning differenceslearning differences

Special educators must demonstrate Special educators must demonstrate awareness of the effects that learning awareness of the effects that learning differences have on an individual’s differences have on an individual’s learning in school and throughout learning in school and throughout life. This knowledge includes:life. This knowledge includes:– The effects that exceptional conditions The effects that exceptional conditions can have on an individual’s lifecan have on an individual’s life

– Differing ways of learning among Differing ways of learning among individuals with exceptional learning individuals with exceptional learning needsneeds

– The impact of disabilities on information The impact of disabilities on information processing skillsprocessing skills


Understanding of and accommodation Understanding of and accommodation for individual learning for individual learning differences (cont.)differences (cont.)

– Variations in beliefs, traditions, and values across and within cultures

– How language, culture, and familial backgrounds interact with the individual’s exceptional condition to impact academic and functional achievement

– Translation of individual differences into goals, specially designed instruction, and accommodations on a child’s Individualized Education Program (IEP).


Effective use of Effective use of instructional strategies instructional strategies

Special educators must possess a repertoire of evidence-based instructional strategies supported by research for teaching students with disabilities to meet individual learning needs by: – Selecting appropriate instructional goals aligned with the general education curriculum

– Selecting, adapting, and modifying curricular materials as needed

– Analyzing tasks and sequencing activities – Teaching basic academic skills such as reading, mathematics, and writing


Effective use of Effective use of instructional strategies instructional strategies (cont.)(cont.)

– Promoting critical thinking, problem-solving, self-advocacy, and self-determination skills

– Maintaining students’ attention, cooperation, and participation

– Giving specific, helpful feedback– Providing continuous review and teaching for generalization

– Modifying environments and instructional arrangements to enhance learning

– Employing appropriate adaptations and assistive technology


Management of learning environ-Management of learning environ-ments and social interactions ments and social interactions by:by:

Using management techniques that influence the behavior of individuals with exceptional learning needs,

Identifying and promoting social skills, learning strategies, and supports needed for integration into various program placements,

Identifying and applying performance data and information from all stakeholders to determine modifications in learning environments based on student needs,


Management of learning Management of learning environments and social environments and social interactions (cont.)interactions (cont.)

Designing and managing daily routines that emphasize independence, self-motivation, self-direction, personal empowerment and self advocacy,

Fostering cultural understanding and valuing diversity,

Demonstrating the use of effective and varied individual and group strategies for prevention and intervention


Language acquisition, Language acquisition, communicative competence and communicative competence and linguistic and cultural linguistic and cultural differences as they effect differences as they effect teaching and learning by:teaching and learning by: Using strategies that develop, support, and enhance the communication skills of individuals with exceptional learning needs,

Demonstrating understanding of the role and function of augmentative communication strategies and assistive technology,

Using communication strategies and resources to facilitate understanding of subject matter for students whose primary language is not the dominant language.


Specially designed Specially designed instruction in academic and instruction in academic and functional curriculafunctional curricula Special educators will:

– Design age- and ability-appropriate instruction for students with disabilities in the least restrictive environment

– Design instruction in collaboration with colleagues, families, related services providers, and agencies responsible for transition.

– Design instructional programs responsive to a range of student needs: academic, adaptive, social, linguistic and cultural factors, transitional, and medical.


SDI in academic and SDI in academic and functional curricula (cont.)functional curricula (cont.)

– Select and use technology, materials, and resources needed to educate students with disabilities.

– Design individualized positive behavioral supports.

– Systematically collect and interpret data to plan instruction, monitor student progress, and measure instructional effectiveness.


AssessmentAssessment

Special educators: – Gather and communicate assessment information obtained from families, evaluation specialists, and public or private agencies;

– Comply with federal and state laws regarding eligibility, placement, and reevaluation;

– Select and use disability-specific assessment instruments;


Assessment (cont.)Assessment (cont.)

– Select and use age appropriate transition assessments to determine postschool goals;

– Select, adapt, and modify formative and summative assessments to accommodate the unique abilities of individuals with disabilities;

– Administer appropriate district and statewide assessments; and

– Engage in on-going, data based decision-making.


Professional and Ethical Professional and Ethical PracticePractice

The special educator will: The special educator will: – Commit to developing the highest educational Commit to developing the highest educational potential of individuals with disabilities in potential of individuals with disabilities in the least restrictive environment.the least restrictive environment.

– Develop and maintaining effective oral and Develop and maintaining effective oral and written communicationwritten communication

– Inform parents of their child’s educational Inform parents of their child’s educational rights and any proposed or actual practices rights and any proposed or actual practices which violate those rightswhich violate those rights

– Maintain confidentialityMaintain confidentiality


Professional and Ethical Professional and Ethical Practice (cont.)Practice (cont.)

– Engage in professional activities that benefit and advocate for individuals with disabilities and their families

– Exercise objective professional judgment

– Not condone or participate in unethical or illegal acts

– Self-evaluate, receive feedback, and reflect on one’s practice to improve instruction and guide professional growth


CollaborationCollaboration

The special educator will: – Use local, community, and state resources to assist individuals with disabilities and their families, including those relevant to transition.

– Collaborate with families and others to individuals with disabilities.

– Select, plan, and coordinate activities with related services personnel

– Teach parents and school staff to use appropriate behavior management

– Foster respectful and beneficial relationships between families and professionals.


Collaboration (cont.)Collaboration (cont.)

– Collaborate with team members to plan transition to prekindergarten, kindergarten, and adulthood that encourages full community participation.

– Assist individuals with disabilities and their families in becoming active participants in the educational team.

– Co-plan and co-teach with general educators to strengthen content acquisition for individuals with disabilities.

– Work collaboratively to plan and implement the reintegration of individuals with disabilities into the general education setting.


Questions?Questions?

Thank you!Thank you!

cosa conference 2007 who are you going to call for hiring special education teachers? ode, tspc, or...

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