National Invitational Forum
Policy to Practice: Improving the Teaching of
Students with Disabilities
October 5-8, 2005
Omni San Diego
675 L Street
San Diego, CA92101
Phone: 619.231.6664
Fax: 619.231.8060
Forum Agenda
The objectives of the Center for Improving Teacher Quality’s National Invitational Forum are to provide state team members with:
- Examples of possible actions at state, higher education and district levels to improve the teaching of students with disabilities;
- Opportunities to strengthen their communication and collaboration on issues of teacher quality;
- Current information about relevant federal legislation; and
- Time to discuss and create state action plans.
Wednesday, October 5
8:00 – 9:00 amBreakfast ………………………………………………………. Gaslamp 1
9:00 – 12:00 pmOrientation for Forum Facilitators……………..……………Gaslamp 1
1:00 – 4:30 pmOrientation forNew State Teams……………..……..……Salon D&E
1:00 – 4:30 pm Meeting of Case Study States…………………………..… Salon D&E
Thursday, October6
7:30 am – 5:00 pmForum Registration……………………….Grand Ballroom Foyer East
7:30 – 8:30 amContinental Breakfast……………………………………….Palm Terrace
8:45 - 9:15 amWelcome/Overview of Forum……………………………Salon CDE
Facilitator: Irv Richardson, TBA Consulting Group
Speakers: Bonnie Jones, CTQ Project Officer,
U.S. Department of Education
Jean Miller, Project Director, CTQ
9:15 – 10:00 amPlenary Session: ……………………………………………Salon CDE
“Leading Change: Creating a Statewide Environment
So ALL Students Can Succeed”
Speaker: Terry Bergeson
Superintendent of Public Instruction
WashingtonState
10:00 – 10:30 amUpdate on Federal Legislation:………..…………………Salon CDE
No Child Left Behind Act (NCLB) and Individuals
with Disabilities Education Act of 2004 (IDEA)
Speaker: Troy Justesen, Acting Director
Office of Special Education Programs
U. S. Department of Education
10:30– 10:45 amBreak…………………………..……………Grand Ballroom Foyer East
10:45 – 11:45amLeveraging Federal Law on Teacher Quality…………..Salon CDE
Speaker: Scott Palmer, Holland & Knight
11:45- 12:30 pmLeveraging Change at the State Level: …………………Salon CDE
What Educators Need to Know and Be Able to Do
Facilitator: Joanne Cashman, Director, IDEA Partnership
Speakers: Daniel Bittman, Director of Teacher Licensing, Minnesota Department of Education
Norena Hale, State Director of Special Education, Minnesota Department of Education
Jayne Meyer, Director of Teacher Licensing, Alabama Department of Education
MabreyWhetstone,Director, Division of Special Education Services, Alabama Department of Education
Every state is engaged in thinking about the ways in which NCLB and IDEA will impact their special and general education systems. Some of the most important decisions relate directly to the SEA’s vision of the future system and the interim steps that will be needed to reach it. To understand and contribute to state discussions, educators need to understand the vision. In this session, we will hear from special education and licensing officials in two states as they share their vision and current direction.
12:30 – 1:30 pmLunch ………………………………………………….……Palm Terrace
1:30 – 2:15 pmOverview ofState Team Work Time………….………….Salon CDE
State Team Work Time PowerPoint
2:15 – 5:00 pmState Team Work Time…………….………………………Team Rooms
5:30 – 7:00 pmReception…………………………….………………………Palm Terrace
Friday, October7
7:00 - 8:00 amBreakfast …………………………………….………………Palm Terrace
8:00 – 9:00 amRegional Resource Centers and Education Lab Meetings
with States
Facilitated discussion and state sharing responding to the following guiding questions:
Referring to the State Action Plans that you have already developed for the Forum, what is the primary goal that your team hopes to achieve by Saturday afternoon?
What is the biggest challenge you face in achieving your team’s goal?
Where do we see similar goals and challenges as we look across the region?
Based on where there are similar goals and challenges, are there ways that these commonalities could be addressed on a regional basis?
Mid-South Regional Resource Center (MSRRC)……..……Gaslamp 5
(Delaware, Kentucky, Maryland, North Carolina, South Carolina, Tennessee, Virginia, Washington, DC, and West Virginia)
Mountain Plains Regional Resource Center (MPRRC)……. .Balboa 1
(Arizona, Bureau of Indian Affairs (BIA), Colorado, Kansas, Montana, Nebraska, New Mexico, North Dakota, South Dakota, Utah, and Wyoming)
North Central Regional Resource Center (NCRRC) …...... Gaslamp 2
(Illinois, Indiana, Iowa, Michigan, Minnesota, Missouri, Ohio, Pennsylvania, and Wisconsin)
Northeast Regional Resource Center (NERRC)……...….. Gaslamp 3
(Connecticut, Maine, Massachusetts, New Hampshire, New Jersey, New York, Rhode Island, and Vermont)
Southeast Regional Resource Center (SERRC)…………….Gaslamp 4
(Alabama, Arkansas, Florida, Georgia, Louisiana, Mississippi, Oklahoma, Puerto Rico, Texas, and the U.S.Virgin Islands)
Western Regional Resource Center (WRRC)………………... Balboa 2
(Alaska, American Samoa, California, Commonwealth of the Northern Mariana Islands, Federated States of Micronesia, Guam, Hawaii, Idaho, Nevada, Oregon, Republic of the Marshall Islands, Republic of Palau, and Washington)
9:15 – 9:30amOverview of the Day’s Agenda…………………………..Salon CDE
Carol Smith, AACTE
Lisa Stooksberry, AACTE
9:30 – 10:30 amCollaborative Models in Teacher Education: …………Salon CDE
A Typology of Programs
Teacher Education Model Handout
Speakers: Marleen Pugach, Professor,
Department ofCurriculum andInstruction,
University of Wisconsin-Milwaukee
Linda Blanton, Dean, College of Education,
FloridaInternationalUniversity
This presentation will provide an overview of current models for the collaborative preparation of special and general education teachers, the benefits and limitations of each model, and the implications of each model for PK-12 and higher education. The session will include a brief history of collaboration in teacher education and the role of the INTASCstandards for teaching students with disabilities in creating a common dialogue on these issues.
10:30 – 10:45amBreak ……………………...…….……………Grand Ballroom Foyer East
10:45– 11:45 amBreakout Sessions by States (Presentation followed by Q & A)
Alabama -What All Teachers Need to Know in …………Gaslamp 3
Order for All Students to Learn: Making It Work, (Handout)
Speakers: Jayne Meyer,Elizabeth Beale
The Alabama Department of Education in collaboration with the SoutheastRegionalResourceCenter and stakeholders from around the state have developed a model for Teacher Education Reform. Learn how the groups in this state worked together through challenges and shared principles to build consensus to ensure that no child is left behind!
Arkansas–How to Grow an Onion: …………….……………Balboa 2
Tears Included
Speakers: Donna Zornes, Kathleen Atkins, Susie Branon, Marcia Harding, Frank Servedio
The panel will discuss the challenges and lessons learned while transitioning to performance-based licensure. We will include discussion regarding preparing ALL teachers to teachALL students (general and special education).
Hawaii -Using Teacher Standards to Support…………….. Gaslamp Change
Speakers: Sharon Mahoe, Amelia Jenkins, Amy Shimamoto
During this session, the CTQ team from Hawaii will explain how they are usingthe INTASC Standardsfor Teaching Students with Disabilities to survey recent graduates of teacher preparation programs and veteran teachers in the state to determine how well-prepared they feel to serve a wide range of students. The results will help guide the state’s approach to teacher preparation, licensure/certification, and professional development for teachers.
New Jersey -High Quality Teachers- How to…………..Gaslamp 4
Make it Happen
Speakers: Eileen Aviss-Spedding and Michele Kamens
Panelists will examineNJ’s recent teacher reform efforts, looking specifically at the shift in policy in changing administrations and the key links recently to national policy directions. Panelists will share lessons learned in standards-based reform so far and look ahead to new refinements in issues related to teacher development. Focus will also be on New Jersey’s reforms in special education preparation and licensure requirements and where implementation is now. The university member of the team will explain how that process looks “on the ground.” Finally, the NJEA representative will discuss the role of the union in state teacher policy, their support for state initiatives in teacher development, and the newprofessional teaching standards board in NJ.
Rhode Island -Beginning to Professional Teaching ….Gaslamp 5
Standards: One State's Evolution
Speakers: Barrie Grossi, Lynne Ryan, Eileen Ferrance, Kristin Reedy, Irv Richardson
Using the synergy of their involvement with CTQ, the stakeholders in one state will share briefly their strategy for changing policy on standards for teachers that evolved from beginning teaching standards to standards for professional teachers. These standards will drive the continuous development of teachers from preparation, through induction, to ongoing relicensure, and professional development. In small interactive groups the implications of this policy change for teacher education programs, state relicensure, district teacher evaluation, and ongoing professional development will be discussed.
The South Carolina Teacher Advancement ………………… Balboa 1
Program (TAP)
Speakers: Janice Poda, Susan Durant
South Carolina has been a pilot site for the Teacher Advancement Program (TAP) since 2001. Ten schools in five school districts are participating during the current (2005–06) school year. TAP provides a career continuum for teachers, embedded professional development, incentives for additional duties, teacher performance, and student achievement. Cluster groups work with master and mentor teachers to ensure the success of all students.
Multi-State Panel - Higher Education's Involvement …..Salon CDE
in Implementing Statewide Strategic Action Plans
for Recruitment, Preparation and Retention:
A Progress Report
Speakers:Phoebe Gillespie (NASDSE), Julia Causey (AL), Renee Scott (KY), Athena Waite (CA), Jan Jones-Wadsworth (CA)
The PersonnelCenter at NASDSE works to increase the nation's capacity to recruit, prepare and retain highly qualified, diverse special educators. Through the PersonnelCenter's focused work in states, IHE's have become strategic partners as well as leaders in developing and implementing long range plans for personnel development in their states. This session will share the stories of three states- AL, CA and KY- that demonstrate the three stages of involvement that states might want toconsider when engaging IHEs and other stakeholder groups in long range personnel planning. The impact of both products and processes from this model, now utilized in ten states, will also be presented. Emphasis on increasing diversity in the personnel pool is highlighted as well.
Multi-State Panel - How Rural States Are …………………...Balboa 3
Dealing With HQT
Speakers: Miriam Podrazik (AZ),David Stockford (ME),
Sharon Katt (NE)
The focus of this discussion will be on the challenges and strategies that states have found useful in recruiting and retaining highly qualified teachers in rural settings.
11:45– 12:00Transition
12:00 – 1:00pmBreakout Sessions on Issues (Presentation followed by Q & A)
Multi Subject HOUSSE: ……………………………………...Gaslamp 2
Achieving Flexibility and Rigor
Speakers: John Somers, Jennifer Faulkner, Lezlie Cline,Vickie Chamberlain, Jean Miller
Handout
No Child Left Behind allows states to provide an alternative method (High, Objective, Uniform State Standard of Evaluation or HOUSSE ) forteachers not new to the fieldto demonstrate subject-matter competency. This session explores how states are taking advantageof and/or thinking aboutthis flexible option specific to multi-subject/special education teachers.Also discussed will be the work of the CTQ Cross-State Community on HOUSSE.
K-12 ServiceDelivery Options: ………………….………….Gaslamp 3
A Conversation in the Context of Accountability
Speakers: Marilyn Friend, Nancy Reder, Bruce Schroeder, Michele Kamens, Betsy Laflin
NCLB and IDEA 2004 have caused professionals to re-examine service delivery options for students with disabilities. However, considerable uncertainty remains about how to educate these students effectively and how to prepare both special education and general education teachers for this responsibility. In this session, panelists will facilitate a conversation with participants on questions such as these:
What is the impact of the highly qualified requirement on service delivery options?
How are emerging service delivery patterns affecting requirements related to LRE, curriculum access, and participation in assessment?
What are the responsibilities of institutions of higher education, state policy makers, and local education agencies for addressing service delivery options and for coordinating their efforts? How are these groups collaborating? What barriers are being encountered? How can they be overcome?
Low Incidence Disabilities: ………………………….…………Balboa 1
Opportunities Through Partnerships, (Powerpoint II), (Handout 1), (Handout 2)
Speakers: Kay Ferrell, Elizabeth Beale,Jan Jones-Wadsworth,Donna McNear
The low-incidence community will examine issues surrounding the preparation and supply of teachers of students with low-incidence disabilities, particularly as they relate to the highly qualified teacher provisions of NCLB and IDEA 2004. Innovative solutions from states and regions will be discussed, and participants will have the opportunity to brainstorm other possibilities for meeting highly qualified standards within their own communities
Leadership For Learning: What School Leaders ...……….. Gaslamp 4
Need To Know and Be Able To Do To Impact
the Needs of All Students
Speakers: Lois Adams-Rodgers, Eileen Avis-Spedding (NJ), Jackie Crawford, Susan Fischer,and Arlie Willems (IA)
This session will:
provide an overview of what states are currently doing with leader standards (using the latest CCSSO state indicators report in terms of adoption/adaptation of ISLLC and or ELC standards);
feature speakers from two states regarding how those states have aligned their systems in order to strengthen the preparation and ongoing development of their principals with a focus on improved student learning;
identify ways in which a state could use the standards to strengthen preparation programs to better serve the needs of all students; and
provide a sample matrix of principal development that states could use as they examine their own programs at various levels.
Engaging Stakeholders: Critical Connections ……..…………Balboa 2
Around Shared Interests
Lead Participants: CTQ Advisory Board Members Representing Stakeholder Groups: Ed Amundson (NEA); Lawrence Waite(AFT); Irene Martinez (Fiesta Educativa); Joanne Cashman (IDEA Partnership)
Every state is challenged to raise achievement standards for students while, at the same time, raising the preparation standards for general and special education teachers. The issues are complex and affect many people in a variety of roles. Teachers, administrators and families can be powerful new allies in communicating information, suggesting approaches and reducing anxiety during times of change. In this session, we consider the value added to our strategies by inviting the human experience of the stakeholders.
Professional Development for Practicing Teachers: …….Salon CDE
Content and Dual Certification Considerations
Speakers: Linda Blanton, Marleen Pugach
This session will explore potential professional development options in two areas of need: academic content preparation for special education teachers, and dual certification of general/special education teachers. The focus will be a practical orientation to addressing these issues.
Intervening Early: Implications for General ………………. Balboa 3
and SpecialEducation Teacher Collaboration
Standards and Models
Speaker: Katherine Nagle
Handouts
IDEA EIS
IDEA—Reauthorized Statute—EIS
Identifying & Implementing Educational Practices supported by Rigorous Evidence: a User Friendly Guide
EIS: Guidance from NM PED
EIS Informational Update from MD SEA
IDEA 2004 allows, and under certain circumstances requires, districts to use not more than 15 percent of the amount they receive under IDEA Part B for any fiscal year to develop and implement coordinated, early intervening services (EIS) for students in kindergarten through grade 12 who have not been identified as needing special education or related services but who need additional academic and behavioral support to succeed in a general education environment. This session will address:
The statutory background of EIS
The reporting requirements regarding EIS
The role of the state in the provision of EIS
Examples of activities that may be implemented through EIS
The potential impact of EIS on (a) teacher certification standards and (b) professional development courses
Areas of EIS requiring further clarification
1:00 – 4:00Box Lunch ………………………………………………….………Palm Terrace
State Team Work Time……………………………………………Team Rooms
4:00 – 5:30 Role-Alike Meetings
Teacher Licensure……………………………………………Gaslamp 4
This session will be a discussion with federal officials regarding revisions to the data collection requirements for Highly Qualified Teachers (HQT) under NCLB. It will include an overview of the draft revised 2004-05 Consolidated State Performance Report, HQT reporting challenges, and next steps by the federal government to assist states.
Special Education Directors/Staff…………………………Balboa 3
In this session, state directors of special education, state staff, technical assistance providers who serve states and other stakeholders in the disabilities field will meet to consider issues around the connections between personnel preparation and outcomes for students with disabilities. Special attention will be given to special and general education collaboration, changing service delivery patterns, and issues in serving low incidence disabilities. Participants will identify critical personnel connections for implementing new provisions in IDEA 2004, including early intervening services and responsiveness to intervention (RtI). Support available through CTQ, the IDEA Partnership, the PersonnelCenter, the RRCs and other initiatives will be identified.
Higher Education……………………………….……………Salon CDE
This will be awork session on how to develop collaborative teacher education programs. Participants will begin a self-assessment process as a lead-in to having CTQ develop a rubric on the development of collaborative programs.
Technical Assistance Providers ………………..……………Gaslamp 4
This will be a work session to provide opportunities for TA
providers to discuss implications for their roles. Questions for discussion:
What challenges and opportunities are you addressing at this time?
What supports are you currently providing to the state teams?
What collaborative activities can you conduct for state teams that fit into the context of technical assistance and state priorities?
What other issues might we address during this time?
Saturday, October 8
7:30 – 8:45 amContinental Breakfast………………….…………………….Palm Terrace
9:00– 11:00 amState Team Work Time …………….………………………Team Rooms
11:00– 11:30 amBreak – Hotel Check Out…………….………Grand Ballroom Foyer East
11:30– 1:00 pmPlenary Session: ………….……………………….……….. Salon CDE
“Preparing Teachers for a Changing World”
Speaker: Pamela Lepage
1:00 – 2:00 pmLunch ……………………………………..…………………Palm Terrace
2:00 – 3:00 pmReport on Synthesis of States’ Progress, Challenges, ...…Salon CDE
and Technical Assistance Needs
CTQ Follow-Up and Next Steps
3:00 pmAdjourn
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