Our Road to National Recognition of Intervention Specialist Programs at Walsh University Gary D. Jacobs, Ph.D. Janet M. Devine, MAED Jean A. DeFazio, Ph.D.

Walsh University’s Programs Intervention Specialist, K-12, Mild/Moderate Intervention Specialist, K-12, Moderate/Intensive Early Childhood Intervention Specialist, PreK-3, Moderate/Intensive

Use the Red Book See pages in the What Every Special Educator Must Know for key phrases, incorporate into your report Menu/ProfessionalDevelopment/ProfessionalS tandards/Red_book_5th_edition.pdfhttp:// Menu/ProfessionalDevelopment/ProfessionalS tandards/Red_book_5th_edition.pdf 14 designations of special education programs Learn the language of your standard, e.g, Clinical vs. Student Teaching

Know Your Acronyms SPA = Specialized Professional Association ELS = English as a second language ELN = Exceptional Learning Needs EC = Exceptional Conditions CF = Conceptual Framework IR = Institutional Report

Administrative Support Full support of Dean and Chair NCATE Coordinator Stipends for summer work Consultant hired

Assemble Your Team Writers should have special education background Recruit other experts in your division or college Find an outside reader Balance skills of team

Preliminary Ground Work Know your SPA standards Know 10 CEC Standard Domain Areas align with Ohio Educator Standards Link alignment chart website here Know your program requirements Undergraduate or Graduate level Programs Allow time to write, analyze data, define assessments, create rubrics

Choose friends wisely Confer with your ODE consultant Consider a paid consultant Ask questions Use your connections Ask for feedback from others Utilize the NCATE and CEC resources

Submission Deadlines Electronic submission of reports Submit six months prior to on-site visit Encouraged to submit one year prior to visit September 15 th & February 1 st Solicit help from your IS department Check NCATE website or with NCATE consultant

NCATE website Become familiar with NCATE website Helpful hints Model programs on website BOE guidelines

Conceptual Framework Thread the conceptual framework throughout your report What makes your institution unique? Include in report Assessment data from the SPA reports becomes a part of your assessment plan

Rubrics Study assessment plan Link assessments to the CEC standards Determine scale (5, 4, 3) Label and define each scale rating, e.g., 3 = Target; 2 = Acceptable; 1 = Unacceptable We followed NCATE 3 point scale

Data Collection Choose 6-8 key assessments based on candidate proficiencies found in your institution’s conceptual framework Align those key assessment with the CEC standards Solicit input from school partnerships

Use of Data Design data collection to help you improve your program Make program changes based on data Objectively review data Be honest about results of data Review for validity and reliability Be receptive of feedback from outside consultants, cooperating teachers and supervisors

Amount of Data Required Program Reports Submitted Amount of Data Required Through February semester September 15, year February 1, year September 15, years February 2, years September 15, 2009 & after 3 years

Assessment #1 Praxis II content test data is required Check out Praxis website Align test to CEC standards Discovered we didn’t have subcategory information

Assessment #2 Another content assessment is required We chose an assessments for each of the three different programs ISE M/M = case study ISE M/I = unit of study with learning centers ECIS = field-based case study

Assessment #3 Assessment of Candidate’s Ability to Plan Instruction DAPP = Developmental Assessment Plan Project Students write an Individual Assessment Plan (IAP), then assess a student, write a Diagnostic Prescriptive (DP), an Individualized Educational Plan (IEP) and then implement goals and objectives with a real child

Assessment #4 Assessment of Clinical Practice required Two types of rubrics used to gather data One is aligned with Praxis/Pathwise Second is CEC specific rubric CEC specific rubric is changing due to feedback from users

Assessment #5 Assessment of Candidate Effect on Student Learning Portfolio Assessment Freshmen begin a developmental portfolio Transitions into professional portfolio during pre-clinical practice Updated in clinical practice Evolving into an electronic teacher work sample In future will use impact on student learning

Assessment #6 Additional Assessment to address CEC Standards Family Interview Project Candidates interview parents of child with disabilities, provide a written and oral report as an in-class project Reflect on the experience

Assessment #7 Additional Assessment to address CEC Standards (optional, but use) 3-D Classroom Model Develop rules and consequences Group behavior change Parent letter and newsletter written Classroom management plan

Assessment #8 Additional Assessment to address CEC Standards (optional but use) Impact on Student Learning Modeled after the Ohio value added project Based on the assess, teach, assess model We put this here, but will have to be used in Assessment #5 at next submission

Assessments for our Three Programs ECISISE M/MISE M/I Assess. #1Praxis II Assess. #2Case StudyUnit StudyCase Study Assess. #3DAPP Assess. #4 Clinical Prac. Clinical Prac Assess. #5Portfolio Assess. #6Interview Assess. #73-D Model Assess. #8Impact

Assessment Chart CEC Report Standards/CEC/CECWebReport- July1.dochttp:// Standards/CEC/CECWebReport- July1.doc

Meetings Don’t miss one Get summaries if you can’t attend Attend with writing partners or other faculty Cover all breakout sessions Attend SPA training sessions offered by ODE Attend NCATE, AACTE and SPA national conferences

Lessons Learned Keep current – moving target Attend all meetings Learn from the work Balance teaching and writing tasks Take time from work to celebrate

QUESTIONS?

Contact Information Gary Jacobs Janet Devine Jean DeFazio