The University of Southern Mississippi Special Education Pre- Service Teacher Preparation Curriculum Revision and Improvement Project Project Year:

Issues and Concerns in 2009 Special Education and Elementary Education become one department Dual campus structure Institution of Higher Learning (governing body) mandates Large population of transfer students from community colleges (articulation agreement) Limited enrollment in Special Education Territorial issues Clinical issues

Redesign: Pre-Service Teacher Preparation Curriculum Revision and Improvement Departmental meetings conducted to discuss the critical needs in special education. Departmental discussion about the creation of a dual major program at USM ◦ Requirements of special education ◦ Requirements of general education ◦ Additional criteria and objectives required ◦ Structure of the plan of study

Curriculum Revision Evidence-based practices identified ◦ Council of Exceptional Children ◦ The Blue Ribbon Commission ◦ High Quality Teaching ◦ National Council of Mathematics ◦ International Reading Association

How realigned program meets State licensure and HQT requirements of section 602(10) of IDEA Departmental meetings to examine the differences in licensure requirements for elementary education K-6 program compared to special education K-12. Program of study was designed to incorporate all required courses in the Special Education program and the Elementary Education (K-6) program of study. Principle Investigator, department Chair, and select faculty met with Director of Teacher Licensure, State Director of Special Services, and State Superintendent of Education. Proposed program presented for approval at all appropriate university levels. Program presented to IHL with request for exception (133 hours).

How the Program Equips Graduates with Knowledge and Skills University Curricular Advisory Committee (UCA) comprised of University faculty, K-12 classroom teachers, administrators chose to use: ◦ High Objective State Standard of Evaluation (HOUSSE) specified in ESEA ◦ Standards established by the Council of Exceptional Children ◦ Highly Qualified Special Education Teachers requirements for demonstrating subject-matter competency in a core academic subject. Field Experience Advisory Committee (FEAC) part of a state-wide team assigned the task of developing an instrument used to evaluate student teachers in determining the acquisition of requisite skills identified for effective teaching.

Instrument Used: Teacher Intern Assessment Instrument (TIAI) Developed with both short-term and long-term views of teacher effectiveness. Intentionally created to mirror the performance indicators of the Mississippi Statewide Teacher Assessment Rubric (M- STAR). Grounded in INTASC principles that guide beginning teacher development and assessment.

Performance Indicators 1. Planning and Preparation 2. Assessment 3. Instruction 4. Learning Environment 5. Professional Responsibilities

One of the major goals of the project was to develop a program that adequately prepared teacher candidates with the appropriate skills needed to address learning issues with high- incidence students in the general education environment.

Research Design A quasi-experimental design with 28 randomly selected general education majors used as the control group to compare their performance with all 28 dual majors during the academic year.

Results TEACHER INTERN ASSESSMENT INSTRUMENT Comparison of Averages N=28 I. PLANNING AND PREPARATION Elementary Ed Elementary / Special Ed Dual 1. Selects developmentally appropriate, performance-based objectives that connect core content knowledge for lessons based on Mississippi Curriculum Frameworks/Common Core State Standards. (INTASC 4, 7; M-STAR Domain I – 4; NCATE 1a) Elementary Ed majors3.37 Dual majors Incorporates diversity, including multicultural perspectives, into lessons. Uses knowledge of student backgrounds, interests, experiences, and prior knowledge (e.g., pretests, interest inventories, surveys, and KWLs) to make instruction relevant and meaningful. (INTASC 1, 2, 3, 4, 7; M-STAR Domains I – 2, III – 10; NCATE 1c, 4a) Elementary Ed majors3.16 Dual majors Integrates core content knowledge from other subject areas in lessons. (INTASC 4, 7; M-STAR Domain I – 1; NCATE 1a) Elementary Ed majors3.22 Dual majors3.84

Planning and Preparation (cont.) 4. Plans appropriate and sequential teaching procedures that include innovative and interesting introductions and closures, and uses a variety of teaching materials and technology. (INTASC 1, 4, 5, 7, 8; M-STAR Domains I – 1, I – 4, III – 10; NCATE 1a, 1b) Elementary Ed majors3.33 Dual majors Prepares appropriate assessments (ex. pre/post assessments, quizzes, unit tests, rubrics, and/or checklists) based on core content knowledge to effectively evaluate learner progress. (INTASC 6, 7; M- STAR Domains II – 5, II – 6, III – 9; NCATE 1a, 1d) Elementary Ed majors3.27 Dual majors Plans differentiated learning experiences that accommodate developmental and/or educational needs of learners based on assessment information which is aligned with core content knowledge (ex. – use of pre/post assessments, surveys, inventories, remediation, and enrichment activities). (INTASC – 1, 2, 7, 8; M-STAR Domains I – 2, II – 5, II – 6; NCATE 1a, 1d, 4a) Elementary Ed majors3.27 Dual majors3.79

Assessment 7. Communicates assessment criteria and performance standards to the students and provides timely feedback on students' academic performance. (INTASC 6; M-STAR Domains II – 5, II – 6; NCATE 1a, 1d) Elementary Ed majors3.22 Dual majors Incorporates a variety of informal and formal assessments (ex. – pre/post assessments, quizzes, unit tests, checklists, rating scales, rubrics, remediation, and enrichment activities) to differentiate learning experiences that accommodate differences in developmental and/or educational needs. (INTASC - 1, 2, 7, 8; M- STAR Domains I – 2, II – 5, II – 6; NCATE 1d) Elementary Ed majors3.22 Dual majors3.79

Instruction 9. Uses acceptable written, oral, and nonverbal communication in planning and instruction. (INTASC 5; M-STAR Domain III – 11) Elementary Ed majors3.38 Dual majors Provides clear, complete written and/or oral directions for instructional activities. (INTASC 8; M-STAR Domain III – 11) Elementary Ed majors3.64 Dual majors Communicates high expectations for learning to all students. (INTASC 2; M-STAR Domains I – 3, IV – 15) Elementary Ed majors3.33 Dual majors Conveys enthusiasm for teaching and learning. (INTASC 3, 4; M-STAR Domain IV – 15, IV – 16) Elementary Ed majors3.59 Dual majors Provides opportunities for the students to cooperate, communicate, and interact with each other to enhance learning. (INTASC - 1, 3, 5; M-STAR Domains III – 8, IV – 15; NCATE 1b) Elementary Ed majors3.27 Dual majors Demonstrates knowledge of content for the subject(s) taught. (INTASC 4; M-STAR Domain III -7; NCATE 1a, 1b) Elementary Ed majors3.69 Dual majors3.89

Instruction (cont.) 15. Uses a variety of appropriate teaching strategies (e.g., cooperative learning, discovery learning, demonstration, discussion, inquiry, simulation, etc.) to enhance student learning. (INTASC 8; M- STAR Domain III – 8, III – 9; NCATE 1b ) Elementary Ed majors3.64 Dual majors Provides learning experiences that accommodate differences in developmental and individual needs of diverse learners (i.e., enrichment/remedial needs). (INTASC 1, 2, 8; M-STAR Domain I – 2; NCATE 1c ) Elementary Ed majors3.28 Dual majors Engages students in analytic, creative, and critical thinking through higher-order questioning and provides opportunities for students to apply concepts in problem solving and critical thinking. (INTASC 4, 5, 8; M-STAR Domains I – 3, II – 6, III – 8, III – 9; NCATE 1b, 1c ) Elementary Ed majors3.12 Dual majors Elicits input during lessons and allows sufficient wait time for students to expand and support their responses. Makes adjustments to lessons according to student input, cues, and individual/group responses. (INTASC 1, 5, 8; M-STAR Domains II – 5, II – 6, III – 9; NCATE 1c, 1d) Elementary Ed majors3.58 Dual majors Uses family and/or community resources (special guests or materials) in lessons to enhance student learning. (INTASC 10; M-STAR Domain III – 10: NCATE – 1c, 1g) Elementary Ed majors2.48 Dual majors3.32

Learning Environment 20. Monitors and adjusts the classroom environment to enhance social relationships, motivation, and learning. (INTASC 3: M-STAR Domain IV – 12, IV – 13, IV – 16; NCATE 1d) Elementary Ed majors3.38 Dual majors Attends to or delegates routine tasks. (INTASC 3; M-STAR Domain IV – 12) Elementary Ed majors3.38 Dual majors Uses a variety of strategies to foster appropriate student behavior according to individual and situational needs. (INTASC 3; M-STAR Domain IV – 13, IV – 16) Elementary Ed majors3.33 Dual majors Creates and maintains a climate of fairness, safety, respect, and support for all students. (INTASC 3; M-STAR Domain IV – 13) Elementary Ed majors3.44 Dual majors Maximizes time available for instruction (Uses instructional time effectively). (INTASC 3; M-STAR Domain IV – 14) Elementary Ed majors3.38 Dual majors3.84

Professional Responsibilities 25. Establishes opportunities for communication with parents and/or guardians and professional colleagues (newsletters, positive notes, extracurricular activities, professional development opportunities, conferences, etc.). (INTASC 10; M-STAR Domain V – 19; NCATE 1g) Elementary Ed majors3.17 Dual majors3.58

Summary of Findings Elementary Ed Major Planning and Preparation3.27 Assessment3.22 Instruction3.36 Learning and Environment3.38 Professional Responsibilities3.17 Dual Majors Planning and Preparation3.86 Assessment3.77 Instruction3.81 Learning and Environment3.88 Professional Responsibilities3.58

How the program offers integrated training and practice opportunities to enhance skills Course redesign ◦ Classroom Management (SPE 451) co-taught with Literacy I (CIR 309) Additional courses designed to enhance skills of teachers responsible for providing effective services to children with high incidence disabilities. ◦ Mathematics (SPE 410) ◦ Literacy (SPE 411) Co-Teaching training

How the program includes field-based training opportunities in diverse settings Partnering school districts ◦ Demographically diverse ◦ Distinctly difference performance levels ◦ Diverse cultural and language backgrounds ◦ Field experiences connected to course content, assessing student learning, administering curriculum based measures and assessments, and progress monitoring under the direction of the classroom teacher. ◦ University professors monitor

How the program provides extended clinical learning opportunities, field experiences, and ongoing high quality mentoring in local schools Clinical and field experiences extended over four (4) semesters under the supervision of high quality mentor classroom teacher and university professor. Expansion of capstone (student teaching) to consist of year-long experience under the supervision of high quality mentor classroom teacher and university professor.