Fifth Annual Summit on Evidence-Based Education Education at the Crossroads: The State of Teacher Preparation

The Wing Institute independent, non-profit operating foundation promote evidence-based education policies and practices act as a catalyst to facilitate communication, cooperation and collaboration between individuals and organizations currently engaged in the study and implementation of evidence based education

The Wing Institute’s Strategic Vision Identify exemplars in evidence-based education Develop networks to facilitate collaboration Provide support for new ideas, research, and publications Facilitate cross-discipline cooperation Engage in data-mining to identify, organize and display evidence on our web site

SUMMIT Participants: professional disciplines administrator advocate asst. superintendent behavior analyst case manager community outreach consultant curriculum designer executive director parent professor psychologist researcher school administrator school psychologist spec. ed director speech therapist superintendent teacher

SUMMIT Participants: Organizations 49 different organizations 7consumer / parent / advocacy / public organizations 7consumer / parent / advocacy / public organizations parent groupsadvocacy groupsCDE service orgsteacher induction 11public school organizations school districtsSELPAs county office of ed 9private education organizations 9private education organizations nonpublic schoolsnonpublic agenciesprivate schools 19universities educationschool psychologypediatrics social welfarespecial education 3research & policy organizations 3research & policy organizations

Presenters James Kauffman, Ph.D.  Professor Emeritus of Education at the University of Virginia  Professional interests: emotional or behavioral disorders, learning disabilities, history of and policy in special education  Published over 100 articles, co-editor of more than 20 books Dan Reschly, Ph.D.  Professor of Education and Psychology at Vanderbilt University  Professional interests: response to intervention, special education system reform, overrepresentation of minority youth, LD classification  Principal Investigator in the National Comprehensive Center of Teacher Quality Larry Maheady, Ph.D.  Professor Emeritus of Education at the University of Virginia  Professional interests: improving academic performance of all students in inclusive settings, peer-mediated learning, teacher preparation  Associate Editor and Reviewer for eight education and psychology journals

Summit Housekeeping Next Summit:April 21, 2011 Resource Packet (Flash Drive) Knowledge Network Schedule Breaks Lunch Time management (groups, report outs) Summit Feedback Survey Networking

Today’s Topic: Teacher PreparationRelevancePerspectiveData-mining

Structural Solutions vs. Classroom Teaching Most school reform strategies: are driven by ideology, preferences, hunches, and fads emphasize unproven, simplistic solutions focus on structural, popular “beliefs” of what will work

Structural Fix: Increased Funding for Education SOURCE: U.S. Department of Education, National Center for Education Statistics. (2009). Digest of Education Statistics, 2008 (NCES ), Chapter 2 and Table 179.

IES National Center for Education Statistics Digest of Educational Statistics: 2008 Structural Fix: Increased Pay for Teachers

Structural Fix: More Highly Qualified Teachers

Structural Fix: More “Credentialed” Teachers

SOURCE: National Education Association, Status of the American Public School Teacher, (This table was prepared August 2003.) Structural Fix: Advanced Degrees for Teachers Master’s Degrees Bachelor’s Degrees

Structural Fix: More Board Certified Teachers

Smith & Ingersoll, 2004 Structural Fix: More Induction Support for Teachers Structural Fix: More Induction Support for Teachers

Structural Fix: Class Size Reduction 32 States now have class size reduction programs in law: Texas (1983)California (1996) Tennessee (1989)New York (1997) Minnesota (1990)Florida (2002)

Structural Fix: Class Size Reduction

Structural Fix: School Choice TRENDS IN THE USE of SCHOOL CHOICE: 1993 To 2007, IES

There are currently over 5,000 Charter schools in the United States U.S. Department of Education, National Center for Education Statistics Structural Fix: More Charter Schools Structural Fix: More Charter Schools

Structural Fix: Major School Reform Initiatives A Nation at Risk (1984) Goals 2000 (1994) No Child Left Behind (2001)

A History of Structural Fixes SCHOOL RESOURCES increase funding for students higher pay for teachers TEACHER QUALITY more “Highly Qualified Teachers” (NCLB) more teachers with credentials more teachers with advanced degrees more teachers with professional certifications (NBPTS) comprehensive induction for new teachers SCHOOL MODELS smaller class size school choice charter schools SCHOOL REFORM INITIATIVES A Nation at Risk Goals 2000 No Child Left Behind ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1978, 1982, 1986, 1990, 1992, 1994, 1996, 1999, 2004, and 2008 Long-Term Trend Mathematics Assessments.

SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 1992, 1994, 1998, 2000, 2002, 2003, 2005, and 2007 Reading Assessments.

Structural Fix: Class Size Reduction

Legislatively mandated four year comprehensive study. Major CA research orgs: AIR, RAND, PACE, WestEd, EdSource Conclusions (Final Report): 1.The relationship of CSR to student achievement was inconclusive…attribution to any gains in scores to CSR is unwarranted. 2.Students in CSR received more individual attention, but similar instruction and curriculum. 3. CSR remains very popular with parents and teachers. CSR Research Consortium

Structural Fixes Effective Classroom Teaching SCHOOL RESOURCES increase funding for students higher pay for teachers TEACHER QUALITY more “Highly Qualified Teachers” (NCLB) more teachers with credentials more teachers with advanced degrees more teachers with professional certifications (NBPTS) comprehensive induction for new teachers SCHOOL MODELS smaller class size school choice charter schools SCHOOL REFORM INITIATIVES A Nation at Risk Goals 2000 No Child Left Behind ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

Today’s Presentations Data-Mining and Teacher PreparationJack States Teachers at the Crossroads - A Systems PerspectiveRonnie Detrich Science and the Education of TeachersJames Kauffman Overcoming Gaps Between Evidence-Based Instructional Practices and Current Preparation of General and Special Education TeachersDan Reschly Comprehensive Teacher Induction: What We Know, Don't Know, and Need to Know SoonLarry Maheady

Thanks for Coming!

The Ernie Wing Award for Excellence in Evidence-based Education The award is presented to an individual for outstanding achievement in Evidence-based Education efficacy research effectiveness research implementation monitoring replicability and sustainability

The Ernie Wing Award Previous Winners 2007Marty Cavanaugh Neverstreaming 2008George Sugai and Rob Hoerner Positive Behavior Support 2009Suzanne Fitch, Ken Traupmann, Kent Johnson Data-Based Decision Making Organizations

The 2010 Ernie Wing Award Hill M. Walker in recognition of his lifetime achievements in the research, development and advocacy of Evidence-based Solutions for Children with Behavior Disorders

One of first to apply public health service model to children’s social emotional development. Developed the Systematic Screening of Behavior Disorders (SSBD)-an empirical approach to identifying those students who are at risk for behavior disorders. Developed First Step to Success, which has been empirically validated as an effective approach for improving the social behavior of early elementary grade students. Has written extensively on the need to use evidence-based interventions to address to social and academic development of children. Is the Co-Director of the Institute for Violence and Destructive Behavior. Co-Editor of Interventions for Academic and Behavior Problems-now in its third edition. One of the most influential works published by NASP.