1. Multi-Level Partnerships: Comprehensively Supporting Beginning Special Education Teachers with States, Universities, and Districts #H325Q070002

2. Discussion Questions How do teams of IHEs, LEAs, and SEAs collaborate to implement change and leverage resources in induction for beginning special educators? What processes assist in developing partnerships (IHEs, LEAs, and SEAs)? What are the strengths and barriers to partnerships = as a means for implementing change in the support for beginning special educators?

3. NCIPP National Center to Inform Policy and Practice in Special Education Professional Development Mary Brownell, Ph.D. Paul Sindelar, Ph.D. Meg Kamman, Ph.D. Erica McCray, Ph.D. OSEP Project Officer: Bonnie Jones

4. NCIPP National Center to Inform Policy and Practice in Special Education Professional Development To improve teacher quality and increase commitment to teaching students with disabilities by To improve teacher quality and increase commitment to teaching students with disabilities by Informing special education policy and practice on induction and mentoring Informing special education policy and practice on induction and mentoring Identifying and recommending induction and mentoring implementation strategies Identifying and recommending induction and mentoring implementation strategies Resources available free on our website www.ncipp.org Resources available free on our website www.ncipp.orgwww.ncipp.org Reports, briefs, program descriptions, and webinars Reports, briefs, program descriptions, and webinars

5. NCIPP Trajectory Identify Promising Practices/ Induction Programs Technical Assistance/Dissemination Models of Quality Induction and Mentoring Practice Literature Syntheses & Policy Analysis

6. TA Goal Improve the induction practices for beginning special education teachers in a minimum of one area (mentoring, professional development, or evaluation)

7. Tangible outcomes of our success TA recipients develop or identify: TA recipients develop or identify: Clear, measurable goals for improving the quality of induction and mentoring of beginning special education teachers that are aligned with best practices in induction and mentoring Clear, measurable goals for improving the quality of induction and mentoring of beginning special education teachers that are aligned with best practices in induction and mentoring A targeted plan of action and timeline A targeted plan of action and timeline Roadblocks to implementing the induction and mentoring program and some strategies for addressing them Roadblocks to implementing the induction and mentoring program and some strategies for addressing them Ways of evaluating progress Ways of evaluating progress

8. Process 1. Review of Model Programs/Best Practices 2. Needs Assessment 3. Action Plan 4. Continuous Collaboration: IHE/LEA/District

9. Needs Assessment

10. Action Plan

11. Checklist **Checklists also exist for Evaluation and Professional Development

12. Facilitated Collaboration Annual Meetings Annual Meetings Monthly Check-ins Monthly Check-ins StateUniversityCounties

14. State Application for Technical Assistance Shortage of special education teachers encouraged WVDE to begin focus on beginning teacher induction and mentoring Shortage of special education teachers encouraged WVDE to begin focus on beginning teacher induction and mentoring Need 2 types of support: Need 2 types of support: Socialization associated with teacher retention Socialization associated with teacher retention Instructional coaching associated with improving instructional practice Instructional coaching associated with improving instructional practice

15. State Goal To reduce unwanted teacher turnover by creating an induction program aimed at ensuring a committed high quality special education teacher force by: building instructional quality building instructional quality increasing student achievement increasing student achievement retaining effective teachers retaining effective teachers

16. West Virginia DOE Plan Strategy to achieve goals, ameliorate roadblocks Effective Special Education Teacher National Board Certification Professional Development E-Mentoring

17. Professional Development Based on County Needs Assessment Based on County Needs Assessment 10 monthly 1-hour digital courses for 1 st year teachers 10 monthly 1-hour digital courses for 1 st year teachers Best Practice Checklist Best Practice Checklist Mentor Update Mentor Update Expand to 2 nd year teachers for 2013-2014 Expand to 2 nd year teachers for 2013-2014 Stipend for attendance Stipend for attendance

18. Needs Identified by Counties Instruction Data-Driven Decision Making Instructional Strategies Reading, Math, & Writing Behavior Management Instructional Modifications/Accommodations/LRE Next Generation Content Standards and Objectives (Common Core State Standards) Co-Teaching Parent Communication Technology Integration Assessment Procedures Individualized Education Program Progress Monitoring, IEP Goals FBA, BIP Manifestation Determination Determining ESY Data Scheduling Staff Medicaid Billing/Documentation Creating Student Schedules

19. National Board Certification Goal: Goal: Encourage Experts in Special Education Encourage Experts in Special Education Build Strong Cadre of Mentors Build Strong Cadre of Mentors Take One! Take One! Standards-based approach for improving teaching practice and links student learning to effective instruction. Standards-based approach for improving teaching practice and links student learning to effective instruction. Paid for by State Paid for by State

20. E-Mentoring Plans Establish Statewide cadre of low-incidence mentors Establish Statewide cadre of low-incidence mentors Online Platform decision/collaborate with IHEs Online Platform decision/collaborate with IHEs Facilitator Facilitator Pilot mentor assignment for most rural areas, open invitation Pilot mentor assignment for most rural areas, open invitation

21. WV CONNECT University Plan Creating an Online Network of New and Experienced Collaborative Teachers

22. Goal Provide an online location for aligned and shared resources to support beginning special education teachers. Provide an online location for aligned and shared resources to support beginning special education teachers. StateUniversityCounties

23. WV CONNECT The website houses resources for: 1. Counties 2. Beginning teachers 3. Mentors 4. Teacher Educators

26. Raleigh County Plan Praise from a Beginner: “I strongly agree that I am a better special education teacher because of the mentoring program. There were several areas of the job that I was unfamiliar with and having someone to feel comfortable to ask questions to was very reassuring.”

27. Who We Are

28. Demographics of Raleigh County Population - 79,220 Public Schools – Elementary 19 Middle 5 High Schools 4 Career and Technical Center 1 Total Student Population – 12, 340 Students with Disabilities - 1,534 Total Administrators, Teachers, and Service Personnel - 1,500

29. State Policy & County Responsibility Personnel Department of Raleigh County Director of Personnel Certification Specialist

30. Timeline of Events September 2011: Kick-Off Meeting Oct 2011 – Sept 2012: Monthly Phone Calls with NCIPP October 2012: Second Year Meeting 2012 – 2013: Monthly Phone Calls with NCIPP Year One (2011-2012) 1.Data Collection & Analysis 2.Garner Support 3.Create Program Goals 4.Develop Mentoring Program Components Year Two (2012-2013) 1.Plan & Prepare for Implementation Made contacts with personnel who would be involved. Mapped out the first year’s events. Scheduled events. Presented the program to the Special Education Office Staff. 2.Implement Mentor Program TA Supports:

31. Raleigh County Mentoring Plan Overview “The staff of our special education department shared their knowledge and expertise in monthly meetings and created a really strong community of leaders and learners.” “Thank you for all the opportunities to solve difficult problems and creating a collaborative and supportive school environment for special education staff.”

32. Program Goals Improve knowledge and skill in implementing evidence based practices in literacy, mathematics, and other content instruction Improve collaborative skills through opportunities for networking and reflective practices Implement essential district policies that have professional implications for special educators Maintain job satisfaction to better ensure that teachers will continue to work in the field of special education Induction

33. Goal 1: Beginning Special Education Teachers will improve their knowledge and skill in implementing evidence based practices in literacy, mathematics, and other content area instruction. Professional Development Development PD Tailored to Beginners’ Needs County Based State Provided Mandatory and Optional Follow-Up with Mentor Conferences Observations Activities Self-Reflection SupportPersonnel Beginner Teacher Portfolio Identifies Specific Support Person Provides Contact Information

34. All New Special Education Teachers New Special Education Teachers working with the Low Incidence Population New Special Education Teachers working with Pre-K Special Needs Population West Virginia Department of Education Special Education Beginning Teacher Academy (SEBTA) monthly webinars (8 hrs) West Virginia Department of Education Special Education Teacher Autism Academy (24 hr) Reliability Training for Early Learning System (6hr) NCIPP provided Mentor Update Activities after each SEBTA webinar (8 hr) RESA I Sponsored Common Core Essential Standards Training (7hr) Celebrating Connections Conference (6hr) West Virginia Department of Education Special Education Teacher Math Academy (42 hr) RESA I Sponsored Dynamic Learning Maps Assessment (7 hr) Behavior Workshop (3 hr) Monthly County Level Professional Learning Community Meetings (12 hr) Training on County Adopted Curriculums and Supplemental Materials (7 hr) Creative Curriculum Training (6hr) New Special Education Teacher IEP Training (6 hr) County Training on Using the Acuity Testing Platform (7hr) Early Learning Standards Framework (3 hr) County Training on Common Core Standards (3 hr) Crisis Prevention and intervention Training (12hr)

35. Goal 2: Beginning Special Education Teachers will improve collaborative skills through opportunities for networking and reflective practices. Model Classroom Visits Participate in PLCs Facetime with Mentors Classroom Observations and Feedback Frequent Group Meetings

36. Facetime with Mentors Participate in PLCs Classroom Observations and Feedback Frequent Group Meetings Model Classroom Visits “The mentoring program helped in my use of technology. It allowed me the opportunity to receive an iPad which has become a lifeline for meetings, behavior tracking of students, collaboration with other professionals, instant communication to parents, and documentation of daily assignments and classes. This has been the biggest and most useful tool I have received to this point in my career.” -A Beginner Teacher Breakdown of Goal 2

37. Goal 3: Beginning Special Education Teachers will implement essential district policies that have professional implications for special educators. Utilize Assistance from Case Manager Participate in IEP training Utilize state level supports available

38. Case Managers Monthly Classroom Visits Assist in writing IEPs Attend all IEP meetings Assist in monitoring students’ grades, behavior referrals, and potential dropouts IEP Training WVDE Webinar “IEP Overview” Mandatory IEP Training PLC topics “Writing Effective IEPs” and Accessing the On- Line IEP Program State Level Supports WVDE Webinars Digital Courses for new teachers and mentors Cadre of statewide mentors through an eMentoring program National Board Certification Breakdown of Goal 3

39. Goal 4: Beginning Special Education Teachers will maintain job satisfaction to better ensure that teachers will continue to work in the field of special education. Attend Meet and Greet Receive Reference Guide Receive Recognition

40. Attend Meet and Greet Welcome Packet Teacher Gift Reference Guide Contact Information Protocol for Seeking Assistance Checklist of Critical Action Steps in the First Thirty Days School Calendar Access to Raleigh County Schools Personnel Policy Manual Application for Setting Up an Educator Internet Email Account Schedule of New Teacher PLC Dates Recognition Recognition at a Monthly Meeting for Completion of a Successful First Year of Teaching Accomplishments Reported in the News Briefs the Raleigh County School Newspaper Certificate of Completion Listing Professional Development Participation Breakdown of Goal 4

41. Accountability Portfolio Portfolio Provides both Accountability and Organizational Tool Provides both Accountability and Organizational Tool Beginning Teacher Beginning Teacher Requirement Checklist Requirement Checklist Records for Joint Planning, Orientation, & PD Records for Joint Planning, Orientation, & PD Professional Support Team Log Professional Support Team Log Weekly Mentor Log Weekly Mentor Log Mentor Mentor Observation Log Observation Log Weekly Meeting Tracker Weekly Meeting Tracker

42. Barriers The Investment of Time The Investment of Time Funding Funding Getting School Administrators on Board Getting School Administrators on Board Willingness of Mentors to Take On More Accountability Willingness of Mentors to Take On More Accountability

43. Goals for Next Year Provide more assistance to principals in being aware of their role and being actively involved in support of new teachers. Provide more assistance to principals in being aware of their role and being actively involved in support of new teachers. Work with county leadership team to increase the expectations of accountability of mentors. Work with county leadership team to increase the expectations of accountability of mentors. Continue working with the West Virginia Department of Education and NCIPP to offer a collaborative and comprehensive mentorship program. Continue working with the West Virginia Department of Education and NCIPP to offer a collaborative and comprehensive mentorship program.

44. Discussion Questions How do teams of IHEs, LEAs, and SEAs collaborate to implement change and leverage resources in induction for beginning special educators? What processes assist in developing partnerships (IHEs, LEAs, and SEAs)? What are the strengths and barriers to partnerships = as a means for implementing change in the support for beginning special educators?