1. Southeast Regional Consortium for Low Incidence Disabilities SERCLID Elizabeth W. Beale, Ed.D., Director Southeast Regional Resource Center (SERRC) Auburn University Montgomery Montgomery, Alabama AL AR FL GA LA MS OK PR TX USVI

2. The Southeast Regional Resource Center SERRC is federally funded by the US Department of Education, Office of Special Education Programs SERRC provides technical assistance to State Education Agencies/Part C Lead Agencies in the achieving systemic change and improving results for children with disabilities in AL, AR, FL, GA, LA, MS, OK, PR, TX and USVI

3. State Director of Special Education Expressed Priority SERCLID Addressing the pervasive, critical shortage of qualified educational personnel to serve individuals (early childhood through 12 th grade) who are deaf/hard of hearing, blind/visually impaired, and deaf-blind. AL AR FL GA LA MS OK PR TX USVI

4. Phase I: Coming together as a community…  Identified community partners  Engaged in information sharing  Defined the problem: A pervasive, critical shortage of qualified educational personnel to serve individuals (early childhood through 12th grade) who are deaf/hard of hearing, blind/visually impaired, and deaf-blind.  Articulated the challenges and possible solution paths  Established collaborative link with Join Together grant

5. Association of College Educators – Deaf/Hard of Hearing (ACE-D/HH)  Represents approximately 80% of all IHEs with personnel preparation program in deaf education  Received three federal grants to:  Reduce isolation in higher education faculty  Improve instruction for teacher candidates  Provide professional development  Increase academic abilities of Pre-K through 12 students

6. Join Together - Objective 1.4 Purpose In collaboration with SERRC,  To establish a multi-state model of personnel preparation using technology delivered instruction  To promote cross-state certification of teachers for deaf and hard of hearing students

7. Understanding the unique challenges…  Pervasive, critical shortage of qualified educational personnel in low incidence disabilities  Sporadic, but immediate, local needs for qualified personnel  Need for on the job training for uncertified personnel  Not a priority of institutes of higher education (IHE)  Downsizing of low incidence programs at IHEs  NCLB and HQT constraints on teacher training  Barriers to interstate mobility of personnel  Recruitment and retention challenges (i.e., personnel isolation; competing state/local priorities)  National concerns re. outcomes for students with low incidence disabilities

8. Phase II: Committing as a consortium…  State directors of special education committed to first MOU:  To participate in a regional process with the goal of developing a framework that will enable an exchange of certification programs, preparation courses, and certified personnel across the Southeast region  Formed the consortium - SERCLID  Conducted Needs Assessment in the Low Incidence Disabilities in the Southeast Region

9. Documenting personnel shortages… The Needs Assessment in the Low Incidence Disabilities D/HH TeachersEducational Interpreters B/VI TeachersO & M Specialists DB TeachersBraille transcribers

10. Phase II: Committing as a consortium…  Committed to first MOU  Formed the consortium – SERCLID  Conducted Needs Assessment …  Recognized shortages in six areas  Developed the systems design model

11. Program Approval Standards & IHE Accreditation Professional Development Recruitment & Retention SERCLID Consortium & Steering Committee SERCLID Consortium & Steering Committee Certification & Licensure Standards IHE Personnel Preparation Models Assessment of Qualifications SERCLID Systems Design Model

12. SERCLID A Regional Community of Practice of professionals and consumers invested in identifying avenues to increase the number of highly qualified personnel serving students (early childhood to 12th grade) who are deaf/hard of hearing, blind/visually impaired, and deaf-blind

13. Phase II: Committing as a consortium…  Committed to first MOU  Formed the consortium – SERCLID  Conducted Needs Assessment …  Recognized shortages in six areas  Developed the systems design model  Committed to CEC/CED standards as common performance standards  Envisioned a Regional Personnel Prep Model (ten design features)

14. Phase III: Working together…  State directors of special education and state directors of certification/licensure committed to second MOU:  To operationalize regional models of personnel preparation in low incidence disabilities

15. Program Approval Standards & IHE Accreditation Emphasizing personnel preparation and, in turn, certification and recruitment Certification & Licensure Standards Recruitment & Retention SERCLID 2005 – 2006 MOU SERCLID 2005 – 2006 MOU IHE Personnel Preparation Models

16. IHE Personnel Preparation Programs Regional Personnel Preparation Models Multi-state models via distance technology Promoting our traditional higher education programs and supporting the development and/or expansion of RPPMs Certification & Licensure Standards with ease of interstate mobility

17. Map of NCATE Approved D/HH Teacher Training Programs in the Southeast Region TEXAS  Baylor University Waco, TX  Lamar University, Beaumont, TX  University of Texas health Science Center at San Antonio San Antonio, Texas  Stephen F. Austin State University Nacogdoches, TX  Texas Christian University Fort Worth, Texas OKLAHOMA  University of Science and Arts of Oklahoma Chickasha, OK  University of Tulsa Tulsa, OK ARKANSAS  University of Arkansas – Little Rock Little Rock, AR LOUISIANA  University of New Orleans New Orleans, LA MISSISSIPPI  University of Southern Mississippi Hattiesburg, MS ALABAMA  University of Montevallo Montevallo, AL GEORGIA  Georgia State University Atlanta, GA  Valdosta State University Valdosta, GA FLORIDA  University of North Florida Jacksonville, FL  Flagler College St. Augustine, FL PUERTO RICO US VIRGIN ISLANDS

18. Map of NCATE Approved Dual Sensory Teacher Training Programs in the Southeast Region TEXAS  Stephen F. Austin State University Nacogdoches, TX  * Texas Tech University Lubbock, TX VI/Deaf-Blind OKLAHOMA ARKANSAS  University of Arkansas at Little Rock Little Rock, Arkansas LOUISIANA  University of New Orleans New Orleans, LA MISSISSIPPI  * University of Southern Mississippi Hattiesburg, Mississippi Severe/Deaf-Blind  Jackson State University Jackson, Mississippi ALABAMA  * University of Alabama, Birmingham Birmingham, AL VI/Deaf-Blind GEORGIA FLORIDA  Florida State University Tallahassee, Florida PUERTO RICO US VIRGIN ISLANDS

19. Phase III: Working together…  Committed to second MOU  Tier one support: DHH  2005-2006: GSU-VSU  2006-2007: GSU-VSU-UALR-UNO  Tier two support: BVI & DB  BVI Teachers: TTU  O&M Specialists: TTU-UAB  DB Teachers: TTU-USM  Tier three support: SERCLID calls

20. Southeast Regional Consortium for Low Incidence Disabilities SERCLID Coming together is a beginning; keeping together is progress; working together is success. - Henry Ford AL AR FL GA LA MS OK PR TX USVI

21. SERCLID Contacts www.rrfcnetwork.org www.rrfcnetwork.org Betty Beale SERRC Program Director bbeale@mail.aum.edu 334-244-3661 Eric Dickson SERRC Program Specialist edickson@mail.aum.edu 334-244-3116 Rhonda Tyree SERCLID Facilitator rltyree@yahoo.com 740-363-0126 Donna Zornes Certification Liaison dzornes@arkedu.k12.ar.us 501-682-4346