Board of Teaching Updates

April 22, 2010

Overview

• Title II Reporting• Amended PEPER Updates• Special Education Updates• MTLE Development Progress• Legislative Updates• PERCA / TPA Progress

Title II Reporting• Goal: Consistency and quality in Minnesota reports, so …

– 2010: the learning curve– Post-2010: planning, adjustments, communication

• Title II Tips for Reporting / FAQ, page 6: “We understand that the 2010 reports may be incomplete

as reporting processes are being put into place.”

• General – April 30 deadline?– Resources:

• FAQ, FAQ, FAQ!!!!• U of M “tipsheet”

– Contextual factors: 1a, VII

Title II Reporting

• 1.a: Program Admission

• 1.b: Program Enrollment

Academic Year Enrollment Program Completer Pass rates2006-2007 NA September 1, 2006 - August 31, 2007 July 1, 2006 - June 30, 20072007-2008 NA September 1, 2007 - August 31, 2008 July 1, 2007 - June 30, 20082008-2009 September 1, 2008 - August 31, 2009 September 1, 2008 - August 31, 2009 July 1, 2008 - June 30, 20092009-2010 September 1, 2009 - August 31, 2010 September 1, 2009 - August 31, 2010 September 1, 2009 - August 31, 20102010-2011 September 1, 2010 - August 31, 2011 September 1, 2010 - August 31, 2011 September 1, 2010 - August 31, 20112011-2022 September 1, 2011 - August 31, 2012 September 1, 2010 - August 31, 2011 September 1, 2010 - August 31, 2011

Title II Reporting

• I.c: Supervised Experiences– Re: FTE including PreK-12 staff• BOT guidance: Assume that all PreK-12 staff are 1.0 FTE

… treat as a headcount

• I.d: Certified Licensed– IHE data was not recorded until July 2009• Therefore, IHE will either report those recommended or

“Data Unavailable” – TBD

• I.e: Program Completers• BOT guidance: Split from enrollment data

Title II Reporting

• II: Annual Goals• II: Assurances• III: Assessment Rates• III: Summary Rates• IV: Low-Performing• V: Technology• VI: Teacher Training• VII: Contextual Information

Amended PEPER Updates• Reading Reviews

– Elementary and Early Childhood– Content areas

• Syllabus option• Traditional “I-D”

– Teacher of Reading– Reading Leader

• Other Reviews– Standards of Effective Practice: Technology– Library Media Specialists– Computer, Keyboarding, and Related Technology Applications

(endorsement)– Middle level endorsements (student teaching, equivalence of a minor)

Amended PEPER Updates

• Reading Reviews– January 29 – July 9: 10 dates– 23 reviewers (22 trained)

• Amended PEPER approvals– Content areas: 26– Teacher of Reading: 2

Amended PEPER Updates

• Out of State Applicants– Approved coursework for Elementary and Early

Childhood– Approved Reading in the Content Area courses

Special Education Licensure Initiative Updates

Technical Writing Team– Karen Balmer, BOT– Joan Breslin-Larson, MDE– Clay Keller, Metro ECSU– Karen Kennedy, MN Association of Charter Schools– Eric Kloos, MDE– Carol Knicker, BOT– Erin Magnus, MDE– Lynn Stansberry, University of St. Thomas– Jody Tschetter, MDE – Kathleen Wilder, Education Minnesota

Special Education Initiative• Standards of Effective Practice– Gifted and Talented language; reflection of the spectrum

of student exceptionalities

• Core Skills– Standards updated and strengthened– Standards re: social/emotional health, social competence,

cultural competence, classroom management, and academic competence

– Reading/instructional strategies; academic competence– Reflection of both disabilities and gifts

Special Education Initiative

• Standards Updated and Strengthened– Blind or Visually Impaired– Developmental Adaptive Physical Education– Developmental Disabilities– Early Childhood Special Education– Emotional/Behavioral Disorders– Learning Disabilities– Physical and Health Disabilities

• “Phase 2.5” – Deaf or Hard of Hearing; Oral / Aural

Special Education Initiative

• NEW: Autism Spectrum Disorders– Standards developed to create a new licensure field– Impact on current teachers:

• Options for recognizing the training and experience of current ASD teachers will be available.

• Ample time will be provided for current ASD teachers to demonstrate that they have met the new licensure standards and to receive training in the standards that they cannot demonstrate.

Special Education Initiative

• NEW: Academic and Behavioral Strategist– Standards developed to create a new licensure field– Intent: Preparation to serve students with mild to moderate

disabilities in LD, EBD, DD, and ASD– Teachers who hold this license would be required to earn an

additional field of licensure within five years as a renewal requirement

• No specific license recommended:– Severely Multiply Impaired– Other Health Disabilities– Traumatic Brain Injury

Special Education Initiative

• Anticipated Timeline:– June 2010 – Final recommendations to the Board

(report only)– August 2010 – Launch rulemaking process– Spring/Summer 2011 – Rule adoption– Fall 2012 – New rules effective; revised programs

launch• Begin testing for high-volume disability areas (ie: LD,

EBD, DD, ASD)

MTLE Development• Program planning (Summer 2009)• Advisory Committees established (Fall 2009)

– Bias Review Committee (BRC) – 35 participants– 37 Content Advisory Committees (CAC) - 300 participants– Targeted a 70/30 split: licensed teachers/higher education faculty

members

• Test Frameworks developed (Fall 2009)– Based on MN licensure standards– Framework structure:

• Subareas– Objectives

» Descriptive statements

MTLE Development

• Test Frameworks developed, continued– Reading stakeholder meeting (October) 1

– Content Advisory Committee preliminary online framework review (October) 2

– Bias Review Conference for framework review (November) 3

• Content• Language• Offense• Stereotypes• Fairness• Diversity

MTLE Development

• Item banks developed (December-January)

• Test Materials Review Conference (February)– Bias Review Committee (4 days) 4

• Item review• 24 participants• 9,200+ items reviewed!!

– Content Advisory Committees (8 days) 5

• Framework review AND item review• 260 participants; 22 institutions represented

MTLE Development

• CAC review tasks– Framework• Alignment, program purpose, organization,

inclusiveness– Objectives & Descriptive Statements• Significance, accuracy, freedom from bias, job

relatedness– Item Bank (both MC and CR)• Alignment, test objective match, accuracy, bias, job-

relatedness

MTLE Development• Content Validation online surveys (April)

– 200 randomly selected teachers per licensure field– 100 randomly selected faculty members per licensure field

• Survey analysis 6

– Demographic Summary Report– Objectives: Importance Rating Report, Comparison Report– Descriptive Statements: Rating Report, Comparison Report– Composite Rating Report and Composite Rating Comparison Report

MTLE Development

• Field Testing (April)– 22 institutions participating• Classroom sessions• Open / General sessions

• Statistical analysis of results to finalize item banks 7

MTLE Development

• Behind-the-scenes– Confirmation of testing sites– Test administration plan– Test scoring and score reporting plan– Test accommodations plan– Alternative arrangements plan– Weather emergency plan– Online item review

• For fee-based online study guides and practice tests• Elementary, Early Childhood, Basic Skills

MTLE DevelopmentTest Fees: Computer-based testing• Basic Skills

– Reading subtest $25– Mathematics subtest $25– Writing subtest $25

• Pedagogy tests – Two subtests $35 per subtest

• Content tests– Elementary Education: three subtests $35 per subtest– All Other Content tests: two subtests $35 per subtest

Test Fees: Paper-based testing• World languages only

– Two subtests $28 per subtest

All candidates pay a $50 registration fee once within each test program calendar year (September 1- August 31).

MTLE Development

• Next Steps– Passing Score Review Conference (June)

• Passing score judgments

– Create test forms for first administration in September– Calculate panel-based passing score recommendations– Registration for MTLE tests opens on July 19– MTLE tests launch on September 23– BOT sets passing scores on October 15

Legislative Updates

• Basic Skills Testing• BOT Rulemaking Authority• Alternative Routes to Licensure

HF 3163, Article 2: Sections 7, 11, 12• https://www.revisor.mn.gov/bin/bldbill.php?bill=H3163.1.html&session=l

s86

SF 3028, Article 2: Sections 2, 5, 6• https://www.revisor.mn.gov/bin/bldbill.php?bill=S3028.2.html&session=ls

86

PERCA: Next StepsSpring• Internal work to resolve NCATE / TEAC alignment questions• Results of IES grant proposal, re: longitudinal data system • Continued work to secure TPA funding

June• Results of MNTERC grant, re: survey development• Planning for 8700.7600 working group

August• BOT action to adopt PERCA pursuant to spring work

September• PERCA forms launched, available for IHEs• New team to work on 8700.7600

– Unresolved program issues: i.e.: reporting cycles and timelines, related service licenses …