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Cross State Convening

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JUNE 24-25, 2015

WASHINGTON, DC

CROSS STATE CONVENING

To create aligned professional learning systems that provide effective opportunities for teachers to master core and specialized instruction in inclusive settings—and for leaders to establish the conditions in schools that sustain high-quality instruction—to enable students with disabilities to achieve college- and career-ready standards.

OURMISSION

2 ceedar.org2 ceedar.org


CONTENT

Room MapRestaurant RecommendationsDay 1 Detailed AgendaDay 2 Detailed Agenda

04061014

APPENDICES

Participant ListWorkbook

AB

The primary meeting space for the CEEDAR Cross State Convening is in the

F. Scott Fitzgerald Ballroom A/B.

Some breakout sessions and discussions meet in the Ernest Hemingway

Salon 1, 2, or 3.

Food is served in the highlighted service area just outside the F. Scott

Fitzgerald Ballroom A/B.

MAP



GENERAL ISSUEContact Meg Kamman

TECHNICAL ISSUEContact Matt Seitz

(352)246-7123

[email protected]

(850)217-4657

[email protected]

TimTebow

CEEDARStaff

CrossState Convening

OR FIND SOMONE WITH A “CEEDAR STAFF” BADGE!

ONLINE RESOURCES

You can access materials from the CEEDAR Cross

State Convening on your CEEDAR Networked

Improvement Community (NIC) home page.

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Northside Social Coffee & Wine

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Thai Curry

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pie-tanza

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The Melting Pot

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PF Chang’s

Buffalo Wild Wings

Ray’s The Steaks

IL Forno

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Steakhouse

Moroccan

Latin American

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Greek

Coffee & Wine

Sandwiches

Thai

Wine Bar

American/Bar

Pizza

Burgers

Vegetarian

Fondue

Pub

Chinese

American

Steakhouse

Italian

Spanish

= GREAT MEETING PLACE FOR SMALL GROUPS

MANY OF THESE RESTAURANTS ARE A SHORT WALK FROM THE HOTEL. DIGITAL USERS MAY CLICK ANY RESTAURANT NAME TO VIEW THE RESTAURANT WEBSITE.

RESTAURANT RECOMMENDATIONS


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“I AM NOT A TEACHER, BUT AN AWAKENER.”

-ROBERT FROST

collaborators

Collaborate[kuh-lab-uh-reyt]

To work jointly on an activity, especially to produce or create something.

verb

8 ceedar.org

E G I N oJ Z d i r

D V X k p

MORE THAN 50 PARTNERING IHES

Part of CEEDAR’s

success lies in strategic

collaboration. It involves

working together to achieve

a whole that is greater than

the sum of its parts.

15 PARTNERING STATES

HUNDREDS OF INDIVIDUAL PARTNERS

MOVING FORWARD TOGETHER

COLLABORATORS

9

DAY 1 AGENDA MORNING

Steve GoodmanDirector, Michigan’s Integrated Behavior and Learning Support Initiative Michigan Department of Education

Shireen PavriAssociate Dean for Graduate Studies and ProfessorCalifornia State University, Long Beach

Stacie WhinneryProfessorUniversity of West Florida

PANEL

TOPIC How We Did It: Cross-Department Collaboration Integrating Evidence-Based Practice into Programs and Policies

Amber Benedict and Nancy Corbett will facilitate while presenters guide participants through two cases of collaboration that have resulted in introducing evidence-based practices into both general and special education. An IHE will describe how it recognized expertise of different faculty, engaged in productive dialogue, and organized faculty to revise programs to include more evidence-based practice. An SEA will present a case of introducing MTSS to LEAs.

9:30-10:30 PANEL DISCUSSION Ballroom A/B

ESue CoureySan Fransisco State UniversityI

Zoe MahoneyFlorida State University

10:30-10:45 STATE SPOTLIGHT Ballroom A/B

Welcome Mary Brownell, Director, CEEDAR Center

Opening Remarks Michael Yudin, Assistant Secretary for Special Education and Rehabilitative Services

Living Our Mission: The Teachers and Leaders Struggling Learners Need

Lanie Whittaker, Student Kenneth DiPietro, Superintendent-Plainfield Public Schools, CT

7:30-8:30 CONTINENTAL BREAKFAST Dining Area Outside Ballroom A/B

8:00-8:30 REGISTRATION MATERIAL PICK-UP Dining Area Outside Ballroom A/B

8:30-9:30 GENERAL SESSION

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12:00-12:15 BREAK

12:15-12:30 STATE SPOTLIGHT

JGDeborah GayGeorgia Department of Education

Georgette NemrConnecticut Department of Education

Ballroom A/B

Includes 20 minutes of models/examples, followed by cross state conversation

11:00-12:00 CROSS STATE BREAKOUT SESSIONS

Fostering Stakeholder Engagement: Effective, Collaborative Dialogues Within and Across Agencies

Presenters: Karen Wyler—Georgia Georgette Nemr—Connecticut

Facilitator: Suzanne Robinson

Building Capacity: Using CEEDAR Tools and Aligning and Integrating Policy Efforts (SSIP, Equity Plans)

Presenters: David Guardino—OSEP Lynn Holdheide—CEEDAR Ann Denoyer—Illinois

Facilitators: Lynn Holdheide, Rochi Cooray

Supporting and Scaling Multi-Tiered System of Supports

Presenters: Tessie Rose Bailey—Montana Steve Goodman—Michigan

Facilitator: Judi Littman

Supporting and Scaling UDL: Policies States Have Enacted to Support UDL and Implementation by Educator Preparation Programs

Presenter: Stacie Whinnery—Florida

Facilitator: Stacia Rush

HHemingway Salon 1 HHemingway Salon 2

HBallroom A/B

Locations Listed Below

HHemingway Salon 3

10:45-11:00 BREAK

DAY 1 AGENDA AFTERNOON

Linda TurnerSouth Dakota Department of Educationo


NSuzanne LeeUniveristy of Illinois Urbana-Champaign


Implementing and Sequencing Effective Practice Opportunities and Program Evaluation/Approval Strategies for Supporting Practice Opportunities

Presenters: Louise Spear-Swerling—Connecticut Sungti Hsu—AACTE

Facilitator: Marty Hougen

Partnerships and Change Strategies for Ensuring High-Quality Clinical Placements That Promote Teacher and Leader Collaboration

Presenter: Larry Maheady—Buffalo State College

Facilitator: Nancy Corbett

Developing a Statewide Systemic Approach for Preparation, Induction, and Professional Development

Presenters: Karen Wyler—Georgia Deb Ziegler—CEC Mary Brownell—CEEDAR

Facilitators: Lynn Holdheide, Lauren Artzi

Innovative Practice-Based Approaches for Improving the Quality of Teachers

Presenters: Paul Sindelar—CEEDAR Angie Andersen—CCSSO Facilitator: Katrina Miller


12:30-1:30 LUNCHTIME PANEL DISCUSSION

PANEL

TOPIC Toward Practice-Rich Preparation: Innovation and Re-Invention of Clinical Practice

Mary Brownell and Abby Marshall will facilitate while presenters offer a broad range of ideas for opportunities for pre-service candidates to practice implementing evidence-based practices through campus and field placements and coursework design. The session will conclude with a look at the focus on clinical preparation in the new proposed HEA regulations and the opportunities presented for both policy and practice.

Larry MaheadyBuffalo State University

Katrina MillerCCSSO

Daniel MorganWestern Michigan University

Ballroom A/B

Ballroom A/B


HBallroom A/B HHemingway Salon 1

HHemingway Salon 2 HHemingway Salon 3

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OPPORTUNITES TO LEARN FOR TEACHERS AND LEADERS

END OF DAY 1

2:45-3:15 BREAK


Laura WasielewskiSaint Anselm CollegedZ

Laura Straus University of Montana Western

Ballroom A/B

4:45-5:00 DAY 1 WRAP-UP AND EVALUATIONS Ballroom A/B

5:30-6:30 NETWORKING SOCIAL Ballroom A/B

3:15-4:15 STATE TEAM TIME AND PARTNER MEETING

State Teams will use this time for discussion and debriefing the morning presentations and conversations. Each team member will report out what he or she learned from sessions and state spotlights and together will generate insights for larger State Leadership Teams. Team members will preview specific ideas for their state that they want to consider and list any additional information they would like from other states and suggestions of support from CEEDAR. State leads and facilitators will participate in and support each state’s discussion.

Partners will meet with CEEDAR Director Mary Brownell for a progress update.


State Teams: Meet in Ballroom A/BPartners: Meet in Hemingway Salon 1

DAY 2 AGENDA MORNING

8:00-9:00 HIGHLIGHT ON edTPA (OPTIONAL SESSION)

Stacey Jones BockDepartment ChairpersonIllinois State University

David CihakAssociate ProfessorUniversity of Tennessee

Greg BlalockAssociate ProfessorColumbus State University

PANEL

TOPICIn this session facilitated by Meg Kamman, faculty members from three states will discuss the context of edTPA use in their states, describe implementation of edTPA in their programs, and provide strategies for dealing with challenges. Attendees will have time to participate in the discussion and ask questions.

Ballroom A/B

Review of Day 1 and Updates on Day 2

9:00-9:15 WELCOME BACK

Erica McCrayCo-Director, CEEDAR Center

Paul SindelarCo-Director, CEEDAR Center

Ballroom A/B

rLowell Oswald University of Utahi


Steve KroegerUniversity of Cincinnati

Ballroom A/B

Mary-Dean BarringerCEEDAR/CCSSO

9:30-10:30 PANEL DISCUSSION

Mary BrownellDirector, CEEDAR CenterPANEL

TOPIC Policy for Results: How Policy Meets Preparation to Lead the Way to Improved Outcomes

Facilitated by Lynn Holdheide, this session will include an introduction to policy framing recommendations. Presenters will guide participants to think about recommendations in the context of their settings. A case from a state will provide an example of leadership in action.

Tom Bellamy University of Washington

David Hill Director, Educator Preparation and Certification Georgia Professional Standards Commission

Ballroom A/B

7:00-9:00 CONTINENTAL BREAKFAST Dining Area Outside Ballroom A/B

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10:30-10:45 BREAK



Leadership for Results Driven Accountability

Presenters: Tom Bellamy—University of Washington David Hill—Georgia

Facilitator: James McLeskey

Preparing Educators to Operate Effectively Within a Multi-Tiered System of Supports (MTSS): State Teacher and Leader Policy and Practice Levers

Presenters: Deb Ziegler—CEC Mary Brownell—CEEDAR

Facilitator: Lynn Holdheide

Valid Program Evaluation: Using Data to Improve Teacher Preparation

Presenter: Kim Paulsen—Tennessee

Facilitator: Katrina Miller

Innovative Licensure Strategies: A Facilitated Discussion About Potential Strategies to Support MTSS

Presenters: Allison Glasgow— Ohio Sarah Solari —California

Facilitator: Dan Conley

11:45-12:00 TRANSITION TIME


Ballroom A/BHemingway Salon 1

Hemingway Salon 2 Hemingway Salon 3

E G I N oJ Z d i r

D V X k p

DAY 2 AGENDA AFTERNOON

12:00-2:00 LUNCH AND COHORT TIME

States will meet in cohort groups to discuss their work as a CEEDAR Intensive State, discussing common issues, identifying successes and challenges in working on the goals and objectives of the TA Blueprints, and collaborating on providing advice and needs.

TO DO

2:00-2:15 TRANSITION TIME

2:15-3:00 STATE TEAM TIME

Teams will review Day 2 session ideas to bring back to State Leadership Teams. Teams will also compile additional information requested and follow-up connections from other states.

TO DO


STATE TEAM TIME

2015 Cohort: Meet in Ballroom A/B2014 Cohort: Meet in Hemingway Salon 12013 Cohort: Meet in Hemingway Salon 3

Ballroom A/B

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END OF DAY 2

3:10-3:30 REPORTING OUT COHORTS

Jessica Guerra5th Grade TeacherFairview Elementary School, Denver

3:30-4:00 CLOSING SPEAKER

SPEAKER

4:00 CLOSING REMARKS AND EVALUATION

Ballroom A/B

Ballroom A/B

Ballroom A/B

Page Intentionally Left Blank

� �

CEEDAR Center

Cross-State Convening

June 24-25, 2015

Washington, DC

AppendicesAppendix A

Appendix B

Workbook

Participant List

A1 ceedar.org

Day 1: June 24, 2014

8:30—9:30 General Session

Lanie’s Lessons Learned 1. Learning Disability § Struggle academically, everything is hard § Low self-‐esteem § Peer comparison § Hopelessness

2. Great Teachers –They Exist § Show they care for you § Knowledge and Tools

o Not just “tell” you, but have strategies and give time to help § They don’t give up

3. When You Have a Bad Teacher § No understanding or knowledge of disabilities § Outside support essential:

o After-‐school o Tutor o A Cheerleader

Final Thought: Couldn’t all teachers be great teachers?

Then All Students Win! Notes:

A2 ceedar.org

9:30—10:30 Panel Discussion How We Did It: Cross-‐Department Collaboration Integrating Evidence-‐

Based Practice into Programs and Policies Innovation (Interesting ideas)

Network – Follow-‐up (presenters/people to connect with)

Connections with my State (ideas that directly relate to my state’s blueprint)

A3 ceedar.org

10:30-10:45 State Spotlight Florida California Innovation (Interesting ideas)



A4 ceedar.org

11:00—12:00: Cross-‐State Breakout Sessions

• Fostering Stakeholder Engagement: Effective, Collaborative Dialogues Within and Across Agencies

o Presenters: Karen Wyler-‐ Georgia Georgette Nemr-‐ Connecticut o Facilitator: Suzanne Robinson

• Building Capacity: Using CEEDAR Tools and Aligning and Integrating Policy Efforts (SSIP, Equity Plans)

o Presenters: David Guardino-‐ OSEP, Lynn Holdheide-‐ CEEDAR, Ann Denoyer-‐Illinois

o Facilitator: Lynn Holdheide and Rochi Cooray • Supporting and Scaling MTSS

o Presenters: Tessie Bailey-‐ Montana, Steve Goodman-‐ Michigan o Facilitator: Judi Littman

• Supporting and Scaling UDL: Policies States Have Enacted to Support UDL and Implementation by Educator Preparation Programs

o Presenter: Stacie Whinnery-‐ Florida o Facilitator: Stacy Rush

Session I attended

Innovation (Interesting ideas)



A5 ceedar.org

12:15-‐12:30 State Spotlight Illinois South Dakota Innovation (Interesting ideas)



A6 ceedar.org

12:30-‐1:30 Lunch Panel

Toward Practice-‐Rich Preparation: Innovation and Re-‐invention of Clinical Practice

(1) Importance of practice to learning to teach and lead

• Becoming an effective teacher requires effective opportunities to practice in authentic contexts. Teachers do not learn from sitting in courses. They learn from enacting their knowledge.

• Students who struggle to learn and behavior require the most skilled teachers.

They have to be able to examine instruction and assessment data carefully to develop well-structured, evidence-based instruction and implement that instruction fully engages students who are often losing motivation to learn.

(2) Why has it been so challenging to create effective practice opportunities?

• Field placements have often been the only opportunity to practice in a program. Many of these placements may have inadequate models of effective practice, and the mentors in these environments may not provide adequate feedback.

• Field work is expensive. Frequent supervision and implementation support is

expensive. Credit hour generation receives priority, particularly when state budgets are dwindling.

• Time and costs associated with establishing effective partnerships with schools

(3) What should we consider in the future.

• We DON’T have sufficient science on what promotes teacher learning, but . . . . • We DO have evidence about effective practice

(4) Effective practice that results in effective performance

• Targets critical components of instructional practice • Scaffolded over time • Provides high quality feedback on critical skills • Improves ability to analyze and reflect one’s teaching and student learning

A7 ceedar.org

(5) Examples of effective practice-based opportunities in teacher education

• Well structured field experiences tightly aligned with methods courses

Teacher candidates have opportunities to learn select research-based strategies in coursework and then field experiences are structured to enable them to practice the strategies. Peers are coached to provide feedback, and ???

• TeachLive TeachLivE is a simulated teaching experience, where a teacher candidate (or a practicing teacher) teaches a virtual classroom to practice specific instructional skills, delivering specific content and effective instruction and classroom management skills. The virtual students have been programed with distinctive personality types, which means that in each simulation, they each display the same behavior patterns every time. At WMU, we use TeachLive as a supplement to our field experiences in “real” classrooms with “real” kids. TeachLive provides (a) opportunities for special education majors to practice essential skills that will be demonstrated in the practicum and/or internship settings, (b) opportunities for pre-intern and interns to focus on specific teaching skills in need of further development, and (c) additional opportunities for targeted practice for pre-interns and interns who require more intensive coaching and focused attention in the execution of specific teaching skills.

(6) HEA regulations as the apply to clinical preparation

• State approval requires evidence of quality clinical preparation. Must include multiple clinical or field experiences that serve diverse, rural or under represented populations, including ELL and SWD and be assessed with performance-based protocol

• States must provide technical assistance for low-performing institutions. It can include identifying areas of curriculum or clinical experience that correlate with gaps in graduates’ preparation

(7) Future directions The real benefit could 422 general education teachers Serious about improving practice, then we need strategies for coping with the numbers of teachers.

A8 ceedar.org

Notes from Lunch Panel Innovation (Interesting ideas)



A9 ceedar.org

1:30-‐1:45 State Spotlight Connecticut Georgia Innovation (Interesting ideas)



A10 ceedar.org

1:45-‐2:45 Cross-‐State Break-‐Out Sessions

• Implementing and sequencing effective practice opportunities and program evaluation/approval strategies for supporting practice opportunities

o Presenters: Louise Spear-‐Swerling-‐ Connecticut, Sungti Hsu -‐AACTE o Facilitator: Marty Hougen

• Partnerships and change strategies for ensuring high quality clinical placements that promote teacher and leader collaboration

o Presenter: Larry Maheady, Horace Mann Endowed Chair in Exceptional Education at Buffalo State College

o Facilitator: Nancy Corbett • Developing a statewide systemic approach for preparation, induction and

professional development o Presenter: Karen Wyler-‐ Georgia, Deb Ziegler-‐ CEC o Facilitator: Lynn Holdheide, Lauren Stillman

• Innovative practice based approaches for improving the quality of teachers o Presenter: Paul Sindelar-‐ UF, Angie Andersen-‐ CCSSO o Facilitator: Katrina Miller

Session I attended




A11 ceedar.org

3:15-‐4:15 State Team Time & Partner Meeting

Notes:

A12 ceedar.org

4:30:4:45 State Spotlight Montana New Hampshire Innovation (Interesting ideas)



4:45-‐5:00 Wrap Up and Evaluation

A13 ceedar.org

Day 2: June 25, 2014

8:00-‐9:00 Performance Assessments: Highlight on edTPA




A14 ceedar.org

9:15-‐9:30 State Spotlight Ohio Utah Innovation (Interesting ideas)



A15 ceedar.org

9:30-‐10:30 Panel Policy for Results: How Policy Meets Preparation to Lead the

Way to Improved Outcomes

Leveraging the Policy Recommendations of CCSSO’s Our Responsibility: Our Promise Report

Guiding Principles:

1) All teachers, school staff and leaders share ownership and responsibility for the academic and behavioral growth of all students.

2) All students deserve access to high quality instruction that is differentiated to

meet their needs, grounded in research and provides intensified, tiered levels of instructional and behavioral support.

3) Core content instruction paired with progress monitoring that includes tiered

levels of support should be recognized as a pivotal framework for closing achievement gaps.

4) Vision of a learner-centered approach is at the core of the special education field

and this experience and expertise should be leveraged to support the education of all students.

5) If teachers and leaders are to create schools that are learner-centered within a

system of tiered supports, then they will need to build a high level of expertise over time.

A16 ceedar.org

Policy Actions Licensure

1) States will revise and enforce their licensure standards for teachers and principals to support the teaching of more demanding content aligned to college- and career-readiness and critical thinking skills to a diverse range of students.

Next steps: Ensure that revised standards include the acquisition of the knowledge and skills needed to implement differentiated core instruction, monitor student progress, and apply evidence-based practices to meet the needs of all students within a tiered system of support.

2) States will work together to influence the development of innovative licensure

performance assessments that are aligned to the revised licensure standards and include multiple measures of educators’ ability to perform, including the potential to impact student achievement and growth.

Next steps: Develop innovative licensure performance assessments that assess each candidate’s ability to perform within a tiered system of support, including the potential to impact all students’ achievement and growth.

3) States will create multi-tiered licensure systems aligned to a coherent developmental continuum that reflects new performance expectations for educators and their implementation in the learning environment and to assessments that are linked to evidence of student achievement and growth.

Next steps: Ensure that new systems reflect the performance expectations to work within and across tiered systems of support, that promote ongoing growth through strategies of deliberate practice and feedback.

4) States will reform current state licensure systems so they are more efficient,

have true reciprocity across states, and so that their credentialing structures support effective teaching and leading toward student college- and career-readiness.

Next steps: Ensure new credentialing structures address the delivery of effective teaching and leading within multi-tiered systems of support.

A17 ceedar.org

Program Approval

5) States will adopt and implement rigorous program approval standards to assure that education preparation programs recruit candidates based on supply and demand data, have highly selective admissions and exit criteria including mastery of content, provide high quality clinical practice throughout a candidate’s preparation that includes experiences with the responsibilities of a school year from beginning to end, and that produce quality candidates capable of positively impacting student achievement.

Next steps: Ensure program approval standards produce quality candidates capable of positively impacting the achievement of all student populations.

6) States will require alignment of preparation content standards to PK-12 college-

and career-ready standards for all licensure areas. Next steps: Ensure preparation program standards align to P12 student standards and provide explicit knowledge and skills for candidates needed to provide ALL learners access to a college and career ready curriculum.

7) States will hold preparation programs accountable by exercising the state’s authority to determine which programs should operate and recommend candidates for licensure in the state, including establishing a clear and fair performance rating system to guide continuous improvement. States will act to close programs that continually receive the lowest rating and will provide incentives for programs whose ratings indicate exemplary performance.

8) States will provide feedback, data, support, and resources to preparation

programs to assist them with continuous improvement and to act on any program approval or national accreditation recommendations.

Next steps: States will hold preparation programs accountable for ensuring they prepare candidates who can address the needs of a wide range of learners through use of differentiation, evidence-based practices, and data-based decision making within tiered systems of support.

A18 ceedar.org

Data Collection, Analysis, and Reporting

9) States will develop and support state-level governance structures to guide confidential and secure data collection, analysis, and reporting of PK-20 data and how it informs educator preparation programs, hiring practices, and professional learning. Using stakeholder input, states will address and take appropriate action, individually and collectively, on the need for unique educator identifiers, links to non-traditional preparation providers, and the sharing of candidate data among organizations and across states.

10) States will use data collection, analysis, and reporting of multiple measures for

continuous improvement and accountability of preparation programs

Next steps: Ensure refined state-level governance structures to guide confidential and secure data collection, analysis, and reporting of PK-20 data and how it informs educator preparation programs, hiring practices, and professional learning include specific data around the teaching of diverse learners including measures of educator impact in serving diverse learners, including students with disabilities.

A19 ceedar.org




A20 ceedar.org

10:45-‐11:45 Cross-‐State Break-‐Out Sessions

Includes 20 minutes of examples, followed by discussion. Provides time for cross-‐state conversation. Each session should include some questions for facilitated discussion.

• Leadership for Results Driven Accountability o Presenters: Tom Bellamy-‐University of Washington and David Hill-‐

Georgia o Facilitator: James McLeskey

• Preparing Educators to Operate Effectively within a Multi-‐tiered System of Support (MTSS): State Teacher and Leader Policy and Practice Levers

o Presenters: Deb Ziegler-‐ CEC and Brownell-‐ CEEDAR o Facilitator: Lynn Holdheide

• Valid Program Evaluation: Using Data to improve teacher preparation o Presenters: Kim Paulson-‐ Tennessee o Facilitator: Katrina Miller

• Innovative Licensure strategies: A facilitated discussion about potential strategies to support MTSS

o Presenters: Allison Glasgow-‐ Ohio, Sarah Solari Colombini -‐ California o Facilitator: Dan Conley

Session I attended

Innovation (Interesting ideas



A21 ceedar.org

12:00—2:00 Lunch and Cohort Time 2013 Cohort CALIFORNIA

Successes

Success How We Did It Strong collaboration between state, IHEs, LEAs, and general & special teacher & leader educators

All involved from beginning; faculty involved in SLT planning

Significant progress made on blueprints Clear expectations; ongoing support Increased knowledge of inclusive practices PD at SLTs based on identified needs;

partnerships with LEAs; consultants Implementation of dual certification programs

Research, consultants, recognition of need

Revision of leadership programs to include inclusive practices and address the needs of students who struggle

State passed new standards; IHE leadership faculty worked with sp. ed. faculty to make revisions

Challenges Challenge Strategies for Tackling

Going to scale with the large number of educator preparation institutions (200+)

Create models to share across the state

Revising courses, assignments, & field experiences to integrate EBP

Present a model at the next SLT; simplify tools; provide rubrics

Working with LEAs to implement changes Involve the LEAs from the beginning; learn more about their challenges & needs

Aligning CEEDAR work with the recommendations of the State-Wide Task Force on Special Education

Continue the dialog between CEEDAR and the task force; support the implementation of the recommendations as appropriate

Lessons Learned 1. Involve P-20 partners from the beginning so that the focus is on the needs of students, teachers, and leaders in the field. 2. Involve all SLT members in planning and evaluating the meetings & initiatives. 3. Acknowledge the expertise & contributions of all SLT members

A22 ceedar.org

CONNECTICUT Successes

Success How We Did It Development of new Educator Preparation Data System and new assessments/metrics.

Partner with CSDE Performance Office on development of State Longitudinal Data System

Link reform for Program Approval System with Data and Accountability and Certification.

Our key stakeholder group –Educator Preparation Advisory Council—developed 6 guiding principles. From that we linked it to NTEP and CEEDAR work.


Regular communications with team leads and faculty workgroups and state leadership team

Schedule communications in tandem with other initiatives such as linking our Educator Preparation Advisory Council (EPAC) meetings with CEEDAR State Leadership Team Meetings

Adjusting timelines and blueprints with changes in institutional contexts and structures as well as changing faculty

Ongoing check-ins with faculty workgroups, team leads and deans of education

Supporting faculty who are reviewing curricula of other faculty.

Reassuring faculty of larger goal and gaining support from administration that this improved curricula will be linked with program approval standards.

Lessons Learned 1. Refocusing workgroups on larger goals, not just the nitty gritty of curriculum analysis

against innovation configuration. Technical assistance guidance and supporting workgroups with high quality professional development is also critical.

2. Review and evaluation of revised curricula not a simple task. Need to be clear about

expected deliverables and how they will be reviewed and feedback provided. 3. Keep view of the larger outcome—student learning and the candidates/future teachers

who will teach them. What does it mean to be “learner ready day 1”? The through lines of standards are critical to this conversation.

A23 ceedar.org

FLORIDA Success How We Did It

Redesign educator certification for ESE teachers (PK – 12) to better promote teacher readiness and continued effectiveness in supporting students with disabilities

² Outlined current structure, and the mission of the workgroup ² Discussion of strengths and weaknesses related to current

certification structure ² Reviewed data related to students with disabilities ² Discussion of all possibilities for redesign of the current

structure ² Narrowed down to realistic possibilities with discussion of

strengths and weaknesses of each ² Possibilities were voted on by workgroup ² SLT devised a workable structure for implementing

the recommendations and drafted report to Commissioner

Increase the number of teachers who effectively implement Universal Design for Learning principles and other evidence based practices

² Prep and Plan (summer 2015) ² Faculty PD and Project Team Action Planning

² Curriculum Review (fall 2015) ² UDL Team reviews selected courses (UDL IC)

² Curriculum Enhancement (spring 2016) ² Faculty PLC enhance courses (UDL CEM) ² Evaluation (spring & summer 2016

Collaborate with FDOE to redevelop ESE K-12 teacher assessment exam

² Inform SLT regarding past and present exam competencies ² Create crosswalk of exam competencies and national

standards ² Highlight exam competencies which are related to working

with diverse learners ² Inform SLT of the exam review/redesign process, timeline,

etc., and provide staff to participate in the process

Challenge Strategies for Tackling

Diverse stakeholder groups bring unique sets of needs, requirements, and challenges to any statewide initiative

Engage multiple stakeholders at various steps and stages in the process. Do not be hesitant to revisit goals that have been accomplished to provide additional guidance.

Initiative burnout Incorporate staff and implementation of new initiative into existing

active programs and initiatives. Inserting CEEDAR goals into existing processes and procedures (e.g. teacher assessment exam)

Reach out to the ‘keepers of the keys’ of existing work to facilitate a partnership.

Lessons Learned 1. Aggressive goals result in extended timelines. This is OK! 2. Communication and collaboration with multiple stakeholders and program and project membership and staff

is critical to a comprehensive approach to reform.

A24 ceedar.org

ILLINOIS Successes

Success How We Did It In preparation for generating recommendations for special education endorsements, develop a statement of purpose for recommendations concerning special education endorsements.

² Determine appropriate stakeholder involvement in the recommendation process.

² Communicate statement of purpose and plan for stakeholder involvement to the State Leadership Team (SLT).

² Develop a timeline for recommendation process and revise TA blueprint tasks as necessary

² Communicate to critical stakeholders the core purpose and scope using standard ISBE protocol for sharing information.


Weather related delays during the first year of our partnership significantly interrupted our progress towards developing the TA Blueprint.

² Technology ² Perseverance!

ISBE staff and CEEDAR SLT membership turnover

² TA Blueprint review at each SLT meeting ² Communication via small group conference calls

with current and incoming staff and SLT members to determine skill sets, experience, and participation in existing programs and initiatives for new faces which could be leveraged for and through CEEDAR

Lessons Learned 1. Don’t rush the process! 2. Assure that players with the appropriate knowledge, experience and interest are

continually brought into the work as needed 3. Be receptive to different perspectives as the final technical blueprint develops 4. Understand the your state’s history (example Corey H.) to plan your future 5. Don’t underestimate the importance of the process (bringing different

stakeholders together to dialogue establishes professional relationships) as well as the outcome

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SOUTH DAKOTA Successes

Success How We Did It Innovation Configurations used by campuses to review syllabi and plan revisions.

Participation in State Steering Cmte leading to identifying needs by agency. TA facilitation from CEEDAR TA Consultant.

BoR, DOE and campuses open meaningful discussions on how to assure T & L are prepared to effectively support SWD achieving CCRS.

Participation in State Steering Cmte leading to identifying needs by agency.

BoR, DOE and campuses agree to focus a “Summer Work Session” on a set of “Core Competencies”.

Planning Committee includes IHE, State, and BoR representatives


Establishing a blueprint that addresses the widely divergent needs in a large, sparsely populated rural, local control state.

Partner with state agencies and commissions to find “leverages” that already exist to support the needs.

Establishing state-wide goals & objectives that address the needs of all

Open, honest dialogue and needs assessment is critical to reaching consensus.

Involving LEAs Invite LEA partner districts to next SLT

Lessons Learned 1. Getting P-20 partners involved from the beginning because it helps to focus on

the needs indicated by the data. 2. Each campus has a unique set of needs and goals and so finding state-wide goals,

and objectives that meet the needs of each IHE is a challenge. Open, honest dialogue and needs assessment is critical to reaching consensus.

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2014 Cohort GEORGIA

Successes Success How We Did It

Strong SSC and SLT Representatives from SEA, PSC, IHEs Created state vision Gained stakeholder consensus Draft Goals in all three areas (teacher/leader reform, preparation program evaluation, licensure)

Across two state leadership team meetings

Alignment of Efforts Ongoing, always on table at meetings edTPA convening Coordination with GA efforts, other states,

and SCALE/Pearson


Finding meeting times Created calendar for entire year MOU signing Flexible timeline, communication with

deans Prioritizing – large amount of goals Just starting on this Leadership engagement Only one university, new staff in others.

Hoping to bring on as we continue process

Getting Started advice 1. Schedule several dates or whole year on the calendar as soon as work starts. 2. Create communication structure, particularly with deans

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MONTANA Successes

Success How We Did It Active and engaged State Steering Committee (SSC)

Established bi-weekly SSC calls

Onsite SSC and SLT meetings: created a vision and mission statement; drafted initial Blueprints; aligned initiatives

SSC planned agenda and drafted state vision, objectives and activities; coordinated with the Higher Education Consortium (HEC)

Interactive UDL keynote session Worked with HEC leads and SSC First drafts of Blueprints completed IHEs collaborated with assigned TA

support person Agreed on a conceptual framework for teaching and leading

Adopted and adapted approach from one IHE through ongoing discussions


Scheduling around extended biennial legislature session, travel distances, and inclement weather

Alignment with pre-existing meetings; follow-up communications; virtual meetings

Smaller number of SEA and IHE staff with multiple responsibilities

Strategic coordination of SSC activities and support from TA team

Advice on Getting Started 1. Build a strong, reasonably sized Statewide Steering Committee of respected

change leaders from the partner IHEs 2. Schedule frequent and regular SSC meetings, especially during the earliest stages 3. Tap into existing collaborations, especially those that cross IHEs 4. Respect differing IHE priorities while seeking common collaborative

opportunities 5. Seek a unifying theme that “bubbles up” from the SLT and individual IHE

Blueprint drafts

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NEW HAMPSHIRE Successes

Success How We Did It Strong state planning team (SSC) NH DOE and IHE representatives Recruited broadly representative SLT Planning team contacts, shared efforts Effective, shared preparation for productive SLT meetings • Refined vision and mission statements • Reviewed data and aligned initiatives • Developed initial blueprint goals and

objectives

• Preparations by planning team (initial face to face SSC meeting, conference calls, organizational protocols)

• Meeting facilities provided by IHEs • Food, mileage provided by DOE • Meeting facilitation shared


Approval to spend grant money Persevere Getting everyone at the table (scheduling) Evaluate roles/team structure to inform

meeting types and schedules Shared understanding of our direction and each SLT member’s role

• Align team structure/roles to blueprint • Define meaningful roles for diverse

members, relating to work in the field

Getting Started Advice 1.Face to face SSC/planning team meeting before SLT meetings (develop relationships,

CEEDAR staff better learn state context) 2.Ensure representation of diverse perspectives/roles in SLT; allow time for these diverse

views to be heard, learn work being done in the state 3.Rotate meeting locations (shared work and better understanding of each participating

IHE)

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OHIO Successes

Success How We Did It Established Ohio Deans Compact on Exceptional Children

Worked with the Ohio Department of Education (ODE), Office for Exceptional Children to identify state needs and parameters for the work of the Compact

Formalized mission, purpose, structures (e.g., committees), membership, and schedules

Developed a Statement of Beliefs, Bylaws, committee structures, and related processes (e.g., meeting format) to increase shared understanding and commitment to the work

Funded incentive grants to promote creation of dual licensure program models

Developed and issued an RFA; developed a web-based application process for accepting applications, vetting potential reviewers, and assigning applications to panel reviewers; and managed the overall award process (e.g., through the University of Dayton Research Institute (UDRI), ensuring subgrantee assurances continue to be met throughout the life of the award

Developed a community of practice (CoP) for incentive grant PIs and Co-PIs

Engaged grantee PIs and Co-PIs in quarterly CoP calls, quarterly meetings (in conjunction with the quarterly Compact meetings), poster session presentations during the annual conference, and related activities (e.g., CoP Dropbox folder)

Planned and held two statewide conferences and established a format for an annual event

Worked with the Compact Conference Committee to identify and execute plan (e.g., speakers, messaging, format, etc.)

Developed connections with Ohio higher education and K-12 associations, and national groups

Identified Compact member roles in representing associations such as State University Education Deans (SUED), Ohio Council of Professors of Educational Administration (OCPEA), and include “connections updates” during each quarterly Compact meeting; presented to SUED, OCPEA and other groups about the work of the Compact; held special event featuring AACTE CEO/President Sharon Robinson to extend the work of the Compact to Ohio deans, heads of teacher education, and others

Developed Ohio-CEEDAR partnership to leverage reform/improvement

Applied for (on behalf of the state) and secured relationship with CEEDAR as a cohort 2014 state; revised Compact bylaws to include Policy Committee beginning September 2015; developed TA blueprint; convened State Steering Committee


Existing licensure structures that create roadblocks to Compact-supported teacher preparation restructuring/redesign

Added ODE representatives of the Office of Educator Licensure and the Office of Teacher Effectiveness to the Compact and State Steering Committee; held meeting in May 2015 to initiate planning around potential licensure revisions

Lack of qualified providers to support/teach children with sensory impairment (e.g., VI, HI, DB)

Worked with the Compact’s Low Incidence Committee to create plan and priorities for developing a continuum of options (e.g., supporting professional development, creating course sequences leading to endorsement in sensory impairment for practicing intervention specialists, planning for VI collaborative/consortium preparation model)

Changing the mindset from “let’s fix special education” to “let’s fix the system”

Reinforced the importance of Pre-K-16 partnerships; used annual Conference to reinforce key messages; took steps to ensure that Compact membership is comprised by a majority of deans (including assistant/associate deans) rather than only special education faculty; developed Statement of Beliefs

Getting Started Advice 1. Create forum (e.g., Compact) for engaging higher education, district/school personnel, association representatives, state officials,

others in a collective conversation about changes needed to improve the state’s system of preparation and personnel development.

2. Ensure that both the State Education Agency (i.e., ODE) and the State Agency for Higher Education (i.e., Ohio Board of Regents) are actively involved in setting the direction and providing leadership in implementing the work.

3. Develop a core group (e.g., Compact Core Team) to ensure that decisions are made in a timely manner to support timely

completion of agreed-on activities.

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UTAH Successes

Success How We Did It Intensive TA from CEEDAR has been outstanding, including the responsiveness from the Center

-ongoing, intensive technical assistance -responding to questions and concerns -problem-solving

Better alignment of teacher preparation with evidence-based practices

- using resources from CEEDAR regarding evidence-based practices (e.g., literature syntheses, ICs and other CEEDAR tools) -access to webinars

Conversations are happening about “tough” issues regarding aligning efforts across IHEs, State, and LEAs

-open and honest dialogue across all partners -frequent meetings with the State Steering Committee to encourage sustained motivation in the work


Field placements – where can IHEs send pre-service teachers so they obtain the clinical experiences in the priority areas?

-learning from each other and what is happening at partnering agencies and in other states

Competing demands from individuals involved, especially busier folks (e.g., Deans)

-assign a designee and ensure frequent check-ins/feedback looping

Sustainability once CEEDAR leaves -strong alignment with state priorities

Getting Started Advice 1. Work closely with your CEEDAR Intensive TA Team (State Leads, Facilitator,

and Specialist) 2. Change takes time, but be relentless! Focus on implementing a few things well

and deeply. 3. Work together! Move forward toward achieving state goals in collaboration with

the CEEDAR Team and IHE/LEA partners (See The Collaboration Continuum Handout)

4. Align your initiatives! Work hard to align efforts to improve teachers’ instructional practices and student outcomes (See the Utah SSIP & Equity Plan)

5. Don’t be afraid to try things and learn from them (not trial and error, but trial and learn)

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2015 Cohort ARIZONA


State leadership team meetings have been held monthly; June was the 7th meeting

SEA Leads take responsibility for scheduling monthly meetings/setting the agenda. Meetings are usually virtual to facilitate attendance state-wide.

The team wrote (and refined) a goal in the area of teacher/leader reform; wrote 5 objectives and set time lines; some progress on objectives

Worked monthly to revisit the goal and ensure agreement; are currently sharing resources on data-based decision making

Four IHEs/educator preparation programs are on the core team; five other IHEs are actively engaged in meetings with representatives from every state approved program participating in some capacity

SEA Leads selected the 4 IHEs for the leadership team based on early and continuing commitment to the CEEDAR work

The team is connecting CEEDAR work to other state initiatives (e.g., EDISA)

SEA Leads bring up initiatives.

Challenges

Challenge Strategies for Tackling Need to develop goals in the areas of (a) licensure/certification and (b) program approval/evaluation of programs

Continuing meetings; cross-divisional collaboration

Need to expand the current goal in teacher/leader preparation to include leadership programs (focusing first on teachers)

Continuing meetings

Leadership faculty need to be added to IHE teams (two of the four core team members have completed the process of selecting their entire team)

Clarify team membership and representation; provide target date for submitting team members

What We Need 1. Assistance with moving from target to intensive state status, including MOUs and

stipend agreements 2. Considerations for best ways to conceptualize work w/ state steering committee &

state leadership team

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OREGON


Decided State CEEDAR Priorities: Education Equity and Culturally Responsive Practices (Oregon, the Equity State)

Joint SSC and SLT meeting

Conducted three meetings of Oregon Partnership , beginning in Targeted Assistance, including one combined State Steering Team/State Leadership Team

Core Team with ODE leadership and CEEDAR Center support

Increased interest in leveraging other partnerships

Communication between and among partners and supporters


Ensuring State CEEDAR partnership can adapt quickly to legislative and organizational changes

• Simplifying communication strategies

Identifying topics and timelines that may be affected by new legislation

• Within each agency, communicate with own legislative staff

• Monitor public information Interest in leveraging other partnerships Analyzing effects of proposals on each partner

agency and Oregon CEEDAR as a whole

What We Need Review and analysis of Successes and Challenges to date by entire Oregon Partnership

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TENNESSEE Successes

Success How We Did It Conducted one State Leadership Team Meeting

Core Planning Team

Created a vision Collaboratively at State Leadership Team Meeting

Drafted a blueprint Webinar Support from all levels at the Tennessee Department of Education

Leadership collaboration

Support from various districts Leadership collaboration


Only one university has leadership faculty on the SLT

None yet

Common meeting times None yet Getting deans to the table None yet

What We Need 1. Assistance with moving the leadership faculty on board

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MICHIGAN Successes

Success How We Did It Michigan received their funding from UF!! Core Planning Team working with the SEA Established a Core Planning Team SEA, IHE, and CEEDAR representation Conducted onsite State Steering Committee Meeting

Core Planning Team planned the agenda, drafted SLT vision, objectives & activities

Conducted onsite State Leadership Team Meeting; Created a vision statement and drafted a Blueprint; aligned initiatives

Core Planning Team, SLT, state representatives from sp. ed., general ed, licensure & standards, program approval

Established conference calls with the SEA (bi-weekly) and IHEs (monthly)

Core Planning Team

Provided opportunity for IHE faculty to participate in DIBELS training series to be held this summer, and learning from Anita Archer in the spring 2015

Drs. Roland Good and Stephanie Stollar are providing a series of DIBELS training sessions for a MDE project. Three IHE members from each university were invited.

Agreed to align MDE/IHE literacy approach for K-3 struggling readers. MDE strategy teams: #1 Research-supported diagnostic and screening instruments, instruction, and interventions. Strategy #2: Training to use diagnostic-driven methods. Strategy #3: Engage parents. Strategy #4: Provide Michigan teachers and leaders with data growth over time and when compared to other states.

Reviewed data & research; discussions; ICs MDE members of the State Leadership Team are assigned to each of the Strategy groups. The Report will be the basis for a comprehensive literacy strategy for MDE


Numerous literacy initiatives led by different state departments

Involvement in state literacy initiative.

Align educator preparation programs with state initiatives (e.g., MTSS)

Encourage IHE faculty to attend state PD; highlight results from exemplary LEAs

Faculty PD (e.g. DBDM, UDL, MTSS) Identify PD needs and provide PD Changes in state leadership, legislation Frequent communication with stakeholders

What We Need 1. Feedback loops and planning/implementation focus on improvement cycles for IHE in pre-service and teacher/leader development as related to state initiatives for struggling readers. 2. Feedback loops and planning and implementation focus on professional development and developing local school systems to ensure implementation fidelity of effective reading practices for K-3 struggling readers. 3. Participation and leadership in the four state initiative strategy groups as related to the State of Michigan K-3 literacy initiatives.

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MISSOURI Successes

Success How We Did It Conducted one State Leadership Team Meeting; drafted goals and objectives for SLT and subcommittees—Policy and Educator Preparation

Core Planning Team

Achieved broad based representation on the State Leadership Team including state department, district, and EPP members as well as several professional education organizations, teachers, parents, and individuals with disabilities

Identified key stakeholder groups at the state, district, EPP and individual levels and collected recommendations from State Steering Committee Members to invite to participate

Established a facilitation partnership between DESE and MO Council of Administrators of Special Education—building on the Re-inventing Special Education initiative already started in Missouri

MO-CASE Project Facilitator for Re-inventing Special Education co-wrote the state portion of the CEEDAR Intensive grant with DESE Office of Educator Quality and assisted participating IHEs in development of their sections of the grant


Ensuring that all EPP teams have a clear understanding of their roles and responsibilities in proceeding with the work

Developed a facilitated webinar for each EPP team to participate in together prior to beginning their summer work

Ensuring that the members of the SLT stay engaged, aware and up-to-date on CEEDAR activities—Steering committee and subcommittee work as well as what each EPP is working on

Follow up “newsletter” after SLT meeting and the National CEEDAR meeting to all SLT and SSC members; creating a MO-CEEDAR website where all meeting agendas and documents are posted; registering all SLT members to receive upcoming CEEDAR webinar notifications

Keeping other EPPs in Missouri informed about CEEDAR’s work with the 5 participating EPPs and encouraging them to make similar improvements to their pre-service curricula and programs

None so far

What We Need § Strategies for keeping the leadership faculty at each EPP on board § Examples of revised Pre-service curricula and programs from other EPPs already engaged in this work § Examples from other EPPs on how the CEEDAR funds were used to ensure timely completion of the work—

sample budgets § Examples of identified priorities and revised state policies on standards for pre-service programs, teacher

certification, EPP program evaluation

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2:15-‐3:00 State Team Time Notes:

3:10-‐3:30 Reporting Out Cohorts Notes:

3:30-‐4:00 Closing: Jessica Guerra, 5th grade teacher

Notes

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Extra Note Space:

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Extra Note Space:

B1 ceedar.org

D Arizona

Lisa Aaroe Mentoring Special Education Directors Program Co-‐Director -‐ Arizona Department of Education

[email protected]

Jennifer Gresko Education Faculty Chair -‐ Rio Salado College [email protected] Merridi Haskell Professor/Lecturer -‐ Arizona State University [email protected] Jennifer Huber Recruitment, Retention, and Teacher Preparation Specialist -‐ Arizona Department

of Education [email protected]

Maria Nahmias Adjunct Associate Professor -‐ University of Arizona [email protected]

E California

Sarah Solari Consultant -‐ California Commission on Teacher Credentialing [email protected] Sue Courey Associate Professor -‐ San Francisco State University [email protected] Jennifer Moreno Education Programs Assistant -‐ California Department of Education [email protected] Shireen Pavri Associate Dean for Graduate Studies and Research, and Professor of Special

Education -‐ California State University, Long Beach [email protected]

Leslie Reese Professor -‐ California State University, Long Beach [email protected] Sarah Solari Consultant -‐ California Commission on Teacher Credentialing [email protected]

G Connecticut

Ann Monroe-‐Baillargen

Dean of the School of Education -‐ The University of St. Joseph [email protected]

Georgette Nemr Education Consultant -‐ Connecticut Department of Education [email protected] Joan Nicoll-‐Senft Professor -‐ Central Connecticut State University nicoll-‐[email protected] Louise Spear-‐Swerling Professor -‐ Southern Connecticut State University [email protected]

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D Florida

Zoe Mahoney FLDOE Personnel Development Support Project -‐ Florida State University [email protected] Beth Moore Senior Educational Program Director -‐ Florida Department of Education [email protected] Stacie Whinnery Special Education Professor -‐ University of West Florida [email protected]

J Georgia

Gregory Blalock Associate Professor of Special Education -‐ Columbus State University [email protected] Angie Gant Director of Program Approval -‐ Georgia Professional Standards Commission [email protected] Debbie Gay Director of Special Education Services -‐ Georgia Department of Education [email protected] Diana Gregory Inclusive Education Chair -‐ Kennesaw State University [email protected] David Hill Director of Educator Preparation & Certification -‐ Georgia Professional Standards

Commission [email protected]

Robert Waller Professor of Education Leadership -‐ Columbus State University [email protected] Karen Wyler School Improvement Specialist -‐ Georgia Department of Education [email protected]

N Illinois

Ann Denoyer Principal Consultant -‐ Illinois State Board of Education [email protected] Jane Hunt Clinical Assistant Professor -‐ Loyola University Chicago [email protected] Stacey Jones Bock Department Chairperson -‐ Illinois State University [email protected] Suzanne Lee Assistant Director of Accreditation -‐ University of Illinois at Urbana-‐Champaign [email protected] Madi Phillips Assistant Professor -‐ National Louis University [email protected]

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V Michigan

Steve Goodman MiBLSi Director -‐ Michigan Department of Education [email protected] Paula Lancaster Director of Teacher Education -‐ Grand Valley State University, Michigan [email protected] Joseph Lubig Associate Dean -‐ Northern Michigan University [email protected] Dan Morgan Special Education and Literacy Studies Chair -‐ Western Michigan University [email protected] Catherine Wigent Higher Education Consultant -‐ Michgan Department of Education [email protected]

X Missouri

Debra Barksdale Office of Educator Quality Director -‐ Missouri Department of Elementary & Secondary Education

[email protected]

Thurma DeLoach MO-‐CASE Project Facilitator [email protected] Sue McCalley Professor -‐ Avila University [email protected] April Regester Assistant Professor -‐ University of Missouri St. Louis [email protected] Shelton Smith Representative/Leadership -‐ Missouri Department of Elementary & Secondary

Education [email protected]

Z Montana

Morgen Alwell Associate Professor -‐ University of Montana [email protected] Tessie Bailey Assistant Professor -‐ Montana State University Billings [email protected] Jael Prezeau Content Standards and Instruction Division Administrator -‐ Montana Office of

Public Instruction [email protected]

Laura Straus Education Department Chair -‐ University of Montana Western [email protected]

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d New Hampshire

Christine Boston Pupil Personnel Services Director -‐ Dover School District [email protected] Vincent Connelly Associate Chair of Education -‐ University of New Hampshire [email protected] Mary Ford Dean of School of Education -‐ Granite State College [email protected] Laura Wasielewski Director of Teacher Education/Department Chair -‐ Saint Anselm College [email protected]

i Ohio

Brian Barber Assistant Professor -‐ Kent State University [email protected] Allison Glasgow T2T Project Coordinator -‐ University of Dayton [email protected] Stephen Kroeger Associate Professor -‐ University of Cincinnati [email protected] Kerry Martinez Assistant Director -‐ Ohio Department of Education [email protected] Sue Zake Office for Exceptional Children Director -‐ Ohio Department of Education [email protected]

k Oregon

Stella Brown Education Program Specialist -‐ Oregon Department of Education [email protected],us Randall DePry Chair of Department of Special Education -‐ Portland State University [email protected] Rae Ann Ray IDEA General Supervision Specialist -‐ Oregon Department of Education [email protected] Courtney Vanderstek Department of Education -‐ Marylhurst University [email protected]

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o South Dakota

Teresa Berndt Reading Specialist -‐ South Dakota Department of Education [email protected] Rick Melmer Senior Advisor -‐ South Dakota Board of Regents [email protected] Andrew Stremmel Professor and Department Head -‐ South Dakota State University [email protected] Linda Turner Special Education Director -‐ South Dakota Department of Education [email protected] Cheryl Wold Assistant Professor of Special Education -‐ Northern State University [email protected]

p Tennessee

David Cihak Associate Professor -‐ University of Tennessee [email protected] Tie Hodack Director of Instructional Programming -‐ Tennessee Department of Education [email protected] Renee Murley Clinical Associate Professor -‐ University of Memphis [email protected] Kim Paulsen Professor -‐ Vanderbilt University [email protected] Amy Wooten Executive Director of Licensure and Preparation -‐ Tennessee Department of

Education [email protected]

D Utah

Linda Alder Coordinator of Educator Effectiveness -‐ Utah State Office of Education [email protected] Regina Delong Program Assistant, Urban Institute for Teacher Education -‐ University of Utah [email protected] Lowell Oswald Assistant Professor of Special Education -‐ Westminster College [email protected] Travis Rawlings Educator Licensing Coordinator -‐ Utah State Office of Education [email protected] Mary Roe Department Head, School of Teacher Education and Leadership -‐ Utah State

University [email protected]

Linda Sorensen Associate Instructor, Urban Institute for Teacher Education -‐ University of Utah [email protected]

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Speakers

Tom Bellamy Professor -‐ University of Washington [email protected] Jessica Guerra 5th Grade Teacher -‐ Fairfield Elementary School, Denver [email protected] Larry Maheady Horace Mann Endowed Chair -‐ Buffalo State SUNY [email protected] Lanie Whittaker Guest Student Speaker [email protected] Ken DiPietro Superintendent of Plainfield Schools, Connecticut [email protected] Michael Yudin Assistant Secretary for the Office of Special Education and Rehabilitative

Services at the U.S. Department of Education

CEEDAR Partners

David DeMatthews UCEA (University Council for Educational Administration) [email protected] Sungti Hsu AACTE (American Association of Colleges for Teacher Education) -‐ Director of

State Affiliate and Member Support [email protected]

Nancy Reder Deputy Executive Director/Governmental Relations -‐ NASDSE (National Association of State Directors of Special Education)

[email protected]

Phil Rogers Executive Director -‐ NASDTEC (National Association of State Directors of Teacher Education and Certification)

[email protected]

Marc Shelton Professor/Administrative Licensure Program Director -‐ NCPEA (National Council of Professors of Educational Administration)

[email protected]

Sarah Silverman Education Division Program Director -‐ NGA (National Governors Association) [email protected] Barbara Trader TASH Executive Director [email protected] Deb Ziegler Director of Policy and Advocacy & Professional Standards -‐ CEC (Council for

Exceptional Children) [email protected]

OSEP

David Guardino Secondary Transition/Postsecondary -‐ Office of Special Education Programs [email protected] Bonnie Jones Secondary Transition/Postsecondary -‐ Office of Special Education Programs [email protected]

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CEEDAR Staff

Angie Andersen CEEDAR NTEP Liaison [email protected] Lauren Artzi CEEDAR Center State Facilitator [email protected] Clairee Bahr CEEDAR TA Specialist [email protected] Mary-‐Dean Barringer CEEDAR/CCSSO [email protected] Amber Benedict Post Doctoral Associate -‐ CEEDAR [email protected] Mary Brownell CEEDAR Center Director [email protected] Dan Conley CEEDAR Center State Lead/Facilitator [email protected] Rochi Cooray CEEDAR TA Specialist [email protected] Nancy Corbett CEEDAR Center State Facilitator [email protected] Lou Danielson CEEDAR Center State Lead [email protected] Tim Dove CEEDAR NTEP Liaison [email protected] Joe Harris CEEDAR Center State Lead [email protected] Alexandria Harvey CEEDAR Center Graduate Assistant/State Facilitator [email protected] Lynn Holdheide CEEDAR Center Intensive TA Lead [email protected] Marty Hougen CEEDAR Center State Facilitator [email protected] Meg Kamman CEEDAR Center Project Coordinator [email protected] Judi Littman CEEDAR Center State Lead [email protected] Abby Marshall CEEDAR TA Specialist [email protected] Teri Marx CEEDAR Center State Facilitator [email protected] Erica McCray CEEDAR Center Co-‐Director [email protected] James McLeskey CEEDAR Center State Lead [email protected] Elaine McNulty CEEDAR Center State Facilitator emcnulty-‐[email protected] Liz Meitl CEEDAR Center TA Specialist [email protected] Katrina Miller CEEDAR NTEP Liaison [email protected] Jonte Myers CEEDAR Center Graduate Assistant/TA Specialist [email protected] Cecelia Ribuffo CEEDAR Center Graduate Assistant/TA Specialist [email protected] Suzanne Robinson CEEDAR Center State Lead [email protected] Stacia Rush CEEDAR Center State Facilitator [email protected] Matt Seitz CEEDAR Technology Specialist [email protected]

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CEEDAR Staff Continued

Paul Sindelar CEEDAR Center Co-‐Director [email protected] Molly Siuty CEEDAR Center State Facilitator [email protected] Lauren Stillman CEEDAR TA Specialist [email protected] Jun Wang CEEDAR Center Graduate Assistant/TA Specialist [email protected]

Download this workbookon the NIC or by scanning this QR code.

The CEEDAR Center is a collaborative effort. We are thankful for all of our partners’ hard work and dedication to making a difference in the education of every student.

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