Fifth Annual Summit on

Evidence-Based Education

Education at the Crossroads:Education at the Crossroads:

The State of Teacher PreparationThe State of Teacher Preparation

The Wing InstituteThe Wing Institute

independent, non-profit operating foundation

promote evidence-based education policies and practices

act as a catalyst to facilitate communication, cooperation

and collaboration between individuals and organizations

currently engaged in the study and implementation of

evidence based education

The Wing Institute’s Strategic VisionThe Wing Institute’s Strategic Vision

Identify Identify exemplarsexemplars in evidence-based education in evidence-based education

Develop Develop networksnetworks to facilitate collaboration to facilitate collaboration

Provide support for new ideas, research, and publications

Facilitate cross-discipline cooperation

Engage in data-mining to identify, organize and display evidence on our web site

SUMMIT Participants: professional disciplinesSUMMIT Participants: professional disciplines

administrator

advocate

asst. superintendent

behavior analyst

case manager

community outreach

consultant

curriculum designer

executive director

parent

professor

psychologist

researcher

school administrator

school psychologist

spec. ed director

speech therapist

superintendent

teacher

SUMMIT Participants: OrganizationsSUMMIT Participants: Organizations

49 different organizations49 different organizations

77 consumer / parent / advocacy / public organizationsconsumer / parent / advocacy / public organizations parent groups advocacy groups CDE

service orgs teacher induction

1111 public school organizationspublic school organizationsschool districts SELPAs county office of ed

99 private education organizationsprivate education organizations

nonpublic schools nonpublic agencies private schools

1919 universitiesuniversitieseducation school psychology pediatricssocial welfare special education

33 research & policy organizationsresearch & policy organizations

PresentersPresentersJames Kauffman, Ph.D.James Kauffman, Ph.D.

Professor Emeritus of Education at the University of Virginia Professional interests: emotional or behavioral disorders, learning

disabilities, history of and policy in special education Published over 100 articles, co-editor of more than 20 books

Dan Reschly, Ph.D.Dan Reschly, Ph.D. Professor of Education and Psychology at Vanderbilt University Professional interests: response to intervention, special education system

reform, overrepresentation of minority youth, LD classification Principal Investigator in the National Comprehensive Center of Teacher

Quality

Larry Maheady, Ph.D.Larry Maheady, Ph.D. Professor Emeritus of Education at the University of Virginia Professional interests: improving academic performance of all students in

inclusive settings, peer-mediated learning, teacher preparation Associate Editor and Reviewer for eight education and psychology journals

Summit HousekeepingSummit Housekeeping

Next Summit: April 21, 2011

Resource Packet (Flash Drive)

Knowledge Network

Schedule

Breaks

Lunch

Time management (groups, report outs)

Summit Feedback Survey

Networking

Today’s Topic: Teacher Preparation

RelevanceRelevance

PerspectivePerspective

Data-miningData-mining

Structural Solutions vs. Classroom TeachingStructural Solutions vs. Classroom Teaching

Most school reform strategies:

are driven by ideology, preferences, hunches, and fads

emphasize unproven, simplistic solutions

focus on structural, popular “beliefs” of what will work

Structural Fix: Increased Funding for EducationStructural Fix: Increased Funding for Education

SOURCE: U.S. Department of Education, National Center for Education Statistics. (2009). Digest of Education Statistics, 2008 (NCES 2009-020), Chapter 2 and Table 179.

IES National Center for Education Statistics Digest of Educational Statistics: 2008

Structural Fix: Increased Pay for TeachersStructural Fix: Increased Pay for Teachers

Structural Fix: More Highly Qualified TeachersStructural Fix: More Highly Qualified Teachers

Structural Fix: More “Credentialed” TeachersStructural Fix: More “Credentialed” Teachers

SOURCE: National Education Association, Status of the American Public School Teacher, 2000-01. (This table was prepared August 2003.)

Structural Fix: Advanced Degrees for Teachers Structural Fix: Advanced Degrees for Teachers

Master’s Degrees

Bachelor’s Degrees

Structural Fix: More Board Certified TeachersStructural Fix: More Board Certified Teachers

Smith & Ingersoll, 2004

Structural Fix: More Induction Support for TeachersStructural Fix: More Induction Support for Teachers

Structural Fix: Class Size ReductionStructural Fix: Class Size Reduction

32 States now have class size reduction programs in law:

Texas (1983) California (1996)

Tennessee (1989) New York (1997)

Minnesota (1990) Florida (2002)

Structural Fix: Class Size ReductionStructural Fix: Class Size Reduction

Structural Fix: School ChoiceStructural Fix: School Choice

TRENDS IN THE USE of SCHOOL CHOICE: 1993 To 2007, IES

There are currently over 5,000 Charter schools in the United States

U.S. Department of Education, National Center for Education Statistics

Structural Fix: More Charter SchoolsStructural Fix: More Charter Schools

Structural Fix: Major School Reform InitiativesStructural Fix: Major School Reform Initiatives

A Nation at Risk (1984)

Goals 2000 (1994)

No Child Left Behind (2001)

A History of Structural Fixes

SCHOOL RESOURCES

increase funding for students

higher pay for teachers

TEACHER QUALITY

more “Highly Qualified Teachers” (NCLB)

more teachers with credentials

more teachers with advanced degrees

more teachers with professional certifications (NBPTS)

comprehensive induction for new teachers

SCHOOL MODELS

smaller class size

school choice

charter schools

SCHOOL REFORM INITIATIVES

A Nation at Risk

Goals 2000

No Child Left Behind

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

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

Structural Fix: Class Size ReductionStructural Fix: Class Size Reduction

Legislatively mandated four year comprehensive study.

Major CA research orgs: AIR, RAND, PACE, WestEd, EdSource

Conclusions (Final Report):

1. The relationship of CSR to student achievement was inconclusive…attribution to any gains in scores to CSR is unwarranted.

2. Students in CSR received more individual attention, but similar instruction and curriculum.

3. CSR remains very popular with parents and teachers.

CSR Research Consortium

Structural Fixes Effective Classroom Teaching

SCHOOL RESOURCES

increase funding for students

higher pay for teachers

TEACHER QUALITY

more “Highly Qualified Teachers” (NCLB)

more teachers with credentials

more teachers with advanced degrees

more teachers with professional certifications (NBPTS)

comprehensive induction for new teachers

SCHOOL MODELS

smaller class size

school choice

charter schools

SCHOOL REFORM INITIATIVES

A Nation at Risk

Goals 2000

No Child Left Behind

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Today’s Presentations

Data-Mining and Teacher Preparation Jack States

Teachers at the Crossroads - A Systems Perspective Ronnie Detrich

Science and the Education of Teachers James Kauffman

Overcoming Gaps Between Evidence-Based

Instructional Practices and Current Preparation

of General and Special Education Teachers Dan Reschly

 

Comprehensive Teacher Induction: What We

Know, Don't Know, and Need to Know Soon Larry Maheady

Thanks for Coming!

The Ernie Wing Award The Ernie Wing Award for for

Excellence in Evidence-based EducationExcellence in Evidence-based Education

The award is presented to an individual for outstanding achievement in

Evidence-based Education

efficacy research effectiveness research

implementation monitoring

replicability and sustainability

The Ernie Wing Award The Ernie Wing Award Previous WinnersPrevious Winners

20072007 Marty CavanaughMarty Cavanaugh

NeverstreamingNeverstreaming

20082008 George Sugai and Rob HoernerGeorge Sugai and Rob Hoerner

Positive Behavior SupportPositive Behavior Support

20092009 Suzanne Fitch, Ken Traupmann, Kent JohnsonSuzanne Fitch, Ken Traupmann, Kent Johnson

Data-Based Decision Making OrganizationsData-Based Decision Making Organizations

The 2010 Ernie Wing Award The 2010 Ernie Wing Award

Hill M. Walker

in recognition of his lifetime achievements in the

research, development and advocacy of

 

Evidence-based Solutions for

Children with Behavior Disorders

• One of first to apply public health service model to children’s social emotional development.

• Developed the Systematic Screening of Behavior Disorders (SSBD)-an empirical approach to identifying those students who are at risk for behavior disorders.  

• Developed First Step to Success, which has been empirically validated as an effective approach for improving the social behavior of early elementary grade students.

• Has written extensively on the need to use evidence-based interventions to address to social and academic development of children.

• Is the Co-Director of the Institute for Violence and Destructive Behavior.

• Co-Editor of Interventions for Academic and Behavior Problems-now in its third edition. One of the most influential works published by NASP.