reframe, restructure, reform: toward inclusive models of

University of Cincinnati Systems Development & Improvement Center Columbus, Ohio

Ohio Deans Compact on Exceptional Children 5th Annual Statewide Conference

January 31 – February 2, 2018 The Conference Center at OCLC, Dublin

Reframe, Restructure, Reform: Toward Inclusive Models of Educator Preparation

Pre-conference: Understanding and Implementing Inclusive Practices

CONFERENCE PROGRAM

OhiO Deans COmpaCt On exCeptiOnal ChilDren

CONTENTSWelcome .................................................................................................. 1

Keynote & General Session Speakers .....................................................2-5

Keynote, General, and Concurrent Session Descriptions ......................6-11

Pre-Conference & Conference Schedule ............................................12-13

Poster Session Presentations ..............................................................14-17

Ohio Deans Compact Members .........................................................18-21

About the Compact ................................................................................ 23

ACKNOWLEDGEMENTS

JUDITH MONSEUR, Ph.D., Dissemination Committee, program development and speaker supportDON AND LENNIE NICHOLS, program design and productionKATHY RICHARDS, conference registration and participant supportSTERLING ROBERTS, photography and visual displaysANDY WAHLENMAIER, website development and support

Special thanks are extended to…Dr. Jim Gay, for facilitating the work of the Compact Dissemination Committee;

Drs. mary lOu DipillO anD DOttie erb, for their leadership and oversight of the Compact’s work;

Dr. Kim mOnaChinO, JessiCa DawsO, Dr. brenDa haas, anD Dr. JessiCa merCerhill, for their leadership and support of the Compact’s work;

Dr. sally brannan, Dr. barb hansen, anD Deb tully, for chairing the Compact’s Low Incidence, Impact Evaluation, and Policy committees, respectively;

Dr. steve KrOeGer, for facilitating the incentive grant Community of Practice; COmpaCt members, for their diligence and active involvement

in guiding the work of the Compact; and The Buckeye Association of School Administrators for

sponsoring the poster session reception.

Ohio Deans Compact 2018 Conference Program 1

WELCOMEWelcome to the fifth annual conference of the Ohio Deans Compact on Exceptional Children!

Since the inception of the Compact five years ago, Compact members, project personnel, and state and national experts have come together to discuss, advocate, and incentivize innovative and inclusive models for improving the quality of teacher and administrator preparation in Ohio.

This year’s conference – Reframe, Restructure, Reform: Toward Inclusive Models of Educator Preparation – and pre-conference (Understanding and Implementing Inclusive Practices) themes reflect the Compact’s overarching mission to better prepare every educator to more

effectively teach and support all learners by promoting inclusive and collaborative models of preparation, fostering meaningful P20 partnership efforts, identifying strategies for addressing gaps in personnel preparation and ongoing professional development, and promoting collaborative learning opportunities through an annual statewide conference and other events, such as action forums on the use of implementation science.

I invite you to engage with this year’s keynote, general and concurrent session, and poster session speakers who include nationally recognized experts in teacher education, leadership development, special education, and inclusive education; state leaders from the Ohio Department of Higher Education and the Ohio Department of Education; and representatives from Ohio institutions of higher education currently engaged in significant educator program restructuring and redesign. Join Angel Acosta, Paul Gorski, Kass Minor, Celia Oyler, and Monika Williams Shealey – as well as Paolo DeMaria, Kim Monachino, Brenda Haas, and Jessica Mercerhill, and representatives from the State University Education Deans, the Ohio Association of Private Colleges of Teacher Education, and the Ohio Association of Colleges of Teacher Education, the Ohio Leadership Advisory Council, the Buckeye Association of School Administrators, the Ohio Association of Elementary School Administrators, the Ohio Association of Secondary School Administrators, the Ohio Education Association, and the Ohio Federation of Teachers – in learning more and contributing to the evolving discussion about improving equity and excellence in education on behalf of all groups of learners.

Dive deeper into the evolving work of the incentive grant institutions that were funded in 2013 and 2015, and more recently in 2017, to learn more about inclusive teacher preparation leading to dual licensure, sensory impairment, education leadership, and simultaneous renewal redesign and restructuring efforts under way in Ohio.

We appreciate your participation in this year’s learning opportunity! And, we look forward to your continued involvement in the Compact’s work to advance shared understanding and collective action in implementing inclusive models of education designed to improve outcomes and results for all learners at all levels of Ohio’s education system.

Mary Lou DiPillo, PhDChairperson, Ohio Deans Compact on Exceptional Children

Reframe, Restructure, Reform: Toward Inclusive Models of Educator Preparation2

Angel Acosta

Doctoral Candidate, Curriculum and Teaching

Teachers College, Columbia University

Email: [email protected]

Angel Acosta is pursuing a doctorate degree in Curriculum and Teaching at Teachers College, Columbia University. He studied anthropology and leadership at SUNY Plattsburgh. For the last 10 years, he has worked in the field of college access preparing underserved youth for higher education through the nonprofit College for Every Student. His academic research focuses on mindfulness, critical pedagogy and youth leadership development. He is currently a graduate assistant for Teachers College Inclusive Classrooms Project.

Keynote & General Session Speakers


Paolo DeMaria

Superintendent of Public InstructionOhio Department of Education


As Ohio’s superintendent of public instruction, Paolo DeMaria supports an education system of nearly 3,600 public schools and more than 1.6 million students. He has a 25-year record of public service for the state of Ohio, having formerly served as a staff member in the Ohio Senate, assistant director and director of Ohio’s Office of Budget and Management, chief policy advisor to former Ohio Gov. Bob Taft, associate superintendent for the Ohio Department of Education’s Center for School Options and Finance, and executive vice chancellor of the Ohio Board of Regents where he led initiatives to improve college completion, increase credential attainment, make textbooks more affordable and increase college readiness.

DeMaria earned his bachelor of arts, summa cum laude, from Furman University of Greenville, South Carolina, and a master’s of public administration from The Ohio State University’s John Glenn College of Public Affairs. He has co-authored several publications, including K-12/Higher Education Alignment: An Action Agenda for Increasing Student Success, for Core to College and the State Higher Education Executive Officers Association.

Paul C. Gorski, PhD

Associate Professor, Integrative Studies, George Mason University Founder, EdChange and the Multicultural PavilionFairfax, Virginia


Paul Gorski’s professional and spiritual passions lie in building movements and engaging in processes for creating equitable and just organizations, schools, and communities. His goal is continual transformation toward equity and justice within himself, within communities and schools, and within society.

An associate professor at George Mason University, Dr. Gorski helped found and currently runs the Social Justice and Human Rights undergraduate education program. He is also the founder of EdChange, a coalition of educators and activists providing professional development on educational equity, creating free resources for fellow educators and activists, and modeling a commitment to moving beyond celebrating the joys of diversity and toward equity literacy in schools and communities.

Dr. Gorski works internationally with schools, colleges and universities, community organizations, and other organizations to help build the competencies and literacies necessary to authenticate diversity and equity efforts. He has authored numerous texts and has published extensively in professional journals on topics related to social justice and diversity and has received national recognition for his work in educational equity.


Kass Minor

Staff Developer, Teachers College Inclusive Classroom ProjectTeachers College, Columbia University


Kass Minor is a Staff Developer for the Teachers College Inclusive Classroom Project. She attended Kent State University as an undergrad and received her B.A. in Sociology with a concentration in Educational Inequities and has a Masters degree in Middle Childhood Special Education from Brooklyn College. Kass began her career in education working at the University of Chicago’s Neighborhood Schools Project as a Tutoring Project Supervisor before moving to NYC to pursue teaching. Kass has taught in both elementary and secondary schools in both Integrated Co-Teaching and self contained service models. Her work is inspired by the communities that surround her, and motivated by the idea that every adult can teach, and every student can learn.

Kim Monachino, EdD

Director, Office for Exceptional ChildrenOhio Department of Education


Kim Monachino became the director of the Office for Exceptional Children at the Ohio Department of Education in August 2017. Dr. Monachino has more than 29 years of professional experience in the field of education through a variety of roles in northeastern Ohio. She was most recently with Lorain City Schools, serving as the executive director of Student Services, where she provided leadership to support preschool through grade 12 students with disabilities. Under Dr. Monachino’s leadership, the district provided ongoing professional learning for all staff to implement districtwide inclusive practices. Prior to that role, she served in positions supporting children with diverse learning needs as special education coordinator, director of pupil services, special education supervisor, and special education teacher. She also taught courses related to special education for nine years at John Carroll University and Concordia University. Dr. Monachino received a Bachelor of Science in Education from Youngstown State University and a Master of Science in Education in Curriculum and Instruction from Kent State University. She also received a Specialist in Education degree in Administration from Kent State University and a Doctor of Education in Educational Leadership from the University of Akron.


Celia Oyler, PhD

Professor of Education & Founding Co-DirectorTeachers College Inclusive Classrooms Project Teachers College, Columbia University


Celia Oyler is Founding Co-Director of the Teachers College Inclusive Classrooms Project and is Professor of Education at Teachers College where she teaches in the Elementary and Secondary Inclusive Education Programs. Celia has her BS in Special Education from Southern Connecticut State College, MEd from the University of Vermont in their Consulting Teacher/Learning Specialist Program, and PhD in Curriculum and Instruction from the University of Illinois. She is the author of three books: Actions Speak Louder than Words: Community Activism as Curriculum, Making Room for Students: Sharing Teacher Authority in Room 104, and Learning to Teach Inclusively: Student Teachers’ Classroom Inquiries. She is working on a new book, Teaching So All Can Learn: Centering Difference in the Heterogeneous Classroom.

Monika Williams Shealey, PhD

Professor and Dean, College of EducationRowan UniversityGlassboro, New Jersey


Monika Williams Shealey is a Professor and Dean of the College of Education at Rowan University in Glassboro, New Jersey. Prior to her appointment as Dean in 2013, Dr. Shealey served as the Associate Dean for Teacher Education at the University of Missouri, Kansas City. Dr. Shealey began her career in education as a Special Education Teacher in St. Petersburg, Florida. She received her BS in Specific Learning Disabilities and MA in Varying Exceptionalities from the University of South Florida. She received an EdS in Reading and Learning Disabilities from the University of Miami and a PhD in Education with a specialization in Exceptional Student Education from the University of Central Florida. Dr. Shealey has published numerous articles and book chapters devoted to examining issues of diversity and equity in special education as well as the experiences of Black women in teacher education and leadership. Dr. Shealey is the co-editor of the Multiple Voices for Ethnically Diverse Exceptional Learners Journal, member-at-large for the American Association of Colleges for Teacher Education (AACTE) Board of Directors, and was recently elected President of the National Association of Holmes Scholars Alumni (NAHSA).


PRE-CONFERENCE –Lakeside Room

JANUARY 31 (10:00 AM - 5:30 PM) FEBRUARY 1 (8:00 AM - 11:30 AM)

Understanding and Implementing Inclusive PracticesCelia Oyler, PhD, Professor of Education & Founding Director, Teachers College Inclusive Classrooms Project; Angel Acosta, Doctoral Candidate; and Kass Minor, Staff Developer, Teachers College, Columbia University

This workshop is designed for educators to share and grow their knowl-edge of, and skills for, specific inclusive teaching practices. Specifically geared toward teacher education faculty and their candidates, the day and a half workshop will include opportunities for community building among participants, explicit instruction in three broad frameworks for inclusive teaching, and opportunities to connect the frameworks to classroom prac-tice. Using learning centers, participants will have the opportunity to take a deeper dive into one of the frameworks: (1) Pedagogies of Restoration and Healing; (2) Fostering Deep Engagement with Learning; or (3) Implement-ing Collaboration for Critical Inclusivity

CONFERENCE – General Session Room

FEBRUARY 1 (1:00 PM - 8:30 PM)

Welcome, Introductions, & Setting the Stage Mary Lou DiPillo, PhD, Associate Dean, Beeghly College of Education, Youngstown State University; and Chair, Ohio Deans Compact on Exceptional Children

The Chairperson of the Ohio Deans Compact will highlight the Compact’s mission, goals, and priorities in providing context for the focus of this year’s pre-conference and conference presentations and sessions.

Welcome from the Dean of the UC College of Education, Criminal Justice, & Human Services Lawrence Johnson, PhD, Dean, University of Cincinnati, College of Education, Criminal Justice, and Human Services

The Dean of UC CECH will extend a welcome on behalf of the College’s Systems Development & Improvement Center through which the work of the Ohio Deans Compact is coordinated.

KEYNOTE, GENERAL, AND CONCURRENT SESSION DESCRIPTIONS


Inclusive Practice: State of the StateKim Monachino, EdD, Director, Office for Exceptional Children, Ohio Department of Education

This session will describe Ohio’s ongoing work to improve results for all children, including those with disabilities and learning difficulties. Current initiatives, challenges, future directions, and highlights of collaborative work under way will be described during this state-of-the-state presentation. The importance of ensuring a continuum of support – from preparation through ongoing personnel development – for all educators, will be emphasized.

Cultivating Justice-Minded Teachers: An Equity Literacy ApproachPaul C. Gorski, PhD, Associate Professor, Integrative Studies, George Mason University; and Founder, EdChange and the Multi-cultural Pavilion

What are the knowledge and skills teachers need, not just to appreciate diversity or to understand cultural differences, but also to advocate and ensure equity in their classrooms and schools? Building on more than 20 years of practicing and studying the challenges and opportunities of social justice teacher education, the presenter will share what he has learned about preparing justice-minded teachers, focusing especially on the important ideological shifts that inform important shifts in practice. He’ll also share some common pitfalls: ways that education courses often frame “diversity” or prepare students to think about “equity” that undermine efforts at educational justice.

One System of Education: P20 Partnerships Matter!Paolo DeMaria, Ohio Superintendent of Public Instruction, Ohio Department of Education

Ohio’s Superintendent of Public Instruction will describe the importance of school districts, institutions of higher education, and others working collaboratively to increase access to high quality learning opportunities for every child. Inclusive preparation models that better prepare all educators to work together to more effectively meet the needs of all students, and the importance of higher education and P12 working together as part of one system of education will be highlighted.

FEBRUARY 2 (8:00 AM – 2:30 PM)

EARLY BIRD DIALOGUE SESSION SC-105

What Matters Most for Districtwide Improvement on Behalf of All Learners: The Moving Your Numbers (MYN) Validation Study

Aimee Howley, EdD, Professor Emerita, Ohio University Patton College of Education; and Deborah Telfer, PhD, Director and Re-search Associate, University of Cincinnati Systems Development & Improvement Center

The session will provide context and a brief summary of lessons learned from a national study of selected school districts, followed by a review of preliminary findings from a study designed to investigate the content and construct validity of an instrument developed from the MYN District Self-Assessment Guide. The guide helps educators assess their districts’ implementation of practices to improve student performance and equity.

Setting the Stage for Systemic Change in Educator Preparation

Monika Williams Shealey, PhD, Professor and Dean, College of Education, Rowan University

The presenter will provide an overview of the persistent issues facing educator preparation and introduce a framework for systemic change that supports reimagining educator preparation programs deeply rooted in inclusion, social justice and equity. Facilitation strategies will be offered that support the development of a professional learning community and advance the educator preparation program’s strategic priorities.

Networking Lunch with PK12 Association LeadersDavid Axner, PhD, Deputy Executive Director, Buckeye Asso-ciation of School Administrators (BASA); Ken Baker, Executive Director, Ohio Association of Secondary School Administrators (OASSA); Julie Davis, EdD, Executive Director, Ohio Association of Elementary School Administrators (OAESA); Daria DeNoia, Consultant, Ohio Education Association (OEA); and Deb Tully, Professional Issues Director, Ohio Federation of Teachers (OFT)

Moderator: Jim Gay, PhD, Chairperson, Compact Dissemination Committee & Co-director, Ohio Leadership Advisory Council, Buck-eye Association of School Administrators

This session will explore issues in PK12 education, and highlight the importance of working in collaboration with institutions of higher educa-tion and promoting a continuum of preparation – personnel/professional development to support all educators in more effectively meeting the instructional needs of all learners.

PANEL DISCUSSIONPolicy Issues in Higher Education: Implications for Supporting Student LearningJoe Keferl, RhD, Chair, State University Education Deans; Jessica Mercerhill, PhD, Senior Director of Educator Preparation, ODHE; Mary Murray, PhD, President, Ohio Association of Colleges for Teacher Education (OACTE); and Rae White, PhD, President, Ohio Association of Private Colleges for Teacher Education (OAPCTE)

Moderator: Tachelle Banks, PhD, Chairperson & Professor, Department of Teacher Education, Cleveland State University

This session will focus on policy issues in higher education, the im-portance of inclusive models of preparation to prepare future educators to better work with and teach all students, and the need for authentic partnerships among institutions of higher education, school districts, professional associations, state leaders, and other elements of Ohio’s education system.


CONCURRENT SESSIONS ROUND 1 (FEB 1/4:30–5:15PM)

Project DREAM: Dual Resident Education Action Model [Meeting Room #1]

The primary goal of Project DREAM is to promote a transformative model for developing teachers through collaborative efforts of educator prepara-tion providers and school-based practitioners. Project DREAM will unify Early Childhood Education, Early Childhood Intervention Specialist and Teaching English to Speakers of Other Languages curriculum. In this session, we will discuss the initial stages of project development.

Tachelle Banks, PhD, Professor & Chairperson, Department of Teacher Education; Elena Andrei, PhD, Assistant Professor of TESOL; Jargalmaa Ariunbold, BA, Project DREAM graduate assistant, Cleveland State University

Successfully Navigating Partnerships in Inclusive Teaching Settings (SNPiITS) Tools [Meeting Room #2]

The purpose of this session is to introduce conference participants to the results of a collaborative partnership between P-12 teachers and Institutions of Higher Education faculty in the co-creation of an online module (SNPilTS) of downloadable PDF tools and videos used to support educators in the implementation, evaluation, and enhancement of inclusive teaching practices.

Diane M. Gut, PhD, Associate Professor; Pamela C. Beam, PhD, Lecturer, Adolescent to Young Adult Program; Cindy Hart-man, MEd, Associate Lecturer, Educational Studies, Ohio University

Identifying Regional Needs for Special Education Personnel in Southern Ohio [Training Room #3]

This presentation will be a sharing of a regional needs assessment for special education personnel in Southern Ohio. The specific assessment data are focused on feedback from districts in State Support Teams 14, 15, and 16 regarding current and future personnel needs for licensed special education teachers and support personnel to support children in both high and low incidence areas.

Douglas Sturgeon, EdD, Associate Professor; Nanetta Fults, EdD, Assistant Professor; Diane Downard, EdS, Assistant Pro-fessor, University of Rio Grande; Jason Salmons, Lead Preschool Teacher, Wellston City Schools

Exploring the Social Justice Gap Between Theory and Practice [Training Room #4]

This session will address how pre-service teachers are introduced to social justice and equity conversations and to the challenges that principals and teacher teams face in engaging in social justice practices in school set-tings. The presentation will include research on how social justice practices unfold in schools whose principals are participants in the Ohio Leadership for Inclusion, Implementation and Instructional Improvement (OLi4) project.

Pamela VanHorn, PhD, Project Manager; Lori Rea, EdS, Program Manager, Systems Development & Improvement Center, University of Cincinnati; Craig Howley, EdD, Senior Researcher, WordFarmers Associates

Gene-Culture Interaction and Its Effect on Cognitive Flexibility: Providing a Biological Rationale for Culturally Relevant Pedagogy [Meeting Room #4]

Academic achievement for Black children in American public schools is atrocious. Over the past 50 years, theories and interventions attempting to understand and remediate the national crisis have been proposed with little success. This study approaches the crisis from a gene, brain, and culture framework, examining how genes, brains and culture effect locus of attention among people of European and African ancestry.

Samuel Burbanks IV, PhD, Adjunct Professor, University of Cincinnati

Co-teaching Models in University and Community to Prepare Effective Inclusive Teachers [Meeting Room #6]

This session will discuss important components of collaboration in the Inclusive Early Childhood Program that result in increased opportunities for preservice teachers to practice as both Intervention Specialists and General Educators in an inclusive environment. We will describe collab-orative efforts between faculty across disciplines who model co-teaching strategies for our preservice teacher candidates and how our candidates transfer that knowledge to skill in co-teaching placements.

Alicia A. Mrachko, PhD, BCBA, Assistant Professor; Starr Keyes, PhD, Associate Professor; Melissa Klorer, MEd, Adjunct Instructor/Sophomore Block Leaders, Bowling Green State University


CONCURRENT SESSIONS ROUND 2 (FEB 2/10:15–11:00AM)

Building Bridges Early Childhood and Intervention Dual Licensure Program: Development to Implementation [Meeting Room #1]

The University of Rio Grande (URG) dual licensure program development team, including faculty, local PK-12 administrators, teachers, and URG teacher candidates will provide discussion around the following top-ics: (a) regional need for educators who can teach all students; (b) our collaborative program development process; (c) perceptions of a variety of stakeholders; (d) co-teaching partnerships; (e) professional development needs of all stakeholders; and (f) implementation strategies and barriers.

Monica Hummons, EdD, Assistant Professor of Education; Lynley Carey, MSE, Assistant Professor of Education; Diane Downard, EdS, Department Chair, Bunce School of Education, University of Rio Grande; Jeremy Hout, MSE, Director of Curric-ulum and Instruction, Gallipolis City Schools

A Process for Improving Inclusive Teacher Education Practice in a Dual-Licensure Middle Childhood Program [Meeting Room #2]

This session reports on a collaboration between University of Cincinnati Special and Middle Childhood Educators around middle childhood dual licensure. Program tenets include Universal Design for Learning, Culturally Responsive Pedagogy, evidence-based practices, and teaching of English language learners. An Implementation Team integrates peer observation with critical reflection. Outcomes include teacher- generated narratives that guide continuous improvement.

Susan Gregson, PhD, Middle Childhood Program Coordinator, MDL Mathematics Education Faculty; Steve Kroeger, EdD, Pro-gram Chair, Special Education, and Associate Professor, University of Cincinnati

Assessment of Inclusive Instructional Practices: A Case Study [Meeting Room #4]

This session will examine perceptions of more than 200 special education teachers, general education teachers, and building administrators across a five-campus, 6,000-student, suburban school district in Southwest Ohio. Session participants will explore practitioner definitions of inclusion, perceptions of including specific student subgroups in general education classrooms, perceptions of co-teaching as a means of inclusion, as well as correlations and/or gaps between research and practice.

Joseph A. Hall, EdD, Assistant Professor of Education, Education Area Chair; Jane E. Bogan, PhD, Associate Professor of Education, Field Placement Director, Wilmington College

Ohio Partnership for Excellence in Paraprofessional Preparation (OPEPP): A Model for Effective District Uses of Paraprofessionals [Meeting Room #6]

This session describes a project partnership between a university and local school districts designed to effectively employ and deploy parapro-

fessionals as a component of overall district improvement to support the delivery of instruction to all learners, particularly those with disabilities and learning difficulties. Presenters will share the university-district partnership model, successes and challenges, and tools and resources developed as part of the project.

Judith Monseur, PhD, Assistant Director, Systems Development & Improvement Center, University of Cincinnati; Barbara Phil-lips, MEd, OPEPP Consultant; Linda Bass-Johnoff, MEd, OPEPP Consultant; Kathleen Holden, MEd, OPEPP Consultant

Implementation Science: How Partnerships of Institutions of Higher Education, Regional State Support Teams, and School Districts Can Work Together to Close Achievement Gaps [Training Room #4]

This session will focus on how institutions of higher education and regional state support teams can partner to better support implementation of evidence-based practices in schools across Ohio. An overview of the current ways State Support Team 6 is utilizing Implementation Science across the region will be provided along with time for attendees to co-cre-ate possible partnership models utilizing the Implementation Drivers and tools. This session is repeated during round 3.

Rebecca Rees, MA, Director, State Support Team Region 6

Modeling Collaboration: This is How We Do It: Teacher Prep – Research and Development – Direct Service [Training Room #3]

Explore how Ohio’s educator preparation programs, statewide support services, Ohio Department of Education Office for Exceptional Children, and OCALI are partnering to reframe, restructure, and reform access to services. The goal of this collaborative effort is building the capacity and knowledge base of those serving students who are D/HH or B/VI. Learn how Ohio’s collaborative model is linking systems of higher education, direct services, and community development agencies through intentional partnerships, shared planning, and the development of resources in order to responsively serve Ohio’s students.

Christine Croyle, EdD, Program Director, Outreach Center for Deafness and Blindness; Karen Koehler, PhD, Assistant Professor and TVI Consortium Director, Shawnee State University; Alison LaBarre, EdD, Director of Outreach Services, Ohio School for the Deaf; Sarah Buoni, MEd, Education Program Specialist, Office for Exceptional Children, Ohio Department of Education


CONCURRENT SESSIONS ROUND 3 (FEB 2/11:15AM–12:00PM)

Partnering to Meet Critical State-identified Needs in LISD [Training Room #3]

The TVI Consortium, the first component of the Compact’s LISD Collab-orative, is a multi-institution of higher education collaborative effort de-signed to increase the number of teachers of the visually impaired (TVI) in Ohio, particularly in rural, hard-to-staff areas of the state. A four-semester post-baccalaureate licensure only program, the TVI Consortium is current-ly working with its first cohort of 17 students and seeking applications for the second cohort, which will begin summer 2018. The TVI Consortium is an innovative, state-sponsored effort to address Ohio’s critical shortage of qualified personnel to work with and support children with low incidence sensory disabilities. Learn more about the program and what Ohio is doing to increase the capacity of regional providers, school districts, and others to support higher levels of learning for all children in the state.

Karen Koehler, PhD, Assistant Professor and TVI Consortium Director, Shawnee State University; Doug Sturgeon, EdD, Associate Professor, University of Rio Grande; and Travis Cullen, Data Manager, Roane JVSD

Structural and Cultural Forces in America’s Inner City, Urban Schools [Meeting Room #1]

Variations in incidents of student insubordination and violence were examined using an individual change model, which allowed for repeated observations of student behaviors in 148 Ohio schools at the initial status (2010) and over time (2010 and 2014). Findings revealed an increase in student insubordination with increased school policing and school size at the initial status only. Presenters will review culturally responsive teaching practices and research-based approaches to discipline.

Jennifer Dohy, PhD, Intervention Specialist and Adjunct Professor, Cleveland Metropolitan School District & Cleveland State University; Tachelle Banks, PhD, Chairperson and Professor, Department of Teacher Education, Cleveland State University

Engaging School Partners in AYA and Related Arts Dual Licensure Program Design [Meeting Room #2]

The purpose of Project SPAN (Secondary Preparation to Address the Needs of All Learners) is to design dual licensure programs in AYA Math

or Art and Intervention at Ohio Dominican University. Development of dual licensure programs in these areas is an innovative and challenging task. Through our first year of grant activities we are engaging our partners for the P-12 schools to gain valuable insight as to the knowledge, skills, and dispositions required of these unique candidates.

Kristall J. Day, PhD, Associate Professor of Education; and Marlissa Stauffer, PhD, Associate Professor of Education, Ohio Dominican University

Students Learning Through Experience: Successes and Challenges in Preparing an On-campus Panel [Meeting Room #4]

This panel presentation will include the instructor and students of a multi-cultural education course. The participants will discuss the successes and challenges of organizing a public panel in the fall of 2017 discussing the topic of K12 student homelessness as a project-based learning opportuni-ty. In addition, data collected by the instructor on the fall presentation will be shared with audience members.

Vincent T. Laverick, EdD, Assistant Professor, Lourdes University

Implementation Science: How Partnerships of Institutions of Higher Education, Regional State Support Teams, and School Districts Can Work Together to Close Achievement Gaps [Training Room #4]

This session will focus on how institutions of higher education and region-al state support teams can partner to better support implementation of evi-dence-based practices in schools across Ohio. An overview of the current ways State Support Team 6 is utilizing Implementation Science across the region will be provided along with time for attendees to co-create possible partnership models utilizing the Implementation Drivers and tools.

Rebecca Rees, MA, Director, State Support Team Region 6

Partnering for Parent Teacher Conferences [Meeting Room #6]

This session will present how a teacher preparation program implements live-drama case-based parent conferences to inform teacher candidates how to prepare for, conduct, and follow-through with families for produc-tive conferences and positive relationship building.

Sally Brannan, EdD, Associate Professor; and Amy McGuffey, PhD, Assistant Professor, Wittenberg University

PRE-CONFERENCE & CONFERENCE SCHEDULE


CONFERENCE (DAY 1) – THURSDAY, FEBRUARY 1

1:00 REGISTRATION

1:45 Welcome, Introductions, & Setting the Stage Mary Lou DiPillo, PhD, Compact Chairperson

1:55 Welcome from UC CECH and SDI CenterLawrence Johnson, PhD, Dean, UC College of Education, Criminal Justice, and Human Services

2:10 Inclusive Practice: State of the StateKim Monachino, EdD, Director, Office for Exceptional Children, Ohio Department of Education

2:45 Cultivating Justice-Minded Teachers: An Equity Literacy Approach Paul Gorski, PhD, Associate Professor, Integrative Studies, George Mason University; and Founder, EdChange and the Multicultural Pavilion

4:15 Transition to Concurrent Sessions - Round 1 (see page 8 for session descriptions)

4:30 Concurrent Sessions, Round 1

5:15 TRANSITION TO DINNER & GENERAL SESSION

5:30 Networking Dinner with Keynote Presentation: One System of Education: P20 Partnerships Matter! Paolo DeMaria, Ohio Superintendent of Public Instruction

7:00 POSTER SESSION & BASA RECEPTION

PRE-CONFERENCE (DAY 1) – WEDNESDAY, JANUARY 31

9:30 REGISTRATION

10:00 Welcome, Introductions, & Overview Jim Gay, PhD, Compact Dissemination Committee Chairperson

10:15 Understanding and Implementing Inclusive Practices: A WorkshopCelia Oyler, PhD, Professor of Education & Founding Co-Director, Teachers College Inclusive Classrooms Project; Angel Acosta, Doctoral Candidate; and Kass Minor, Staff Developer, Teachers College, Columbia University

Noon WORKING LUNCH

12:45 Understanding and Implementing Inclusive Practices Workshop (continued)

5:30 ADJOURN (dinner on your own)

PRE-CONFERENCE (DAY 2) – THURSDAY, FEBRUARY 1

8:00 REGISTRATION AND CONTINENTAL BREAKFAST


9:45 BREAK


11:15 Pre-conference Feedback & Evaluation

11:30 ADJOURN

PRE-CONFERENCE & CONFERENCE SCHEDULE


CONFERENCE (DAY 2) – FRIDAY, FEBRUARY 2

7:00 Early Bird Session: What Matters Most for Districtwide Improvement on Behalf of All Learners: The Moving Your Numbers Validation Study Aimee Howley, EdD, Professor Emerita, Ohio University; and Deborah Telfer, PhD, UC Systems Development & Improvement Center

8:00 REGISTRATION

8:30 Setting the Stage for Systemic Change in Educator Preparation Monika Williams Shealey, PhD, Dean, College of Education, Rowan University

10:00 Transition to Concurrent Sessions, Round 2 (see page 9 for session descriptions)


11:00 Transition to Concurrent Sessions, Round 3 (see page 10 for session descriptions)


12:00 Networking Buffet Lunch with PK12 Association Leaders David Axner, PhD, Deputy Executive Director, BASA; Ken Baker, Executive Director, OASSA; Julie Davis, EdD, Executive Director, OAESA; Daria DeNoia, Consultant, OEA; and Deb Tully, Professional Issues Director, OFT; Jim Gay, PhD, Moderator

1:00 Panel Discussion: Policy Issues in Higher Education and Implications for Supporting Student LearningJoe Keferl, RhD, Chair, SUED; Jessica Mercerhill, PhD, Senior Director of Educator Preparation, ODHE Mary Murray, PhD, President, OACTE; and Rae White, PhD, President, OAPCTE; Tachelle Banks, PhD, Moderator

2:15 CONFERENCE FEEDBACK & EVALUATION Mary Lou DiPillo, PhD, Compact Chairperson

2:30 ADJOURN


The Ohio Deans Compact provides incentive grants through a competitive request for application (RFA) process that is open to institutions of higher education in Ohio. In 2017, a third round of incentive grant funding resulted in 12 incentive grants across two priority areas: (1) the development of inclusive teacher preparation programs leading to dual licensure in a general education content area and in an intervention specialist licensure area; and (2) authentic P20 partnerships through simultaneous renewal efforts.

Poster sessions listed below will be made by the 2017 incentive grant awardees and the Ohio Leadership Advisory Council (OLAC) on the evening of February 2 in the OCLC Dining Room. For information about the 2013 and 2015 incentive grantees, see the information in the sidebar on page 15.

2017 INCENTIVE GRANT AWARDEES

Inclusive Teacher Preparation Leading to Dual Licensure

Ashland UniversityStudent Success for ALL through Dual Licensure: The Ashland University One Program SolutionDr. Jason Brent-Ellis, Dr. Carla Abreu-Ellis, Dr. James Chapple, and Dr. Maria Sargent

Cleveland State University DREAM (Dual Residential Education Action Model) – An Inclusive Educator Preparation Program Dr. Tachelle I. Banks, Dr. Elena Andrei, and Jargalmaa Ariunbold

Defiance CollegeCreation of Dual Middle Childhood and Intervention Specialist LicenseDr. Rachel Eicher and Dr. Carla Higgins

Marietta CollegeInclusive Middle Childhood Preparation ProgramMs. Ann Kaufman

Mount St. Joseph UniversityProcesses of the M.S.J. Dual Licensure Workforce Development Collaborative GroupMs. Kate Doyle, Dr. Laura Saylor, and Mr. Harrison Collier

Ohio Dominican UniversityProject SPAN: Secondary Preparation to Address the Needs of All LearnersDr. Kristall Day, Dr. Marlissa Stauffer, Dr. Janette Knowles, and Dr. Ron Zielke

University of ToledoDual Licensure LAMP Graduate Program (MG/IS)Dr. Mark Templin

POSTER SESSION DESCRIPTIONS – Upper Level Reception Hall

CompaCt InCentIve Grant prIorIty areas

Priority 1: Merged/blended Pro-gram Development involving the adoption or adaptation of dual licen-sure models developed through the initial round of incentive grant awards made in 2013. Dual licensure models were designed at the undergraduate or graduate level and will result in candidates who are eligible to receive both a general education content area credential and an intervention specialist credential within a four-year period for undergraduate programs, or, for graduate programs, within the same amount of time required by the programs from which the merged/blended program was developed.

Priority 2: Administrator Prepara-tion Redesign involving the incor-poration of course content related to collaborative and inclusive practices in educational leadership/administra-tion preparation.

Priority 3: Preparation and Per-sonnel Development in Sensory Impairment involving the develop-ment of course content leading to a to-be established sensory impair-ment endorsement intended to build the capacity of practicing intervention specialists to more effectively meet the needs of children with sensory and dual sensory impairments.

Priority 4: Simultaneous Renewal involving meaningful partnerships between institutions of higher educa-tion and school districts that result in mutually beneficial P20 outcomes.


2017 INCENTIVE GRANT AWARDEES

Authentic P20 Partnerships Through Simultaneous Renewal

Marietta CollegeThe Pioneer Alliance for Literacy Ms. Elaine O’Rourke and Dr. Cathy Mowrer

Muskingum UniversityClinical Partnerships to Promote Resilient LearnersDr. Rae White and Dr. Barb Hansen

Ohio UniversityEquity in Education: Culturally Responsive and Respectful Behaviour SupportsDr. Jennifer Ottley

Ohio Dominican UniversityEnhancing Partnerships for Cohesive Middle Childhood and Intervention Specialist LicensureDr. Kate Fishley and Dr. Virginia McCormack

University of Rio GrandeFilling a NeedDr. Doug Sturgeon, Dr. Diane Downard, Dr. Nanetta Fults, Jason Salmons, and Travis Cullen

Compact 2013 and 2015 Incentive Grantees

2013 Incentive Grant Awardees (Development of Inclusive Teacher Preparation

Programs Leading to Dual Licensure)University of Akron – Dr. Bridgie Ford, Principal Investigator (PI)University of Cincinnati – Dr. Emilie Camp, PIUniversity of Dayton – Dr. Connie Bowman, PIKent State University – Dr. Andrew Wiley, PIXavier University – Dr. Kathy Winterman, PI

2015 Incentive Grant Awardees (Development of Inclusive Teacher Preparation

Programs Leading to Dual Licensure)Marietta College – Dr. Dottie Erb, PIOhio University – Dr. Jennifer Ottley, PIOhio Dominican University – Dr. Katelyn Fishley, PIUniversity of Rio Grande – Dr. Monica Hummons, PIShawnee State University – Dr. Beverly Ochieng-Sande, PIYoungstown State University – Dr. Crystal Ratican, PI

2015 Incentive Grant Awardees(Administrator Preparation Redesign)

University of Cincinnati – Dr. Carlee Simon, PIMalone University – Dr. Roger Morris, PIOhio Dominican University – Dr. Ted Zigler, PI

2015 Incentive Grant Awardees(Preparation and Personnel Development

in Sensory Impairment)Shawnee State University & the University of Rio Grande –

Dr. Douglas Sturgeon (SSU) and Dr. Nanetta Fults (URG), PIs

2015 Incentive Grant Awardees(Simultaneous Renewal)

Kent State University & Kent City Schools Dr. Brian Barber, PIKent State University (Salem) &

East Liverpool City Schools, Dr. Tsunghui Tu, PIOhio University & Wellston City Schools – Cindy Hartman, PIShawnee State University &

Portsmouth City Schools – Dr. Tryphina Robinson, PIYoungstown State University &

Campbell City Schools – Dr. Mary LaVine, PI

POSTER SESSION DESCRIPTIONS (continued)


Using OLAC Resources to Support Ohio’s Preparation – Professional Development ContinuumDr. Jim Gay and Karel Oxley, Co-directors, OLAC, Buckeye Association of School Administrators (BASA)

OLAC – a state-sponsored initiative operated through BASA – provides a wealth of relevant and high-quality resources designed to support superintendents, central office personnel and district leadership teams (DLTs), principals, school personnel and building leadership teams (BLTs), teachers and teacher-based teams (TBTs), university personnel, regional providers, professional association personnel, and state agency personnel. On-line learning resources available through the OLAC site include learning modules, webinars, videos, and more.

For additional information on resources, tools, and services available through OLAC, visit the OLAC website at: www.OhioLeadership.org

POSTER SESSION DESCRIPTIONS (continued)

Special thanks are extended to BASA for sponsoring the Poster Session Reception.

Ohio’s Superintendent Association


CEEDAR – Ohio Deans Compact Partnership Supports Higher Education & District Personnel in OhioThe national Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) center supports state education agencies, institutions of higher education, and local education agencies (e.g., school districts) to create coherent and aligned professional learning systems that provide opportunities to learn for teachers and leaders – O(TL)2 – who want to improve core and specialized instruction in inclusive settings for all learners including those with disabilities. CEEDAR relies on expertise from personnel affiliated with the University of Florida, the University of Kansas, the American Institutes for Research (AIR), and the Council of Chief State School Officers (CCSSO) to provide intensive technical assistance (TA) to five state education agencies per project year, while also providing targeted TA to a variety of entities. CEEDAR disseminates timely information and resources through partnerships with a variety of organizations including the American Association of Colleges for Teacher Education (AACTE), the Council for the Accreditation for Educator Preparation (CAEP), CCSSO, the Council for Exceptional Children (CEC), the National Association of State Directors of Special Education (NASDSE), the New Teacher Center, and TASH. For more information, go to www.ceedar.org.

Col laborat ion for Effect ive Educator Development , Accountabi l i ty , and Reform


Mary Lou DiPillo, PhD COMPACT [email protected] Dean, Beeghly College of Education

One University Plaza Youngstown, OH 44555

Dottie Erb, PhD COMPACT VICE [email protected] and Chair, Education Department

Marietta College 215 Fifth St. Marietta, OH 45750

Tachelle I. Banks, [email protected] & Professor, College of ED/HS, Dept. of Teacher Education

Cleveland State University 2121 Euclid Ave. Julka Hall, Room 304 Cleveland, OH 44115

Jane Bogan, [email protected] Professor, Field Director, and Director of Teacher Education

Wilmington College 1870 Quaker Way Wilmington, OH 45177

Sally Brannan, [email protected] of Academic Success, Office of the Assistant Provost and Office of Academic Services Chair, Low Incidence Committee

Wittenberg University P.O. Box 720 Springfield, OH 45501-0720

Jenny Cardwell, [email protected] Program Specialist, Office of Educator Effectiveness

Ohio Department of Education 25 S. Front St. Columbus, OH 43215

Sue Corbin, [email protected], Division of Professional Education

Notre Dame College 299 North St. Chagrin Falls, OH 44022

Alicia Crowe, [email protected] Dean, College of Education, Health, and Human Services

Kent State University 404 White Hall Kent, OH 44242-0001

Michael Dantley, [email protected] & Professor, College of Education, Health and Society

Miami University 204 McGuffey Hall Oxford, OH 45056

Tanya Davis, [email protected] Director, Urban Support


OHIO DEANS COMPACT MEMBERS


Daria [email protected] Reform Consultant

Ohio Education Association 225 E. Broad St., Box 2550 Columbus, OH 43216

Heather Duda, [email protected], College of Arts and Sciences

University of Rio Grande PO Box 500 Rio Grande, OH 45640

Joe Friess [email protected]

Wauseon Middle School Wauseon EV Schools 940 E. Oak St. Wauseon, OH 43567

Jim Gay, [email protected], Ohio Leadership Advisory Council (OLAC) Chair, Dissemination Committee

Buckeye Association of School Administrators (BASA) 8050 N. High St. Columbus, OH 43235

Jessica [email protected] of Graduate and Teacher Education

Mt. Vernon Nazarene University 800 Martinsburg Rd. Mount Vernon, OH 43050

Brenda Haas, EdD [email protected] Vice-Chancellor, P16

Ohio Department of Higher Education 25 S. Front St. Columbus, OH 43215

Barb Hansen, [email protected] Chair, Dave Longaberger Professor of T&L; Director, Graduate Programs in Educationn Chair, Impact Evaluation Committee

Muskingum University Montgomery Hall, Room 202 New Concord, OH 43762

Aimee Howley, [email protected] Emerita, Gladys W. and David H. Patton College of Education Compact Webmaster

Ohio University McCracken Hall 133 Athens, OH 45701-2979

Terry Keller, [email protected], College of Social Sciences

Lourdes University Sylvania, OH 43560

Karen Koehler, [email protected] Professor and Faculty Lead, TVI Consortium

Shawnee State University 940 Second St. Portsmouth, OH 45662

OHIO DEANS COMPACT MEMBERS (continued)


Steve Kroeger, [email protected] Chair, Special Education, and Associate Professor Facilitator, IG CoP

University of Cincinnati 615 Teachers/Dyers Hall P.O. Box 210002 Cincinnati, OH 45221

Cheryl Krohn, [email protected] Director, Educator Equity, Office of Educator Equity

Ohio Department of Education 25 S. Front St., 5th Floor Columbus, OH 43215

Paul Madden, [email protected], College of Professional Studies

Shawnee State University 940 2nd St. Portsmouth, OH 45662

Amy McClure, [email protected], Department of Education, Rodefer Professor of Education

Ohio Wesleyan University Delaware, OH 43015

Jessica Mercerhill, [email protected] Director of Educator Preparation

Ohio Department of Higher Education 25 S. Front St. Columbus, OH 43215

Sharon K. Metcalfe, [email protected] Dean for Education Programs, and Director of Teacher Education

Mount Vernon Nazarene University 800 Martinsburg Rd. Mount Vernon, OH 43050

Renee Middleton, [email protected] & Dean, Gladys W. and David H. Patton College of Education

Ohio University Lindley Hall N186A Athens, OH 45701

Kim Monachino, EdD [email protected], Office for Exceptional Children


Michele Moore [email protected], State Support Team, Region 5

Mahoning County ESC 7320 N. Palmyra Rd. Canfield, OH 44406

Judith Monseur, [email protected] Director

UC SDI Center 3246 Henderson Rd. Columbus, OH 43220



Mary Heather Munger, [email protected] Professor, College of Education

University of Findlay Findlay, OH 458403

Mary M. Murray, [email protected] Dean, Student Services & Teacher Education, College of Education and Human Development

Bowling Green State University 444 Education Building Bowling Green, OH 43403

Mark Seals, [email protected], School of Teaching & Learning

Bowling Green State University 444 Education Building Bowling Green, OH 43403

Immy Singh, [email protected], Office of Educator Licensure


Michael Tefs, [email protected]

Wooster City School District 144 N. Market St. Wooster, OH 44691

Deborah Telfer, [email protected]

UC SDI Center 3246 Henderson Rd. Columbus, OH 43220

Deborah [email protected] of Professional Issues Chair, Policy Committee

Ohio Federation of Teachers 1251 E. Broad St. Columbus, OH 43205

Tammy Wagner, [email protected]

Carey Elem School Carey EV Schools 357 E. South St. Carey, OH 43316

Richard Welsch, [email protected] Dean of Graduate and Undergraduate Education, Judith Herb College of Education

University of Toledo 2801 W. Bancroft St., MS# 954, Toledo, OH 43606-3390



About the CompactThe goal of the Ohio Deans Compact on Exceptional Children is to increase the level of collaborative inquiry among Ohio’s Institutions of Higher Education, and between higher education and other potential partners (e.g., district and school personnel, professional association representatives, others), thereby improving the capacity of teacher, administrator, and related services personnel preparation programs in Ohio to better prepare professional educators to effectively teach and support every child.

The Compact identifies and addresses issues related to the preparation of qualified providers for students with disabilities and other at-risk learners. As such, the Compact makes recommendations related to improving the system of preparation and ongoing support for professionals who work with children and youth receiving special education services including, but not limited to, all teachers, intervention specialists, district and school administrators, counselors, related services providers (e.g., school psychologists, speech-language pathologists), and others; identifies gaps and potential strategies for addressing such gaps in personnel preparation; sets parameters for and supports research and demonstration projects around identified critical issues and priorities identified by OEC; assists, where appropriate, to increase the supply of qualified providers in targeted areas; and monitors and takes steps to maintain an ongoing positive working relationship with all approved personnel preparation programs in Ohio, soliciting feedback from faculty on critical issues, and advising state officials on issues that impact teacher and administrator preparation.

Statement of BeliefsThe United States Department of Education, Office of Special Education Programs (2010) asserts that our nation’s ability to compete successfully in the global community

depends on the meaningful inclusion of all residents in our educational system, including students with disabilities. In support of this assertion, the Ohio Deans Compact on Exceptional Children offers the following statement of beliefs. Such beliefs, grounded in research and authoritative opinion, are used to guide the Compact’s work:

1. All students learn to higher levels when held to high expectations and provided the necessary services and supports, and when taught by adults with the necessary competencies and dispositions to support higher levels of learning for all students.

2. Student learning improves when adults who inter-act with them learn, and adult learning is most effectively fostered through peer-to-peer feedback and support that is provided through structured collaborative learning teams.

3. Effective implementation of targeted instructional practices is necessary for meaningful improve-ments in student learning and educator profes-sional practice to be sustained.

4. Some instructional practices are more effective than others and all educators should be critical consumers able and willing to examine the effec-tiveness of practices used in supporting student learning.

5. The development of collective capacity and shared responsibility at all levels of the system is essential for continuous system learning and improvement.

6. Increased opportunities and outcomes for all students depend upon shared leadership across the district-wide system that serves to sustain core work in teaching and learning and prepare every learner for meaningful transitions to post-second-ary endeavors.

For more information, visit: Ohio Deans Compact on Exceptional Children

www.ohiodeanscompact.org

Or contact:Deborah Telfer, Ph.D., Director

Ohio Deans Compact on Exceptional Children c/o University of Cincinnati Systems Development & Improvement Center

3246 Henderson Road, Columbus, OH 43220

Phone: 614.897.0020 x102 Email: [email protected]

Systems Development & Improvement Center

reframe, restructure, reform: toward inclusive models of

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