John Somers, Ed'D': University of Indianapolis

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Two program models Integrated Merged

• John Somers, Ed.D. University of
  Indianapolis
• Daniel J. Torlone, Ed.D. University of St.
  Francis

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The Challenge

• To gain the publics confidence, teacher
  preparation programs must demonstrate efficacy in
  developing teachers who positively influence
  student learning (Darling-Hammond).

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Indiana Licensing Structure

• Rules 2002
• The following license types may be issued
• (1) Instructional
• (2) Administration
• (3) School services
• All licenses need at least one content area

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Indiana Licensing Structure

• The school settings are as follows
• (1) Early childhood
• (2) Elementary primary
• (3) Elementary intermediate
• (4) Middle school/junior high
• (5) High school
• (6) All schools setting

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Indiana Licensing Structure

• Exceptional needs
• One (1) or more of the following content areas
  may appear on an exceptional needs license
• (A) "Exceptional Needs Mild Intervention".
• (B) "Exceptional Needs Intense Intervention".
• (C) "Exceptional Needs Blind and Low Vision".
• (D) "Exceptional Needs Deaf and Hard of Hearing"

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University of Indianapolis

• Independent University
• Initial preparation programs at Undergraduate and
  Graduate levels
• Advanced programs in CI and Educational
  Leadership
• Graduating Class-2006 160 candidates

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Uindys Teacher Education Programs

• Elementary License
• Secondary License
• All Grade License
• Mild Interventions License is not a stand-alone
  program
• The Mild Interventions license is added to the
  General Education license.

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• Ecumenical Fransican Catholic University
• 11 initial teacher preparation programs, 10 of
  which are dual licensure only programs
• Masters level programs in Special Education
  Leadership Studies
• Pre-service program 190 candidates
• 32 graduates (07)

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USFs Teacher Ed Programs

• Elementary / Mild Interventions
• Secondary / Mild Interventions excluding
  All-Grade Visual Art
• All Grade Mild Interventions elementary
  secondary content area. 5 yr. program
• Licensure content plus M.I.

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USF Merged Program

• Elementary / Mild
  Interventions
• 17 credit hours of SPED course work
• 100 hours of SPED field work
• 16 weeks of student teaching, split regular
  ed/mild.
• Secondary / Mild
  Interventions
• 14 credit hours of SPED course work
• 75 hours of SPED field work
• 16 weeks of student teaching, split regular
  ed/mild.

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USF A Merged Program !!!What some call--Dual
License

• How did we get from there to here, from
  conventional to merged?
• The enabling context at the
• Macro Level
• Rules 2002 mandated changes performance-based
  standards
• Endorsements were terminated
• Indiana changed program from LD endorsement to
  mild interventions

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USF How did we get from there to here, from
conventional to merged?

• The enabling context at the
• Micro Level
• Alumni were reporting lack of knowledge about
  special education
• Re-accreditation loomed with Rules 2002 in effect
• Support from Universitys upper administration

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UindyHow did we get here?

• Rules 2002 mandated changes
• Endorsements were terminated
• Change program from LD endorsement to mild
  interventions
• Alumni were reporting lack of knowledge about
  special education
• Attempted merged programNo!
• Attempted integrated programYes!

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Uindy An Integrated Program

• All Elementary Majors
• 8 hours of special education coursework as part
  of professional program
• 40 hours of shared field experiences
• Add on Mild Interventions License
• 8 additional hours of special education
  coursework
• 50 additional hours of field experiences

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Uindy Examples of Mild Interventions Courses

• Intro to Learners with MD
• Teaching Learners with MD
• Assessment Instruction
• Family Collaboration
• Positive Behavior Support
• Developmental Literacy
• Special Education Secondary

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Junior Year Elementary Uindy
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UindyIntegrated ProgramJunior Year

• Secondary Majors
• 10 hours of special education coursework as part
  of professional program
• 60 hours of shared and independent field
  experiences
• 6 additional hours of special education
  coursework
• 40 hours of field experiences

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Junior Year SecondaryUindy
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USF Co-teaching, Tight Alignment Double
Dipping

• Double dipping between Gen. Ed. Core and content
  area
• 3 Anchor Courses Co-Taught by Regular Ed
  Special Ed professors
• Introduction to Education in Inclusive Settings
• Mild Disabilities/Interventions
• Diagnostic Corrective Teaching
• Elementary / Secondary Methods for Exceptional
  Children
• Effective Collaboration Use of Community
  Resources
• Behavior Classroom Management

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USF Junior Year Secondary Language Arts / M.I.
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UindyJunior Field Experiences

• Student learning profile
• Pre-assessment data of students
• Sequence of complete lesson plans
• Feedback from mentor teachers and university
  supervisors
• Data-based instruction project with struggling
  readers and exceptional needs students
  (Elementary)
• Products and experiences assessed by multiple
  rubrics
• Math and reading field experiences (Elementary)
• Science and Social Studies (Secondary)

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UindyFirst Steps Mini-PortfolioFocus on
All Students Junior Year

• Field experience Literacy/Learning Strategies
• TaskStream
• Standards
• Custom lesson plan template
• Accommodations
• Differentiation procedures, assessment,
  instruction
• Assessment Rubric Individualized
• Self-Reflection Student Teacher
• Analysis of student work contrast between
  Student A and B

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USF Secondary Field Experiences Signature
Assignments

• Field Journal / Notebook
• Lesson Planning Cycle Regular Education
• Lesson Planning Cycle Mild Interventions
• School Community Profile
• Professional Development Plan
• Strategies Journal
• Case Review

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UindyExit from Program

• Exit from Program Portfolio
• Two student teaching placements
• Elementary 2 semesters
• Secondary 1 semester
• Exit portfolio for general education and special
  education majors
• INTASC rubric for student teaching and portfolio
• Teaching video
• Reflections
• Analysis of student learning

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USFProficient Level Exit from Program

• One semester of student teaching ½ in regular
  education ½ in mild intervention
• Merged Regular Ed / M.I. Portfolio
• Signature Assignments aligned with Departments
  Conceptual Framework and INTASC Standards
• Analysis of and Adaptation Responses to Student
  Learning

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UindyNext Steps

• Modify Exit Portfolio for special education
• Incorporate signature assessments from portfolio
  into each special education class
• Create a capstone portfolio presentation
• Embed more special education content into
  secondary and T2T

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USF NEXT STEPS

• Continue tightening the alignment of EDUC and
  SPED courses
• Cultivate on-going relationships with key mentor
  (cooperating) teachers in schools
• Continue structuring of field experiences to
  guarantee accountability for K-12 student
  learning.

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UindyAre integrated or merged programs effective?

• Data Alumni Surveys
• More comments about feeling confident to meet
  needs of all learners
• More comments about needing help with classroom
  managementfrom general education majors

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USF So what? Is the dual worth it?

• Anecdotal Evidence
• Program Exit Surveys
• Alumni Surveys

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CTQ Action Guide

• Collaborative Programs in General and Special
  Education An Action Guide for Higher Education
  and Policymakers
• Prepared by Linda P. Blanton, Florida
  International University
• Marleen C. Pugach, University of
  Wisconsin-Milwaukee
• PLEASE NOTE This Action Guide is in draft form
  and is being revised in anticipation of a final
  publication date in the early spring of 2007.
• Development of this Action Guide was funded by
  the Center for Improving Teacher Quality.
• Link http//www.ccsso.org/projects/Center_for_Imp
  roving_Teacher_Quality/Resources_Links/

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Questions