integrating evidence-based practices into...
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J o h n s H o p k i n s U n i v e r s i t y S c h o o l o f E d u c a t i o n
Integrating Evidence-Based Practices Into Electronic Syllabi for Special Education
Teacher Preparation:
THE JOHNS HOPKINS UNIVERSITY SECONDARY SUPPORT INITIATIVE (JHUSSI)
Laura R. B. Broughton, M.A., J.D.Michael S. Rosenberg, Ph.D.
Lauren Neimeyer, M.S.
325T Webinar September 16, 2011
The contents of this presentation and the subject website were developed under a grant from the US Department of Education, Cooperative Agreement #H325T090027. However, those contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Corinne Weidenthal.
Session Objectives
To provide a description of the JHUSSI
To discuss the JHU Special Education Teacher Preparation Program at the Secondary Level and enhancements needed
To discuss the process and supports needed for developing model syllabi, exemplars, and evaluation mechanisms
To discuss the benefits and limitations of the model syllabi and accompanying learning activities and materials
To share data from student and instructor questionnaires
JHUSSI Goals
Expand and Enhance Existing Graduate Initial Certification Program at the Secondary Level
Ultimately, Improve the Recruitment, Preparation, and support of HQT of Secondary Students with High Incidence Disabilities
Areas in Need of Redesign
Secondary content integration
Need for more explicit instruction in supports and accommodations
Enhanced collaboration among SE and GE teacher educators
Conveying HQT
Recruitment efforts of personnel from underrepresented CLD groups
Integration of culturally responsive instructional practices
Areas in Need of Redesign
5
Expansion and enhancement of realistic and cost effective systems of mentoring and support
Design of alternative methods for the increasing access of program content to nontraditional students
Focus of Presentation
Collaboratively Create New Model Syllabi and Accompanying Learning Activities, Materials, and Evaluation Mechanisms
Considerations Evidence-based practices Support for faculty (many of whom are adjunct) Provide a platform that allows for flexibility,
access, and expansion Pedagogy linked to applied content exemplars Interesting mode of presentation Leverage other OSEP investments Syllabus is the focal point of linkages
Collaboration among Special Education and
General Education Faculty
Monthly JHUSSI team meetings Consensus on terms used
Ongoing professional development by team members and state/local school agents
Regularly scheduled meetings among general education faculty, educational consultants (both special and general educators), and Project Director
Development of Platform
Driven by new model syllabi for
Course No. 874.528 Diversifying the General Education Curriculum: Methods for Secondary Students with Mild and Moderate Disabilities Methods in English & history/social studies
Methods in math & science
Development of Platform
Focus content for learning activities, materials, and evaluation mechanisms in accordance with standards set in Maryland State Voluntary Curriculum and by professional organizations
Content to be taught determines evidence-based strategies utilized
Development of Platform JHUSSI team determined template for
exemplars Content area
Topic of lesson
Rationale of lesson
Acknowledgement of content expert and consultants
Type of strategy/approach
Purpose of using strategy/approach
How to implement strategy Materials needed
Step-by-step instructions
Resources for reading and using materials*
References for exemplar
Websites for exemplar
Methods in English & History
Course No. 874.528 Diversifying the General Education Curriculum: Methods for Secondary Students with Mild and Moderate Disabilities
Note: At the end of year 3 of the 325T grant, three enhanced syllabi for courses will be developed in
instructional planning and inclusive practices,
classroom/behavior management, and
reading methods.
Highlights from Instructor Questionnaire
Readiness to teach
Accessing information online
Technical assistance
Meeting course objectives
2011 Spring Semester Instructors' Readiness to Teach (N = 2)
2 2 2 2 2
1
2 2
1
2 2
0 0 0 0 0
0
0 0
0
0 0
0
1
2
CLD sy
llabus
, etc.
Rubric
s
E-B prac
tices
Cultural
ly res
ponsive
Model be
st prac
tices
when
teac
h in pers
on
Model be
st prac
tices
when
teac
h onli
ne
Develo
p tech
. enh. a
ctivit
ies
Integrat
e tec
h. enh. a
ctivit
ies
Beh./C
R Mgmt. P
lans
Differen
tiatio
n Stra
tegies
CR Org
aniza
tional
Strateg
ies
Teaching Experience
Num
ber o
f Ins
truc
tors
Agree Disagree
2011 Spring Semester Instructors' Ability to Access Information Online and Receive Technical Assistance (N =2)
1
2 2 2 2
1
2
1 1 1
0
0 0 0 0
0
0
0 0 0
0
1
2
Easily enterELC
Easily access& download
docs
Easily makecourse
adjustments
Tech.connectionreliable &
clear
Image clarity& audioquality
adequate
ELC adequatemedium forinstruction
Confident inpersonal tech.skills to fully
utilizeexemplars
Tech. supportresponded in
timely manner
Tech. supportsupportive
when mademistake or feltoverwhelmed
Tech, supportavailable
promptly toproblem solve
urgentdifficulties
Program Implementation
Num
ber o
f Ins
truc
tors
Agree Disagree
2011 Spring Semester Instructors' Assessment of Students Having Met Course Objectives (N =2)
2 2 2
1 1
2
0
0 0 0
0 0
0
00
1
2
Most students canadapt to meet
diverse learningstyles
Most students canid & describeinstructionalpractices to
facilitiate skillacquisition &maintenance
Most students canid & describestrategies to
increase reading,writing, history/ss,math, & sciencecompetencies
Most students canadapt 2ndary
curriculum usingE-B differentiation
of instructionalpractices,
inclusive learningstrategies, &alternative
assessments
Most students canintegrate tech. use
inteaching/learning
process
Most students canuse E-B practicesbased on specificneeds of children
Most students cancreate alternative
E-B evaluationprocedures with
rubrics
Course Objectives for Students to Meet
Num
ber o
f Ins
truc
tors
Agree Disagree
Highlights from Student Questionnaire
Readiness to teach
Accessing information online
Assistance from instructor
Meeting course objectives
2011 Spring Semester Graduate Students' Readiness to Teach (N = 45)
7
27 28
3639
8
1822
32 33
2729
31
13
8
29 29
11 11
24
30
41
2926
19
28
24
8 5
31
258
14
11
9 65
19 29
4 4
8 8
4
0
0
7
6
8
3
0
5
10
15
20
25
30
35
40
45
Last y
r pre
pared
This yr p
repare
d
Beh./CR M
gmt. Plans
Differe
ntiatio
n Strategies
CR Org
aniza
tional
Strateg
ies
JHU Les
son P
lan Form
at
CLD less
on plans,
etc.
Rubrics
E-B prac
tices
Cultura
lly re
sponsiv
e
Early d
etect L
chall
enges
Develop te
ch. e
nh. a
ctivit
ies
Integrat
e tec
h. enh. a
ctivitie
s
Use AT in
CR
ID A
T for U
se O
utside CR
Reading sk
ills st
rategies
Writing skil
ls str
ategies
Math sk
ills st
rategies
Science
skills
strat
egies
SS/history
skills
strategies
Social s
kills stra
tegies
Advance
d thinkin
g skills
strategies
Note tak
ing skills
strateg
ies
Organ
izatio
n skills
strateg
ies
Study skil
ls str
ategies
Test t
aking skil
ls str
ategies
Teaching Experience
Num
ber
of S
tude
nts
DisagreeAgree
2011 Spring Semester Graduate Students' Ability to Access Information Online &
Receive Instructor Assistance (N = 45)
23 2517
41 41
14 6 17
0 0
05
1015202530354045
Tech.connection
reliable & clear
Image clarity &audio quality
adequate
ELC adequatemedium forinstruction
Instructorresponded
timely.
Instructorprovidedspecific &
timelyfeedback.
Program Implementation
Num
ber
of S
tude
nts
Agree Disagree
2011 Spring Semester Graduate Students' Meeting Course Objectives (N = 45)
35 36 3632 35 36
30
3 3 33
4 3
5
0
5
10
15
20
25
30
35
40
45
Can adapt to meetdiverse learning
styles
Can id & describeinstructionalpractices to
facilitiate skillacquisition &maintenance
Can id & describestrategies to
increase reading,writing, history/ss,math, & sciencecompetencies
Can adapt 2ndarycurriculum using E-B differentiation of
instructionalpractices, inclusivelearning strategies,
& alternativeassessments
Can integrate tech.use in
teaching/learningprocess
Can use E-Bpractices based onspecific needs of
children
Can createalternative E-B
evaluationprocedures with
rubrics
Course Objectives for Students to Meet
Num
ber o
f Stu
dent
s
Agree Disagree
Summative Data Collected from Instructors and Students
From instructors From students
“I loved the strong push to incorporate technology in the classroom and provide us with useful resources. So helpful!”
“Appreciated the depth knowledge & for pushing to make this a practical and research class”
“Initially hesitant about mixed content (math/science/Eng) but actually think learned more by getting other perspectives”
“Need for case study materials that examine RTI interventions in a secondary setting.”
“Students appreciate learning strategies surrounding RTI but examples at the Vanderbilt (IRIS) site reference elementary school classrooms.”
Summative Data Collected from Instructors and Students
From instructors From students
“The ELC is confusing and needs to be improved for a graduate level school.”
“It would be very helpful to break this course down further into content areas..., would mean more instructors, but …, be a lot more in-depth in learning & problem solving for students with special needs.”
“Presentations were helpful. Textbook was not helpful. I didn’t read the book once.”
“Continue with Guest Speaker from (JHU) library pointing out resources available for research.”
“Could there be an extension activity designed to help a designated school with materials and instruction that students could work on in groups? This project activity would make use of the exemplary lesson plans found on the web site.”
So what have we learned thus far? And
how will it impact how we proceed?
General Education and Special Education Faculty Members of 325T grant team
Technical consultant(s): Members of 325T grant team
Attend monthly meetings
Time covered by grant
Establish strong partnerships with state and local school systems
Platform Able to support and evolve with e-syllabi
Not change after year 2 of grant
Supports necessary to ensure efficient development of e-syllabi:
Questions?
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