911 What is Your Emergency? Meeting Immediate Needs of Professional Development Schools

1. 911 What is Your Emergency?Meeting Immediate Needs of Professional Development Schools National Association of Community College Teacher Education Programs Conference March 27, 2010 Baltimore, Maryland Melissa Spivy

2. Objectives • Describe how a 200 level college course can meet the needs of P-12 schools • Description of collaborative efforts to meet the immediate needs of the PDS network • Discuss the professional growth of paraprofessionals

3. Parkersburg, WV

4. West Virginia University at Parkersburg • Stand alone community college • Approximately 4000 students • Offers 5 baccalaureate degrees • Non-residential campus • College and programs accredited

5. Education Department • Program established in 1991 • Elementary education certification K-6 • Middle school certifications (Science, Math, Social Studies, English) • Early Education PreK-K • Math Specialist K-4 • Developed as a field-based program • Approximately 1000 hours of field experiences • NCATE accreditation • 400 teacher candidates • 5 professional education faculty

6. West Virginia University at Parkersburg

7. Goals of the Partnership • Better prepare teacher candidates for the profession of teaching. • Provide meaningful professional development activities for teacher candidates, in-service teachers, and college faculty. • Provide remedial and enrichment services for public school students.

8. Partnership Schools- 17 Total • Wood County • 8 Elementary Schools and 2 Middle Schools • Ritchie County • 1 Elementary School • Jackson County • 2 Elementary Schools • Pleasants County • 1 Elementary School and 1 Middle School • Wirt County • 1 Elementary School and 1 Middle School

9. What Is Your Emergency, WVU-Parkersburg? • Title I, as amended by NCLB Act, is designed to help disadvantaged children reach high academic standards. • Title I ensures that students who need the most help receive instructional support only from qualified paraprofessionals. • Paraprofessionals can play important roles in improving student achievement in Title I schools. Chambers et al., Study of Education Resources and Federal Funding: Final Report, Washington, DC: U. S. Department of Education, 2000.

10. Paraprofessionals who provide instructional support, includes those who:[Title I, Section 1119(g)(2)] Provide one-on-one tutoring Assist with classroom management Provide instructional assistance in a computer laboratory Conduct parental involvement activities Provide instructional support in a library or media center Act as a translator Provide instructional support services under the direct supervision of a highly qualified teacher.

11. New Policies All Title I paraprofessionals must have a secondary school diploma or its recognized equivalent. Paraprofessionals hired after January 8, 2002, and working in Title I programs must have— Completed two years of study at an institution of higher education; or Obtained an associate’s (or higher) degree; or Be able to demonstrate through a formal state or local academic assessment, knowledge of and the ability to assist in instructing, reading, writing, and mathematics.

12. WVU at Parkersburg’s Solution • Paraprofessional Studies Certificate • 2 semesters • 36 hours • ED 100 Foundations of Education • ED 200 Intro. To Exceptional Children • ED 230 Cooperative Discipline • May take state exam and be eligible to receive certificate

15. Associate in Applied Science Degree in Early Childhood Develolpment For those interested in the childcare profession or Head Start Four semesters 67 credit hours

17. Bachelor of Arts in Elementary EducationEarly Education PK-K Specialization For those interested in receiving a Early Childhood Certification from state 25 credit hours Student teaching in Early Education

18. Early Education PreK-K Specialization

19. Education 230 Cooperative Discipline (Text: Albert’s Cooperative Discipline) • Students will study the attention seeking, power seeking, revenge seeking, and avoidance of failure behaviors • Manifestations of these behaviors will be studied, as well as preventions and interventions. • Issues of self-esteem and belonging will be emphasized in this class that helps students learn to build communities in their classrooms. 3 credit hours

20. What Is Your Emergency, Partner Schools? States required to: • develop and implement a single statewide state accountability system • Ensure that all schools make adequate yearly progress No Child Left Behind Sec. 1111

21. Mineral Wells Elementary In 2004, Mineral Wells Vice Principal contacted WVUP requesting college students to tutor their students in areas of weakness to help with achievement

22. Mineral Wells Elementary K-5 Elementary 600+ students 50% of students are economically disadvantaged Not a Title One School

23. Mineral Wells Education 100 Education 200 Education 330 Student Teachers Education 230

24. Timeline • Fall 2003 • Paraprofessional Certificate offered at WVUP • Spring 2004 • ED 230 Cooperative Discipline offered • Class met at Mineral Wells Elementary • 1 hour 15 minutes in college classroom • 1 hour 45 minutes in elementary classroom

25. Timeline • Spring 2005, 2006 and 2007 • ED 230 met at Mineral Wells Elementary Video clip inserted here

26. Timeline • Spring 2008 and 2009 • ED 230 offered at Mineral Wells and Lubeck Elementary • Principal Mary Thomas asked if ED 230 students could help with the “before school” tutoring program

27. Lubeck Elementary • PK-5 Elementary • 470+ students • 40% of students are economically disadvantaged

28. Lubeck Elementary • Education 100 • Education 200 • Education 230 • Student Teachers

29. Timeline • Spring 2010 • ED 230 began working with the “before school” tutoring program at Lubeck Elementary • Students tutor for 30 minutes; College class for 1 hour 15 minutes; Elementary class for 1 hour 15 minutes

30. Current Schedule for ED 230Morning Tutoring Video clip inserted here

31. Education 230 Classtime Video clip inserted here

32. Individual ED 230 Students in Classrooms Video clip inserted here

33. First Responders

34. Dr. David LancasterAssociate Professor of Education Video clip inserted here

35. College Faculty Amy Wolfe, Instructor of Education at WVU-Parkersburg, saw the need to work together with a principal of a partnership school to make the before-school tutoring program turn into a reality.

36. Partnership School Personnel Bill Matthews, principal at Mineral Wells Elementary “ The individual interaction that the ED 230 students have with our students help them progress at a quicker pace. They are able to target specific skills and concepts.”

37. Partnership School Personnel Mary Thomas, principal at Lubeck Elementary “Not only has the motivation of our students attending the “before school” tutoring program increased but also the number of students attending has grown.”

38. Partnership School Personnel Mrs. Judy Evans Somerville, first grade teacher, Lubeck Elementary School Video clip inserted here

39. Partnership School Personnel Mrs. Theresa Haverty, kindergarten teacher, Mineral Wells Elementary School Video clip inserted here

40. ED 230 Students Misty Snyder, WVU at Parkersburg Student Video clip inserted here

41. ED 230 Students Jessalyn Stephens, WVU at Parkersburg Student Video clip inserted here

42. The Elementary Students Video clip inserted here

43. Questions?

44. Thank You! If we can be of assistance to you please contact me at: melissa.spivy@mail.wvu.e www.wvup.edu/Academic/education/resources.htm