Policy for Results: How Policy Meets Preparation to Lead the Way to Improved Outcomes:

1. Policy for Results: How Policy Meets Preparation to Lead the Way to Improved Outcomes: H325A120003

2. Panelists • Mary Brownell, Director, CEEDAR Center • Mary Dean Barringer, CEEDAR Center/CCSSO • Tom Bellamy, University of Washington at Bothell • David Hill, Director of Educator Preparation and Certification (GA) • Lynn Holdheide, CEEDAR

3. Polling Question No.1 • At what level is an MTSS framework promoted and implemented in your state (select all that apply)? • MTSS is recognized as a quality framework, but adoption is voluntary and implementation varies across districts. • MTSS is an adopted framework at the state-level and is reinforced through policy. • MTSS is an adopted framework at the state-level and is reinforced through professional development. • MTSS is an adopted framework at the state-level is reinforced through state teacher and leader standards, preparation program requirements and curriculum, certification and licensure standards, program approval, and within educator evaluation systems. • MTSS is a local decision to which the state does not play an instrumental role in its adoption and/or implementation. • None of the above.

4. Metimeter

5. Path to Better Outcomes • Effective educators help close achievement gap • Educator preparation provides a healthy start • Most licensure and program approval standards focus on ALL learners, but . . .

7. Why MTSS (RTI) • 15 states have formal policies about MTSS (or RTI) • 46 states had language about RTI in laws or guidelines • 49 states had a RTI commission, task force or internal working group • Research shows that RTI improves achievement and behavior

8. Promises to Keep: Transforming Educator Preparation to Better Serve a Diverse Range of Learners Using State Policy Levers to Spur Action and Innovation June 23, 2015

9. Today we make a promise to the children of America, it is our intent to serve you well. Because you are children, ready and able to learn and you are entitled to a swift response from people who care.

10. 5 Guiding Assumptions, 5 Bold Actions for Policy • Every educator shares ownership for each learner. • Content instruction is differentiated and grounded in research to meet needs of learners. • Differentiated instruction is paired with progress monitoring through MTSS. • A learner centered approach to education is at the core of this work and can unite general and special ed. • Educators develop expertise to deliver this learner centered approach over time. • Define the knowledge and skills ALL educators need to support ALL learners. • Preparation includes multiple opportunities for deliberate practice. • Outcomes for ALL students, including SWD, are part of prep program approval and ed eval systems. • Educators are prepared and work as collaborators and to share responsibility for each learner. • Prep program accountability includes ensuring candidates teach diverse learners within tiered systems of support.

11. Three Policy Levers • Licensure and certification • Program approval and evaluation • Data collection, analysis, and reporting

12. Licensure • Teachers and leaders must have knowledge and skills to implement rigorous, differentiated core instruction, monitor progress, and apply evidence-based practices to ensure students with disabilities are Career and College Ready

13. Program approval Rigorous program approval standards that ensure there is an adequate supply of teachers and leaders who can demonstrate that they can provide rigorous content instruction to a wide range of diverse learners using evidence-based practice, differentiated instruction, and progress monitoring

14. Data collection, analysis, and reporting • Develop, with stakeholder engagement, capacity to collect valid data that can inform and improve educator preparation, hiring decisions, and professional learning • Specific data around teaching of diverse learners, including impact of serving diverse learners

15. Metimeter

16. Polling Question No. 2 • After a short preview of the recommendations in this policy brief, please indicate your initial thoughts (select all that apply) • CEEDAR you are totally amazing, this totally inspires me and I cannot wait to discuss this with the CEEDAR state leadership team. • These recommendations fall directly in line with what we want to accomplish as a state. • It will be difficult for the state to push out the adoption of MTSS and the related policies in this document. • These recommendations establish a great vision for statewide policies that reinforce and support an MTSS framework however; there are too many regulatory barriers at the state and/or federal level to move this agenda. • These recommendations are great. I believe our state would move on these if provided waivers or exceptions at the federal level so that these ideas could be piloted. • I have no idea.

17. Key Stakeholder Perspectives

18. Disclaimer This content was produced under U.S. Department of Education, Office of Special Education Programs, Award No. H325A120003. Bonnie Jones and David Guardino serve as the project officers. The views expressed herein do not necessarily represent the positions or polices of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned in this website is intended or should be inferred.