Utah State University

1. Utah State University Teacher Preparation Programs sped.usu.edu

2. Teacher Preparation Programs at USU sped.usu.edu • The Department of Special Education and Rehabilitation offers a continuum of special education teacher preparation options for Utah’s public and charter schools. These options are tailored to meet the needs of prospective teachers throughout Utah. For example: • 2-year programs for those returning to school, or who want a slower paced program • Fast-paced Alternative Teacher Preparation (ATP) programs for those working in schools during their licensing program • With USOE support and the development of USU’s regional campus system, we have systematically expanded these programs to reach most urban as well as rural locations in Utah.

3. USU Programs sped.usu.edu

4. ATP Programs sped.usu.edu • Tailored specifically for teachers who work full or part time in participating districts (on letters of authorization) as the teacher of record • Participants musthave a bachelor’s degree before being accepted in the program • ATP programs are fully accredited and lead to special education licensure • Instructional coaches from participating districts are trained in effective coaching practices, assessment, and feedback

5. ATP Training and Application sped.usu.edu • Because students are teachers during the day, they can take courses in the evening and apply strategies and effective practices the following day • District instructional coaches provide on-site, performance-based feedback tied to targeted skills • TeachLivE- a simulated classroomthat provides students multiple opportunities to practice key instructional and management skills while receiving immediate feedback and guidance (Mild/Moderate and Severe)

6. ATP: Highly Collaborative Programs sped.usu.edu • Monthly meetings with ATP Advisory Board • Advisory board membersinclude: • Directors or induction specialists from participating districts and charter schools • UPDC staff • Utah State University faculty • The board reviews each ATP program, teacher progress & pressing concerns • The board revises the program & curriculum based on: • District needs • Evolving requirements from USOE & federal govt.

7. ATP Instructional Coach Training sped.usu.edu • Each ATP teacher is assigned a district instructional coach • Coaches receive in depth, systematic training in effective coaching practices by USU faculty, UPDC staff, and district staff • Before the school year begins: • Students are involved in “Running Start” sponsored by the UPDC • Students build relationships with their ATP teacher during small group activities & microteaching • Students receive specific training in effective coaching practices • During Fall and Spring semesters: • Instructional coaches attend a 2-hour follow-up training to address specific requirements of the ATP program related to practica and coursework. • Direct observation and checklists (3 per semester) • Interim reports (1 per semester) • Final Student Teaching Evaluation

8. Severe ATP sped.usu.edu • A fully accredited alternative licensure program leading to a license in severe disabilities • Coursework delivered live, face-to-face in SLC location during evenings • Emphasis on Alternative Assessment (DLM), EE, research-based instructional strategies, data collection and analysis, functional assessment and LRBI/PBIS • From 2002 through 2012, 123ATP teachers have received their severe teaching license

9. Severe ATP: How programs address the Utah Core Standards (CS), Essential Elements (EE) and Math Endorsement sped.usu.edu • EE and Utah CS are incorporated into each course. • Throughout the ATP programs, teachers learn how to write IEP goals based on CS. Standards are distilled to their EE and translated into instructional targets, development of lesson plans, and methods for monitoring student progress • The goal is for ATP teachers to demonstrate how to access and use the Utah Core for the students they teach

10. Mild/Moderate ATP sped.usu.edu • Fall-to-Fall program beginning with week-long training in Running Start • Coursework delivered live, face-to-face in SLC location during evenings • Two evening classes per week each semester focus on effective management practices & curriculum • Currently 13 districts & 3 charter schools along the Wasatch Front are participating • From 2002 through 2012, 495 ATP teachers have received their mild/moderate teaching license

11. M/M ATP: How the program addresses Utah CS, EE, & Math Endorsement sped.usu.edu • Two courses, fall and spring semester, have been revised to align with Utah Core ELA & Math Standards. • Four classes per semester, SPED 5310 & 5320, focus on strategies to address student's individual instructional needs while also addressing the Utah Core ELA and Math standards.  • Teachers complete comprehensive projects that require them to access the Utah Core ELA & Math Standards on the USOE website & write: • English/Language Arts and Math standards-based IEP goals • Comprehensive lessons plans

12. Early Childhood ATP sped.usu.edu • Live audio/video online course-delivery system. • Instructor supervision is provided remotely via classroom cameras and district support. • ECATP is open to all school districts in Utah • Number of participating districts to date: 23 • Program began in 2006 with first graduates in 2008 • Graduates recommended for ECSE licensure: 45 • 8 projected graduates in 2013 • 13 more in 2014

13. Early Childhood ATP sped.usu.edu • Enrollment includes: • ECSE teachers hired on letters of authorization • Preschool special education paraeducators recommended by their districts • Students enrolled in the Listening and Spoken Language Master’s degree program, Communicative Disorders and Deaf Education Department at USU • Enrollment discussions currently underway with Utah School for the Deaf and Blind

14. Early Childhood ATP sped.usu.edu • Instructors include USU faculty and district-level special education personnel • Courses are delivered online through Adobe Connect • District-supported coaches assist teachers in the classroom, provide constructive feedback and complete teaching and classroom management observations in person or by logging into the teacher’s video camera. • Coaches trained each July during the new-teacher orientation workshop at USU

15. Distance Mild/Moderate sped.usu.edu • Provides access to an undergraduate teacher education program for qualified individuals who are not able to attend a campus-based program for geographic or economic reasons • Typical student is a paraeducatorwith a mean age of 37 • Participants meet the same program entrance requirements and complete the same program requirements as students who participate in USU’s undergraduate campus-based program • Currently serves 27Utah school districts and charter schools within those jurisdictions

16. Distance MM: How programs address the Utah Core Standards (CS) and Math Endorsement sped.usu.edu • The Utah Core Standards drive all curriculum taught to teachers • Students write English Language Arts and Math standards-based IEP goals in SPED 5070 (Policies and Procedures) • Students develop curriculum-based assessments (CBAs) and instructional units based on the CS in methods and practica • Students are now required to take Math 1050 (College Algebra) as well as Introductory Statistics (1040). These courses are required for their pre-program general studies courses. We are working to require a math pedagogy class as part of students’ professional education sequence • In both the Distance Mild/Moderate and Mild/Moderate ATP programs, teachers are “strongly” encouraged to take the Middle School Math Praxis so they are HQ before the new Math endorsement standards are implemented

17. Distance MM Program Support USOE • Start-up assistance • Program administration • District-based pre-program and program participant academic advising • Local mentoring and support (site mentors) USU • Course instructors • Broadcast technology • Statewide classroom space

18. Distance MM: Impact of USOE Support Cohort/#DistrictsApplied Viable Admitted Graduated GRAD RATE EMPLOYED 1995-1997 (2)17 6 8 450% 4 1997-1999 (3)58 16 22 836% 8 1999-2001 (13)168 28 32 1753% 16 2001-2003 (13)89 35 40 2050%20 2004 - IMPLEMENTATION OF ONSITE ACADEMIC ADVISING and SITE MENTOR NETWORK 2003-2005 (13)119 29 39 3075% 29 2005-2007 (13)120 62 40 3075%30 2007 – 2009 (19)1717545 3373% 33 2009 – 2011 (23)1209240 2973% 33 2011 – 2013 (27)868645

19. Inter-University Recruitment • USOE-funded grant whose purpose is to refer individuals interested in special education teacher preparation across universities to the program most compatible with strengths, interests, and location • USU works with advisors from U of U, Weber State, BYU, SLCC, and Snow College to connect referred students • Aim is to ensure that interested individuals access the most appropriate program and that the critical shortage is addressed efficiently and effectively • utahspedprograms.org

20. In Summary sped.usu.edu • All programs emphasize rigorous standards, high expectations for field-based competencies, and frequent field-based observation, coupled with close support of the student • Across programs, focus is on field supervision (instructional coaches, site mentors) so collaboration with districts is crucial • ATP and Distance Mild/Moderate programs prepare teachers in their own communities allowing local districts to “grow their own” • Typical cumulative graduation numbers are 100-120 teachers per year (across all USU programs) which serves to buttress the critical teaching shortage • Programs are not viable without state support. Investment by USOE ensures steady supply of teachers to meet critical demand

21. Contact Information sped.usu.eduutahspedprograms.org