1. Blurred Lines: An MAT model designed to support struggling learners in the general curriculum Sally Drew, Laura Jacobson, & Joan Nicoll-Senft Central Connecticut State University Council for Exceptional Children Teacher Education Division Conference Tempe, Arizona 2015

2. Or how we came to run with the squirrels in the land of steady habits…

3. Central Connecticut State University Founded in 1849 as the New Britain Normal School Connecticut’s oldest publically-supported institution of higher education Regional, comprehensive public university ~12,000 students total New Britain, CT One of four state universities

4. Evolution of the MAT The existing MAT is a viable program, having produced over 100 highly qualified beginning secondary teachers in the last 7 years Evolving demands of classrooms and teacher accrediting bodies require that:  General educators gain the knowledge and skills to teach all students, including struggling learners and students with disabilities  Special educators gain an enhanced focus on curricular content knowledge historically required solely for general education teachers

5. MAT in a box

6. Revised MAT Model SecondarySpecial Ed High leverage content in disciplinary literacy Intensive literacy interventions Common courses & clinical experiences Foundational principles: collaboration, universal design for learning & multi-tiered systems of support, culturally responsive teaching, evidence-based practices, and PBIS

7. MAT Learning Outcomes Possess strong knowledge of content, content pedagogy, and learner development (typical and atypical). Create an inclusive and culturally responsive learning environment. Use data, content knowledge, and evidence-based pedagogical content knowledge to critically examine practice for the purpose of improving student learning. Design and deliver instructional and assessment strategies that facilitate significant learning for all students including struggling learners and those with disabilities. Design, deliver, and assess literacy/language strategies to deepen literacy and content learning within the discipline. Act collaboratively, ethically, and responsibly to ensure student growth and advance the profession.

8. Significant Factors State & National Level National level  Blue Ribbon Panel  High Leverage Practices  CAEP  Pending Federal Guidelines for Teacher Prep State Level  EPAC & piloting of edTPA  NTEP  CEEDAR  Pending Teacher Regulations

9. Significant Factors University Level Leadership & support from the Dean’s Office Strategic reorganization around teacher prep at the school level  Departmental  Governance structure CEEDAR involvement  Workgroup  Training & technical assistance  Resources (CEMs, ICs)  Pressures of deliverables & timelines

10. Common Lesson Plan Format

11. 1 st Year Summer Sessions (1 & 2)

12. Fall Semester

13. Spring Semester

14. Summer

15. Resources CEEDAR  Innovation Configurations  Course Enhancement Modules edTPA Summative evaluations currently under development

16. Contact Information Sally Drew, MAT Director (Drewsav@ccsu.edu) Laura Jacobson, Assistant Professor (Laura.Jacobson@ccsu.edu) Joan Nicoll-Senft (nicoll-senftj@ccsu.edu), Chair Department of Special Education & Interventions