1. 2015 Leadership Conference “All In: Achieving Results Together”
Helping teachers and leaders use evidence-based practices to ensure students with disabilities achieve Common Core State Standards
Mary Brownell, Judith Littman
CEEDAR Center

2. Objectives Participants will
understand the features of effective professional development
understand the purpose and focus of the Course Enhancements Models (CEMs).

3. Objectives
understand how the CEM’s can be helpful in preparing students with disabilities to achieve national standards and career readiness

4. Questions
How do you envision course enhancement modules being used to develop teachers’ knowledge and skill in your state?
What supports would districts need to incorporate course enhancement modules into their professional development approaches?

5. Questions
How do you envision course enhancement modules being used to develop teachers’ knowledge and skill in your state?
What supports would districts need to incorporate course enhancement modules into their professional development approaches?

6. Evidence-based practice
Must be supported by multiple, high-quality experimental, quasi-experimental, or single subject design research studies demonstrating the meaningful impact of the practice on consumer outcomes.
Cook & Odom, 2013

7. The Challenge Teaching to the Common Core is a heavy lift
Particularly when these teachers have students with academic disabilities or who are not disabled but at great risk for academic failure

8. Example from CCSS
Regular practice with complex text and their academic language
The Common Core standards suggest that it is very important for teachers to help students see beyond the literal level of meaning. In Deeper Reading, Gallagher shows teachers how to do this by teaching students to ask three questions when they approach their reading:
Help students clarify any confusion they may have at the literal level by asking What does it say?
Draw students’ attention to language choice and help them access big picture understandings of the text by asking What does it mean?
Help students key into some of the essential questions that allow them to explore, question, and better understand the world in which they live by asking Why does it matter?

9. Challenge for students with reading problems

10. Expectations for teachers are high
But supports for implementation are low in most schools and vary considerably from one district to the next.
And implementation supports are not always forthcoming

11. Implementation challenges
Curriculum that does not support teachers in coordinating core instruction with intervention instruction

12. Implementation challenges
Insufficient, incoherent, and sometimes irrelevant professional development is the norm

13. Implementation challenges
Varying levels of teaching skill and knowledge

14. Turning the ship around

15. Professional Development that works
Multifaceted with opportunities for knowledge acquisition and follow up support

16. Professional Development that works
Content-focused

17. Analyzes student data
In collaborative groups

18. Extensive in terms of
Time
Implementation support

19. Key implementation support
Curriculum materials

20. CEEDAR’s
Curriculum supports

21. Introduction to the Course Enhancement Module (CEMs)
2015 Leadership Conference
“All In: Achieving Results Together”
Helping Teachers and Leaders Use Evidence- Based Practices to Ensure Students With Disabilities Achieve Common Core Standards
Introduction to the Course Enhancement Module (CEMs)
Presenter Information: Speaker 3
CEEDAR Center

22. Objectives Participants will
understand the purpose and focus of the Course Enhancements Models (CEMs).
understand how the CEM’s can be helpful in preparing students with disabilities to achieve national standards and career readiness

23. Course Enhancement Modules (CEMs)
In our Course Enhancement Module discussion today, (we refer to them as CEMs), we will be discussing the following:
What are the CEMs?
Who is the intended audience?
When do you use them?
How do you use them and how are they organized?
Why should you use them?
Where can you find them?

24. What are the CEMs?
What are the CEMs?
What are the CEMs?

25. What are CEMs?
A compilation of immediately usable and adaptable materials, activities, and links to online resources that focus on different instructional and behavior topics.

26. What are CEMs?
Designed to provide teachers and leaders with support materials to prepare students with disabilities and those who struggle to meet college and career-ready standards.

27. What are CEMs?
Each CEM is developed by a team of content experts and vetted through a peer review process.

28. Each CEM Includes… Facilitator guide Anchor PPT presentation
Speaker notes
Sample assessment activities
Multimedia
Course & professional development outlines
References
Facilitator’s Guide - The facilitator’s guide consists of an anchor module power point with a script to support facilitators as they present the content and learning activities within the anchor module. Facilitator’s notes and talking points are included. The speaker notes are intended as a guide for a facilitator who is using the PowerPoint slides and may be modified as needed. Reviewing the entire guide prior to facilitating the training is highly recommended.
 Anchor Modules The central resource in the Course Enhancement Modules is the Anchor Modules. All anchor modules are designed to be utilized as part of a pre-service educator preparation course or a professional development program for teachers and leaders.
The Anchor Modules are designed to build the knowledge and capacity of educators in the selected topic. These can be adapted and are flexible to accommodate faculty and professional development provider needs. The anchor modules and speaker notes can be used in their entirety to cover multiple course or professional development sessions. Alternatively, specific content, activities, and media can be used individually to enhance existing course and/or professional development content. Information and resources included in the CEM could be integrated within courses or programs at both the undergraduate and graduate levels.
The anchor modules provide knowledge development and application opportunities in select evidence-based practices so that all educators are provided the knowledge and skills to implement the evidence-based practice with fidelity.
Materials: Inclusive in these anchor modules are the materials that the faculty and/or professional development trainers need in order to conduct the anchor module and related activities:
Professional Learning Activity Handouts

29. CEM Topics Available Under Construction Disciplinary Literacy Writing
Behavior Management
Reading
Math
UDL
Under Construction
Writing
Severe Disabilities
Currently there are five CEMs that are available. Two additional CEMs are under construction.

30. Who is the Intended Audience?
Who should use the CEMs? Who is the intended audience?

31. Audience
The audience is intended to be teacher and leader candidates within pre-service programs at the undergraduate or graduate levels and/or district teachers and leaders participating in in-service professional learning opportunities.
Teacher and leader candidates within pre-service programs at the undergraduate or graduate levels and/or district teachers and leaders who desire additional professional learning opportunities.

32. Why use the CEMs?
Why use the CEMs?

33. CEMs Are…. Based on evidence-based practices
CEMs draw on evidence-based, research-based practices and/or promising instructional practices that help facilitate academic learning for all students.
Evidence Based Instruction
An evidence-based practice can be defined as an instructional strategy, intervention, or teaching program that has resulted in consistent positive results when experimentally tested (Mesibov & Shea, 2011; Simpson, 2005).
The implementation of high quality research is needed in order for intervention strategies to be considered an evidence-based practice (Odom, Collet-Klingenberg, Rogers, & Hatton, 2010).

34. CEMs Are…. Aligned with Multi-tiered Systems of Supports (MTSS)
 A Multi-Tiered System of Supports (MTSS) is a term used to describe an evidence-based model that uses data-based problem-solving to integrate academic and behavioral instruction and intervention. The integrated instruction and intervention is delivered to students in varying intensities (multiple tiers) based on student need. “Need-driven” decision-making seeks to ensure that district resources reach the appropriate students (schools) at the appropriate levels to accelerate the performance of ALL students to achieve and/or exceed proficiency. This system is depicted as a three-tiered framework that uses increasingly more intense instruction and interventions matched to need.

35. CEMs Are…. Aligned with the Innovative Configurations (ICs)
Innovative Configurations -13 can be found on the CEEDAR website
Innovation configurations (ICs) promote the implementation of evidence-based instructional practices in teacher preparation activities. ICs are designed to evaluate current teacher preparation and professional development (PD) by determining the extent to which Evidence Based Practices (EBPs) are taught, observed, and applied within teacher preparation and PD programs.
ICs are designed to improve teacher education, which, in turn can lead to improved student achievement. The use of ICs to evaluate teacher education programs and PD activities provides an overview of the practices and competencies taught within general and special education teacher preparation programs.
IC results provide credible information about current practices and can be used as the basis or rationale for policy and program changes in teacher preparation and PD programs at the district, state and university levels.

36. Innovation Configurations/ CEM Alignment

37. Additional Benefits Informed by national standards
Includes engaged adult learning, multi-media, and case studies
Flexible in the way they can be used
National standards help ensure all students are ready for success after high school. They establish clear, consistent guidelines for what every student should know and be able to do in math and English language arts from kindergarten through 12th grade. The standards focus on developing the critical-thinking, problem-solving, and analytical skills students will need to be successful. The standards also provide a way for teachers to measure student progress throughout the school year and ensure that students are on the pathway to success in their academic careers.

38. How are the CEMs organized?
How do I use the CEMs and how are they organized?

39. Facilitator’s Guide Facilitator’s Guide
Each CEM has a facilitator guide that accompanies it. The facilitator’s guide consists of anchor presentation slides with a script to support facilitators as they present the content and learning activities within the anchor presentation. Facilitator’s notes and talking points are included. The speaker notes are intended as a guide for a facilitator who is using the PowerPoint slides and may be modified as needed. Reviewing the entire guide prior to facilitating the training is highly recommended.
The facilitator’s guide is designed as a blueprint to support faculty and professional development providers charged with providing teachers and leaders with training in a selected topic. The training can be conducted by faculty and by state and local professional development providers.

40. CEM Structure
Here are some “ screen shots” of the CEMs as they appear on the website. Each CEM contains the following sections:
Facilitator’s Guide
Anchor PPT Presentation
Participant Resources/Handouts
References and slide citation charts, as needed
All of these materials may be used and adapted to fit the needs of the training context.

41. Interactive Learning Activities
Videos
Case Studies
Data Analysis
Handouts
Small and Large Group Discussions
Learning activities are embedded throughout each part anchor presentation. Each part concludes with an evolving case study where facilitators and participants can discuss and apply the acquired knowledge of multi-tiered systems of support in order to make data-based instructional decisions for a hypothetical student. All parts engage participants in a variety of interactive learning activities, such as videos, small and whole group discussions, reflections, and handouts. Some sections explore interactive online tool charts that can be used to inform the selection and implementation of research-based assessment and intervention tools. In addition, some sections provide concrete examples of explicit, high quality instruction that can be applied to immediate teaching experiences and opportunities to engage students in data analysis activities. All activities are optional and may be adapted to meet the needs of a particular audience.
The CEMs consist of interactive adult learning activities so that participants can engage with and unpack content with their peers through engaged learning. There also are activities participants can use in their own classrooms with students. Directions to each activity are provided in the section in which it appears.

42. Tiered Organization Evidence-Based Interventions
Anchor Presentation Structure
The CEMs anchor presentations follow a tiered organization. Each anchor module is framed in a tiered approach so that each part builds to the level of services needed from less to more intensive
Part 1: Introduction
Part 2: Universal Interventions (Core Instruction) - This part introduces participants to the concept of universal interventions—supports for all students, including students with disabilities and English language learners—in the context of multi-tiered systems of support and instruction in the Common Core State Standards.
Part 3: Supplemental Interventions - This part introduces participants to the process and importance of implementing supplemental interventions and using data to determine whether or not a particular intervention is working to improve outcomes for at-risk students.
Part 4: Intensive Intervention-Describes strategies for intensifying instruction in order to adequately address a student’s severe and persistent learning needs. Part four explains how to use more frequent and precise progress monitoring in order to determine whether a student is making adequate gains with specially designed instruction.

43. Where are the CEMs located?

44. CEEDAR Website
CEMs are located at the following website: CEEDAR Website for CEMs
Let’s have a look.
Use hyperlink to take participants to the actual site and discuss the CEM materials that are online. Specifically, use the reading CEM as an example.
CEEDAR CEM webinars will be coming in late August/Early September!!

45. Testimony From The Field
The behavior CEM is relevant for pre- and in-service teachers, engaging for both audiences and encourages active participation.
This (behavior) CEM is ready for teachers to really begin implementing what they are learning. The resources such as handouts are great. This resource has the potential to be used to improve practice and outcomes.
Included on this slide are comments from educators that have reviewed and/or used the CEMs. Here is what they have to say. (Give participants time to read the slide.)

46. Testimony From The Field
Districts and schools could greatly improve PD delivery by using this (behavior) CEM!
Part 4 of the UDL CEM is very appropriate for courses for pre-service teachers in that it provides some excellent examples of UDL and offers some appropriate practice activities for the pre-service teachers who have not yet been a classroom teacher.
Included on this slide are comments from educators that have reviewed and/or used the CEMs. Here is what they have to say. (Give participants time to read the slide.)

47. Questions and Answers
Questions and Answers

48. Questions
How do you envision course enhancement modules being used to develop teachers’ knowledge and skill in your state?
What supports would districts need to incorporate course enhancement modules into their professional development approaches?

49. Questions
How does your state systemic improvement plan address the implementation of PD that would support strategies and ideas outlined in this presentation?
How can you build capacity for other types of implementation supports?

50. Disclaimer
This content was produced under U.S. Department of Education, Office of Special Education Programs, Award No. H325A 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.