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This document examines policy issues related to preparing educators to work with diverse learners... more This document examines policy issues related to preparing educators to work with diverse learners, including students with disabilities. It begins by discussing the growing emphasis on accountability for all students and general education and special education as a unified system. Strategies that states are using for teacher recruitment and preparation are explored, as well as approaches used by schools of education. Key areas for teacher education reform are then identified and include: (1) the need to ensure student teachers have appropriate clinical experiences with a range of students; (2) the need to ensure that all teacher candidates, including those from traditionally underrepresented groups, have the skills needed to pass teacher licensure tests, and for a broad consensus among various education specializations to support a balanced and complete curriculum for teacher education; (3) the need to ensure that performance assessments measure the extent to which teacher candidates demonstrate their ability to work with diverse students; (4) the need to consider diversity and preparation in using a variety of instructional strategies when planning and implementing performance pay incentives; and (5) new policy approaches to alternative licensing to ensure that teachers are prepared to serve children with disabilities in the regular classroom. (CR) Reproductions supplied by EDRS are the best that can be made from the original document.
This document presents the proceedings of a February 2002 policy forum on whole class reading str... more This document presents the proceedings of a February 2002 policy forum on whole class reading strategies for students with disabilities. The forum was convened in conjunction with the last of three satellite teleconferences on reading instruction. The forum focused on identifying challenges of using whole class strategies with students with disabilities as well as what facilitates use of these strategies. The proceedings first provide information on the background and purpose of the meeting, the forum preparation, the forum process, and a summary of the discussion immediately following the teleconference broadcast. Identified challenges to the use of whole class reading strategies with this population are grouped into those related to instruction, to personnel, to general education support and communication, and to student/family/caregiver background. Identified facilitators for strategy use are grouped into those concerned with instruction and assessment, personnel, general education support and communication, family and community, and other. Seventeen recommendations are offered for either the national/federal level, state or local levels, or research needs. Appended are a participant list and the forum agenda. (DB) Reproductions supplied by EDRS are the best that can be made from the original document.
Idea Partnership, Jul 1, 2007
Idea Partnership, 2007
... Communities of Practice can help state agency personnel drive strategy, solve problems, promo... more ... Communities of Practice can help state agency personnel drive strategy, solve problems, promote the spread of best practices, develop members ... purpose of this guide is to provide an overview of the Communities of Practice approach that the IDEA Partnership has developed in ...
Communities of Practice as a Technical Assistance Strategy: A Single-Case Study of State System... more Communities of Practice as a Technical Assistance Strategy:
A Single-Case Study of State Systems Change
This study examined how one state approached the integration of policy and practice by forming communities of practice (CoP), defined as groups of people who share a set of problems and interact regularly to solve them (Wenger, McDermott, & Snyder, 2002). Policymakers have created strategies known as technical assistance (TA) to bridge the policy to practice gap by helping states build capacity to assist local districts (U.S. Department of Education, 2006). However, current TA is inadequate to meet the demands of complex systems (Danielson, Ryder, Brown, Chelemer and Hammond, 2006).
State officials stress the need for an infrastructure that facilitates access to local expertise, and allows for customization of assistance strategies to sustain change (Markowitz, 2004). Michigan formed a CoP to solve implementation problems and enable systems change.
The design focused on the state-based CoP as the unit of analysis to answer these questions: (a) Why would a state choose to address persistent problems through CoP?; (b) How does the state enable a CoP to form?; (c) How does the CoP enable problem-specification across general and special education environments?; and (d) How does the CoP support the articulation of actionable strategies? A document review, expert panel, and interviews were used for triangulation of results. The document review data was examined in relation to a theory-based logic model, and the expert panel validated the content analysis and interview protocols. Two types of interviews were used to complement the content analysis: (a) elite informants with specific expertise on CoP, and (b) purposeful interviews with community conveners, reflecting on the CoP structure and function. The interview data review adhered to an a priori coding technique (Weber, 1990) based on Parsons’ systems change framework (1997), connecting community activities to the outcomes sought.
State policymakers’ reasons for forming CoP were consistent with existing research. Strategies that enabled state communities to form are presented along with examples of actionable strategies for change. Indications of success include (a) alignment of efforts across general and special education, (b) efficiency of policy implementation, and (c) student-centered policy changes that led to increased school persistence and higher course pass rates.
The IDEA Partnership was a federal technical assistance program funded by the US Department of Ed... more The IDEA Partnership was a federal technical assistance program funded by the US Department of Education (ED), Office of Special Education Programs (OSEP), Research-to-Practice division. The project, which was housed and supported by the National Association of State Directors of Special Education (NASDSE), unites over 50 national organizations and family groups in shared work that leads to collective action. For more than 15 years, the IDEA Partners came together to identify solutions to complex problems. To make their vision of collaboration explicit, they created a blueprint for the field. The blueprint works as personal guide, a guidebook for teams or a capacity building resource for organizations and systems. The blueprint includes learning activities and tools to help groups engage a range of stakeholders with the goal of improving outcomes.
Drafts by patrice linehan
Over the last two decades, the focus on both academic performance and well being of children and ... more Over the last two decades, the focus on both academic performance and well being of children and youth have repeatedly cast education and mental health as potential partners. The design of these collaborations has been influenced by the agency goals that shaped specific initiatives. Collaborations between education and mental health systems have emerged at the local, state and national levels. Each of these initiatives has introduced values, strategies, practices, vocabulary and funding mechanisms. Individually, they have solidified the understanding that education and mental health are interconnected. Collectively, they have highlighted the gaps in understanding, roles and relationships which can occur due to limited cross-system exposure. This chapter focuses on the efforts that have shaped experiences working across education and mental health. It explores the approaches to collaborating across boundaries that will be effective in building support for behavioral health and aligning efforts through the Interconnected System Framework (ISF) for School Mental Health (SMH) and Positive Behavioral Interventions and Supports (PBIS). Further, it offers a set of essential learnings to help bring decision-makers, practitioners and families together in shared support of policies that advance school-wide positive behavior supports and school mental health.
In the mid-seventies, the United States Congress passed a piece of legislation called the Individ... more In the mid-seventies, the United States Congress passed a piece of legislation called the Individuals with Disabilities Education Act (IDEA) that required states to provide " free, appropriate, public education " to all individuals with disabilities. The legislation was a landmark at the time, and states have made great strides toward the law's worthy goal of offering all students an appropriate educational program. Yet, more than 35 years after the enactment of the legislation, persistent academic and behavioral challenges remain. To achieve the intent of the law, groups across the landscape must come together to achieve progress in changing practice around the physical, academic, and social needs of all students. For those who administer, implement, and are affected by the provisions of the IDEA, a shift toward more collaborative systems is critical. This chapter describes our efforts to convene learning partnerships as an instrumental strategy in advancing collaboration to achieve practice change. The IDEA Partnership is a long-term project funded at the federal level to support the implementation of the law by accelerating learning across all the relevant stakeholder groups. We engage practitioners and consumers and bring them into collaborative work with researchers, decision-makers, and technical assistance providers.
The mission of the IDEA Partnership is threefold:
■ To demonstrate the value of broad stakeholder engagement in influencing practice changes.
■ To use the durable networks that already exist in national organizations to build stakeholder engagement at the national, state, and local levels.
■ To cross the boundaries that separate those that must work together to achieve real inclusion for individuals with disabilities.
More specifically, the IDEA Partnership is a project funded by the Office of Special Education Programs (OSEP). It is one of a number of targeted investments designed to deliver information and support implementation of the law by advancing the use of research and evidence-based practice. Yet, the Partnership has a unique purpose: it is specifically funded to build connections between federal investments, national organizations, and state education agencies. Our work focuses on the human aspects that can impact the spread and use of the evidence-based practices that dominate federally sponsored technical assistance programs. To date, our work has been funded for 14 years through successive investments that are five years in duration. With each funding cycle, the learning, the relationships, and the outcomes have reshaped the continuing investment.
For more information about the completed book, visit:
http://wenger-trayner.com/resources/publications/learning-in-landscapes-of-practice/
This document examines policy issues related to preparing educators to work with diverse learners... more This document examines policy issues related to preparing educators to work with diverse learners, including students with disabilities. It begins by discussing the growing emphasis on accountability for all students and general education and special education as a unified system. Strategies that states are using for teacher recruitment and preparation are explored, as well as approaches used by schools of education. Key areas for teacher education reform are then identified and include: (1) the need to ensure student teachers have appropriate clinical experiences with a range of students; (2) the need to ensure that all teacher candidates, including those from traditionally underrepresented groups, have the skills needed to pass teacher licensure tests, and for a broad consensus among various education specializations to support a balanced and complete curriculum for teacher education; (3) the need to ensure that performance assessments measure the extent to which teacher candidates demonstrate their ability to work with diverse students; (4) the need to consider diversity and preparation in using a variety of instructional strategies when planning and implementing performance pay incentives; and (5) new policy approaches to alternative licensing to ensure that teachers are prepared to serve children with disabilities in the regular classroom. (CR) Reproductions supplied by EDRS are the best that can be made from the original document.
This document presents the proceedings of a February 2002 policy forum on whole class reading str... more This document presents the proceedings of a February 2002 policy forum on whole class reading strategies for students with disabilities. The forum was convened in conjunction with the last of three satellite teleconferences on reading instruction. The forum focused on identifying challenges of using whole class strategies with students with disabilities as well as what facilitates use of these strategies. The proceedings first provide information on the background and purpose of the meeting, the forum preparation, the forum process, and a summary of the discussion immediately following the teleconference broadcast. Identified challenges to the use of whole class reading strategies with this population are grouped into those related to instruction, to personnel, to general education support and communication, and to student/family/caregiver background. Identified facilitators for strategy use are grouped into those concerned with instruction and assessment, personnel, general education support and communication, family and community, and other. Seventeen recommendations are offered for either the national/federal level, state or local levels, or research needs. Appended are a participant list and the forum agenda. (DB) Reproductions supplied by EDRS are the best that can be made from the original document.
Idea Partnership, Jul 1, 2007
Idea Partnership, 2007
... Communities of Practice can help state agency personnel drive strategy, solve problems, promo... more ... Communities of Practice can help state agency personnel drive strategy, solve problems, promote the spread of best practices, develop members ... purpose of this guide is to provide an overview of the Communities of Practice approach that the IDEA Partnership has developed in ...
Communities of Practice as a Technical Assistance Strategy: A Single-Case Study of State System... more Communities of Practice as a Technical Assistance Strategy:
A Single-Case Study of State Systems Change
This study examined how one state approached the integration of policy and practice by forming communities of practice (CoP), defined as groups of people who share a set of problems and interact regularly to solve them (Wenger, McDermott, & Snyder, 2002). Policymakers have created strategies known as technical assistance (TA) to bridge the policy to practice gap by helping states build capacity to assist local districts (U.S. Department of Education, 2006). However, current TA is inadequate to meet the demands of complex systems (Danielson, Ryder, Brown, Chelemer and Hammond, 2006).
State officials stress the need for an infrastructure that facilitates access to local expertise, and allows for customization of assistance strategies to sustain change (Markowitz, 2004). Michigan formed a CoP to solve implementation problems and enable systems change.
The design focused on the state-based CoP as the unit of analysis to answer these questions: (a) Why would a state choose to address persistent problems through CoP?; (b) How does the state enable a CoP to form?; (c) How does the CoP enable problem-specification across general and special education environments?; and (d) How does the CoP support the articulation of actionable strategies? A document review, expert panel, and interviews were used for triangulation of results. The document review data was examined in relation to a theory-based logic model, and the expert panel validated the content analysis and interview protocols. Two types of interviews were used to complement the content analysis: (a) elite informants with specific expertise on CoP, and (b) purposeful interviews with community conveners, reflecting on the CoP structure and function. The interview data review adhered to an a priori coding technique (Weber, 1990) based on Parsons’ systems change framework (1997), connecting community activities to the outcomes sought.
State policymakers’ reasons for forming CoP were consistent with existing research. Strategies that enabled state communities to form are presented along with examples of actionable strategies for change. Indications of success include (a) alignment of efforts across general and special education, (b) efficiency of policy implementation, and (c) student-centered policy changes that led to increased school persistence and higher course pass rates.
The IDEA Partnership was a federal technical assistance program funded by the US Department of Ed... more The IDEA Partnership was a federal technical assistance program funded by the US Department of Education (ED), Office of Special Education Programs (OSEP), Research-to-Practice division. The project, which was housed and supported by the National Association of State Directors of Special Education (NASDSE), unites over 50 national organizations and family groups in shared work that leads to collective action. For more than 15 years, the IDEA Partners came together to identify solutions to complex problems. To make their vision of collaboration explicit, they created a blueprint for the field. The blueprint works as personal guide, a guidebook for teams or a capacity building resource for organizations and systems. The blueprint includes learning activities and tools to help groups engage a range of stakeholders with the goal of improving outcomes.
Over the last two decades, the focus on both academic performance and well being of children and ... more Over the last two decades, the focus on both academic performance and well being of children and youth have repeatedly cast education and mental health as potential partners. The design of these collaborations has been influenced by the agency goals that shaped specific initiatives. Collaborations between education and mental health systems have emerged at the local, state and national levels. Each of these initiatives has introduced values, strategies, practices, vocabulary and funding mechanisms. Individually, they have solidified the understanding that education and mental health are interconnected. Collectively, they have highlighted the gaps in understanding, roles and relationships which can occur due to limited cross-system exposure. This chapter focuses on the efforts that have shaped experiences working across education and mental health. It explores the approaches to collaborating across boundaries that will be effective in building support for behavioral health and aligning efforts through the Interconnected System Framework (ISF) for School Mental Health (SMH) and Positive Behavioral Interventions and Supports (PBIS). Further, it offers a set of essential learnings to help bring decision-makers, practitioners and families together in shared support of policies that advance school-wide positive behavior supports and school mental health.
In the mid-seventies, the United States Congress passed a piece of legislation called the Individ... more In the mid-seventies, the United States Congress passed a piece of legislation called the Individuals with Disabilities Education Act (IDEA) that required states to provide " free, appropriate, public education " to all individuals with disabilities. The legislation was a landmark at the time, and states have made great strides toward the law's worthy goal of offering all students an appropriate educational program. Yet, more than 35 years after the enactment of the legislation, persistent academic and behavioral challenges remain. To achieve the intent of the law, groups across the landscape must come together to achieve progress in changing practice around the physical, academic, and social needs of all students. For those who administer, implement, and are affected by the provisions of the IDEA, a shift toward more collaborative systems is critical. This chapter describes our efforts to convene learning partnerships as an instrumental strategy in advancing collaboration to achieve practice change. The IDEA Partnership is a long-term project funded at the federal level to support the implementation of the law by accelerating learning across all the relevant stakeholder groups. We engage practitioners and consumers and bring them into collaborative work with researchers, decision-makers, and technical assistance providers.
The mission of the IDEA Partnership is threefold:
■ To demonstrate the value of broad stakeholder engagement in influencing practice changes.
■ To use the durable networks that already exist in national organizations to build stakeholder engagement at the national, state, and local levels.
■ To cross the boundaries that separate those that must work together to achieve real inclusion for individuals with disabilities.
More specifically, the IDEA Partnership is a project funded by the Office of Special Education Programs (OSEP). It is one of a number of targeted investments designed to deliver information and support implementation of the law by advancing the use of research and evidence-based practice. Yet, the Partnership has a unique purpose: it is specifically funded to build connections between federal investments, national organizations, and state education agencies. Our work focuses on the human aspects that can impact the spread and use of the evidence-based practices that dominate federally sponsored technical assistance programs. To date, our work has been funded for 14 years through successive investments that are five years in duration. With each funding cycle, the learning, the relationships, and the outcomes have reshaped the continuing investment.
For more information about the completed book, visit:
http://wenger-trayner.com/resources/publications/learning-in-landscapes-of-practice/