Action Research Strategies by ghu56923

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									Program Name:             Collaborative High-Incidence Personnel Preparation (CHIPP), Integrated MA and Education Specialist
Project Number:           Level 1 Credential Program
                          H325K053169
Project Director:         Kathleen Harris
Organization:             California Polytechnic State University Foundation
                          505-756-7558
Beginning Date:           November 1, 2005
Ending Date:              July 31, 2009


Abstract

Purpose: This research-based preservice program will prepare special and general educators to meet the diverse needs of K-12
students with high-incidence disabilities and to work collaboratively to address differentiating instruction and providing positive
behavior support for these students




Method: CHIPP’s design calls for a research-based course curriculum that integrates fieldwork assignments with course content
and brings together general and special education candidates to learn collaborative skills aimed at supporting students with
disabilities in general education classrooms. Certified practitioners and administrators from the regional school districts will join with
the university faculty from Cal Poly to provide fieldwork experiences and Web-based support to help the teacher candidates
address problems regarding differentiating instruction and providing positive behavior support in inclusive classrooms. During each
quarter of study, candidates must present artifacts for a Professional Portfolio aligned with California State Teaching Standards for
the Education Specialist Level 1 Credential for Mild/Moderate Disabilities. The project’s Advisory Committee will serve in a
Participatory Action Research capacity.


Program Name:             Cultural Understanding and Language Training: An Urban Residency Experience in Early Childhood
Project Number:           Special Education (CULTURE in ECSE) to Train Highly Qualified ECSE Teachers
                          H325K055139
Project Director          Chen, Deborah
Organization:             California State University, Northridge
                          818 677-4604
Beginning Date:           January 1, 2006
Ending Date:              December 31, 2009

Abstract

Purpose: The purpose of this project is to provide highly qualified teachers with advanced skills, to facilitate and provide culturally
and linguistically appropriate services to a diverse population of families and their young children who have disabilities. Hence, the
project aims to: (a) develop a model graduate program in Early Childhood Special Education (ECSE) that will provide a master’s
degree that includes a clear ECSE credential and Cross-Cultural Language Academic Development certification an emphasis on
developing cross cultural competence second language learning, and supporting children in natural environments; (b) recruit,
support, mentor and graduate 40 candidates from diverse and under-represented backgrounds who have level I ECSE credentials;
Method: Candidates will choose an emphasis from one of two strands: providing intervention within the home and other natural
community settings (emphasizing services for children birth to 3), and collaborating within inclusive preschool environments
(emphasizing services for children 3 to 5). All candidates will participate in an advanced seminar on the influence of culture and
language on early development, on family values and child-rearing practices, and on expectations of service providers. Candidates
will select a cultural/linguistic group emphasis and undertake additional coursework to examine the language and cultural
experiences of that group and to develop basic communication skills in the language of the chosen group. In addition, candidates
will engage in supported long-term practicum experience with a child and family from their chosen cultural/linguistic background.
Program Name:             Preparing Early Educators for Careers in Special Education (PEECS)
Project Number:           H325K051091
Project Director:         Paillard, Alise
Organization:             San Francisco State University
                          415 338-7654
Beginning Date:           September 1, 2005
Ending Date:              August 31, 2009


Abstract

Purpose: The purpose of this project is to implement a multi-tiered training approach that will result in high-quality state credentialed
early childhood special educators prepared to meet the diverse needs of young children (birth through five years) with special
Method: Trainees will complete at least 35 semester hours of coursework and over 400 hours of fieldwork in order to attain an initial
credential in ECSE. The project will train 115 individuals from culturally, linguistically, and ability diverse groups to attain an early
childhood special education credential. An additional 80-100 trainees will receive coursework training in ECSE with project trainees.




Program Name:             Joining Forces to Meet the Challenge: Preparing Special Educators Who Will Also Be Able to Meet the
Project Number:           Needs of Young Children with Autism Spectrum
                          H325K051061
Project Director:         Cook, Ruth
Organization:             Santa Clara University
                          408 554-4119
Beginning Date:           October 1, 2005
Ending Date:              September 30, 2009


Abstract

Purpose: The purpose of this project will be to implement a community-university partnership involving parents, public school
districts and area Autism Spectrum Disorders (ASD) specialists in designing and delivering a personnel preparation program. This
Method: Through a collaborative effort, the present program will be revised to insure infusion of competencies designed to create
leaders in the implementation of evidence-based practices for working with young children with a diversity of disabilities and cultural
Program Name:             Training Teachers to Provide Quality Transition and
                          Employment Services for Youth with Low-Incidence Disabilities
Competition Name:         Low Incidence Disabilities
Project Number:           H325K070222
Project Director:         Storey, Keith, Ph.D.
Organization:             Touro University
Beginning Date:           October 1, 2007
Ending Date:              September 30, 2011


Abstract
Purpose: The purpose of this project is to prepare personnel in the San Francisco Bay Area (and state of California) to provide
transition and employment services to youth with low-incidence disabilities, many of whom come from diverse ethnic, cultural, or
racial backgrounds. To accomplish this task, the College of Education of Touro University proposes to increase the supply of
special education teachers trained in providing transition and employment services to prepare secondary-aged students with low-
incidence disabilities for transition to work. Trainees will include credentialed teachers currently providing direct services to this
population who are interested in upgrading their skills, teachers in training interested in augmenting their training for specializing
with this age group, and new prospective teachers. Special emphasis will be placed on recruiting teachers or other prospective
teacher trainees who have disabilities themselves and/or come from the diverse ethnic, cultural or racial backgrounds that make up
the demographic composition of the San Francisco Bay Area.




Method: The primary vehicle for accomplishing this task will be the development and implementation of the Transition and
Employment Certificate in conjunction with the existing Moderate/Severe Disabilities credential and Master's degree program at
Touro University. This proposed program will provide multi-disciplinary training and is designed to meet the multiple needs of
trainees in a flexible fashion by allowing students to: a) earn a specialist's certificate in Transition and Employment by completing a
9 credit hour basic core sequence of competency-based coursework and practica and b) earn both a Master's degree and/or
teaching credential along with a specialist certificate in Transition and Employment by completing a competency-based course and
practica sequence to gain the advanced expertise needed to provide quality transition and employment services for youth with low-
incidence disabilities and to function as a change-agent within a school system.

Federal funds will be used to develop and implement the Transition and Employment specialist certificate coursework and practica
and to provide stipend support for students to enhance recruitment and retention, especially for those credentialed teachers
currently employed in this area and in need of updated knowledge and information to enhance their effectiveness. A minimum of
60 specialists are expected to be trained during the proposed four years of this project.
ce Personnel Preparation (CHIPP), Integrated MA and Education Specialist



e University Foundation




ill prepare special and general educators to meet the diverse needs of K-12
collaboratively to address differentiating instruction and providing positive




course curriculum that integrates fieldwork assignments with course content
andidates to learn collaborative skills aimed at supporting students with
d practitioners and administrators from the regional school districts will join with
ork experiences and Web-based support to help the teacher candidates
n and providing positive behavior support in inclusive classrooms. During each
 r a Professional Portfolio aligned with California State Teaching Standards for
Moderate Disabilities. The project’s Advisory Committee will serve in a



d Language Training: An Urban Residency Experience in Early Childhood
 RE in ECSE) to Train Highly Qualified ECSE Teachers

Northridge




ghly qualified teachers with advanced skills, to facilitate and provide culturally
opulation of families and their young children who have disabilities. Hence, the
 m in Early Childhood Special Education (ECSE) that will provide a master’s
 oss-Cultural Language Academic Development certification an emphasis on
age learning, and supporting children in natural environments; (b) recruit,
verse and under-represented backgrounds who have level I ECSE credentials;
 ne of two strands: providing intervention within the home and other natural
en birth to 3), and collaborating within inclusive preschool environments
ates will participate in an advanced seminar on the influence of culture and
d child-rearing practices, and on expectations of service providers. Candidates
ndertake additional coursework to examine the language and cultural
munication skills in the language of the chosen group. In addition, candidates
ence with a child and family from their chosen cultural/linguistic background.
for Careers in Special Education (PEECS)
 sity




a multi-tiered training approach that will result in high-quality state credentialed
he diverse needs of young children (birth through five years) with special
 hours of coursework and over 400 hours of fieldwork in order to attain an initial
uals from culturally, linguistically, and ability diverse groups to attain an early
 80-100 trainees will receive coursework training in ECSE with project trainees.




Challenge: Preparing Special Educators Who Will Also Be Able to Meet the
ith Autism Spectrum




ment a community-university partnership involving parents, public school
specialists in designing and delivering a personnel preparation program. This
rogram will be revised to insure infusion of competencies designed to create
ctices for working with young children with a diversity of disabilities and cultural
de Quality Transition and
 outh with Low-Incidence Disabilities
ersonnel in the San Francisco Bay Area (and state of California) to provide
w-incidence disabilities, many of whom come from diverse ethnic, cultural, or
 llege of Education of Touro University proposes to increase the supply of
  tion and employment services to prepare secondary-aged students with low-
  will include credentialed teachers currently providing direct services to this
 s, teachers in training interested in augmenting their training for specializing
Special emphasis will be placed on recruiting teachers or other prospective
nd/or come from the diverse ethnic, cultural or racial backgrounds that make up
Bay Area.




ask will be the development and implementation of the Transition and
ng Moderate/Severe Disabilities credential and Master's degree program at
e multi-disciplinary training and is designed to meet the multiple needs of
 a) earn a specialist's certificate in Transition and Employment by completing a
 sed coursework and practica and b) earn both a Master's degree and/or
 in Transition and Employment by completing a competency-based course and
eeded to provide quality transition and employment services for youth with low-
 ent within a school system.

t the Transition and Employment specialist certificate coursework and practica
nce recruitment and retention, especially for those credentialed teachers
ed knowledge and information to enhance their effectiveness. A minimum of
proposed four years of this project.

								
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