The Sevier County Department of Special Education
Comprehensive System of Personnel Development
A. Sec 300.380. General CSPD Requirements
In Tennessee the State
Department of Education, using funding through the Tennessee Basic Education
Program (BEP), provides direction for all students in Tennessee including
students with disabilities. The primary goal of the General Assembly of the
state in implementing funding for school reform was to see an increase in
student performance in our state. To meet this test, all educators, parents,
policy makers, business leaders and members of the larger community must
maintain a relentless focus on results, buttressed by the leadership,
resources, information and capacity required to improve them. The General
Assembly also squarely charges the Department of Education, in concert with
local school districts and communities, with building the information base
required to plan thoroughly for the changes that will improve student
performance and with building the capacity knowledge, skills and abilities
required to make those plans meet the desired results.
The 1997 Amendments to
IDEA provide a basis for the implementation of a Comprehensive System of
Personnel Development (CSPD). The IDEA supports the concept that the goals of
special education and the expectations for students with disabilities is the
same for all students in Tennessee as outlined by the Tennessee Department of
Education. The Tennessee State Board of Education and the Tennessee Department
of Education have established a system of standards, assessment and
accountability for school improvement.
The Tennessee Department
of Education (TDOE), Division of Special Education, is responsible for the
policies and procedures involved with implementing a Comprehensive System of
Personnel Development in Tennessee school districts. The purpose of the CSPD is
to improve the quality of educational programs for children and young adults
with special needs through the effective preparation and on-going professional
development of educators, service providers and families. It is through the
development and implementation of the CSPD that the goal of an adequate supply
of highly qualified personnel can be realized.
In order to ensure broad
based participation, Sevier County has established the Sevier County
Comprehensive System of Personnel Development Advisory Committee. The CSPD
Advisory includes representatives from a large number of constituencies and
interests including, representatives from county schools, school administrators,
parent organizations, institutions of higher education, early intervention, related
services personnel,Vocational Rehabilitation Agency, and other agencies who are
involved with the provision of services to children and youth with disabilities
in Sevier County. All members share
equal responsibility for review of data on trends in special education census,
personnel needs, continuing education needs of teachers and other personnel,
the performance of students in a variety of outcome areas and the needs of
families. This information serves as the basis for development, review and
periodic update of the CSPD. The CSPD Advisory meets throughout the school year
to review the status of Sevier County’s CSPD and to recommend changes or
improvements in the system.
The three major areas
addressed through the CSPD are
1. To improve
student performance for ALL CHILDREN through targeted professional development and capacity building.
2. To recruit and prepare a sufficient
number of qualified professional staff to meet the needs of an ever increasing special
education population.
3. To develop and maintain increased
interagency collaborative agreements.
Sevier County’s Department
of Special Education establishes targeted supply/demand needs in special
education and related services through the CSPD Advisory.
(a). The number of personnel providing special
education and related services.
The
total number of fully certified
special education teachers and related service providers in Sevier County is 99
and the total number of
special education teachers is 91. These figures are for students ages 3-21.
(b). Relevant information on current and
anticipated personnel vacancies and shortages (including temporary certification).
The Sevier County
Department of Special Education projects the need for 20 new special educators
in the next five years.
The special education
population in Sevier County is growing at a rate of 45 students per year.
Tennessee Regulations
mandate a maximum teacher student ratio of 1-6 for students with severe
Disabilities (Option 8),
1-10 for students with mild moderate disabilities in special settings (Option
7) and 1-15 for students with mild moderate disabilities in resource settings
(Option 5). Currently 3% of students with disabilities are in 1-6 settings, 33%
are in 1-10 settings and 60% are in other settings. Applying these percentages
to the 45 new students per year, Sevier County’s Department of Special Education
would need 4 new teachers each year or 20 for five years. Approximately 5% of
special educators leave to take positions in general education or in other
fields. Applying that percentage would indicate a need to replace an additional
21 teachers during the next five years. Applying the projected retirement
figures would indicate a need for another 20 teachers. There are currently 4
waivers issued for special educators in Sevier County. These teachers need to
be brought to full certification. Adding all of these together, Sevier County would need a minimum of
61 new special educators in the next five years.
(c) Extent of certification or retraining
necessary to eliminate these shortages, that is based to the maximum extent possible on existing assessment of
personnel needs .
There are four colleges
or universities that are accredited to prepare special education teachers in
the Sevier County region. Many of the
projected graduates take positions in other regions or states, creating a shortfall
for local districts. This projected gap of special education teachers,
specifically speech language pathologists and behavioral specialists, indicates
an upcoming major need in East Tennessee and Sevier County. CSPD proposes the
most effective means to closing the gap are (a) to foster collaboration between
all colleges and universities involved in teacher education around a set of
recruitment and non-traditional certification strategies (the summer institutes
at state universities) and (b) build the capacity of local schools to
collaborate with higher education in implementing those strategies.
There are four primary
personnel needs: (1) the need to recruit and prepare an increased number of
special education teachers, especially teachers from diverse backgrounds, (2)
the need to recruit and retain special education leaders, (3) the need to
address some specific issues such as the need for bilingual or ESL special
education teachers and the need for speech language pathologists, and (4) the
need to build the capacity of local schools to participate in the recruitment,
preparation, and ongoing support of these professionals.
(a) Prepare general and special education personnel with the content
knowledge and collaborative skills needed to meet the needs of children with
disabilities including how Sevier
County will work with other school districts on common professional development
criteria.
Continuing education and
professional development opportunities provided by the Sevier County Department
of Special Education are based upon needs identified through the CSPD Advisory
assessment efforts. Continuing education needs are also shared with
institutions of higher education and other interested constituencies. Based
upon the results of the CSPD needs assessment, the CSPD Advisory has identified
(a) a professional development model that includes institutions of higher
education, community, parents and school personnel; (b) professional
development priorities and specific target audiences to receive professional
development for the period of this CSPD plan. The major continuing education
initiatives identified by the CSPD include: The TRIAD Autism Project, Positive
Behavioral Supports and Crisis Intervention Training, Assistive Technology Partnership
with Knox and Blount Counties, school-based Student Support Teams, Transition,
Paraprofessional Training and Development, Collaborative Partnerships with
neighboring districts, The Tennessee Department of Education’s Regional
Resource Center, The Trula Lawson Early Childhood Center Planning Project,
participation and membership on the Sevier County Interageny Council, Family
Training through the Sliver Grant, New Teacher Training and Orientation and
Flexible Inservice opportunities for teachers, paraeductors and parents and
monthly Parent Support Group meetings in collaboration with the Tennessee
Voices for Children.
The Sevier County School
System and the Department of Special Education offer professional development
activities to address these priorities.
Newsletters, topical booklets and announcements provide detailed
descriptions of content, the nature of the professional development offered,
and the specific program objectives. The Sevier County Department of Special
Education publishes an electronic calendar of all professional development
activities (http://www.slc.sevier.org)
and provides for approved inservice credits for participants.
Consultants provided through the Tennessee Department of Education (TDOE), the
East Tennessee Regional Resource Center, local agencies and schools are
selected for their knowledge and experience in the topics identified as
priorities.
Work with other school districts on common
professional development criteria
The Sevier County
Department of Special Education (SCDSE) has established collaborative
relationships with the East Tennessee Regional Resource Center in Knoxville,
Supervisors of Special Education for regional districts, the Departments of
Special Education and Curriculum and Instruction of the College of Education at
East Tennessee State University (ETSU) and the teacher education coordinator.
These relationships include ongoing dialogue regarding the states’
certification criteria and local staffing and staff development needs.
(b) Prepare professionals and paraprofessionals
in the area of early intervention with the content knowledge and collaborative
skills needed to meet the needs of infants and toddlers with disabilities.
In Sevier County, the
responsibility as Coordinator for Part C has been assigned to Dr. Fran Harmon.
The CSPD Plan for Part C is developed and implemented by administration of the
Department of Special Education and the administrator and staff of the Trula
Lawson Early Childhood Center. All professional development activities offered
through the Tennessee Department of Education (TDOE), the Sevier County School
System and the SCDSE are open to early intervention professionals,
paraprofessionals and families.
(c) Work with institutions of higher education
and other entities that (on both a preservice and an inservice basis) prepare
personnel who work with children with disabilities to ensure that those
institutions and entities develop the capacity to support quality professional
development programs that meet regional and local needs.
All public and private
institutions of higher education in the East Tennessee region that have an
interest in the preparation of personnel who support the education of children
and youth with disabilities and their families have the opportunity to
participate in the development, including needs assessment data review and
gathering, review and annual planning of the CSPD. They are represented on the
Advisory by Dr. Cecil Blankenship, Dr. Michelle Banner, and Dr. Laurie Marks of
ETSU, and participate in the dissemination of information to their colleagues
about various CSPD initiatives and priorities. Currently, Sevier County School
System, in collaboration with ETSU, is operating a new program for the
development of paraeducators in Special Education as teachers, providing a
two-year instructional program that will result in special education
certification. Through funds for
teacher training and recruitment released by the State Director of Special
Education, Dr. Joe Fisher, Sevier County and its neighboring systems can begin
to develop a pool of potential special education teachers from paraeducators
currently working in special education in Sevier County and its neighboring
districts.
(d) Work to develop collaborative agreements with
other districts for the joint support and development of programs to prepare
personnel for which there is not sufficient demand within a single region to justify support or development
of a program of preparation.
The Sevier County Department
of Education and the CSPD Advisory have established and maintained linkages
with other local, regional, state and national networks including local CSPD
coordinators, the National Clearinghouse of Professions in Special Education,
and the Tennessee Association of Supervisors of Special Education (TASSE), and
the Council for Exceptional Children (CEC). These contacts provide a network
for the Sevier County Department of Special Education and CSPD Advisory to gain
information on research and best practice and trends in the field of special
education. In addition, SCDSE has entered into dialogue with the Recordings for
the Blind and Dyslexic (RFB&D) around improving services to children with
visual or communication disorders in Sevier County. The Department is also working with regional agencies and
specialists on ways to support and expand the professional development program
for teachers of the blind and visually impaired.
(e) Enhance the ability of teachers and others to
use strategies, such as behavioral interventions, to address the conduct of
children with disabilities that impedes the learning of children with
disabilities and others.
Sevier County’s
Department of Special Education encourages student support teams for every
school in Sevier County. These Student
Support Teams (S-Teams) are linked to school improvement process established in
Sevier County. It is a general education function that brings teachers into the
problem solving process and supports them during implementation of practical, classroom-based
strategies. It provides teachers with a forum to address strategies, it also
assists them in the planning, implementation, evaluation, and documentation of
accommodations in teaching, learning and assessment. This assists them to
support an individual student within the context of the classroom. The Student
Support Team (S-Team) offers opportunities for job embedded professional
development for team members as well as for teachers requesting support.
Research and practice in
the areas of Functional Behavioral Assessment and Positive Behavioral Supports
indicates that the school and classroom environments created by adults is the
major factor in the development of student’s behaviors which enhance their
social emotional and academic learning. The SCDSE employs a staff person, Dr.
Sandy Enloe, to meet the ever-increasing requests for professional development
in this area. In addition, SCDSE has worked with the East Tennessee Regional
Resource Center’s Behavioral Specialist to provide effective staff development
opportunities for all teachers and staff which build schoolwide community with
the goal of reducing social barriers and increasing meaningful connections
among all students. In this context community begins with the community in the
classroom, and expands schoolwide and beyond.
(g) Acquire and disseminate, to teachers,
administrators, school board members and related services personnel, significant knowledge derived from
educational research and other sources, and how the Sevier County Department of
Special Education will, if appropriate, will adopt promising practices,
materials and technology.
The Sevier County
Department of Special Education the CSPD Advisory Committee initiate efforts to
acquire significant information of promising practices derived from education
research and other demonstration projects. Together they share responsibility
for reviewing the information from education research and other national and
regional demonstration projects. Information regarding promising practices in
general and special education that impact students with disabilities is
disseminated to general educators, special educators, support personnel,
administrators, interested agencies, family organizations, and institutions of
higher education. Multiple approaches to dissemination are utilized including
web-based postings, multiple mailings,
and newsletters, etc. The SCDSE Director, Sandy Enloe, provides the support for
the dissemination of topic specific brochures and information. Some SCDSE
initiative specific information includes Writing Appropriate Goals and
Objectives, Sevier County Autism Manual,
Student Support Team, Functional Behavioral Assessment Guide,
Paraprofessional Newsletter, the Department of Special Education Newsletter,
Technical Assistance Documents, Parent Information Documents and the
Paraeducator Training Manual. All of
the documents and information from the system and department are available at http://www.slc.sevier.org. The Sevier County Department of Special
Education also maintains a library of local materials to support the diverse
learning needs of students in general education settings,
including students with
disabilities. The SCDSE and CSPD advisory are committed to increasing library
resources.
(h) Recruit, prepare and retain qualified
personnel, including personnel with disabilities and personnel from groups that
are under-represented in the fields of special education and related services.
On going needs
assessment data informs the priorities for Sevier County’s CSPD. One of these
priorities is to facilitate collaboration between the SCDSE and all of the
institutions of higher education involved in teacher education. The intent is
to develop avenues for recruiting non-traditional teachers and develop non-
traditional avenues to meet certification requirements. Outreach efforts will
focus on recruiting teacher assistants, family members, students from minority
backgrounds, and students with disabilities. Individuals with waivers will be
assisted to develop plans of study that will combine traditional and
non-traditional avenues to full certification. Collaboration between higher
education and the SCDSE will provide the supervision and support for these
individuals and other beginning teachers.
(i) Insure that the plan is integrated, to the
maximum extent possible, with other professional development plans and
activities, including plans and activities developed and carried out under
other Federal and State laws that address personnel recruitment and training. Representation on the
Sevier County CSPD Advisory Committee provides opportunities for collaborative
goal setting, sharing of resources and integrated implementation. Other
agencies represented on the CSPD Advisory Committee include
the Department of Health, Tennessee Early Intervention Services (TEIS), TIPS,
Douglas Adult Cooperative and Vocational Rehabilitation. In addition, all local
colleges and universities that
provide for teacher education related service providers and paraprofessionals
are invited to participate. Schools, the local teacher organization, parent
organizations including the Parent Support Group operated through Tennessee
Voices for Children and any community agencies or individuals who have an
interest in the provision of services to children and youth with disabilities.
(j) Provide for the joint training of parents and
special education, related services, and general education personnel.
As stated previously, parents, general educators, special educators, and related service providers are all members of the Sevier County CSPD Advisory Committee and have the opportunity to help develop, implement, and evaluate all CSPD priority professional development Sevier County CSPD activities are provided using a model that frequently includes parents, special education, related service providers and general education personnel as members of not only the audience, but also as a team for professional development presentations. The professional development series of flexible inservices and trainings includes invitations to all parent organization members, teachers of special education, related service provider professionals, and general education personnel. A family centered focus is embedded into all of CSPD initiatives. For example, CSPD activities include family members as target participants and also as presenters. Families are represented in all technical assistance efforts to build the capacity of local schools to provide instruction to all students including students with disabilities.