Preparing Early Childhood Special Educators for Arizona - Stipends

Preparing Early Childhood Special Educators for Arizona - Stipends Preparing Early Childhood Special Educators for Arizona ABSTRACT Title: Preparing Early Childhood Special Educators for Arizona RFA and Focus Area: New Awards; Personnel Development to Improve Services and Results for Children with Disabilities Personnel Preparation in Special Education, Early Intervention, and Related Services (84.325K) Competition; Focus Area D: Preparing Personnel in Minority Institutions of Higher Education to Serve Children, Including Infants and Toddlers, with Disabilities Purpose of the project: This project addresses the need for high-quality early childhood special educators in Arizona particularly those prepared to work with cultural and linguistically diverse (CLD) children and families and in high-need school districts. Working collaboratively with educators in high need partner districts, our purpose is to prepare 54, high-quality, early childhood special educators to serve children and families in Arizona using evidence-based practices to improve the quality of teachers educating our youngest children with special needs. The project incorporates (a) rigorous coursework focused on evidence-based practices for young children with disabilities and young CLD children with disabilities, (b) an enhanced clinical experience with systematic coaching and mentoring supports and 1,249 hours of experience serving some of our most underserved young children (birth age 8) and their families, and (c) participation in professional organizations facilitating continued learning and professional supports once scholars become professionals in the field of early childhood special education. Disability addressed by the project: Young children (birth age 8) with disabilities (all categories) and children receiving services under Early Intervening services. Age Group: Infants, toddlers and young children age birth - 8. Geography: Scholars will be located in Arizona and serving children in communities in the greater Phoenix area during their internship placements and student teaching. These may be in urban, suburban, and rural locales. Severity: Children served by scholars will have disabilities raging in severity from mild severe. Proposed Products: Fifty-four Early Childhood Special Educators prepared to serve CLD children with identified disabilities or at risk of developing disabilities and families in high need schools and districts in Arizona. Proposed Outcomes: Evidence of scholars professional quality will be assessed through signature assignments demonstrating mastery of identified competencies and standards through coursework and application activities, TAP Rubric (National Institute for Excellence in Teaching, 2012) scores, scores on the Arizona Educators Proficiency Assessment (AEPA, Pearson Education, 2013). Program effectiveness will be assessed through scholar evidence, outside evaluation of program coursework and expectations, feedback from the advisory council of parents of children with disabilities, administrators, and in-service early childhood special education teachers, and indicators of impact on childrens learning and development through student outcome data (e.g., Teaching Strategies Gold across all domains and early literacy measures). Names/ affiliations of Key Collaborators: Wendy Oakes, Margarita Jimenez-Silva, Shereen Thomas, Jeanne Wilcox, Arizona State University Degree Individuals receive upon completion: Bachelor of Arts in Education (BAE) Type of Program offered: Baccalaureate Number of students who receive support: 54 Percent of total annual funding designated to student support: 67.9% of requested budget (average 5 years).