September 2022


Andy Hargreaves

Andy Hargreaves, PhD

Andy Hargreaves is Research Professor at Boston College, Visiting Professor at the University of Ottawa, and Honorary Professor at Swansea University. He is former President of the International Congress for School Effectiveness and Improvement, Adviser in Education to the First Minister of Scotland, and, from 2014-2018 to the Premier of Ontario. Andy is President and co-founder of the Atlantic Rim Collaboratory (ARC): a group of nations committed to broadly defined excellence, equity, wellbeing, inclusion, democracy, and human rights in education. He is an elected member of the National Academy of Education.

Andy’s current projects address developing and researching a national network of schools that serve high needs populations through play-based learning; implementation of inclusive education policies; and building global education policy networks to advance humanistic values. These total almost $3m in funding.

Andy has consulted with and addressed the OECD, the World Bank, the International Baccalaureate, Education International, the International Confederation of Principals, governments, universities, and professional associations worldwide. He has given keynote addresses in over 50 countries, 47 US states and all Australian states and Canadian provinces. Andy is ranked the #15 scholar with most influence on US education policy debate. In 2015, Boston College gave him its Excellence in Teaching with Technology Award. He holds Honorary Doctorates from the Education University of Hong Kong and the University of Uppsala in Sweden. Professor Hargreaves’s books have received 8 outstanding writing awards, including (with Michael Fullan) the Grawemeyer Award, the most prestigious and highest value award in the field.

Andy has created new knowledge in the field including the concepts of professional capital, contrived collegiality, sustainable leadership, and the emotional practice of teaching.

Professor Hargreaves’s research is cited almost 100,000 times. His classic text on Changing Teachers, Changing Times is among the most cited research books on teaching by a living author, including all languages. Andy’s most recent books are Well-being in Schools: three forces that will uplift your students in a volatile world (with Dennis Shirley) (ASCD, 2022), Five Paths of Student Engagement (with Dennis Shirley) (Solution Tree, 2021), and Moving: A memoir of education & social mobility (Solution Tree, 2020). Andy’s opinion pieces can be read in The Washington Post, Education Week, The Conversation, The London Times, the Canadian Globe and Mail, and the Toronto Star.

Meeting Highlights Day 1

DAY 1, SEPT. 8, 2022

Updates from State Leaders

Keynote Part 1

Meeting Highlights Day 2

DAY 2, SEPT. 9, 2022

Keynote Part 2

Ohio Connections Update

June 2022


Tyrone Howard

Tyrone C. Howard, PhD.

Tyrone C. Howard is a professor of education at UCLA in the Urban Schooling Division of the Graduate School of Education and Information Studies. He is also the director of Center X, a consortium of urban school professionals working toward social justice and educational equity in transforming Los Angeles schools. In addition, he is the director and founder of the Black Male Institute at UCLA, an interdisciplinary cadre of scholars, practitioners, community members, and policymakers dedicated to improving the educational experiences and life chances of Black males. Professor Howard’s research is concerned primarily with academic achievement of youth in urban schools. His work has centered on the achievement gap facing African American and other culturally diverse students, and the importance of providing teachers the skills and knowledge to assist them in reversing persistent underachievement. Before entering higher education, Dr. Howard was a classroom teacher in the Compton Unified School District. A native of Compton, California, Dr. Howard is one of the foremost experts on race, culture, teaching, and learning in urban schools. His book Race, Culture, and the Achievement Gap is a Teachers College Press bestseller that examines the roles that race and culture play in educational outcomes. Professor Howard has been a frequent contributor on National Public Radio and is also a contributor to The New York Times Educational Issues Forum. Dr. Howard has published more than 50 peer review journal articles, book chapters, and technical reports. In 2007 he was awarded an Early Career Award by the American Educational Research Association (AERA). Dr. Howard was voted president-elect of the AERA and joins the AERA Council in 2022–2023 as president-elect. His presidency begins at the conclusion of the association’s 2023 annual meeting.

Meeting Highlights Day 1

DAY 1, JUNE 2, 2022

Meeting Highlights Day 2

DAY 2, JUNE 3, 2022

March 2022


Dr. Sharon Vaughn

Dr. Sharon Vaughn
Executive Director of The Meadows Center for Preventing Educational Risk

Dr. Sharon Vaughn is the Manuel J. Justiz Endowed Chair in Education and the Executive Director of The Meadows Center for Preventing Educational Risk, an organized research unit that she founded with a “make a wish” gift from the Meadows Foundation family. She is the recipient of numerous awards including the first woman in the history of The University of Texas to receive the Distinguished Faculty and Research Award, the CEC research award, the AERA SIG distinguished researcher award, and the Jeannette E. Fleischner Award for Outstanding Contributions in the Field of LD from CEC. She is the author of more than 40 books and 350 research articles, six of which have met the What Works Clearing House Criteria for their intervention reports. She has conducted technical assistance in literacy to more than 10 countries and 30 State Departments of Education and has worked as a literacy consultant to more than 50 technical assistance projects.

Meeting Highlights Day 1

DAY 1, MARCH 24, 2022

Meeting Highlights Day 2

DAY 2, MARCH 25, 2022

December 2021


Paul Gorski, headshot

Paul Gorski
Founder & Lead Equity Specialist, Equity Literacy Institute

Paul is the founder of the Equity Literacy Institute and EdChange. He has more than 20 years of experience helping educators, nonprofit workers, and others strengthen their equity efforts. He has worked with educators in 48 states and a dozen countries. Paul has published more than 70 articles and has written, co-written, or co-edited twelve books on various aspects of educational equity including Reaching and Teaching Students in Poverty: Strategies for Erasing the Opportunity Gap and Case Studies on Diversity and Social Justice Education(with Seema Pothini). He is the author of the Multicultural Pavilion, an online compendium of free resources for educators. Paul earned a PhD in Educational Evaluation at the University of Virginia. He was a teacher educator at several universities for 15 years. He is also a published poet, a black belt in Tae Kwon Do, and the biggest fan of Buster, his cat. 

Meeting Highlights Day 1

DAY 1, DECEMBER 2, 2021

Meeting Highlights Day 2

DAY 2, DECEMBER 3, 2021

September 2021


Pedro Antonio Noguera, PhD

Pedro Antonio Noguera, PhD
Emery Stoops and Joyce King Stoops Dean

Pedro Noguera is the Emery Stoops and Joyce King Stoops Dean of the Rossier School of Education and a Distinguished Professor of Education at the University of Southern California. A sociologist, Noguera’s research focuses on the ways in which schools are influenced by social and economic conditions, as well as by demographic trends in local, regional and global contexts. He is the author, co-author and editor of 15 books. His most recent books are A Search for Common Ground: Conversations About the Toughest Questions in K-12 Education (Teachers College Press) with Rick Hess and City Schools and the American Dream: Still Pursuing the Dream (Teachers College Press) with Esa Syeed.

He has published over 250 research articles in academic journals, book chapters in edited volumes, research reports and editorials in major newspapers. He serves on the boards of numerous national and local organizations, including the Economic Policy Institute, the National Equity Project and The Nation. Noguera appears as a regular commentator on educational issues on several national media outlets, and his editorials on educational issues have appeared in The New York Times, The Washington Post, The Wall Street Journal, The Dallas Morning News and Los Angeles Times. Prior to being appointed Dean of the USC Rossier School of Education, Noguera served as a Distinguished Professor of Education at the Graduate School of Education and Information Studies at the University of California, Los Angeles. Before joining the faculty at UCLA, he served as a tenured professor and holder of endowed chairs at New York University (2004–2015), Harvard University (2000–2003) and the University of California, Berkeley (1990–2000).

Noguera was recently appointed to serve as a special advisor to the governor of New Mexico on education policy. He also advises the state departments of education in Washington, Oregon and Nevada. From 2009–2012 he served as a trustee for the State University of New York as an appointee of the governor. In 2014 he was elected to the National Academy of Education and Phi Delta Kappa honor society, and in 2020 Noguera was elected to the American Academy of Arts and Sciences. Noguera has received seven honorary doctorates from American universities, and he recently received awards from the Center for the Advanced Study in the Behavioral Sciences at Stanford University, from the National Association of Secondary School Principals and from the McSilver Institute for Poverty Policy and Research at NYU for his research and advocacy efforts aimed at fighting poverty.

Meeting Highlights Day 1

DAY 1, SEPTEMBER 9, 2021

Meeting Highlights Day 2

DAY 2, SEPTEMBER 10, 2021

June 2021


Tiffany McDole

Tiffany McDole
Assistant Director, Education Commission of the States

As assistant director, Tiffany contributes to a variety of policy issues. She brings more than a decade of experience working to improve teaching and learning, including work at the Tennessee Department of Education and as an advisor to education leaders while at TNTP. Tiffany began her career as a fifth grade teacher and is passionate about ensuring all students have access to an excellent education.


Sarah Glover

Sarah Glover
Assistant Director, Education Commission of the States

As assistant director, Sarah leads policy staff and projects to meet Education Commission of the States' mission and goals. Sarah brings more than 18 years of experience in the field of education, including as a National Board Certified teacher and in educational nonprofit leadership roles. Sarah is passionate about inspiring and supporting the growth and development of individuals, teams, organizations and communities to recognize their potential and achieve their vision.


Joel Moore

Joel Moore
State Relations Strategist, Education Commission of the States

As state relations strategist, Joel is dedicated to building relationships with key state policymakers and stakeholders from across the political spectrum and supporting them in developing their education priorities. He is the liaison for Alaska, Connecticut, Kansas, Maine, Massachusetts, Missouri, Nevada, New Hampshire, New York, Ohio, Pennsylvania, Rhode Island, Vermont, Washington and West Virginia. Prior to joining Education Commission of the States, Joel worked for more than 10 years in the nonpartisan bill drafting office of the Colorado General Assembly and served for nine legislative sessions as the amendment clerk in the Colorado House of Representatives. Joel has a bachelor's degree in English and political science from the University of Mississippi, a master's degree in fiction from the University of North Carolina Wilmington and a master's degree in public administration from the University of Colorado Denver.


Meeting Highlights Day 1

DAY 1, JUNE 10, 2021

3:15 pm WELCOME, OVERVIEW, & INTRODUCTIONS: Dr. Mark Seals, Compact Vice Chairperson 

  • Dr. Mark Seals, Compact Vice Chairperson

Dr. Seals introduced and welcomed members, thanked DEW members, noted that this is the 4th quarterly meeting of 2020-21, and thanked and introduced the presenters.

Ohio Department of Higher Education: Krista Maxson, Ph.D., Associate Vice Chancellor for P-16 Initiatives
Ohio Department of Education: Joe Petrarca, Associate Director

Dr. Krista Maxson, ODHE, reported that three new forms for program submission have been developed, with Ohio-specific requirements as their common elements; one of these forms should be included with each program submitted. As the forms have not yet been hosted, anyone planning to submit a program this fall should contact Dr. Maxson directly. She noted that the ODHE is updating its website. She then announced that there will be a special Accreditation Coordinators meeting in July to go over any changes, including the Dual License updates. Once a PK-5 generalist is approved, a PK-5 dual crosswalk will be developed. MC standards are using 2020 CEC standards and AMLE; AYA standards are using 2020 DEC and AYA standards. Crosswalks will be available for all 90 programs, and an effort is underway to diversify the Education Profession Advisory Council. In partnership with the Region 8 Comprehensive Network, the IHE workgroup is developing a survey to collect information. It will be sent out at the end of June and be open through August. Finally, Krista referenced the Path Forward to Literacy initiative, noting the demand being created for well-trained reading teachers. She then answered participants’ questions from chat. She reiterated that people needing help in getting coordinators should contact her directly. She responded to someone asking who was on the Diversifying the Education Profession Advisory Council (DEPAC); a list was provided. Krista ended her update by stressing the importance of connecting literacy to trauma-informed practice and to math literacy pathways.

Joe Petrarca, ODE Office for Exceptional Children (OEC), opened his update with the Each Child infographic and reviewed its strategic planning portion. He then presented the graph of Ohio’s landscape for disabilities, sharing proficiency rates for students with disabilities, and graduation rates. He stated “the charge” given to OEC by the State Superintendent: Improve learning experiences and outcomes for student with disabilities, collaborate, realize the vision of Each Child, and plan. Initiatives to engage others include an external stakeholder survey, town hall and focus groups, and two leading committees: a Steering Committee and an Internal Cross-Agency Committee. Joe then went over the early childhood indicators of disability, as well as the questions that facilitate attending to them. He shared the fact of racial disparities in Ohio, pointing out that, for example, teachers are three times as likely to ID black students, as compared to other students, as students with “emotional disturbance,” and showed a chart displaying the significant disproportionality in Ohio. He then turned to the “big picture” priorities: getting to the problem early, building a strong understanding and a system for early MTSS, and focusing on building educators’ and systems’ capabilities. Finally, he shared a “philosophy of change” statement.

Education Commission of the States (ECS): Tiffany McDole, Senior Policy Analyst; Sarah Glover, Assistant Director, Policy; and Joel Moore, State Relations Liaison for Ohio The Education Trust: Eric Duncan JD, Senior P-12 Data and Policy Analyst – Educator Diversity, The Education Trust

This presentation went into the history of ECS (was started 60 years ago) and the organizations they work with. The presenters posed several key questions: What issues impact the teacher pipeline; how do policymakers think about issues of “teacher quality;” What do we know about the policy landscape affecting Ohio’s teacher pipeline? The presenters spoke about the policy focuses of ECS, sharing that ECS looks at the overlap/lack of overall focus between policy and practice, and then introduced a few interactive word association activities.

4:10 pm Five-minute breakout:

Who is a teacher who inspired you, and what is the one quality that made them great?

4:15 pm Presentation continued.

Tiffany noted that Instructional Quality is the most important in-school factor impacting student academic achievement and, as a result, policymakers take a great interest in recruiting and retaining effective teachers. Focusing on teacher pipelines and teacher quality today, she shared a graph of the recruitment challenges in the US (outdated but the trends are still the same): Special Ed and STEM vacancies continue to be the specific teacher shortage that worry the nation and states. She discussed retention challenges: 8% of teachers leave the profession every year, about 8% move to new schools, and others leave for “other” reasons (out of line with normal career trajectory). She noted that teachers leave the profession at an alarming rate, and asked: What are we doing that causes teachers to leave? She then shared the negative impacts of these challenges, and stressed that, in order for the trends to improve, teacher pipelines need to generate interest in the field, broaden racial and cultural diversity in the educator workforce, offer solid initial preparation and certification opportunities, provide early career support, improve working conditions, and facilitate teachers’ career advancement. Gaps affecting who becomes a teacher start early— racial representation decreases as students work their way from middle school to HS to IHEs to the workforce. Among the measures used in some states to improve teacher recruitment and retention were parapro and HS student recruitment programs, and the presenters shared which states have such programs. Washington offers a high school teacher academy to help high school students explore teaching careers, supporting high needs areas by targeting Special Ed and STEM efforts. Just 11 states out of 50 offer scholarships and loan forgiveness to help mitigate the lack of financial incentives for teachers of color; one such example is the Wisconsin Minority Teacher Loan Program. Some recent teacher prep policy trends were noted: states are revising clinical experience requirements in creating new license types, vacancies are being filled through licensure exemptions, and barriers to out-of-state teachers are being lifted. One example noted is Virginia—HB 2037 (2019). In response to the chat topic, “Which ideas have resonated with you so far?” participants gave a variety of examples:

  • The need for STEM and special education teachers.
  • Have programs for high schoolers.
  • Transferring to Ohio is difficult for all teachers. They all have hurdles.
  • Between 20% and 45% leave teaching within 5 years (in a case from Alaska, 85% left). PD for mentors of early teachers paid off.
  • Only 11 states have requirements for designated planning time during the workday/work week.
  • As of 2017, only 17 states had teacher leadership standards.
  • Twenty-four states have formal supports/incentives for teacher leadership.

4:50 pm Fifteen-minute breakout:

Participants were asked to discuss why people leave, and other challenges that haven’t surfaced. Report-outs were invited; no one engaged. They did look at international comparisons and brought those examples and recommendations to policymakers.

5:06 pm Presentation continued.

Two questions were put to the group: What is teacher quality? What are the “right” teachers? The presenters also queried participants’ understanding of four additional questions: Can we identify who is effective? Can we recruit more teachers with attributes that may make them more effective? Can we retain effective teachers at higher rates? Can we use our most effective teachers more strategically? They frequently cited Gershenson (2021). Someone asked, “Do policymakers ever self-assess how their policies affect and maybe hurt teacher retention and maybe chase out high-quality teachers?” Short answer: No.

5:17 pm Diversity as a Dimension of Teacher Quality

The presenters reported on what states are doing: looking at data, creating targeted recruitment programs (Grow Your Own), developing alternate route programs for teachers, creating teacher residency programs, creating targeted financial incentives, addressing prep and licensure barriers, improving working conditions (including the concept of affinity groups), and improving culturally responsive practices.

5:27 pm DEW Committee in Ohio

Eric Duncan reported on the work of this committee. He reviewed its background in Ohio and talked about why it was important for Ohio to focus on the problem of dropouts. A huge issue is access to information and support through having BIPOC teachers. He then shared the DEW membership makeup (DC and CEEDAR, supported by the Education Trust), as well as its primary objectives and the two primary products developed through year 1 of the Committee’s work — an RFA for IHEs and districts to invest in strategies to make the workforce more representative of the children it serves —and a policy brief with state-level recommendations for Ohio. He gave a shout out to DEW committee members and reported the outcomes for the five DEW meetings that met monthly beginning in December 2020. The meetings involved guest speakers and a combination of small-group work and large-group discussion and dialogue. Special guests included the New Jersey DOE Data Lead; the former Connecticut DOE Director of Talent; Dr. Crystal Belle, Director of Partnerships at EL Education, Inc.; the AACTE Board of Directors Chairelect; and Yenetta Harper, Director of Office of Educator Effectiveness at ODE. He also provided more details about the RFA for Incentive Grants put out by DEW: Partnership components, including recruitment strategies; cultural competence and self-reflection on bias; support through preparation and entry into the education profession and retention; and sustainability and scalability. Eric concluded his presentation by sharing some of the policy recommendations and funding sources that DEW came up with, including “Fund Grow Your Own Programs,” “Elevate the Urgency of the Issue,” and “Partner More Strongly with BIPOC Educator Groups to Inform Policies and Practices” for all teachers, but particularly teachers of color. Next steps: meet next year, monitor the progress of Incentive Grants, and expand on and promote policy brief recommendations.

5:45 WRAP-UP

Tiffany thanked the DEW members and previewed the work for tomorrow, which will involve a further discussion of Ohio’s specific landscape. She shared the ECS’s 50-state comparison Ohio profile for participants to review for Day 2.

She announced that they will be doing a jamboard to close out with participant reflections.

Mark thanked the presenters and closed out the day.


The Day One meeting adjourned at 5:52 pm

Meeting Highlights Day 2

DAY 2, JUNE 11, 2021

8:15, WELCOME & OVERVIEW OF SCHEDULE: Dr. Mark Seals, Compact Vice Chairperson

Dr. Seals reviewed yesterday’s presentations and topics, and shared insights about teaching work: “It’s my daily mood that makes the weather.” He noted that there are committee meetings today; the CoP has their own room. There were two new attendees from DEW: Mr. Nathaniel Reese and Dr. Erica Glover.


The committees include:

  • Impact Evaluation Committee: Dr. Barb Hansen, Chairperson 
  • Incentive Grant CoP: Drs. Jennifer Ottley, Judith Monseur, Michelle Duda, Facilitators 
  • Dissemination Committee: Dr. Jim Gay, Chairperson 
  • Low Incidence Committee: Dr. Sally Brannan, Chairperson 
  • Policy Committee: Deb Tully, Chairperson 

10:00, COMMITTEE & IG CoP REPORTS: Committee Chairpersons

Committee Chairpersons Report-outs


Education Commission of the States (ECS): Tiffany McDole, Senior Policy Analyst; Sarah Glover, Assistant Director, Policy; and Joel Moore, State Relations Liaison for Ohio

Ohio’s Specific Landscape Ohio’s Specific Data:
Participants were given a chance to review the data for Ohio, and then were directed to breakout rooms. While in the 15-minute breakouts, they were asked to discuss “What policies in Ohio are enabling a healthy teacher pipeline?” “What obstacles or gaps do you see, from the ECS data or your own experience?” and then enter their takeaways into a Google form ( “Why does Cleveland have different programs and laws in this profile?” is a question that arose in chat. A participant answered that it’s an arrangement called the Cleveland Plan that is tied directly to a state deal with Ohio regarding performance issues and other outcome-related needs, so Cleveland’s programs differ from what the law dictates for other districts. From Room, the group that discussed Ed Rising, one person shared that, from her vantage, not many of the 7-12 students in Ed Rising end up going into teaching, and there are no data available for the percentage from that program who do go into teaching. In discussing the reduction of the induction program from four to two years, the group noted the following statute: (Innovation Grants) Ohio Rev. Code Ann. § 3319.57. Back in 6 the main room, the presenters summed up the input from the forms. There were callouts to mentoring and Grow Your Own, and some obstacle and gap themes came up around teacher pay and equitable pay, as well as getting GYOs to a place of sustainability. There were questions about data on these programs and their outcomes; valuable data are missing. Questions that surfaced included: Why is there not up-to-date data on teacher shortages? Tiffany answered that, all across the country, getting these data is particularly challenging, and tracking teachers across their careers is really hard. The main challenge is matching as people move through the pipeline; it’s mainly an infrastructure issue—different systems don’t talk to each other. Kentucky has data systems for tracking shortages, and Georgia, North Carolina, and Tennessee also have robust data systems. The Data Quality Campaign helps states figure out how to use federal dollars, so that is another organization to check out. Should Title II data be included? Is it useful, when looking at program entry and completion? “Alternative Route programs” is a Title II definition and mechanism. How are mentor teachers compensated? The answer is that, with teacher-leader endorsement, they can get a stipend, determined at the local level and bargained through an additional contract. And Grow Your Owns: are they funded at the federal level, and has legislature authorized funds for that? Presenters will provide the information on these statutes.

The Systemic Approach to Supporting the Teacher Pipeline
What does it take to support a healthy educator pipeline? We discuss this with policymakers a lot. Policymakers get the ECS briefs and often say “I’ve never heard any of this,” so ECS is a resource to help policymakers better understand their own landscape. Also, the ECS Ohio Profile will be updated in 2022. The presenters shared an article about the four dilemmas in system reform:

  1. The Accountability Dilemma (Internal commitment and accountability are key in addition to external accountability).
  2. The Policy-overload Dilemma (systems are too complex, too vague, or have too many priorities. Lack of focus and ad hoc policies negatively impact systems and teachers).
  3. The Capacity-building Dilemma (need for capacity building is too often underestimated. Do systems have the people who can help in this?).
  4. The Sustainability Dilemma (financial and frameworks are often not put in place to make reforms long-term).

Sara Glover presented on the example case of Washington. Joel Moore from ECS shared in the chat the following report:

Washington is engaging in GYOs, Flexible and Affordable Pathways, Alternative Route Block Grants, Teacher Shortage Conditional Scholarships, etc., and Addressing Barriers to Entry (rethinking entrance assessments, and balancing exclusion with maintaining high quality admissions). The Washington strategic plan is a good resource: 

Washington is also targeting retentions through Educator Support programs, investing in school leaders, and increasing the beginning teacher salary.


Note from Deb Telfer in chat: RFAs for the next two-year funding cycle are posted on the Compact website. Proposals are due by July 16. Watch for the Improving Literacy Partnership grants (round 3) RFA, which will be released on Monday, June 14.


2021-22 Meeting Schedule

The meeting adjourned at 11:46 am.

Download the Full Meeting Summary

March 2021

Drs. Cohen & Jones

Cohen Julia 412

Julie Cohen, PhD
Associate Professor of Curriculum and Instruction at the Curry School of Education and Human Development, University of Virginia

Ph.D., Stanford University, 2013
M.A.T., Loyola Marymount University, 2006
B.A., Stanford University, 2001

Julie Cohen is an associate professor of Curriculum, Instruction, and Special Education at the University of Virginia's School of Education and Human Development. Her research focuses on the conceptualization and measurement of teaching quality, the ways in which accountability and teacher evaluation systems shape teaching practice, and the development of effective instructional practices in pre-service teacher education and professional development.

Several of her current research projects focus on the use of mixed reality simulations as a practice space and assessment platform for pre-service teachers. In partnership with Student Achievement Partners, she is also leading a project centered on operationalizing, measuring, and supporting Common Core aligned teaching practices.

Cohen’s work has been generously funded by the National Science Foundation, the Spencer Foundation, the Charles and Lynn Schusterman Family Foundation, the Robertson Foundation, and the Overdeck Family Foundation. Recent publications have been featured in Educational Researcher, Educational Evaluation and Policy Analysis, and the Journal of Teacher Education. Prior to her appointment at UVA, she received her doctorate in Curriculum and Teacher Education at Stanford University and was a post-doctoral fellow in the Center to Support Excellence in Teaching at Stanford.


Jones Cropped

Nathan Jones, PhD
Associate Professor of Special Education, Boston University (BU) and Founding Member of the BU Faculty of Computing and Data Sciences

Dr. Nathan Jones is an Associate Professor of Special Education and is a Founding Member of the BU Faculty of Computing and Data Sciences. In his research, Dr. Jones focuses on teacher quality, teacher development, and school improvement, with a specific emphasis on conceptualizing and measuring teaching effectiveness.

Dr. Jones is currently the principal investigator of a $1.6 million IES grant examining whether the Framework for Teaching (FFT) – an observation system used in over 20 states and hundreds of school districts – can be used validly and reliably in the evaluation of special education teachers. He is also Co-PI on a 4-year, $1.6 million IES study (PI: Eric Camburn, University of Missouri-Kansas City) measuring how teachers spend their time, experience their school context, and respond emotionally to their work. Dr. Jones is affiliated faculty with the Wheelock Educational Policy Center (WEPC).

Dr. Jones currently serves as co-editor of The Elementary School Journal, as associate editor of the Journal of Teacher Education, and as an editorial board member of Educational Evaluation and Policy Analysis. He formerly taught special education in the Mississippi Delta and holds a joint doctorate in Educational Policy and Special Education from Michigan State University.

Meeting Highlights Day 1

DAY 1, MARCH 25, 2021

3:15 pm WELCOME, OVERVIEW, & INTRODUCTIONS: Dr. Mark Seals, Compact Vice Chairperson 

  • Dr. Tachelle Banks, Compact Chairperson

Ohio Department of Education: Krista Maxson, Ph.D., Associate Vice Chancellor for P-16 Initiatives
Ohio Department of Education: Jo Hannah Ward, MEd, LMHC, Director, Office for Exceptional Children

Jo Hannah Ward shared an update on the state's Each Child, Our Future plan. She discussed the aligned plan for special education, Each Child Means Each Child, which was released on March 8, 2021. It is available on the ODE website: Outcomes. She urged Compact members to challenge themselves to influence the current belief systems and structures—adopting a "philosophy of change" to create inclusive systems across the community at large. She challenged Deans and IHEs to plan for these supports and to teach high-leverage practices. She also discussed Ohio's Educator Prep connections to this work—why it's important now, especially for the teacher education programs.

Dr. Krista Maxson discussed the progress of SPA reviews. A new committee, which is meeting every Wednesday, is working to design the manual for the Ed Prep State Review process. She shared how participants will be able to engage before and during CAEP site visits. The ODHE is also developing a crosswalk for each program to demonstrate how assessments align to national standards. The common elements report will be reviewed by the Chancellor's Council for Educator Preparation Programs (CCEPP), and program reviews will be conducted by faculty panels organized in disciplines “bundles” (i.e., groups of related disciplines). Krista Maxson also noted other issues the new committee (EPPRR) is working on: video-conference options, providing transition time, allowing for programs to be reviewed up to the time of their scheduled state review. She noted that they hope to implement the new system fully in fall of 2022. She offered additional progress updates and noted opportunities for stakeholder feedback, and encouraged participants to reach out to EPPRR committee members.

Dr. Brobeck provided a LETRS update from Walsh University. He is developing a network to provide support to the 157 higher education and PK12 educators who are participating in LETRS training under the sponsorship of the Deans Compact. Participants have finished the pre-test, and 17% have completed the first unit. Twentyone IHEs are partnering in this effort across the state. He offered himself as a resource for anyone going through the training.

Dr. Banks discussed the Diversifying the Educator Workforce (DEW) advisory group— its purpose and what it's been doing since it came together last year. She addressed an RFA developed to help fund IHEs' efforts to diversify their workforce and asked folks to include ideas for the scalability of their plans in their proposals. She then shared that the group will be identifying policy-related issues for the Compact’s Policy Committee to review.

4:00 pm PREPARING ALL NEW TEACHERS TO PROVIDE INCLUSIVE INSTRUCTION: Julie Cohen, Ph.D., Associate Professor of Curriculum and Instruction at the Curry School of Education and Human Development, University of Virginia; and Nathan Jones, Ph.D., Associate Professor of Special Education, Boston University

The presenters began by discussing the challenge for IHEs, that "preservice teachers in general education typically enter the field with limited preparation to work with students with disabilities.” They noted that this is a serious issue because 14% of the student population are students with disabilities. Dr. Jones spoke about the silos that develop in teacher preparation programs. Both presenters noted that perhaps a broader challenge is that fields like Special Education and Mathematics Education do not see eye-to-eye on what "good teaching" looks like. Candidates are left to their own devices to navigate the competing disciplinary messages. The presenters explained that their research focus is on filling a gap in the special education research, which is primarily focused on Tier 2 and Tier 3 interventions. They noted that the support to students with disabilities that general educators can provide through Tier 1 instruction and intervention hasn't been researched as much. The presenters asked the audience to discuss the challenges they see in preparing teachers to work with all students. Some of the responses included that general educators don't see "special education" as within their purview or lack suitable models of inclusive education in the schools with which they partner.

The presenters shared the core elements of their project, and two high-leverage practices (HLPs) in particular: cognitive modeling and schema-based strategy instruction. They shared the research basis for their framework development (Grossman et al., 2009) and explained that they want to test learning modules focusing on these two HLPs. They shared a demonstration of their simulation training and outlined the steps in their research. Then they addressed their grounding assumptions and concerns, especially regarding racism and intersectionality.

The presenters also addressed four themes that arose from their interviews with scholars, experts, and special education professionals:

Theme 1: "What goals were foregrounded in talking about the aims of mathematics?"

  • Proximal vs Distal goals: Nearly all special educators foregrounded proximal goals and nearly all general educators foregrounded the distal goals.

Theme 2: "The key to effective instruction is a deep understanding of students."

  • Using both formal and informal ways to recognize which instructional activities and knowledge are appropriate for individual students was a priority for all interviewees.

Theme 3: Labels, individualization, and engagement: This theme related to fears, discomfort, and lack of belief in "special education" as being real. Interviewees expressed the idea that disability was a manufactured construct.

  • Special educators had different ideas about labels, individualization, and engagement, often beginning with "well, that all depends on the disability."
  • General educators felt considerable discomfort with using the word "disability" for fear of being seen as taking a deficit approach. This is not how the disability community itself sees and discusses disabilities, so it was a concerning finding.
  • Also, the researchers saw some general educators who discounted the expertise of special educators.
  • These dynamics may point to what keeps mathematics educators and special educators from sharing perspectives and working together productively.

Theme 4: Time and goals

  • There was a shared consensus surrounding the importance of coverage of critical content even at the expense of the wide coverage of the curriculum.
  • Special education researchers focus on the "tyranny of time" and "placing bets" on what approaches will maximize the likelihood of positive outcomes for students with disabilities. There’s a tension between addressing the need to progress with the curriculum and the need to reteach and provide support.
  • Mathematics educators focus on developing mathematical thinking through dialogic processes.

The presenters concluded with an activity. They shared a video recording of math instruction and asked participants to discuss what they saw and what they learned. Compact members were placed in breakout groups to discuss the video. In the large group discussion that followed the breakout group conversations, one participant commented about the fact that so many people lack confidence in their math skills. This appeared to the participant to be a particularly challenging problem when it was coupled with the fact that many general educators do not understand how to address the needs of students with disabilities. Another participant agreed and spoke about how the duallicensure programs in Ohio are trying to address this problem.

5:45 WRAP-UP

The Day One meeting adjourned at 6 pm

Meeting Highlights Day 2

DAY 2, MARCH 26, 2021

8:15, WELCOME & OVERVIEW OF SCHEDULE: Dr. Mark Seals, Compact Vice Chairperson

Dr. Seals welcomed participants to the meeting and reviewed the schedule. He welcomed first-time attendees: Alexandra Pavlik, of the UC SDI Center; Natalie Rhein, a student at Mount St. Joseph University; and George Csanyi, Director of SST 7. Dr. Seals thanked the Compact leadership, state partners, and keynote presenters, and he recognized the efforts of Compact members.


The committees include:

  • Impact Evaluation Committee: Dr. Barb Hansen, Chairperson 
  • Incentive Grant CoP: Drs. Jennifer Ottley, Judith Monseur, Michelle Duda, Facilitators 
  • Dissemination Committee: Dr. Jim Gay, Chairperson 
  • Low Incidence Committee: Dr. Sally Brannan, Chairperson 
  • Policy Committee: Deb Tully, Chairperson 

10:00, COMMITTEE & IG CoP REPORTS: Committee Chairpersons

  • Impact Evaluation (IE) Committee: Dr. Barb Hansen, Chairperson 
    • Purpose: The committee's goal is to examine the outcomes of Deans Compact's grants and initiatives by measuring the work's impact across the state.

    • Meeting Summary: Dr. Hansen shared that the group received updates on two studies currently in progress. The first is the Wisdom of Practice study. Domains of knowledge related to the implementation of Deans Compact incentive grants were identified from 49 interviews among IHE participants across four different grant cycles. By the end of June, the full report of the study should be completed. Work on the Intervener Studies case study is just beginning. It will focus on the program’s first year from the perspective of program developers, faculty, and students. Data collection will involve interviews, review of program data (during a “data day), and observations of program events (e.g., meetings, classes). Dr. Hansen reported that the committee is also brainstorming ideas for future studies, and Dr. Aimee Howley will help prioritize how to move forward. Finally, the committee has been intentionally working to integrate its work with the work of the CoP so that the research agenda of the Deans Compact helps meet the needs of incentive grant institutions.

  • Incentive Grant CoP: Drs. Drs. Jennifer Ottley, Judith Monseur, and Michelle Duda, Facilitators
    • Purpose: The IG CoP supports Incentive Grant recipients in planning, problem-solving, and implementing their grants. The group also celebrates the victories and outcomes of this work.

    • Meeting Summary: A panel of teacher candidates from Mount St. Joseph (MSJ) University answered questions and shared information about the dual licensure program at MSJ. Members of the CoP found this presentation to be very valuable because it offered insights that applied to programs at other institutions that had received incentive grants. The students’ demonstrated their understanding of the importance of meeting the needs of all learners. Next, the group talked about the expansion of the CoP to include State Support Team (SST) directors as a way to provide a forum with the aim of creating mutual understanding among different agencies and institutions as well as leveraging state supports in an effort to bridge the candidate-teacher gap. The aim would be to provide a more seamless bridge between teacher preparation and practice within Ohio school districts. Finally, members shared how they are implementing highleverage practices (HLPs). The CoP also learned that the CEEDAR Center is collecting resources on practice-based learning opportunities. These will be made available on their website. The need for videos demonstrating HLPs in practice was an issue of concern to CoP members

  • Dissemination Committee: Dr. Jim Gay, Chairperson 
    • Purpose: The committee focuses on outreach and is primarily involved with planning and preparing the Compact's annual conference.

    • Meeting Summary: The committee reviewed the evaluation results from the past conference, which focused on the quality, relevance, usefulness of the conference and also on its effectiveness in a virtual format. Dr. Gay shared that feedback was very positive. He noted that next year's conference would again be virtual. He explained that the committee discussed ideas for the next conference. One idea was to make concurrent sessions available to watch after the fact. The committee discussed opportunities to learn from preservice students by inviting them as presenters and organizing panel discussions with preservice students or first-year teachers. The committee also reviewed the Deans Compact website to provide ideas for its restructuring. Members of the committee will share their ideas with the Deans Compact Core Team.

  • Low Incidence Committee: Dr. Sally Brannan, Chairperson 
    • Purpose: This committee considers the needs, services, and supports for students with the most intensive needs and how to support the educators who work with them.

    • Meeting Update: Dr. Brannan explained that the group had received an update on the TVI and D/HH consortium. The TVI program is in its fifth cohort, and the D/HH program is in its second. Both programs are growing, and there continues to be high interest, leading to a discussion of tiering the TVI applications. The group also heard updates on two studies. The first study, the Supply and Demand study, focuses on the adequacy of personnel to meet the needs of students with blindness/visual impairments, deafness/ hearing impairment, and deafblindness. The final report has been provided to the state and will be available to the committee in the summer or fall. The second study, the Intervener Studies case study, will involve students and faculty as informants about the program. The second study is still in progress. The group also discussed reviewing the moderate-intensive licensure requirements to identify gaps. The purpose of such a review would be to help ensure that preparation programs positioned candidates to provide high-quality instruction to students with complex needs.

  • Policy Committee: Deb Tully, Chairperson 
    • Purpose: The committee examines major issues relating to the provision of inclusive, equitable education in Ohio and considers ways to provide pertinent guidance to state policy makers.

    • Meeting Update: The committee discussed the DEW committee work and the forthcoming Request for Applications (RFA). Takeaways from the discussion included the importance of having a retention plan in place before recruitment, encouraging collaborations for candidates across institutions, and considering the option of using College Credit Plus to cut down on costs and time-to-degree for candidates. The committee also discussed the "Educators Rising" program and the need to expand and embed a focus on teacher preparation into high school programming. Finally, they discussed aligning this work with ODE's efforts. The committee then discussed the crosswalk for dual licensure, which will be released by the end of May. In addition, the group discussed the early childhood: birth-to-two gap in licensure. The committee also discussed IHE's role in preparing candidates for remote learning in a post-pandemic environment. The committee will begin reviewing the pros and cons of remote learning that research reveals, and the group will prepare a document outlining concerns. The final topic of discussion was SB 135, which focuses on higher education reform. There are areas of concern; the committee suggested that institutions of higher education should review it and be prepared to share their perspectives if the bill gains traction in the legislature.


Julie Cohen, Ph.D., Associate Professor of Curriculum and Instruction at the Curry School of Education and Human Development, University of Virginia; and Nathan Jones, Ph.D., Associate Professor of Special Education, Boston University (BU) and Founding Member of the BU Faculty of Computing and Data Sciences

Dr. Cohen discussed reflections on Day 1 based on responses provided on a Google doc. She noted that finding the intersection points between general and special education is an important piece of this work. She noted the need for video demonstrations and lessons showing the use of HLPs. She shared that they will be creating a video library of practices. Dr. Jones also reiterated the need to shift the concept of "responsibility" for students with disabilities, which has been slow to change. Dr. Cohen compared general educators’ responses to students with disabilities with their responses to English learners (Els). She said that with ELs, there is more of an understanding that responsibility is shared among all educators. Members then worked in breakout groups to identify one large-scale and long-term strategy and three to five smaller strategies for preparing new teachers to provide inclusive instruction. These were collected in a Google document:

Dr. Cohen reported that one of the small groups had discussed the role of lesson planning in teacher preparation programs. She indicated that she thought it was important to weigh the pros and cons of including lesson planning in the curriculum for preparing teachers. Other discussion points included the need to develop the curricular tools that teachers will need to help them be successful in the classroom, preparing 7 candidates with the ability to teach on their feet, the importance of differentiation in lesson planning, having candidates know their specific students and meet their needs, and lesson plans as a teaching tool for designing instruction to meet the needs of all students. Dr. Jones added that aligning the work in schools and strengthening PK12 partnerships will support candidates when they transition into classrooms.


Dr. Seals thanked the presenters and opened the floor for final questions. He encouraged the group to complete the meeting evaluation survey, a link to which was provided in the chat box. He announced that the final meeting of the year will take place on June 10 and 11. He noted that next year the first two meetings and the conference will be virtual. The meeting adjourned at 11:52 am.

The meeting adjourned at 11:52 am.

December 2020

Dr. Crystal Belle

Dr. Crystal Belle

Dr. Crystal Belle is an educator, poet, and activist. Her experiences are vast and include teaching in NYC public schools as a middle school and high school English teacher, working as a literacy coach/consultant in underserved schools in the Bronx, and teaching graduate courses in the English Education department at Teachers College of Columbia University, where she earned her Doctorate.

Belle developed and launched The Trayvon Effect conference in 2014 at Columbia University, which served as a space for educators and community activists to develop culturally relevant strategies for valuing the lives and experiences of Black and Brown students through education and community-based organizations. She was also an Assistant Professor of Literacy Education at the University of Houston-Downtown, where she launched a racial literacies dialogue initiative titled Racial Literacies at UHD, which investigated the intersections among race, class and urban education.

A notable scholar, her research is centered on urban education, literacy and race, and has been featured in English EducationThe Journal of Black Studies and Education Review. Belle is also the author of Woman on Fire, a collection of poetry that explores the nuanced experiences of Black women in the Diaspora.

Dr. Belle was Director of Teacher Education at Rutgers University from 2017 until last month when she became Director of Partnerships for EL Education, Inc. EL Education was born out of a collaboration between The Harvard Graduate School of Education and Outward Bound USA. Its mission, now as then, is to create classrooms where teachers can fulfill their highest aspirations and students achieve more than they think possible, becoming active contributors to building a better world.

Meeting Highlights Day 1

DAY 1, DECEMBER 3, 2020

3:15 pm WELCOME, OVERVIEW, & INTRODUCTIONS: Dr. Mark Seals, Compact Vice Chairperson 

  • Welcomed members, leadership, and presenters and shared norms for the day’s session.
  • Mentioned change to agenda— Jo Hannah Ward will join to speak at 5:30 pm rather than 3:30.

3:30 pm UPDATE/EXCHANGE WITH STATE LEADERS: Ohio Department of Education: Krista Maxson, PhD, Associate Vice Chancellor for P-16 Initiatives 

  • Brief Summary of Discussion 1: ODHE Updates
    • COVID-19 guidance for IHEs regarding Ed Prep programs: Provided reassurance that they can provide alternative experiences for meeting internship/clinical field experience requirements for teacher candidates.
    • Advanced Program Review update. They will not be reviewing advanced programs already accredited by external accreditors.
    • Ed Prep Program Review Redesign Committee (EPPRR) update: Indicated that the committee is close to releasing documents for review. Documents have been sent to the chairs of the faculty panels (16 total). Those panels have also been reviewing all programs submitted in both spring and fall of 2020. They will implement the process one year after receiving endorsement from SUED and OAPCTE for the first all-program review submission. The process will mean that two years prior to CAEP visit, ODHE will expect institutions of higher education (IHEs) to submit all their programs for review. Krista said she hopes to release the calendar with submission deadlines and scheduled CAEP visits in January. The calendar will include transition plans for IHEs as well.
    • Inclusive dual licensure program standards: These have been completed. They are now open for public comment.
  • Action Steps/Follow-up Needed
    • Krista will be meeting with the panel chairs on 12/7/20 to get feedback on program review forms.
    • To be posted for public comment this month are the following inclusive dual licensure programs: PK-5; Middle Childhood; AYA.  She will also share them directly with Dr. Telfer and others so that they can be shared with the Deans Compact members.
  • Brief Summary of Discussion 2: PD in the Science of Reading
    • Dr. Telfer shared the information about professional development in the Science of Reading offered for Ohio IHE-school district teams. The PD involves LETRS training and is sponsored by the Compact and endorsed by ODE. A virtual orientation session will be held 1/7/21 at 1 pm for individuals submitting agreement to participate forms. Michelle Elia shared that she is available for outreach if anyone has questions about LETRS PD requirements. She thanked educators at Walsh University and also at SSTs whose faculty and staff have already been trained.
    • Q&A followed/ Some examples are:
      1. Q: What’s the cap on how many districts can participate? A: Both state literacy leads can take forty in two separate cohorts; so no more than 80.
      2. Q: Can districts participate if they are not officially in partnership with an IHE? A: Yes, we want to get as many people committed as possible. If 200 people submit, we will give preference to the grant teams the Deans Compact is working with on the Improving Literacy Partnership grants. Then, if there’s room, we will open it up to other IHEs and districts that want to participate.
      3. Q: Can adjuncts / pre-service educators participate at all? A: Yes.
      4. Q: Does this allow for a faculty member to become trained in our area? A: Yes and no. This is the first step in becoming a LETRS trainer. Through this process, one becomes a “local facilitator.” The second step is LETRS facilitator trainings. Disclaimer: one may not charge for providing training and may provide training only within the context of their institution.
  • Action Steps/Follow-up Needed
    • Dr. Telfer will create and share an agreement to participate form with interested IHEs once she hears from enough institutions. Anyone interested should email her to receive the agreement to participate form.


  • Summary of the Presentation Content
    • Introduction: Crystal shared overview of activities, norms, and her background in anti-racist curriculum and pedagogy development in literacy.
    • She conducted an icebreaker using Jam Boards to encourage participants to think about diversity.
    • To encourage engagement, Crystal sought individuals willing to take the spotlight and be named in their sharing. She was inviting vulnerability while expressing support.
    • She shared foundations of Critical Race Theory, including the importance of lived experiences and the person-first stance (e.g., by connecting people who are Black, Indigenous, and People of Color—BIPOC).
    • Crystal shared the learning objectives for day one:
      1. Identify what it means to be anti-racist,
      2. Analyze the connections between culturally responsive pedagogy and equity,
      3. Define Critical Race Theory (CRT), and
      4. Understand how to lead with equity to increase equitable student outcomes.
    • Poll: “Are you familiar w/ Critical Race Theory?”
  • What is CRT:
    • Crystal named important scholars of CRT. She mentioned Derrick Bell who, along with other legal scholars in the 1970s, developed CRT in response to structural racism through the law. She also mentioned Kimberle Crenshaw, Patricia Williams, and Richard Delgado.
    • According to Crystal, CRT scholarship emphasizes the importance of finding ways for diverse individuals to share their experiences.
    • The tenets of CRT are: 1. racism as ordinary and permanent, 2. interest convergence, 3. The social construction of race; 4. storytelling and counter-storytelling, and 5. an intersectional commitment to equity and social justice. She talked about CRT’s focus on the trifecta of improving housing, education, and healthcare. Then she defined intersectionality.
  • Crystal then discussed the anti-racist equity lens. She noted that good intentions do not create equity. An anti-racist equity lens, according to Crystal, focuses on how we talk to people based on their relationship to us, how we refer to those who are different from us, how we speak to them, how we speak about groups of people that are different from us, and so on. She then used an engagement activity centered around a quote from Coates (2015, p. 32), Between the World and Me.
  • She asked, “what does it mean to be anti-racist?” She then listed and described each of the following:
    • acknowledging that racism exists,
    • having a clear understanding of CRT,
    • implementing anti-racist practices in your personal and professional lives, and
    • using your understanding of racism and CRT to leverage equity in your role through a culturally responsive lens.
  • Crystal then shared Ohio demographic data. She posed the question of whether or not the school curriculum is likely, in Ohio, to accurately reflect Ohio’s diverse populations.
  • She talked about the need to make sure that “equity” is not simply announced, but also implemented.
  • She reviewed the equity language in the ODE’s Remote Learning Plan. That document discusses equity and inequity in light of COVID (i.e., in terms of access to the internet, income loss, food insecurity, and so on. She also discussed data showing the racial inequity represented by the fact that BIPOC currently are facing a disproportionate amount of COVID exposure and COVID treatment. They disproportionately bear the consequences of COVID.
  • The next point related to what leading with equity looks like. The following practices were listed:
    • Assisting to diversify the teacher workforce;
    • Decolonizing the curriculum to reflect the voices of BIPOC and LGBTQ+ communities;
    • Acknowledging your privilege while sharing the resources you have with others who are not in a position of power;
    •  Implementing diversity, equity, and inclusion training on a consistent basis with teachers, faculty, and staff;
    • Making culturally relevant teaching and learning practices a seamless aspect of school culture and curriculum;
    • Being anti-racist, not “not racist;”
    • Ensuring that students at the margins are not being pushed out of school (e.g., in terms of opportunities, experiences, and high-quality services) due to racist school practices;
    • Creating leadership retreats where leaders can assess their practices from an equity standpoint in order to improve.
  • Crystal then discussed culturally responsive/relevant pedagogy. She showed a short video, “Sometimes You’re a Caterpillar” to illustrate this sort of pedagogy. The video was followed by breakout room discussions to give participants a chance to debrief the video. Then the groups did brief share-outs.
  • Next, she discussed the difference between equity and equality and showed a video.
  • She gave a session recap and reviewed key points. All have been mentioned above.
  • There was a Q and A session with a follow-up poll after session recap. Some questions from participants included: “What are your recommendations for diversifying the teaching force?” “How do we get students from diverse backgrounds interested in teaching?”

5:30 UPDATE/EXCHANGE WITH STATE LEADERS: Ohio Department of Education: Jo Hannah Ward, MEd, LMHC, Director, Office for Exceptional Children

  • Jo Hannah Ward provided updates about OEC Office structure:
    • Director, Jo Hannah Ward;
    • Associate Directors, Monica Drvota and Joe Petrarca;
    • Dispute Resolution, Heidi Kleinman;
    • Urban Support Team, Andrea Faulkner;
    • Supports and Monitoring, Shelley Beard;
    • Diverse Learners, Sarah Buoni;
    • Gifted, Maria Lohr;
    • Data Team, Kara Waldron; and
    • Resource Management, Sarah James.
  • Then she reviewed the annual special education determination. Ohio’s latest designation is “Needs Assistance.” She showed the data leading to this determination.
  • Then Jo Hannah shared the disability numbers by category for the state. Altogether, 15.4% of students are identified as having a disability. The breakdown is as follows:
    • Hearing: 1%; Orthopedic: 1%; Vision: .35%; Traumatic Brain Injury: 1%; Deaf-Blind: .03%; Specific Learning Disability: 37%; Speech: 14%; Autism: 10%; Intellectual Disability: 8%; Emotional: 8%; Multiple Disabilities: 5%; Developmental Delay: 3%; Other Health Impairment: 17%.
  • Jo Hannah then discussed the plan to improve learning experiences and outcomes for students with disabilities and key activities that were informing the plan. She talked about the need for the education agencies in the state to change their approach regarding students with disabilities. She noted that important work involves several major actions:
    • Assuming collective responsibility through shared leadership,
    • Providing professional development for general education staff and administrators,
    • Holding high expectations for students with disabilities,
    • Ensuring commitment to a continuous improvement process, and
    • Stopping the practice of overidentifying students with disabilities.
  • A Q and A session followed. One example follows:
    • Q: The 63% of those who spend 80% or more of their time in classroom—how is that data reported? A. Her experience indicates that what is reported and what occurs might not be the same thing. Districts are required to report certain data to our Data Management System. We work to make sure those who report the numbers understand what the numbers mean and why accuracy is important.

5:45 WRAP-UP: Dr. Seals thanked presenters and participants.

The Day One meeting adjourned at 6 pm EST.

Meeting Highlights Day 2

DAY 2, DECEMBER 4, 2020

8:15, WELCOME & OVERVIEW OF SCHEDULE: Dr. Tachelle Banks, Compact Chairperson 

  • Tachelle Banks convened the meeting at 8:15 am. She welcomed everyone and provided an overview of the schedule.
  • She asked participants to sign in through the chat with their names and affiliations.
  • Stanley Dudek opened breakout rooms and assigned participants to these rooms for the committee meetings.


The committees include:

  • Impact Evaluation Committee: Dr. Barb Hansen, Chairperson 
  • Incentive Grant CoP: Drs. Jennifer Ottley, Judith Monseur, Michelle Duda, Facilitators 
  • Dissemination Committee: Dr. Jim Gay, Chairperson 
  • Low Incidence Committee: Dr. Sally Brannan, Chairperson 
  • Policy Committee: Deb Tully, Chairperson 

10:00, COMMITTEE REPORTS: Committee Chairpersons

  • Impact Evaluation (IE) Committee: Dr. Barb Hansen, Chairperson 
    • There was a group of 35 people (the combined IE Committee and Community of Practice—CoP) for the first 40 minutes of the committee meeting session.
    • The combined group considered the context and history of the IE Committee’s work and how it has come to the point of concentrating on inclusive instructional high-leverage practices (HLPs).
    • In the committee meeting, Aimee Howley presented a report about the development of the HLP candidate survey and how it connected to a survey the Deans Compact members completed this past spring. Results of the survey were shared, and the combined group reviewed the top 15 HLPs and their categorization using work that the State Support Teams (SSTs) are using.
    • After the members of the CoP left, the IE Committee members discussed current challenges with field experiences and COVID restrictions, and virtual learning conditions and challenges.
    • Aimee and several Deans Compact colleagues will be providing a concurrent session on the 15 HLPs at the Deans Compact conference in January.
    • There was also a discussion about how to combine or package the work to tell the story of the research in an accessible narrative (e.g., a reflection that could be shared widely).
  • Incentive Grant CoP: Drs. Jennifer Ottley, Judith Monseur, and Michelle Duda, Facilitators 
    • Dr. Ottley shared understandings from the joint session related to using the inclusive instructional HLPs with new incentive grant programs and expanding their use beyond that.
    • In the separate session following the combined session, the CoP members divided into four groups, with each discussing one of the four domains: Planning for Instruction, Delivering Instruction, Assessing Instruction, and Learning Together Through Collaborative Systems. All of the discussions focused on the importance of relationships, and how we can collaborate to create improved outcomes for all learners. Two other CoP members also shared their impressions of the CoP discussions: Meg Reister talked about the importance of having the hard data as a basis for guiding ongoing work. She also spoke about the salience of in-depth explicit modeling with teacher candidates. Modeling should show candidates how to develop detailed, inclusive lesson plans that make use of the HLPs. Charles Kemp shared a brief report about how his small group talked about the HLPs. The group talked about the importance of ensuring that teacher candidates possess accurate, clear, thorough understandings about assessment types, purposes, applications, and methods of data analysis. The key area of focus, according to group members, are formative assessment, progress monitoring, and helping candidates build skills in self-assessment as the basis for improving their lesson plans.
    • Jennifer Ottley mentioned that Michelle Duda, Judith Monseur, and she herself were looking forward to offering one-on-one coaching to Incentive Grantees in 2021 to help with challenges in getting grants-supported programs developed, approved through institutional processes, and then approved by the Ohio Department of Higher Education.
  • Dissemination Committee: Dr. Jim Gay, Chairperson 
    • Jim Gay reported that committee members reviewed the schedule for the Deans Compact conference and identified people who could introduce the keynote speakers and facilitate the workshops. They will send a list of these introducers to Deans Compact leadership. Then the committee reviewed the concurrent session proposals. There are 18 slots, and there were 23 proposals. Five universities each had two proposals and options for allowing as many IHEs to present were discussed (e.g., allowing IHEs with multiple proposals to make one presentation, divide presentation time, etc.). This approach, according to the committee, has two advantages: It enables the Compact to offer more presentations, and it provides some leeway in the conference schedule.
    • The committee also discussed technology-related issues. The conference will be using a virtual format. Since this approach may be new to presenters, one suggestion was to offer practice sessions for presenters, including breakout presenters and moderators.
    • The committee also discussed the suggestion to hold a virtual “happy hour” after day two of the conference.
    • Committee members wondered if the presentations will be recorded and if recordings will they be made available on the Deans Compact website?
  • Low Incidence Committee: Dr. Sally Brannan, Chairperson 
    • The committee heard updates from the TVI and D/HoH Consortium programs. These updates included the following: University of Rio Grande has joined the partnership and will be offering the O&M assessment course; the following IHEs will provide courses in the spring: Bowling Green, Shawnee State, Ohio State, and Rio Grande; the program is generating a lot of interest; and the online application process is up and running.
    • There are 56 TVI program completers, and these newly licensed TVIs are now providing services in 29 of 88 counties. The greatest need still tends to be in the SE and far NW corners of Ohio. The Consortium will conduct targeted recruitment in those regions. Karen Koehler or others on the Consortium can provide materials to interested IHEs.
    • There was a discussion of the WordFarmers Associates’ supply and demand study of Ohio TVIs, THIs, COMS, and Interveners. Demand is much greater than supply in Ohio.
    • Once the study is completed, a summary of the study and its findings will be available on the Deans Compact website.
    • The committee members talked about licensure arrangements and how they function to meet the needs of students with the most intense learning needs (e.g., multiple disabilities). The committee revisited a policy brief from 2016, discussing data needs and promising options beyond what’s currently done in Ohio. One source of information will be the CEEDAR Innovation Configurations. At present, 17 institutions offer programs leading to intervention specialist: moderate-intensive educational needs licensure for The committee will investigate more about those institutions and programs in the spring.
  • Policy Committee: Deb Tully, Chairperson 
    • Four items were discussed.
    • First, the committee explored the gaps in licensure credentialling for early childhood education (both birth to two and ages 3-5). The committee discussed barriers and concerns around ensuring proper training and credentialing. Committee members talked about the value of combining recent initiatives from the Governor’s office with the current early childhood educator training already in place. The committee recommended collecting data around this issue to identify the needs of the early childhood system.
    • Second, the committee talked about the new Deans Compact Diversifying the Educator Workforce (DEW) Ad Hoc Committee. The initiative is supported through the Compact’s partnership with CEEDAR. The goal is to fulfill the commitment to educational equity, social justice, and inclusivity. The committee discussed the need to expand inclusive educator preparation programs in Ohio. There is a need to align the work of the Policy Committee and the DEW Committee.
    • Third, the committee discussed the role of remote learning in Ohio because remote learning is likely to continue past COVID. One state committee is looking at what considerations need to be made for the continuation of remote (distance) learning. It raises the question of how IHE programs can build distance-learning strategies into their curricula. One concern is the social-emotional needs of students.
    • Finally, the committee reviewed Deans Compact feedback about making changes to the Licensure Policy Statement. The committee decided to leave the policy intact but also to provide some additional information. The main purpose is to communicate to legislators who are interested in giving local districts hiring flexibility. The policy emphasizes the need to keep standards high to ensure that teachers have needed skillsets. The committee thinks the policy would be strengthened through the addition of applicable references, footnotes, and other research grounding the work.

10:30 Pilot Program: Master’s Students Serving as School-based Mentors to Foster Youth: Leah Wasburn-Moses, PhD, Professor, Miami University 

  • Mark Seals thanked the committees and Tachelle Banks introduced Dr. Wasburn-Moses.
  • Leah Wasburn-Moses thanked the participants who agreed to respond to her survey and discussed her project. She made the following points:
    • Foster children and foster parents have multiple and complex needs.
    • Education can get lost; parents may have adversarial relationship with their child’s school.
    • The project places Education majors with foster parents as tutors/mentors. It can help to ease burden for families.
    • The plan is to have foster parents sign up to receive an assistant (i.e., an Education major) who will work with one or more of their foster children. The family needs to commit to a certain number and schedule of arranged hours each week.
    • The project’s model removes barriers typically associated with traditional face-to-face and virtual tutoring models.
    • For Education majors, the project fits with what they are learning about trauma-informed teaching and also with what they are learning about collaboration.
    • The survey will ask participants to respond from the point of view of their professional roles.
  • Leah said that in Spring 2022 they are hoping to make this a larger effort to support foster parents and youth across the state. It would be free of charge. She then shared the link to the survey and thanked the Compact members.
  • Tachelle thanked Leah and introduced Crystal Belle.

10:40 (presentation time: 39:00 to 1:42 on video) COMMITTING TO CULTURALLY RESPONSIVE AND ANTI-RACIST LEADERSHIP PRACTICES  TO IMPROVE EQUITABLE OUTCOMES FOR ALL STUDENTS (continued): Crystal Belle, PhD, Director of Partnerships at EL Education, Inc 

  • Crystal introduced the topics for the day: reflection, sharing lived experiences to ground CRT, and how to do the practical work.
  • She provided a collective reflection icebreaker for the chat box: what were the biggest takeaways from Day One; please describe your reaction to the anti-racist checklist. After giving time for personal reflection and chat box responses, Crystal read some answers aloud and connected them to the content.
  • She then conducted a self-assessment activity using the prompt: “Where are you currently as an anti-racist leader?” She asked participants to rate themselves using a rubric with criteria in domains adapted from Watson et al., (2013), Stress First Aid for Firefighters.
    • Thriving- “I’ve got this,
    • Surviving- “something isn’t right,
    • Struggling- “I can’t keep this up,” and
    • Crisis- “I can’t survive this.
  • Crystal shared an anti-racist equity lens quote (Coates, 2015, p 24): “The streets were not my only problem…Fail to comprehend the streets and you gave up your body now. But fail to comprehend the schools and you gave up your body later.”
    • She then reviewed concepts from the previous day, including awareness of explicit and implicit biases.
    • She asked participants to listen to the quote, read it, and then to think about the concept of “embodiment.”  (CRT and postcolonialism)
    • She said, “No matter who we are, in a given environment others see us in a particular way. It’s important to understand what that may be, and why.”
  • Crystal then showed the Between the World and Me (HBO, 2020) trailer and asked for participants to share their thoughts in the chat box.
  • Next topic/activity (lasted approximately 40 minutes): The activity was for participants to develop their own CRT counter-stories. Crystal asked participants to take 15 minutes to write their counter-stories. Then she shared her own counter-story and asked several participants to share their stories in the whole-group discussion. The she summarized the stories by mentioning some anti-racist actions people can take including leveraging privilege and protecting people’s bodies from aggression.
  • Crystal then discussed the role of silence in sustaining systemic oppression, and the act of “unsilencing” (or “giving voice”) in combatting racism and systemic oppression. She illustrated with a story about a student who pointed out that, in the school where Crystal taught, the teachers formed cliques on the basis of skin color. When this truth was revealed, the whole staff engaged in anti-racist training and improved their levels of professional trust.
  • After the group share out, Crystal presented follow-up reflections. For instance, she said, “Imagine leading with counterstories as a tool to shift the narrative of those [people] whose voices are privileged.”
  • Crystal then reviewed some key CRT/CRP (and TIP) tenets: reciprocal vulnerability, testimony and witness. She encouraged participants to build opportunities for these in their professional and personal realms.
  • Next, Crystal shared the day’s takeaways:
    • Counter-storytelling allows BIPOC to center their experiences as a way to shift deficit narratives regarding who they are and what they can achieve.
    • Ta-Nehisi Coates’ “Between the World and Me” is a powerful example of a mainstream CR Counterstory, centering the lived experiences of a Black man in America.
    • An anti-racist equity lense must be incorporated into our daily practices as leaders in order to check our own biases while providing equitable outcomes for all students.
    • We all have biases. However, depending on our race/class/gender/sexuality/ability, our biases may hold varying degrees of “power.”
    • Equity work must incorporate intentional acts of unlearning oppressive behaviors.
  • Finally, Crystal opened the floor for Q and A. There were no questions. She mentioned the textbook, Foundations of CRT, 2nd edition.


  • Tachelle Banks reiterated key points from Crystal Belle’s presentation and thanked her.
  • She asked participants to take Dr. Wasburn-Moses’ survey and shared the link once more.
  • She shared the 2020-21 meeting schedule: January 13-15, 2021: 8th Annual Conference; March 25-26, 2021: Quarterly Meeting #3; and June 10-11, 2021: Quarterly Meeting #4. 
  • Tachelle shared the meeting evaluation link.

The meeting adjourned at 11:55 am.

September 2020

Dr. Wil Del Pilar

Wil Del Pilar, PhD

Wil Del Pilar, PhD

Wil Del Pilar, Ph.D., serves as Ed Trust’s vice president of higher education policy and practice. In this role, Wil spearheads Ed Trust’s mission to highlight inequities and outline solutions in order to improve access, success, affordability, and completion in higher education for low-income students and students of color.

Prior to joining Ed Trust, Wil served in Pennsylvania Governor Tom Wolf’s administration as deputy secretary of postsecondary and higher education, where he developed and implemented the state’s strategic vision for higher education. Before joining Governor Wolf’s team, Wil had experience in the Pennsylvania Department of Education, working as an executive assistant in the state’s higher education office. In this role, he managed an array of services for the state, including the College Access Challenge Grant and the Pennsylvania Information Management System.

Aside from working for Pennsylvania’s Department of Education in higher education policy roles, Wil has held senior development positions, as the director of development at Pennsylvania State University and at the University of Florida’s Machen Florida Opportunity Scholars Program. In both positions, he fought to secure funding to support access and success initiatives for historically underrepresented students.

In addition to his policy and development experience, Wil has a wealth of institutional experience, working in admissions at Chapman University in Orange, California, and the University of California Santa Cruz, as a financial aid counselor at Loyola Marymount University in Los Angeles, and as a research assistant at Penn State.

Wil holds a doctorate in higher education/higher education administration from The Pennsylvania State University, a master’s degree from California State University- Dominguez Hills, and a bachelor’s degree from Chapman University.

Meeting Highlights Day 1


Dr. Tachelle Banks introduced herself as the Chairperson of the Ohio Deans Compact. She welcomed everyone to the first meeting of the year and introduced the following new members: Dr. David Brobeck, Walsh University; Dr. Kathie Maynard, University of Cincinnati; and Kim Christensen, Bowling Green State University.


Ohio Department of Higher Education:
Jo Hannah Ward, MEd, Director, Office for Exceptional Children

Ms. Ward began her presentation by introducing the ODE “Reset and Restart” website, which has information regarding school reopening. She highlighted resources on the site’s landing page, including the Planning Guide, which has been shared with districts. She identified some topics of interest on that page, noting that the discussion of each topic includes information and resources. An Ohio map on the landing page also outlines the restart plan for districts across the state, showing which districts will be starting the school year in-person, virtually, or as a combination of the two approaches.

Ms. Ward then discussed the implementation phase of the state’s plan to improve learning experiences and outcomes for students with disabilities. She identified three foci for the work: multi-tiered system of supports (MTSS), professional learning, and postsecondary education and experiences. She noted that these foci address equity. She also noted that disproportionality is an equity indicator that will become a focus for the state next year and beyond. Noting that the state calculates disproportionality across 14 criteria and seven student demographic categories, including academic and disciplinary data, she explained that districts would continue to report these data. Unlike in past years, however, district data now will be compared with state averages. The state uses a risk ratio threshold to determine when districts must take action to address disproportionality, and state leaders have proposed lowering this threshold in the next year or two. Such a change will impact additional districts. Currently, Ohio’s threshold is one of the highest in the United States.

Next, Ms. Ward shared feedback from the field on proposed rule changes to the Operating Standards. She reported that the state is considering comments from the field, and she plans to present the final revisions to the standards in November or December.

She also noted that family involvement is critical for reaching students, specifically students with individualized education programs (IEPs); and she encouraged teachers, intervention specialists, and others to reach out and maintain that contact with families this year. She concluded by discussing the state plan’s relevance to educator preparation programs. She asked faculty in educator preparation programs to continue considering equity (along with their P12 colleagues) and also to take a stake in what is happening in districts this year.

Ohio Department of Higher Education: 
Krista Maxson, PhD, Associate Vice Chancellor for P-16 Initiatives, Ohio Department of Education

Dr. Krista Maxson shared an update on the Program Review working group and its progress since the last Deans Compact meeting. The working group met throughout the summer. Dr. Maxson highlighted the group’s key discussions and plans for the coming year. She said she had hired an Ed Prep Consultant, and the working group is now the “Ed Prep Program Review Committee.” She reviewed the updated membership list and noted that the group will continue to meet throughout the coming year. Plans for this year include developing a calendar for state reviews that will align with CAEP site visits and designing a video conference option for answering questions that would include faculty panels and program personnel. She emphasized that this is a continuous improvement process and will take time to implement fully. She noted that this year there will be no change for institutions. On ODHE’s end, faculty panels will conduct their reviews using the current feedback forms. She has developed an advisory committee made up of Deans Compact leadership, and this group has established three working committees that are developing program standards for the new inclusive dual licensure programs. Finally, she shared that CAEP’s Vice President of Accreditation has offered to visit with Ohio deans of educator preparation programs to answer questions sometime after September 15th.


Wil Del Pilar, PhD, Vice President of Higher Education Policy and Practice, The Education Trust

Dr. Tachelle Banks introduced the keynote speaker, Dr. Wil Del Pilar, Vice President of Higher Education Policy and Practice at The Education Trust. Dr. Del Pilar acknowledged that this is a difficult time in our history and that everyone is in a different place in terms of how the pandemic impacts them. He thanked the group for being here and introduced two colleagues: Eric Duncan and Kayla Patrick, Senior Policy Analysts with The Education Trust. Dr. Del Pilar then presented the mission of the Education Trust and the organization’s work to expand equity, increase college access and completion, and engage diverse communities to assist with this work. He emphasized that the current moment is critical—that more than 50 million K-12 students may not have access to classrooms this year, and the students impacted most severely are likely those who are already disadvantaged. He then addressed the Ohio context specifically, saying that there have been longstanding and persistent gaps for Black and Latino students, as well as English Learners and students with disabilities.

Dr. Del Pilar explained that, before COVID, the education system was not working for all students, and he hoped that the disruption due to COVID could be an opportunity to reimagine a more equitable future. He then addressed four critical steps for educators to take in order to create anti-racist spaces in education: Acknowledge your personal biases and stereotypes; listen to the experiences of others, particularly people from marginalized groups; create safe spaces; and address the complexity of racism in the curriculum.

Participants then broke into small groups to discuss the role of educator preparation or teacher professional development in closing opportunity gaps in education, and the obstacles to closing gaps. After the discussion, a participant stressed that recruitment is a challenge in higher education, while another noted that anti-racist (and other anti-bias) learning needs to begin early in students’ schooling (e.g., with students in K-12 schools).

Kayla Patrick then addressed the group. She discussed a report released in January on inequities in advanced coursework in K-12 education. She highlighted that this is a systemic challenge, and that Black and Latino students are locked out of these courses across the curriculum, including in the gifted and talented programs, which are often a gateway for advanced coursework. For example, in order to achieve fair enrollment Ohio would need to double the enrollment of Black students in AP courses. Ms. Patrick noted that Ohio is one of the worst states in the country in terms of representation for Black students in gifted/talented programs and AP courses. These disparities often result from tracking in schools, keeping Black students from enrolling in advanced courses even when those courses are available.

Ms. Patrick then addressed action steps, talking about the importance of setting clear goals and using data to identify barriers to access. She recommended that states invest in expanding access by altering eligibility criteria. She suggested the use of automatic enrollment policies (e.g., all students with particular screening scores or GPAs) as a possible means toward that end. Finally, she shared that students from marginalized groups who enroll in advanced courses should be supported to ensure they have access to what they need in order to be successful. She then introduced questions to guide discussions in small groups; she asked the audience to consider what data are available in districts, what actions districts can take, and how educator preparation programs need to shift to address the issue of underrepresentation, including barriers to access at the state and district level.

After the breakout group discussions, Ms. Patrick turned to the issue of school climate. She explained that students of color are subject to disproportionate suspensions and expulsions. They are being sent the message that they aren’t welcome and don’t belong in schools. Schools, she said, should seek to foster equitable learning environments and incorporate systemwide practices and policies to achieve this. She noted that Ohio has recently passed legislation that prohibits suspension for minor offenses in early grades, and this is a move in the right direction. She encouraged districts to look at their data, including data from school climate surveys, and to have a clear and transparent discipline policy in place that minimizes lost instructional time. She also recommended that schools have the staff, such as school counselors, psychologists, and restorative justice coordinators, needed to support students. Finally, she said that schools also should engage with families and communities when building their discipline policies. Dr. Del Pilar noted that these are areas the teacher preparation programs can address.

Eric Duncan then discussed investing in equity and educator diversity. He began by stressing that equity requires all students to have access to educators who have indepth knowledge of content and pedagogy, understand the diverse needs of students, hold students to high expectations, actively engage students in the learning process, 5 intentionally reflect on their beliefs and practices, and demonstrate a shared responsibility for the learning of all students. In reality, he explained, alreadymarginalized students do not have this experience in their educational settings. For example, he noted that research shows that teachers of color are often better at engaging these practices with students of color. Yet teacher demographics, including in Ohio, don’t match student demographics.

Further, educators often feel unprepared to create culturally responsive, anti-racist classrooms. He highlighted school integration policies and the negative impact these policies have had on Black teachers. He shared that 38,000 Black teachers lost their jobs after Brown v. BOE, for various reasons, including intentional efforts to prevent Black teachers from teaching White students. In a breakout session, groups used a “Talent Management Inventory Handout” to identify practices in Ohio that support culturally responsive teaching and to facilitate discussion about how Ohio can support systems change in this area.

After the breakout session, the audience asked about specific policies that have been shown to work. Mr. Duncan noted that some practices are included in the handout, and he addressed additional ideas while stressing that this work begins at the lower grade levels by letting students know that there is a place for them and a pathway to becoming educators. He also addressed retention and recruitment in higher education and within districts, noting that some districts are recruiting from specific groups already aligned with education, such as from paraprofessionals, librarians, and others, and that this practice can be used intentionally and in conjunction with efforts to reduce barriers. Dr. Del Par wrapped up the conversation, noting that there is much work to be done to ensure equitable outcomes for all students. He thanked the audience for their engagement.

Wrap Up

Dr. Banks thanked the keynote speakers. She reiterated that knowing and understanding the relevant data is an essential prerequisite for moving toward having real and tangible impacts on students from marginalized backgrounds. She closed by thanking the audience for their contributions.

Meeting Highlights Day 2


Dr. Tachelle Banks (Compact Chairperson) welcomed everyone to Day 2 of the Deans Compact meeting. She briefly reviewed the agenda items and thanked Dr. Mark Seals for taking on the role of Vice Chairperson for the Compact. Dr. Seals is the Director of the School of Teaching & Learning at Bowling Green State University and is a member of the Dissemination Committee. Dr. Seals was also asked to facilitate the committee reports later in the morning. Before breaking into committee groups, Dr. Banks asked Compact members to add their names and email addresses to the Zoom chat, for attendance purposes. At the end of the meeting, an evaluation link will also be sent via the chat; it will also be emailed by Dr. Aimee Howley of the Impact Evaluation Committee. Members then broke into their committees for the next hour and a half. The DC committees are as follows:

  • Incentive Grant CoP: Drs. Jennifer Ottley, Judith Monseur, and Michelle Duda, Facilitators
  • Dissemination Committee: Dr. Jim Gay, Chairperson
  • Impact Evaluation Committee: Dr. Barb Hansen, Chairperson
  • Low Incidence Committee: Dr. Sally Brannan, Chairperson
  • Policy Committee: Ms. Deb Tully, Chairperson

After the committees met, members reconvened. Committee facilitators and/or chairpersons reported-out the main discussion points from the committee meetings. Dr. Seals asked that the committees also provide an overview of their committee’s purpose as a way to acquaint new DC members to the committees’ roles and functions.

Committee Reports

Incentive Grant CoP: Drs. Jennifer Ottley, Judith Monseur, and Michelle Duda, Facilitators

The purpose of the CoP is to work together, in an effort of shared inquiry, to build inclusive practices across Ohio and support members of the community of practice in implementing and promoting these practices in their institutions of higher education (IHEs) and in partnership with school districts. Many members are working on dual licensure programs, and, through those efforts, are taking steps to promote inclusive practices and strengthen partnerships.

The Incentive Grant CoP meeting had 33 participants including the facilitators, a notetaker, several observers, and the committee members. Dr. Duda and Dr. Monseur welcomed the group, reviewed the agenda, and asked participants to add their names and institutions in the chat for attendance purposes and to also indicate if they were new members. The facilitators noted that the documents pertaining to the meeting were linked in the chat and will be added to The Deans Compact Community of Practice (CoP) Hub ( CoP members who do not currently have access to the hub should contact Dr. Monseur ( for permission to join. One new member asked the group to explain the meaning of “CoP”: CoP stands for the “Community of Practice'' and is a community of learners who represent incentive grantee institutions that collaborate with and support one another as they engage in Compact incentive grant-related work.

During the session, the committee’s work focused on barriers to implementation, and strategized ways to respond to those barriers. The main barrier at this time is that P20 partners will need additional time and space to navigate their responsibilities during COVID-19. Committee members discussed how to target the work by defining an “it” to showcase key components of the work, non-negotiables, and targets. Moving forward, the committee will work with the Impact Evaluation Committee on the high-leverage practices (HLPs), potentially to bridge and unify programs. The CoP looks forward to the continuation of collaboration and transparency in the work.

Q1 Call Recap. Members recapped the first quarterly (Q1) phone meeting. The committee will focus more intensely on documenting the progress made in program implementation and the support and documentation of HLP implementation. It will collaborate with the Impact Evaluation (IE) Committee and provide regular updates on its work and lessons learned from the Deans Compact. Due to COVID-19, most meetings will be virtual. The work will continue to focus on HLPs and will use the Hub to provide opportunities for interaction and shared expertise. The quarterly CoP calls will continue, as will professional learning opportunities. The facilitation team is putting together welcome packets for CoP members, including members’ contact information.

Naming and Overcoming Barriers to Implementation of Inclusive Prep Programs. Dr. Duda provided an overview of the CoP Hub and its “CoP Repository” and “CoP Main Forum.” The Hub allows the CoP to showcase its story of collective work to support preservice teachers and administrators. Members discussed barriers they expect to face or tackle immediately, and asked to share their responses to the following points via the chat or on the CoP forum:

  • General challenges with the virtual programs.
  • Postponing P20 activities to allow partners additional time to get the virtual platforms underway.
  • Encouraging best practices and leveraging technology to serve all students.
  • Offering help and support to P20 partners from a distance.

One member shared a new platform, “simSchool,” that simulates a real classroom, allowing teachers to run lesson plans with diverse and complex groups of students. The platform also provides assessment data.

Members were asked to contact Dr. Deborah Telfer (Project Director, UC SDI Center) to discuss timelines and alternative deadlines or opportunities to move the work forward. They were reminded that relationships with the partners are extremely important; during this time there must be flexibility in the work and attention to one’s mental health. All the chat-box discussion points will be posted on the Hub.

The “It”. The committee discussed a systems approach to effective interventions, effective implementation methods, and enabling contexts that help lead to improved outcomes for all students. Because systems have been disrupted during COVID-19, groups can provide the clarity needed to determine expectations and priorities by defining their “it”. A tool Dr. Duda offered as an “it” exemplar described the CoP, its enabling contexts, sessions functions, operationalizing key components, performance assessments, and outcomes. This tool models the work and outcomes and helps build a strong, sustainable community of practice. Depending on the work, it can be used in various ways (e.g., to create a foundation, to spark discussion).

High-leverage Practices. Dr. Duda shared the DC list of High-leverage Practices (HLPs) developed through the research of the IE Committee and partially connected to work sponsored by the CEEDAR Center. The list includes 44 practices focuses on the best practices for educators to use in meeting the needs of all students. In other words, the practices operationalize the concept of “inclusive instructional practice.” Committee members discussed ways to use the HLPs to promote inclusivity between the two silos of SPED HLPs and Gen Ed HLPs, and potentially bridge the work between general education and special education. The committee agreed it was important to establish a common focus and influence to promote inclusivity. Members suggested that schools might collectively agree on one or two HLPs each year to move everyone toward the same result, with the IE Committee helping to monitor changes in instruction and measure the effectiveness of these changes.

Wrap-up. The facilitators encouraged members to continue implementing the grants and to seek guidance from them or from Dr. Telfer. The IE Committee will contact CoP members regarding an upcoming research study, and Dr. Monseur will create a Doodle poll for the Q2 call.

Dissemination Committee: Dr. Jim Gay, Chairperson
The dual purpose of the Dissemination Committee is to work with the Core Team to plan the annual conference (e.g., logistics, presenters), and to advertise the conference by disseminating information about the conference to increase attendance.

The Committee reviewed the conference schedule and topic of “Equity Literacy.” The annual conference will likely include up to six rounds of breakout sessions, one of which will have a TedTalk with seven presenters in a one-hour period. The schedule also includes OCTEO Business meetings. Members reported that the OCTEO-Deans Compact collaboration is a “plus.” Breakout sessions should be tied to the broad version of the conference theme. There was also a question of whether or not participants will have to select their breakout sessions ahead of time (or, instead, be able to select them on the spot).

Another topic of discussion was that of preservice teachers: how to encourage students who have not yet graduated to attend the conference. A related concern was how to arrange things so that a portion of the keynote speech was tied specifically to their needs and interests. Committee members felt that the virtual nature of the conference will open up opportunities for preservice teachers to attend. Some committee members suggested that the conference be included in their course syllabus. One of the keynote presenters might also be willing to record a short video pertaining to their area of expertise that would also include a few sentences inviting preservice educators to the conference. Preservice educators may benefit from a session on involving parents and supporting parents in their work.

As the theme of the upcoming conference is Equity Literacy, the Core Team may want to discuss its operational definition of “equity literacy.” Equity is especially important now in the pandemic. Remote learning could exacerbate equity issues or help relieve some of them, depending on what actions are taken. The conference’s virtual platform this year will require additional preplanning, and the call for session proposals need to go out as early as possible, ideally by October 1st. The Committee will send their ideas for the panel to Dr. Telfer and the Core Team.

Impact Evaluation Committee: Dr. Barb Hansen, Chairperson
The Impact Evaluation Committee discussed four main points during its session. These points allowed committee members to discuss and offer ideas relating to upcoming studies that Dr. Howley will lead.

The Committee discussed the LISD Impact Study and related new work on the Supply and Demand Study. In terms of the LISD Impact Study, there was general enthusiasm for the importance of this work and its success. Many suggested that it would be useful to build on this study with the proposed Supply and Demand Study. This new work will broaden baseline knowledge about services for students with sensory impairments by focusing on supply and demand of teachers of the visually impaired (TVIs) and teachers of the deaf/hard of hearing (ToD/HHs) across the state. The study will also focus on the availability of certified O&M specialists (COMS) and interveners. Members also discussed the four programs based at Shawnee State University, serving as the LISD Collaborative hub, and being implemented in partnership with other Ohio IHEs—TVI, H/DoD, O&M, and intervener studies.

Second, the committee reviewed the study of simultaneous renewal/partnership grant recipients. Recipients enjoyed the work and felt it was particularly helpful with strengthening school district partnerships with their institutions. The study found, however, that the initiatives had local rather than transferable impact.

Third, members discussed a new study on the “wisdom of practice” that will look back at recipients of the Deans Compact grants over time to identify and catalog the knowledge pertinent to their transformation from siloed to blended, inclusive programs. This proposed study would involve interviews with Incentive Grant recipients. It was suggested that incorporating questions and insights from COVID-related adaptations into the study, and observing and comparing changes between the study of several years ago and the present one, would be interesting and productive. Another consideration was whether programs should now properly be termed "inclusionary" rather than "dual-licensure.” The starting date for the study is yet to be determined.

Fourth, the group looks forward to collaborating with the CoP Committee and merging their conversations about how to use the newly identified HLPs. A study recommended by the combined CoP-IE Committee leadership would identify the HLPs that faculty in DC institutions believe are most important for beginning teachers. This study might be conducted in place of or prior to the study of how teacher education candidates actually deploy HLPs in their clinical placements. The Committee agreed that the two studies should be conducted with the study of faculty prioritizing preceding the study of candidate use of HLPs.

Low Incidence Committee: Dr. Sally Brannan, Chairperson
Dr. Telfer reported-out on behalf of Dr. Sally Brannan. The Low Incidence Committee’s purpose is to examine statewide solutions to address shortages of personnel to work with students with lowincidence disabilities as well as to determine how the state system might be changed to improve the picture for students and families. Dr. Telfer welcomed two new members to the committee: Kim Christensen (Bowling Green State University) and Jennifer Perry (Shawnee State University).

During its session, the Committee was updated on LISD Collaborative Preparation programs by Drs. Doug Sturgeon, Karen Koehler, and Jennifer Perry. They also considered the LISD collaboration among the four programs housed at Shawnee and being implemented with partner IHEs and other participating organizations (OSD and OSSB). The TVI-O&M Consortium has enrolled its fourth cohort of students in the TVI program; the O&M program is approved and underway. The D/HH program will follow the same format as the TVI-O&M program. The practicum, which was different this year due to COVID-19, was a virtual camp, with student teachers providing support to students in braille, math, K-2, and sports camps. Some graduates from the third cohort have taken positions as TVIs; some have applied for the temporary TVI license that the state made available because of COVID, and some have applied for the full license.

The newly approved O&M program hired Dr. Jennifer Perry to lead the work and is one of the few such programs offered nationwide. The technical certificate in intervener studies for paraprofessionals working with students with combined vision and hearing loss is unique to the deafblind world. The intervener studies program will also help Shawnee develop a career pipeline program in collaboration with a career tech center in Southeast Ohio.

Dr. Craig Howley attended the meeting to discuss the LISD Ohio Supply and Demand Study. It is a first-of-its-kind study to assess supply and demand for educators licensed to work with students with LISD. Few studies have provided numbers to support the claim of shortages of educators for this population, and the LISD study aims to shed light on the issue. Its research question: How well does Ohio’s supply of LISD teachers, trained paraprofessionals, and certified orientation and mobility specialists address the need for these personnel? Data from the study will be reported to the Ohio Department of Education. Additional information on this study will be provided at the next DC meeting.

Policy Committee: Deb Tully, Chairperson
The purpose of the Policy Committee is to make recommendations to policymakers regarding actions for strengthening the preparation of all educators in order for them to be better able to work together to improve learning outcomes for all children. Last year, members worked with ODE officials to develop an additional credential (i.e., grade-banded intervention specialist licenses) supporting the implementation of inclusive teacher preparation programs leading to dual licensure.

Committee members spent most of their session reviewing and finalizing the policy paper they will present on supporting districts’ employment of fully licensed teachers. The paper addresses the need for teachers in a field to be fully licensed in their area. Members discussed the erroneous perspective that anyone can teach anything, which leads to efforts to water down licensing requirements in an attempt to increase flexibility in the placement of teachers and address shortage areas. The purpose of the policy paper is to underscore the need for all teachers to be fully licensed for teaching the content and grade levels they are assigned to teach.

Members also discussed the role of distance learning, and the need for training to make the most of the virtual environment. The Committee recognized the importance of leveraging distance learning as a tool to reach all children and also of ways to ensure that remote instruction was successful and safe for students with special needs. It was also noted that practices used during virtual instruction might continue in the future (e.g., online classes instead of “Blizzard Bags” during school closures due to weather).

The discussion considered how higher education institutions will need to modify their curricula to incorporate virtual teaching techniques and help candidates see the purpose and value of distance learning. How do you convert the principles of good teaching to good teaching in a virtual setting? How can distance learning be leveraged as another tool to reach all children, meet them where they are, and adapt instruction? The Committee will continue this discussion at the next meeting after talking to colleagues and learning about their concerns and suggestions.

Diversifying the educator workforce: Part II

Wil Del Pilar, PhD, Vice President of Higher Education Policy and Practice, The Education Trust

Dr. Banks welcomed Dr. Wil Del Pilar back to the Deans Compact for Part II of his presentation “Diversifying the Educator Workforce.” To help facilitate the discussion, he asked Dr. Karin Chenoweth (Writer-in-Residence, The Education Trust) to join and discuss her case study in Steubenville, Ohio, a district she claims is helping to close the equity gap. Her work uses an “outlier” method to identify schools and districts that are performing well with low-income students and students of color. The presenters asked that participants share their comments and questions in the chat box.

Dr. Chenoweth began by sharing data from nearly 2,000 school districts (varying in size, demographics, funding, etc.) to identify schools’ socioeconomics and achievement numbers. Generally, the richer the district, the higher the test scores for third grade academic achievement. However, even though Steubenville remains one of the poorer districts in Ohio, its achievement scores were two years above the national average, and they had a 99% graduation rate in 2018, making them an outlier. Dr. Chenoweth’s basic research model, adopted from Ronald Edmonds, is to identify schools that produce outcomes of interest, and then observe them and determine what makes them different from less effective schools. Her research in Steubenville will be featured in her new book, with the working title, Learning from ExtraOrdinary Districts.

Dr. Del Pilar then asked Dr. Chenoweth a series of discussion questions about her research, including why Steubenville is an outlier, and how the work from Steubenville might be used to make changes in educator preparation programs as well as in other (larger) districts. In the case of Steubenville, Dr. Chenoweth found a close-knit community, a strong leadership team, and a functional school board. There was also an organization culture that was relentless about looking at the data. These factors helped lead to their higher test scores. As for educator preparation programs, Dr. Chenoweth stressed the importance of improving the knowledge of teacher candidates about what it means to teach reading, and the skills to do so effectively. She added that principal preparation programs, like those in Illinois, should include a more rigorous application process to ensure applicants are prepared and willing to take on administrative roles. Dr. Chenoweth stated that districts of any size will improve if they choose to embrace the data and help create strong administrative leaders that encourage staff members and teachers to use effective instructional methods with all students.

In times of COVID-19, Dr. Del Pilar and Dr. Chenoweth discussed strategies schools are moving forward with to ensure that students have support and meals as well as computers and hot spots for online learning. Dr. Chenoweth began a podcast in the spring of 2020 to discuss these matters; the podcast is entitled “ExtraOrdinary Districts in Extraordinary Times” (

To close, several participants in the chat posed questions on the topics of a onecurriculum approach, protocols for intervention, and tracking data by race and gender. The presenters shared additional resources from the Wallace Foundation on improving the principal pipeline to improve student achievement. They noted that a copy of that presentation would be emailed to the members along with some supplementary readings. Dr. Banks thanked the presenters for their time and offered an overview of their main points—there is an urgency to sustain the work, leading with data is critical, programs are not solutions and need a supportive culture in order to be successful, leadership is key to improvement, and it is important for everyone to collaborate and engage in improvement efforts grounded in the scientific methods.

CHARI WRAP-UP/Other/Next Steps

Dr. Banks reminded participants to complete the evaluation form that was sent via the chat and by email at the conclusion of the meeting. She reviewed the 2020-2021 meeting schedule (shown below). The Compact leadership hopes that next year the meetings will be held face-to-face instead of virtual. The meeting adjourned.

Dates for future meetings were listed on the agenda as follows:

  • DECEMBER 3-4, 2020: Quarterly Meeting #2
  • JANUARY 13-15, 2021: 8th Annual Statewide Conference
  • MARCH 25-26, 2021: Quarterly Meeting #3
  • JUNE 10-11, 2021: Quarterly Meeting #4

8th Annual Statewide Conference: January 13-15, 2021

June 2020

Dr. Carol Ann Tomlinson

dr Tomlinson

Dr. Carol Ann Tomlinson

Dr. Tomlinson is the William Clay Parish, Jr. Professor and Chair of Educational Leadership, Foundations, and Policy, and Co-director of the Institutes on Academic Diversity at the Curry School of Education at the University of Virginia. Carol works throughout the United States and internationally with educators who want to create classrooms that are more responsive to a broad range of learners.

Dr. Tomlinson’s experience as an educator includes 21 years as a public school teacher working with preschoolers, middle school students, and high school students. At the secondary level, she taught English, language arts, German, and history. She also administered district-level programs for struggling and advanced learners and was Virginia’s Teacher of the Year in 1974. At the University of Virginia, Carol teachers undergraduates, master’s students, and doctoral students, predominately in the areas of curriculum design and differentiated instruction. She was named Outstanding Professor at Curry School of Education in 2004 and received an All- University Teaching Award in 2008.

In 2014’s EducationNext Edu-Scholar Public Presence rankings, she was named one of the two most influential higher education voices in the United States in Psychology and the 16th most influential in all education-related fields. She has written more than 300 books, book chapters, articles, and other materials for educators, and her books have been translated into 12 languages.

Meeting Highlights Day 1


Dr. Mary Murray, Compact Chairperson
The Ohio Deans Compact met virtually on June 11-12, 2020, via Zoom due to the ban on face-to-face meetings imposed in response to the COVID-19 pandemic. Dr. Murray (Chairperson, Ohio Deans Compact) began by welcoming members and thanking them for attending. In attendance were 77 participants. Dr. Murray announced that this is the fourth and final meeting of the year. She then asked Ms. Jo Hannah Ward (Director, Office for Exceptional Children, Ohio Department of Education) and Dr. Krista Maxson (Associate Vice Chancellor, P-16 Initiatives, Ohio Department of Higher Education) to share updates.


Ohio Department of Higher Education:
Jo Hannah Ward, MEd, Director, Office for Exceptional Children
Ms. Ward shared that the Operating Standards for the Education of Children with Disabilities are under their five-year review. Details of the review and proposed changes are now open for public comment until mid- or late-July. Also, stakeholders throughout the state offered feedback on the Office for Exceptional Children’s (OEC’s) Strategic Plan. Three focus areas were identified: (1) Integrated Model for a Multi-Tiered System of Supports, (2) Professional Learning Focused on Students with Disabilities, and (3) Postsecondary Learning Experiences and Outcomes. The plan is currently under review and expected to be released to the public this fall. Ms. Ward noted that as part of the Ohio Department of Education’s (ODE’s) settlement agreement with Disability Rights Ohio’s class-action lawsuit earlier this year, the Office is also developing an 11 District Plan Update, and has created an Urban Support Team within the office to provide support to the 11 urban districts named in the settlement.

Next, Ms. Ward briefly discussed Ohio’s State Systemic Improvement Plan: Early Literacy Pilot, which is in its fourth year. Instructional coaching, educator knowledge, and third-grade reading scores for students with disabilities have increased. Ms. Ward then highlighted supports and resources in response to COVID-19, which are available at the following website: These resources address student health and well-being, student safety, vulnerable youth supports, family engagement resources, early learning supports, and supports for students with disabilities (see PowerPoint 2 for links that address each topic). She added that districts have been asking for flexibility related to meeting IDEA requirements and timelines during school closures, but that any changes related to IDEA must come from the US Department of Education, Office of Special Education Programs (OSEP). Efforts are currently in place to bring this issue to their awareness.

Ohio Department of Higher Education: 
Krista Maxson, PhD, Associate Vice Chancellor for P-16 Initiatives, Ohio Department of Education
Dr. Maxson shared that the Ohio Department of Higher Education is currently reconciling their database with all Ohio institutions and programs. She formed a working group to discuss the state review process and how it meets the needs of Ohio Institutions of Higher Education (IHEs). The group will be discussing how to efficiently conduct program reviews, specifically considering COVID-19. New programs are being reviewed, but procedures for continuing programs (due for review this spring) have not been determined. The group is considering a new structure for the review process and there will be a pilot of the new process this year. Dr. Maxson invited IHEs interested in participating in the pilot to reach out to the workgroup if they have a program that will expire this year or if they need approval for a Council for the
Accreditation of Educator Preparation (CAEP) site visit. She also invited feedback from Compact members.

Reshaping Educator Preparation: Part I:

Carol Ann Tomlinson, PhD, William Clay Parrish, Jr. Professor and Chair of Educational Leadership, Foundations, and Policy; and Co-director of the Institutes on Academic Diversity at the Curry School of Education, University of Virginia
Next, Dr. Tachelle Banks (Vice Chairperson, Deans Compact) introduced the speaker, Dr. Carol Ann Tomlinson (see bio in handouts). Dr. Tomlinson began by addressing changes resulting from COVID-19, suggesting that these changes have invited a chance to think about not only what she does, but what she might do and how to move forward, an invitation she also extended to the Compact.

Dr. Tomlinson recounted her first day of teaching at a rural public school district in South Carolina during the first year of integration and reflected on her 22 years working in public school districts. Since then, education has focused heavily on test preparation and holding teachers accountable for student learning. Still, she explained, National Assessment of Educational Progress (NAEP) scores show that only a fraction of students achieve proficiency across school subjects and improvements in student achievement over time have been negligible. She reviewed data illustrating her point, noting that, for example, in 2018, 34% of students scored below “basic” in history and 29% scored below “basic” in geography. Internationally, US fourth graders ranked 14th in math among 49 participating countries on the Trends in International Mathematics and Science Study (TIMSS) assessment, and Programme for International Student Assessment (PISA) results suggested a widening gap in achievement and growing inequity in public school systems.

Dr. Tomlinson explained that the problem is not only with testing and highlighted several compounding factors, such as an opportunity gap, which results from labeling children and viewing them through a deficiency lens. She also noted burgeoning emotional health issues, stress and worry among students, and disengaged students who do not have a sense of agency or intrinsic motivation. Dr. Tomlinson then addressed questions in the chat feature of Zoom. Participants asked about steps for moving forward. She suggested that advocacy is needed to shift the educational system and provided an example illustrating the importance of emphasizing instructional quality rather than testing.

Dr. Tomlinson continued by discussing the importance of having a vision and the efforts needed to achieve the vision. A vision inspires action, maintains focus, and offers a practical guide for plans, goals, and objectives. Test preparation, she added, is not an inspirational vision. As an alternative, she proposed “to help each learner access success by building a life for now and for the future.” This kind of vision is not supported by “coverage of standards,” but requires new tools in our classrooms and a focus on students as individuals. Teachers need to teach students to collaborate, build community, and understand the meaning behind what they are learning, for example. She encouraged the audience to consider how to make this shift and to share ideas in the chat box.

In response to a comment on the need for partnership between districts/schools and higher education, Dr. Tomlinson commended teachers this year for their abrupt transition to online teaching, remarking that they seemed more energized and creative in response to the crisis than they had been prior to the crisis. Current events have pointed to the fact that educators must work to achieve equity in our society, and these efforts can begin in the classroom.

Dr. Tomlinson then addressed the first mind-shift required for student and teacher success, which is to focus on the individual child. Teacher preparation programs must cover the notion of teaching each child so educators enter classrooms prepared with resources for connecting with individual students; understanding and leveraging the value of diversity in classrooms; and building the cognitive, social, and emotional agency of students. A participant asked how districts might be evaluated to determine achievement and outcomes without testing. Dr. Tomlinson said she did not have an answer but that educators should consider if comparisons between districts and schools actually contribute to student learning, adding that it is essential to have a means for assessing student learning to inform instruction and also that there should be an emphasis on how to encourage and support teachers without focusing on raising test scores. Dr. Tomlinson wrapped up, reminding participants that she would continue the presentation on day two of the Compact meeting.

Wrap Up

Dr. Mary Murray, Compact Chairperson

Dr. Murray thanked everyone and briefly covered the agenda for day two before adjourning.

Meeting Highlights Day 2


Dr. Mary Murray, Compact Chairperson

Dr. Murray welcomed members back to day two of the Deans Compact quarterly meeting and asked everyone to type their names and email addresses into the chat feature of Zoom for attendance purposes. To begin the session, she reviewed the agenda items. First, members would meet in their committees using the virtual breakout rooms to share updates. Dr. Murray asked each committee to take detailed notes during these sessions because afterwards the committee facilitators/chairpersons would share these notes with the whole group. Finally, Dr. Tomlinson returned for the second part of her presentation on reshaping educator preparation, and Dr. Murray concluded with announcements and other business.


From 8:30 AM to 10:00 AM Deans Compact members met in the Zoom breakout rooms to share updates for the five committees. Group assignments included: Incentive Grant Community of Practice (CoP), Dissemination Committee, Impact Evaluation Committee, Low Incidence Committee, and Policy Committee. Summaries of the committee updates are provided below.

Committee Reports

Incentive Grant CoP: Dr. Steve Kroeger, Facilitator
Twelve groups within the Incentive Grant CoP shared reports on this year’s accomplishments. Dr. Steve Kroeger shared the main themes from the presentations:

  • Groups are learning and engaging on a new level during the pandemic and collaborating across disciplines.
  • Programs are becoming more inclusive and learning one another’s languages.
  • Universities are working more with K-12 schools, educational service centers, and other areas of the community.
  • COVID-19 has changed the structure of program design, in that more programs are merging and might account for fewer standalone programs.

Dr. Michelle Duda (Implementation Scientists) added that the pandemic provided groups with an opportunity to examine their work from a systems perspective and focus on sustainability. Programs are also embedding new research or creating their own research and developing a stronger alignment to the community to create more positive outcomes for students. Dr. Murray asked that the Incentive Grant CoP email the 12 presentations or summaries.

Dissemination Committee: Dr. Jim Gay, Chairperson
The Dissemination Committee reviewed session summaries from the 7th Annual Conference. Dr. Jim Gay noted that the feedback about keynote presenters, panel discussion, and breakout sessions was particularly favorable and will be used in planning the upcoming 8th Annual Conference. It is currently undecided if the conference will be face-to-face or virtual, and the Compact Core Team will plan accordingly. Dr. Gay discussed potential themes for the conference and suggested the group include a virtual strand to cover virtual schooling at the student, teacher, and administrator levels. The conference might also cover equity in terms of learning online, meeting the needs of students in special education, and identifying who in the state of Ohio is successfully meeting student needs, improving instructional practices, and supporting administrators. The committee will share suggestions for conference panelists with the Core Team.

Impact Evaluation Committee: Dr. Barb Hansen, Chairperson
The Impact Evaluation Committee addressed four major topics. First, Dr. Barb Hansen shared thoughts on the Teachers of the Visually Impaired (TVI) Consortium study. The committee reviewed the data and the final report and is proud of the turnout. The TVI program is entering its fourth cohort. Second, members discussed the candidate survey that assesses the pedagogical skills of dually licensed candidates compared to those with single licensure. The instrument now includes high-leverage practices (HLPs) from the work of CEEDAR and has been in the development process for five years. After a pilot test with 300 students, it proved to be a strong instrument with a .97 reliability. Dr. Hansen asked Compact members to consider the best ways to use the instrument, and suggested it be used in some way by Compact funded IHEs in their annual reports to the Compact. Dr. Howley is currently working on an interview study on the program completers that would include a random sample of 100 or so candidates and collect data through interviews or focus groups. Third, the committee considered the sustaining value of the evaluations for the simultaneous renewal grants and asked what institutions and partnering schools have gained from these efforts. Dr. Howley will also help determine the best route for continuing evaluation of Partnership Grants. Fourth, Dr. Hansen suggested continuing conversations on adding a more objective data element to the Incentive Grant Annual Report.

Low Incidence Committee: Dr. Sally Brannan, Chairperson
Updates from the Low Incidence Committee focused on the collaborative working groups and the consortiums. Dr. Sally Brannan discussed how groups are adjusting for virtual learning, particularly virtual opportunities for fieldwork and practicum. Dr. Karen Koehler and Dr. Doug Sturgeon, with the TVI Consortium, discussed practicum experiences for students in the TVI program. Due to the pandemic, most summer camps have been canceled but the Ohio State School for the Blind (OSSB) is offering virtual summer camps so the TVI students can engage virtually for their practicum. The TVI Consortium is entering its fourth cohort and is continuing
to make positive gains. Assignments have also been adjusted to meet the state standards. Dr. Brannan shared updates about new programs—the teacher of the deaf/hard of hearning (ToD/HoH) consortium, an orientation and mobility program, and an intervener certificate program. The first cohort of 14 for the D/HoH consortium will start in July 2020. Jamie Clifton (a researcher who helped evaluate the TVI Consortium program) also reviewed the TVI Consortium study with the committee, noting the strengths and areas that might be improved. Dr. Brannan said the committee appreciated the direct suggestions. To conclude, members discussed ways to keep students engaged during the pandemic by utilizing ideas from state websites (e.g., the Ohio Center for Autism and Low Incidence, OCALI). Committee members
shared resources and how they might be used to support learning by committee member groups.

Policy Committee: Deb Tully, Chairperson
Ms. Deb Tully provided updates from the Policy Committee on licensure requirements and supporting first-year candidates. Members of the committee will work on a formal policy paper to provide flexibility to district standards and requirements. The policy will be temporary and have an end date to address the COVID-19 pandemic and will ensure the pedagogical aspects of training are still present. For example, teachers will require some training or professional development when asked to work outside their expertise. Four or so committee members will work with the legislature, a representative from the Buckeye Association of School Administrators (BASA), and Dr. Telfer to create a document. Groups are also collaborating with one another to determine the best way to support first-year teachers during the pandemic. Ms. Tully concluded by announcing the dual licensure status will be official by July 1, 2020, and next steps include developing new programs with the help of institutions in the Deans Compact. Dr. Murray thanked everyone for their efforts and introduced Dr. Carol Ann Tomlinson for the second portion of her presentation on reshaping educator preparation.

Reshaping Educator Preparation: Part II

Carol Ann Tomlinson, PhD, William Clay Parrish, Jr. Professor and Chair of Educational Leadership, Foundations, and Policy; and Co-director of the Institutes on Academic Diversity at the Curry School of Education, University of Virginia

To begin, Dr. Tomlinson reviewed the content that was covered on day one and asked the group to consider improvements to educator preparation moving forward. The presentation covered three additional mind-shifts: creating a humanizing learning environment, building community in the classroom, and re-thinking curriculums.

First, for teachers to create a humanizing learning environment for students, it is necessary to understand the students’ critical needs. Dr. Tomlinson discussed going beyond caring about children and instead caring for them (i.e., Empathetic Teaching). To teach with empathy, teachers must provide a flexible learning environment that focuses on individual needs and creates opportunities for collaboration. Dr. Tomlinson compared this approach with highways and exit ramps—at times classrooms need to stay on the “highway” with teaching everyone the same concepts and issuing the same assignments, but teachers also need a plan in place with “exit ramps” to help students who are more likely to encounter difficulties or need extra challenges.

Second, teachers at younger levels are more likely to build community, whereas teachers of older students tend to focus on the content. Dr. Tomlinson suggested modeling diversity within the classroom and finding ways to cultivate students’ voices. A suggested activity was for teachers to ask the children a topical question at the start of each school day, allowing the children to discuss and debate it.

Third, to re-think curricula, teachers need content and activities that enable students to make meaning, solve problems, apply and transfer knowledge, and own their learning. Dr. Tomlinson compared the process to making dinner, where a teacher can create several meals with one set of ingredients (i.e., teachers should present content that meets a set of standards but is not limited by them).

To conclude, Dr. Tomlinson provided first steps for accomplishing these mind-shifts. Steps included: having ongoing discussions with colleagues and like-minded people, developing one’s own as well as collaborative visions, emphasizing student needs and encouraging collaboration between them, and asking teachers to create flexible plans and develop long-term projects in the classroom.

During the presentation, Dr. Tomlinson provided illustrations of the materials and referenced empirical research and texts, most of which were included in the slide deck (see meeting packet). Participants used the chat box again for discussion and questions—comments and questions were relayed by Dr. Telfer. Topics for discussion included the Black Lives Matter Movement in relation to developing a critical understanding of teacher identities through building trust with students and creating a classroom that embraces failure as a growth experience. One participant asked about Dr. Tomlinson’s new book: the current title is From Standardization to Learner Synergies; its release date has not yet been determined.

Other/Next Steps

Dr. Murray thanked members, shared the 2020-2021 Compact schedule, and asked everyone to complete the evaluation form. A survey link for the evaluation was included in the chat box and on the PowerPoint slide and will also be sent via email. The meeting adjourned.

2020-21 Meeting Schedule

  • September 10 – 11, 2020 Virtual
  • December 3 – 4, 2020 – Virtual
  • March 25 – 26, 2021 – OCLC, Dublin
  • June 10 – 11, 2021 – OCLC, Dublin

8th Annual Statewide Conference: January 13-15, 2021

March 2020

Jose Blackorby

jose blackroy

Jose Blackorby, PhD

Jose Blackorby is the Senior Director of Research and Development at CAST and a lecturer at the Harvard Graduate School of Education (HGSE). He has been working to improve access and outcomes for children and youth with disabilities for more than 20 years. He has led large-scale national studies, designed assessments, developed innovative technology solutions for UDL and higher order thinking skills, and conducted significant design and experimental research. His current work focuses on next generation applications of Universal Design for Learning (UDL) in instruction and assessments to support inclusion and learning. Current projects include the development of teacher dashboard for Ismart, a next generation application of DLM in STEM, development of an open source UDL player for digital content called Clusive, an efficacy study of a UDL based inquiry science notebook called SNUDLE, and a Google application called CORGI to support higher order thinking skills for struggling learners. Dr. Blackorby also implements innovative practices to reflect the principles of UDL in his classes at HGSE. He currently serves on the Noyce Advisory Panel for the American Academy for the Advancement of Science, NSF DRK-12 conference advisory committee, and Technical Work Group for the 2020 National Education Technology Plan. He has contributed to the field through publications, products, and membership on national advisory boards.

Meeting Highlights


Dr. Mary Murray, Compact Chairperson
The Ohio Deans Compact met on March 12, 2020 via Zoom due to the circumstance with COVID-19 and the ongoing closings of schools, universities, and convenings in Ohio. Dr. Mary Murray addressed the state’s recommendations to avoid meeting face-to-face and thanked everyone for participating in the call. She thanked Dr. Jose Blackorby for his willingness to offer the presentation on-line and introduced new Grant, Compact, and Committee members. Dr. Murray also noted a change in the agenda, namely that Ms. Jo Hannah Ward’s report-out on behalf of the Ohio Department of Education would take place at the end of the meeting if it turned out that she would be able to join. Dr. Murray then shared an email update from Dr. Krista Maxson of the Ohio Department of Higher Education that is summarized below.


Ohio Department of Higher Education:
Krista Maxson, PhD, Associate Vice Chancellor for P-16 Initiatives
In Dr. Krista Maxson’s email, she stated that the focus of her work will be on the students and addressing their current needs during the time period when colleges and universities are closed. Due to the extraordinary situation, the program review submissions deadline will be extended to July 1, 2020. Dr. Maxson plans to have a copy of the guidance document about student teaching completed by March 13, 2020.

By-laws Change

Next, Dr. Murray shared a point of business. The Core Team met earlier in the day and discussed a change to the by-law relating to officer terms. The change would enable the chairperson, vice chair, and past chair to serve two-year terms as a way to promote continuity. She asked that Compact members use the Zoom chat feature to vote on the change—"yes” if you agree and “no” if you disagree. The recommended change was approved.

Universal Design for Learning: Implications for Inclusive Educator Preparation

Jose Blackorby, PhD, Senior Director of Research and Development, Center for Applied Special Technology (CAST)
Dr. Tachelle Banks, Compact Vice Chairperson, introduced the guest speaker, Dr. Jose Blackorby, and read a brief biography that was displayed on everyone’s screen. To begin, Dr. Blackorby shared his PPT presentation “UDL for Educator Preparation Programs & Partner Districts,” and noted that this version of the presentation would differ slightly from the emailed copy because the meeting was now virtual instead of face-to-face. He shared information about his background—his education and work in the field—and addressed the different frameworks of Universal Design for Learning (UDL). UDL is growing and changing and is becoming a “global phenomenon.” Dr. Blackorby used Poll EveryWhere ( and text messaging to gauge the group’s knowledge and usage of UDL. Questions included:

  1. Describe your role and the activities you conduct within your organization.
  2. What is your biggest challenge in the environment you work in?
  3. What do you think of when you hear UDL?
  4. What is your current knowledge level of UDL?
  5. What is the current level of UDL implementation at your campus/institution?
  6. What are enablers and barriers to UDL implementation at your campus?

Members’ responses were shown live on the screen via word clouds. Responses illustrated the diversity of the Compact, reflective of members’ various roles and interests. In terms of challenges in the work environment, members noted a lack of resources and time, common misconceptions, and needs for support. Members thought of barriers and accessibility when they heard the term UDL, and most judged their current knowledge about UDL as “emerging” or used in limited ways. Currently, many members are just beginning to implement UDL at their campuses or institutions and answered that a lack of understanding and time might serve as barriers during implementation. Dr. Blackorby then discussed additional backchannels to facilitate conversation and create a digital place for Compact members to ask questions during the presentation. Along with the Zoom chat, the group was given a link to a Padlet with UDL resources specifically designed for Compact members. A Google Doc was also shared as an alternative because the Padlet might be inaccessible to people using screen readers.

Dr. Blackorby continued the presentation by considering changes in and overall progress of UDL over the last 30 years. He talked about the future of UDL, resulting from efforts involving technology and artificial intelligence. He noted that changes in education are critical so that education can make changes parallel to what is going on in the workplace and the world at large. Past examples of progress for individuals with disabilities included IDEA, ADA, and HEOA; and moving forward the educational system should continue accounting for the variability in the way students learn. Generally, addressing this variability has been slow, with inaccessible materials and poor instruction, so there is still much work to be done. The current growth of UDL includes its presence in texts and resources as well as its use in courses and conferences. Dr. Blackorby also addressed education in terms of neuroscience and neuroimaging by showing how individuals use their brains when they are accomplishing a task. The scans showed that all kinds of variability can result in so-called “disability” when individuals are faced with different tasks. Context is therefore essential in learning to surface people’s cultural assumptions and prior knowledge with the aim of helping them succeed in work and in life. He recommended the book, The End of Average by Todd Rose that discusses the concept of “jaggedness.” An important implication is this: if education is designed for the average learner, then it is essentially designed for no one. The future of education, from this vantage point, will involve de-standardizing so students can discover their strengths.

During a brief break, Dr. Blackorby posed questions for the group to answer through the chat, and requested they share resources using the Padlet. One participant asked if the Zoom platform was sensitive enough to use with ASL interpreters. Stanley Dudek, a technician with WordFarmers Associates, will investigate this issue and distribute resources.

Next, Dr. Blackorby discussed what UDL looks like during the implementation process. CAST currently offers an AEM Center to build capacity and best practices through helping others create accessible materials. Applications (e.g., Corgi) offer built-in supports, and free online resources are available to improve collaboration and instructional coaching. Additional information about UDL is available on the CAST website (

Dr. Blackorby stated that UDL is more widespread among K-12 districts but is becoming part of the routines used in institutions of higher education, particularly in the colleges of education. He is currently teaching a UDL course at Harvard Graduate School of Education (HGSE). Through lectures and workshops, the students learn about UDL and how to create learning environments to meet the needs of all students. Dr. Blackorby addressed ways that Compact members can utilize “Design Thinking” to determine the needs of students and teachers by developing profiles of archetypical students and characterizing their strengths and difficulties in the classroom. He also showed members the TIES Center website. The TIES Center is a national technical assistance center that focuses efforts on inclusive practices and policies. It is a project at the University of Minnesota conducted in collaboration with other universities and organizations (including CAST). Dr. Deborah Telfer (UC SDI) and Dr. Aimee Howley (WordFarmers Associates) are involved in the TIES Center work.

To close, Dr. Blackorby gave members 10 minutes to break into virtual groups and run through scenarios to examine the process of using UDL and barriers to its use. Some members shared about the thinking that took place in their small groups. Issues relating to field experiences during the COVID-19 health emergency were shared by one group.

Update/Exchange with State Leaders Redux

Ms. Jo Hannah Ward was unable to join the call to share updates from the Ohio Department of Education.

Other/Next Steps

During the presentation, Compact members used the Zoom chat feature to thank Dr. Jose Blackorby, pose questions to him and staff members, and share resources with one another. Dr. Mary Murray thanked everyone for their time and efforts. Compact members were emailed an evaluation link. The next (and final) 2019-20 Ohio Deans Compact quarterly meeting is scheduled for June 11-12, 2020.

December 2019

Professor Rob Horner

howe biosketch

Rob Horner

Phone: 541-346-2462
Office: 135P Lokey Education Bldg.

Rob Horner is an emeritus professor of special education at the University of Oregon. His research has focused on applied behavior analysis, positive behavior support, multi-tiered instructional systems, equity in education, and systems change. He has worked for the past 20 years with George Sugai in development and implementation of school-wide positive behavioral interventions and supports (PBIS). Over 26,000 schools are implementing PBIS nationally. Research, evaluation and technical assistance outcomes from this effort indicate that investing in the development of a positive social culture is associated with improved social, behavioral and academic gains for students. Dr. Horner has been the editor of the Journal of the Association for Persons with Severe Handicaps, coeditor of the Journal of Positive Behavior Interventions, and associate editor for both the Journal of Applied Behavior Analysis and the American Journal on Mental Retardation.

Ph.D., 1978, University of Oregon, Eugene, OR
Major: Special Education
Major Professor: G. Thomas Bellamy

M.A., 1975, Washington State University, Pullman, WA
Major: Experimental Psychology

B.A., 1971, Stanford University, Palo Alto, CA
Major: Psychology

Honors and Awards

  • 2017 Northwest PBIS Network Lifetime Achievement Award, Northwest Positive Behavior Interventions and Supports
  • 2016 Kauffman-Hallahan Distinguished Researcher Award for 2016, The Division for Research of the Council for Exceptional Children (CEC)
  • 2014 Northwest PBIS Network President’s Award, Northwest Positive Behavioral Interventions and Supports
  • 2014 Distinguished Researcher Award, Special Education Research SIG, American Educational Research Association
  • 2013 Outstanding Leadership Award, Midwest Symposium for Leadership in Behavior Disorders
  • 2013 Milton JE Senn Lectureship Award, American Academy of Pediatrics (AAP) Council on School Health (COSH)
  • 2006 Public Service Behavior Analysis Award, Society for the Advancement of Behavior Analysis
  • 2002 Education Award, American Association on Mental Retardation
  • 2002 Fellow, American Association on Mental Retardation
  • 2000 Positive Approaches Award, The Association for Persons with Severe Handicaps (TASH)
  • 1996 American Psychology Association, Fred Keller Educational Researcher Award
  • 1993 Distinguished Research Award, National ARC
  • 1990 Lisl Waechter Award, ARC of Lane County
  • 1986 Researcher of the Year, Association for Direct Instruction
  • 1985 - 1986 ARC of Oregon's Educator of the Year
  • 1985 AIDD Senior Editorial Board's Most Valued Reviewer


  • Horner, R.H. (1993). Forward. In J. Reichle, & D. Wacker (Eds.). Communicative alternatives to challenging behavior: Integrating functional assessment and intervention strategies (pp. xiii-xvi). Baltimore: Paul Brookes.
  • Horner, R.H. (1990). Introduction to supported employment methods. In F. R. Rusch (Ed.), Supported employment: Models, methods, and issues (pp. 83-86). Sycamore, IL: Sycamore Publishing Company.
  • Horner, R. H. (1986). Competitive employment methods: Introduction. In F. R. Rusch (Eds.), Competitive employment issues and strategies (pp. 89-92). Baltimore: Paul H. Brookes Publishing Co.
  • Horner, R. H. (1986). Generalization and motor control: Implications for instruction with learners who exhibit severe disabilities. In M. G. Wade (Ed.), Motor skill acquisition in the mentally handicapped (pp. 243-256). Amsterdam: North Holland Publishing Company.
  • Horner, R. H. (1991 ). The future of applied behavior analysis for people with severe disabilities. In L. Meyer, C. Peck, & L. Brown, Critical issues in the lives of people with severe disabilities (pp. 607-615). Baltimore: Paul H. Brookes Publishing Co.
  • Horner, R.H., Albin, R. W., & O'Neill, R. E., (1991). Supporting students with severe intellectual disabilities and severe challenging behaviors. In G. Stoner, M. R. Shinn, & H. M. Walker (Eds.), Interventions for achievement and behavior problems (pp. 269-287). Washington, DC: National Association of School Psychologists.
  • Horner, R.H., & Bellamy, G. T. (1980). Habilitation of severely and profoundly retarded adults, Volume III. Eugene, OR: University of Oregon, Center on Human Development.

Meeting Highlights


Dr. Mary Murray, Compact Chairperson
Dr. Mary Murray welcomed the attendees and introduced new Compact and Committee members, including Dr. Krista Maxson (ODHE) and Earl Focht (ODE). She also recognized and congratulated Jo Hannah Ward (ODE) on being named Director of ODE’s Office for Exceptional Children. Also introduced were grant partners Deborah Houser (Middletown City Schools), Dr. Ky Davis (Muskingum University), and Dr. Amy McGuffey (Wittenberg University). Additionally, Dr. Murray recognized partners in the work such as Ellen Adornetto (OEA), Dr. James McLeskey (CEEDAR and University of Florida), and Dr. Michelle Duda (Implementation Scientists, LLC), and welcomed guest Dr. Carrie Wysocki (Ohio Northern University). A full list of CoP members was included in the meeting packet. To begin, Dr. Murray asked that state leaders provide updates to the Compact.


Ohio Department of Education:
Jo Hannah Ward, MEd, LMHC, Director; Office for Exceptional Children
The newly appointed official director, Ms. Jo Hannah Ward, expressed her excitement about the Office for Exceptional Children (OEC)’s new vision and mission. Ms. Ward shared her experience in supporting “principal for a day,” where she and other staff members visited schools in order to better understand the principals’ everyday work. In turn, a principal spent the day with Ms. Ward at the Ohio Department of Education and that principal happened to be Dr. Tammy Elchert, a member of the Compact. Ms. Ward then posed questions to the group: how are we serving students with disabilities, how are we impacting their education, and how do we identify them? She noted that 266,671 students with disabilities are currently enrolled in Ohio schools, about 15.2% of the student population. Ms. Ward also highlighted the following OEC activities designed to help reach students with disabilities:

  • Annual Performance Report—shows a growth over time in student with disability (SWD) proficiency rates in reading and math, and a growth in Preschool LRE. There are also lower numbers for separate settings.
  • New Ohio’s Strategic Plan for 2019-2024—How are we going to implement the vision? Support the whole child? Use strategies and the four learning domains? Discussion points about the plan included:
    • A road map created by OEC to facilitate discussion of implementation items.
    • The SWD plan, which shows gaps between peers and students with disabilities, across grade levels, in ELA, math, and science.
    • Building the state plan, which includes engaging with stakeholders, distributing a statewide survey, holding virtual focus groups and family town halls, and creating a student voice report.
    • Links to the reports and feedback available on the ODE website under “Stakeholder Engagement Reports.”
    • High-level recommendations: MTSS, shared inclusive leadership, professional learning, and post-secondary training.

Ms. Ward concluded by tying the work back to the Deans Compact efforts and other partnerships. The plan will continue to move forward according its three core principles: equity, partnerships, and quality schools.

Ohio Department of Higher Education:
Krista Maxson, PhD, Associate Vice Chancellor for P-16 Initiatives
Dr. Krista Maxson noted the direction of the new projects she’s taken on during her first two months in the position as Associate Vice Chancellor. Currently, Dr. Maxson is working on a Remediation report that will examine the declining numbers for remediation in math and English. The data covers a five-year period and shows that economically disadvantaged students have twice the need for remediation. The goal of the report is to help reduce that gap and provide access and equity for all students. Dr. Maxson was charged with including recommendations in the report and asked that Compact members share their ideas.

Updates on Surveys

Dr. Aimee Howley, Professor Emerita, Patton College of Education, Ohio University
Dr. Aimee Howley, of the Impact Evaluation Committee, discussed Deans Compact and partner-organization surveys. First, she asked that Deans Compact members invite their seniors, or graduating candidates, to participate in a Deans Compact survey. Data from that survey would then be used to validate how well the candidate knowledge/skill instrument works. The Impact Evaluation Committee is currently revising the survey, and once this is completed, members can share the link with as many as possible who will graduate in spring 2020. Down the road, the survey might also track progress over time and be used by the institutions themselves. Next, Dr. Howley discussed the “Promoting Access” project initiated by the Outreach Center for Deafness and Blindness of OCALI. The modules in the project show users some basic ways to interact with individuals with sensory disabilities. Dr. Howley will be conducting a study of Ohio teacher candidates to determine their knowledge gain after using the modules. She asked that members help find teacher candidates, noting that there will be incentives in the form of a raffle. Finally, a third instrument to be used at the school level needs validation. This is an OLi4 survey. The validation work will entail getting a pool of about 1,000 practicing teachers to participate. Dr. Howley will send out three separate emails regarding these surveys to members of the Deans Compact. She thanked everyone for their time.

Implementing Effective Practices: Implications for Policy, Preparation, & Professional Development

Rob Horner, PhD, Emeritus Professor of Special Education, College of Education, University of Oregon; Senior Advisor, National Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS)
The Vice Chair for the Deans Compact, Dr. Tachelle Banks, introduced Dr. Rob Horner who began by acknowledging Ohio’s efforts and the impact of the Deans Compact on improving education and equity for students. He was impressed with Ohio’s linkages with CEEDAR and how well it understands the importance of collaboration. For his presentation, Dr. Horner presented three goals he hoped to accomplish, including: (1) define PBIS as an effective educational framework; (2) define implications of PBIS implementation for PD in education for teachers and administrators; and (3) define implications of PBIS implantation for educational policy. In general, he wanted to share his journey with PBIS. (Note that the PPT slides and official biography of Dr. Horner were included in the meeting packet.)

Dr. Horner discussed PBIS as a framework, rather than a single strategy, that builds social culture and behavioral support. He provided examples of effective school environments and classroom practices. In order to successfully implement the PBIS system, schools should first introduce the smallest change that will produce the biggest effect, because overworking staff and underusing resources will not lead to success. In order to be more effective, efficient, and equitable, schools should also be willing to abandon some existing initiatives and be willing to collaborate in teams. Overall, Dr. Horner stressed the importance of creating a predictable and consistent learning environment for students that is both positive and safe.

Dr. Horner reviewed the Tier 1 PBIS core features, such as leadership teams and school-wide expectations. Currently, 21 countries and over 27,000 schools (3,000+ high schools) are using PBIS and preparing general education and special education teachers, as well as district and building administrators. Compact attendees were given time to discuss Tier 1 implementation, teacher preparation programs, and training and support for teachers. During share-out, one member noted that hanging posters with aspirational messages in a school does not necessarily lead to a change in culture. Dr. Horner called this, “superficial stuff without fidelity.” Also discussed were suggestions for implementation, implications for preparing administrators, alignment with other initiatives, and functional coaching.

In summary, Dr. Horner addressed research with observed teams, both trained and untrained (control group), that showed statistically significant gains and changes in behavior during the implementation of PBIS. In successfully implementing PBIS, there should be more emphasis on what occurs at the classroom level, an investment in prevention, professional development on decision-making, creation of leverage and sustainability, and fidelity of practices. Dr. Horner thanked everyone again for their efforts and noted that he would be available later in the day for additional conversation.

Small-Group Discussion

Compact members broke into four groups to discuss Dr. Horner’s keynote presentation. A form included in the meeting packet gave room assignments and named group facilitators—Mark Seals, Kristall Day, Sue Corbin, and Joe Friess. Facilitators were provided jump drives and asked to assign a notetaker. The jump drives with notes for each prompt were then given to Dr. Deborah Telfer before members adjourned for the day. Meeting packets also provided four discussion questions to guide conversation. Prompts included the following:

  1. To what degree and in what ways does your IHE prepare future educators to work together to support student learning?
  2. To what degree and in what ways do your teacher and principal preparation programs emphasize positive approaches to classroom/behavior management?
  3. How does your IHE work with partner districts to change punishment-based discipline practices?
  4. How does your IHE work with partner districts to change disproportionality in the application of punitive (or exclusionary) discipline?

During the small-group discussion, facilitators read the discussion questions and asked members to share their thoughts. Groups reviewed the definition and meaning of collaboration, technology-based tools (e.g., classroom simulations and avatars), co-teaching and implementation hurdles, behavioral management courses for administrators, and coaching. A more detailed description of the group discussions is included below under “Committee Reports.” Members adjourned after one hour.

Committee Work

The following morning, Compact members were asked to break into CoP and Committee groups. Group assignments included:

  • Incentive Grant CoP: Dr. Steve Kroeger, Facilitator
  • Dissemination Committee: Dr. Jim Gay, Chairperson
  • Impact Evaluation Committee: Dr. Barb Hansen Chairperson
  • Low Incidence Committee: Dr. Sally Brannan, Chairperson
  • Policy Committee: Deb Tully, Chairperson

During the next hour and a half, facilitators provided agendas and paperwork for members to give updates and initiate dialogue. Later in the afternoon, facilitators shared-out with the Compact. The discussion is included below in “IG CoP Update & Dialogue” and “Committee Reports.”


Reflections from & Informal Dialogue with Dr. Rob Horner

Rob Horner, PhD
After groups reconvened, Dr. Horner provided an overview of the previous day’s presentation on PBIS, and initiated an informal dialogue with the Compact members. Dr. Horner also sat in on the CoP and Committee group work and was impressed with the conversations on microteaching and support for both students and teachers. To better guide discussion, he provided themes to be covered, including classroom management, role of building administrators, role of school teams in adoption of new practices, and resistance to change. Dr. Horner addressed the use of technology and emphasized authentic experience. He offered suggestions for activities to guide the teams, and he discussed teaching the art and practice of collaboration. It was also noted that if buildings and districts are committed to educating all, equity in education, then it was necessary, first and foremost, to use the best instructional technology and to teach students to read effectively. Dr. Horner added that the slides available in the meeting packet may not exactly match his presentation, and he could email the updated PPT presentation upon request.

To conclude, Compact members discussed the feeling of isolation from teachers as part of the collaborative relationship, and offered solutions for contact among administrators, teachers, and related service providers. At team meetings, there should be core roles, with a clear vision and responsibility. Roles might include a facilitator, notetaker, data analyst, and an administrator. Dr. Horner added that it was important for administrators to participate in the meeting rather than leading or facilitating. These roles and responsibilities will give teams the skills to become competent in PBIS.


Dr. James McLeskey, CEEDAR Liaison to Ohio, CEEDAR Center, University of Florida
Dr. McLeskey then provided a brief description of the CEEDAR center, which focuses on improving teacher and leader preparation, especially for students with disabilities and others who struggle to learn. The following four topics were discussed:

  • Cross State Learning Groups—The HLP/Clinical Practice meets monthly to discuss supporting higher ed faculty and teaching candidates about explicit instruction. The team plans and collaborates to determine next steps and hears presentations from participants. Recently, the group discussed a microteaching activity and video analysis. Additional HLPs will be addressed (e.g., HLP #6, 25, 17, and 22 are possibilities) and next steps in discussion will occur in late January or early February.
  • Update on HLP videos—Background information and video examples for each of the HLPs are being developed, with seven developed so far. All are available online for free through the CEC website. There is also an Introduction to HLP video, running six minutes, illustrated with teachers in the classroom.
  • Advancing Inclusive Principal Leadership—Regular meetings are occurring between groups such as the Office for Exceptional Children and OLi4 during the development phases. Additional members from different fields will be included in the future.
  • Educator Shortages Toolkit—The toolkit was developed by CEEDAR and emphasizes educator shortages in special education. The toolkit includes a range of downloadable materials available on the Great Teachers and Leaders (GTL) website through the GTL Center.

Dr. McLeskey added that the PPT slides showing the above updates would be posted and available to Compact members.

IG CoP Update & Dialogue

Dr. Steve Kroeger, IG CoP Facilitator; and Dr. Michelle Duda, Consultant
Dr. Kroeger provided members with a deeper dive into HLP and coaching. This included a brief overview of the work, and highlights from the morning breakout group session. The focus of the work was on highlighting four HLPs—Collaboration (HLP #1), Using Student Data (HLP #6), Explicit Instruction (HLP #16), and Feedback (HLP #22). Individuals in the breakout session were assigned to the four areas to facilitate discussion. Notes from the session were posted to the CoP website. Dr. Kroeger shared highlights from each of the four HLP discussions:

  • HLP #1 Collaboration— The group discussed building partnerships between faculty, university members, and K12 educators (particularly general education and special education). Members also noted the importance of building strong relationships with school administrators and making sure students feel supported during professional development.
  • HLP #6 Formative Assessment—Group members discussed the effective use of data to guide instruction, as well as the changes in data over time and between groups. The group strategized about conducting comprehensive evaluations at the building level (i.e., across an entire school). It was also pointed out that there can be a disconnect concerning collecting data: although teachers can see how it is collected, they may be fearful of the aftermath with interpreting the results and initiating change. One suggestion for guiding student needs and the class structure was to collect “gots” and “needs” from students to determine what they are comfortable with and where they may need additional help. If done early in the semester, this qualitative data can inform instruction for the remaining weeks of the course.
  • HLP #16 Explicit Instruction— The group discussed the use of microteaching to teach discrete skills around explicit instruction, and the large impact it can have. Microteaching also makes students accountable to their peers. Members noted that video is a medium that can provide students with access to skills of self-assessment and self-regulation. Dr. Horner sat in with this group during the breakout session and offered direct feedback.
  • HLP #22 Feedback— Group members discussed systematic change with data, coaching, power relationships, and supporting K12 teachers. The group also had dialogue about the challenges associated with feedback on what it is and how it is delivered.

To conclude, Dr. Kroeger shared strategies to ensure that the four HLPs had an impact on faculty members, collectively, as a community. CoP members discussed Dr. Horner’s presentation in terms of increasing buy-in and support of the HLPs. Dr. Kroeger also reviewed the HUB analytics to make it more purposeful and useful, and shared next steps. At the March meeting, CoP members will revisit the same four HLPs to examine the changes over time and provide summaries of where the work is going.

Committee Reports

The four committees then shared-out updates of the work completed at the morning session. Brief descriptions of the work are provided below.

Dissemination Committee: Dr. Jim Gay, Chairperson
The Dissemination Committee discussed registration for the upcoming 7th Annual Statewide Conference on January 22-24, 2020. The committee hopes to increase attendance numbers to 200 or more. Members reviewed the schedule for in-service, and the two-day agenda’s events. The first day of the conference, students from IHEs will have time to discuss creating inclusive environments. Additional information will be emailed to Compact members to pass on to students. It was also mentioned that the registration deadline of January 1st might be pushed to later in the month.

Impact Evaluation Committee: Dr. Barb Hansen, Chairperson
The Impact Evaluation Committee discussed two major areas—the TVI group and the Dual Licensure surveys. Regarding the TVI consortium, interviews are being conducted by WordFarmers Associates (WFA) to gauge the impact of the consortium. The interviews should be completed by the end of January, followed by a report in February. The committee will share more at the next Compact meeting. Surveys are currently being drafted and piloted for the Dual Licensure program. Revisions include checking the language and terminology. The surveys eventually will be given to institutions to collect data. Dr. Howley added that the next step is to have candidates fill out the survey and discuss it, particularly with regard to its clarity. The Compact can contact candidates in the program (e.g., freshman, sophomores, dual licensure, special education, etc.) to get feedback from a variety of sources. That feedback will be used to refine the items, and then candidates can complete the survey. Their feedback can then be analyzed to further refine the scales so they are workable in multiple ways.

Low Incidence Committee: Dr. Sally Brannan, Chairperson
The Low Incidence Committee noted ties to the TVI consortium, and the impact study conducted by WFA. The O&M programming was also sent out for an external review. Bowling Green and Shawnee will teach in the TVI program again, with a summer internship program currently being set up for students. Members also discussed incentive grants to address expanded core curriculum skills.

Policy Committee: Deb Tully, Chairperson
The Policy Committee shared that the dual licensure is moving forward, and recommended changes will go through to the State Board in two months. Public comments are being collected on the ODE website until January 11th, and a summary of the comments will be presented to the board. Upon approval, there will be a public hearing. Compact members were asked to provide comments. The committee also mentioned the collaboration with the Department of Education. To conclude, three steps toward proactive approaches to licensure revisions were listed: (1) strategize issues and solutions in February; (2) visit with superintendents to sit and discuss issues; and (3) have a round of communications through OPED to promote necessity of qualified teachers, highlight OTES 2.0, and strategize a constant state of improvement and support for teachers.

Regular Business

Dr. Mary Murray, Compact Chair
Licensure Recommendation, Update: Thomas McGee, ODE
The transition to the P5 license will go into effect on December 20th, and the Early Childhood license will
continue to be offered during the transition.

Inclusive Practices Book: Dr. Aimee Howley, Professor Emerita, Patton College of Education, Ohio University
During the copy editing stage of the book, writers were given the opportunity to do their own page proofs. The editing is complete, the book was sent to the publisher on December 13th, and it will be pushed to production. The book tells the story of the Deans Compact.

Ohio Connections Update: Developing Meaningful Linkages

  • Ohio Association for Colleges of Teacher Education (OACTE)—Update on the Ohio Deans
    Compact 7th Annual Statewide Conference poster session, regarding dues and moving forward
    with registration and accommodations.
  • Ohio Association for Private Colleges of Teacher Education (OAPCTE)—Noted the agency is
    encouraging campuses to reach out and strengthen partnerships with superintendents and
  • State University Education Deans (SUED)—Two main goals from SUED, dealing with the teacher
    shortage and licensure. The team is collaborating with private universities and superintendent
    groups and is working to become proactive instead of reactive.
  • Ohio Council of Professors of Education Administration (OCPEA)—Planning a spring conference
    that will address the impact of administrative training, particularly online versus face-to-face
  • Ohio Leadership Advisory Council (OLAC)—Completed the Action Forum, with over 500 in
    attendance. OLAC also houses parapro modules developed through UC SDI’s Ohio Partnership
    for Excellence in Paraprofessional Preparation (OPEPP) project on its website and will be
    creating a resource management module and a trauma informed module. The website now has
    an enhanced search function. The OTES and OPES crosswalks will be updated in the next year,
    and OLAC will explore CPES modules.

Other/Next Steps

Dr. Jennifer Ottley (Ohio University) shared an update that the Modern Intervention Specialist program received a Teacher Quality Partnership grant. Over the next five years, starting in January 2020, the program will recruit cohorts of Intervention Specialists who are career changers. The program will provide initial licensure and focus on moderate and intensive special education. The deadline to join is January 1st. Participants will receive $27,000 to support the completion of the program, and the ESC of Central Ohio has committed to a hiring period post-completion.

Dr. Mary Murray thanked everyone for their time and efforts. Compact members were emailed an evaluation link. The next Ohio Deans Compact meeting is scheduled for March 12-13, 2020; and the 7th Annual Statewide Conference will be on January 22-24, 2020.

Kroeger's Cartoon

A Cartoon by Dr. Steve Kroeger

Click to view

Dr Howe 12 2019 Dr Howe 12 2019 

September 2019

Dr. Bill Howe Biosketch

howe biosketch

Dr. Bill Howe Biosketch

Dr. Bill Howe has over 40 years of experience as an educator and professional staff developer from elementary grades to higher education in Canada and the United States. He is Past President of the National Association for Multicultural Education (NAME). Dr. Howe has conducted more than 600 workshops and speaking engagements for over 22,000 participants on multicultural education, cultural competence and diversity. He has chaired 9 national conferences and 18 regional conferences on multicultural education. He is a regular presenter at state and national conferences and has appeared on both radio and television on diversity issues.

As an avid traveler he has made seven trips to China to study multicultural education. In addition, he has also made educational visits to South Africa, Cuba, Mexico, Vietnam, Cambodia, Indonesia, and Greece. In 2007 he made his first trip to Israel to study the Holocaust at Yad Vashem.

In 2006 he was named Multicultural Educator of the Year by NAME. In 2015 he has was recognized by Teachers College/Columbia University as a Distinguished Alumni.

He is a Founding Member of the Asian Pacific American Coalition of CT (APAC) and Past-Chair of the Connecticut Asian Pacific American Commission. He was an Honoree at the 11th Annual “Immigrant Day” at the State Capitol in 2008, a day to honor immigrants from throughout Connecticut who have made valuable contributions to their communities and/or professions. In 2012 he was recognized by the Pakistani American Association of Connecticut (PAACT) for his service to the community.

On May 2, 2015 Dr. Howe received an Official Citation from the Connecticut General Assembly in recognition of a Commitment and Leadership to the Connecticut Asian Pacific American Community in Higher Education and Public Service. He was also honored with the Higher Education & Public Service Award from the Connecticut Asian Pacific American Coalition

He is on the Editorial Boards of Multicultural Perspectives, the official journal of the National Association for Multicultural Education (NAME) and the Journal of Family Diversity in Education. Dr. Howe is the co-author of a textbook on multicultural education – “Becoming a multicultural educator: Developing awareness, gaining skills, and taking action” published by SAGE. The best-selling textbook won the 2013 Philip C. Chinn Multicultural Book Award from the National Association for Multicultural Education. This text is now in its third edition and also published in Chinese. He is also a co-author of Multicultural Education: From Ethnic Studies to NCLB to Common Core—a PK-12 Perspective in Multicultural Education AND coauthor of the Handbook for Achieving Gender Equity through Education, 2nd Edition.

He was the former program manager for multicultural education, bullying, and civil rights at the Connecticut State Department of Education. From 1998 to 2015 he was the Connecticut State Title IX Coordinator. In addition to conducting workshops Title IX he has served as an expert witness on sexual harassment in schools. Currently he is an adjunct professor of education at Albertus Magnus College and Quinnipiac University where he teaches courses in multicultural education.

Dr. Howe has a B.A. in Psychology from McMaster University; a B.Ed. in Elementary and Special Education from the University of Western Ontario; a M.S. in Management Science from Lesley University School of Management, and his MA and Ed.D. from Teachers College/Columbia University.

Meeting Highlights


Dr. Mary Murray, Compact Chairperson

Dr. Murray noted that the Ohio Deans Compact (ODC) is now in its 7th year. She thanked the attendees and welcomed new Compact and Committee members, including Matt Geha (Springfield Local Schools, BASA), Dr. Tanya Judd Pucella (Marietta College), Dr. David Leitch (Cedarville University), Dr. Dawn Shinew (BGSU), Dr. Kathy Winterman (Xavier University), Dr. Jim Chapple (Ashland University), Dr. Shernavaz Vakil (University of Akron), Mr. Tom McGee and Ms. Sophie Hubbell (ODE), and Ms. Katie Dean (UC SDI Center). Dr. Murray also welcomed new Incentive Grant recipient institution representatives. Institutions represented included Bowling Green State University, Franciscan University of Steubenville, Miami University, Mount St. Joseph University, Muskingum University, Ohio Dominican University, Ohio University, Shawnee State University, Wittenberg University, Xavier University, and Youngstown State University. Additionally, Dr. Murray recognized IHE representatives whose incentive grants ended in June 2019 and who will continue to participate in the incentive grant community of practice including Ashland University, Cleveland State University, Defiance College, University of Rio Grande, and University of Toledo.


Ohio Department of Education:
Jo Hannah Ward, MEd, LPCC, Interim Director; Office for Exceptional Children, & Executive Director, Center for Continuous Improvement (unable to attend)

Ohio Department of Higher Education:
Jessica Mercerhill, PhD, Senior Director of Educator Preparation

  • Institutions that have converted to the new licensure and that have candidates who are completing this year should submit their crosswalks and OAD timelines.
  • EdTPA: A resolution is going through a subcommittee of the State Board of Education in October.
  • Dr. Mercerhill is seeking standards committee members for the new drama/theatre endorsement, the new media arts endorsement, and Middle Childhood generalist. These committees generally work remotely after one initial in-person meeting and scheduling is flexible.

Becoming a Culturally Responsive Educator: Improving Capacity and Taking Action

William A. Howe, EdD, Adjunct Professor, Quinnipiac University; & Past President of the National Association for Multicultural Education (NAME)

Dr. Howe outlined the main themes of his discussion: Why We Must Teach Cultural Competence, The Importance of Teaching Empathy, Social/Emotional Learning and Culture, and Seven Critical Social Skills, Seven Essential Cultural Competence Skills. He began with a group activity demonstrating what he considers to be the primary responsibility of schools and educators: to ensure a physically and emotionally safe environment for students.

Dr. Howe stressed the value of cultural competency today in the job market and noted that developing a sense of social justice is also integral to the purpose of education. He shared that social skills and interpersonal skills are difficult to teach or to remedy later in life. These skills must be part of primary education. He explained that we also must consider that our graduates are now entering a global economy and face competition from a highly competitive, highly educated workforce. Employers today are seeking intellectual curiosity, 360-degree thinking, cultural competence, empathy, and adaptability.

He then reviewed tactics for teaching empathy, cultural competence, and social emotional learning skills. These include moving out of comfort zones, establishing trust, and giving/receiving criticism. He stressed that social-emotional learning (SEL) must be considered in a cultural context and the cultural frame of SEL standards must also be considered. To illustrate this point he compared Asian values and social norms with the SEL Standards in Ohio. He also stressed the need to develop “7 critical social skills” in schools, with the understanding that these are also culturally determined and may not be familiar to all students. Examples are smiling, being assertive, engaging in small talk, and self-promotion.

Compact LISD Collaborative – TVI Consortium Cohort 2 Recognition Ceremony

Dr. Murray briefly introduced the TVI Consortium – the multi-institution post-bac preparation program leading to licensure in visual impairment – and noted that it is being used now as a model for the development of a multi-institution preparation program in the area of deaf/hard of hearing. She acknowledged the participating universities, mentor teachers, districts, and state leaders who have been involved with the program. Drs. Paul Madden and Karen Koehler also recognized and thanked the partner schools, organizations, and individuals who have been instrumental to the success of the consortium program. Dr. Koehler spoke of this cohort’s strengths, successes, and commitment. Amy Kennerknecht, one of the program completers, shared her experience and appreciation for the program with the ODC, and the cohort completers in attendance were then recognized and awarded their certificates as Amy Queen, TVI Consortium program manager, called them to the podium.

A Call for Inclusive Teacher Preparation: Follow-up on Compact Convening – Issues in Educator Preparation

Drs. Elena Andrei, Cleveland State University; Kristall Day, Ohio Dominican University; and Jennifer Ottley, Ohio University

The presenters reviewed the process informing their original white paper and the preceding document, highlighting the SWOT analysis findings presented previously. They summarized findings and perspectives on the following topics: How do we diversify the teacher workforce? What do we need to do to promote inclusive instructional practices? How do we break down silos? What can we do as individuals within our institutions?

They shared that the Ohio teacher workforce currently is less diverse than the nation, and less diverse than the Ohio student body. Changes are happening, but slowly. Partnerships, and new recruitment strategies are facilitating progress here. The presenters also noted a need for intentional field experiences and sufficient field placements for teacher candidates, particularly in rural areas. Within institutions, faculty must model inclusive practices, such as co-teaching, in their courses. This requires being intentional about scheduling. They also discussed that respect for partners is key, advised faculty to consider the terminology and labels used with partners, and advocated for including all partners in the feedback process for programs.

To address the question, What can we do personally and individually to promote inclusive instructional practices at our institutions?” they asked the group to consider, in small groups, the action steps that can be taken to promote the inclusive licensure programs or to address any of the challenges identified. ODC members noted the following ideas or topics in the share-out:

  • Recruiting diverse faculty at higher-ed and practicing what you preach.
  • One institution is considering structural barriers to co-teaching (pay structures) and implementing other models.
  • Challenges ensuring diverse experiences in field placements require creative solutions.
  • Partnering with school-based teacher educators to develop the use of evidence-based practices.
  • Creating personal relationships with teacher educators working as field placements.

Committee Reports: Discussion, Dialogue, and Recommendations

Dissemination Committee, Dr. Jim Gay, Chairperson

The ODC will collaborate this year with the Ohio Confederation of Teacher Educator Organizations (OCTEO) in holding a combined event during the Compact’s 7th annual statewide conference, taking place January 22-24, 2020. OCTEO won’t hold a separate spring conference. Kristen Souers, Mara Sapon-Shevin, EdD, and James McLeskey, PhD will be keynote speakers, and Dr. Sapon-Shevin will also work with pre-service teachers on Day 1. The Poster Session will take place on Day 2 at the hotel. The Call for Proposals will go out after October 10th. The theme this year is Inclusive Educator Preparation through Partnerships: Advancing Educator Equity in Ohio. Dr. Gay shared that the committee discussed strategies to spread the word about the conference and that they have decided to charge a registration fee this year of less than $100 for educators (around $15 for students), in an attempt to avoid the costs associated with drop-offs/no-shows.

Impact Evaluation Committee, Dr. Barb Hansen, Chairperson

There are now program graduates from dual licensure programs, and the committee is moving into the summative evaluation of these programs. At the December ODC meeting the committee will finalize the survey for dual licensure program students. Its goal is to administer the survey to program seniors this spring. The committee is currently reviewing potential questions and drafting the survey. Dr. Hansen noted that a TVI consortium impact study is also being organized to capture the perspectives of the TVI program completers.

Low Incidence Committee, Dr. Sally Brannan, Chairperson

The committee discussed Phase II of the Consortium program, which is replicating the TVI consortium model for teachers of the deaf (ToDs). The program curriculum will be ready for external review October 1. There is also interest in an intervener training program (Ohio does not have a certificate currently). The TVI consortium now has 29 completers, and 17 new students began as Cohort 3 this year. Two new partner summer camps have been added for field placements and the pass rate for completers has increased from 75% to 92%. Dr. Brannan also noted that the evaluation study has begun and partners may be contacted in the coming months to contribute to this effort.

Policy Committee, Deb Tully, Chairperson

The committee is working on advocating for grade band changes for licensure, calling for the creation of ADDITIONAL grade-banded intervention specialist credentials at the Middle Childhood and AYA levels. These additional licenses, if created, would be limited to graduates of dual licensure preparation programs. Meetings with ODE took place throughout the summer and the next critical date is the September 30th internal ODE meeting. The next area of focus for the committee will be addressing the idea that licensure is not necessary in Ohio. There is a need to be proactive here, listening to the concerns and needs in the field especially around shortage areas, and moving toward new solutions that address these concerns while preventing licensure from disappearing.

Incentive Grant CoP Update and Dialogue

Dr. Steve Kroeger, Facilitator
Drs. Michelle Duda and Judith Monseur, Co-facilitators

The Community of Practice (CoP) now has 40 members and today the facilitators shared a soft launch of the CoP online Hub with CoP members who had the opportunity to use and explore this new resource. It will continue to develop as a work in progress based on feedback from the group. The facilitators also provided a review of their work to date, specifically on the Spheres of Influence. The CoP has identified coaching and high-leverage practices (HLPs) as integral to its work and members are reflecting on the nature of CoP work moving forward. The Hub can be accessed via the ODC website on the landing page.

Speaker Reflections & Informal Dialogue

Dr. Bill Howe

ODC Vice Chair, Dr. Tachelle Banks, welcomed and re-introduced Dr. Howe. He then presented an overview of the current teaching climate, nothing that as hate crimes and hate groups are on the rise in this country, educators have to become comfortable with conversations about topics such as race and racism. Research shows that teachers want more resources on these topics, but also that 70% of whites report that they do not regularly associate with people of color. To reduce bias, he explained, we all must hear and understand other people’s stories. Additionally, culturally competent education requires that we are inclusive of the cultures and experiences of all students.

Dr. Howe shared his family’s story to illustrate important lessons about understanding other cultural experiences and perspectives and the specific strategies that may be relevant for teaching culturally/linguistically diverse students. Preservice teachers have to understand the linguistic diversity and experiences of ELL learners, for example. It’s also important to understand the values, beliefs, and world views of students’ cultures and backgrounds in order to be effective educators.

Educators also must acknowledge how sexism has shaped the histories of women, or how displacement or immigration may impact the mental and physical health of some students. More broadly, prejudice, racism, and discrimination in this country have shaped the histories and experiences of many groups of people and culturally competent education should take this into consideration. This also requires that we understand how racist attitudes, stereotypes, and prejudices are learned and perpetuated over generations.


Dr. James McLeskey, CEEDAR Liaison to Ohio, CEEDAR Center, University of Florida

Dr. McLeskey reviewed the CEEDAR 2.0 mission: that every student with a disability has an equitable opportunity to achieve. CEEDAR 2.0, now working in 27 states, focuses on teacher and leader preparation and systems-level change. Dr. McLeskey shared that Cross-state Learning Groups and Topical Action Groups are addressing High-leverage Practices (HLPs) and clinical practice to advance the implementation of HLPs in teacher preparation education. There will be another group focusing in-depth on explicit instruction (meeting is October 9th). There are other groups meeting regularly that ODC members are welcome to join. These address culturally responsive education, teacher shortages, and inclusive principal leadership. Affinity groups are addressing two topics: Strategic Communication and Math. The Advancing Inclusive Principal Leadership (AIPL) group is meeting regularly to address support and retention, school improvement, and turnaround supports. CEEDAR also now has an HLP Professional Development Guide for school leaders available at as a free download. Seven HLP videos are also available as a resource on the website; two others are in development.

Presentation of OLAC Higher Education Module

Dr. Jim Gay, Co-Director, Ohio Leadership Advisory Council (OLAC); Buckeye Association of School Administrators (BASA)

Dr. Gay provided an overview of the new OLAC Higher Ed Module. The Module begins with the “Why?” – how understanding OIP can help preservice educators. He highlighted resources within the module including the Essential Practices Reference Guide, a TAG Crosswalk, and a Higher Ed. Instructional Guide. There are suggestions and examples for designing readings/activities using both the OLAC Modules/Resources and Moving Your Numbers resources. There are also three teaching case studies highlighting districts in Ohio. OLAC has also updated a number of videos and added additional podcasts and webinars. The four regional OLAC facilitator trainings are open to ODC members, and additional training can be provided on request. He highlighted the Family and Community Engagement Module and the two-part Understanding Trauma webinars. The OLAC Action Forum will take place on December 10, 2019.

Regular Business

Licensure Recommendation: Additional Discussion

Dr. Murray provided background on this process and the past attempts to move similar proposals forward. The committee met with the Ohio’s state superintendent of public instruction in July and presented an overview of existing grade bands and ODC’s proposed additions. The proposed changes include an Intervention Specialist 4-9 (Middle IS) and Intervention Specialist 7-12 (AYA IS) band for dual licensure program graduates. The Intervention Specialist K-12 is not going away. The result will be that graduates of blended dual licensure programs will have deeper content knowledge and also know how to differentiate instruction and meet the needs of struggling students. Field placements in grade bands will also help these teacher candidates gain relevant experience and be better prepared to meet the social and developmental needs of each child. There is also a hope this move will encourage the development of more inclusive teacher education (i.e., blended, dual licensure) programs. Dr. Murray shared that the meeting in July was very positive and was followed up with a strategy session and the invitation to multiple professional associations to provide letters of support/endorsement for the proposed change. Next steps include a review by the Educator Standards Board, who will make recommendations to the State Board of Education. There may be a point when the committee asks ODC members to reach out to share support.

Inclusive Practices Book – Update

Dr. Aimee Howley shared that the book is in press and undergoing copyedits. Page proofs will be the next step. These will be shared with authors to review. The changes at this stage will be limited in scope and the turn-around time is expected to be quick. The book will go to print after those steps are completed.

Ohio Connections Update: Developing Meaningful Linkages

Ohio Association for Colleges of Teacher Education (OACTE) – Dr. Mary Murray
OACTE awarded five grants to improve educator preparation in Ohio.

Ohio Association for Private Colleges of Teacher Education (OAPCTE)
Update combined with SUED.

State University Education Deans (SUED) – Dr. Dawn Shinew
SUED is working with OAPCTE to gather feedback on concerns regarding licensure and shortages from superintendents and constituents. There was concern that changes to Ohio Revised Code 3319.04 would eliminate the state requirement to hire appropriately licensed teachers. This was vetoed and there is a concerted effort to better understand the needs of districts wanting to move away from licensure.

Ohio Council of Professors of Educational Administration (OCPEA) – Dr. Kathy Winterman
The OCPEA fall conference will take place on October 18th at Ohio Dominican University. Speakers include Dr. Pam VanHorn, Dr. James McLeskey, Dr. Jim Gay, and Dr. Jessica Mercerhill.

Ohio Leadership Advisory Council (OLAC) – Dr. Jim Gay
No additional update (see Presentation of OLAC Higher Education Module).

Other/Next Steps

The next meeting will be held on December 12 – 13, 2019 at The Conference Center at OCLC.

Kroeger's Cartoon

A Cartoon by Dr. Steve Kroeger

Click to view

Dr Howe 9 2019 

June 2019

Kristin Souers, LA, LMHC

Kristin Souers

Kristin Souers, LA, LMHC

For over two decades, Kristin Souers has dedicated herself to the improvement of people's lives. As a licensed mental health counselor, she has provided counseling services to individuals, couples, and families. With a history of working in the fields of early learning, law enforcement, education, and mental health, she has been able to develop an extensive knowledge base. This, paired with her expertise in complex trauma, the effects of violence, crisis management, counseling, and trauma-informed care, has allowed her to partner with professionals around the development of trauma-informed practices in a multitude of settings.

As an independent consultant, adjunct faculty member at the Gonzaga University School of Education in the Counselor Education Department, and the assistant director of the Washington State University Child and Family Research Unit, Souers now provides crucial professional development, consultation, education, and training services to schools, school districts, and organizations throughout the country. She has presented to hundreds of audiences, facilitated group learning, supervised internships, directed programs, and supported the learning and growth of countless educators, caregiving professionals, and other individuals.

Her recent publications, Fostering Resilient Learners: Strategies for Creating a Trauma-Sensitive Classroom(ASCD, 2016) and "Address Trauma with Calm, Consistent Care: Strategies to Help Educators Avoid Burnout While Keeping Students Learning-Ready" (Principal Magazine, March/April, 2015) have strengthened her influence on education.

Meeting Highlights


Dr. Dottie Erb, Compact Chairperson

Dr. Erb welcomed the group to the meeting and reviewed the group’s accomplishments over the past year, noting the following: In January, the Deans Compact had the largest conference attendance to date. This year there were two strategy sessions to address early childhood education redesign with great attendance at both sessions. The Deans Compact held its first statewide convening in collaboration with CEEDAR. Several representatives from Ohio attended the CEEDAR convening in Denver, Colorado. The Deans Compact is coordinating the work of the Higher Education Literacy Steering Committee, which is developing products for use by institutions in strengthening their 12-hour reading core courses. Incentive grant funding will be offered next year for institutions interested in using the products and participating in a university-district community of practice focused on improving language and literacy instruction aligned with Ohio’s Plan to Raise Literacy Achievement. Dr. Erb congratulated Deans Compact members who worked to make this a successful year and then acknowledged first time members in attendance.


Joe Petrarca, Associate Director, Office for Exceptional Children, Ohio Department of Education

Joe introduced himself to the Compact and briefly shared the strategic plan created by OEC to improve learning experiences and outcomes for students with disabilities. He highlighted the work of the four workgroups, and shared findings from the statewide survey, family town hall data, virtual focus groups, and student voice data. The two broad findings from the statewide survey, which included representation from all 88 counties, were that 1) intervention specialists are stretched too thin and 2) schools need to build capacity to provide a continuum of supports. The feedback compiled from family town hall meetings highlighted both the positive and critical aspects of experiences at the local level. The virtual focus group findings identified focus areas related to staffing and workload, equity, professional development, and clarifying “inclusion” practices. The data collected have resulted in the following four identified actions for ODE: 1) increasing state-to-teacher communication about available supports, 2) increasing the use of progress and growth measures, 3) lessening the paperwork burden, and 4) connecting standards to life after high school. Finally, the student voice feedback sessions included perspectives from 33 students. More sessions will be held in the fall. The resulting themes stressed the importance of positive relationships, and access to qualified and caring staff. He noted the Special Education Leadership Conference and OCALICON next November, and invited participants to share their stories with ODE.

Dr. Brenda Hass, Associate Vice-Chancellor P16, Ohio Department of Higher Education

Dr. Haas shared her appreciation for the Compact’s work and gave a few brief updates. She noted that five institutions in Ohio have received grants for mentoring young students dealing with addiction or other trauma. She shared that a high-school transition math class will be piloted in 22 high schools throughout the state in partnership with faculty at 10 higher education institutions. Dr. Haas provided an update on EdTPA, and informed the group that there is a possibility for a new computer science endorsement proposal.


Kristin Souers, LA, LMHC

Ms. Souers outlined the objectives for her presentation and began by discussing the need for teachers and teacher candidates to develop a healthy work life balance so that they can be available for their students. She then explained that the spectrum of practices a district or building may adopt fall along a continuum ranging from trauma inducing to trauma invested. She noted that an inconsistency of trauma practices within buildings can be challenging for students, even in trauma informed districts. She also noted that there will be a disconnect within schools when staff do not exist in the same spaces as their students outside of school.

Ms. Souers next addressed brain research and the impact of toxic stress on brain development. She outlined what a brain needs to develop and learn, including healthy food and nutrition, getting enough sleep, working as part of a team, challenges, laughter, and gratitude. She noted that chronic stress hinders brain function, but a stress response is healthy when well-managed. She suggested that this healthy stress response be encouraged in children. She explained how differences in very early life experiences impact our ability to regulate stress and respond to traumatic events, noting that 55% of the population was born into a family situation in which their early needs were met and they learned how to appropriately regulate their stress response through development of an awareness of their internal states. Approximately 45% of the population was born to a situation in which needs were not always met when they arose, resulting in a less developed internal sense of control, or a lack of a sense of personal accountability later in life. She introduced “the hand model of the brain” from Dan Siegel at UCLA to distinguish hind vs. frontal brain functioning. She also discussed research linking premature birth, early trauma exposure, prenatal drug use, and potentially excessive screen time, to a limited development of peripheral vision resulting in behaviors that may be labeled as ADHD or oppositional defiance disorder.

Ms. Souers discussed the culture of safety, noting that safe, predictable, and consistent practices can help students who have difficulty regulating stress. She shared a video highlighting a teacher creating a “culture of safety” through a morning routine practice of greeting each student with an individualized handshake or salute as they enter the room [Barry White Jr. of Ashley Park Elementary School, ABC video]. She addressed “systems of meaning,” which she defined as a biological response to stress that influences how a person behaves in the future. If a person’s nervous system is dysregulated, they are likely to resort to these systems of meaning to interpret the situation. The systems of meaning develop through direct experiences or from what we’ve been taught to expect. Systems can also influence how we approach situations and can address how our students approach school. For example, students learn that they aren’t good enough, or that school isn’t safe, or supportive. She emphasized that it’s important to approach teaching from the perspective of the students’ needs, not our own.

She concluded by announcing the Fostering Resilient Learners institute in Washington this July 15-16.

Committee and IG CoP Reports: Discussion, Dialogue, and Recommendations

  • Incentive Grant (IG) Community of Practice (CoP): Dr. Steve Kroeger, Facilitator
    The group has discussed how to expand professional capital through its community of practice. The four stages of collaborative cultures were reviewed in the context of the group’s development toward becoming a professional learning community. The next move is evolving to be a networked improvement community. This includes working across institutions and across content areas.

    A survey was sent before this meeting, asking members to evaluate high leverage practices (HLPs) and their relevance or importance for experienced and novice teachers in order to move toward a shared understanding of the most important HLPs that should be understood and used by teacher candidates. Dr. Kroeger noted that CEEDAR offers a free HLP resource.

    The group discussed “What is an HLP” and how are these different from evidence-based practices. The survey results were shared with Compact members, and Dr. Kroeger noted good representation from both general and special education representatives. The results showed that the same HLPs were identified as important for both experienced and novice teachers. Examples discussed included using multiple sources of information to develop a comprehensive understanding of a student’s strengths and needs, providing positive and constructive feedback to guide students learning and behavior, and using strategies to promote active student engagement.

    Dr. Kroeger reported that James McLeskey spent time during the meeting leading a conversation on considerations for selecting HLPs. Then groups discussed specific strategies, desired outcomes and implications, and implementation strategies and the role of coaching. These small-group discussions reported on their take-aways related to metacognitive strategies, explicit instruction, providing positive feedback, using multiple sources of information to understand a student, and using student assessment data to make adjustments. There were many connections to the trauma-invested theme being explored at this meeting. Dr. Kroeger concluded noting it will be exciting as a state to have a toolbox of high leverage practices, and to develop the coaching strategies for supporting their use.
  • Dissemination Committee: Dr. Jim Gay, Chairperson
    Dr. Gay shared that the committee’s first task was to identify topics and timelines for upcoming strategy sessions. One topic considered is an update on aligning work to changes in licensure; another potential topic was trauma-invested practice – how to better meet the needs of students. The group also discussed the 2020 conference and potential keynote speakers, noting they are considering Kristin Souers. Dr. Gay shared there was a conversation amongst the committee on broadening the discussion on inclusion to address working with students from different cultures, and other potential speakers address topics such as immigration, race, and culture. He noted that in the interest of self-care, the committee would like to have lunch be an open time in the schedule for informal networking, in order to have a break during the day.
  • Impact Evaluation CommitteeDr. Barb Hansen, Chairperson
    The committee discussed the summary of the evaluation report for the Simultaneous Renewal Grant project. The report is very positive, and included data from conversations with PIs, phone interviews, and conversations with K-12 participants, and the number of resources created across these projects is impressive. One suggestion from the evaluation is to find a meaningful way to share these resources. The findings suggested that this was a positive investment of funding from the Deans Compact, though the full report is still being developed. Committee members can share the report; if anyone would like to read it, they can contact a member via email.

    The second topic discussed by the committee related to collecting information about the perceptions of students who have been prepared through inclusive teacher preparation programs leading to dual licensure in a general education content area and an intervention specialist licensure area. In light of the ongoing work of the Community of Practice, the committee recognized a need to include questions about graduates’ use of high-leverage practices as part of a follow-up survey in order to capture more qualitative information about their thoughts and perspectives. The committee will form a work group to look more in-depth at what they want to assess and what questions should be asked. Information will be sent to Compact members, and all are welcome to join the workgroup.
  • Low Incidence Committee: Dr. Sally Brannan, Chairperson
    The committee announced the formation of a Planning Group comprised of representations from IHEs interested in participating as partners in phase II of the Low Incidence Sensory Disabilities (LISD) Collaborative work, which will replicate the development of the multi-institution statewide program in visual impairment in the area of deaf and hard of hearing. The effort is being led by Shawnee State University with representation from other universities throughout the state. The current TVI cohort is in the midst of taking OAE exams; there was a 100% passage rate for the first group of graduates. Cohort 3 will start on June 24th with 17 candidates.

    The sensory impairment minor is in place and the first students will complete that minor this spring. Additionally, three high schools in Meigs county offer the modules in this minor program to their students as an opportunity to explore interest in this field while pursuing college coursework. Cheryl Reed shared a bill of rights for students with visual impairments and the group discussed whether and how to disseminate information referenced in this document. OCALI announced that the Promoting Access module is available for teachers or candidates, and it was discussed that this could be part of an intro to disabilities course. There will be additional opportunities for teacher candidates to volunteer at OCALICON this year and attend for free.
  • Policy Committee: Deb Tully, Chairperson
    The group focused on moving the proposal forward on alignment of grade bands with dual licensure programs. The group began with a statement of purpose and this has been modified to include AYA and early childhood. The group reviewed the meeting on May 15th with ODE, noting that ODE appeared open to the change and it was determined to invite the state superintendent to a meeting in July. This committee focused on preparing for this meeting and set a second meeting on June 20th to complete that work. The group will prepare handouts and materials to send in advance of the meeting, including a video produced by Bowling Green State University and a summary of how the proposal can address potential challenges or barriers.

    The agenda for the July meeting was discussed, focusing on the overview and purpose, connection to state strategic plan, benefits of establishing additional grade-banded intervention specialist (IS) credentials for candidates graduating from inclusive (dual licensure) preparation programs, and the possible future evolution toward a single inclusive credential. Graduates of dual licensure programs, and superintendents, will be invited to share their stories. The group determined that it will not present a letter of support from superintendents at this time, opting to invite one or two superintendents to the meeting to speak. The committee wants to be very strategic about this meeting to anticipate questions and arguments against the proposal.

Small Group Discussion Report-Out

  • How might IHEs integrate content on addressing trauma as part of educator preparation programs?
  • How can IHEs link principles of trauma-informed pedagogy to already existing curricular priorities? How can it strengthen those parts of the curriculum?
  • How can preparation programs ensure that a focus on trauma is not viewed as a deficiency of the child or his/her family or used as a rationale for why a child cannot learn?
  • How can higher education and school district personnel work together to improve results for all children, including those who have experienced trauma?

Group 1: The group discussed integrating trauma within the content of our preparation programs, thinking about brain science and ed. psych curriculum in particular. The group emphasized that trauma is real, and that we should not look through a deficiency lens but should be aware of the impact of labeling. This should be a win-win for local educational agencies and higher ed.

Group 2: The group talked about the need to integrate this work early in preparation programs. We talked about the work on brain psychology and we also had a conversation about what happens when candidates aren’t seeing these practices modeled in schools. We discussed the potential for the language of trauma to become deficit-focused. The concept also is so broad that it’s important to have a clear definition for our candidates. Also discussed was the apparent lack of connectivity of the language of trauma-invested practices with the behavioral approach often prevalent in special education. The research is similar, but the two camps aren’t in conversation and so candidates may not see them as integrated concepts.

Group 3: This group discussed that trauma is not a stand-alone topic, and that when looking at trauma as part of coursework, candidates must evaluate their own value systems, then know and see the communities they are working in order to better see the big picture. The group discussed that some superintendents want candidates who know how to work with students rather than those who are masters in content areas - assessing student needs, and understanding social-emotional components, is as important as the instructional piece.

Group 4: DThis group discussed the need for developing a common language since universities have now started to incorporate trauma-related content into their syllabi. There was an awareness acknowledged of the need for self-care and for higher education to be a model. It also was discussed that this information isn’t new, so there is a need to build on what is already in place. The group discussed the competitive nature of higher education institutions and the difficulty in being able to collaborate and bring all these pieces together. They noted that it is necessary to connect this work to very practical, real-life situation in order for students to understand the relevance – stories such as those shared by Kristin Souers.


Dr. James McLeskey, CEEDAR Liaison to Ohio, CEEDAR Center, University of Florida; and members of Ohio Delegation

Dr. McLeskey provided background on the CEEDAR Center, noting that the convening took place in April in Denver, Colorado, with over 20 states and 200 participants in attendance.

He shared that Topical Action Groups (TAGs) addressing High-leverage Practices (HLPs) and Clinical Practice are in place and are determining the next steps for their work. There were many topics identified for further consideration, so the group will have to determine how to focus on two or three topics for a deeper dive. One potential topic is to focus collaboratively on sharing practice-based opportunities for implementing HLPs.

Dr. Kristall Day, a member of the Ohio delegation, reported on the Denver convening, noting that seven Compact members attended. During the meeting as a state, these seven discussed furthering the discussion of HLP and evidence-based practices, consistent with the CEEDAR TAG discussions. The Ohio team attended different sessions and received good information on what is happening in other states, then met as a state to debrief and discuss ideas for moving forward. Themes included – 1) How do HLPs apply to dual licensure work, 2) Which HLPs are most important? and 3) How can the HLPs that are assessed be prioritized? She reported that the next steps will be to discuss focus areas on HLPs as a part of coaching, and the development of a practice profile for identified HLPs. The Ohio team also discussed the need to gain consensus on the most important HLPs, and then consider how to assess these in dual licensure candidates. There is also a need to determine if there are differences in dual licensure programs from traditional programs. The group is conceptualizing this as an HLP impact study and discussions are considering how to focus, define, and assess efforts going forward.

Dr. McLeskey then discussed the Advancing Inclusive Principal Leadership (AIPL) Convening. Five states participated in this convening, including Ohio. The state of Ohio has two objectives: 1) identify key components and content to be included in inclusive principal PD by thoughtfully building the continuum from preservice, notice, to seasoned principals, and 2) support and disseminate a common set of standard resources aligned to principal leadership standards. The Ohio principal standards have been updated and the evaluation is under revision. One of the discussion pieces will be how to build common language around inclusive principal leadership into the discussions of evaluation so that it is embedded in the annual evaluations that already occur. The second content area is school improvement and turnaround supports. There is a need to determine the gaps, questions, and needs for inclusive principal leadership among targeted support schools.

Dr. McLeskey announced that CEEDAR Affinity Groups will be discussing math and strategic communication. The math group will discuss supporting the learning of students with math difficulties. The strategic communication group will relate to creating strategic plans and sharing notable accomplishments. Additionally, new TAGs are being formed to look at deep dives on teacher shortages and culturally responsive practices.


Dr. Heather Duda was acknowledged for her contributions and work with the Compact. She is moving to a new position and finishing her term of service as a Compact member. Dr. Erb also recognized Dr. Michael Tef’s many contributions since the inception of the Compact. Dr. Tefs, who was unable to attend the meeting, is concluding his current term of service due to other pressing obligations.

Dr. Erb announced that Dr. Tachelle Banks, Associate Chief Diversity Officer, Chairperson for the Department for Teacher Education, and Professor of Special Education, at Cleveland State University, was nominated for and agreed to serve as the incoming Compact Vice Chairperson. Members and IG representatives applauded Dr. Banks, thanking her for the leadership she has and will continue to provide.


Dr. Steve Kroeger

Dr. Kroeger noted that creating inclusive classrooms is a challenge and that preparing all teachers to better teach and support all children is complex work. He shared his university’s process for evaluating the fidelity of implementation of faculty members’ efforts, noting that research on how teachers manage conflict within learning communities, particularly work by Achinstein in how teachers can thrive with conflict or negotiations, was instrumental. His team also considered the difference between “espoused” theory and theory in practice. Their process included completing verbal transcriptions of all meetings for analysis, implementing the “critical friends protocol”, and embedding this process within their critical review process. They included a practice profile for UDL created through a collaborative process and a pre-conference, observation, and post-conference process, requiring that instructors create a learning narrative as part of the evaluation. Regarding replication of the process, he noted that each group of faculty must build these practice profiles themselves and negotiate their shared meaning and importance – this is an inherently reciprocal process and the uniqueness of each community will come through in this effort.

Regular Business

Inclusive Practices Book – Update
Dr. Aimee Howley noted that the book is in the production stage. The publisher is attending to details but has not given a specific update related to the timeline.

Ohio Connections Update: Developing Meaningful Linkages
Ohio Association for Colleges of Teacher Education (OACTE), Ohio Association for Private Colleges of Teacher Education (OAPCTE), and State University Education Deans (SUED)
Dr. Rae White provided a joint update for all three organizations. She shared a document on educator preparation by Ohio colleges and universities. It compiled longitudinal data from all preparation programs and was shared at the “Day on the Square” event this year. She summarized the document, noting that in 2015, 2600 new teachers were prepared in Ohio, and over 90% were hired. While 50% of teachers nationally leave the profession within three to five years, in Ohio, 87.2% of beginning teachers were still teaching after three years. For private colleges, 2017 – 2018 data highlighted partnerships with school districts, numbering 477 districts in 85 Ohio counties. Thirty-five percent (35%) of these partnerships were in high-poverty or low-income school districts. These data also included the economic impact of student teachers and internships held by teacher candidates at private colleges. Dr. White reported that this information was very well received by legislators. A copy will be posted on the Compact website.

Ohio Council of Professors of Educational Administration (OCPEA)
Dr. Kathy Winterman reported that OCPEA will be developing its fall conference agenda, and officers are hoping to have Dr. Pam VanHorn speak about the OLi 4 process and the resources available through this initiative. This is an important topic to share and disseminate. OLi 4 works closely with OLAC and it was suggested that including OLAC in the conversation may be helpful to members. If there are other recommendations for presenters, please reach out. Usually the conference takes place in October but a date had not been set at this time. The journal is being re-activated and submissions are encouraged.

Ohio Leadership Advisory Council (OLAC)
There is a new two-part webinar on understanding trauma in schools. A second webinar addresses social-emotional learning, which can be used as a precursor to the trauma webinar. The higher education module will be posted in the next month or two. Dr. Gay proposed that if any Compact members are OLAC users and would like to be interviewed for this module, they should contact him. Finally, a new 45-contact hour workshop on Google Classroom will be shared on diversity learning supports and social-emotional learning.


The dates for next year’s Compact Quarterly Meetings, to be held at The Conference Center at OCLC, are September 19-20, 2019, December 12-13, 2019, March 12-13, 2020, and June 11-12, 2020. The 7 th Annual Statewide Conference will be held on January 22-24, 2020 at OCLC.

Community of Practice (CoP) members whose incentive grants are ending on June 30, 2019 were encouraged to continue to attend and participate in the CoP. The Compact will underwrite the costs of one room per participating institution. Institutions with representatives who would like to continue to participate in the CoP were directed to contact Dr. Telfer.

Kroeger's Cartoon

A Cartoon by Dr. Steve Kroeger

Click to view

Trauma Invested June 2019 SK Page 1 Trauma Invested June 2019 SK Page 2

March 2019

Dr. Mara Sapon-Shevin

Mara Sapon-Shevin

Mara Sapon-Shevin, Ed. D.
School of Education
Syracuse University

Mara Sapon-Shevin is a specialist in diversity and social justice issues, including full inclusion, anti-racism teaching, bullying and harassment, cooperative learning, and using the arts to teach against oppression. She has written more than 200 books, book chapters, and articles and has presented keynotes and workshops internationally in Canada, Australia, New Zealand, Spain, Malta, Chile, the Netherlands, Sweden, Finland, and England. She coordinates a project called Creating Safe and Peaceful Schools and has just completed (with teachers) a project called Peaceful at the Core which uses children’s literature to end bullying and promote positive interpersonal behavior and becoming upstanders.  He recent books include: Because We Can Change the World: A Practical Guide to Creating Cooperative, Inclusive Classroom Communities; Educational Courage: Resisting the Ambush of Public Education; and Condition Critical: Key Principles for Equitable and Inclusive Education.

Presentation Downloads

Download Mara Sapon-Shevin Handout (March 20, 2019)
Download Mara Sapon-Shevin Handout (March 21, 2019)

Additional Downloads

March 20, 2019 | Statewide Convening Highlights
Fishbone Exercise  (Kaoru Ishikawa, Organizational Theori (1915-1989))
CEEDAR Cross State Convening  (
Learning to improve: A method to sustain and scale impact)
Inclusive Educator Preparation in Ohio: A White Paper SWOT Analysis  (Elena Anrei, Kristall Day, Jennifer Ottley)
An Illustration of Inclusive Teacher Education Program Redesign  (Drs. Bridgie A. Ford, Shernavaz Vakil & Lynn Kline)

March 21-22, 2019 | Quarterly Meeting
#EachChildOurFuture , Ohio Strategic Plan for Education 2019-2024
CoP Report
CoP Quarterly Meeting
Legislating Education Policy and Equity at the Ballot Box  (Amy N. Farley)
CAEP Strategy Session  (Dottie Erb, Jessica Mercerhill, Mary Murray)

Meeting Highlights


Dr. Dottie Erb, Compact Chairperson

Dr. Erb welcomed Compact members to the third meeting of the year, noting the group also concluded a successful statewide convening in collaboration with the CEEDAR Center. She recognized first time attendees from incentive grant institutions and acknowledged that this was the last meeting of Deans Compact Member, Sharon Metcalfe. Dr. Erb acknowledged Dr. Metcalfe’s work and contributions to the Deans Compact, including her involvement on the Compact’s Low Incidence Committee and Low Incidence Sensory Disabilities (LISD) Collaborative.


Dr. Kim Monachino, Director; Office for Exceptional Children, and Rebecca Furbay, Associate Director; Office for Exceptional Children (OEC)

Dr. Brenda Hass, Associate Vice Chancellor, P-16 Initiatives, Ohio Department of Higher Education

Dr. Haas thanked the facilitators of the CAEP Strategy Session and noted the value of convening as a group. In her announcements she mentioned an upcoming TAG meeting, and shared updates on the “Strong Start to Finish” program and the Ohio Core Grant. The Core Grant team, she noted, has reviewed proposals and approvals are expected within two weeks. Dr. Haas also shared that partnership grants through the Ohio Department of Higher Education are expected in April/May. There is currently one partnership grant in Ohio and the goal is to have at least five applications this round. Her office will be coordinating and promoting the grant.

Dr. Monachino and Rebecca Furbay, Associate Director of ODE-OEC, next discussed the state’s Plan to Improve Learning Experiences and Outcomes for Students with Disabilities. Dr. Monachino explained how the Students with Disabilities Roadmap connects to the State Strategic Plan. She detailed the timeline, structure, and focus of the roadmap, mentioning the four key focus areas: 1) literacy, 2) disproportionality, 3) post-secondary transition, and 4) inclusive leadership and instructional strategies. She announced that working groups will meet on each topic between April and October 2019. Ms. Furbay added that a national facilitator will help guide the state’s work and process. She then explained the ways in which stakeholder input is being solicited to inform the state’s work. A statewide survey was sent to over 200,000 teachers, administrators, and related services providers, and virtual focus groups were planned as a follow-up activity. Family town hall meetings have also been taking place and will continue through April 17th. The flyer with dates and information will be shared with Compact Members. To conclude, Compact Members were asked to review the Equity in Education Research Series Data Story and to answer a set of questions as table groups. Answers were recorded and collected by the presenters.

Preparing Teacher Educators for Inclusiveness & Social Justice

Dr. Mara Sapon-Shevin

Dr. Sapon-Shevin began her discussion by introducing her definition of inclusive schooling and describing her background. She described six components of inclusive education – 1) cooperation, 2) inclusion of all students, 3) an atmosphere in which differences are valued and addressed, 4) the valuing of a person’s integrity, 5) a climate that encourages the courage to challenge oppression, and 6) a space of physical, emotional, and relational safety. She noted that inclusion can be the “revealing tablet” of the school and can provide an opportunity to examine where there are opportunities to improve the school climate, or pedagogy, or teacher preparation and support.

She explained that inclusion is not just about disability and included race, religion, immigration status, sexuality/gender, and family diversity in her discussion. She advocated that decision-making should always consider the viewpoint of the most marginalized person impacted by the decision. Dr. Sapon-Shevin then spent time addressing discourses of colorblindness and invisibility and explained that teaching children to “not see” or to not acknowledge differences can be harmful. She next addressed anti-bias education and specifically the focus on teaching active “upstander” (not bystander) responses. She addressed tactics for teaching students and teachers to recognize and respond to oppressive behavior by naming, knowing, and understanding, rather than punishing. She concluded that this is part of the work of inclusive educators and emphasized that the work takes practice and requires both courage and a set of strategies for responding.

Dr. Sapon-Shevin shared resources and videos with the group as examples and for discussion in small groups. These included a video on Welcoming Schools, the song Stand Up by Michael Stern, and the poem Home by Warren Shire.

Committee and IG CoP Reports: Discussion, Dialogue, and Recommendations

  • Incentive Grant (IG) Community of Practice (CoP): Dr. Steve Kroeger, Facilitator
    Dr. Kroeger shared that the group is examining the social capital of the CoP. He discussed the transition, or the emerging vision, of the community’s shift from a professional learning community toward a networked improvement community. He explained that the committee held small-group discussions focused primarily around coaching in the following categories – process coaching, supervisor to candidate, instructional coaching, faculty to candidate, and faculty to faculty coaching. He acknowledged the impact of Etta Hollins, previous speaker at a Compact quarterly meeting, and on the group’s mindset and conversations, and concluded by outlining key questions for the group to consider in moving forward (e.g., what are the core nonnegotiables, or core coaching values)?
  • Dissemination Committee: Dr. Jim Gay, Chairperson
    Dr. Gay announced that the committee reviewed evaluations from the Compact’s 6th annual statewide conference, which was well attended and well received. He addressed drop-offs or those who registered but did not attend (possibly because of the bad weather). To try to limit the costs associated with drop-offs, the group will identify strategies for future use. The committee reviewed feedback from the conference and discussed adjustments for next year (e.g., scheduling more time for informal networking during the event). The conference will be held January 22-24, 2020. The committee also concluded that the strategy session was a success and Dr. Gay identified potential future topics: teacher recruitment and retention, candidate diversity, and the impending teacher shortage. He recommended inviting Dr. Sapon-Shevin to speak next year at the conference.
  • Impact Evaluation CommitteeDr. Barb Hansen, Chairperson
    Dr. Hansen discussed the research currently being conducted by Inverness on the simultaneous renewal incentive grants. She shared that interviews are still being completed, but that the committee is pleased with the progress of the work, which considers lessons learned from partnerships, specifically at the University of Rio Grande and Muskingum University. The committee also discussed the existing pilot survey for graduates of Compact-funded inclusive teacher preparation (aka dual licensure) programs, and they it be producing recommendations for implementing the survey in the next year to graduates of these programs.
  • Low Incidence Committee: Dr. Sally Brannan, Chairperson
    Dr. Telfer gave the report, sharing that the committee heard updates on the TVI consortium, which will be enrolling its third cohort of students next year. There are approximately currently 60 applications for Year 3, while the second cohort currently has 16 students enrolled. Dr. Telfer noted that the TVI program has continued to make improvements and evolve based on feedback from faculty, students, and participating districts. Next, she explained that while the creation of the Sensory Impairment Endorsement recommended by the Compact did not materialize, Dr. Sturgeon used coursework developed through a Compact-funded incentive grant to develop a minor in sensory impairment. Dr. Sturgeon is now developing a paraprofessional associate degree program with an intervener certificate component with statewide application that would provide opportunities for paraprofessionals or others to increasing their knowledge and skills in supporting children with various degrees of vision and/or hearing loss. The LISD Collaborative will begin phase II of its work to provide access to qualified LISD providers, particularly in hard-to-staff regions of the state. Phase II will replicate the model (i.e., post-bac licensure only) used in the area of visual impairment to develop a multiinstitution preparation program in the area of hearing impairment/D/deaf education, leading to the Intervention Specialist: Hearing Impairment license. An exploratory meeting for all interested Ohio IHEs will be held on April 2, 2019, beginning at noon, at OCLC.
  • Policy Committee: Deb Tully, Chairperson
    Ms. Tully shared that the committee’s discussion focused on moving forward in acting on recommendations made by the Compact related to licensure and grade bands. Julia Simmerer, senior executive director, and Carolyn Everidge-Frey, Executive Director, of ODE’s Center for Teaching, Leading, and Learning joined in the discussion. After the committee discussion with Ms. Simmerer and Ms. Everidge-Frey, the group outlined next steps to take to address the Deans Compact and ODE’s shared goals related to the importance of meeting the needs of all students. These next steps included meeting with additional stakeholders at ODE, as well as engagement with on-the-ground stakeholders such as teacher unions, superintendents, and principals. The committee agreed to also review documents previously created that outline the “Why” related to this work and will prepare these documents for dissemination.

Small Group Discussion Report-Out

Compact members were asked to think back to earlier Compact conversations about the development of inclusive educator preparation programs and to discuss the impact of the Deans Compact and suggestions for the Compact’s continued work over the next 10 years. [Small-group prompts included in participant packets.] The following reports were shared with the large group by the facilitators.

Group 1: Dr. Jim Gay shared that the Deans Compact has had a significant impact, strengthening the understanding of inclusion and how to talk about inclusion. Networking allows the group to learn from each other and has benefited the whole. The group suggested broadening the audience that attends Compact events, including more K-12 administrators and teachers. In the short term, Group 1 recommended another round of grants, and increased outreach to partners. Long term, the group would like to see the legislature add a line item for the Deans Compact.

Group 2: Dr. Mary Lou DiPillo also highlighted that the networking between institutions has been an important component of the Compact’s work. She reported that teacher candidates are also gaining confidence in how to meet the needs of diverse learners. The Compact members are also beginning to expand the conversations around inclusion to look more closely at other subgroups beyond students with disabilities. Additionally, there is more acceptance and recognition of dual licensure programs in the state. To broaden the Compact’s perspective, Group 2 highlighted trauma-informed practices, and suggested in the short term that the Compact implement a survey for graduates of the dual licensure programs. Group 2 also discussed the importance of professional development/learning for districts as they begin to see more dually licensed candidates. Long-term actions included focusing on advocacy in the legislature and preparing teacher candidates for dealing with challenging or disruptive behavior in the classroom.

Group 3: Dr. Steve Kroeger shared a diagram outlining the group’s discussion. He shared that Group 3 discussed the growth in beliefs among Compact members and how the thinking on “how we teach” has changed. The group pointed to less siloed, and more unified thinking inside institutions and acknowledged that there is still work to be done on the state level in moving toward consensus. To broaden the Compact’s work, Group 3 discussed bringing in more stakeholders such as families or institutions and becoming a more inclusive community. Short-term priorities identified were focused around learning how to better communicate with one another and on health care, understanding mental health, and understanding the impacts of trauma. Long-term goals referenced by the group included including more of the community in the Compact’s work.

Group 4: Dr. Kristall Day shared that Group 4 discussed the increased collaboration between gen. ed. and special ed. faculty within institutions, and the increase in co-teaching and discussion around UDL content. One member in the group noted that a district has reported that they only want to hire dually licensed candidates moving forward, and Group 4 also discussed the benefits of having dual program graduates now serving as mentors for dual program candidates. The group discussed test bias and a move toward more performancebased assessments as being more inclusive. Short-term work identified by Group 4 focused on the dissemination of the work and outreach, as well as P20 partnerships around such areas as positive behavior supports. Long-term work should include a focus on the licensure bands, and on establishing a common language for the work.


Dr. Mara Sapon-Shevin

Dr. Sapon-Shevin shared that she was happy to hear feedback and discussions from the group and appreciated the interest in inclusion and inclusive practices. She emphasized that theory alone isn’t helpful, but that both the “Why?” and the “How?” are needed. Her reflection centered on the idea that “teachable moments” for social justice are everywhere. She shared several examples of opportunities to introduce discussions on difficult topics, including the recent Mosque shootings in New Zealand. She explained that educators have to consider the impact of these events on their students and how to not leave students feeling powerless in the face of social traumas, injustices, oppression, etc. She noted that every decision that is made in a classroom or building - about what to hang on the wall, what songs to sing, or what books to read - is an opportunity to introduce a part of a curriculum that focuses on inclusion, advocacy, and being an ally.

Dr. Sapon-Shevin recited the children’s book, Hey, Little Ant for the group and asked them to consider the story’s opportunities for addressing topics like peer pressure, the power of individual choices, and power imbalances. She ended her reflection with a video from the Ellen DeGeneres Show featuring Danny and Tommy and a lesson about responding to bullying. She emphasized educators’ roles in encouraging and teaching students strategies for responding to difficult situations.

Legislating Education Policy and Equity at the Ballot Box

Dr. Amy Farley, Assistant Professor of Educational Leadership and Policy Studies, University of Cincinnati

Dr. Farley shared her research outlined in the article, Legislating Education Policy and Equity at the Ballot Box: A Descriptive Analysis of the Prevalence and Content of Education Ballot Initiatives over Time, which was included in the Compact meeting packet. Dr. Farley began by presenting a brief “policy primer” and asked the group to consider and discuss with a peer the primary policy actors that influence their work in education.

Moving into the discussion of her research, Dr. Farley explained that Ohio is a direct democracy meaning that laws can be changed through ballot initiatives or referenda to constitutions. Her research has focused on direct democracy’s impact on education, and she examined specifically the education ballot initiatives introduced in Ohio and elsewhere and their impact on traditionally underrepresented student groups. She presented an overview of the kinds of education ballot initiatives that have been introduced, specifically since 1980, and pointed out that ballot initiatives have been used to an extent to target minority group’s rights and access to services. She detailed specific findings outlined in the accompanying article, and concluded with questions for further consideration: What are the implications for educators when the public tyrannizes the “other”? How do we reshape perceptions of inclusion and diversity in public education? How do we prepare students for the ballot box?

Regular Business

Inclusive Practices Book – Update
Dr. Aimee Howley took a moment to acknowledge Dr. Amy Farley’s presentation, stating that the research shared by Dr. Farley reinforces the importance of the Compact’s work. She also extended an invitation to other Compact members to contribute and share their research at future meetings.

Dr. Howley then shared that the book is now in the publisher’s hands. Twenty-seven chapters and a forward are completed, and those involved are very pleased to be at this stage in the process.

Ohio Connections Update: Developing Meaningful Linkages

Ohio Association of Colleges for Teacher Education (OACTE)
See OAPCTE report

Ohio Association of Private Colleges for Teacher Education (OAPCTE)
Harrison Collier reported that the Day on the Square will be held on Wednesday May 15th. Participants will be able to speak to legislators and tell their stories, and institutions are encouraged to get involved, and in particular, to involve teacher candidates. Anyone who needs information can contact Dr. Rae White.

State University Education Deans (SUED)
Dr. Cheryl Irish provided several updates including the following: there is a new “conduct” tip sheet available on ODE’s website, which she believes is a good resource for students and addresses professional content, social media, etc.; OTES is changing, and SLOs will be going away in 2021 with a move toward High Quality Data; P-5 licensure is continuing the transition work and working with Pearson on testing alignment; EDTPA will not be a requirement but there will be options for performance tests; SUED is working on being proactive in communication with superintendents to better understand and meet their needs; and the group is working to communicate with community college partners and encourage others to reach out as well so that these partners understand the implications of the grade band changes.

Ohio Council of Professors of Educational Administration (OCPEA)
Dr. Hansen reported that the Spring Conference will be held at Ohio Dominican University on April 12, 2019.

Ohio Leadership Advisory Council (OLAC)
Dr. Gay gave an update on new resources available from OLAC, including two new podcasts that focus on Courageous Leadership and the work of establishing a learning culture that addresses equity practices. A new Higher Ed module will be available in the spring and will connect the tools and resources available through OLAC, and a new webinar on understanding trauma will be available soon. Workshops are being transitioned onto Google Classrooms and in the next year OLAC will be transitioning their site to a new platform, which will allow for new features, such as dialogue and refection boxes, as part of online learning resources. Dr. Gay also shared that OLAC is continuing its work with Indikus Evaluation & Planning to examine needs in higher education and is working on improving the formatting and usability of the website. Dr. Gay offered to visit institutions and hold no-cost sessions to highlight OLAC resources and how they might be used at the preservice level.


The next Deans Compact meeting will be held on June 6-7, 2019. On May 1st, the request for application (RFA) for the next round of incentive grant funding will be released. To be eligible to submit a proposal in response to the RFA, institutions must ensure that a representative attend the bidder’s conference, which will be held at OCLC on June 6, beginning at 10:00 am.

Dr. Mary Murray will assume the role of Deans Compact Chairperson effective July 1, 2019 and Dr. Dottie Erb will move to the Past Chair position. The Compact is seeking nominations for a new Vice Chairperson. Compact members are eligible to be nominated and may also submit a self nomination. Dr. Telfer will send a nomination form to Compact members.

Kroeger's Cartoon

A Cartoon by Dr. Steve Kroeger

Click to view

Slide2 Slide3 Slide4 Slide5 Slide6

Download the Show

December 2018

Dr. Kevin G. Welner's Bio

Kevin G. Welner

Kevin G. Welner, Ph. D.
NEPC Director
Professor and Program Chair
School of Education
University of Colorado Boulder

NEPC director Kevin G. Welner is a professor at the University of Colorado at Boulder School of Education, specializing in policy and law. He and Alex Molnar founded NEPC in 2010. Welner has authored or edited 12 books and more than 100 research articles and book chapters concerning education policy and law. His books include Education and the Law (2016, coauthored with Stuart Biegel and Bob Kim); Closing the opportunity gap: What America must do to give every child an even chance (2013, co-edited with Prudence Carter); NeoVouchers: The emergence of tuition tax credits for private schooling (2008); and Legal rights, local wrongs: When community control collides with educational equity (2001). He is an AERA Fellow and has received the AERA’s Early Career Award, its Palmer O. Johnson Award, its Outstanding Public Communication of Education Research Award, the Horace Mann League’s Outstanding Public Educator Award, the Rockefeller Foundation's Bellagio Residency, and the NAEd/Spencer Post-Doctoral Fellowship. He received his B.A. in Biological Sciences from UCSB and his J.D. and Ph.D. from UCLA.

Presentation Downloads

Download Kevin G. Welner's presentation

Additional Downloads
Each Child, Our Future (Dr. Kim Monachino)
Education in Ohio
Synthesis and Summary of Findings for Incentive Grant Institutions' Annual Report  (Dr. Judith Monseur)
IG CoP - Community of Practice Report Out  (Dr. Steve Kroeger, Dr. Michelle Duda)
Ohio CEEDAR Update (Dr. James McLeskey)
NEPC Review: Making a Difference: Six Places Where Teacher Evaluation Systems are Getting Results  (Dr. Amy N. Farley and Dr. Leah M. Chamberlain)

Meeting Highlights


Dr. Dottie Erb, Compact Chairperson

Dr. Erb opened the meeting by welcoming new members and representatives from Incentive Grant institutions attending for the first time. She then welcomed Dr. Monachino to the podium.


Dr. Kim Monachino, Director; Office for Exceptional Children, and Rebecca Furbay, Associate Director; Office for Exceptional Children (OEC)

Dr. Brenda Hass, Associate Vice Chancellor, P-16 Initiatives, Ohio Department of Higher Education

Dr. Monachino thanked Compact members for the work that they do on a daily basis. She then gave an overview of Ohio’s new strategic plan (2019-2024). She shared an infographic with attendees that outlined the plan’s vision and goal, as well as the three principles, four learning domains, and 10 strategies that the plan encompasses. Dr. Monachino explained that the Ohio Department of Education has restructured to better align with the new plan and she gave a brief overview of the Department’s four centers: Student Supports; Continuous Improvement; Performance Impact; and Teaching, Leading, and Learning.

Next, Dr. Monachino introduced OEC Associate Director, Rebecca Furbay, who discussed the review of operating standards for the education of children with disabilities and the implications of ESSA requirements for alternative assessments. Ms. Furbay explained that the current operating standards (effective since July 1, 2014) are under review and changes are being proposed to 3301-51-10, the transportation of children with disabilities. The proposed changes include the removal of language that is duplicative, such as definitions that are defined elsewhere within Ohio law, and the updating of language to comply with state and federal standards. The pubic comment period is open until February 19, 2019. If the comments received are significant, there will be an additional 30-day comment period. In the fall od 2019 the changes will be presented to the Ohio State Board of Education for committee review, vote, and adoption.

Next, Ms. Furbay discussed alternative assessments in Ohio, explaining that since last year, the state is required to submit a waiver if alternative assessment participation is expected to exceed one percent. She explained that if a district expects its participation to be close to one percent or higher it should complete a justification form, which she showed on her PowerPoint presentation. She shared that there is a new link in the IEP for teams to use if they are considering alternative assessment for a student. She noted that the state is also adding indicators tied to alternate assessments to the report card. She explained that the Department is being asked to address disproportionality and to provide evidence that 2 it has made progress in reducing the percentage of students using alternative assessments since the previous year.

Dr. Brenda Hass spoke next and shared the following updates from the Ohio Department of Higher Education:

  • A small work group will be reviewing and revising their reports to produce materials that are accessible to legislators or the general public
  • A new grant proposal will support students who have been impacted by drug addiction. The comment period ended December 6, 2018.
  • Remediation rates in the state have decreased.


Kevin Welner, JD, PhD, Professor, University of Colorado at Boulder School of Education; Director, National Education Policy Center (NEPC)

Dr. Welner introduced himself and the NEPC, explaining that a goal of the NEPC is to create a bridge between those engaged in academic research and those outside of academia – the public, lawmakers, media, etc. He said that often these two groups are engaged in parallel conversations. Dr. Welner then discussed school rankings within the context of equitable access to resources and opportunities outside of school. He explained that research shows a strong correlation between affluence and test scores and noted that when policy makers look only at test scores, they are only looking at a small piece of the overall picture. He then introduced the Schools of Opportunity project, which recognizes schools for providing a challenging, engaging, and culturally relevant curriculum as well as a healthy school culture and climate - criteria that may or may not be accompanied by high test scores. Dr. Welner shared two videos highlighting two Schools of Opportunity and expressed his hope that the Opportunity Schools can be exemplars of practice for large-scale change.

Dr. Welner then explained that while educational reforms can be helpful, educational outcomes cannot be transformed without also addressing society’s underlying inequalities. He asked the audience to consider if simultaneous renewal might be expanded to include the communities surrounding schools. He listed a number of school reforms that can address opportunity gaps for students but emphasized that work has to happen both inside and outside the school system. He also introduced work the NEPC has undertaken in partnership with the Learning Policy Institute on Community Schools – identifying the four pillars of community schools as: active family and community engagement, collaborative leadership and practices, expanded and enriched learning time and opportunities, and integrated student supports. He made it clear that his use of the term “community schools” is not synonymous with Ohio’s use of the term as it applies to charter schools.

Throughout Dr. Welner’s presentation he asked the audience to think about and discuss the following questions:

  • What do you consider to be features of 1) great public-school classrooms, 2) great public schools, and 3) great public-school districts?
  • How do simultaneous renewal and partnerships fit within your view of great classrooms, schools, and districts (how can you achieve your ideal classroom/school/district)?
  • If classrooms/schools/districts reached your ideal of practice, would all students have opportunities to learn comparable to students in Ohio’s most advantaged communities?


Compact members were assigned to groups to discuss one of the four spheres of influence: Change Within/Across Institutions, Process Change, Artifacts of Change, and State Support. Notes from these discussions were collected and will be shared with Compact members.


  • Dissemination Committee: Dr. Jim Gay, Chairperson
    Dr. Gay gave an update on the January conference, stating that there will be three keynote speakers and 36 break-out sessions over the three days. A handout was shared announcing the addition of a Strategy Session on the first day of the conference, titled Early Childhood Program Redesign & Transition to CAEP Elementary Standards. This session is free for individuals registered to attend the conference. Dr. Gay also announced a Poster Session on Day 2 and reminded the audience to book their hotel rooms if they have not done so. He noted that hotel rooms are being held until January 4th, which is also the last day of registration.
  • Impact Evaluation CommitteeDr. Barb Hansen, Chairperson
    Dr. Hansen shared that the committee discussed plans to review and revive a survey instrument for candidates in dual licensure programs. They will send additional information on this topic. Dr. Hansen also gave an update on the work being conducted by Inverness Research to study simultaneous renewal grant recipient programs. The committee has reviewed information provided to date and is now discussing which programs might be candidates for additional data collection.
  • Low Incidence Committee: Dr. Sally Brannan, Chairperson
    Dr. Brannan shared that the committee heard updates on the TVI Consortium and noted that the second cohort will begin this spring after a winter orientation. She also noted that OCALI has been providing space for braille instruction through the program. The next update Dr. Brannan shared was on the University of Rio Grande’s Simultaneous Renewal Grant; the Sensory Impairment Modules, developed through the previous grant, have been incorporated into a minor in sensory impairment; 16 students are enrolled. These modules will be used in conjunction with the Open Hands Open Access (OHOA) modules to create a paraprofessional program at Rio Grande expected to start in the fall of 2019. Lastly, Dr. Brannan shared that the committee discussed the development of a consortium addressing deaf and hard of hearing that would be modeled after the TVI consortium. On Friday, April 5th there will be a meeting for all institutions interested in discussing the LISD Collaborative and its phase II focus on hearing impairment.
  • Policy Committee: Deb Tully, Chairperson
    Dr. Aimee Howley provided this report on behalf of Chairperson Tully and the committee members. She noted that SB 216 will not be reviewed during the lame duck session as the committee had hoped. She explained that in order for the bill to support dual licensure programs, IS age bands need to match the new age bands for elementary education. Dr. Howley added that this is a critical detail that still needs to be addressed. She then discussed ODE’s long-term goal of working toward an inclusive educator license. She recommended the Compact begin a conversation on standards for an inclusive educator license, noting that there are currently no national standards. She also noted that the committee discussed the importance of having a liaison between the Department’s Center for Teaching, Leading, and Learning and the Office for Exceptional Children. Next, Dr. Howley said that the committee will provide input on teacher leader preparation programs. Specifically, the committee supports the focus on social justice and equity, wants to see alignment between teacher leader and principal preparation programs, and sees value in aligning teacher leader work with the OIP framework. Lastly, Dr. Howley summarized the committee’s discussion on related services personnel, including discussion of standards for substitute licenses for related services personnel.


Kevin Welner, JD, PhD

Dr. Welner noted some of the themes he had observed during the meeting including discussions around changes to rules and regulations, the importance of healthy incentive programs for teachers, and issues around accreditation. He shared that he was impressed by the proactive ideas that have been discussed such as the inclusive educator license. He then asked Compact members to discuss the following: Imagine you are in the state legislature and have $10 million to invest either in PD for trauma informed pedagogy or in a program addressing housing inequality - where would you spend the money? In the share-out that followed, the group discussed the value of trauma informed PD, homelessness among college students, the disconnect between schools and communities, and the need for educators to be prepared to meet the needs of their students. To conclude, Dr. Welner reminded the audience that every policy decision takes place within a particular context and that shifts in the context – in cultural values, norms, or beliefs – can have an impact on policy.


Dr. Judith Monseur, Assistant Director, UC Systems Development & Improvement Center

Dr. Monseur gave an overview of the work of incentive grantees as documented in their annual reports, noting that there were two Incentive Grant priorities for the cycle being discussed: inclusive teacher preparation leading to dual licensure, and simultaneous renewal. Dr. Monseur noted that for both priorities she identified common themes, challenges, and solutions among the grantees’ reports. For priority one grants, common themes included discussions of buy-in for new blended programs, partnerships, and stakeholder expansion. She noted that grantees were seeking more diverse partnerships, using formative data collection to inform their progress, and focused on working closely with districts and formalizing district partnerships. Challenges related to faculty pushback, partnerships, and curriculum revisions were noted among priority one grantees. Dr. Monseur mentioned the importance of grantees understanding the state approval process, and the value of intentional networking, and creating explicit structures and processes for communication. For the priority two grantees, Dr. Monseur discussed themes including a reliance on internal expertise, reaching outside of the Compact for support, a focus on district collaboration, and the use of formative data. Challenges mentioned by this group related to time and cost constraints, project scope, and partnerships. After these summaries, Dr. Monseur discussed assessing the progress of Incentive Grant work to date. She offered the following questions to guide assessments: are projects being implemented with fidelity, are actions taken to address challenges, are successes celebrated, and are funds expended in a timely manner. To conclude, Dr. Monseur shared resources and supports for incentive grantees including the Community of Practice conference calls and quarterly meetings, the statewide conference in January, CEEDAR groups, and the UC SDI Center. She noted that a survey will be sent out regarding the creation of a shared Community of Practice (CoP) space on the Ohio Deans Compact website for tools, resources, etc.


Dr. Steve Kroeger, IG CoP Facilitator; and Dr. Michelle Duda, President and Sr. Board Certified Behavior Analyst, Implementation Scientists, LLC
Drs. Kroeger and Duda gave an overview of the discussion from the CoP meeting, emphasizing the group’s discussion on addressing student needs and relationships. They noted that the collective conversation on this topic is greater than what can occur at each individual institution. They then recapped the four themes that have emerged so far from the spheres of influence discussion: artifacts for change, state support, change within/across institutions, and process change. They shared highlights from each of the four themes and said that the notes from these sessions will also be shared with Compact members. Moving forward, the presenters explained that they want to capture concrete strategies and tools and make these available to the community. They then discussed the larger theme that emerged from the CoP meeting - supporting people and relationships. This was broken down into three sub-categories: preservice students and placements (including post-graduation), IHE faculty and student relationships, and IHE faculty relationships. The presenters gave an overview of some key points within each category. To conclude, they shared CoP goals for moving forward, noting that the community is ready for taking a more in-depth look at how social, mental, and emotional health is supported, and in working on building alignment across IHEs.


Dr. James McLeskey, CEEDAR Liason to Ohio, CEEDAR Center, University of Florida
Dr. McLeskey presented background information on CEEDAR and discussed the focus of CEEDAR 2.0, which represents a new funding cycle that started this year. He shared the CEEDAR mission statement and areas of emphasis: systems change, data collection and use, equity, and access. He then listed some of the technical assistance services available through CEEDAR and discussed the work CEEDAR is doing currently. He mentioned a microsite for Inclusive Principal Leadership housed on the CCSSO website and explained that Ohio is one of five states working with CEEDAR on advancing inclusive principal leadership. He shared some details of this work including a timeline that includes a convening session in Colorado in April 2019. He then discussed the ongoing work in Ohio, and Dr. Deb Telfer added that on March 20, 2019 a statewide convening meeting will be held by the Compact, focusing on inclusive educator education and authentic P20 partnerships.


Inclusive Practices Book
Dr. Aimee Howley shared that the editorial team is working on the last stages of editing the book and anticipate having everything turned in to the publisher by the end of January. She noted that the publisher is seeking endorsements and asked Compact members to reach out if they have recommendations for book reviewers. Dr. Howley noted that the next steps will involve marketing and promoting the book.

Ohio Connections Update: Developing Meaningful Linkages
Ohio Association for Private Colleges of Teacher Education (OAPCTE) Dr. Rae White shared updates from the advocacy committee, including the presentation of a letter to the legislature regarding representation of higher education on the Ohio Standards Board. Dr. White noted that the Association is working on their annual Day on the Square planned for March and is preparing information on the impact of teacher preparation programs in Ohio, focusing on economic impact and geographic representation.

Ohio Association for Colleges of Teacher Education (OACTE)
Dr. Murray discussed the group’s recent advocacy efforts and the success of collaboration and approaching the legislature with a unified voice. She noted that the Association has funded five grants related to CAEP, and that they are currently considering ideas for a theme for their upcoming conference.

Ohio Council of Professors of Education Administration (OCPEA)
Dr. Hansen shared that the Council is focusing on the reorganization of coursework to align with new standards. They are also looking at comparing attitudes and successes in online vs. face-to-face courses. The spring conference will be held on April 12th. Dr. Hansen said the Council will be honoring an outstanding educational leader and is currently seeking nominations.

Ohio Leadership Advisory Council (OLAC)
Dr. Jim Gay and Karel Oxley listed new resources that can be found on the OLAC website including new modules, webinars, and a podcast. They then shared other resources to look for in the near future including three teaching case studies from Ohio school districts, an updated OTES crosswalk that includes the newer OLAC webinars and videos, and a new module for Higher Education. They also pointed out a parapro website that can be found under “quick links” on the website. They shared that OLAC has held six regional trainings with about 300 people to introduce the new tools and resources. Finally, they invited Compact members to attend the OLAC Action Forum, which will be held at The Ohio State Student Union on Wednesday December 12, 2018.


Dr. Erb shared that the 2019-2020 Compact meeting dates have been set: September 19-20, 2019; December 12-13, 2019; March 12-13, 2020; and June 11-12, 2020; the 7th Annual Statewide Conference will be held on January 22-24, 2020 at The Conference Center at OCLC. Dr. Telfer also reminded Compact members about the March 20, 2019 statewide convening for institutions across Ohio, and noted that individuals who are not currently associated with the Compact through membership or receipt of an incentive grant are welcomed to attend. The next quarterly Compact meeting for this project year will be held on March 21-22, 2019.

September 2018

Dr. Etta Hollins' Bio

Etta Hollins

Etta R. Hollins, Ph. D.

Etta R. Hollins, Ph. D.
Ewing Marion Kauffman/Missouri
Endowed Chair for Urban Teacher Education
School of Education
University of Missouri—Kansas City

Dr. Hollins spent the early years of her career as a public school teacher and administrator. She conducted two 3-year longitudinal studies on improving teaching practices for urban students. Her book Learning to Teach in Urban Schools chronicles the study conducted in one urban public school district. She has consulted for schools, school districts, and state departments of education across the nation.

Presently, Dr. Etta Hollins is professor and Ewing Marion Kauffman/Missouri Endowed chair for Urban Teacher Education. She has spent the past 22 years leading faculty across the nation in designing and redesigning excellent preservice teacher preparation programs. Professor Hollins is the author of numerous articles, books, and other publications. Her book Culture in School Learning has won two national awards and has been translated into Greek. The third edition was published in May, 2015. Her book Rethinking Field Experiences in Preservice Teacher Preparation was published in April, 2015 and received the American Association for Colleges of Teacher Education 2016 Outstanding Book Award.

Professor Hollins’ expertise in the field is well recognized. In 2015, Etta Hollins was a spotlight speaker for the American Association of Colleges for Teacher Education, research speaker for the Association of Teacher Educators, and keynote speaker for the Maryland Cultural Proficiency Conference. She presently serves as a member of the accreditation council for the Council for the Accreditation of Educator Preparation (CAEP), the research and policy advisory council for the National Action Council for Minorities in Engineering, and the teacher education advisory council for Salish Kootenai College. She has served as senior advisor for the Journal of Teacher Education and on the advisory board for the American Educational Research Journal, Journal of Teacher Education, Review of Educational Research, Reading Research Quarterly, and Teaching Education. She has reviewed book manuscripts for Routledge Publishers and Teachers College Press. She has received numerous awards and recognition for her work including lifetime achievement awards from the American Educational Research Association (AERA) and Pittsburg State University, Kansas. In 2015, she received the American Education Research Association Presidential Citation for her work in advancing knowledge of teaching and learning for urban and underserved students. She received the the AERA Division K 2016 Legacy Award. In 2018, Professor Hollins received the honor of induction as an AERA fellow for her contributions and national leadership in preservice teacher preparation.

Presentation Downloads

Download Etta Hollins' presentation - Part 1
Download Etta Hollins' presentation - Part 2

Additional Downloads
Exchange with State Leaders Presentation  (Brenda Haas, Kim Monachino)
Issues in Educator Preparation in Ohio  (Elena Andres, Kristall Day, Jennifer Ottley)
White Paper Download
Dispositions in Educator Preparation Programs  (Renee Middleton)
Ohio CEEDAR Update  (James McLeskey)

Meeting Highlights


Dr. Dottie Erb, Compact Chairperson

Dr. Dottie Erb welcomed the group and informed attendees of the “Overview” document in their packets, which describes the Compact’s mission, goals, structure, and accomplishments. New members were announced to the group, including: Kristall Day, Ohio Dominican University; Becky Furbay, ODE-OEC; and Jo Hannah Ward, ODE-OII. Dr. Erb then welcomed Incentive Grant representatives attending for the first time, as well as guests and partners in attendance, including members of the first cohort of the Ohio Teacher of the Visually Impaired (TVI) Consortium, a component of the Compact’s Low Incidence Sensory Disabilities (LISD) Collaborative.


Dr. Kim Monachino, Director, ODE Office for Exceptional Children; and Dr. Brenda Haas, ODHE Associate Vice Chancellor; P-16 Initiatives

Dr. Haas announced the 3 To Get Ready campaign, part of a national campaign to promote college access and success. The kick-off will be in October. The presenters shared that many questions have been raised about Senate Bill 216 and House Bill 318 and they addressed answers to some of these questions. The presenters shared the timeline for SB 216 between 2019 and 2024 and discussed the implications of HB 318 for Higher Ed and PK-12, including changes to reporting on suspensions in grades P-3. The presenters mentioned funding available in FY19 for competitive grants for public schools for addressing these new responsibilities. They acknowledged and thanked those who took time to testify in Columbus on SB 216 and HB 318. The presenters also asked that the Ohio Department of Higher Education (ODHE) survey be completed and submitted by October 1st and shared that analysis will take place October 8 – 12.


Etta R. Hollins, PhD, Ewing Marion Kauffman/Missouri Endowed Chair for Urban Teacher Education, School of Education, University of Missouri – Kansas City

Note: A one-page description of Dr. Hollins’ talk, a one-page biography, and a copy of Dr. Hollins’ article, “Teacher Preparation for Quality Teaching” were provided in the Compact meeting folder

Dr. Hollins discussed the need for introspection in the teaching profession and emphasized that teacher preparation is the single most powerful profession in the country. She shared statistics on the US high-school graduation rate, college completion rate, the readiness gap, and NAEP data on math and reading proficiency among high school graduates.

Considering these numbers, Dr. Hollins asked the audience to discuss the following questions at their tables:

  • What major changes have occurred in preservice teacher preparation to address mandates of the Elementary and Secondary Education Act over the past 50 years?
  • What major changes have occurred in teacher preparation programs to address the general underperformance of students in PK-12 schools?
  • How has the success of changes been measured?

After this discussion, attendees shared some of the changes they have observed, including: a shift toward more purposeful field experiences, research requirements for higher education teaching faculty, new awareness of sensory processing disorders that affect learning but aren’t classified as disabilities, an increased emphasis on core curriculum for students with disabilities, and new requirements for entering teacher training programs.

Dr. Hollins then discussed field experiences in preservice teacher preparation, asking “what do we really need from these programs?” She introduced her Holistic Practice-Based Preservice Teacher Preparation model (visible in the accompanying article). She explained that the existing teacher preparation paradigm fits within a cognitivist/apprenticeship model and she advocated for shifting toward a holistic practice-based model, which she described as focusing on learning, rather than teaching. She offered a look at debriefing questions as a means for examining how the two models are different in their approach, and then discussed what the clinical rotation process looks like in an interpretive, practice-based model. She explained that clinical rotations include an examination of epistemic practices and incorporate knowledge of child development and adolescent psychology in lesson preparation. She ended the presentation with a discussion of how teacher preparation programs can be designed to address these concerns, offering her experience at the University of Missouri, Kansas City as an example.


Drs. Elena Andrei, Cleveland State University; Kristall Day, Ohio Dominican University; and Jennifer Ottley, Ohio University

Note: a two-page Executive Summary and a copy of the PowerPoint slides for this presentation were included in the Compact meeting folder

The presenters introduced themselves and discussed the background and purpose of their white paper, which expands on issues in educator preparation identified during small-group discussion sessions held as part of the December 2017 quarterly Compact meeting. This discussion focused on the challenges in developing inclusive preparation programs and identified promising practices that are in place in Ohio. The results were presented in a SWOT analysis format: strengths, weaknesses, opportunities, and threats.

Tables were asked to share their opinions and ideas first; then presenters shared their data analysis process and the results of their analysis. Strengths and Weaknesses were discussed as internal factors, while Threats and Opportunities were labeled as external factors. The presenters shared that these results represent a snapshot of feedback from last year. They discussed implications such as a need to continue professional learning opportunities and ongoing collaboration with stakeholders, as well as continuing opportunities for diversification. The full white paper will be included on the Compact website and there is discussion of a potential meeting planned in March to look more closely at this topic.


  • Dissemination Committee: Dr. Jim Gay, Chairperson
    Dr. Gay shared that the conference is now a three-day conference and save-the-date cards have been sent. There will be three keynote presenters discussing topics focused on equity and building capacity to meet the needs of all children. A call for concurrent session proposals will go out next week for standard or roundtable presentations. There will likely be a strand for Incentive Grant recipients to share their experiences. At the end of Day 1 there are plans to show the film Most Likely to Succeed followed by a facilitated discussion. Potential topics for lunch/dinner presenters include early literacy, trauma, and/or policy (SB216). A flyer will go out next week for registration – please share this with friends and neighbors and bring preservice students. The goal is to have 200 attendees this year. Deb Telfer added that Incentive Grant teams are being asked to cover the overnight costs of attending through their grants.
  • Impact Evaluation CommitteeDr. Barb Hansen, Chairperson
    Dr. Hansen reported that the committee had the opportunity to review the draft report of dual licensure programs conducted last year by Indikus Evaluation & Planning. The committee will now focus on the Simultaneous Renewal grants, working with Inverness Research to complete the initial study. It is anticipated that data will be collected primarily through interviews. The research will focus on projects, partnerships, and the programs, processes, and systems in place. This work will likely be completed over the course of the 2018-19 project year.
  • Low Incidence Committee: Dr. Sally Brannan, Chairperson
    Dr. Brannan thanked everyone involved in the work of the TVI Consortium Year 1, which culminated last night. She reported that in the committee meeting, Karen Koehler gave an update on the TVI program and highlighted the new opportunities for unique placement sites. She also announced a new cohort with 19 students for Year 2. There have been at least 40-50 inquiries on the program overall, so the word is spreading. The committee also discussed responses to the Year 1 feedback and the option of increasing braille instruction throughout the program. The committee heard a Simultaneous Renewal Grant update from Doug Sturgeon, including the announcement of a new minor in sensory impairment at the University of Rio Grande (URG). The minor is open to all majors and currently enrolls students from nursing, social work, and at least one other discipline. URG is working to reformat the sensory impairment modules for the paraprofessional level and will make them available at the community college level. Lastly, ODE has continued to agree to build on the work of the LISD Collaborative by using the model developed for the TVI Consortium in other LISD areas (e.g., hearing impairment).
  • Policy Committee: Deb Tully, Chairperson
    The committee discussed HB 216 and the licensure band issue, focusing on the implications for the Compact’s work. There is still a lack of clarity around PK5 Licensure and what this means for dual license programs. The committee determined that there needs to be something in writing to point to as programs move forward with their work, and there was an agreement to get clarification in writing from the state. The committee also discussed the state’s related services work group. The work group hopes to complete its work by December in preparation for the new budget bill in the coming year. A committee recommendation was made for the development of a Grow Your Own program, establishing partnerships with counties or districts to supply related services personnel in shortage areas. The committee also recommended that the Compact develop a grant to support this work. The committee further recommended grants to support the redesign of dual licensure programs – this effort should begin quickly in order to be effective.


Dr. Etta Hollins
Dr. Hollins shared that the was humbled to be invited to participate in the conversation this weekend and is impressed by the Compact’s strategies and collaborations. She then elaborated on some of the points from her presentation from the previous evening. She reiterated that the teaching profession has profound implications for the quality of life in our country. She discussed the number of job recruits from outside of the United States who fill top paying science and technology positions here and offered a specific example of what this looks like in Kansas City, Missouri. She shared that it is the responsibility of the teaching profession to prepare our country’s children for these and other jobs.

Dr. Hollins revisited the idea of teaching as a science-based practice. She discussed the practice of creating a class profile as an example, sharing that this work mirrored the same practices that a doctor, psychiatrist, lawyer, or other professional carriers out with clients before determining an appropriate course of action for their work together. Another aspect of the “science of teaching”, she shared, is understanding the knowledge base and prerequisite skills for instruction of different subjects and how different skills and concepts are organized and interrelated. Lastly, she noted that she has started an organization, Teacher Preparation Program Services, to support universities in engaging in conversations about redesigning teacher preparation programs and she welcomed the audience to contact her about that work.


Renee Middleton, PhD, Dean, Patton College of Education, Ohio University; SUED Liaison to the Compact; Past Chair, AACTE
Dr. Middleton began her presentation by defining disposition: habits of professional action and moral commitments that underlie an educator’s performance. She explained that while we often look at dispositions as relating to the candidate, we must also consider the disposition of the profession, because we can’t expect of candidates that for which we do not hold ourselves accountable. She said this is a cause for reflection among the profession and asked the audience to reflect and share some of the dispositions of the profession as they relate to PK-12 learning. Dr. Middleton continued her presentation by emphasizing key words in the definition of “disposition,” discussing the moral commitment to teach all learners, and explaining ethics as the tools used to frame moral values and behaviors. She shared a story from an internship experience in rural Alabama as an example of her own self-reflection process.

Dr. Middleton reviewed and discussed some examples of standards from CAEP and questioned the value of the practice of using disposition as a determinant for candidate eligibility for teacher preparation programs. She shared statistics on diversity within the profession, focusing on racial/ethnic diversity while acknowledging that it is only one type of diversity – and expressed that professional diversity is not in itself the means to meet the needs of all diverse learners. She expressed the importance of candidates knowing the area and community in which they teach and the families of the students, and expressed the importance of providing candidates with opportunities to have diverse experiences and to break down assumptions about regions and groups to which they have not been exposed.


Dr. Steve Kroeger, IG CoP Facilitator; and Dr. Michelle Duda, President and Sr. Board Certified Behavior Analyst, Implementation Scientists, LLC
The presenters shared that the “Spheres of Influence” circle diagram in the back of the room (where members have been adding examples or descriptions of their work on sticky notes during the meeting) captures the narrative of the work that is under way throughout the state. The presenters summarized the Incentive Grant Community of Practice (IG CoP) meeting, stating that CoP members have started to unpack the content of the previous surveys. The CoP used GoSoapBox to take notes and members are continuing to look for innovative ways to share stories in real time. There were three strands of discussion: Evidence, Instructional Design, and “Wild Card” (focused on recruitment). The presenters shared the themes that emerged from the work. Both the notes from the meeting and the PowerPoint presentation will be shared with the group. The presenters ended the presentation by addressing next steps, including continued efforts at documenting Ohio’s story. The group also seeks to continue to provide opportunities for sharing and collaboration among colleagues.


Dr. James McLeskey, CEEDAR Liason to Ohio, CEEDAR Center, University of Florida
Dr. McLeskey expressed that the Compact is a great model for a collaborative community of practice and he is glad to be joining the group. He shared the CEEDAR mission statement and discussed the shift in focus from the initial CEEDAR project to CEEDAR 2.0. Across the initial five-year project, many products were created, and a number of resources were produced, which are available on the website, including course enhancement modules. In the next five years the work will focus on equitable opportunities for every student with a disability, with an increased focus on systems change, data collection, and equity and access. He announced that technical assistance services are available and introduced cross-state learning groups, which are similar in scope to a community of practice and provide opportunities for networking. There will also be more resources available to states for in-depth supports. CEEDAR is working on providing more resources on high-leverage practices and Dr. McLeskey mentioned the IRIS modules as a resource. He shared that he is looking forward to continuing the Ohio-CEEDAR partnership and that Ohio, through the work of the Ohio Deans Compact, continues to be a model among the CEEDAR partner states.


Inclusive Practices Book
Dr. Kroeger shared that the second round of revisions will begin by the end of September. Not all chapters are being reviewed twice; and those that do not require a second review are now being copyedited. The project timetable is on-track for a December 31, 2018 submission of a full manuscript to the publisher.

Ohio Connections Update: Developing Meaningful Linkages
Ohio Association of Private Colleges for Teacher Education (OAPCTE)
Dr. Rae White reported that the next meeting will address SB 216, especially the grade band change. They are now working on a joint report with OACTE that will address the value that educator preparation programs have for the state. Dr. White will be compiling the data for private schools with an emphasis on how partnerships add value for districts.

Ohio Association of Colleges for Teacher Education (OACTE)
Dr. Mary Murray shared that there will be a request for new members for OACTE. There is an RFP out for grants to help with educator preparation programs. She shared that on SB 216 the association worked collaboratively across the state and has now hired a liaison for the state legislature. She added that the Inquiry committee at present is looking at the topic of disposition.

Ohio Council of Professors of Educational Administration (OCPEA)
OCPEA Executive Director, Dr. Barb Hansen, shared that the OCPEA fall conference will take place on September 28 at Ohio Dominican University. A current topic of discussion is focused around analyzing online versus face-to-face courses. There are 25 institutions in Ohio with leadership preparation programs whose representatives meet by phone and in person at the Fall and Spring conferences.

Ohio Leadership Advisory Council (OLAC)
Dr. Jim Gay, Co-director of OLAC, shared that this year OLAC’s annual evaluation will focus on higher education and that the research firm Indikus may reach out to members of the Compact for information. There will be a new higher education module available through OLAC. The OLAC website has recently been improved, particularly the search function. Dr. Gay asked if there could be an opportunity at an upcoming meeting to walk through the new website and highlight some of the changes. He noted that the December Forum is open to all.


Dr. Erb announced that the Compact Meeting schedule is on the agenda in the meeting folder. The next quarterly meeting will be held on December 6-7th. The Compact’s 6th Annual Statewide Conference will be held on January 23-25, 2019. Please respond to the registration request in a timely manner and register through the Compact website. All meetings for 2018-19 will be held at OCLC; however, overnight rooms for members attending the conference have been reserved at the Embassy Suites Dublin, and the January 24 poster session and reception will take place at the Embassy Suites. Dr. Erb also asked the group to hold March 20th as a date for a statewide convening. She reminded members to complete the evaluation forms when they receive the email link, which would be sent via email.

June 2018

Stephen Barr's Bio

Speaker Stephen Barr

Stephen Barr, EdD

Stephen Barr rejoined the Missouri Department of Education in May of 2010. He serves as the Assistant Commissioner for the Office of Special Education. Prior to his return to Missouri he served as the Associate Superintendent for the Center for School Improvement (CSI) at the Ohio Department of Education (ODE). In that position his main objective was to develop unified systems to focus the various state and federal programs and the statewide system of support on district and school improvement efforts. He is a member of the Moving Your Numbers advisory/work group.

Presentation Downloads

Download  Stephen Barr's presentation Part I
Download  Stephen Barr's presentation Part II

Additional Downloads
Haas Deans Presentation - June 2018
Monachino Deans Presentation - June 2018

A Cartoon by Dr. Steve Kroeger

Kroeger June 2018a thumb Kroeger June 2018b thumb

Meeting Highlights


Compact Chairperson Dr. Mary Lou DiPillo thanked Dr. Barr for speaking at the luncheon. She recognized several universities represented, new attendee incentive grant members, as well as partners. Dr. DiPillo reviewed the information in the meeting packet and introduced Kim Monachino.


Ohio Department of Education, Office for Exceptional Children
Dr. Kim Monachino, Director of the Office for Exceptional Children, provided an update on the Ohio Operating Standards for the Education of Children with Disabilities, the dispute resolution team, and two grants. There will be opportunities for public comment on the operating standards throughout the review process, and in spring of 2019, the goal is to file these and have rules finalized by summer.

Regarding ETR and IEPs, Kim shared that she is expecting districts to be using these forms on July 1. There is a new emphasis on transition starting at age 14. There is also an emphasis on monitoring student progress, and on reading throughout the student’s education. There is also discussion regarding possible exemptions from high stakes testing starting at 3rd grade. Kim referred the group to the ODE their website for access to universal support materials, information about ETR and IEP issues, and for more assistance.

Dispute resolution: Within the OEC, there is a dispute resolution team that works with families and districts to resolve conflicts. Kim shared information and data on work being done in the areas of facilitation, mediation, and due process complaint hearings. Requests for the facilitation and mediation services have both increased in the past year.

Secondary Transition Services Grant update: ESCs, districts, and career centers can apply for this grant, which has a focus on improving coordination of secondary transition services. There will be 16 grants across the state, for $100,000 each for this school year.

Striving Readers Grant update: Ohio was awarded $33.25 million. Grants were awarded to 46 subgrantees. The following subgrants were administered by level: birth -5 (20), K-5 (23), Middle School (28) and High School (26).  Districts awarded grants are required to have local literacy plans aligned to the state plan. You can view Ohio’s plan on the ODE website.

Ohio Department of Higher Education
Dr. Brenda Hass, Associate Vice Chancellor, discussed Ohio’s attainment levels. Currently the goal is that 65% of working age Ohioans will have credentials of some kind by 2025. Currently Ohio is at 43% for this category but jobs are at 56%, meaning that not enough people have the skills to meet qualifications for job openings. By 2020 it is estimated that 64% of jobs will require something beyond a high school diploma.
Priorities in this work include aligning credentials to in-demand jobs, reaching those who those who may have never started any credentialed program, and working with communities.

Ohio ED Prep: There is a new email that should help with timeliness of communication. Bi-monthly emails are also available. Sometimes requests for participation are sent. There is a recommendation to move the level of “teacher leaders” back to masters, from post masters. This could be enacted in 2020. 

Guaranteed transfer pathway: Dr. Grant is contact, and she is looking for input on this process.

CCP: Now there are level 1 and level 2 courses. Level 1 courses are mostly transfer courses. To address underperforming students, a probation and dismissal policy is in place. Looking at data, about the same number of AS degrees granted (530) but many more certificates were awarded. Data also show that credentials for economically disadvantaged students are still below 20%, and these students need to be encouraged to join these programs.

Application for Teacher Quality Partnership Grant: The intent to apply deadline is June 11.

GEAR UP Grants: An RFP has recently been released. Carla is the person to talk to for additional information.

Building Effective Systems

Dr. DiPillo introduced Dr. Barr and welcomed him to the stage.

Dr. Barr recapped the luncheon talk and described the format for this afternoon. There will be small-group discussion, and after each discussion/share out, he will share the concerns on this topic that he has encountered in Missouri, and the response to the concern. He will also talk about Ohio systems. Dr. Barr shared the outcomes of the meeting and began the first table discussion.

Table discussions are summarized below. Complete prompts are in the PowerPoint slides.

Table discussion 1: To what extent are highly effective practices used in your district/program? Focus on data, on what is happening.

Share out: A superintendent shared that four years ago they were looking at a new writing program. They decided to move forward districtwide and create a game plan for the district for how to roll out the new program and how to have a process for the entire district. This included follow up with teachers who submitted student work and their own reflections. PD was ongoing year after year. They discussed progress monitoring and added this to agendas of regular meetings. This ongoing support has led to success.

Another participant shared that they used incentive grant funding to look at UDL within the district this year. Conversations are recorded and transcribed and analyzed. They have pre and post conferences and are working on developing a practice profile. Dr. Barr added that the intentionality, data keeping, and involvement of all parties is important.

Concerns: In Missouri, no programs seemed to work, according to data. There weren’t inclusive instructional practices, and nobody could discuss highly effective teaching practices.

Responses: Developed a program focused on John Hattie’s work. They looked at the effect size of practices. They created “learning packages” with information on collaboratives teams, common formative assessment, etc.

Table Discussion 2 – What data would help you improve PD/Teacher Education?

Share out: A participant shared that they observed that teachers weren’t engaging all students in the classrooms. This was the starting point for them and they built trust with teachers to move forward. Another shared that they discovered that graduates of their teaching program were lacking that hands-on experience of managing data, writing IEPs, etc. So starting next fall seniors will have a 50-hour internship for students with local teachers.

Concerns: Missouri couldn’t describe teachers in terms of skills/competency/behaviors. Data was lacking and they couldn’t answer necessary questions. They also couldn’t describe field staff work.

Response: Dr. Barr shared that they created practice profiles to monitor progress. This takes some time for all to understand, and to answer honestly. They created common formative assessment tools and asked teachers to use these at least 5x a year. They focused on adult behaviors – how often teachers did the assessments, etc. They also collected data on consultants and starting keeping a consultant log. This tells, are things working? Where is time being spent?

Table Discussion 3: Scale of work, where are you likely to see outcomes? What would you like the scale of your impact to be?

Share out: One participant shares their impact would be ideally at the community level. They have a small district and the community impact would be priceless. Community should feel welcomed, like the school is an extension of the community. Another shared that they would like to see statewide that any low incidence child could walk into any district and that district could confidently say that they could assist the child.

Concerns: How to provide PD and training for 74,000 teachers, and support all schools and districts?

Response: They changed to a district model, starting with 19 districts and they will be adding 53 more. They also started district-wide PBIS and created online trainings so PD could be accessed remotely. The 19 districts were selected across the state, with a fairly good representative sample. They tracked data on engagements with staff, including what was discussed. Dr. Barr showed a model of statewide collaboration, showing districts and regional staff, and the number of connections made. Districts were asked to rate implementation, and the numbers were encouraging. A factor analysis showed that just a few variables mattered: common formative assessments (positive change) was the largest. Data-based decision making was also positive. Free/reduced lunch was there too, but less significant than the first two variables.

After the group activities, Dr. Barr discussed OIP and OLAC as resources available to districts in Ohio and discussed where Ohio could go from here. He discussed sharing training resources and curricula and emphasized the importance of building the teaching profession together (school districts and higher education) and intentionally.

Dr. Barr asked for questions or comments. One participant suggested bringing teachers and partners together to develop five or six formative assessments that could be sent to schools with the standards/model curriculum that are currently shared. Someone else remarked on the strong partnerships between K12 and universities in Missouri, and the impressive collaboration with state groups. Dr. Barr ended by saying that it takes time to build a system and every year the changes that occur are because of the collaborative capacity of the different players.

Research Symposia Roundtable Discussion Groups

Culturally Responsive and Respectful Behavior Supports (Drs. Darcey Allen and Jennifer Ottley)
The presenters are working on developing supports and tools for increasing cultural competency in Ohio classrooms. In small groups, participants reviewed and deliberated on different sections of a practice profile outlining the ideal for cultural competency in the classroom and shared feedback with the presenters.

Bowling Green State University Dual Licensure Cohort (Drs. Mary Murray and Mark Seals)
The presenters discuss Bowling Green State University’s dual licensure program, an inclusive early education program. Discussion included how the program began and evolved, and what the steps will be moving forward. It is now the largest program in terms of enrollment at the university and focus has shifted to exploring capacity building and ongoing sustainability.

Techniques for Gathering Data from PK12 Partners to Inform Program/Curricular Design and Restructuring Efforts (Drs. Kristall Day and Marlissa Stauffer)
The presenters shared their efforts in this work with partners, which included forming an advisory board and surveying mentor teachers and their students. They also discussed a working partnership with the Everybody Works non-profit as a field placement site located on their campus. They also offered an overview and explanation of their efforts to develop AYA dual certification programs in Math and Art.


  • Dissemination Committee: The conference has been moved to January 23-25, and updates were given on the conference keynote speakers and structure, including that the conference may be three days. A save-the-date card will be sent soon. Please share this information. Session proposals will be sent in August and should be returned by October. They would like to have a panel presentation at the end for keynote speakers. The committee will share notes for the group.
  • Impact Evaluation Committee: The group looked at a draft of preliminary findings from a study conducted by Indikus. The study included interviews with 22 individuals from eight higher education institutions, with a mix of faculty and staff represented. The group discussed how organization of dual licensure fell into formal and unstructured approaches and discussed the two approaches as well as different levels of implementation and organizational and individual outcomes. A major theme was the discourse of inclusivity. The group brainstormed possible other areas that could enrich what they learned from interviews and it was discussed that a case study approach to follow up could be very helpful. Also discussed was the need for a study of the simultaneous renewal incentive grant program.
  • Low Incidence Committee: This group heard an update from Dr. Karen Koehler on the TVI Consortium – the first component of the LISD Collaborative. The initial cohort of students is taking its final course this summer at Youngstown State and 19 students, representing all parts of Ohio, are enrolled for next year. Bowling Green joined the Collaborative and Kent State pull out. If members have or know of summer programs that could serve as practicum sites, please let Dr. Koehler know. At Rio Grande, Dr. Doug Sturgeon is working to develop a minor in Sensory Impairment, which would be available not only to students seeking dual licensure, but also to students in other disciplines (PT, social work, etc.). Exploration is under way to consider the development of an online parapro course with a focus on sensory impairment. The group also shared that highlights of the study being conducted by Indikus was discussed.
  • Policy Committee: The committee shared that their discussion focused on an update on House Bill 216, stating that the group’s proposal, related to licensure bands matching up, is not currently in the bill language, but change is happening. It looks also like some of the most challenging pieces of this have been altered to be a little less antagonistic, but it is not passed yet, so it still could change. A report on the shortage of related services personnel was also shared with the group.  The discussion focused on the role of the Deans Compact on providing a broader view to inform this workgroup, and also informing policy statewide. For example, the group considered if the Deans Compact could sponsor a stakeholder assessment to provide broader view of shortages, e.g. what are districts encountering? What are other states doing? This could include districts, ESCs, Higher Ed, and associations that govern the work of relevant programs. The committee discussed what this assessment might look like, and the fact that existing data is not sufficient currently to support decision making.
  • Incentive Grant CoP: Dr. Steve Kroeger, CoP facilitator, shared that CoP members discussed acknowledging a sense of institutional humility, as witnessed by the willingness to ask for help and work together. Michelle encouraged the group to distinguish between technical or adaptive problems (these take more time, work, changing beliefs/behaviors). Three areas were discussed today: Coursework, Standards, and Deliverables. These small-group conversations were tracked using the “Todays meet” website to keep a running transcript of the conversation and those notes will remain available for the group or others to view. Looking at technical vs. adaptive challenges, the CoP shared that complex challenges can begin as technical issues and then evolve to be adaptive, and their goal is to offer a strategy for leadership. Michelle had spent about 10 days working in person with different IHEs and also gave an update on some of the themes she has noticed: how institutions have been overcoming challenges related to sustainability, building the collective capacity to learn from each other, and thinking about the people side of implementation. She also noted the need to be able to identify the skills teachers need, the importance of changing faculty behavior and also on focusing on relationships with partners. One place of work needed is to plan for the next generation of faculty.


Dr. Barr shared that the concerns in Ohio aren’t unlike those in Missouri and that there is work to do in both states. Data say that the problems faced by both states are growing, including shortages of staff. He recommended that the focus in the state be on the quality of individuals hired, as schools compete with health care and businesses for qualified staff. He also discussed decreasing the number of children with the need for intensive supports to the anticipated percentage (e.g., around 5% rather than nearly 40%, where it is now). He shared that as the numbers of these students are growing, schools’ work won’t be sustainable over time, as local districts take on a lot of the costs for this work (84%) in the form of tax dollars. So, figuring out how to move the numbers at the top of the pyramid is important. Additionally, how can the group spend more time on Tier I core instruction (i.e., the bottom of the pyramid) and get that population up to 85% of all students.

Dr. Barr complimented the group, acknowledging that they are working on complex problems. He stated that we work with diverse groups but asked how we can find points of agreement and move forward. Regarding effective practices, these are content neutral, and can be used at various age levels (even in the workplace), so teaching and learning a few key practices is important. Collaboration also is important, and he noted that a commitment to collaboration seems to be genuine among this group (i.e., the Compact). He added that this collaboration should be embraced by all of us, and that the days of the competitive or isolated approach are or should be over.

He added that everyone should be able to provide good data and know how to look at data; technology today allows us to do this. Improving education for all children is the best thing we can do for kids with disabilities, and the use of common formative assessment is what matters. This use can be implemented across the state, and if it’s working, you’ll see the numbers start to shift in that triangle [tiered model]. It’s also important to look at another triangle – how time is being spent, and he said that he thinks Ohio is on track. There are systems in place, and the group can help them improve. He provided the example of using a data system statewide for common formative assessments and how the state could then evaluate teacher candidates over time and track progress. He says that he doesn’t have all the answers to all problems but advised the group to take the biggest problem and try to solve it – how to help all kids, with the resources you have today, and the people you have today. This is done through systems work.


Dr. Renee Middleton, Compact member, SUED liaison to the Compact, and Chair of the AACTE Board of Directors, shared that in Ohio we are fortunate to have several members on the AACTE Board who are also on the Compact. She shared some core initiatives (see PowerPoint) including new initiatives. She discussed school safety as a priority and said the AACTE has released a statement on the subject. There is a piece of legislation that hopefully moves forward in the House. She also encouraged the group that if there are efforts to address school safety happening locally to let AACTE know – everyone can learn from one another.

Dr. Middleton discussed AACTE in Action, including the Washington Week event. She said that advocacy is important and it takes education and action to be proactive. She shared upcoming events, including the Leadership Academy training for chairs, deans, and other leaders. The Quality Support Workshop also is coming to Ohio, giving members the ability to design or improve their quality assurance plans. She shared that the 2019 annual meeting will be in Louisville.

She then introduced the Signature Series Research Study, which offered a national portrait of colleges of education and their impact. It’s a storytelling tool that also can benchmark progress, and is available through AACTE. The next report in this series will be on equity, diversity, and social justice. Next is the clinical practice initiative Research to Practice Video series, which is another learning tool available that looks at clinical practice models at various institutions. Finally, there is a report, A Pivot Toward Clinical Practice and the Renewal of Educator Preparation, which offers a common lexicon for more effective communication with the public. Other initiatives mentioned included a New Community College Partnership, and a Special Ed Initiative grant from CEEDAR, focusing on the Deans Compact in Ohio as a model for what should be happening nationally.

Dr. Middleton also highlighted initiatives in diversity, equity, and inclusion including expanding the Holmes scholars program to include high schoolers, the Black and Hispanic/Latino Male Teachers Community, and the Principal Preparation Initiative with the Wallace Foundation. There is still time, she noted, to nominate students for outstanding dissertation awards. She mentioned that the Topical Action Groups are on the website and you can add your own, and that the May/June journal issue is now available.

Focusing on what’s next, she shared that an educated citizenry is an engaged citizenry and said that AACTE wants to listen to members and increase their value. The goal is to equip America’s education workforce for the future of our democracy; sitting in our towers and being disconnected makes us irrelevant. Instead, we need to be connected to programs and responsive to P12 districts. The issues facing our schools aren’t separate from our work, and schools need to know that they aren’t alone. We’re in this work together!


Dr. DiPillo noted that the Compact did not issue a call for nominations of new members because when a member’s term expires he/she can choose to renew, and all members whose terms would have ended June 30, 2018, did chose to renew. She then introduced a proposed change to Article III of the bylaws, proposing that the Vice Chair should automatically become the Chair at the end of this/her term as Vice Chair, unless both Vice Chair and Chair agree to maintain their current roles. The exiting Chair would become “Past Chair” and would continue to serve with the core team for a year. She opened the floor to comments.

One member shared that she works with a similar model instituted five years ago and it works very well, offering historical insight and continuity. This member highly recommended supporting the amendment.

Dr. Steve Kroeger made a motion to pass the amendment, which was seconded by Dr. Barb Hansen. There was no discussion and Dr. DiPillo called for a vote. The vote passed, approving the revisions to the bylaws at 12:30 pm. Dr. DiPillo then shared that, for the 2018-19 project year, she will become the Past Chair, Dr. Dottie Erb will move into the role of Chairperson, and Dr. Mary Murray will be the Vice Chairperson.

Inclusive Practices Book - Update: Dr. Howley shared that the book is coming together as a strong collection of chapters. They have shared reviews for chapter authors, are providing support for provisions, and have written the synopsis for each chapter. Ron Lucero, formerly with AACTE, is writing the foreword. Submission is planned by the end of December 2018.

Ohio Connections Update: Developing Meaningful Linkages

Ohio Association of Private Colleges for Teacher Education (OAPCTE):

Dr. Rae White, outgoing President of OAPCTE, informed the group that Senate Bill 216 has been a focus and the group has collaborated to give testimony and track the bill. It has now passed the Senate and is in the House. There were 15 amendments offered in the House. The group is working on a profile of Private EEPs to gauge the impact – what do candidates give back and how does that add value. They are also looking at what they have in common as private schools and what their non-negotiables are.

Ohio Council of Professors of Educational Administration (OCPEA):
Dr. Cathy Winterman, OCPEA President, told the group that the fall Conference is coming up and is generally the first Friday in October. There is a conference call next week, and the journal is always accepting if you want to submit a manuscript.

Ohio Leadership Advisory Council (OLAC) website will be updated on July 1 and the search function will be improved for better access to resources. A new Higher Education module is coming out. Indikus has evaluated OLAC and has given a lot of suggestions for improvement. Next year Indikus will be continuing this work, focusing on Higher Ed. So you may receive a call from them asking about OLAC’s services. There are new modules coming out, including modules on data and coaching, and a new podcast. Next year there will be training for facilitators for the new website, and trainings will be offered at higher education locations at no cost.

Someone asked if OLAC is looking at developing resources focused on trauma-informed practice. Dr. Gay responded that the the area is being explored and resources where information might be infused identified.

Other/Next Steps: 

The Compact meeting dates for 2018-19 are listed at the bottom of the agenda.

March 2018

Antonia Darder's Bio

Dr. Antonia Darder

Antonia Darder, Ph.D

Industry Expertise: Education/Learning, Research, Training and Development
Topics: Latino Education, Social Justice, Language Rights
Affiliations: Freirian scholar., University of Illinois Urbana Champaign, California Consortium of Critical Educators

Antonia Darder is a Professor of Education Leadership at Loyola Marymount University. Dr. Antonia Darder is an internationally recognized Freirian scholar. She holds the Leavey Presidential Chair of Ethics and Moral Leadership at Loyola Marymount University, Los Angeles and is Professor Emerita of Education Policy, Organization and Leadership at the University of Illinois Urbana Champaign. For more than 30 years, her practice and scholarship have focused on political questions and ethical concerns linked to racism, class inequalities, language rights, critical pedagogy, Latino education, and social justice. More recently, her work has sought to articulate a critical theory of leadership for social justice and community engagement, as well as to theorize a pedagogy of beauty, in the pursuit of a liberatory practice of education. Dr. Darder's scholarship has been deeply influenced by the world renowned Brazilian educator and philosopher Paulo Freire, whose ideas on schooling and society profoundly shaped the direction of her early work. Beyond her scholarly efforts, Dr. Darder has been an activist and visual artist, participating in a variety of grassroots efforts tied to educational rights, worker's rights, bilingual education, women's issues, environmental justice, and immigrant rights. In the 1990s, she convened educators from across the state to establish the California Consortium of Critical Educators (CCCE), a member supported radical teachers' organization committed to an educational vision of schooling intimately linked to social justice, human rights, and economic democracy. In 2005, she established a radio collective with students and community members who produced Liberacion!, a public affairs radio program on WEFT. As a member of the Champaign Urbana Independent Media Center, she was active as a community journalist with the Public I. In 2007, she worked with graduate students on an award winning documentary, Breaking Silence: The Pervasiveness of Oppression that examined the persistence of inequality at the university

Meeting Highlights


Compact Chairperson, Dr. Mary Lou DiPillo welcomed members and guests. She talked about the successful conference and preconference, giving thanks to keynote presenters, teams that provided poster sessions, and presenters of breakout sessions. She also mentioned the successful pre-conference and offered thanks to the presenters. Overall, there were approximately 165 attendees.

Chairperson DiPillo also welcomed guests from the University System of Georgia and from Indikus Evaluation and Planning. And she reviewed the agenda for the meeting,


Dr. Kim Monachino, Director, Office for Exceptional Children (ODE) provided an update. Her discussion focused on: (1) review of operating standards, (2) new ETR and IEP forms, (3) progress of the Related Services Personnel Workgroup, (4) the 1% Alternate Assessment waiver, and (5) the Striving Readers grant.

Dr. Brenda Haas, Associate Vice Chancellor of P-16 Initiatives, Ohio Department of Higher Education (ODHE), provided an update.  She talked about the ED-TPA focus group and Senate Bill 216. She also indicated that staff at the ODHE had new email addresses, that the ODHE had received a grant, Strong Start to the Finish, and that the Value-added Advisory Council would be providing a workshop on April 30, 2018 on interpreting and using value-added reports.


Dr. Antonia Darder provided the address, Rethinking Inclusivity for Social Justice. Dr. Darder is the Leavey Presidential Endowed Chair in Ethics and Moral Leadership in the School of Education at Loyola Marymount University and Professor Emerita of Educational Policy, Organization, and Leadership at the University of Illinois at Urbana-Champaign.

Her talk reflected her background as a scholar of the work of Paulo Freire. Major ideas included the need to move away from exclusionary and hierarchical practices and ways of thinking. Education, in her view, should be a humanizing project, not an engine for economic development. To change US education from a banking model to a humanizing model requires an understanding as well as work to counter “intersectionalities of oppression.” Some key questions to consider in this work are the following:

  • How do we move beyond labeling and Eurocentric thinking?
  • How do we move beyond dehumanizing language?
  • How do we move beyond objectivization?
  • How do we move beyond silencing of others?
  • How can we keep from creating dependency and help that actually oppresses others?

In terms of epistemology, she talked about an “Abyssal Divide,” based on the belief that only one version of truth is possible. This approach shuts down other versions of truth and limits human understanding as a result. In terms of ethics, she talked about the danger of holding colonizing values, which entail victim blaming, detachment from community, individualism, a focus on accumulation, historical amnesia, dehumanization, and economic determinism.

She provided a call to action, indicating that (1) there are no shortcuts in this work, (2) we all need to be present with this work, (3) we need to embrace openness and learn from our failures, (4) we need to work to understand each other, (5) we need to come to the work with commitment and discipline, and (6) we need to have faith in ourselves and in other people.


During a working dinner, Compact members, CoP members and guests discussed ways that Dr. Darder’s points illuminated and contributed to their work. Each small group had a facilitator who also recorded the ideas offered by members of the discussion group.

At the same time, one small group served as a focus group for the evaluation of the Compact’s Low Incidence Sensory Disability (LISD) work. This group met with Tori Ong, the evaluator from Indikus.


The first session on March 16, 2018 involved committee work. The Compact’s four standing committees (Dissemination Committee, Impact Evaluation Committee, Low Incidence Committee, and Policy Committee) met. During the same time period, Dr. Steve Kroeger convened a meeting of the Incentive Grant Community of Practice (CoP).


  • Dissemination Committee: According to Committee Chairperson, Jim Gay, the committee had a good discussion. They reviewed conference feedback, reporting that evaluations were very positive, both for the conference and for the pre-conference. They discussed some possible improvements suggested by attendees: (1) disseminating a fuller description of the pre-conference to let people know what to expect, (2) holding the meeting at a hotel rather than at OCLC, (3) interspersing keynotes with activities along the way, and (4) organizing the closing panel differently by arranging for keynote speakers to stay and participate in the closing panel.
  • Impact Evaluation Committee: Committee chairperson Barb Hansen reported that the group had had a great discussion They met with Tori Ong to discuss Indikus’ preliminary findings about the implementation of new dual licensure programs and the structural and ideational impact of that implementation.
  • Low Incidence Committee: Sally Brannan, Committee Chairperson, reported that the committee discussed several issues: (1) progress in getting the word out about the Compact’s LISD work, (2) preliminary findings from the Indikus work, and (3) the possible development of a collaborative THI preparation program—work that would parallel the work to develop the collaborative TVI preparation program, which is now working to enroll its second cohort of candidates.
  • Policy Committee: According to Committee Chairperson, Deborah Tully, the committee reviewed its progress at the previous meeting. Then the members discussed ways to take a proactive stance. One approach for moving forward with the LISD licensure proposals would be to join forces with the Low Incidence Committee. The committee requested that it meet with the LI Committee at the next Compact meeting. The plan would be first to have a conference call prior to meeting as a way to set a common agenda; then to meet during the regularly scheduled committee time at the June 2018 meeting. The committee also discussed the status of state-level licensure conversations and of the resident educator program. Finally, they discussed the state strategic plan. The committee thought that Compact leadership should analyze the strategic plan in relationship to the mission of the Compact and provide feedback either at a regional forum or on-line.


Two sets of reflections were provided—reflections from the facilitators of the evening discussions and reflections from guest speaker, Antonia Darder. Major points included the following:

  • The importance to social justice work of starting with our own reflections about difficult questions such as “How do we perpetuate impediments to equity and social justice?”
  • The complexity of determining what equity really means.
  • The need for the Compact to find ways to build alliances with P-12 educators who are doing equity and social justice work.
  • The need to think of accountability as a relationship issue and to embed it in our daily practice.
  • The value of seeing work to improve education and educator preparation as emancipatory.


Dean Renee Middleton from Ohio University provided the State University Education Deans (SUED) update. SUED institutions are working to develop alternative licensure programs and to keep the legislature from allowing for-profit companies to offer alternative licensure programs. So far three public institutions have submitted proposals to offer alternative licensure programs.


Dr. Comfort Afolabi along with colleagues, Annette Bradley and Jean White attended the Compact meeting to learn about the work in Ohio. Dr. Afolabi shared information about the Georgia University System. Georgia, like Ohio, has been working with CEEDAR to improve programs for preparing educators to work with diverse learners.


Dr. Steve Kroeger and Dr. Michelle Duda provided a report about the survey that the CoP conducted with its members about the change process and implementation challenges. Several IG teams met individually with Dr. Duda on March 15, and all IG teams are progressing in their use of implementation science tools and resources to support meaningful implementation of project activities.


Inclusive Practices Book: Dr. Aimee Howley reported that almost all chapters had been received and that two external reviewers had agreed to provide reviews. 

Meetings Next Year: Chairperson DiPillo provided the following dates for membership meetings, which will be held at OCLC. (1) September 13-14, 2018; (2) December 6-7, 2018; (3) March 21-22, 2019; and (4) June 6-7, 2019. The dates for the 6th annual statewide pre-conference and conference tentatively were January 30 to February 1. However, they may need to be changed because of a conflict with the annual CEC meeting.

Organization Updates: 

  • Dr. Rae White provided an update on OAPCTE. She discussed the arrangements for the OCTEO conference this spring and responses to SB 216.
  • Dr. Kathy Winterman provided an update on OCPEA. Their conference will be April 6, 2018 at Ohio Dominican from 9 am to 2 pm.
  • Co-director Karel Oxley provided an update on OLAC. She mentioned the OLAC Action Forum, which will be held on December 12, 2018 at the Ohio Union. She also discussed modules that are under revision and the new podcast that has recently been posted.

December 2017

Martha Thurlow's Bio

Martha Thurlow, PhD

Martha Thurlow, PhD

Martha Thurlow is the Director of the National Center on Educational Outcomes. In this position, she addresses the implications of contemporary U.S. policy and practice for students with disabilities and English Learners, including national and statewide assessment policies and practices, standards-setting efforts, and graduation requirements. Dr. Thurlow has conducted research and technical assistance for the past 45 years in a variety of areas, including assessment and decision making, learning disabilities, early childhood education, dropout prevention, effective classroom instruction, and integration of students with disabilities in general education settings.

Dr. Thurlow has published extensively on all of these topics, authoring numerous books and book chapters, and publishing more than 200 articles and reports. She served as co-Editor of Exceptional Children from 1995 to 2003, the research journal of the Council for Exceptional Children, and is currently associate editor for numerous journals.

Contact: (612) 624-4826, or

Martha Thurlow Curriculum Vitae

Presentation Downloads

Download Martha Thurlow's presentation

Additional Downloads
Dec. 7-8, 2017, Conference Agenda

Meeting Highlights

Welcome, Overview, and Introduction of New Incentive Grant Recipients  (Dr. Mary Lou DiPillo, Compact Chairperson)

Compact Chair, Mary Lou DiPillo convened the meeting and welcomed participants. She mentioned that faculty from Incentive Grant institutions (i.e., members of the Community of Practice) had attended a pre-meeting session on Implementation Science, which was facilitated by Dr. Michelle Duda. She drew everyone’s attention to the summary cartoon developed by Steve Kroeger. Dr. DiPillo then introduced new Incentive Grant recipients as well as visitors who were attending the meeting. Finally, she provided a brief preview of the meeting agenda.

Update/Exchange with State Leaders (Ohio Department of Higher Education (Jessica Mercerhill, Senior Director of Educator Preparation)

Jessica Mercerhill, now Dr. Mercerhill, provided an update from the Ohio Department of Higher Education. She discussed SB 216 and its possible implications for the Policy Committee’s licensure recommendation (i.e., for the addition of an intervention specialist license for grades 4-9). She also discussed the statewide focus groups that have given stakeholders an opportunity to provide their perspectives on the benefits and drawbacks of requiring the EdTPA as a high-stakes assessment.

SUED Update (Renee Middleton, Dean, Patton College of Education, Ohio University; SUED Liaison to the Compact) 

Dr. Renee Middleton indicated that SUED had been discussing two major issues: (1) alternative pathways to licensure and (2) SB 216.

Meeting Speaker (Dr. Martha Thurlow, Director, National Center on Educational Outcomes) 

Compact Vice Chair, Dr. Dottie Erb introduced the speaker, Martha Thurlow. Dr. Thurlow discussed her perspectives on inclusion and the experiences that had shaped her perspectives. She involved participants in small-group discussions that encouraged them to share their perspectives on inclusion and their relevant experiences. Dr. Thurlow also shared resources from her work at NCEO and from the Moving Your Numbers initiative. Substantive notes are provided in Appendix A.

Orientation to the Day’s Work (Dr. Mary Lou DiPillo, Compact Chairperson)

Dr. DiPillo pointed out the materials that were in the packets, including (1) stories about the Incentive Grant work at the University of Akron and Youngstown State University, (2) the brief summary of the work of the 2015-2017 Incentive Grant projects, and (3) the list of Compact members and Community of Practice members.

Dr. DiPillo also introduced Keith Sturges who, along with University of Cincinnati faculty member, Dr. Amy Farley, will be conducting the next phase of the research about the impact of the Incentive Grant program.

Compact Secretary/Webmaster Aimee Howley shared a request from Dr. Paul Gorski. Dr. Gorski was hoping that Compact members would invite candidates at their institutions to participate in an on-line survey.

Committee Reports

  • Dissemination Committee: Focusing on conference and registration -- (Jim Gay): 35 people are registered for the Jan. 31 pre-conference, which will be designed for preservice teachers and faculty. The committee would like to limit registration to 60 people. About 85 people are registered for the Feb. 1-2 conference; the committee would like to have 200 registered and will be contacting members, asking them to give personal invitations to friends and colleagues. Lunch and dinner presenters: the Compact will be inviting the State Superintendent to present during the conference. Will be inviting a panel of state organization reps as lunch or dinner speakers. End of conference: a panel of all keynoters or association representatives are options for the closing session, which will be facilitated by Dr. Tachelle Banks. Concurrent sessions: there is room for 18 sessions and 14 proposals have been accepted to date. The poster session will be held at OCLC on 2/1 beginning at 7 pm.
  • Impact Evaluation Committee (Barb Hansen): The committee had a good discussion with Keith Sturges and Amy Farley. They concentrated on the interview process that is underway. The interview study will gather information from faculty at the five institutions with state-approved dual-licensure programs. The research team is expecting to conduct about 60 interviews; and so far they have interviewed 13. Their goal is to present findings in March. The Committee also spent time brainstorming ideas about changes that are likely to take place as a result of Incentive Grant work. Under discussion were changes at the faculty level, the institution level, and the student level.
  • Low Incidence Committee (Sally Brannan): Updates -- the TVI consortium program was approved by the Ohio Department of Higher Education. Doug Sturgeon discussed his use of the instructional content on sensory impairment that was developed through a simultaneous-renewal courses grant. The Committee’s members will be presenting several sessions at the Compact Conference this year. The Committee has decided to retain its current name.
  • Policy Committee (Aimee Howley): The Committee discussed whether or not deliberations about SB 216 would require the Compact’s licensure recommendation to be placed on hold. The Committee determined that the recommendation would actually support the Ohio Department of Education’s position on SB 216 and should be used in arguing against the bill. The Committee also discussed changes to the Resident Educator program. To get a sense of the future issues the Committee should consider, the Committee would like to invite the following people to the next meeting: Kim Monachino, Director, Office for Exceptional Children, and Renee Middleton, SUED representative to the Compact.

Incentive Grant Community of Practice 
Members of the Community of Practice discussed what they learned in the Action Forum on Implementation Science. Michelle Duda also shared her perspective on the major take-aways.

Facilitators from the Evening Discussion Last Night
The four discussion facilitators reviewed the major themes surfaced in their discussion groups.  Among these were: (1) the importance of partnerships with PK-12 schools where inclusive practices are being used, (2) concerns about SB 216, (3) ways that educator preparation programs can become proactive, (4) concerns about teacher burnout and (5) thoughts about what will happen to stand-alone programs once dual-licensure programs are in place.

Martha Thurlow: Reflections and Observations 
Dr. Thurlow shared reflections about the small-group discussions. She was struck by how complicated the work of creating inclusive educator preparation program actually is. She was also impressed by the work of the Compact, indicating that she was not aware of a similar effort anywhere else in the US.

TVI Consortium Update Karen Koehler, Doug Sturgeon, Margie Briley, Amy Jo Queen)
Dr. Karen Koehler, Dr. Doug Sturgeon, Dr. Margie Briley, and Amy Jo Queen provided an update on the progress of the TVI Consortium. Shawnee State University is the lead, partnering with Mount Vernon Nazarene University, the University of Rio Grande, and Youngstown State University, and Kent State University. The program is addressing a critical shortage of teachers of students with visual impairments, especially in the southern and southeastern parts of Ohio, but also elsewhere in the state. There are currently 17 students in Cohort 1; and so far, 60 educators have indicated interest in joining Cohort 2.

Update from CEEDAR (Nancy Corbett)
Dr. Nancy Corbett, the liaison between CEEDAR and the Deans Compact, shared briefly that CEEDAR has been funded again. CEEDAR leaders are working with OSEP to finalize a cooperative agreement. Ohio has the option of continuing to partner with CEEDAR, and Nancy will be talking soon with the Compact Core Team to consider the nature of the on-going partnership.

State Update (Jessica Dawso)
Assistant Director of the Office for Exceptional Children, Jessica Dawso provided a state update. She announced that she will be leaving the Ohio Department of Education at the end of the year. Among other issues, her update focused on: Ohio’s ESSA plan, graduation-rate calculations, OSERS regulatory reform, proposed changes in the preschool special education rule, and possible changes in the federal approach to significant disproportionality.

In recognition of Jessica’s service to the Compact, Chairperson DiPillo presented Jessica with a token of the Compact’s appreciation--a desk clock that included an inscribed plaque.

OAPCTE Update (Rae White)
Rae White, the OAPCTE representative to the Compact, provided a brief update on the work of that organization. With regard to SB 216, Dr. White gave joint testimony to the legislative committee on behalf of public and private colleges. Her testimony included the fact that 45 states have middle level licensure.  OAPCTE is also focusing on new CAEP requirements relating to criteria for admission to educator preparation programs.

Inclusive Practices Book (Aimee Howley)
Secretary/Webmaster, Dr. Aimee Howley reminded Compact members that complete manuscripts are due on January 30, 2018. She also asked for volunteers to be peer reviewers. These would be people who are not contributing a chapter. They will receive a small honorarium. 

OCPEA Update (Barb Hansen)
Dr. Hansen reported on the work of OCPEA. Their work involved orienting to new standards that will be published in January. CAEP Advanced Standards will need to be aligned to the new national standards. Ohio is also developing new principal standards. OCPEA is also working to ensure that graduates of their programs do well on the Pearson leadership test. A large part of candidates’ scores depends on their writing. OCPEA holds two conferences a year--one in fall and one in spring.

OLAC (Karel Oxley) 
OLAC Co-director, Karel Oxley reported that the gifted education professional development materials are now available via the OLAC site. She also indicated that the Action Forum will take place on Tuesday. So far 520 people have registered. She also mentioned the new podcast series that will soon be available. Finally, she announced that she and/or Jim Gay will provide facilitator training at universities if 10 or more educators are able to participate.

Appendix A
Notes from Martha Thurlow’s Presentation

  • Perspectives -- inequities in the 60s -- visits to institutionalized individuals, research work relating to LD, early childhood education, dropout prevention, academic engaged time.
  • Since 1990, her work has been on assessment of outcomes for all students
  • Topics: Definition “inclusive,” discussion of lessons learned, historical context, federal context, where we are now, and what we still need to do
  • Definition -- inclusive -- not excluding any section of society
  • Inclusive practice is not simple -- the devil is in the details
  • Mini-lessons learned -- 1960s a lot of freedom for most (but not for all). Many students never saw any diversity. Martha attended large high school (1000 students per class) -- not one person of color.
  • Experiences with institutions for individuals with disabilities. Spent days visiting as a volunteer at an institution. Struck by how similar the residents were to Martha herself.
  • Sixties were also a time when policy was beginning to address the needs of students who were “disadvantaged”
  • Worked with paired-associate learning -- realized that students could learn much more than was often expected -- developed materials to teach students about money, measurement, and time -- learned that many strategies exist to help all students learn
  • Students with disabilities actually perform all along the achievement continuum -- same range of performance as students who do not have disabilities
  • Outcomes of education were very poor for some students -- not always related to ability level
  • Often outcomes were related to engagement in school
  • Outcomes were also less good for students who were eligible for free and reduced lunch and English learners.
  • Identification of students with learning disabilities -- some of the work done at the MN institute and Kansas institute related to things like students’ look, students behavior -- not really the need for special education -- articles about what learning disabilities really were -- the label of having a disability altered what students experienced in classrooms -- students with disabilities had much less academic engaged time
  • Things have changed, but not enough.
  • Schools need to engage students in order to get successful outcomes.
  • 1980s and 1990s -- setting the stage for huge policy shifts -- requirements for standards, state assessments, and reporting results
  • IDEA 1997 -- required SWD to participate in state testing and their scores reported to the public
  • NCEO -- began work to monitor outcomes of students with disabilities
  • Table discussion
  • Sharing
  • Policy history
    • Long history of inequity: race, ethnicity, students with disabilities, ELs
    • Two major laws ESEA, IDEA
    • 1994 Improving America’s Schools Act -- requirement of state standards, requirement for state testing, reporting of results (reporting for students with disabilities and ELs)
    • 2001 version -- perceived as being heavy-handed (must have testing in 3rd grade, 8th grade, and HS; AYP requirements
    • 1997 IDEA -- for states to receive Part B funding, SWD needed to be participating in state assessment, development of alternative assessments, and public reporting of results
    • 2004 IDEA -- Confirmed SWD participation in accountability; first time states were required to report on students receiving accommodations
    • ELs have been included in several of these acts -- requirements have been heightened over time
    • ESSA -- Still focuses on all students
    • 1990s -- SWD were not included in assessment systems -- now most are being included -- less than 10%
    • Now SWD held to the same expectations -- in the past focused on making students feel good, but not what they learned
    • Universal design -- now it is the expectation -- now the concern is to give all students access and to differentiate for all students
    • Most students participate in the general assessment (with or without accommodations)
    • Alternate assessment for small group of students with significant cognitive disabilities
    • Continue to see poor outcomes because educators have ignored what we know about including all students
    • ESSA -- 2015 --  assessment regulations were part of the negotiated rule-making effort; accountability regulations came from USDOE--removed via Congressional review -- what’s in the law is still there, however.
    • ESSA -- is definitely about all students
    • What is happening in Ohio -- charts showing all states -- Ohio is not bad in relationship to the rest of the states
    • None of the states actually looks good in absolute terms
    • Performance gap data -- Ohio has a big gap -- 48 percentage point difference -- it’s not about what students can do
    • Other gaps -- NAEP data -- black/white gap still very large; ELs -- very large gaps
  • Table conversations: What should K-12 schools be doing to address performance gaps? What are the implications for higher ed prep programs?
  • NCEO -- Focused narrowed to focus on assessments rather than outcomes more broadly -- focused work on assessment systems (e.g., formative, benchmark, state, etc.)
  • Moving Your Numbers: Handouts -- Key Practices Guide, Synthesis of Lessons Learned -- 10 “existence proofs”
  • What can states do? What can regional service providers do? What can districts do? (use data well, focus your goals, select and implement shared instructional practices, implement deeply, monitor and provide feedback and support, inquire and learn)
    • What can higher ed do? Be aware of the many new demands on administrators and other educators; need to be able to collaborate
  • Tiered approach to accessibility -- universal features, designated features, accommodations
  • NCEO Modules
  • Inclusive practices -- required a shift in thinking and a lot of work

Please Note: 2017-18 quarterly meeting materials, along with additional details related to the work of the Compact and any upcoming events, are available online at

September 2017

Randall L. De Pry's Bio

Randall L. De Pry, PhD

Randall L. De Pry, PhD

Randall L. De Pry, PhD, is a professor and chair for the Department of Special Education at PSU. He previously held a tenured position at the University of Colorado at Colorado Springs (UCCS) where he worked as an associate professor/department chair in special education. At UCCS he specialized in instructional and behavioral support strategies for children, youth, and adults with emotional and behavioral challenges. He received his PhD in 1997 from the University of Oregon where he worked with faculty and students in the Behavior Disorders program and on Effective Behavior Support (now known as Positive Behavior Support) grants.
His primary research interest is in Positive Behavioral Interventions and Support (PBIS), including work in social skills instruction, functional behavioral assessment, and systemic change models in schools. He was actively involved with PBIS at the state level in Colorado and was part of the Colorado Department of Education’s PBIS state leadership team. He is currently on the executive board of the Association for Positive Behavior Support (APBS), an international organization that actively promotes the use of PBIS as an applied science in home, school, and community settings.

Presentation Downloads

Download Randall L. De Pry's presentation

Additional Downloads
Sept 14-15, 2017, Conference Agenda


Meeting Highlights

Through collaborative inquiry, meaningful partnerships, and collective action, the Compact focuses on improving the capacity of teacher education, educational leadership, and related services personnel preparation programs in Ohio to better prepare educators to effectively teach and support every child. The Compact’s September Quarterly Meeting was the first of its four meetings to be convened across the 2017-18 project year. The following outlines several key details presented during and/or outcomes of the September meeting.

Welcome & Overview

  • Compact Chairperson Dr. Mary Lou DiPillo of Youngstown State University opened the meeting with an introduction of individuals in attendance for the first time, acknowledging in particular the following new members of the Compact.
    • Jane Bogan, Associate Professor, Field Director, & Director of Teacher Education, Wilmington College
    • Sue Corbin, Chair, Division of Professional Education, Notre Dame College 
    • Joe Friess, Principal, Wauseon Middle School, Wauseon Exempted Village Schools
    • Jessica Grubaugh, Director of Graduate & Teacher Education, Mount Vernon Nazarene University
    • Terry Keller, Dean, College of Education, Lourdes University
    • Karen Koehler, Assistant Professor & Faculty Lead, TVI Consortium, Shawnee State University
    • Amy McClure, Chair, Department of Education, Rodefer Professor of Education, Ohio Wesleyan University
    • Mary Heather Munger, Assistant Professor, College of Education, University of Findlay
    • Mark Seals, Director, School of Teaching & Learning, Bowling Green State University
  • Also acknowledged were representatives of Incentive Grant teams in attendance for the first time. In particular, the following newly established projects—identified for funding in August 2017—were highlighted.
    • Priority 1: Merged (Dual Licensure) Program Development
      • Ashland University – Jason Brent Ellis, Ph.D., PI
      • Cleveland State University – Tachelle Banks, Ph.D., PI
      • Defiance College – Rachel Eicher, Ed.D., PI
      • Marietta College – Ann Kaufman, PI
      • Mount St. Joseph University – Kate Doyle, Ph.D., PI
      • Ohio Dominican University – Kristall Day, Ph.D., PI
      • University of Toledo – Mark Templin, Ph.D., PI
    • Priority 2: Simultaneous Renewal (Focus Areas A-D)
      • Marietta College – Elaine O’Rourke, PI
      • Muskingum University – Rae L. White, Ph.D., PI
      • Ohio Dominican University – Katelyn Fishley, Ph.D., PI
      • Ohio University – Jennifer Ottley, Ph.D., PI
      • University of Rio Grande – Doug Sturgeon, Ed.D., PI

Featured Presentation

  • The meeting featured a presentation from Dr. Randall L. De Pry, Professor and Chair for the Department of Special Education at Portland State University (PSU), Oregon’s public urban research institution. Ranked as one of the nation’s top 10 “most innovative” universities by U.S. News & World Report, PSU is guided by its mission to let knowledge serve the city, which reflects an institutional commitment to identifying innovative, sustainable solutions to local and global problems. Dr. De Pry’s presentation shared examples and lessons learned related to dual program development and implementation, and fostered discussion related to a) core beliefs, b) inclusive practice, and c) essential skills for teacher candidates. 
  • Dr. De Pry comes from work centered on instructional and behavioral support strategies for children, youth, and adults with emotional and behavioral challenges, and holds as his primary research interest Positive Behavioral Interventions and Support (PBIS), including work in social skills instruction, functional behavioral assessment, and systemic change models in schools.
  • PSU offers three dual programs: 1) Inclusive Elementary Educator Program (established in 1997); 2) Secondary Dual Educator Program (established in 2006); and MA/MS in Early Childhood: Inclusive Education and Curriculum & Instruction (established in 2015). It was noted that Oregon’s licensure structure features a generalist in special education (K-12) credential, with elementary and secondary endorsements available.
  • The featured presentation from Dr. De Pry outlined the importance of core beliefs as transformational tools for communicating an institution’s values and for creating sustainable and impactful programs. At PSU, the following are just some of the beliefs at the core of the University’s work, all of which reflect significant alignment to the beliefs guiding the Compact: all children can learn; diverse, inclusive, and equitable environments improve educational opportunities and quality of life for all learners; and preparing high quality teachers requires blending effective instruction at PSU with successful school partnerships.
  • The following definition of inclusion from Dunlap and Fox (1996) served as an anchor for Dr. De Pry’s talk: “inclusion may be described as providing unconditional opportunities for children with diverse abilities to participate actively in natural environments within their communities.
  • Dr. De Pry noted some critical competencies PSU works to cultivate in teacher candidates in knowledge and skill categories such as universal design, explicit and differentiated instruction, collaborative and co-teaching, and data and assessment. It was reported that, with their expertise in serving all learners, co-teaching, collaboration, and inclusion, PSU’s teacher candidates are in high demand.
  • Meeting participants were challenged to examine their own core beliefs, their definitions of “inclusion,” and the skills they believe to be most necessary for inclusive educators transitioning into their first teaching positions.

Café Roundtable Discussion Groups

  • Through rotating roundtable discussions, participants further explored issues related to developing and implementing more inclusive preparation programs. Serving as discussion group facilitators and recorders, respectively, were the following: Dr. Aimee Howley, Ohio University, and Karel Oxley of the Ohio Leadership Advisory Council; Dr. Judith Monseur of the SDI Center at the University of Cincinnati, and Clarissa Bunch of Ohio University; Allison Glasgow of the SDI Center at the University of Cincinnati, and Dr. Sally Brannan of Wittenberg University; and Dr. Jim Gay of the Ohio Leadership Advisory Council, and Cheryl Reed of United Disability Services.
  • The café roundtable exercise addressed the following focused prompts: (1) What are the most essential components of inclusive educator preparation programs? (2) What steps can you take to restructure/redesign preparation programs to make them more inclusive? (3) How can faculty members’ different disciplinary perspectives (e.g., constructivist versus behaviorist versus cognitivist) be used to build overall capacity rather than creating or sustaining divisive silos? (4) If you’ve restructured an existing program to make it more inclusive, what are the most important next steps you can take to fully implement the new program? (5) In a carefully developed program of study, such as a newly developed inclusive educator preparation program, what is (or should be) the role of academic freedom? (6) In what ways are meaningful and authentic P20 partnerships with area school districts a critical component of making educator preparation programs more inclusive? (7) In what ways can simultaneous renewal efforts (IHE initiated and/or supported through Compact incentive grants) play a critical role in developing and implementing more inclusive programs? and (8) How can educator preparation programs and their school district partners sustain effective practices in the face of continual pressure to respond to the latest education fads?

Update/Exchange with State Leaders

  • Compact members heard from State Leaders around current priorities and their inter-relatedness to the Compact’s reform efforts. Jessica Dawso, Associate Director of the Office for Exceptional Children at the Ohio Department of Education addressed the following: district report cards; ESSA and Ohio’s state plan; the state’s related services personnel shortage; the alternate assessment participation cap; Ohio’s early literacy plan; updates to the IEP and ETR forms, as well as the related parent notice document; local education agency ratings based on the performance of special education populations; and, the state’s response to significant disproportionality trends in special education identification rates across subgroups. 

Committee Reports

  • Incentive Grant CoP – Dr. Steve Kroeger, Facilitator & Reporter
    • Members of the Community of Practice welcomed representatives of seven newly funded projects in Priority 1: Merged (Dual Licensure) Program Development, and five newly funded projects in Priority 2: Simultaneous Renewal. Dialogue focused on strategies for developing authentically inclusive dual licensure programs, as well as the relevance of implementation science principles to the work—whether new or continuing—of IG teams.
  • Dissemination Committee – Dr. Jim Gay, Chairperson & Reporter
    • The Compact’s 5th Annual Statewide Conference is slated for January 31, February 1, and February 2, 2018 at The Conference Center at OCLC in Dublin, Ohio. The Conference experience will feature social justice and equity, inclusive practice, and implementation science as themes. The Compact expects more than 200 attendees at the 2018 Conference, and encourages the participation of faculty representing all of Ohio’s institutions of higher education.
    • On January 31 and February 1, a Pre-Conference Workshop will feature a keynote message from Dr. Celia Oyler. This professional learning event is being designed for teams of faculty and pre-service candidates, with components designed especially for educator preparation students.
    • Serving as keynoters for the February 1-2 Conference are Dr. Paul Gorski, EdChange founder and Associate Professor of Integrative Studies at George Mason University, and Dr. Monika Williams Shealey, Dean of the College of Education at Rowan University. As has been the case in recent years, the Conference will feature three rounds of Concurrent Sessions, as well as a Poster Session experience during an evening reception on February 1, showcasing the work of Incentive Grant teams. 
    • In addition to periodic Conference announcements/reminders, the Dissemination Committee will release a Call for Proposals for Concurrent Sessions in late fall 2017.
  • Low Incidence (LI) Committee – Dr. Sally Brannan, Chairperson & Reporter
    • Resulting from efforts of the Low Incidence Sensory Disability (LISD) Collaborative—initiated through the Ohio Deans Compact with support and leadership from the Ohio Department of Education and the Ohio Department of Higher Education—the state has approved its first multi-institution preparation program designed to increase the number of Ohio teachers of students with visual impairments (TVIs). Portsmouth-based Shawnee State University, which serves as lead institution for the new TVI program, is collaborating with four other partner institutions of higher education—Kent State University, Mount Vernon Nazarene University, University of Rio Grande, and Youngstown State University—to provide a common online curriculum leading to TVI licensure. The consortium is helping to combat severe shortages of LISD providers across large areas of the state and, in particular, Ohio’s rural south and southeastern counties.
    • The four-semester program, designed as a post-baccalaureate licensure only program, is open to individuals who hold a standard teaching license and/or an intervention specialist license in an area other than VI.
    • As of late August 2017, 17 students—representing various regions of the state—had been recruited for membership in the program’s first cohort.
    • TVI Consortium Faculty Lead, Dr. Karen Koehler, has joined the membership of the Ohio Deans Compact, and will serve as a critical liaison to the LISD Collaborative.
    • It was announced that the sensory impairment endorsement is on formal hold per the Ohio Department of Education.
    • It was reported by Dr. Doug Sturgeon that Rio Grande is incorporating the Broadening Horizons curriculum developed through an earlier round of Incentive Grant work into Rio Grande’s Masters program as well as its paraprofessional preparation program.
    • The Committee discussed a name change, and agreed to submit recommendations to the Compact Core Team; the aim will be to add detail to the name in a manner that emphasizes improvement to the lives of students in K12 classrooms as well as at universities.
    • The Committee continues to refer to OSEP policy guidance, AERO resources (e.g., white papers), and specialized committee member expertise to inform the direction and intended outcomes of its work.
  • Impact Evaluation Committee – Dr. Barb Hansen, Chairperson & Reporter
    • Committee members reviewed and refined the three research questions that will be used during the coming winter with incentive grant (IG) recipients.
    • Research and evaluation group Indikus will serve as the lead researcher, conducting interviews of IG teams with the aim of highlighting, in particular, advantages to school districts of candidates prepared through dual licensure programs.
    • Amy Farley, Assistant Professor of Education Leadership within the University of Cincinnati’s College of Education, Criminal Justice, and Human Services, will play a critical role in the research process, and plans to have direct conversations with various faculty members regarding program redesign and/or implementation.
  • Policy Committee – Dr. Aimee Howley, Chairperson Designee & Reporter
    • To reorient to the Committee’s scope of responsibility, members revisited earlier phases of their work (e.g., licensure policy recommendations), and identified actionable steps that will be essential to future progress. The group focused dialogue on what has emerged as the most pressing priority: its earlier recommendation to establish grade band-specific intervention specialist (IS) licenses, creating alignment to the existing 4-9 and 7-12 general education credentials. This systemic reform strategy responds to difficulties related to preparation of dual license middle or high school educators—especially in light of extensive field placements requirements—while helping to ensure that core instruction is delivered by teachers with a wider range of pedagogical competencies, thereby positioning instructional practice as more inclusive and equitable.
    • The group reviewed benefits of dual licensure as a means of providing educator candidates with content area training in addition to their IS knowledge and skills.
    • The Committee regards stakeholder engagement as being of critical importance in this reform effort, and plans to assemble a core stakeholder group to serve as partners, especially in disseminating key message points (using Compact-issued talking points, for example).
    • The Committee will continue to lend its collective voice to statewide conversations related to ways in which licensure system revisions can more effectively advance the competencies of Ohio educators. 

Reflections from Featured Presenter

  • ollowing brief reports of highlights from each small-group discussion facilitator, Dr. De Pry offered several comments, emphasizing the importance of focusing early in program development work on sustainability and end goals, and underscoring the relevance of implementation science principles and practices to the work of incentive grant teams.
  • With an encouraging tone, Dr. De Pry commended the Compact for creating a space in which participants collaborate as change agents and engage in truly collective action that results in collective impact. Dr. De Pry noted that he sees the Compact as a model of national importance.

Reflections from Featured Presenter

  • Following brief reports of highlights from each small-group discussion facilitator, Dr. De Pry offered several comments, emphasizing the importance of focusing early in program development work on sustainability and end goals, and underscoring the relevance of implementation science principles and practices to the work of incentive grant teams.
  • With an encouraging tone, Dr. De Pry commended the Compact for creating a space in which participants collaborate as change agents and engage in truly collective action that results in collective impact. Dr. De Pry noted that he sees the Compact as a model of national importance.

Update on OLAC Resources

  • Co-directors of the Ohio Leadership Advisory Council (OLAC)—Dr. Jim Gay and Karel Oxley—provided an orientation to essential OLAC resources, pointing to tools designed for higher education audiences in particular, such as the module Higher Education: How OLAC Essential Practices Align with Other Relevant Standards.
  • Participants were provided a set of discussion prompts, and were asked to work together in small groups to make recommendations to OLAC concerning the further creation of resources aimed at strengthening higher education’s efforts to support leadership development at all levels of the education system.

Incentive Grant (IG) Highlights & Status Reports

  • Dr. Steve Kroeger, Facilitator of the IG Community of Practice, shared key examples of progress on the part of existing IG teams, and introduced the group to the areas of emphasis at the center of the new IG projects.
  • Dr. Judith Monseur offered a synthesis and summary of findings from the Year One final reports of the ten incentive grants funded during the 2015-2017 time frame; the charge to funded institutions was to develop educational programs that promote shared understanding and implementation of effective practices that contribute to improved results for all Ohio learners through collective conversation among education professionals at all levels of the educational system. Report results uncovered several themes, such as: grantees capitalized on and leveraged the use of no-cost outside resources whenever possible to supplement and enhance curriculum redesign; relationships (both intra-institutional and those inter-relationships between institutions and their local partners) established in the first year of project work served as perhaps the most valuable resources in advancing the progress of newly developed dual licensure programs; and prospects for sustainability of instructional practices related to inclusivity and educational equity are evidenced through grantees’ development of a variety of online and print resources that are widely available to teachers and school leaders.

Bylaw Revisions

  • Chairperson DiPillo provided an overview of proposed changes to the Ohio Deans Compact bylaws; with the most substantive change reflecting the addition of a ‘webmaster’ role in order to broaden information dissemination efforts and better leverage the Compact website as a tool for engagement of the broader education community in ongoing work.
  • The Core Team approved Dr. Aimee Howley to assume the role of webmaster, positioning Dr. Howley—former Vice Chairperson and Interim Chairperson of the Compact—to continue to make meaningful contributions to the Compact’s mission and vision, and to promote those to the state at-large.
  • Subsequent to guided review of all suggested bylaw revisions, Dr. Tachelle Banks—Compact member representing Cleveland State University—made a motion to accept, and Dr. Barb Hansen—Compact member representing Muskingum University—seconded said motion. Following a full vote of support with none opposed, the revised bylaws were approved at 1:05 PM.

Inclusive Practices Book Update

  • As reported by lead author and editor, Dr. Aimee Howley, the proposed book, Inclusive Education: A Systematic Perspective, will present an edited collection of chapters about inclusive education in the United States from the perspective of practice in classrooms, schools, districts, regional education agencies, states, and educator preparation programs.
  • This book seeks to address two broad questions: What does the implementation of inclusive education require of a system of education and all parts of the system? How do various parts of the education system act on their commitment to inclusive educational practice? The following seven sections that will comprise the book are useful in illustrating its scope: 1) Inclusive Practice: Meanings and Significance; 2) Inclusive Classrooms and Schools; 3) Inclusive Assessment Practices; 4) Inclusive School Leadership; 5) Preparing Pre-service Teachers for Inclusive Classrooms; 6) Preparing PK-12 Administrators for Inclusive Schools and Districts; and 7) State Support for Inclusive Practice.
  • Complete chapter drafts are being submitted by December 31, 2017 for peer review that will commence late February 2018.
  • In addition to Dr. Howley, authors/editors include Dr. Steve Kroeger of the University of Cincinnati, Dr. Barb Hansen of Muskingum University, and Cassondra Faiella, research assistant for the Ohio Deans Compact.

Ohio Connections Update: Developing Meaningful Linkages

  • The following partner entities provided highlights from their respective bodies of work: State University Education Deans (SUED); Ohio Association for Private Colleges of Teacher Education (OAPCTE); Ohio Council of Professors of Education Administration (OCPEA); and the Ohio Leadership Advisory Council (OLAC).

Future Compact Meeting/Event Dates

  • Attendees were reminded of upcoming meeting dates for 2017-2018. All meetings will be held at The Conference Center at OCLC in Dublin, Ohio, with overnight lodging available at Hyatt Place Columbus Dublin.
    • December 7-8, 2017: Quarterly Meeting #2
    • March 15-16, 2018: Quarterly Meeting #3
    • June 7-8, 2018: Quarterly Meeting #4
  • Additionally, Compact members, IG teams, and other meeting participants were reminded of the 5th Annual Statewide Conference, slated for January 31, February 1, and February 2, 2018, with an encouragement to attend and to bring colleagues as well as pre-service candidates.

Please Note: 2017-18 quarterly meeting materials, along with additional details related to the work of the Compact and any upcoming events, are available online at


June 2017

Michael R. McCormick's Bio

Michael R. McCormick

Michael R. McCormick

Before becoming its superintendent, Michael served for six years as the Assistant Superintendent for Education Services for Val Verde USD. Under his leadership, VVUSD has been recognized by Education Trust West as, “tops among California districts Closing the Achievement Gap” and named College Board AP District of the Year. He participated as a member of the Riverside County contingent of educators summoned by the White House to a meeting at the U.S. Department of Education to create College Day of Opportunity.

Michael has given presentations statewide, nationally, and internationally, including multiple keynote presentations at Google Symposiums focusing on the successful implementation of instructional technology in a K-12 school district. He traveled to Qingdao, China in April 2016 to present at the Sino-US Basic Education Forum on Global Comparative Education. Michael has presented original research on formative assessment at the CCSSO National Conference on Student Assessment.

He was named Administrator of the Year by the Riverside County Office of Education in 2012 and by the Association of California School Administrators (ACSA) in 2015. Michael is also active on numerous boards, including Operation New Hope Chairman of the Board, EDleader21 Advisory Board Member, University of California Riverside, School of Education, Advisory Board Member, University of Redlands, School of Education, Advisory Board Member, Brandman University, School of Education, Advisory Board Member, and Science Technology Education Partnership (STEP) Board Member, and member of the Academic Assembly of the Western Regional Council for the College Board.

Meeting Highlights

Through collaborative inquiry, meaningful partnerships, and collective action, the Compact focuses on improving the capacity of teacher education, educational leadership, and related services personnel preparation programs in Ohio to better prepare educators to effectively teach and support every child. The Compact’s June Quarterly Meeting was the final of its four meetings to be convened across the 2016-17 project year. The following outline several key details presented during and/or outcomes of the June meeting.

Welcome & Overview

  • Compact Chairperson Dr. Mary Lou DiPillo of Youngstown State University opened the meeting with an introduction of guests joining the Compact for the first time.
    • Dr. Michelle Duda, President, Implementation Scientists, LLC
    • Karel Oxley, Co-Director, Ohio Leadership Advisory Council (OLAC), Buckeye Association of School Administrators
    • Immy Singh, Director, Office of Educator Licensure, Ohio Department of Education
    • Dr. Amy Farley, Assistant Professor, Education Leadership, University of Cincinnati
    • Dr. Tanya Davis, Assistant Director, Office for Exceptional Children-Urban Support, Ohio Department of Education
  • Also acknowledged were the representatives of Incentive Grant teams in attendance for the first time.
    • Johnna Lunsford, Lawrence County School District (Shawnee State University – Priority #1 IG Team)
    • Nate Young, Athens City Schools (Ohio University – Priority #1 IG Team)
    • Leslie Biastro, Kent State University (Kent State/Salem – Simultaneous Renewal IG Team)
    • Danielle DiMasso-Shiniger, University of Dayton (University of Dayton – Priority #1 IG Team)

Featured Presentation

  • The meeting had as its theme “Building A Culture of Innovation” and featured a presentation from Michael R. McCormick, Superintendent of Val Verde Unified School District situated in Perris, California. Featured as a Moving Your Numbers district, Val Verde serves 19,841 students through the expertise of 1,874 employees working across four high schools, four middle schools, and 12 elementary buildings; at the center of its work is a belief that each member of the community is part of something critically important – the chance to change the course of children’s lives.
  • Mr. McCormick—who describes himself as a passionate educator, innovator, and technology enthusiast dedicated to increasing opportunity and access for all students—has presented throughout California, across our nation, and internationally with a focus on successful implementation of instructional technology in a K-12 district setting as a lever for ongoing system and student learning and improvement.
  • The featured presentation from Mr. McCormick centered on the notion that leaders must anticipate the technology required to equip educators who are teaching the skills students need to compete for careers yet to be invented. Mr. McCormick juxtaposed two types of students, with Student A possessing traditional and concrete academic knowledge and skills and Student B representing more cerebral competencies such as critical thinking, content mastery, collaboration, and creativity. Participants were challenged to examine their role in producing students of the latter type – students who understand the role of their learning and talents in improving the society around them.
  • Through small-group discussion, participants further explored opportunities for higher education to enhance their teacher and/or administrator preparation programs in order to best prepare future teachers and administrators for success in innovative districts like Val Verde. Serving as discussion group facilitators were the following: Compact Member, Dr. Heather Duda of the University of Rio Grande & Rio Grande Community College; Incentive Grant PI, Dr. Jennifer Ottley of Ohio University; and Compact Member, Dr. Jim Gay of the Ohio Leadership Advisory Council (OLAC), BASA.

Update/Exchange with State Leaders

  • Compact members heard from State Leaders around current priorities and their inter-relatedness to the Compact’s reform efforts.
    • Ohio Department of Education (ODE): Jessica Dawso, Acting Director, Office for Exceptional Children
    • Ohio Department of Higher Education (ODHE): Jessica Mercerhill, Senior Director, Educator Preparation
      • Note: Dr. Brenda Haas, Vice Chancellor of P-16 Initiatives for ODHE, was absent from this meeting, but continues to serve in an Ex Officio role as part of the Compact leadership through its Core Team.

Committee Reports

  • Incentive Grant CoP – Dr. Steve Kroeger, Facilitator
    • Members of the Community of Practice focused on the relationship of implementation science to the work of Incentive Grant (IG) teams. As an introduction, Dr. Michelle Duda provided an overview of key elements of implementation science, and articulated why implementation science matters in strengthening and sustaining core work.
    • IG representatives broke into three discussion teams, with each reporting out the following key ideas/outcomes from their discussions:
      • Team 1 [Report Out by Nate Young] – It is important for IG teams to identify and provide professional learning opportunities for faculty while following through on pragmatic requirements of a comprehensive program redesign. Leadership should serve as a source of guidance—and not of directives—in promoting the professional development of faculty.
      • Team 2 [Report Out by Dr. Kristal Day] – Programs are preparing – sometimes through an online infrastructure – candidates for placement statewide, resulting in augmented challenges when developing effective district partnerships, especially in relationship to clinical practice sites. IG institutions want to ensure that they are serving their communities at large, and to help in this endeavor, some are collecting student engagement and fidelity data around implementation of evidence-based practices.
      • Team 3 [Report Out by Dr. Steve Kroeger] – Institutions are committed to developing their “elevator pitches” as succinct statements of the purpose, beneficiaries, significance, and demonstrated value of their respective programs. Teams are also interested in establishing non-negotiables in order to help systematize key processes essential to IG work. There is a focus on sustainability and a commitment on the part of existing IG teams to support and coach newly awarded institutions in order to provide a solid foundation for their work.
  • Dissemination Committee – Dr. Jim Gay & Dr. Holly Johnson, Co-Chairpersons [Report Out by Dr. Jim Gay]
    • The Compact 5th Annual Statewide Conference is slated for January 31, February 1, and February 2, 2018 at The Conference Center at OCLC in Dublin, Ohio. The Conference theme will feature social justice and equity, inclusive practice, and implementation science.
    • On January 31 and February 1, a Pre-Conference Workshop will begin with a keynote message from Dr. Celia Oyler. The Committee suggests incorporating group-work time for faculty with a focus on application of implementation science principles, a panel comprised of IHE representatives and State Support Team staff from those institutions’ respective regions, and a breakout session experience with Dr. Oyler designed for pre-service educators.
    • Dr. Paul Gorski will serve as a keynote presenter during the Conference on February 1 and 2; additional presenters will be identified during the summer months. The group plans to maintain its three rounds of Concurrent Sessions, as well as a Poster Session experience during an evening reception on February 1.
    • In addition to periodic Conference announcements/reminders, the Dissemination Committee will release a Call for Proposals for Concurrent Sessions and Poster Presentations during fall 2017.
    • Low Incidence (LI) Committee – Dr. Sally Brannan, Chairperson [Report Out by Dr. Deborah Telfer]
    • Dr. Cheryl Irish and Dr. Alice Weng have joined the LI Committee.
    • Emphasis of this Committee’s work continues to be on supporting educators—particularly those already working in Ohio school districts—in expanding their competencies to include knowledge and skills in the area of sensory disabilities, thereby allowing them to more effectively respond to diverse learner needs.
    • The group’s discussion focused on two primary strategies that are being developed as part of a multi-tier support structure: the Low Incidence Sensory Disability (LISD) Collaborative, a multi-institution post-baccalaureate licensure program for licensed educators resulting in the Intervention Specialist: Visual Impairment license; and the Sensory Disability endorsement to be added to an existing Ohio educator license. Both strategies respond to Ohio’s critical shortage of educators prepared to meet the unique needs of learners with visual impairments that currently leaves a large population of students with limited access to services.
    • The Committee continues to refer to OSEP policy guidance, AERO resources (e.g., white papers), and specialized committee member expertise—such as that of Cheryl Reed, a Doctor of Optometry (O.D.) and Certified Orientation & Mobility Specialist (COMS)—to inform the direction and intended outcome of its work.
  • Impact Evaluation Committee – Dr. Barb Hansen, Chairperson [Report Out by Dr. Barb Hansen]
    • Committee members reviewed the evolution of the incentive grant (IG) evaluation process over time. A survey—initially discussed during the March Compact meeting by University of Cincinnati’s Dr. Annie Bauer—was designed to gauge student perceptions related to educator preparation program redesign efforts coordinated through the IG process. While the Committee is still awaiting full response to the survey, it has already collected a good sampling of data. The next phase of the work will focus on gauging faculty perceptions.
    • The Committee will be collaborating with an assessment group, Indikus, to conduct interviews of IG teams with the aim of highlighting, in particular, advantages to school districts and administrators of candidates prepared through dual licensure programs.
  • Policy Committee – Deb Tully, Chairperson [Report Out by Dr. Aimee Howley]
    • Looking toward the future, the purpose of this Committee is to produce policies in Ohio that support all learners in a way that incorporates them into the general education curriculum. Established as an ad hoc group, the Policy Committee originally grew out of a recommendation from CEEDAR pointing to the need for a subset of Compact members focused on policy implications of the work.
    • To offer context for the Committee’s continuing work, a reminder was provided referencing the set of licensure recommendations put forth by the group with the original intent of creating system efficiencies while creating long-term benefit as well as short-term value. The Committee will continue to lend its collective voice to statewide conversations about ways in which the creation of dual licensure programs, ‘stackable’ endorsements, and modified second license opportunities can advance the competencies of Ohio educators.

Guest Presentation on NEPC Report Highlights

  • Dr. Amy Farley, Assistant Professor of Education Leadership within the College of Education, Criminal Justice, and Human Services at the University of Cincinnati, shared current explorations into teacher evaluation reform.

Reflections from Featured Presenter

  • Following brief reports of dialogue highlights from each small-group discussion facilitator, Chairperson DiPillo remarked on the variety of non-academic educator elements (e.g., curiosity, adaptability, passion for the work) now incorporated into CAEP standards, and invited Michael McCormick to share additional reflections on the relationship of his presentation content to the work of the Compact.
  • Mr. McCormick talked about how Val Verde—as articulated by Moving Your Numbers—stayed true to what they needed to do through sustained focus on kids and on priorities such as instructional coaching, data-based decision making informed by student work, short cycle assessments, and professional learning communities.


  • Dr. Nancy Corbett, CEEDAR Center Liaison to Ohio, provided an update concerning the Cross-State Convening slated for late June 2017. Ohio committed a team of 10 participants, inclusive of representatives of the Ohio Leadership Advisory Council, the Ohio Department of Education, the Ohio Department of Higher Education, and Ohio institutions of higher education, among other entities.

Ohio Connections Update: Developing Meaningful Linkages

  • The following partner entities provided highlights from their respective bodies of work: State University Education Deans (SUED); Ohio Association for Private Colleges of Teacher Education (OAPCTE); Ohio Council of Professors of Education Administration (OCPEA); and the Ohio Leadership Advisory Council.

2016-17 Quarterly Meeting materials, along with additional details related to the work of the Compact and any upcoming events, are available online at

March 2017

Paul C. Gorski's Bio

paul c gorski

Paul C. Gorski

Founder, EdChange and the Multicultural Pavilion
Associate Professor, Integrative Studies George Mason University, Fairfax, Virginia

Paul C. Gorski is an associate professor of Integrative Studies in George Mason University's School of Integrative Studies, where he teaches classes such as Poverty, Wealth, and Inequality; Social Justice Education; Social Justice Consciousness and Personal Transformation; and Contemporary Issues in Social Justice and Human Rights. He recently led the design and development of the new Social Justice and Human Rights undergraduate and graduate programs.

Paul is a Senior Research Fellow for the Center for the Advancement of Well-Being and is serving his third term on the board of the International Association for Intercultural Education.

He has been an active consultant, presenter, and trainer for nearly twenty years, conducting workshops and providing guidance for schools and community organizations committed to equity and diversity. He created and continues to manage the Multicultural Pavilion, an award winning Web site focused on critical multicultural education.

He has published more than 50 articles and eight books, focusing most recently on topics like poverty and educational opportunity, racial equity, and activist resiliency.

He also has taught for the University of Virginia, the University of Maryland, Hamline University, and the Humane Society University. He lives in Virginia with his cat, Buster. Areas of specialty:

  1. Equity literacy framework
  2. White privilege and racial equity in schools and school districts
  3. Poverty and class equity in schools and community organizations
  4. Research-based, holistic strategies for addressing achievement (or opportunity) gaps
  5. Activist burnout and resiliency
  6. Leadership development and the training of trainers for equity and diversity

Presentation Downloads

Download Paul C. Gorski's presentation

Additional Downloads
Mar 16-17, 2017, Conference Agenda
Equity Literacy for All
Equity Literacy More Than Celebrating Diversity

A Cartoon by Dr. Steve Kroeger

SK Gorski Notes 03 18 2017 sm

Meeting Highlights

Through collaborative inquiry, meaningful partnerships, and collective action, the Compact focuses on improving the capacity of teacher education, educational leadership, and related services personnel preparation programs in Ohio to better prepare educators to effectively teach and support every child. The Compact’s March Quarterly Meeting was the third of its four meetings to be convened across the 2016-17 project year. Additionally, the Compact just held its 4th Annual Statewide Conference on February 1-3, 2017 in Dublin, Ohio, drawing roughly 200 participants across the three-day professional learning and networking event.

Highlights of the March meeting follow:

  1. Compact Chairperson Dr. Mary Lou DiPillo opened the meeting with an introduction of new Compact Members, an acknowledgment of Incentive Grant team members in attendance for the first time, and an overview of highlights from the 2017 Compact Conference.

    • oNew Member: Allison Dickey, Ashland University (Chair, Department of Inclusive Services and Exceptional Learners, & Associate Professor of Education)
    • New Member: Heather Duda, University of Rio Grande/Rio Grande Community College (Interim Dean, College of Arts and Sciences, & Director of the Honors Program)
    • irst Time Attendee Representing an Incentive Grant Team: Lisa Kinnard, Ohio University (Priority #1 IG Team)
    • First Time Attendee Representing an Incentive Grant Team: Kristin Mazzeo-Barron, Ohio University (Priority #1 IG Team)
  2. The meeting had as its theme “Strengthening Equity for All Children” and featured a presentation from Paul C. Gorski, Ph.D., Founder of EdChange and Associated Professor of Integrative Studies at George Mason University.

    • The featured presentation from Dr. Gorski articulated the knowledge and skills needed for educators to become threats to the existence of inequity within their respective spheres of influence. Participants were challenged to examine their own will to embody that role of “threat,” and were guided through consideration of how access and opportunity can be structurally redistributed with the aim of cultivating increased equity. Equity literacy was conceptually laid out as a sequence of four abilities, namely: 1) recognizing inequity; 2) responding to inequity; 3) redressing inequity, and 4) sustaining equity. The presentation closed with a reminder that we must commit collectively to justice before harmony—even in our programs and curricula—understanding that expecting the latter without providing the former is injustice.
    • Compact members heard state updates from Sue Zake and Jessica Mercerhill and the relationship of state priorities to the Compact’s reform efforts, and standing committee reports, an IG Community of Practice (CoP) report, and status reports from representatives of funded projects.
    • he Compact recognized and thanked Sue Zake and Don Washburn, both retiring in April 2017, for their leadership and contributions to the Compact.
    • It was noted that Dr. Aimee Howley, current Vice Chair of the Compact, will remain an essential member of the Compact, but will be stepping away from her Vice Chair role due to the competing demands of multiple commitments. Dr. Dottie Erb of Marietta College was approved by the Compact Core Team to assume the role of Vice Chair and will remain in that role for the 2017-18 project year. Dr. Mary Lou DiPillo of Youngstown State University will continue to serve as Chair during the 2017-18 year, also.
    • March meeting materials, along with additional details related to the work of the Compact, are available online at

December 2016

Dr. Van Horn's Bio

George Van Horn

George Van Horn, Ph.D.

Dr. George Van Horn is currently the director of special education for the Bartholomew Special Services Cooperative in Columbus, Indiana and is a member of the CAST UDL faculty cadre. Dr. Van Horn completed both his Bachelor of Science and Master of Science degrees at the University of Dayton. He received his Doctor of Education degree from Indiana University with a concentration in the areas of school administration and special education.

Dr. Van Horn has been a teacher of students with emotional disabilities for Montgomery County Public Schools in Dayton, Ohio. In addition, he has served as a principal, school superintendent and director of special education in several public school districts in the Midwest. Dr. Van Horn has also been an adjunct faculty member at Indiana University Purdue University Columbus (IUPUC), Manhattan College in New York, and Northern Illinois University. He has consulted with school districts throughout the country in the areas of Positive Behavior Interventions and Supports, Universal Design for Learning, and Inclusion.

A Cartoon by Dr. Steve Kroeger

Kroger cartoon page 1 Kroger cartoon page 2

September 2016

Dr. Quenemoen's Bio


Dr. Rachel Quenemoen

National Center on Educational Outcomes, Senior Research Associate
National Center and State Collaborative GSEG, Project Director, Co-Principal Investigator

Rachel Quenemoen conducts research and provides technical assistance on educational change processes, in order to ensure that students with disabilities are included in and benefit from reform efforts. She has worked for 35 years as an educational sociologist focused on research to practice efforts, from local, regional, state, and national positions, specializing in building consensus and capacity among practitioners and policymakers. She is the Project Director for the NCEO partnership of 25 states and five national organizations, the National Center and State Collaborative, one of two Federally funded consortia building alternate assessments for students with the most significant cognitive disabilities based on College and Career Ready Standards. She has also advised the general assessment consortia on test design, implementation, and research related to ensuring all students can demonstrate what they know and can do on challenging, 21st century assessments for use in system accountability.

Presentation Downloads

Download Dr. Rachel Quenemoen's presentation, Standards-based Reform and Special Education – Assessment and Accountability Systems as Leverage for Improving Student Learning

Additional Downloads:
Civil Rights Groups: “We Oppose Anti-Testing Efforts” | Sept 8-9, 2016 Conference Agenda

June 2016

Dr. Lawrence J. Wexler's Bio

Lawrence J. Wexler, Ed.D.

Lawrence J. Wexler, Ed.D.

Director, Research to Practice Division, Office of Special Education Programs (OSEP), U.S. Department of Education (ED)

Dr. Larry Wexler is Director of the Research to Practice Division in the Office of Special Education Programs (OSEP) within the U.S. Department of Education. The Research to Practice Division provides leadership and oversees the implementation of the IDEA discretionary grant programs to support seven grant programs: state personnel development; personnel preparation; technical assistance and dissemination; technology, media services and educational materials, parent-training and information centers; IDEA data; and the Promoting Readiness for Minors In Special Education. Dr. Wexler has been a special educator for forty five years having been a teacher of students with severe disabilities, program director, principal, state intellectual disabilities specialist, chief of staff to the State Director of Special Education, director of state monitoring, OSEP state contact, OSEP project officer, Deputy Director of the Monitoring and State Improvement Planning Division and Associate Division Director responsible for OSEP’s National Initiatives Team. He holds a Bachelor’s degree in International Relations from the School of International Service at American University, a Master’s degree in teaching with concentration in intellectual disabilities from Howard University and a Doctorate with concentration in severe disabilities from the Johns Hopkins University.

Presentation Downloads

Download Dr. Lawrence J. Wexler's presentation, A Federal Perspective on Improving Learning for All Students

Additional Downloads:
CEEDAR Update  |  June 9-10 ,2016 Conference Agenda

March 2016

Dr. Celia Oyler's Bio

Celia Oyler

Celia Oyler, Ph.D.

Celia Oyler was a special education teacher for 15 years in Connecticut, Vermont, and Chicago where she worked in self-contained, resource, and then inclusive (rural and urban) classrooms. She obtained her Ph.D. in Curriculum Theory and Design from the University of Illinois-Chicago in 1993, her M.Ed. in Consulting Teaching/Learning Specialist Program at the University of Vermont, and her B.S. in special education from Southern Connecticut State College. Celia’s areas of research include: inclusive teacher education; counter-hegemonic pedagogies; and curriculum for social action. She is the author of Making Room for Students: Sharing Teacher Authority in Room 104 (Teachers College Press, 1997), Learning to Teach Inclusively: Student Teachers Classroom Inquiries (Erlbaum, 1996), and Actions Speak Louder than Words: Community Activism as Curriculum (Routledge, 2011). Celia is the co-founder and co-director of the Teachers College Inclusive Classrooms Project ( and the director of the Elementary and Secondary Inclusive Education Programs at Teachers College.

Presentation Downloads

Download  Ceilia Oyler's presentation, Getting Out of the Special Education Box, Unfinished Journey

Additional Downloads:
March 17-18, 2016 Conference Agenda  

December 2015

Dr. Jennifer L. Goeke's Bio

Jennifer Goeke

Dr. Jennifer L. Goeke

Jennifer L. Goeke began her professional career as an elementary inclusion teacher and received her Ph.D. from the University at Albany in Educational Psychology. She is currently Associate Professor in the department of Secondary and Special Education at Montclair State University. She is the principal investigator on the U.S. Department of Education /Office of Special Education Programs-funded “Restructuring Preservice Preparation for Innovative Special Education (RePPrISE)” project. Dr. Goeke has considerable experience in providing respectful collaboration and cooperation with partner schools in Montclair State University’s Network for Educational Renewal, especially in the planning and implementation of long-term professional development for the implementation of responsible inclusion practices. Her areas of research include teacher education pedagogy and the development of special educators’ reasoning and instructional thought. Dr. Goeke is the author of “Explicit Instruction: Strategies for Meaningful Direct Teaching” published by Pearson.

Presentation Downloads

Presentation Downloads
Download Dr. Goeke's presentation, Facilitated Mentoring: A Model for Field-based Dual Educator Preparation

Additional Downloads:
AERA Statement on Use of Value-Added Models
The Science of Learning
Dec 10-11, 2015 Conference Agenda

September 2015

Sept 2015Presentation Downloads
Download the presentation, Ohio's Improvement Framework: Improving Results for Every Child, Supporting Higher Levels of Student, Educator, and Organizational Learning – Implications for Higher Education

Additional Downloads:
Sept 24-25, 2015 Conference Agenda