LaRon A. Scott, Ed.D. Faculty Curriculum Vitae

Transcription

1 LaRon A. Scott, Ed.D. Faculty Curriculum Vitae Date of Preparation: January 11, 2014 Assistant Professor Director of COVE Special Education & Disability Policy Program Virginia Commonwealth University 1015 West Main Street Oliver Hall, Room 4072 Richmond, VA (804) (ofc) Virginia Postgraduate Professional License (2016) Special Education K-12 Mental Retardation Teaching License: Education: Doctor of Education, 2011 Walden University, Minneapolis, MN Administrator Leadership for Teaching and Learning/Special Education Dissertation: Scott, L. (2010). Teacher Self-Efficacy with Teaching Students to Lead IEP Meetings: Walden University, School of Education Master of Education, 2006 Virginia Commonwealth University, Richmond VA Master of Education-Special Education License: Special Education/Mental Retardation Bachelors of Science, 2002 Radford University, Radford VA Criminal Justice (B.S.) Psychology (Minor)

2 Special Interest within Profession Online Education Transition education Post-secondary education outcomes Student-directed IEP Universal design for learning (UDL)/Transition (UDT) Self-determination Teacher Preparation Education Academic Appointments and Other Significant Work Experience Assistant Professor (2011, August current). School of Education, Virginia Commonwealth University, Richmond, VA. Coordinate special education-general teacher preparation program. Instruct graduate level courses in the M.Ed. Special Education-General Education program. Coordinate grant efforts for Special Education Preservice Personnel Preparation Improvement Grant, Office of Special Education and Rehabilitative Services ($500,000 budget). Improve and expand M.Ed. Special Education/General Education curriculum. Provide clinical supervision to M.Ed. students in internship. Provide NCATE accreditation support and online course development support. Develop and coordinate special education highly qualified program. Teach courses each semester, advising, and coordinate summer institutes. Special Education Faculty & Project Coordinator (2010 July, 2011). School of Education, Virginia Commonwealth University, Richmond, VA. Responsible for coordination of grant funded project in graduate school of education to improve and expand special education/general education curriculum program. Responsible for program development and coordination with department faculty. Provide support with coordinating department accreditation for NCATE and course development. Clinical Faculty (2010 current) School of Education, Virginia Commonwealth University, Richmond, VA. Trained through the Santa Cruz Mentorship model, responsibilities include the supervision and observation of student teachers. Provide consultation, feedback, and address problems and concerns in coordinating student teacher programming. Clinical supervision training through the Santa Cruz Mentorship model. Special Education Transition Coordinator, (July 2010 October 2010) Henrico County Public Schools, Henrico, VA. Responsible for instituting transition programs for students and families receiving special education services. Work directly with community employers in the selection and development of worksites for students with disabilities. Develop public relation

3 documents and programs to assist students with disabilities in finding employment. Collaborate with school-based transition planning team in the development and coordination of quality transition and IEP services. Special Education Department Chair, ( ) Henrico County Public Schools, Henrico, VA. Responsible for supervision and coordination of special education department consisting of 20 teachers, 18 paraprofessionals, and approximately 300 students with disabilities. Attend IEP and transition meetings and conferences. Take leadership in understanding and interpreting IDEA and NCLB. Serve on school leadership and administration team. Special Education Teacher ( ) Henrico County Public Schools, Henrico, VA. Responsible for instructional planning and IEP coordination for students with disabilities. Work directly to instruct students with disabilities with academics, life skills, and transition plans. Utilize UDL approach for learning and instruction. Intensive In-Home Counselor ( ) Family Transition, Richmond VA. Responsible for counseling services to at-risk youth and families. Perform assessments, social history, and model/teach problem-solving techniques to families and youths at risk. Instructional Assistant ( ) Henrico County Public Schools, Henrico, VA. Responsible for assisting classroom teacher with student learning and behavioral needs. Assist with the design and implementation of academics for students with disabilities. Mental Retardation Case Manager ( ) St. Joseph s Villa, Richmond VA. Responsible for the coordination and delivery of services to individuals with significant disabilities. Prepare service plans to identify and strategize ways to meet client s needs. Work directly with Directory/Treatment Specialist/Behavior Specialist in day-to-day functioning of care center. Crisis Counselor ( ) St. Joseph s Villa (Boushall Middle School), Richmond VA. Co-taught, assessed, and provided services for individuals and schools with at-risk students with special needs. Assessed, provide intervention, and monitor behavior of clients.

4 Membership in Organizations TASH (formerly The Associations for People with Severe Handicaps) (2010 current) Council for Exceptional Children (CEC) Elections Committee ( current) Division on Career Development and Transition (2008 Current) Alpha Phi Alpha Fraternity, Inc (2001 Current) Special Awards and Other Honors Division on Career Development & Transition (DCDT) Teacher of the Year for Transition Planning (Special Education) presented at Council for Exceptional Children Conference (2008). Who s Who Among American Teachers National Committees Major Committees & Service Council for Exception Children (CEC) Elections Committee (2012 current). National level service. University: Virginia Commonwealth University Great Place Initiative, survey committee member (2013) VCU Online Portfolio Initiatives, committee member, Faculty Learning Community selected to research and establish online portfolio activities for school of education (2012). VCU Center for Teaching Excellence, member, Pilot program to study online education initiatives at the university (2012). School: Virginia Commonwealth University Great Place Initiative/Committee, task force member (2014) Scholarship Committee, member (2013)

5 Diversity Committee, member (2013 current) Chair of Diversity Committee ( ) Assessment and Data Committee Program Representative ( ) Department Level Service Activities VCU Center for Teacher Leadership Program Director, Special Education-General ( ) VCU Special Education-General Education, Program Coordinator, (2011-current). VCU Faculty Learning Committee for Portfolio Planning, Member, (2011- current) VCU Special Education-General Education Program Group, Member, (2010 current) Dissertation Committees Ph.D. Dissertation Committee Member (Kimberly Boyd) Other Significant Professional Experience Manuscript reviewer, Journal of Emotional and Behavioral Disorders, Teaching Virginia Commonwealth University Department of Special Education & Disability Policy SEDP 601- Methods of Teaching I: Teaching Special Education General Education (faceto-face) Virginia Commonwealth University Department of Special Education & Disability Policy SEDP 700- Student Teaching Externship Virginia Commonwealth University Department of Special Education & Disability Policy SEDP 602 Methods of Teaching II: Teaching Special Education General Education (Online) Virginia Commonwealth University Department of Special Education & Disability Policy SEDP 531- Education Foundations for Collaboration & UDL

6 Virginia Commonwealth University Department of Special Education & Disability Policy SEDP 602- Methods of Teaching II: Teaching Special Education General Education (face-to-face) Referred papers and articles published Bibliography 1. Dawson, H., & Scott, L. (2013). Teaching Students with disabilities efficacy scale: Development and validation. 2. Scott, L.A. (2012). Teacher self-efficacy with teaching students to lead IEP meetings: A correlation study on administrator support. I-manager s Journal on Educational Psychology, 5(3), Scott, L.A., Thoma, C.A., Saddler, S., Bartholomew, C.A., Alder, N., & Tamura, R. (2011). Universal design for transition: A single subject research study on the impact of UDT on student achievement, engagement and interest. I-manager s Journal on Educational Psychology, 4(4), Manuscripts Under Review 4. Thoma, C., Scott, L., Best, K. (2014). Starting with the end in mind: Inclusive education designed to prepare students for adult life. Inclusive Education. 5. Agran, M., Thoma, C., Chauncey, P., Scott, L. (2014). Self-Determination and Culturally Responsive Transition Practices for Black Students with Disabilities. Career Development and Transition for Exceptional Individuals. 6. Agran, M., Hughes, C., Thoma, C., & Scott, L. (2013). Employment social skills: What skills are really valued? Career Development and Transition for Exceptional Individuals. 7. Scott, L.A., Fritton, S., McKelvey, S., Gentry, R., Thoma, C. (2013). Preparing Reflective Evidence-Based Special Educators: Evaluation of Efforts to Infuse Evidence-Based Practices in University Coursework. Journal of Teacher Education. 8. Scott, L.A. Fritton, S., Thoma, C. (2013). Evaluation to Improve and Expand Culturally Responsive Practices in Special Education for Preservice Educators. 9. Scott, L.A. (2013). Making preservice teachers better: Examining the impact of a practicum placement in a preservice teacher preparation program. Teacher Quarterly.

7 Books Published 1. Thoma, C.A., Bartholomew, C.A., & Scott, L.A. (2009). Universal design for transition: A roadmap for planning and instruction. Baltimore: Paul H. Brookes. Book Chapters Published 1. Scott, L.A. (2012). Applications for youth with intellectual disabilities. In P. Wehman, Life beyond the classroom: Transition strategies for young people with disabilities (5 th ed.). Baltimore: Paul H. Brookes. 2. Thoma, C.A., Saddler, S., Purvis, B., & Scott, L. (2010). Essentials of the student-directed IEP process: In C.A. Thoma & P. Wehman (Eds). Making the most out of IEPs: An educator s guide to the student-directed approach. Baltimore: Paul H. Brookes. 3. Scott, L.A., & Thoma, C.A., (2010). Student awareness of the IEP process: In C.A. Thoma & P. Wehman (Eds). Making the most out of IEPs: An educator s guide to the studentdirected approach. Baltimore: Paul H. Brookes. 4. Thoma, C.A., Purvis, B., Scott, L.A. (2010). What is a student-directed IEP approach and why is it important? In C.A. Thoma & P. Wehman (Eds). Making the most out of IEPs: An educator s guide to the student-directed approach. Baltimore: Paul H. Brookes. 5. Thoma, C.A., Bartholomew, C., & Scott, L.A. (2009). Background and explanation of UDT. In C.A. Thoma, C. Bartholomew, & L.A. Scott. Universal Design for Transition (pp.3-30). Baltimore: Paul H. Brookes. 6. Thoma, C.A., Bartholomew, C., & Scott, L.A. (2009). Universal design for transition and student self-determination. In C.A. Thoma, C. Bartholomew, & L.A. Scott. Universal Design for Transition (pp ). Baltimore: Paul H. Brookes. 7. Thoma, C.A., Bartholomew, C., & Scott, L.A. (2009). Universal design for transition in assessment. In C.A. Thoma, C. Bartholomew, & L.A. Scott. Universal Design for Transition (pp ). Baltimore: Paul H. Brookes. 8. Thoma, C.A., Bartholomew, C., & Scott, L.A. (2009). Using a Universal Design for Transition Approach to Individualized Educational Planning. In C.A. Thoma, C. Bartholomew, & L.A. Scott. Universal Design for Transition (pp ). Baltimore: Paul H. Brookes.

8 Professional Presentations Abstracts/papers presented 1. Scott, L.A. & Thoma, C.A. (2011). Preparing reflective evidence-based practitioner s for 21 st century educational response. OSEP Project Directors Conference. Washington D.C. 2. Thoma, C.A., Bartholomew, C. & Tamura, R., Scott, L.A. (October, 2009). Universal design for transition: Impact on student achievement in the classroom. Division on Career Development and Transition (DCDT) Conference, Savannah, GA. 3. Thoma, C.A., Tamura, R., Doval, E., Scott, L., & Bartholomew, C. (2009). Universal design for transition: impact on student achievement in the classroom. Council for Exceptional Children Convention, Seattle, WA. Refereed Professional Presentations 1. Scott, L.A., Best, K., Thoma, C. (2013, November). Innovative Research: Teaching Universal Design for Transition to Bridge Academic and Transition Goals. Division on Career Development and Transition Conference. Williamsburg, Va. 2. Scott, L.A. & Gentry, R. (2013, October). Preparing Special Educators in the Use of Evidence- Based Instructional Practices, Teacher Education Division Conference. Ft. Lauderdale, Fl. 3. Scott, L.A. & Thoma, C.A. (2013, July). Establishing Effective Practicum Experiences for Prespervice Teachers., OSEP Project Directors Conference, Washington D.C. 4. Scott, L.A. (2013, February). Universal design for transition. Pennsylvania State Conference. Hershey, Pa. 5. Scott, L.A. (2013, February). Universal design for transition. Wisconsin Transition Conference. Wisconsin Dells, Wi. 6. Scott, L.A. (2013, February). Universal design for transition: Linking academic and transition instruction to improved outcomes for CLD students with disabilities. Wisconsin Transition Conference, Wisconsin Dells, Wi. 7. Scott, L.A. & Thoma, C.A. (2012, July). Project PREP: Using Social Media for Program Advising and Performance-based Improvement for the Preservice Teacher, OSEP Project Directors Conference, Washington D.C. 8. Scott, L.A. & Thoma, C.A. (2012, July). Project PREP: Strengthening the Preparation for Highly Qualified Preservice Teachers, OSEP Project Directors Conference, Washington D.C.

9 9. Scott, L.A. & Thoma, C.A. (2011, July). Universal design for transition. Arizona Annual Transition Conference, Scottsdale, AZ. 10. Scott, L.A. & Thoma, C.A. (2011, July). Preparing reflective evidence-based practitioner s for 21 st century educational response, OSEP Project Directors Conference, Washington D.C. 11. Scott, L.A. & Thoma, C.A. (2011, July). Universal design for transition. Arizona Annual Transition Conference, Scottsdale, AZ. 12. Scott, L.A. (2008, April). Post-secondary educational needs and visions. Presentation at Council for Exceptional Children (DCDT), Boston, MA. Non-Refereed Professional Presentations 1. Scott, L.A. & Batalo, C. (2011, October). Preparing reflective evidence-based practicioner s: Coteaching and collaboration, Henrico County Public Schools, training at Laburnum Elementary School. 2. Scott, L.A. & Batalo, C. (2011) In-service training on co-teaching and collaboration. Professional development series to help special education teachers and general education teachers with co-teaching and collaboration practices to support preservice teachers. Henrico County Public Schools, Virginia. 3. Scott, L.A. & Thoma, C. (2011). Inclusion & Collaboration. Professional development workshop series developed to help both special education teachers and general education teachers with inclusion and collaboration practices. Richmond Public Schools, Virginia. 4. Thoma, C.A. & Scott, L.A. (2011, February). Universal design for learning. Richmond City Schools, training at Binford Elementary School. 5. Thoma, C.A. & Scott, L.A. (2011, January). Inclusive education: Collaboration for instruction. Richmond City Schools, training at Binford Elementary School. 6. Thoma, C.A. & Scott, L.A. (2010, March). Universal design for transition. Two day training as part of Utah State Transition Forum, Salt Lake City, UT. 7. Scott, L.A. (2010, June). Universal design for learning and transition planning. Henrico County Public Schools. Full day presentation/staff development training. Henrico Co., VA. 8. Scott, L.A. & Taylor, T. (2010, August). Person centered planning & student-directed IEP approach. Henrico County Schools. Full day presentation/staff development training, Henrico Co., VA. 9. Scott, L.A. (2009, October). Effective communication for instructional assistants. Full day presentation and staff development training, Henrico Co., VA.

10 10. Thoma, C.A. & Scott, L. (2009, March) Universal design for transition. Two day training as part of Utah State Transition Forum. Salt Lake City, UT. 11. Thoma, C.A., Bartholomew, C. Tamura, R., Scott, L.A., & Terpstra, J. (2008, April). UDT: Applying a universal design approach to link transition and academics. Full day preconference workshop, Council for Exceptional Children Conference, Boston, MA. 12. Scott, L.A. (2008, July). Student-led IEPs. Henrico County Public Schools. Full day presentation and staff development training, Henrico Co., VA. 13. Scott, L.A. (2008, July). Universal design for learning. Full day presentation and staff development training, Henrico Co., VA. External Grants Funded Grants and Contracts 1. Scott, L.A. (2013). Transforming COVE through a Universal Design for Learning Model of Instruction. Virginia Department of Education Traineeships for Education of Special Education Personnel. Virginia Department of Education. Submitted for Review. $96, 000 for one year ($68,000 funded). External Grants non-funded 1. Institute of Education Sciences (IES, 2012) An examination of cultural and ecological factors that facilitate self-determination of students with disabilities of color ($1,500,000). Role on grant is tentative Project Coordinator. 2. Office of Special Education Programs (2011, January) Doing What Works (DWW) (was not awarded grant) to evaluate reading interventions as evidence-based practices. Proposed budget: $20,000 Internal Grants Funded 1. Wetzel, A., Reed, E., & Wetzel, A., Scott, L. (2012). Engaging expert teachers with prospective teachers to promote adaptive expertise. Center for Teaching Excellence, Virginia Commonwealth University. ($4,240). Role: Co-Principal Investigator. Internal Grants non-funded 1. Scott, L.A., Chen, C., Hooper, B. (2012, October). Online Education and Universal Design for Transition Model. Proposed budget: $5,000 (not awarded). CTE

11 2. Scott, L.A. (2011, October). Increasing Collaborative Partnerships to Establish Effective Practicum Experiences for Preservice Teachers. Proposed budget: $5,000 (not awarded). CTE Other Significant Grant Work Thoma, C.A. & Xu, Y. (2008). Project PREP (Preparing Reflective Evidence-based Practitioners). Special Education Preservice Personnel Improvement Grant. Office of Special Education and Rehabilitation Services, U.S. Department of Education. August 1, 2008 July 30, Amount funded totals: $499,047. Role on grant was Project Coordinator and original Advisory Board Member.