leadership for students with special needs edl 520 - … 520 syllabus fl15.pdf · leadership for...

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Leadership for Students with Special Needs EDL 520

Department of Educational Leadership Western Illinois University

Fall Term 2015

Carol Webb, Ph.D. Associate Professor Department of Educational Leadership Quad-City Complex, Room 2123

Work (309) 762-9481 Ext. 62296 Cell: (563) 529-1901 E-mail: [email protected] Office Hours: Tues 10 AM-2 PM and Thurs 8 AM-Noon; before and after each class

Course Description Students will participate in local research activities, group discussions, and role playing situations designed to provide information about the various students with special needs in school districts, the programs and services available to these students, and the building level administrative/management programs that negatively/positively impact the students.

Prerequisites Admitted to program; EDL 500, EDL 504 or 505, or permission of the instructor

Purpose The purpose of this course is to develop educational leaders who understand disability, giftedness, and diversity; who demonstrate an ethical disposition toward a configuration of education that meets the needs of all learners; and who have identified practical strategies and skills to provide sound educational programming and an inclusive school culture for all children.

Course Meeting Dates in Macomb: Horrabin Hall Room 26 Session 1: Saturday, August 22 (8 a.m. – 4:30 p.m. with a 30-minute lunch) ___ Sunday, August 23 (8 a.m. – 1:30 p.m.) Session 2: Saturday, September 12 (8 a.m. – 4:30 p.m. with a 30-minute lunch) ___ Sunday, September 13 (8 a.m. – 1:30 p.m.) Session 3: Saturday, September 26 (8 a.m. – 4:30 p.m. with a 30-minute lunch) ___ Sunday, September 27 (8 a.m. – 1:30 p.m.)

Western Online Be sure you access our class via Western Online. The website is—http://westernonline.wiu.edu/ You will need to have your WIU ECOM user name and password. If you have trouble, contact the help desk (309-298-2704). Western Online will be open beginning August 10, 2015

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Note: The syllabus is subject to change at the discretion of the instructor. Should the syllabus change, a revised syllabus will be distributed to students via WIU email and posted to Western Online.

Objectives The student will

1. Evaluate instructional procedures specific to special education, English language learners, early childhood, and talented/gifted.

2. Demonstrate knowledge of the legal, ethical, and practical aspects building principals must understand to serve a diverse student population.

3. Compare and contrast leadership approaches to programs serving students with special and exceptional needs and early childhood programs.

4. Demonstrate the ability to capitalize on the diversity (cultural, ethnic, racial, economic, and special interest groups) of the school community to improve school programs and meet the diverse needs of all students.

5. Analyze and describe the cultural diversity in a school community.

6. Promote a belief in equality and accessibility of educational opportunities.

7. Apply the decision-making analysis model to issues in exceptional education.

8. Explain the regulations, case laws, or statutory laws that govern the special education identification and placement process.

9. Compare the challenges in educating each and every child, including those in general education and those within the exceptionalities of giftedness, poverty, ESL, special education, and ethnicity.

10. Explain the accountability functions of intervention models and legislation for specific subgroups for ensuring student achievement.

11. Explain what an inclusive school climate for PK-12 students looks like, sounds, like, and feels like, specifically describing how students with various exceptionalities are recognized as part of the school community.

12. Evaluate a current delivery program used for an exceptional group of students in a local school district for effectiveness in raising student achievement.

13. Develop a partnership initiative for the use of community resources to benefit children that is based upon a comprehensive directory of agencies, religious entities, non-profit organizations, or youth groups that represent the various cultural, social, and intellectual resources in the local community.

Grading 93 - 100% A A = Proficient Graduate Work 358-385 points 85 - 92% B B = Good Graduate Work 327-357 points 70 - 84% C C = Unacceptable Graduate Level 270-326 points 60 - 69% D 231-269 points 00 - 59% F 000-230 points

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Grading Procedures Assignment of grades will reflect both a quantitative and qualitative assessment of each student’s performance in class discussions, assignments, in-class activities, group activities, and on projects. I anticipate a majority of students will earn A’s and B’s in this course. You should be sure that the work you submit is of the highest quality possible on your first submission which means practicing proofreading skills. Inadequate or unsuccessfully completed assignments (those with a “C” or lower) may be resubmitted. However, a conference is needed with the instructor prior to resubmission. All assignments are to be submitted to the Dropbox on the date due on Western Online. Save the assignments as follows:

[Student Last Name] G-N-O-M-E Ex: Webb G-N-O-M-E [Student Last Name] QIC Decide Ex: Smith QIC Decide

All assignments should include the following information on the left side of the first page, single spaced:

Student Name EDL520 – SU15 Assignment Title Date

Texts Note: You need the third edition of the Inclusive Educational Administration. It reflects the

latest changes in the law.

Weishaar, M. K., Weishaar, P. M., & Borsa, J. C. (2014). Inclusive educational

administration (3rd Ed). Long Grove, IL: Waveland Press. ISBN: 978-1-4786-0763-

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Yeager, J. M., Fisher, S. W., & Shearson, D. N. (2011). Smart strengths: Building

character, resilience and relationships in youth. Putnam Valley, NY: Kravis

Publishing. ISBN: 978-0-9834306-0-5.

Additional materials/documents from the instructor will be posted to Western Online and will need to be downloaded and printed, if so desired (e.g. PowerPoints, articles).

Methods of Instruction Instruction will employ lecture, discussion (both whole class and small group), and collaborative activities. Class attendance and participation is paramount. Additionally, discussion, group exercises/activities, and lecture participation will occur and be evaluated. Calendar of Topics/Course Outline A tentative calendar of topics/course outline is available on pages 4-8 of the syllabus.

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Calendar of Topics

Date Topics Materials/Readings Due

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Log on to Western Online and review all course materials.

-- Tuesday prior to Session 1

Bring a laptop with wireless

internet access to all class sessions.

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Assignment 1: Upload photo to WO*

See description on pp. 7 of Syllabus

Assignment 1 Due Thursday prior to Session 1

Assignment 2: Class

Introduction—Write and Post to WO* (Assignments—Dropbox)

See description on pp.

8 of Syllabus

Assignment 2 Due Thursday

prior to Session 1

Inclusive School Governance and Special Education

Read Inclusive Educational Administration (IEA) Chapter 2 (pp.11-24)

Assignment 6A Due in

Dropbox 7:30 A.M. Sunday Chapter 2: Graphic Organizer 2

Identification and Placement Issues in Special Education


Assignment 6A Due in Dropbox 7:30 A.M. Saturday Chapter 4: Graphic Organizer 1

Overview of Course, Syllabus,

and Assignments PowerPoint 1

(Available on WOL) Lecture and Discussion

Understanding the Pre-referral Process

PowerPoint 2 (Available on WOL)

Lecture and Discussion

Group Work—Project (Form partners, whole group planning, group work time)

Smart Strengths Presentations (Book Forms Available on WOL)

In-class Activity

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Understanding the IEP PowerPoint 3 (Available on WOL)


Group Work—Creating an IEP In-class Activity

Write interview questions for teachers/administrators of students with special needs

In-class Activity

Group Work—Case Study Process

In-class Activity

Group Work—Preparing to Role Play Case Studies

Inclusive Educational Administration (IEA)

In-class Activity

Exit Reflection from Session 1 In-class Activity

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Calendar of Topics


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Interview of Teacher or Principal of Special Needs Students

Assignment 4 Due in Dropbox 7:30 A.M. Saturday

Comparing Information In-class Activity

Creating Building Culture and Climate



“If It Isn’t Broken…” Case Study 2.2 (pp. 31-33)

Assignment 3 Role Play and Discussion

Conflict Resolution Read Inclusive Educational Administration (IEA) Chapter 5 (pp.97-119)

Assignment 6B Due in Dropbox 7:30 A.M. Sunday

Chapter 5: Graphic Organizer 1

In-class Activity

“I Will Not Include This Child in My School”

Case Study 4.3 (pp. 93-95)


Transportation Issues in Special Education

Homeless Issues


Assignment 6B Due in Dropbox 7:30 A.M. Sunday Chapter 8: Graphic Organizer 1

In-class Activity

“Basketball Player or Special Education Student”



Discipline Issues in Special Education


Assignment 6B Due in

Dropbox 7:30 A.M. Sunday Chapter 9: Graphic Organizer 1

In-class Activity

“I Know What’s Best for My Child”



Group Work—Behavior Intervention Plans; Manifestation Determination

Inclusive Educational Administration (IEA) Chapter 9 (pp. 173-210)

In-class Activity

Smart Strengths Presentation on Chapter 1

Smart Strengths (SS) Chapter 1 (pp. 29-58)

Assignment 5 Partners Assigned to Chapter 1 will present PowerPoint and activities. PowerPoint due in Dropbox after presentation.





Smart Strengths (SS) Chapter 3 (pp. 99-

Assignment 5 Partners Assigned to Chapter 3 will present PowerPoint and

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Calendar of Topics


117) activities. PowerPoint due in Dropbox after presentation.

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“Once You’re in Special Education, You Never Get Out”

Case Study 5.1 (pp. 125-127)





Group Work: Cultural Sensitivity PowerPoint 5 (Available on WOL)

In-class Activity




“I Went to School to Teach Fifth Grade, Not to Work with Students with Behavior Disorders!”

Case Study 5.2 (pp. 125-127)


Students from Poverty PowerPoint 6 (Available on WOL)

In-class Activity




“Drugs and Disability” Case Study 9.1 (pp. 210-212)


Exit Reflection from Session 2 In-class Activity

G-N-O-M-E Initiative Assignment 7 Due in Dropbox end of day on

Sunday

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Education

ESEA Reauthorization


Assignment 6C Due in Dropbox 7:30 A.M.

Saturday Chapter 3: Graphic Organizer 1

In-class Activity




“You’d Better Find Other Transportation for Her”

Case Study 8.1 (pp. 185-187)


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Students with Limited English Proficiency



In-class Activity

Program Evaluation in Special Education


Assignment 6C Due in Dropbox 7:30 A.M. Saturday Chapter 6: Graphic Organizer 1

In-class Activity

Learning Disabilities PowerPoint 8 (Available on WOL)


In-class Activity

“Unofficial Suspension from the Bus”

Case Study 8.2 (pp. 188-191)


Fiscal Issues in Special Education

Read Inclusive Educational Administration (IEA) Chapter 7 (pp. 145-163)

Assignment 6C Due in Dropbox 7:30 A.M. Saturday Chapter 7: Graphic Organizer 1




“Why Can a Student with Behavior Disorders Curse at a Teacher and Get Away with It?”

Case Study 9.2 (pp. 213-215)


ADD, ADHD, and Autism PowerPoint 9 (Available on WOL)


In-class Activity

“Is Every Child Protected under the IDEA?”

Case Study 9.3 (pp. 215-217)


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QIC Decide Assignment 8 Due in Dropbox 7:30 A.M. Sunday




G-N-O-M-E Initiatives In-class Activity

Gifted and Talented Students PowerPoint 10 (Available on WOL)


In-class Activity




ASCD Articles Review In-class Activity

Evaluating Our Work at School QIC Decide In-class Activity

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Calendar of Topics


Synthesizing and Evaluating Leadership for Special Needs Students

In-class Activity

Assignments/Assessments Assignment 1: Upload your photo to Western Online

Log on to Western Online

On the upper, right hand side in the purple bar, click on the triangle immediately to the right of your name

Select “profile”

Click on “change photo” on the left hand side of the screen

Drag your photo to the box that says “Drop photo here” or click on “Upload” and navigate to your photo

Click on done!

One assignment done!

You need to do this to earn an “A” or a “B” in this class. Assignment 2: Letter of Introduction (5 points) Each student will create a letter of introduction. The letter should cover the following topics—

your name

your current position (grade level, subject area)

how long you’ve been teaching and at what levels and in what subject areas

your experiences with students who are special education, Limited English Proficiency, ethnicities not white (not Hispanic)

your experiences with parental and community involvement

your thoughts on your school/district’s mission statement and vision as it applies to children with special needs

The assignment should be completed no later than the Thursday before the first class meeting. You should post this to “Assignment—Dropbox—Assignment 2” on Western Online.

Assignment 3: Inclusive Educational Administration Group Project Role Play (20 points each)

1. You are assigned to several small groups to role play the case studies in the book Inclusive Educational Administration (See page 15).

2. Each case study contains one or more elements of IDEA. 3. The group will role play the case study as it is written, have the “audience” answer the questions

at the end, and be prepared to lead the discussion about the case with the class. 4. You will be given class time to work together to prepare the role play. 5. See chart on page 15 for due date for your assigned case studies.

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Assignment 4: Special Needs Teacher Interview (1-2 pages single-spaced) (50 points) Description: You are to interview a special education teacher or administrator, a Limited English Proficiency teacher or administrator, or a teacher or administrator in an alternative school. We will have an in-class activity at our first session in which we will prepare questions for the interview. After you conduct the interview, you will write a two-page (single-spaced or 4 pages double-spaced) summary of the information gathered from the interview and reflect on the information including the how these roles are different than regular classroom teachers or principals, how the program “fits” into the regular education structure including barriers and challenges, the material and instructional differences for special needs children, and how you will, as the administrator, support these teachers and programs. Due: Your written analysis is due at 7:30 A.M. Saturday of the second weekend.

Additional Information 1. We will develop a series of targeted questions that could be completed in about 30 minutes to fill in

your knowledge of special needs programs. This will be done in your groups. Then we will compile the lists, narrow the questions down, and create a list of questions to ask interviewees.

2. In addition to the interview, you should review information from the school website or other printed materials that tell about the program at your site.

3. You will write a two-page (single-spaced) summary highlighting your interpretation and analysis of… a. the teacher’s/administrator’s vision for his/her program b. the teacher’s/administrator’s explanation of how student achievement occurs c. the teacher’s/administrator’s explanation of how he or she monitors and evaluates progress d. the strengths and weaknesses of the program

4. You will share your analysis in a structured discussion in class on the third session. Assignment 5: Smart Strengths Presentation (50 points) Description: Read, analyze and present assigned chapter from Smart Strengths. Point value: 50 Overview of Project Step 1: Partners will be assigned a chapter from Smart Strengths. Step 2: Partners will glean important points from the chapter and create a PowerPoint or other type of

media presentation. Step 3: Partners will be expected to lead the class through any activities suggested in the chapter

(Templates of forms will be available on Western OnLine.) or use them in their own classrooms and share the results with the class.

Step 4: Each partner will post the PowerPoint or other presentation media to their individual Dropbox on Western OnLine. (This is necessary so that points can be assigned for each individual.)

Other information:

1. Students may choose a partner to work with. 2. Class time will be provided on Session 1 for partners to work on their chapter presentations. 3. A rubric for the presentation will be available on Western Online. 4. Partners should share equally in the development of the PowerPoint and the presentation. 5. Presentations will be assigned for Sessions 2 and 3 6. Including information from your own class or personal experiences that relate to your chapter would

be appropriate.

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Assignment 6: Inclusive Educational Administration (60 points)

Description: This is a multi-part assignment. Two templates have been created for you and can be found in the “Assignments” folder of Western Online and on Pages 13 and 14. Total value: 60 points Part 1: Read all chapters of Inclusive Educational Administration (Weishaar, Weishaar, & Borsa) (See schedule below).

Assignment 6A: Prior to Session 1 (51 pages of reading) – 20 points a. Read Chapter 2: “Inclusive School Governance and Special Education”(pp. 11-27) b. Read Chapter 4: “Identification and Placement Issues in Special Education” (pp. 53-88)

This would also be a good chapter to use the Text Coding strategy (See Page 12) on as we will be using the information from Chapter 4 Saturday morning.

Assignment 6B: Prior to Session 2 (54 pages of reading) – 20 points a. Read Chapter 5: “Conflict Resolution in Special Education” (pp. 97-119) Due Sunday at 7:30 A.M.

of Session 2 b. Read Chapter 8: “Transportation Issues in Special Education” (pp. 173-185) Due Sunday at 7:30

A.M. of Session 2 c. Read Chapter 9: “Discipline in Special Education” (pp. 193-210) Due Sunday at 7:30 A.M. of

Session 2

Assignment 6C: Prior to Session 3 (46 pages of reading) – 20 points a. Read Chapter 3: “School Reform in Special Education” (pp. 35-48) Due Saturday at 7:30 A.M. of

Session 3 b. Read Chapter 6: “Program Evaluation in Special Education” (pp. 129-140) Due Saturday at 7:30

A.M. of Session 3 c. Read Chapter 7: “Fiscal Issues in Special Education” (pp. 145-164) Due Saturday at 7:30 A.M. of

Session 3

Part 2: Complete the graphic organizer for each chapter of the book.

Prior to Session 1—Submit the Graphic Organizer 1 for Chapter 4 (Saturday, 7:30 a.m.) and the Graphic Organizer 2 for Chapter 2 (Sunday, 7:30 a.m.); Inclusive Educational Administration Part 1 (Assignment 6A—20 points)

Prior to Session 2—Submit Graphic Organizer 2 for each Chapter: 5, 8, & 9; Inclusive Educational Administration Part 2 (Assignment 6B—30 points)

Prior to Session 3—Submit Graphic Organizer 2 for each Chapter: 3, 6, & 7; Inclusive Educational Administration Part 3 (Assignment 6C—20 points)

Assignment 7: G-N-O-M-E – Goal-Need-Objective-Material-Evaluation (50 points) Use the G-N-O-M-E format (See pages 16-19.). G-N-O-M-E is an acronym for goal, need, objectives, materials (or, in some cases, human resources and funding), and evaluation. Step 1: Identify a subgroup within your building that you would like to enhance or improve their

student achievement. This becomes your goal: what you want to accomplish. G Step 2: Determine a community initiative based on the identified need in your building. Describe

the specific need for your students using student achievement data or research that addresses the need.

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For example, after looking at your building data, you might suggest a local church group listen to children read after school several days a week to build fluency, or you might ask the local Lion’s Club to sponsor a robotics club for students who need a challenge. Unmotivated students could be linked to people in the workforce through email or Wikis. If you have a diverse population, perhaps a cultural fair or food fair would be a possibility. Arranging speakers from the community to speak to classes, grade levels, or building-wide on workforce skills, world cultures, work ethic, etc. is another possibility. N

Step 3: Identify at least two objectives: one for students who will be participating and one for the community partnership. Others may include specific facets of your initiative.

Step 4: List all of the resources you will need for the project. For example, for an after-school tutoring program, you will need a coordinator, volunteers, drink and snack funds, location, materials, etc.: the who, what, when, where, how of your project. M

Step 5: Describe how you will how you will evaluate the outcome—surveys, achievement test results, pre and post testing—written as a SMART goal (See Western Online for a PowerPoint presentation on writing SMART goals.)

Due: End of class on Sunday of Session 2. I have included a sample (See page 16-17.) that was beyond the scope of one subgroup, but I think it will give you an idea of what the G-N-O-M-E components sound like. I have also included the form (See page 18.) and the rubric (See page 19.). We will also be sharing these informally in class. Assignment 8: QIC Decide (50 points) Use the QIC Decide form to evaluate a program in your district or building to determine if it improves student achievement. Background Information on QIC Decide – Additional Information about the Decision Making Model is on Western Online The process of data-based decision making does not have to be difficult nor time consuming. Data-based decisions are part of everyday life. Some decisions have minor impact, while other decisions have far-reaching impact. The thinking process used to make decisions or to answer questions with different levels of importance can be consistent across issues. What varies is the systematic use in decision making, the qualities of the procedures used, and the need for documentation of the decision making process. The overriding purpose of the QIC-Decide tool is to clearly validate the thinking processes involved in data-based decision making. It is not expected that the QIC-Decide process will be used in all cases of data-based decision making. Indeed, for some questions, very little documentation is necessary. However, the thinking process can be applied in all situations, even in the absence of documentation. The purpose of using the QIC-Decide protocol is to make the thinking process associated with data-based decision making explicit for instructional purposes. Step 1: Identify a program in your building that is intended to improve student achievement. Ideally,

it is a program that has been in existence for two or more years. Examples include homework clubs, after school tutoring, summer school, a software program such as Breakthrough to Literacy, Waterford, Fast Forward, community mentors, extracurricular activities, etc.

Step 2: Using the QIC Decide process, identify the program or activity of concern; people who will make the decision; expectations of the program or activity; and question to be answered. Q

Step 3: Using the QIC Decide process, determine what information (data) you will need to answer the question. I

Step 4: Using the QIC Decide process, determine how you will collect and display the information (data) you will need to answer the question. C

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Step 5: Using the QIC Decide process, determine what the information (data) tells you about whether or not the program or activity is meeting the expectations set out in Step 2. D

Due: 7:30 A.M. Sunday of Session 3. The QIC Decide Template includes guiding questions which should guide you in the process. A sample document was completed for Reading Recovery.

Text Coding Strategy

What: A metacognitive strategy that helps students monitor their comprehension while reading.

Why: Some students tend to “stray” while reading a text, especially if the content is difficult.

Coding helps students “stay” with the text. Students monitor their own understanding as

they read in order to fix problems as they occur.

How: Create codes for the students to use, based on desired responses and characteristics for the

assigned material. Codes may be symbols or letters, or you could color-code for

certain text features. Possible codes include:

? = I have a question about this A = I agree with this D = I disagree with this ! = Interesting or important point

C = Confusing E = Exciting U = I need to do this/use this

1. Model how to use the codes; demonstrate with the students’ text or with a text comparable

to that which students will be reading. 2. The students read the material and code by using sticky notes or peel-off dots, writing lightly

in the text, and/or highlighting. 3. The discussion of the materials begins with the codes. For example, the teacher can begin

the discussion by asking, “What were you confused about?” Helpful Hint: Start simply, only two codes, and add others as students become more proficient at coding.

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Inclusive Educational Administration – Graphic Organizer 1

Use with All Chapters Except 4

Name:

Task Points Importance to Principals

List 7-10 main points from the chapter in column and tell why each is important for a principal to know in the second column

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

6. 6.

7. 7.

8. 8.

9. 9.

10. 10.

Personal Reflection on the Chapter

Describe how the information in this chapter impacts students and programs in the school.

Describe what you think will be the major challenges in adhering to the legislation. Describe the benefits of this component of the law.

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Inclusive Educational Administration –Graphic Organizer 2 Use with Chapter 4 Only

Name:

IDEA has seven “building blocks. List the seven and a short description of what each means.

1.

2.

3.

4.

5.

6.

7.

Describe the pre-referral process referenced in the book. How is the pre-referral process handled in your school?

Compare the IEP process described in the book on pages 71-78 to an IEP process in which you have participated. If you have not participated in an IEP, talk to a teacher who has and describe their experience.

There are a number of issues in IDEA. Pick one of them; describe the intent; evaluate the topic; and describe changes that you feel would better serve the students.

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Assignments for Case Study Role Plays and Small Group Work

Last Name

First Name

Case Study 1 – Session 2, Saturday

Case Study 2 – Session 2, Sunday

Case Study 3 – Session 3, Saturday

Color Alphabet Shape

Belville James 4.1 5.2 8.2 Red F Triangle

Brown Rachel 4.1 9.1 8.1 Green G Rectangle

Crosby Kenny 4.1 5.2 9.2 Blue A Circle

Deveraux Loana 4.1 5.2 9.3 Yellow B Triangle

Flynn Lisa 4.1 9.1 8.1 Red C Square

Gosch Robert 4.1 9.1 9.3 Green D Rhombus

Harrison Kim 4.1 5.1 9.2 Blue E Square

Holzwarth Dale 4.1 9.1 9.3 Yellow F Rectangle

Johnson David 4.1 5.1 9.2 Red G Rhombus

Kurtz Lisa 4.2 5.2 8.2 Green A Square

Macgregor KC 4.2 5.1 9.3 Blue B Rhombus

McLaughlin Joey 4.2 9.1 8.1 Yellow C Circle

Melgreen Anna 4.2 5.1 8.2 Red D Triangle

Nielsen Amy 4.3 5.1 9.3 Green E Circle

Obert Lorie 4.3 9.1 9.2 Blue F Rhombus

Oitker Jennifer 4.3 9.1 8.1 Yellow G Triangle

Piper Joshua 4.3 5.1 9.2 Red A Rectangle

Spindler Eric 2.2 5.2 8.2 Green B Rhombus

Weedman Brad 2.2 9.1 8.1 Blue C Square

Westermeyer Anna 2.2 5.1 8.2 Yellow D Rectangle

Zarello Paul 2.2 5.1 9.2 Red E Circle

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G-N-O-M-E Example Skills for Life

A School Community Partnership Initiative

Goal The goal of the Skills for Life proposal is two-tiered. The first tier is use carefully chosen books and videos that provide role models and real life examples of people demonstrating the positive benefits of using Skills for Life for a take-home read-aloud program. As students take the books and

videos home to share with their families, family members will learn about Skills for Life. The second tier is to engage community groups and businesses in supporting, communicating, and demonstrating Skills for Life in routine activities and promotions through a vigorous community awareness campaign. Need Students enter our schools from increasingly diverse cultural, socioeconomic, and experiential backgrounds. Midwest Community Schools (MCS) needs to help all students, regardless of their backgrounds, learn the skills necessary for them to be successful in local, national, and global

communities. At the latest advisory committee meeting, community members identified the following “Essential Learnings” that each student must know and be able to do upon graduating from our schools: (1) academic competence; (2) communication; (3) critical thinking; (4) social responsibility; (5) global and cultural understanding; (6) personal responsibility; (7) career integration; and (8) information and technological literacy. These goals and the work of MCS and our school business partnership led to the identification of seven Skills for Life. These have been incorporated into the elementary concept-based curriculum. They are: caring, effort, responsibility, common sense, initiative, perseverance, and teamwork. These Skills for Life, if learned and practiced, will lead to

a productive workforce, conscientious citizenry, and trustworthy adults described by the Essential Learnings. Schools, however, cannot achieve this goal alone. Building study teams identified critical problems in today’s schools that impede student learning and achievement. In looking for solutions, these teams studied brain research and effective instructional practices. They found that effective

schools teach students the skills that comprise Skills for Life and expect these skills to be used daily. Community and family involvement are critical to successful student achievement and behavior. This is a proposal to address a felt need to find productive ways to involve our families and our community in improving student achievement and behavior.

Objectives

1. To collaborate with families and the community 2. To establish common expectations of positive behaviors 3. To improve overall student achievement academically and behaviorally 4. To institutionalize Skills for Life across the district and within the community as common

practice

Materials/Human Resources 1. Midwest Community Schools’ staff, parents, and children.

a. Teachers of grades K-5 with the help of media specialists will select books and videos that exemplify the Skills for Life and develop a system for a take-home reading/viewing program that includes a record of books/videos sent and parent signature logs.

b. Children are responsible for taking books/videos home according to the system determined by the classroom teacher.

c. Parents are responsible for spending time reading or listening to their child read four out of seven nights.

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d. Principals will design building-wide activities to inform parents of the initiative and/or a celebration of the success of the initiative.

2. School Business Advisory Committee members will speak to related businesses about including the Skills for Life within the workplace, whether as posters, evaluation language, or training.

a. Businesses will be asked to submit artifacts that demonstrate their involvement for use on the district website and in district communications.

3. Contact persons for parent teacher organizations, civic, religious, and charitable organizations, businesses, and other community groups for meeting or program time

a. Presentations on Skills for life and this community-wide initiative given by School Business Advisory Committee members.

4. Newspaper editor to provide print space for articles about this initiative and its development throughout the year.

5. Funding ($20,000) for artwork, posters for schools and businesses, billboards, and the development of media presentations (some in-kind monies are expected)

Evaluation District personnel and the school business advisory community will evaluate objectives

according to the following criteria: 1. Fifty percent of school families surveyed through a random sample will reveal an

understanding of Skills for Life and their role in helping children at the end of the next school year.

2. There will be a twenty percent reduction in office referrals over the next school year compared to the previous school year as logged by the office staff.

3. Ninety percent of the students will maintain a log of books and videos taken home to share with family members during the next school year.

4. Fifty percent of the school business partners contacted through a random sample will share examples of how they have incorporated the Skills for Life into the daily operating procedures at the end of the next school year.

5. A portfolio of no fewer than twenty community awareness presentations and print and media artifacts during the next school year will be logged and used in district communications.

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G-N-O-M-E: A School Community Partnership Initiative CAEP Assessment

[Student Name]

EDL 520 – Fall 2015 G-N-O-M-E

[Title of Initiative]

Goal Need

Objectives

1.

Materials, Volunteers, or Staff 1.

Evaluation

1.

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EDL 520 G-N-O-M-E Rubric

Objective: Students will write a narrative proposal to improve student achievement by mobilizing community resources aligned to the needs of a specific subgroup within their building.

Indicator 4 - Exemplary 3 - Proficient 2 – Developing (Need to Correct and Resubmit)

1 – Unacceptable (Need to Correct and Resubmit)

Goal (x2)

Clearly states the purpose of the community partnership, the rationale, and the expected outcome.

Includes the purpose, rationale, and expected outcome.

Is missing either the purpose, rationale, or expected outcome.

Goal is not clear and one or more of the necessary elements is missing.

Needs (x3)

Persuasively describes the subgroup being targeted for help with the community; uses compelling data to support the need and support from specific research for the type of initiative being proposed.

The targeted subgroup is described and data is cited to support the need; support from research for the type of initiative being proposed is included.

Targeted subgroup is identified; some data is included which may or may not make a case for the proposed initiative; research may or may not be cited.

Need is not clearly identified with data or research; population is not described adequately to support the need.

Objectives (x2) Objectives give specific information about what will be done by each of the partners and the initiative impact on the students

Objectives give general information about what will be done by each of the partners and the initiative impact on the students

Objectives give some information about what will be done by each of the partners and the initiative impact on the students

Objectives give little or misaligned information about what will be done by each of the partners and the initiative impact on the students or is not included

Materials (Costs – monetary or human resources) (x3)

The resources needed for the project are specific and clearly described, i.e., if money is desired for a program or materials, the specific program or materials are identified, the cost (including professional development, installation, and ongoing fees) is detailed; if human resources are needed, the amount of time per session, number of sessions, training time (including confidentiality and logistics), and commitment is clearly described.

The resources needed for the project are described in detail for either materials or human resources and include what materials are being requested if funding is sought or the activity and time commitment for volunteers.

The resources needed for the project are identified for either materials or volunteer time and activity.

The resources needed for the project are not clearly identified or specific enough to determine what is needed.

Evaluation (x1.5)

Evaluation uses the SMART Goal model; they are specific, measurable, attainable, results-oriented, and time-based.

Evaluation includes 4 of the following 5 elements: specific, measurable, attainable, results-oriented, time-based.

Evaluation includes 3 of the following 5 elements: specific, measurable, attainable, results-oriented, time-based.

Evaluation includes less than 3 of the following 5 elements: specific, measurable, attainable, results-oriented, time-based.

Writing

Writing is of graduate level quality with no errors in mechanics.

Graduate level writing with few errors (1-2) in punctuation, spelling, capitalization, and grammar.

Writing is acceptable with some errors in punctuation, spelling, capitalization, or grammar. (3-4)

Writing is flawed with distracting errors in punctuation, spelling, capitalization, or grammar

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QIC-Decide Example

Question What question are you answering?

Area of Concern: Reading Recovery as an effective strategy for the district’s most at-risk first grade students Whom to involve: Assistant superintendent, Title I Coordinator, an elementary principal, AEA Reading Recovery trainer

Expectations: Students who successfully complete Reading Recovery are “discontinued” when they can return to the first

grade classroom reading at the average reading level of students in the classroom.

Question to answer: Are 80% of the Reading Recovery students being discontinued from the program? Discontinued is

defined as reaching the average reading level of their classroom.

Information What are the consequences of the decision? What information is needed to answer the question? How

much? What quality of information? Consequences are: High. Reading Recovery is the primary intervention in the district for first grade at-risk students who

are deficient in reading readiness. District commits money for training, materials, and sustaining a .5 trained Reading

Recovery teacher in each of the six elementary buildings.

Amount/type of data needed: At least one high rigorous achievement measure, in this case The Observation Survey, a

nationally normed assessment that has technical adequacy, objectivity, amount, and directness.

We will collect: The number of students served in Reading Recovery programs since its inception, the number who were

discontinued due to their success in the program, and what happened to the other students

Collect and Summarize Plan, collect, summarize, organize, and analyze the information.

Formal Plan - Yes / No Why: Yes. Need the data by a specific date to make staffing decisions; need data from district

trainer for the last ten years

Organize: The data will be organized into tables.

Summarize: We will need to determine the percentage of students who have successfully completed the program each year

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to see if the 80% criteria is met.

Display: The percentage of students who successfully completed the program will be displayed in a line graph (see

attached).

Decide Explain the results. Describe the decision. Justify using data.

Interpret: 80% or more students successfully completed the Reading Recovery program in in 7 out of 9 years.

Decision statement and justification: Are 80% of the Reading Recovery students successfully completing the Reading

Recovery program? Yes. The criterion of an 80% success rate was achieved in 7 of the last 9 years, and the overall nine-

year average percentage of students who successfully completed the program was 83.9%. We are confident of this result

because of the rigorous, objective nature of the assessment. These data indicate that this is an effective early

intervention in that the most at-risk students in the district are being served. Since the program inception (Only two

teachers were trained and served students during the first two years), an average of 40.1 students received Reading

Recovery tutoring annually, or about 13% of our annual first grade enrollment. Of the 355 students served over the nine

years, 22 were determined to be eligible for special education.

Next steps: The assistant superintendent will review the data with the district reading teachers and continue to collect data

on an annual basis. In addition, ITBS/ITED data will be collected at the 4th, 8th, and 11th grades for those students who

received Reading Recovery services and remained in the district.

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86.70%

81.30% 81.30%

91.40% 95.10%

69.40% 70.60%

95.00%

83.30%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Year 8 Year 9

Reading Recovery Results First Grade Students

Trend Data

Percent Completed

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[Program or Activity to Be Evaluated] EDL 520 – Fall 2015 QIC Decide Name

Question What question are you answering?

Area of Concern: Whom to involve: Expectations:

Question to answer:

Information What are the consequences of the decision? What information is needed to answer the question? How

much? What quality of information?

Consequences are (High, Average, or Low):

Why: Amount/type of data needed: We will collect:

Collect and Summarize Plan, collect, summarize, organize, and analyze the information.

Formal Plan - Yes or No:

Why:

Organize: Summarize:

Display:

Decide Explain the results. Describe the decision. Justify using data.

Interpret: Decision statement and justification:

Next steps:

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QIC-Decide Rubric

Criteria Exemplary

5 points Proficient 3 points

Inadequate 1 point

Form (x2)

QIC-Decide form is completely filled out and detailed information is given for each section’s components

QIC-Decide form is filled out and adequate information is given for each section’s components

QIC-Decide form is sketchy and insufficient information is given for each section’s components

Question (x2)

Area of concern is clearly identified, relevant, and timely; all stakeholders are identified; expectations are logical; and question to be answered is of importance

Area of concern is identified relevant and; stakeholders are identified; expectations are logical; and question to be answered is of importance

Area of concern is not clearly identified, relevant, or timely; stakeholders may or may not be identified; expectations lack rationale; and question to be answered is too vague to determine its importance

Data (x2)

Plan for collecting, summarizing, organizing, analyzing, and displaying data is valid and reliable and the process is clearly explained so that the results will be creditable

Plan for collecting, summarizing, organizing, analyzing, and displaying data is valid and reliable and the process is designed to yield results

Plan for collecting, summarizing, organizing, analyzing, and displaying data is not valid and reliable; the process is not explained or several of the parts are missing

Results (x3)

Chart or graph is included and the data clearly justify the decision and point the way to the next steps

Chart or graph is included and the data answer the question and guide the next steps

Chart or graph is not included; data are not able to be used to determine a decision or to look at next steps

Spelling, Punctuation & Grammar

Spell check has been utilized throughout the form; correct grammar is evident

One or two spelling mistakes occur within the form or a few grammar mistakes are present

Spelling mistakes occur throughout the form, standard grammar usage is not evident

Name Program

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Policies and Expectations Attendance (For courses at the 500 level) A student who is absent for more than 50% of a scheduled day of a Weekend Academy class will be assigned a grade of incomplete (I) by the instructor and must make up the appropriate day in its entirety the next time the course is offered in order to change the Incomplete to a letter grade. If a student is absent for more than 50% of the first day of a weekend academy class, the instructor may, at his/her discretion, either exclude the student from attending the class or award an incomplete under this attendance policy.

Incomplete Grade for Missing Course Requirements An incomplete grade may be given only when a student, due to circumstances beyond his or her control, is unable to complete course requirements within the official limits of the term. The instructor may allow additional time for completion of the requirements after consideration of a written petition from the student to the instructor. The petition must include what the student will do to complete the requirement and the expected date of completion of the incomplete requirements.

Academic Accommodations In accordance with University policy and the Americans with Disabilities Act (ADA), academic accommodations may be made for any student who notifies the instructor of the need for an accommodation. For the instructor to provide the proper accommodation(s) you must obtain documentation of the need for an accommodation through Disability Resource Center (DRC) and provide it to the instructor. It is imperative that you take the initiative to bring such needs to the instructor's attention, as he/she is not legally permitted to inquire about such particular needs of students. Students who may require special assistance in emergency evacuations (i.e. fire, tornado, etc.) should contact the instructor as to the most appropriate procedures to follow in such an emergency. Contact the Disability Resource Center at 298-2512 for additional services.

WIU Academic Dishonesty Policy Western Illinois University is dedicated to the discovery and communication of knowledge. The University can best function and accomplish its objectives in an atmosphere where high ethical standards prevail. For this reason, and to insure that the academic work of all students will be fairly evaluated the University strongly condemns academic dishonesty. The most prevalent forms of academic dishonesty are cheating and plagiarism. Dishonesty of any kind with respect to examinations, course assignments, alteration of records, or illegal possession of examinations shall be considered cheating. It is the responsibility of the student to not only abstains from cheating, but also to avoid making it possible for others to cheat. Any student who knowingly helps another student cheat is as guilty of cheating as the student he or she assists. The submission of the work of someone else as one's own constitutes plagiarism. Academic honesty requires that ideas or materials taken from another course for use as a course paper or project be fully acknowledged. Plagiarism is a very serious offense in whatever form it may appear, be it submission of an entire article falsely represented as the student's own, the inclusion within a piece of the student's writing of an idea for which the student does not provide sufficient documentation, or the inclusion of a documented idea not sufficiently assimilated into the student's language and style.

Student Rights and Responsibilities A complete set of links to student rights and responsibilities can be found at the following URL: http://www.wiu.edu/Provost/students/.

http://www.wiu.edu/Provost/students/

27

Vision and Mission Statements Teacher and Professional Education Program Vision Statement Our graduates will be empowered educational professionals deeply committed to continuous learning and the empowerment of all learners.

Department of Educational Leadership Vision Statement To be one of the premiere educational leadership programs in the nation

Teacher and Professional Education Program Mission Statement The WIU Teacher and Professional Education Program empowers candidates to become educational practitioners who engage in informed action that is grounded in knowledge and reflection; who are deeply committed to the highest standards of professional practice; who are able to adapt to emerging social, economic, and cultural landscapes; who are skilled in the use of technological tools that promote teaching and learning; and who are committed to empowering all learners.

Department of Educational Leadership Mission Statement We will:

Recruit a capable, diverse student body. Focus on continuous improvement of our programs. Create a more meaningful clinical internship. Establish a series of knowledge and application assessments. Cultivate effective internal and external relationships.

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