KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Course Name: EXC 7950 Administrative Practices in Special Education
Department Special Education
Degree Title (if applicable) Endorsement in Special Education Administration
Proposed Effective Date Summer 2006
Check one or more of the following and complete the appropriate sections:
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
X New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
Course Description Change
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a
new course with a new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as
part of a new program. Current catalog information (Section I) is required for each
existing course incorporated into the program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Faculty Member
Approved
_____
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
School Curriculum Committee
Date
School Dean
Date
GPCC Chair
Date
Dean, Graduate Studies
Date
Not Approved
Not Approved
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
1
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
Course Prefix and Number
Course Title
Credit Hours
Prerequisites
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number EXC_7950_______________
Course Title Administrative Practices in Special Education
Credit Hours 3 credit hours
Prerequisites N/A
Description (or Proposed Degree Requirements)
Course Description:
This course prepares special education administrators for organizational leadership by
building their capacity to develop relationship with families and community agencies,
improve student performance on the GPS, improve special education processes and
procedures, build a professional learning community, make data-based decisions and
effectively manage the operations. Candidates will be required to access Galileo,
multiple websites and selected readings from the research.
III.
Justification
The call to improve America’s educational system to assist students in achieving stateapproved standards and to hold educators accountable for the learning of all students
requires considerable commitment and effort. Systems-change initiatives in special
education mirror those in general education by raising fundamental questions regarding
validated instructional and assessment practices, effective and efficient school
restructuring models, and execution of corresponding daily practices. To be successful,
school leaders must develop a broad range of skills and be full participants in wholeschool reform initiatives to ensure that all students are successful and that the spirit and
mandates of state and federal laws are met.
This course prepares special education administrators to collaborate with their
professional colleagues to foster inclusive and accepting learning environments where
students with disabilities and those who are culturally and linguistically diverse are
successful in the state approved standards. Inclusive schools are those that value
interdependence as well as independence. Thus, all constituents of the school
community (students, staff, faculty, parents and administrators) are valued as key
contributors to the learning community. There are two major assumptions about inclusive
schools. First and foremost, inclusive schools honor diversity as an opportunity for
learning about humanity. Second, good teaching is good teaching; therefore, all
students can reach their potential when given a culturally responsive learning
environment, encouragement, and research-based instructional practices.
2
IV.
Additional Information (for New Courses only)
Instructor: Dr. Deborah Wallace
Text:
Villa, R., & Thousand, J. (2005). Creating an Inclusive School 2nd Ed. American Society
of Curriculum and Development. Alexandria: VA.
Weaver, H., Landers, T., Stephens, T., & Joseph, E. (Eds.), (2003) Administering special
education programs: A practical guide for school leaders. Praeger Publishers.
American Psychological Association, (2001). Publication Manual of the American
Psychological Association (5th ed.). Washington, D. C., Author.
Course Goals
1. Articulate problem solving and decisionmaking processes.
2. Differentiate and enumerate the
responsibilities and authorities of federal,
state and local agencies.
3. Articulate personnel selection, recruitment,
evaluation and management procedures
and systems based upon sound research
principles and accountability measures.
4. Articulate positive communication models
and strategies to develop effective
parental, community and public
relationships.
5. Articulate approaches for involving
parents, families and community agencies
and members in educational planning,
implementation and evaluation.
6. Research professional literature which
addresses topics related to administrative
practices.
7. Develop a continuum of services and
service delivery options that respond to
individual educational needs and family
characteristics.
8. Develop a plan to provide instructional and
assistive technologies.
9. Develop collaborative programs that
ensure that individuals with disabilities
have access to and participate in the
general curriculum through
interdisciplinary and transdisciplinary
teamwork
10. Develop a range of strategies that promote
positive behavior, crisis intervention and
family involvement and support.
PTEU
Doctoral
KSDs
PSC/
NCATE
DSL*
CEC
Standards
2c
1.4-1.8
C, RD
1
1b
1.4-1.6
LD, C
1
4b
1.3-1.5
1.7-1.8
DA, CIA, PI
1
6d
1.6-1.8
RD
1
6d
1.6-1.8
RD
10
1a
1.1-1.5
CIA, LD, C
1, 9
2b, 4d, 4e
1.1-1.8
LD, CIA, O,
C
7
4e
1.1-1.8
LD, CIA, O,
C
2d, 2e, 4c,
4e,
1.6-1.8
C, RD
4c, 4d, 4e,
6c, 6d
1.1-1.8
LD, CIA,
O, RD
7
7
11. Use technologies that enhance
3
7
management of resources, programs and
data for decision-making.
12. Articulate a personal inclusive vision for
meeting the needs of individuals with
exceptional learning needs.
13. Develop family and support programs.
4f
1.1-1.8
LD, DA
7
3a, 6b, 6d
1.1-1.8
CIA, LD,
RD
9
3c
1.3-1.4,
1.6-1.8
CIA, LD, O
10
1a, 1b, 2b,
1.1-1.8
CIA, LD, C
O,PI, RD
10
2a, 2b
1.4-1.8
16. Demonstrate conflict resolution strategies.
17. Demonstrate problem solving and databased decision making.
5b, 5c, 5d
18. Make oral presentations.
19. Serve as a leader and an advocate to
promote the highest educational quality of
life for individuals with disabilities.
20. Participate in continued professional
development through consumer and
professional organizations, workshops,
and professional literature.
21. Participate in organizations and
publications relevant to the field of special
education administration.
22. Communicate and demonstrate a high
standard of ethical practice and
professionalism.
3a, 6d
1.6-1.8
1.1-1.2,
1.4-1.8
1.1-1.4
1.6-1.8
C,RD,O,
PI,RD
P, PI,
DA, RD
C, RD, P
LD, DA
CIA, KD
RD
1b
1.4-1.6
LD,C
9
5f
1.6
C
9
1b, 1c, 5f
1.4-1.6
C, LD
9
3b
1.3-1.6
1.7-1.8
CIA, LD,O
9
14. Develop administrative procedures to
ensure clear communication among
administrators, instructional staff and
related service personnel.
15. Demonstrate interviewing techniques for
the selection of appropriate personnel.
2c, 4a, 4f
*Code for Distributed School Leadership
DA = Data Analysis
CIA = Curriculum, Instruction & Assessment
RD = Relationship Development
PI = Process Improvement
O = Operations
P = Performance
C = Change
LD = Learning and Development
Instructional Method
The following instructional strategies will be used to collaboratively and interactively
present course material and engage students in critical thinking and discourse at the
doctoral level:

Lecture

Case Study Analysis

Discussion

Simulation Activities

Collaborative Group Work

Role Play
Method of Evaluation
Assignments
Case Studies: (Problem solving, data-
Course
Objectives
1, 10, 16
4
KSDs
Assessments
1b, 2c, 4a, 4b
Case Study &
1
7
8
9
based decision making, spreadsheets,
service delivery options, reflections
etc.)
Simulation Activities
Role Playing (Interviewing)
Proficiency Exams
Family and Support Program
Development
Collaborative Group Project
Class Participation/Professionalism
Rubrics*
10, 16
14
1-5
5
3a, 3b, 4a
4d
1a, 1b, 2a
6d
Observation/ Rubric
Observation / Rubric
Proficiency Exam*
Project Rubric
9
18 – 21
2b, 2d
5b, 5c, 5f
Project Rubric
Observation
* Targeted for future unit assessment.
V.
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
0 – Existing Faculty
0
0
0
0
0
0
0
TOTAL
0
Funding Required Beyond
Normal Departmental Growth 0
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
Education / Special Education
COURSE NUMBER
EXC 7950
COURSE TITLE FOR LABEL
Admin Pract in SpEd (Note: Limit 16 spaces)
CLASS-LAB-CREDIT HOURS
3 Credit Hours
Approval, Effective Term
Summer 2006
Grades Allowed (Regular or S/U)
Regular
If course used to satisfy CPC, what areas? NA
Learning Support Programs courses which are required as prerequisites NA
APPROVED:
_______________________________________________
Vice President for Academic Affairs or Designee
5
VII Attach Syllabus
EXC 7950
Administrative Practices in Special Education
Professor Name:
Fax:
Office:
E-mail:
Office hours: By Appointment
CLASS MEETING:
KH 1107
TEXT:
Villa, R., & Thousand, J. (2005). Creating an Inclusive School 2nd Ed. American Society of
Curriculum and Development. Alexandria: VA.
Weaver, H., Landers, T., Stephens, T., & Joseph, E. (Eds.), (2003) Administering special
education programs: A practical guide for school leaders. Praeger Publishers.
American Psychological Association, (2001). Publication Manual of the American Psychological
Association (5th ed.). Washington, D. C., Author.
Selected Readings and Websites
CATALOG DESCRIPTION:
6
This course prepares special education administrators for organizational leadership by building
their capacity to develop relationship with families and community agencies, improve student
performance on the GPS, improve special education processes and procedures, build a
professional learning community, make data-based decisions and effectively manage the
operations. Candidates will be required to access Galileo, multiple websites and selected
readings from the research.
PURPOSE/RATIONALE:
The call to improve America’s educational system to assist students in achieving state-approved
standards and to hold educators accountable for the learning of all students requires
considerable commitment and effort. Systems-change initiatives in special education mirror
those in general education by raising fundamental questions regarding validated instructional
and assessment practices, effective and efficient school restructuring models, and execution
corresponding daily practices. To be successful, school leaders must develop a broad range of
skills and be full participants in whole-school reform initiatives to ensure that all students are
successful and that the spirit and mandates of state and federal laws are met.
This course prepares special education administrators to collaborate with their professional
colleagues to foster inclusive and accepting learning environments where students with
disabilities and those who are culturally and linguistically diverse are successful in the state
approved standards. Inclusive schools are those that value interdependence as well as
independence. Thus, all constituents of the school community (students, staff, faculty, parents
and administrators) are valued as key contributors to the learning community. There are two
major assumptions about inclusive schools. First and foremost, inclusive schools honor
diversity as an opportunity for learning about humanity. Second, good teaching is good
teaching; therefore, all students can reach their potential when given a culturally responsive
learning environment, encouragement, and research-based instructional practices.
CONCEPTUAL FRAMEWORK:
COLLABORATIVE DEVELOPMENT OF EXPERTISE IN TEACHING AND LEARNING
The Professional Teacher Education Unit (PETU) at Kennesaw State University is committed to
developing expertise among candidates in initial and advanced programs as teachers and
leaders who possess the capability, intent and expertise to facilitate high levels of learning in all
of their students through effective, research-based practices in classroom instruction, and who
enhance the structures that support all learning. To that end, the PTEU fosters the development
of candidates as they progress through stages of growth from novice to proficient to expert and
leader. Within the PTEU conceptual framework, expertise is viewed as a process of continued
development, not an end-state. To be effective, teachers and educational leaders must embrace
the notion that teaching and learning are entwined and that only through the implementation of
validated practices can all students construct meaning and reach high levels of learning. In that
way, candidates are facilitators of the teaching and learning process. Finally, the PTEU
recognizes, values, and demonstrates collaborative practices across the college and university
and extends collaboration to the community-at-large. Through this collaboration with
professionals in the university, public and private schools, parents and other professional
partners, the PTEU meets the ultimate goal of assisting Georgia schools in bringing all students
to high levels of learning.
7
KNOWLEDGE BASE:
Teacher development is generally recognized as a continuum that includes four phases:
preservice, induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg
(1996) believes that the concept of expertise is central to analyzing the teaching-learning
process, the teacher education faculty at KSU believes that the concept of expertise is central to
preparing effective classroom teachers and teacher leaders. Researchers describe how during
the continuum phases teachers progress from being Novices learning to survive in classrooms
toward becoming Experts who have achieved elegance in their teaching. We, like Sternberg
(1998), believe that expertise is not an end-state but a process of continued development.
USE OF TECHNOLOGY:
Technology Standards for Educators are required by the Professional Standards Commission.
Telecommunication and information technologies will be integrated throughout the
administrative preparation program, and all candidates must be able to use technology to
improve student learning and meet Georgia Technology Standards for Educators.
Candidates in the special education / TESOL concentration will utilize technology to advance
21st century literacy skills such as digital age literacy, inventive thinking, effective
communication, and high productivity. Candidates will be provided with opportunities to explore
and use presentation technologies, technologies to enhance learning, individualize instruction,
and promote critical thinking for 21st century students. Candidates in this course will be
expected to apply best practices related to using technology for learning and creating curriculum
materials using principles of universal design for learning.
Web Resources:
Council for Exceptional Children
National Dissemination Center for Children with Disabilities
Children and Adults with Attention Deficit Disorder
Learning Disabilities Association of America
The Autism Society of America
The Arc
The Global Entrepreneurship Institute
Georgia Department of Education
Brain Injury Association of America
Juvenile Diabetes Research Foundation
The Epilepsy Foundation
The National Association for Gifted Children
Georgia Department of Human Resources
National Association of State Boards of Education
DIVERSITY:
8
www.cec.sped.org
www.nichcy.org
www.chadd.org
www.ldanatl.org
www.autism-society.org
www.thearc.org
www.gcase.org
www.doe.k12.ga.us
www.biausa.org
www.jdfcure.org
www.epilepsyfoundation.org/
www.nagc.org
www.aamr.org
www.dhr.state.ga.us
www.nasbe.org
One of the most critical issues in special education / TESOL today is the effect of personal culture on
the efficacy of instruction, pre-referral procedures, assessment, placement for students with disabilities
and those who are culturally and linguistically diverse, and parenting and communication styles.
Candidates will be provided with opportunities through direct instruction and class discussion to gain
knowledge, skills, and understanding to provide effective instruction in culturally diverse classrooms. A
variety of materials and instructional strategies will also be used to meet the needs of the diverse
learning styles of members of this class.
Kennesaw State University provides program accessibility and reasonable accommodations for
persons defined as disabled under Section 504 of the Rehabilitation Act of 1973 and/or the
Americans with Disabilities Act of 1990. A number of services are available to help disabled
candidates with their academic work. In order to make arrangements for special services,
candidates must visit the Office of disAbled Student Services (770/423-6443) and arrange an
individual assistance plan. In some cases, certification of disability is required.
COURSE GOALS/OBJECTIVES:
The Professional Teacher Education Unit prepares leaders who understand their disciplines and
principles of pedagogy, who reflect on practice, and who apply these understandings to making
instructional decisions that foster the success of all learners. As a result of the satisfactory
fulfillment of the requirements of this course, the candidate will demonstrate a broad base of
Knowledge, Skills and Dispositions through performance.
Goal/Objective
1. Articulate problem solving and
decision-making processes.
2. Differentiate and enumerate the
responsibilities and authorities of
federal, state and local agencies.
3. Articulate personnel selection,
recruitment, evaluation and
management procedures and systems
based upon sound research principles
and accountability measures.
4. Articulate positive communication
models and strategies to develop
effective parental, community and
public relationships.
5. Articulate approaches for involving
parents, families and community
agencies and members in educational
planning, implementation and
evaluation.
6. Research professional literature which
addresses topics related to
administrative practices.
7. Develop a continuum of services and
service delivery options that respond
to individual educational needs and
family characteristics.
PTEU
Doctoral
KSDs
PSC/
NCATE
DSL*
CEC
Standards
2c
1.4-1.8
C, RD
1
1b
1.4-1.6
LD, C
1
4b
1.3-1.5
1.7-1.8
DA, CIA, PI
1
6d
1.6-1.8
RD
1
6d
1.6-1.8
RD
10
1a
1.1-1.5
CIA, LD, C
1, 9
2b, 4d, 4e
1.1-1.8
LD, CIA, O,
C
7
9
8. Develop a plan to provide instructional
and assistive technologies.
9. Develop collaborative programs that
ensure that individuals with disabilities
have access to and participate in the
general curriculum through
interdisciplinary and transdisciplinary
teamwork.
10. Develop a range of strategies that
promote positive behavior, crisis
intervention and family involvement
and support.
11. Use technologies that enhance
management of resources, programs
and data for decision-making.
12. Articulate a personal inclusive vision
for meeting the needs of individuals
with exceptional learning needs.
13. Develop family and support programs.
14. Develop administrative procedures to
ensure clear communication among
administrators, instructional staff and
related service personnel.
15. Demonstrate interviewing techniques
for the selection of appropriate
personnel.
16. Demonstrate conflict resolution
strategies.
17. Demonstrate problem solving and
data-based decision making.
18. Make oral presentations.
19. Serve as a leader and an advocate to
promote the highest educational
quality of life for individuals with
disabilities.
20. Participate in continued professional
development through consumer and
professional organizations,
workshops, and professional literature.
21. Participate in organizations and
publications relevant to the field of
special education administration.
22. Communicate and demonstrate a high
standard of ethical practice and
professionalism.
4e
1.1-1.8
LD, CIA, O,
C
2d, 2e, 4c,
4e,
1.6-1.8
C, RD
4c, 4d, 4e,
6c, 6d
1.1-1.8
LD, CIA,
O, RD
7
4f
1.1-1.8
LD, DA
7
3a, 6b, 6d
1.1-1.8
CIA, LD,
RD
9
3c
1.3-1.4,
1.6-1.8
CIA, LD, O
10
1a, 1b, 2b,
1.1-1.8
CIA, LD, C
O,PI, RD
10
2a, 2b
1.4-1.8
C,RD,O,
PI,RD
1
5b, 5c, 5d
1.6-1.8
P, PI,
DA, RD
7
3a, 6d
1.1-1.2,
1.4-1.8
1.1-1.4
1.6-1.8
C, RD, P
LD, DA
CIA, KD
RD
1b
1.4-1.6
LD,C
9
5f
1.6
C
9
1b, 1c, 5f
1.4-1.6
C, LD
9
3b
1.3-1.6
1.7-1.8
CIA, LD,O
9
7
7
2c, 4a, 4f
*Code for Distributed School Leadership
DA = Data Analysis
CIA = Curriculum, Instruction & Assessment
RD = Relationship Development
O = Operations
P = Performance
C = Change
10
8
9
PI = Process Improvement
LD = Learning and Development
COURSE REQUIREMENTS/ASSIGNMENTS:
Assignments
Case Studies: (Problem solving, databased decision making, spreadsheets,
service delivery options, reflections
etc.)
Simulation Activities
Role Playing (Interviewing)
Proficiency Exams
Family and Support Program
Development
Collaborative Group Project
Class Participation/Professionalism
Course
Objectives
1, 10, 16
KSDs
Assessments
1b, 2c, 4a, 4b
Case Study &
Rubrics
10, 16
14
1-5
5
3a, 3b, 4a
4d
1a, 1b, 2a
6d
Observation/ Rubric
Observation / Rubric
Proficiency Exam
Project Rubric
9
18 – 21
2b, 2d
5b, 5c, 5f
Project Rubric
Observation
EVALUATION AND GRADING
A = 90% or better
(Level 4)
B = 80-89%
(Level 3)
C = 70-79%
(Level 2)
D = 60-69%
(Level 1)
F = 59% or below
STUDENT EXPECTATIONS FOR ATTENDANCE AND PARTICIPATION:
Cooperative learning group activities in class will enable candidates to apply new skills and
knowledge. This requirement emphasizes the importance of class attendance and supports the
belief from the conceptual framework that learning is an interactive endeavor requiring the
presence and participation of all class members in order to facilitate growth and learning. Each
candidate has something unique to contribute to the class experience that will facilitate the
learning of other class members. For full credit, candidates must: a.) Participate fully in
collaborative group work and focus groups; b.) Listen attentively to presentations; and c.)
Refrain from working on personal computers (or otherwise) on other assignments during class
presentations.
Candidates, like the instructor, are expected to come to class meetings thoroughly prepared.
“Thoroughly prepared” is defined as having read the readings well enough to verbally and in writing
state the definitions of terms from the readings; discuss ideas, notions, concepts, issues, and
procedures in relation to previous information presented in class or in previous readings; and apply
the information from the readings to problems. It also implies the candidate has reviewed
information from the previous class meetings. When information from the readings is unclear, the
candidate should prepare questions to discuss in class. Note: Because most of the course
assignments are oral, a failure to come to class well prepared will result in a lowered grade.
In addition, group members can ask candidates who are not contributing equally to the
development of the presentation to be removed from their group.
11
Regular attendance is required for all scheduled classes because the candidate is responsible
for obtaining all materials, instruction, etc. presented during class. Attendance at all class
meetings is stressed because of the interactive nature of the class. Not all material covered will
be found in the required readings. You are required to inform the instructor in advance of your
absence. Failure to do so will result in your not being allowed to make-up any missed class work
(i.e., class activities). Attendance will be monitored and reflected in the class
participation/attendance points (see KSU Graduate Catalog).
All assignments must be submitted on or before the class meeting on the assigned due date.
Failure to turn in assignments when due will result in an automatic 10 percent penalty from the
points you earn on any given assignment. All grading will be done as objectively as possible.
Rubrics for class presentations and facilitation will be provided. In case of qualitative
assessment, evaluation will be based on instructor judgment. Points will be summed for each
student and final course grades will be based on the percent of total points earned (i.e., A = 100
- 90%, B = 89 - 80%, etc.) and the total points earned will indicate the candidate’s level
(i.e.,1,2,3 or 4) of achievement.
The assignment of incomplete (“I”) grades is discouraged and will be assigned only in cases of
extreme emergencies and in cases where a passing grade may be earned. It is the student’s
responsibility to notify the instructor when such circumstances exist. Upon notification, a contract
between the student and instructor for completion of the course will be developed before the last
week of the semester.
ACADEMIC INTEGRITY:
Every KSU student is responsible for upholding the provisions of the Student Code of Conduct,
as published in the Graduate Catalog. Section II of the Student Code of Conduct addresses the
University's policy on academic honesty, including provisions regarding plagiarism and
cheating, unauthorized access to University materials, misrepresentation/falsification of
University records or academic work, malicious removal, retention, or destruction of library
materials, malicious/intentional misuse of computer facilities and/or services, and misuse of
student identification cards. Incidents of alleged academic misconduct will be handled through
the established procedures of the University Judiciary Program, which includes with an "informal
resolution by a faculty member, resulting in a grade adjustment, or a formal hearing procedure,
which may subject a student to the Code of Conduct's minimum one semester suspension
requirement.
DISRUPTIVE BEHAVIOR:
The University has a stringent policy and procedure for dealing with behavior that disrupts the
learning environment. Consistent with the belief that your behavior can interrupt the learning of
others, behavior that fits the University's definition of disruptive behavior will not be tolerated.
Candidates should refer to the University Catalog to review this policy.
HUMAN RELATIONS:
The University has formulated a policy on human relations that is intended to provide a learning
environment that recognizes individual worth. That policy is found in the University Catalog. It
12
is expected, in this class, that no Professional should need reminding but the policy is there for
your consideration. The activities of this class will be conducted in both the spirit and the letter
of that policy.
COURSE OUTLINE
1. A Case for Inclusive Schools
2. The Nature of Diverse Populations
3. Problem–solving, Decision-making and Communication Models
4. Interdisciplinary and Transdisciplinary Teams
5. Special Education Delivery Systems: Local, State, & Federal
6. The Special Education—General Education Relationship, Litigation and Legislation
Processes, Lobbying, Activism and Advocacy
7. Personnel Selection, Recruitment and Management, Competency Systems and
Accountability
8. Funding Sources, Grantsmanship and Budget Preparation
9. Parental and Public Relationships and Community Development
10. Program Evaluation Systems
11. Curriculum Considerations
12. Resource Utilization
13. Administration of Programs and Services
14. Managing Complex Change
References
Falvey, M. (1995). Inclusive and Heterogeneous Schooling: Assessment, Curriculum &
Instruction. Baltimore: Paul H. Brookes.
Fuchs, D. & Fuchs. L. (1994). Inclusive Schools Movement and the Radicalization of Special
Education Reform. Exceptional Children 60: 4, 294-309.
Fullan, M. & Hargreaves, A. (1996). What’s Worth Fighting for in Your School? New York:
Teacher’s College Press.
Lambert, L., (2003). Leadership Capacity for Lasting School Improvement. Association for
Supervision and Curriculum Development., Alexandria, VA.
13
Marzano, R. (2003) What Works in Schools: Translating Research into Action, American
Society of Curriculum and Development. Alexandria: VA.
McEwan, E. (2004). How to Deal with Parents Who Are Angry, Troubled, Afraid or Just Plain
Crazy. National Professional Resources, Inc.
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