EDU615syllabus3-09summerek

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Saint Leo University
EDU 615
Rev. 3/09
EDU 615 Instructional Leadership: Theory and Practice
MEOC-1
Ocala Center Building 41
3 CREDIT HOURS
Instructor:
Phone:
Email:
Evelyn B. Kelly, Ph.D.
352 622-8733
evelykell@aol.com
Dates: 5/16, 5/30, 6/13, 6/27, 7/11, 7/25, 8/8, 8/22
Office hours: I am available for you to call at any time. I will be in the class 15 minutes
before and 15 minutes after class. Additional times are available by appointment.
Please bring laptops with WiFi or air card. We will need them for assignments
.
Graduation applications must be submitted to the Office of Graduate Studies in
Education two semesters prior to the anticipated graduation in order to facilitate degree
audit, as explained in the Saint Leo University Catalog. It is the student's responsibility
to meet this deadline in order to have a degree conferred in a timely manner.
Additionally, students in the Educational Leadership specialization must submit a
passing score on the FELE as a graduation requirement. Please contact your academic
advisor if you have any questions about these graduation requirements.
Course Description:
Scientifically based research best practices, within the context of current curricula
models, to ensure student learning, with an emphasis on reading, and achievement
through efficient and effective classroom management; instructional design, strategies,
and materials; and evaluation practices are examined.
Prerequisite: Graduate Standing
Required Textbooks
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Hoy, A. & Hoy, W. (2009). Instructional leadership: A research-based guide to learning
in schools (3rd ed.). Boston, MA: Allyn & Bacon, an imprint of Pearson.
Marzano, Robert, McNullty, B and Waters, T. (2005). School leadership that works:
From research to results. Virginia: ASCD.
Below are course resources identified to assist you in achieving the course objectives.
Please register to use the Florida School Leaders Learning Library: The William Cecil
Golden School Leadership Development Program. The site includes many articles and
simulations for you to use to gain information for this course.
Required Reading from:
Florida School Leaders: The William Cecil Golden School Leadership Program
http://www.floridaschoolleaders.org
Aligning Classroom Assessment with High Stakes Testing
Improving Practice in Literacy (K-6)
Principal’s Role in Improving Reading and Literacy
Student Improvement Data: The Basics
Arts in Education K-6
Arts in Education 7-12
Reading to Inquire and Learn in Math: An Administrator’s Guide to Content Area
Reading in Math Content Area
Science: An Administrator’s Guide to Content Reading What to Expect in a Science
Classroom
Creating a Learning Community
Building Instructional Leader Teams
Classroom Walk-Throughs
Classroom-Walk-Through for Florida Reading K-3
Classroom Walk-Throughs: Key Questions and Answers
Promising Practices
Required Reading from:
K-12 Comprehensive Research Based Reading Plans/ District K-12 Reading Plans
https://app1.fldoe.org/Reading_Plans
Florida Department of Education Bureau of School Improvement: Dart2008 Model
http://www.flbsi.org/word/DART_2008_7-11.doc
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Florida Comprehensive Achievement Test
http://fcat.fldoe.org/
FLDOE Accountability, Research, and Measurement
http://www.fldoe.org/arm/
Adequate Yearly Progress (AYP)
http://schoolgrades.fldoe.org/default.asp?report=AYP
Required reading: Norman L Webb: Depth-of-Knowledge
http://www.missouriartscouncil.org/html/documents/DOKlevels.pdf
http://facstaff.wcer.wisc.edu/normw/MIAMI%20FLORIDA%20FINAL%20slides%201115-05.pdf
The following websites for professional organizations contain information that can be
used to complete assignments in this course.
International Reading Association www.reading.org
IRA Position Papers
What is Evidence Based Reading Instruction?
Phonemic Awareness and the Teaching of Reading
The Role of Phonics in Reading Instruction
Focus on Reading Comprehension: IRA Programs and Resources
IRA Publications
Strategies for Addressing Comprehension Difficulties, ppt.
Florida Center for Reading Research www.fcrr.org
Principal’s Action Plan Outline for Building a Successful School-Wide
Intervention Program (PDF)
Extensive Reading intervention in K-3(PDF)
Intensive Reading Interventions For Struggling Readers In Early Elementary
School: A Principal's Guide (PDF)
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Reading First Professional Development www.rfpd.org
Streaming Videos
Just Read Florida! http://www.justreadflorida.com/readingwalkthrough/
www.fcrr.org Information about scientifically based research strategies
Florida Meta Consent Decree and ESOL Teaching Strategies
http://www.fldoe.org/aala
http://esolinhighered.org
http://tapestry.usf.edu
Legal Issues and ESOL, Peter Roos, Esq.
www.tesol.com
Activities for ESL students http://a4esl.org/
Everything ESL net www.everythingesl.net
Individuals with Disabilities Act 2004
http://idea.ed.gov
Council for Exceptional Children
www.cec.sped.org
IPLAS Statement
All students are required to upload certain assignments to the Individual Principal
Leadership Assessment System (IPLAS) in Foliotek via the link in the My Saint Leo
Portal. Students must upload required assignments to IPLAS by the assignment due
date listed on the course syllabus/weekly schedule. The IPLAS system is designed to
document student mastery of the Florida Principal Leadership Standards as required by
the Florida Department of Education. All components of the IPLAS system must be
successfully completed prior to graduation.
Guidelines Used in developing the course Objectives
Florida Principal Leadership Competencies
Instructional Leadership
Managing the Learning Environment
Learning, Accountability and Assessment
FELE Competencies and Skills 5th Edition
Domain: Instructional Leadership
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IL Competency 1: Knowledge of Instructional Leadership Standard As Related to
Curriculum Development and Continuous School Improvement Process
1.4: Identify functions and implications of various curriculum designs.
1.5: Given grade level data on a reading, identify strategies to align curriculum,
instruction, and assessment.
IL Competency 2: Knowledge of Instructional Leadership Standard as Related to
Research-Based Best Practices
2.1: Given school-based student assessment data on a reading performance,
identify research-based reading instruction to improve student achievement.
2.2: Given school-based student assessment data on reading
performance, identify instructional strategies to facilitate students’ phonemic
awareness, phonics, fluency, vocabulary, and reading comprehension throughout
the content areas.
2.5: Identify scientifically based research applications to effective teaching and
learning methods.
IL Competency 3: Knowledge of instructional leadership standard as related to school
culture
3.1: Given data from a school climate survey, identify appropriate strategies for
improving student learning.
IL Competency 4: Knowledge of Instructional Leadership Standard as Related to
Instructional Design, Teaching and Learning
4.1: Given taxonomy of learning, identify instructional objectives to facilitate
varying levels of learning.
4.2: Identify age-appropriate learning strategies based on principles of human
growth and development.
4.3: Identify practices for evaluating the appropriateness of instructional
strategies.
4.4: Identifying practices for evaluating the appropriateness of instructional
materials.
IL Competency 5: Knowledge of Instructional Leadership Standard as Related to
Instructional Program for Students with Special Needs
5.1: Given student special needs characteristics in a specific classroom and walk
through observation notes, identify an appropriate instructional
application/modification to provide students with special needs in that
classroom.
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IL Competency 14: Knowledge of Learning, Accountability and Assessment Standard is
related to State Law for Education and Schooling
14.2: Given a scenario, identify the standards and procedures applicable to the
Meta Consent Decree.
IL Competency 17: Knowledge of Learning, Accountability and Assessment Standard as
Related to Diagnostic Tools to Assess Identify, and Apply Instructional Improvement
17.1: Given a data set of reading test results for ESE or ESOL students,
identify diagnostic tools appropriate for assessing student learning needs.
17.2: Given a data set of reading test results for ESE or ESOL students,
identify appropriate instructional strategies to improve student performance in
reading.
Domain: School Leadership
SL Competency 5.1 Given the student/parent handbook, identify rights and
responsibilities of students, parents, and guardians per Florida Statutes (i.e.,
notification, due process hearings, student academic progress, school choice
preference, health examinations/immunizations, student academic improvement plan,
truancy procedures, instructional materials.
Saint Leo Core Value:
Respect-Animated in the spirit of Jesus Christ, we value all individuals' unique talents,
respect their dignity and strive to foster their commitment to excellence in our work. Our
community's strength depends on the unity and diversity of our people, on the free
exchange of ideas and on learning, living and working harmoniously.
Course Learning Objectives
1. Demonstrate an understanding of the Saint Leo University core Value of Respect by
designing classrooms that address varying levels of student learning.
2. Explain the function and implication of various curriculum designs.
3. Explain taxonomy of learning to identify instructional objectives to facilitate varying
levels of learning and to identify age-appropriate learning strategies based on principles
of human growth and development.
4. Identify practices for evaluating the appropriateness of instructional strategies and
instructional materials.
5. Identify reading research based strategies that can be used to align curriculum,
instruction, and assessment to improve students’ achievement.
6. Identify instructional strategies to facilitate students’ phonemic awareness, phonics,
fluency, vocabulary, and reading comprehension throughout the content areas.
7. Identify appropriate strategies for improving student learning from school climate
survey,
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8. Identify diagnostic tools appropriate for assessing ELL and ESE students learning
needs in reading and instructional strategies to improve ELL and ESE students’
performance in reading.
9. Identify the standards and procedures applicable to the Meta Consent Decree and
Florida Statute/case law.
Assignments
Work in this class will be assigned as group work and individual work as indicated in
assignment descriptions. The groups for group work will be formed by the end of the
first week.
1. Class Discussion and Participation
Individual Work
2. Scenarios A, B, C, D-Individual Work
The following scenarios are case vignettes that introduce topics found in this course.
Each scenario is scheduled for a week in this class. The vignettes are designed to
provide you with the context and questions to be answered for topic for that week. The
fundamental concepts and principles about instructional leadership are included in each
scenario. Questions to be answered are also included to stimulate your thinking. As
you review the data presented, and read the assigned materials from books and the
internet websites, you will search for possible answers to the problem presented in the
scenario. The scenarios should help you to organize your thoughts to help you to select
the data and the information that you will use to complete the assignment.
In the scenarios you are the building administrator in charge of instruction. You have
been assigned to analyze the data presented to design an appropriate learning program
at the school level, grade level, and individual level. You will locate the answers and
then design the educational plan. This information will also be used to complete your
School Improvement Plan. The scenarios reflect the way in which the administrator
would think about and solve the educational issue.

Data Analysis for Scenarios: DART2008 Model or AYP Data-Individual
Work
Week l
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This week you will use the following Florida Department of Education websites to locate
data that you will analyze to answer questions for the scenarios that follow.
District K-12 Comprehensive Research Based Reading Plan
https://app1.fldoe.org/Reading_Plans
Florida Department of Education Bureau of School Improvement: Dart2008 Model
http://www.flbsi.org
And/Or
Download the Adequate Yearly Progress (AYP) data for your school to use for the
project.
http://schoolgrades.fldoe.org/default.asp?report=AYP
Also, you will need to locate the School Improvement Plan Template Planning Tool
under Study Tools. You will complete this School Improvement Plan using the data
collected.

A. Scenario School Based Reading Data
Week 2
You are assigned to review school based data in reading to determine the academic
strength and needs of the students.
Then, you are and to locate scientifically based research programs and strategies that
will align curriculum, instruction, and assessment.
Your tasks are:
 You are to locate and select scientifically researched based strategies for
improvement, including strategies to teach reading in all five components of
reading instruction: phonemic awareness, phonics, fluency, vocabulary, and
comprehension throughout the content areas. Use the information from the
District K-12 Comprehensive Reading Plans and other websites.
Example table:
Component of
Research Based
Reading Instruction Reading
Instruction
Phonemic
Awareness
Research Based
Instructional
Strategies
SSS Standards
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Phonics
Fluency
Vocabulary
Comprehension
Content Area
Reading
 Use the data from the Dart 2008 model or AYP data and complete the
appropriate areas on the School Improvement Plan Template (SIPT) for reading
only.
 B. Scenario Meta Consent Decree Standards and Procedures
Week 4
As the school administrator, identify the standards and procedures applicable to the
Meta Consent Decree.
Your tasks are:
 Review the Meta Consent Decree for information about standards and
procedures
 Write a summary of the Meta Consent Decree standards and procedures that are
to be used to support appropriate instruction for English language learners
(ELLs).
 Search the websites listed to locate and identify
a. Diagnostic tools appropriate for assessing student learning needs and
b. Appropriate instructional strategies to improve student performance
 Students will write a summary paragraph about the Meta Consent Decree and
then complete the chart below in a document and email to the instructor.
List the assessment tools and list the procedures that will be used to support the ELLs
academic needs.
Example table:
Meta Consent Decree
Diagnostic tools appropriate Appropriate instructional
Standards and
for assessing student
strategies to improve student
Procedures-Your District learning needs
performance
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Florida Meta Consent Decree and ESOL Teaching Strategies
http://esolinhighered.org
http://tapestry.usf.edu
Legal Issues and ESOL, Peter Roos, Esq.
www.tesol.com
Activities for ESL students http://a4esl.org/
Everything ESL net www.everythingesl.net
C. Scenario Walk through for Student with Special Needs
IDEA 2004 Standards
and Procedures-Your
District
Diagnostic tools appropriate
for assessing student
learning needs
Week 5
Appropriate instructional
strategies to improve student
performance
You will review the Meta Consent decree and IDEA 2004 for information about
standards and procedures
 Log onto the www.floridaschoolleaders.org website,
 Choose: Instructional Leadership,
 Choose: Visit the Classroom Walk-Through section.
 Choose: Classroom Walk-Through On-Line Resource Tool.
 Work through all the information contained in that tool.
 Then go back to the Classroom Walk Through (CWT) Model and read the
information contained in all sections of the CWT Model:
Before you Dive In
Visiting the Classroom;
More Information.
 Choose: Under Visiting the Classroom:
Choose: Visit the Classroom CWT Practice Grades K-5,
View the Video: Walk-Through Practice: Fourth/Fifth Grade
Language Arts, LEP Focus
Download the CWT Tally Sheet and use it as you view the video
and complete the CWT Tally sheet.
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After you tally, then listen to the expert commentary to see if
you tallied are in the same areas.
You will use this process and conduct a walk-through
to observe an ELL and an ESE student at work in a classroom.
You will tally the data to identify appropriate instruction/modifications that are or
are not being used to provide the students with an appropriate education
according to the Meta Consent Decree and for the ESE student, IDEA 2004.
You will use Step 5, After the Walk and Step 6, Reflection to write a short paper
about what you observed and email the document to the instructor.
D. Scenario School Climate Survey
Week 6
You are assigned to review your school’s school climate survey data results from
students, staff and teachers to identify appropriate strategies for improving student
learning.
 To review your school climate survey data.
 You are to locate and select or design strategies for improvement.
 You are to write the results of your analysis including the appropriate strategies
to improve student learning on the SIPT School Climate.
 Email the School Climate Planning Template (SIPT) as an attachment to the
instructor.
Group Work
During the first week, students will have an opportunity to select group members.
Papers:
Practices for Evaluation of Instructional Strategies and Materials
Curriculum Designs, Taxonomy
The group work assigned will relate to the students’ knowledge of instructional
leadership in the areas of (1) to identify practices for evaluating the appropriateness of
instructional strategies and materials, (2) curricular designs, i.e., instructional design ;
(3) the use of taxonomy to identify instructional objectives to facilitate varying levels of
learning, and to identify age-appropriate leaning strategies based on human growth and
development; and Each group will research, analyze and synthesize researched
information about the various topics and will write a series of papers no more than 4-5
pages. Some papers have suggested formats to be used. The researched information
must be from juried or referred journals: not from newspapers, .com or editorial
publications. The paper must be written in APA 5th Edition style and format. Additionally,
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students must respond to the discussion question on the topic. A rubric is provided for
each paper

Practices for Evaluation of Instructional Strategies
Due Week 3
This paper will include information about identified practices for evaluating the
appropriateness of instructional strategies and instructional materials. Include a plan to
share with your Leadership Team.
3. Paper and power point : Curriculum Designs
Week 7/8
Each group will choose one of the following instructional models: Direct Instruction,
Differentiated Instruction, Cooperative Learning, and Inquiry, Constructivist, or Problem
Based Learning. The group will locate information from articles, research papers, and
textbooks that will help the other students to understand the instructional model
therefore as administrators they will be able to give support and observation feedback to
teachers on their appropriate uses. The paper will identify the functions and
implications: the benefits, drawbacks and appropriate uses of the assigned curriculum
design. The paper will present the research that supports objectives, procedural
characteristics, management strategies, how students learn using this curricular design,
and assessments that make the curricular design successful.
Paper: Taxonomy
Week 8
This paper will include information about the Norm Webb Depth of Knowledge and
Bloom’s Taxonomy. In this paper, the group will compare and contrast Webb’s Depth of
Knowledge and Bloom’s Taxonomy. Then, choose a content area, i.e., weather, the
Civil War and create an arc of questions using Bloom’s Taxonomy in this content area
that will help you to understand student achievement from the level of literal
understanding through the level of evaluation of what the students need to understand
from the content (Afflerbach, 2007, pg 70). Then, identify instructional objectives
organized around Bloom’s hierarchically arranged objectives to facilitate varying levels
of learning. Also, include identify age-appropriate learning strategies based on
principles of human growth and development using this taxonomy.
Format for Taxonomy paper:
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Webb and Bloom compare/contrast
Include the description of the content lesson.
Developmental Needs of the Students in the grade(s) chosen.
Questions for Lesson Development:
Think about a lesson you might use with these students that addresses the subject
matter learning goals and the developmental needs of the students described above.
In the columns below describe:



Instructional strategies: Instructional strategies are what the teacher does during
instruction. What levels are Bloom’s Taxonomy are used in each strategy?
Student activities: Student activities are what the students do during the lesson.
Instructional resources: Include how you would utilize the instructional resources
as you describe your instructional strategies and student activities.
Instructional Strategies
Bloom’s Level
Student Activity
Based on your knowledge of the subject-specific content and of student development,
explain why the instructional strategies, student activities, and resources you listed
above:

are appropriate for this class

address the developmental needs
of the students
help these students make
progress toward achieving the
state-adopted academic content
standards for students in this
content area

Resource:
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Afflerbach, P. (2007). Understanding and using Reading Assessment: K-12.
International Reading Association: Delaware.
The Grading Scale:
Letter grades will be assigned based on the assessment described. The grading scale
is delineated as follows:
Point Distribution
Assignment
Points
Class Participation
A. Scenario School Based Data
B. Meta Consent Decree Standards and Policies
C. Scenario Walk-Through for Student with Special Needs
D. Scenario School Climate Survey
40
80
45
60
45
Paper Curriculum Design
Paper Taxonomy
Paper Practices for Evaluation of Instructional Strategies and
Materials
Total
60
60
60
450
Grading Scale
Percent Grade Percent Grade Percent Grade
95-100
A
86-89
B+
75-79
C
90-94
A83-86
B
< 74
F
80-82
B-
Course Policies
ADA Policy:
Students with disabilities that may need accommodation(s), should contact Dr. Joanne
MacEachran or email adaoffice@saintleo.edu , or call (352) 588-8464. For more
information, please review the Policy and Procedure Manual on the Disability Services
web page at http://www.saintleo.edu/SaintLeo/Templates/Inner.aspx?pid=391
Attendance policy:
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Students are expected to participate in a timely manner by attending face-to-face
classes and meeting posting and submission deadlines online; failure to do so to the
professor’s satisfaction may result in a loss of up to one full letter grade from the earned
course final mark.
Late Work Policy:
Generally late work will not be accepted for credit. In extreme circumstances the
instructor may accept late work for a penalty if the student provides appropriate
documentation (for example copies of hospital admission paperwork). No work will be
accepted after the end of the course unless arrangements have been made in advance.
Academic Honesty:
The Academic Honor Code is published in its entirety in the Saint Leo University
Catalog. The first paragraph is quoted below.
As members of an academic community that places a high value on truth and the
pursuit of knowledge, Saint Leo University students are expected to be honest in every
phase of their academic life and present as their own work only that which is genuinely
theirs. Unless otherwise specified by the professor, students must complete homework
assignments by themselves (or if on a team assignment, with only their team
members). If they receive outside assistance of any kind, they are expected to cite the
source and indicate the extent of the assistance. Each student has the responsibility to
maintain the highest standards of academic integrity and to refrain from cheating,
plagiarism or any other forms of academic dishonesty.
Cannon Memorial Library On-site Resources
Library Services
Librarians are available during reference hours to answer questions concerning research strategies,
database searching, locating specific materials, and interlibrary loan (ILL). Contact Elana Karshmer
(elana.karshmer@saintleo.edu) to arrange on-site library/research instruction for your class.
Cannon Memorial Library—MC2128
352-588-8258 (Main #)
33701 State Road 52
352-588-8259 (fax)
Saint Leo, FL 33574-6665
352-588-8477 (Reference Desk)
352-588-8476 (Circulation)
Cannon Memorial Library
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The library also provides an 800 number and an email address for general reference services: 1-800-3595945 or reference.desk@saintleo.edu.
Reference Hours
Monday – Thursday
9am-10pm
Friday
9am-6pm
Saturday
10am-6pm
Sunday
10pm-6pm
Online Catalog, “LeoCat” (All books & media)
Click on Library Catalog (LeoCat) on the Cannon Memorial Library website
(http://www.saintleo.edu/library). Simple search choices are: title, author, keyword, subject, or journal title.
Use advanced searching to set limits or expand your search choices. To borrow books from Cannon
Memorial and have them shipped to you, use the Interlibrary Loan and Document Delivery link,
complete the online request form, and submit it.
Saint Leo Library Online Resources
http://www.saintleo.edu/library
Saint Leo provides its own array of online databases and resources supporting online courses as well as
Continuing Education classes. The following databases are available to Saint Leo students and faculty.
Use the Online Library Resources link on the Library webpage and select Databases. You’ll be taken to
the ID Validation screen (if you’re not already in the portal) where you enter your email address and email
password to gain access. Once you’re logged in you can go back and reselect any of our databases
without ever having to log in again.
CQ Researcher
EBSCO
(In-depth topical analysis by Congressional Quarterly)
(Comprehensive all-subject database, includes Business Source
Premier, Academic Source Premier, ERIC, ATLA)
LexisNexis
(Comprehensive all-subject resource, includes newspapers)
Literature Resource Center
(Comprehensive source for literary topics, includes Twayne Authors)
Newsbank: America’s Newspapers (625 U.S. newspapers)
ProQuest
(Comprehensive all-subject database, includes ABI/Inform Global)
PsycINFO
(APA abstracts and indexing for psychology subjects)
Westlaw
(Comprehensive legal resource)
Wilson
(Includes Education, Science, Humanities, & Business indexes)
Local Area Library Resources
Almost all public library systems offer free borrowing privileges to local community members, as well as free access to their
online databases, including access from your home. The key is obtaining a library card. Check with your local library to find out
how to get a borrower’s card.
Additionally, through a reciprocal agreement, university campus students have borrowing privileges at the University of South
Florida. Be sure to bring a current Saint Leo student ID card and proof of current enrollment with you, if you want to borrow USF
library books.
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Course Schedule
Week
1
5/16
Topic
Overview
1. Core Value
Respect
Assignments/readings
How does the study of school leadership aid
potential administrators to demonstrate an
understanding of the Saint Leo University core
Value of Respect by designing classrooms that
address varying levels of student learning?
Due Date
.
5. Identify
reading research
based strategies
that can be used
to align
curriculum,
instruction, and
assessment to
improve students’
achievement.
Read
Have the
data from
DART
model ready
in pages 18- bring with
you next
session
Marzano, McNulty and Waters Chapter 1-3
Hoy & Hoy Chapters 1 & 8
Discussion Question:
What is your definition of school leadership?
Locate and download information from the following
websites:
Dart 2008 Model Data http://www.flbsi.org
K-12 Comprehensive Research Based Reading
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Plans/ District K-12 Reading Plans
https://app1.fldoe.org/Reading_Plans
Adequate Yearly Progress (AYP)
http://schoolgrades.fldoe.org/default.asp?report=A
2
5/30
5. Identify
reading research
based strategies
that can be used
to align
curriculum,
instruction, and
assessment to
improve students’
achievement.
6. Identify
instructional
strategies to
facilitate students’
phonemic
awareness,
phonics, fluency,
vocabulary, and
reading
comprehension
throughout the
content areas.
Group Selection Membership Selection
Read
Marzano, McNulty and Waters Chapters 4-6
Hoy & Hoy Chapters 5 & 7
Read
Readings from Florida School Leaders
http://www.floridaschoolleaders.org
Aligning Classroom Assessment with High Stakes
Testing
Improving Practice in Literacy (K-6)
Principal’s Role in Improving Reading and Literacy
Student Improvement Data: The Basics
I am
changing
Scenario A
to a group
activity- we
will be
working on it
in class- be
familiar with
the readings
and how to
locate them
Arts in Education K-6
Arts in Education 7-12
Reading to Inquire and Learn in Math: An
Administrator’s Guide to Content Area Reading in
Math Content Area
Science: An Administrator’s Guide to Content
Reading What to Expect in a Science Classroom
Readings from Organizations
International Reading Association
www.reading.org
IRA Position Paper
What is Evidence Based Reading Instruction?
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IRA Position Papers
Phonemic Awareness and the Teaching of
Reading.
The Role of Phonics in Reading Instruction
Focus on Reading Comprehension: IRA Programs
and Resources
IRA Publications
Strategies for Addressing Comprehension
Difficulties
Power Point Presentation
Florida Center for Reading Research
www.fcrr.org
Principal’s Action Plan Outline for Building A
Successful School-Wide Intervention
Program(PDF)
Extensive Reading intervention in K-3(PDF)
Intensive Reading Interventions For Struggling
Readers In Early Elementary School: A Principal's
Guide (PDF)
Reading First Professional Development
www.rfpd.org
Discussion Question:
How does a school leader select the right work in
the design of Comprehensive School Reform?
A. Scenario Reading Data Complete SIPT
I think we
can answer
this question
as we work
together in a
team- also
as you work
on this- plan
how you are
to do the
paper
19
Saint Leo University
EDU 615
Rev. 3/09
E-mail scenario by next session
3
6/13
4. Identify
practices for
evaluating the
appropriateness
of instructional
strategies and
instructional
materials.
Read
Florid School Leaders Website
http://www.floridaschoolleaders.org
Promising Practices
Information about scientifically based research
strategies
International Reading Association
www.reading.org
IRA Position Paper
What is Evidence Based Reading Instruction?
IRA Position Papers
Florida Center for Reading Research
www.fcrr.org
Principal’s Action Plan Outline for Building A
Successful School-Wide Intervention
Program(PDF)
A Principal’s Guide to Intensive Reading
Interventions for Struggling Readers in Reading
First Schools
Extensive Reading intervention in K-3(PDF)
Intensive Reading Interventions For Struggling
Readers In Early Elementary School: A Principal's
Guide (PDF)
Discussion question:
What is the difference between evidenced based
programs and evidenced based practices?
We will look
at this
questionthis group
20
Saint Leo University
EDU 615
Rev. 3/09
Group Work
Paper Practices for Evaluation of Instructional
Strategies and Materials Email this paper numbers
assignment 7 by next session
4
6/27
9. Identify the
standards and
procedures
applicable to the
Meta Consent
Decree and
Florida
Statute/case law.
Guest speaker- Michelle Lewis- Principal Dunnellon
High School
Read
Hoy & Hoy Chapter 2
Read the following resources
Florida Meta Consent Decree
http://www.fldoe.org/aala
http://esolinhighered.org
http://tapestry.usf.edu
Legal Issues and ESOL, Peter Roos, Esq
Activities for ESL students http://a4esl.org/
Everything ESL net www.everythingesl.net
Discussion Question:
What is the Meta Consent Decree and how has it
affected teaching and learning?
paper can
reflect how
you made
decisions
about the
scenario A
We will
discuss and
work
through the
activity on
the META
consent in
our groups
in classhowever you
will need to
submit it to
me
separately
because it is
an IPLAS
submission;
email this to
me by next
session
B. Scenario Meta Consent Decree Standards
Email this assignment by next session
5
8. Identify
Read
21
Saint Leo University
7/11
EDU 615
Rev. 3/09
diagnostic tools
appropriate for
assessing ELL
and ESE
students’ learning
needs in reading
and instructional
strategies to
improve ELL and
ESE students’
performance in
reading.
Hoy & Hoy Chapter 3
9. Identify the
standards and
procedures
applicable to the
Meta Consent
Decree and
Florida Statutes
and case law.
Information about scientifically based research
strategies
www.fcrr.org
www.rfpd/org
www.reading.org
Read from the Florida School Leaders Website
http://www.floridaschoolleaders.org
Classroom Walk-Throughs
Classroom-Walk-Through for Florida Reading K-3
Classroom Walk-Throughs: Key Questions and
Answers
Just Read Florida!
http://www.justreadflorida.com/readingwalkthrough/
Individuals with Disabilities Act 2004
http://idea.ed.gov
Council for Exceptional Children
www.cec.sped.org
Florida Meta Consent Decree and ESOL Teaching
Strategies
http://esolinhighered.org
http://tapestry.usf.edu
Legal Issues and ESOL, Peter Roos, Esq.
www.tesol.com
I am going
to work
through this
in classthere is a
practice
walkthrough
where you
have to look
at the video
and
evaluate.
Because
this is not an
IPLAS
document, I
am going to
skip the
actual going
to a
classroomthat will
save lots of
problems
and
changes.
Discussion question:
What is your opinion about mainstreaming and
inclusion? Please support your perspective with
the available research and law (Hoy & Hoy, 89)
22
Saint Leo University
EDU 615
Rev. 3/09
C.
Scenario Walk through for Student with
Special Needs
Paper on Walkthrough Results (E-mail before last
session)
6
7/25
7. Identify
appropriate
strategies for
improving student
learning from
school climate
survey,
Read
Marzano. McNulty, and Waters Chapter 7
Hoy & Hoy Chapters 5 & 9
Read information from Florida School Leaders
Website http://www.floridaschoolleaders.org
Creating a Learning Community
Building Instructional Leader Teams
School Climate Survey Information
http://goal.learningpt.org/winss/winns/htm
We will
discuss this
in class with
the group
but because
it is an
IPLAS
document,
you will
have to
submit it
separately
Discussion Question
How does a school build an effective school climate
into a community that has a culture of academic
excellence?
D. Scenario School Climate Survey (Due before
23
Saint Leo University
EDU 615
Rev. 3/09
next session)
7
8/8
2. Explain the
function and
implication of
various
curriculum
designs.
3. Explain
taxonomy of
learning to
identify
instructional
objectives to
facilitate varying
levels of learning
and to identify
age-appropriate
learning
strategies based
on principles of
human growth
and development.
Read
Hoy & Hoy Chapters 4 & 6
Florida Curriculum Frameworks
Norman L Webb: Depth-of-Knowledge for Four
Content Areas
Depth of Knowledge (DOK) Levels
http://www.missouriartscouncil.org/html/documents/
DOKlevels.pdf
http://facstaff.wcer.wisc.edu/normw/MIAMI%20FLO
RIDA%20FINAL%20slides%2011-15-05.pdf
Discussion question:
Which of the following the following major
perspectives about learning do you use:
behavioral, cognitive, or constructivist? Please
explain why you use it.
Paper due
before next
session
Begin
presentation
s on
curriculum
designs
All work due
by next
session
Read
Continue
Hoy & Hoy Chapter 6 pages 202-205
Webb Depth of Knowledge
Required reading: Norman L Webb: Depth-ofKnowledge
http://www.missouriartscouncil.org/html/documents/
DOKlevels.pdf
http://facstaff.wcer.wisc.edu/normw/MIAMI%20FLO
RIDA%20FINAL%20slides%2011-15-05.pdf
Florida Curriculum Frameworks
24
Saint Leo University
8
8/22
2. Explain the
function and
implication of
various
curriculum
designs.
EDU 615
Rev. 3/09
Present curriculum designs
.
25
Saint Leo University
EDU 615
Rev. 3/09
Course Schedule
Week
1
Topic
Overview
1. Core Value
Respect
Assignments/readings
How does the study of school leadership aid
potential administrators to demonstrate an
understanding of the Saint Leo University core
Value of Respect by designing classrooms that
address varying levels of student learning?
5. Identify
reading research
based strategies
that can be used
to align
curriculum,
instruction, and
assessment to
improve students’
achievement.
Introduction & email
Due Date
.
Read
Marzano, McNulty and Waters Chapter 1-3
Hoy & Hoy Chapters 1 & 8
Discussion Question:
What is your definition of school leadership?
Locate and download information from the following
websites:
Dart 2008 Model Data http://www.flbsi.org
K-12 Comprehensive Research Based Reading
Plans/ District K-12 Reading Plans
https://app1.fldoe.org/Reading_Plans
Adequate Yearly Progress (AYP)
26
Saint Leo University
EDU 615
Rev. 3/09
http://schoolgrades.fldoe.org/default.asp?report=A
2
5. Identify
reading research
based strategies
that can be used
to align
curriculum,
instruction, and
assessment to
improve students’
achievement.
6. Identify
instructional
strategies to
facilitate students’
phonemic
awareness,
phonics, fluency,
vocabulary, and
reading
comprehension
throughout the
content areas.
Group Selection Membership Selection
Read
Marzano, McNulty and Waters Chapters 4-6
Hoy & Hoy Chapters 5 & 7
Read
Readings from Florida School Leaders
http://www.floridaschoolleaders.org
Aligning Classroom Assessment with High Stakes
Testing
Improving Practice in Literacy (K-6)
Principal’s Role in Improving Reading and Literacy
Student Improvement Data: The Basics
Arts in Education K-6
Arts in Education 7-12
Reading to Inquire and Learn in Math: An
Administrator’s Guide to Content Area Reading in
Math Content Area
Science: An Administrator’s Guide to Content
Reading What to Expect in a Science Classroom
Readings from Organizations
International Reading Association
www.reading.org
IRA Position Paper
What is Evidence Based Reading Instruction?
IRA Position Papers
Phonemic Awareness and the Teaching of
Reading.
The Role of Phonics in Reading Instruction
Focus on Reading Comprehension: IRA Programs
and Resources
27
Saint Leo University
EDU 615
Rev. 3/09
IRA Publications
Strategies for Addressing Comprehension
Difficulties
Power Point Presentation
Florida Center for Reading Research
www.fcrr.org
Principal’s Action Plan Outline for Building A
Successful School-Wide Intervention
Program(PDF)
Extensive Reading intervention in K-3(PDF)
Intensive Reading Interventions For Struggling
Readers In Early Elementary School: A Principal's
Guide (PDF)
Reading First Professional Development
www.rfpd.org
Discussion Question:
How does a school leader select the right work in
the design of Comprehensive School Reform?
B. Scenario Reading Data Complete SIPT
E-mail scenario by next session
28
Saint Leo University
3
4. Identify
practices for
evaluating the
appropriateness
of instructional
strategies and
instructional
materials.
EDU 615
Rev. 3/09
Read
Florid School Leaders Website
http://www.floridaschoolleaders.org
Promising Practices
Information about scientifically based research
strategies
International Reading Association
www.reading.org
IRA Position Paper
What is Evidence Based Reading Instruction?
IRA Position Papers
Florida Center for Reading Research
www.fcrr.org
Principal’s Action Plan Outline for Building A
Successful School-Wide Intervention
Program(PDF)
A Principle’s Guide to Intensive Reading
Interventions for Struggling Readers in Reading
First Schools
Extensive Reading intervention in K-3(PDF)
Intensive Reading Interventions For Struggling
Readers In Early Elementary School: A Principal's
Guide (PDF)
Discussion question:
What is the difference between evidenced based
programs and evidenced based practices?
Group Work
Paper Practices for Evaluation of Instructional
29
Saint Leo University
EDU 615
Rev. 3/09
Strategies and Materials Email this paper numbers
assignment 7 by next session
4
9. Identify the
standards and
procedures
applicable to the
Meta Consent
Decree and
Florida
Statute/case law.
Read
Hoy & Hoy Chapter 2
Read the following resources
Florida Meta Consent Decree
http://www.fldoe.org/aala
http://esolinhighered.org
http://tapestry.usf.edu
Legal Issues and ESOL, Peter Roos, Esq
Activities for ESL students http://a4esl.org/
Everything ESL net www.everythingesl.net
Discussion Question:
What is the Meta Consent Decree and how has it
affected teaching and learning?
B. Scenario Meta Consent Decree Standards
Email this assignment by next session
5
8. Identify
diagnostic tools
appropriate for
assessing ELL
and ESE
students’ learning
needs in reading
and instructional
strategies to
improve ELL and
ESE students’
Read
Hoy & Hoy Chapter 3
Read from the Florida School Leaders Website
http://www.floridaschoolleaders.org
Classroom Walk-Throughs
Classroom-Walk-Through for Florida Reading K-3
Classroom Walk-Throughs: Key Questions and
Answers
30
Saint Leo University
performance in
reading.
9. Identify the
standards and
procedures
applicable to the
Meta Consent
Decree and
Florida Statutes
and case law.
EDU 615
Rev. 3/09
Just Read Florida!
http://www.justreadflorida.com/readingwalkthrough/
Information about scientifically based research
strategies
www.fcrr.org
www.rfpd/org
www.reading.org
Individuals with Disabilities Act 2004
http://idea.ed.gov
Council for Exceptional Children
www.cec.sped.org
Florida Meta Consent Decree and ESOL Teaching
Strategies
http://esolinhighered.org
http://tapestry.usf.edu
Legal Issues and ESOL, Peter Roos, Esq.
www.tesol.com
Discussion question:
What is your opinion about mainstreaming and
inclusion? Please support your perspective with
the available research and law (Hoy & Hoy, 89)
D.
6
7. Identify
appropriate
Scenario Walk through for Student with
Special Needs
Paper on Walkthrough Results (E-mail before last
session)
Read
31
Saint Leo University
strategies for
improving student
learning from
school climate
survey,
EDU 615
Rev. 3/09
Marzano. McNulty, and Waters Chapter 7
Hoy & Hoy Chapters 5 & 9
Read information from Florida School Leaders
Website http://www.floridaschoolleaders.org
Creating a Learning Community
Building Instructional Leader Teams
School Climate Survey Information
http://goal.learningpt.org/winss/winns/htm
Discussion Question
How does a school build an effective school climate
into a community that has a culture of academic
excellence?
D. Scenario School Climate Survey (Due before
next session)
7
2. Explain the
function and
implication of
various
curriculum
designs.
3. Explain
taxonomy of
learning to
identify
instructional
objectives to
facilitate varying
levels of learning
and to identify
age-appropriate
learning
Read
Hoy & Hoy Chapters 4 & 6
Florida Curriculum Frameworks
Norman L Webb: Depth-of-Knowledge for Four
Content Areas
Depth of Knowledge (DOK) Levels
http://www.missouriartscouncil.org/html/documents/
DOKlevels.pdf
http://facstaff.wcer.wisc.edu/normw/MIAMI%20FLO
RIDA%20FINAL%20slides%2011-15-05.pdf
Discussion question:
Which of the following the following major
perspectives about learning do you use:
Paper due
before next
session
Begin
presentation
s on
curriculum
designs
32
Saint Leo University
strategies based
on principles of
human growth
and development.
EDU 615
Rev. 3/09
behavioral, cognitive, or constructivist? Please
explain why you use it.
All work due
by next
session
Group Work
Paper Curriculum Designs
8
2. Explain the
function and
implication of
various
curriculum
designs.
3. Explain
taxonomy of
learning to
identify
instructional
objectives to
facilitate varying
levels of learning
and to identify
age-appropriate
learning
strategies based
on principles of
human growth
and development.
Read
Continue
Hoy & Hoy Chapter 6 pages 202-205
Webb Depth of Knowledge
Required reading: Norman L Webb: Depth-ofKnowledge
http://www.missouriartscouncil.org/html/documents/
DOKlevels.pdf
http://facstaff.wcer.wisc.edu/normw/MIAMI%20FLO
RIDA%20FINAL%20slides%2011-15-05.pdf
Florida Curriculum Frameworks
Information about scientifically based research
strategies
www.fcrr.org
www.rfpd/org
www.reading.org
Discussion question:
What is taxonomy and how is it used to identify
Individual
Tuesday
instructional objectives to facilitate levels of learning 8:00 pm
Response to
based on human growth and development?
1
Saturday
11:30 pm
Group work
Paper on Taxonomy
Post in your
group’s DB
33
Saint Leo University
EDU 615
Rev. 3/09
Area
Saturday
11:30 pm
34
Saint Leo University
EDU 615
Rev. 3/09
EDU 615 Standards, Course Objectives, Topics/Activities, and Assignments
Faculty who will teach this course (fulltime, adjunct)
Dr. Sharyn Disabato; Dr. Karen Hahn; Dr. Evelyn Kelly; Dr. Carol Todd
Teaching Strategies Used: Discussions, Lecture, Reading , Group Work and Independent Activities
Readings
Standard Course
Text
Supplemental
Objective
SLU
1. Demonstrate Marzano,
et al
Values:
an
1-3
Respect understanding
of the Saint Leo
University core
Value of
Respect by
designing
classrooms that
address varying
levels of
student
learning.
FELE IL
1.4, 4.1,
4.2, 4.3,
4.4
FPLS
IL, MLE
2. Explain the
function and
implication of
various
curriculum
designs.
3. Explain
taxonomy of
learning to
identify
instructional
objectives to
facilitate varying
levels of
learning and to
identify ageappropriate
learning
strategies
based on
principles of
human growth
and
development.
Marzano,
et al
1-3
Dart2007 Model Discussion of the gathered data.
http://www.flbsi.org
Florida Curriculum Frameworks
Hoy &
Hoy
4-6
Norman L Webb: Depth-of-Knowledge for Four Content
Areas
Depth of Knowledge (DOK) Levels
http://dese.missouri.gov/divimprove/sia/msip/DOK_Chart.pdf
Paper on Taxonomy
Webb Depth of Knowledge
Florida Curriculum Frameworks
Assignment
Week 1
Discussion
questions
and
comments.
DART 2008
Data
completed
Group work
class
presentations
of paper on
Curriculum
Designs
Discussion
questions
and
comments
Information about scientifically based research strategies
www.fcrr.org
www.rfpd/org
www.reading.org
35
Saint Leo University
FELE IL
4.3, 4.4
FPLS
IL, MLE
FELE IL
1.5, 2.1,
2.2, 2.5
FPLS
MLE,
LAA
EDU 615
Rev. 3/09
4. Identify
practices for
evaluating the
appropriateness
of instructional
strategies and
identify
practices for
evaluating the
appropriateness
of instructional
materials.
Marzano,
et al
5. Identify
reading
research based
strategies that
can be used to
align
curriculum,
instruction, and
assessment to
improve
students’
achievement.
Marzano,
et al
1-7
Read from Florid School Leaders Website
http://www.floridaschool leaders.org
Promising Practices
Information about scientifically based research strategies
www.fcrr.org
www.rfpd/org
www.reading.org
1-3,4-6
Hoy &
Hoy
1, 8, 5, 7
Dart2007 Model Discussion of the gathered
data.http://www.bsi.fsu.edu/pdf/DART2007.pdf.
Readings from Florida School Leaders: William Cecil
Golden Website
http://www.floridaschool leaders.org
Aligning Classroom Assessment with High Stakes Testing
Improving Practice in Literacy (k-6)
Principal’s Role in Improving Reading and Literacy
Student Improvement Data: The Basics
Arts in Education K-6
Arts in Education 7-12
Reading to Inquire and Learn in Math:
An Administrator’s Guide to Content Area Reading in Math
Content Area
Group
Presentation
Practices for
Evaluation of
Instructional
Strategies
and Materials
Discussion
questions
and
comments
Complete
DART2007
Model pages
23-24, 31,
34-35
A. Scenario
Reading
Data
Discussion
questions
and
comments
Science: An Administrator’s Guide to Content Reading
What to Expect in a Science Classroom
Norman L Webb: Depth-of-Knowledge for Four Content
Areas
Depth of Knowledge (DOK) Levels
http://dese.missouri.gov/divimprove/sia/msip/DOK_Chart.pdf
Readings from Organizations
International Reading Association
www.reading.org
IRA Position Paper
What is Evidence Based Reading Instruction?
IRA Position Papers
Phonemic Awareness and the Teaching of Reading.
The Role of Phonics in Reading Instruction
Focus on Reading Comprehension: IRA Programs and
Resources
36
Saint Leo University
EDU 615
Rev. 3/09
IRA Publications
Strategies for Addressing Comprehension Difficulties
Power Point Presentation
Florida Center for Reading Research
www.fcrr.org
Principal’s Action Plan Outline for Building A
Successful School-Wide Intervention Program(PDF)
Extensive Reading intervention in K-3(PDF)
Intensive Reading Interventions For Struggling Readers In
Early Elementary School: A Principal's Guide (PDF)
Reading First Professional Development
www.rfpd.org
Group Work In-class presentations
Practices for Evaluation of Instructional Strategies and
Materials
Read from Florid School Leaders Website
http://www.floridaschool leaders.org
Promising Practices
Information about scientifically based research strategies
www.fcrr.org
www.rfpd/org
www.reading.org
FELE IL
1.5, 2.1,
2.2, 2.5
FPLS
MLE
LAA
6. Identify
instructional
strategies to
facilitate
students’
phonemic
awareness,
phonics,
fluency,
vocabulary, and
reading
comprehension
throughout the
content areas.
Marzano,
et al
4-6
Readings from Florida School Leaders
http://www.floridaschool leaders.org
Aligning Classroom Assessment with High Stakes Testing
Improving Practice in Literacy (k-6)
Principal’s Role in Improving Reading and Literacy
Student Improvement Data: The Basics
Arts in Education K-6
Arts in Education 7-12
Reading to Inquire and Learn in Math:
An Administrator’s Guide to Content Area Reading in Math
Content Area
Science: An Administrator’s Guide to Content Reading
What to Expect in a Science Classroom
Complete
DART2007
Model pages
23-24, 31,
34-35
Scenario A.
Reading
Data
Reflections
Discussion
questions
and
comments
Norman L Webb: Depth-of-Knowledge for Four Content
37
Saint Leo University
EDU 615
Rev. 3/09
Areas
Depth of Knowledge (DOK) Levels
http://dese.missouri.gov/divimprove/sia/msip/DOK_Chart.pdf
Readings from Organizations
International Reading Association
www.reading.org
IRA Position Paper
What is Evidence Based Reading Instruction?
IRA Position Papers
Phonemic Awareness and the Teaching of Reading.
The Role of Phonics in Reading Instruction
Focus on Reading Comprehension: IRA Programs and
Resources
IRA Publications
Strategies for Addressing Comprehension Difficulties
Power Point Presentation
Florida Center for Reading Research
www.fcrr.org
Principal’s Action Plan Outline for Building A
Successful School-Wide Intervention Program(PDF)
Extensive Reading intervention in K-3(PDF)
Intensive Reading Interventions for Struggling Readers
In Early Elementary School: A Principal’s Guide.
Reading First Professional Development
www.rfpd.org
FELE
IL 3.1
FPLS
IL
MLE
LAA
FELE
IL 5.1,
17.1,
7. Identify
appropriate
strategies for
improving
student learning
from school
climate survey,
8. Identify
diagnostic tools
appropriate for
Marzano,
et al
7
Hoy &
Hoy
5, 9
Read information from Florida School Leaders Website
http://www.floridaschool leaders.org
Creating a Learning Community
Building Instructional Leader Teams
School Climate Survey Information
http://goal.learningpt.org/winss/winns/htm
Marzano,
et al
1-7
Read from the Florida School Leaders Website
http://www.floridaschool leaders.org
Individual
Work
Scenario B
School
Climate
Survey
Written
Reflection
paper for in
class
presentation
Discussion
questions
and
comments
DART 2008
Model
Complete
38
Saint Leo University
17.2
SL
5.1
FPLS
IL
MLE
LAA
EDU 615
Rev. 3/09
assessing ELL
and ESE
students
learning needs
in reading and
instructional
strategies to
improve ELL
and ESE
students’
performance in
reading.
Page 5
Classroom Walk-Throughs
Classroom-Walk-Through for Florida Reading K-3
Classroom Walk-Throughs: Key Questions and Answers
Just Read Florida!
http://www.justreadflorida.com/readingwalkthrough/
Information about scientifically based research strategies
www.fcrr.org
www.rfpd/org
www.reading.org
Scenario D
Walk through
For Students
with Special
Needs
Discussion
questions
and
comments
Florida Meta Consent Decree and ELL Teaching Strategies
http://esolinhighered.org
http://tapestry.usf.edu
Legal Issues and ESOL, Peter Roos, Esq.
www.tesol.com
Activities for ESL students http://a4esl.org/
Everything ESL net www.everythingesl.net
Individuals with Disabilities Act 2004
http://idea.ed.gov
Council for Exceptional Children
www.cec.sped.org
FELE
IL 14.2
SL 5.1
FPLS
IL
LAA
9. Identify the
standards and
procedures
applicable to
the Meta
Consent
Decree and
Florida
Statute/case
law.
Marzano,
et al
1-7
Florida Meta Consent Decree
http://esolinhighered.org
http://tapestry.usf.edu
DART 2008
Model
Complete
Page 5
Scenario C
Meta
Consent
Decree
Standards
and
Procedures
in class
presentation
Discussion
question and
comments
39
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