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 1 Saint Leo University EDU 615 Rev. 3/09 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 2 Saint Leo University EDU 615 Rev. 3/09 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) 3 Saint Leo University EDU 615 Rev. 3/09 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 4 Saint Leo University EDU 615 Rev. 3/09 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. 5 Saint Leo University EDU 615 Rev. 3/09 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, 6 Saint Leo University EDU 615 Rev. 3/09 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 7 Saint Leo University EDU 615 Rev. 3/09 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 8 Saint Leo University EDU 615 Rev. 3/09 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 9 Saint Leo University EDU 615 Rev. 3/09 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. 10 Saint Leo University EDU 615 Rev. 3/09 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, 11 Saint Leo University EDU 615 Rev. 3/09 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: 12 Saint Leo University EDU 615 Rev. 3/09 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: 13 Saint Leo University EDU 615 Rev. 3/09 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: 14 Saint Leo University EDU 615 Rev. 3/09 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 15 Saint Leo University EDU 615 Rev. 3/09 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. 16 Saint Leo University EDU 615 Rev. 3/09 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 17 Saint Leo University EDU 615 Rev. 3/09 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? 18 Saint Leo University EDU 615 Rev. 3/09 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