For this Discussion, you will assume the role of the special education leader. Considering the case scenario, address Fullan and Quinn’s elements for focusing direction as you begin to design a learning plan for addressing the mandates handed down by the district.
· Review the four elements of “Focused Direction” in Chapter 2 as you consider the mandates handed down by the district. Reflect on teaching and student learning and how you will involve everyone.
· Review the Case Scenario, focusing on the school’s current academic progress for students with exceptionalities.
· Review Choi et al. article focusing on the school-wide implementation of inclusive practices to improve student outcomes.
A learning plan addressing the elements of focusing direction:
· How will you develop a shared moral purpose and meaning focused on building relationships and getting all teachers to have a shared understanding?
· Identify the steps you will use to connect regular education teachers around the purpose.
Goals That Impact:
· Using the four-step approach to addressing the problem, outline your learning design plans to collect and monitor IEP goals and objectives.
· Clearly identify the purpose and goals for data collection and progress monitoring of IEP goals and objectives.
Clarity of Strategy:
· Identify the new collaborative plans for progress monitoring and data collection. Be sure the strategy/plans and steps are clear, specifying each member’s roles and responsibilities.
· Explain how you will facilitate the change process.
Fullan, M., & Quinn, J. (2016). Coherence: The right drivers in action for schools, districts, and systems. Thousand Oaks, CA: Corwin.
- Chapter 2, “Focusing Direction” (pp. 17–46)
Florian, L. (Ed.). (2014). The SAGE handbook of special education (2nd ed.). London, England: Sage Publications Ltd.
- Chapter 23, “Researching Inclusive Classroom Practices: The Framework for Participation” (389–404)
- Chapter 31, “Assessment for Learning and the Journey Towards Inclusion” (pp. 523–536)
Adams, C.M., & Miskell, R.C. (2016). Teacher trust in district administration: A promising line of inquiry. Journal of Leadership for Effective and Equitable Organizations, 1-32. DOI: 10.1177/0013161X1665220
Choi, J. H., Meisenheimer, J. M., McCart, A. B., & Sailor, W. (2016). Improving learning for all students through equity-based inclusive reform practices effectiveness of a fully integrated school-wide model on student reading and math achievement. Remedial and Special Education, doi:10.1177/0741932516644054