ASSESSMENT 7:

EDAD 5473 – SPECIAL PROGRAMS PROJECT

New for Summer 2022 – each student must have a subscription to Anthology before you can submit this assignment.

NELP Elements: 5.3, 6.3, 4.4

1. Description of the Assessment

This project requires the delivery of a hypothetical school board presentation concerning a topic related to the Special Programs within a school and includes a written executive summary report of the presentation. The board presentation includes three specific sections. In Section I the candidate describes how they will communicate through oral, written, and digital means within the larger organizational, community, and political contexts when advocating for the needs of their school and community (Element 5.3). In Section II the candidate will describe how they will reflectively evaluate, communicate about, and implement laws, rights, policies, and regulations to promote student and adult success and well-being ( Element 6.3). In Section III the candidate will demonstrate the capacity to collaboratively evaluate, develop, and implement the school’s curriculum, instruction, technology, data systems, and assessment practices in a coherent, equitable, and systematic manner ( Element 4.4). The final portion of the project is the written executive summary. The candidate will recap the presentation and provide written recommendations to improve the learning environment of their school campus. The recommendations will also include prescriptive actions to improve the performance, policies, or procedures of the school.

1. How Assessment 7 Aligns with Standards

Assessment 7 measures the candidate’s ability to promote the success of every student by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context through advocating for the needs of their school and community (5.3); acting to evaluate, communicate about, and implement laws, rights, policies, and regulations to promote student and adult success and well-being (6.3); and demonstrating the capacity to collaboratively evaluate, develop, and implement the school’s curriculum, instruction, technology, data systems, and assessment practices in a coherent, equitable, and systematic manner (4.4).

Section I ( NELP 5.3) -demonstrates the candidate’s ability to understand and advocate for the needs of their school and community by documenting the candidate’s:

· Knowledge of policies, laws and regulations that affect schools.

· Ability to serve as a spokesperson for students and families within the school.

· Ability to analyze how law and policy is applied consistently, fairly and ethically within the school.

Section II ( NELP 6.3) demonstrates the candidate’s ability to act to evaluate, communicate about, and implement laws, rights, policies, and regulations to promote student and adult success and well-being by documenting the candidate’s:

· Knowledge of how political skills can influence local, state, or federal decisions.

· Ability to advocate for school policies and programs that promote equitable learning opportunities and student success.

· Ability to communicate policies, laws, regulations, and procedures to appropriate school stakeholders.

Section III ( NELP 4.4) documents the candidate’s ability to collaboratively evaluate, develop, and implement the school’s curriculum, instruction, technology, data systems, and assessment practices in a coherent, equitable, and systematic manner and act to influence decisions affecting student learning in a school environment by reviewing the candidate’s:

· Knowledge of future issues and trends that can affect schools.

· Identification of an emerging trend and the identification of one contemporary practice and/or strategy implemented or needed at his/her school to address the trend.

· Suggestions on how to adapt leadership strategies and practices to address emerging school issues.

The written executive summary allows for the candidate to recap the presentation and address the NELP standards (5.3, 6.3, and 4.4) in yet another format.

ASSESSMENT 7

Instructions to the Candidate

Special Programs Project Instructions

This project is a class oral presentation and written executive summary that covers a topic related to Special Programs in Education. Candidates should select and get approval for their topics as quickly as possible.

Candidates should assume that this presentation is being delivered to the School Board in their community at a regularly scheduled meeting. The candidates should also assume that they are the principal at one of the district campuses. The actual presentation should last no longer than 20 minutes. PowerPoint slides are to be used during the presentation. NELP Standards should be identified as they are covered in the presentation!!

The oral presentation has three distinct sections which include:

Presentation -Section I (NELP 5.3)

· Identify and describe the topic and the importance of the selection.

· Discuss the general policies, laws and regulations regarding the selected topic.

· Analyze the implementation of a topic related policy or procedures at your school.

Address a frequent legal or policy issue that schools face regarding this topic and share the reasons for these issues. Be sure to address the viewpoints of parents and students.

Presentation Section II (NELP 6.3)

· Provide hypothetical school board members with appropriate topical information regarding responsibilities, policies and procedures in his/her school.

· Identification of one policy or program improvement aimed at promoting equitable learning and student success.

· Prepare and deliver informational slides in your presentation that communicate policies, laws, regulations, and procedures to appropriate school stakeholders in the audience of a hypothetical school board meeting.

Presentation Section III (NELP 4.4)

· Present an oral explanation of future trends and prepare a written brief review of literature regarding future trends and issues associated with the topic as it relates to leadership strategies.

· Identify one contemporary topic related practice and/or strategy implemented at your district.

· Identify barriers to effective topic related leadership strategies at your district suggest possible training opportunities for leaders and stakeholders that address strategies which target identified concerns/trends.

Written Executive Summary (NELP 5.3, 6.3, 4.4)

Prepare a written executive summary that compliments your presentation. This should resemble a full written report that would be given to a school board. Use the following to organize your paper:

1. Class Presentation – turn in a copy of slides and notes.

1. Review Literature – Attach the summary of at least 4 journal articles related to the topic. Carefully cite the article on the review form that will be given to you on Blackboard.

· Limit the review section to 4 pages.

· Bibliographical citations – Use APA style…I am asking you to start the review of each article with the citation. I understand that this may be unusual for you. However, it clearly identifies the source as early as possible.

· Summary is to include – who, what, when, where, why etc. for each article. Identify the main points of the publication and implications regarding programmatic trends or current issues in education.

· Conclusion – questions, comments and concerns that you have gleaned. Be sure to address the impact your that findings could have on leadership and educational strategies in your school.

1. Narrative – Organize a summary of your presentation Address the following:

· Concerns/Questions/Opinions regarding your topic

· Trends related to your findings

· Recommended Actions to improve policies and procedures in your school

· Possible Interviews – You may want to visit with your professional network regarding the issues/findings from the merging of your work to garner a professional opinion. You may also want to interview a parent or other stakeholder.

· Attach a bibliography.

1. Reflections – Be sure to document the NELP standards covered in your project.

FORMAT

• Double Space

• Limit the written portion of the project to 10 pages.

• Use a cover page and attach a table of contents.

• Properly cite references and include bibliography

Your completed project has 3 distinct parts:

1. The PowerPoint (with NELP standards documented) per the instructions above.

2. The written executive summary per the instructions outlined above.

3. The handout/flyer (1 page/trifold) informing stakeholders about your topic.

(See “Sample Special Programs Project” at the Start Here tab for a good example of how to complete this project).

Special Programs Project

Rubric

Criteria	U	Approaching Standard	Meets Standard	Exceeds Standard
NELP Standard 5.3 : Program completers understand and demonstrate the capacity to communicate through oral, written, and digital means with the larger organizational, community, and political contexts when advocating for the needs of their school and community.	U N N A C C E P T A B L E	Candidates understand the importance of and how to communicate through oral, written, and digital means with the larger organizational, community, and political contexts when advocating for the needs of their school and community. ————————– Candidates do not demonstrate the capacity to: 1) develop a plan for identifying and accessing resources, 2) gather information about the district and policy context, 3) develop targeted communication for oral, written, and digital distribution, and 4) advocate for school and community needs.	Candidates understand the importance of and how to communicate through oral, written, and digital means with the larger organizational, community, and political contexts when advocating for the needs of their school and community. ——————————— Candidates demonstrate the capacity to develop a plan that includes the following: 1) conducting a needs assessment of the school and community, 2) identifying and accessing resources, 3) gathering information about the district and policy context, 4) developing targeted communication for oral, written, and digital distribution, and 5) advocating for school and community needs.	Candidates understand the importance of and how to communicate through oral, written, and digital means with the larger organizational, community, and political contexts when advocating for the needs of their school and community. ——————————– Candidates demonstrate the capacity to develop a plan that includes the following: 1) conducting a needs assessment of the school and community, 2) identifying and accessing resources, 3) gathering information about the district and policy context, 4) developing targeted communication for oral, written, and digital distribution, and 5) advocating for school and community needs. Candidates use their understanding and capacity to undertake and implement this work within a school setting.
NELP Standard 6.3: Program completers understand and demonstrate the capacity to reflectively evaluate, communicate about, and implement laws, rights, policies, and regulations to promote student and adult success and well-being.		Candidates understand the importance of and how to reflectively evaluate, communicate about, and implement laws, rights, policies, and regulations to promote student and adult success and well-being. ————————— Candidates do not demonstrate the capacity to: 1) reflectively evaluate situations and policies with regard to legal, ethical, and equity issues, 2) analyze how law and policy are applied consistently, fairly, equitably, and ethically within a school, 3) communicate policies, laws, regulations, and procedures to appropriate school stakeholders, and 4) monitor and ensure adherence to laws, rights, policies, and regulations.	Candidates understand the importance of and how to reflectively evaluate, communicate about, and implement laws, rights, policies, and regulations to promote student and adult success and well-being. —————————– Candidates reflectively evaluate situations and policies with regard to legal, ethical, and equity issues. Candidates demonstrate the capacity to develop a plan to: 1) analyze how law and policy are applied consistently, fairly, equitably, and ethically within a school, 2) communicate policies, laws, regulations, and procedures to appropriate school stakeholders, and 3) monitor and ensure adherence to laws, rights, policies, and regulations.	Candidates understand the importance of and how to reflectively evaluate, communicate about, and implement laws, rights, policies, and regulations to promote student and adult success and well-being. Candidates reflectively evaluate situations and policies with regard to legal, ethical, and equity issues. Candidates demonstrate the capacity to develop a plan to: 1) analyze how law and policy are applied consistently, fairly, equitably, and ethically within a school, 2) communicate policies, laws, regulations, and procedures to appropriate school stakeholders, and 3) monitor and ensure adherence to laws, rights, policies, and regulations. Candidates use their understanding and capacity to undertake and implement this work within a school setting.
NELP Standard 4.4: Program completers understand and demonstrate the capacity to collaboratively evaluate, develop, and implement the school’s curriculum, instruction, technology, data systems, and assessment practices in a coherent, equitable, and systematic manner.		Candidates understand requisite knowledge and theory to collaboratively evaluate, develop, and implement the school’s curriculum, instruction, technology, data systems, and assessment practices in a coherent, equitable, and systematic manner. Candidates do not demonstrate the capacity to: 1) engage faculty in gathering, synthesizing, and using data to evaluate the quality, coordination, and coherence of the school’s curriculum, instruction, technology, data systems, and assessment practices, 2) propose designs and implementation strategies for improving coordination and coherence among the school’s curriculum, instruction, technology, data systems, and assessment practices, and 3) use technology and performance management systems to monitor, analyze, implement, and evaluate school curriculum, instruction, technology, data systems, and assessment practices and result.	Candidates understand requisite knowledge and theory to collaboratively evaluate, develop, and implement the school’s curriculum, instruction, technology, data systems, and assessment practices in a coherent, equitable, and systematic manner. Candidates demonstrate the capacity to: 1) engage faculty in gathering, synthesizing, and using data to evaluate the quality, coordination, and coherence of the school’s curriculum, instruction, technology, data systems, and assessment practices, 2) propose designs and implementation strategies for improving coordination and coherence among the school’s curriculum, instruction, technology, data systems, and assessment practices, 3) use technology and performance management systems to monitor, analyze, implement, and evaluate school curriculum, instruction, technology, data systems, and assessment practices and results.	Candidates understand requisite knowledge and theory to collaboratively evaluate, develop, and implement the school’s curriculum, instruction, technology, data systems, and assessment practices in a coherent, equitable, and systematic manner. Candidates demonstrate the capacity to: 1) engage faculty in gathering, synthesizing, and using data to evaluate the quality, coordination, and coherence of the school’s curriculum, instruction, technology, data systems, and assessment practices, 2) propose designs and implementation strategies for improving coordination and coherence among the school’s curriculum, instruction, technology, data systems, and assessment practices, and 3) use technology and performance management systems to monitor, analyze, implement, and evaluate school curriculum, instruction, technology, data systems, and assessment practices and results. Candidates use their understanding and capacity to undertake and implement this work within a school setting.

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Gifted and Talented Special Programs Project

Policies, Laws, and Regulations Implementation

Every Student Succeeds Act (ESSA) signed by Obama in 2015, previously known as No Child Left Behind, added two new state requirements.

1. On the state report cards: States must include student achievement data at each achievement level (this will add information for advanced students) that is disaggregated by student subgroup (e.g., low-income, race, English learners, gender, and students with disabilities).

2. In applying for Title II professional development funds, states must include information about how they plan to improve the skills of teachers and other school leaders that will enable them to identify gifted and talented students and provide instruction based on the students’ needs.

ESSA also requires districts to:

1. Districts must collect, disaggregate, and report their student achievement data at each achievement level, as the states are required to do.

2. Districts that receive Title II professional development funds must use the money to address the learning needs of all students. ESSA specifically says that “all students” includes gifted and talented students.

Highland Park Elementary

Gifted and Talented Program

The chart on the left is from the Council for Exceptional Children. The information from here shows the need for more support in schools to best serve the needs of gifted and talented students.

Also noted the difference in number of students identified and their cultural differences. Cultural and demographics affecting identification include: age, cultural/ethnic diversity, language, poverty, and gender.

Defining Gifted and Talented

As defined by Oklahoma Statute,  "Gifted and talented children" means those children identified at the preschool, elementary and secondary level as having demonstrated potential abilities of high performance capability and needing differentiated or accelerated education or services. Includes students who excel in one or more of the following areas:

a. creative thinking ability,

b. leadership ability,

c. visual and performing arts ability, and

d. specific academic ability.

Pictured to the left: An example of a project completed by gifted and talented students. They researched and designed a mini golf course.

Pictured above: Students went to a National Robotics competition. They placed 4th.

Three Vulnerabilities of Gifted and Talented Students

· Uneven development- their intelligential age and emotional age are maturing at different rates

· Perfectionism- desire to be perfect, but unable to understand that perfection is typically not reached

· Underachievement- lack of support, problems at home, inappropriate educational setting and peer pressure.

Barriers

· Identifying underrepresented subgroups

· Use a battery of approaches using various criteria including multidimensional, portfolio, dynamic, performance/curriculum-based, observational, and psychometric assessments.

· Designing instruction for gifted and talented

· Lack of curriculum

· Lack of professional development or requirements for gifted and talented teachers

· Emphasis on improving low achieving scores and less focus on already proficient and advanced students.

· Determining the best service model to serve gifted and talented students

Plan of Improvement

1. Create an enrichment team consisting of teachers, parents, and an administrator.

· Meet regularly to review and adjust gifted and talented program

· Research best practices and share with faculty

· Find engaging professional development- including social-emotional programs

2. Adjust pull out schedule to better meet the needs of students.

· 40 minute daily pull out

· During one of two intervention times

Benefits :

This creates several benefits:

1) Students will have gifted and talented needs met daily.

2) Students will not miss age appropriate social activities.

3) Students will not miss important core curriculum.

4) Teachers will still have the opportunity to provide interventions for gifted and talented student during the second intervention time.

Schools’ Top Responsibilities

1. Identifying all gifted and talented students.

2. Making sure those students are served using the best scheduling model.

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