By Day 7 of Week 2 Read a selection of your colleagues’ posts. Respond to at lea

By Day 7 of Week 2
Read a selection of your colleagues’ posts.
Respond to at least two or more of your colleagues in any of the following ways:
Explain an additional target area that would apply to both your and a colleague’s program or specialization.
Offer additional support or a reference to the data to support your colleague’s target area(s).
Support or refute a colleague’s claim regarding how his or her target area(s) would support positive change in the Grand City community.
(1) Nicole Hill
N. Hill-Tate’s Discussion 2 – Module 1
At least three target areas that are in need of improvement or change in your specialization.
The three target areas that need improvement in Special Education are the Resources for Sped students, professional development training for teachers, and training for families to support their child. As the Special Education population is growing it’s important for educators to meet the needs of students. The curriculum is geared towards students that’s on grade level. It’s very frustrating for students who aren’t on grade level to complete the work. Since the Special Education population has doubled it’s important to make sure that the staff can accommodate them. Fullan stated that change may come about either because it is imposed on us (by natural events or deliberate reform) or because we voluntarily participate in or even initiate change when we find dissatisfaction, inconsistency, or intolerability in our current situation. (p. 19)
A rationale for each area supported with specific data from Grand City
The need for resources for students is due to the increase of students with disabilities. The average for students with disabilities went up 18% from 5 years ago. This shows that the curriculum isn’t meeting the needs of every student. The need for additional Professional Development is needed for educators and families to help students reach their full potential growth. Based on the data there are 33% of the students who live in a two parent household. Implementing after school help and or tutoring would be beneficial to families and the students.
How and why targeting these areas would be most effective in supporting positive change within both your specialization and the Grand City community.
Targeting these areas would be effective because it allows the stakeholders to work on a better system for all stakeholders involved in the data. The need for better training for educators and families are needed for wrap around services. Special Education requires a flexible IEP team that requires the students’ best interest at the centerpoint of all planning. With the shortage of teachers and the rising need of specialized instruction, it’s important to train everyone to meet the needs of the students. Many General Educators feel that it’s a Special Educators job to ensure all IEP needs are met. This isn’t true, it’s important that everyone on that child’s educational team understands and can deliver the specialized instruction. It’s important to collaborate with the whole team effectively. However, Cohen and Hill (2001) stated that its collaboration among teachers was weak and unnecessary. Resources are important because the curriculums aren’t built for students who aren’t on grade level. Resources are the necessary bridge that’s needed for students who don’t have the prerequisites to master the standards of the lessons. It’s important for educators to have tools built and ready to use for their students to be successful in the lesson. It’s also important that the teachers don’t feel overwhelmed and don’t have to think of different strategies to use.
References:
Cohen, D., & Hill, H. (2001). Learning policy. New Haven, CT: Yale University Press.
Hargreaves, A. & Fullan, M. (2013). The power of professional capital. Learning Forward, 34(3), 36-39.
(2) Dawn Brewer
RE: Discussion 2 – Module 1
Main Question Post
Three Target Areas in Need of Improvement or Change in Specialization
There are several areas of concern in need of improvement or change within the Grand City Community; however, this post will address three specific areas related to teachers and families with students identified as qualifying for special education services. The three targeted areas focus on the need for effective resources (educational materials/curriculum, positive behavior interventions/supports), relevant teacher training/professional development, and additional supports (financial, academic, and emotional) for all stakeholders working with students identified as qualifying for special education services. (Walden University, 2017a).
Rationale for Each Area
Each area of concern is supported by relevant data provided by Walden University (2016b). Grand City is struggling to provide the resources for the influx of the diverse student population (Walden University, 2017a). The Riza student population represents the largest number of new students within the Grand City school district (Walden University, 2017a). In addition, the Riza student population has the second highest number of students identified as qualifying for special education services at 20%, compared to the state’s Riza student population of 12%. Comparing Grand City data to the state data: Grand City graduation rates are lower; suspension rates are higher; office referrals are higher, and English Language Arts and Math test scores are lower than the state. The suspension rates for the Riza student population have risen from 12% to 26% over the past five years. Office referrals for the Riza student population have increased from 13% to 21% over the past five years. Overall, the data shows Grand City student population is being affected negatively by the lack of resources, training, and supports. Addressing the deficits in Grand City by increasing the resources, professional development, and supports, graduation rates should increase, suspension rates should lessen, office referrals should decrease, and academic tests scores should increase. Hence, the need for the task force to address the targeted areas is appropriate.
How and Why Each Area Support Positive Change Within Specialization and the Grand City Community
Fullan (2016), stated the concept of “change in practice” as the key guiding principle to move forward in fostering positive change. Fullan (2016) stated there are three dimensions of change in practice. The three dimensions are as follows: new or revised materials; new teaching approaches; and alteration of beliefs. These dimensions are what the Grand City Task Force should adhere to when creating an effective action plan to support positive change within the community as well as the area of special education. By doing so, the task force can collaborate and gather data to create and implement strategies to close gaps (academic achievement, graduation rates, behavioral referrals, and supporting special education students/families) while promoting positive and successful changes within the school district that benefits the community.
References
Fullan, M. (2016). The new meaning of educational change (5th ed.). New York, NY: Teachers College Press.
Walden University, LLC. (Producer). (2016b). Grand City education and demographic data files [PDF]. Baltimore, MD: Author.
Walden University, LLC. (Producer). (2017a). Grand City opening task force meeting [Video file]. Baltimore, MD: Author.
Discussion 2: Target Areas for Change
As you have observed, each member of Mayor Keller’s task force views the need for change from his or her role in the community and specialization perspective. Whether their issues stem from a lack of teaching staff and resources to training for employees, task force members are committed to addressing the learning and development needs of Grand City’s children, students, and citizens. With such myriad needs, how should the mayor’s task force prioritize these issues to enact both educational and community change?
For this Discussion, you will evaluate programs within your specialization to determine target areas of improvement for educational and social change in Grand City.
To prepare:
Review all Learning Resources for this module. Think about the meaning of educational change, the impact of data collection on change initiatives, and the impact of positive social and educational change on all individuals in a community.
Review the Grand City data and media for this module as well as your analysis of the data from the Module 1 Discussion 1. Consider what programs are most critical in supporting Grand City’s children and students, including both those in early childhood programs and K–12 schools. Think about how data supports the need for change initiatives. How might a successful change in those programs impact the community as a whole?
Hargreaves and Fullan (2013) note the difference between business capital and professional capital. Reflect on the concept of capital, your investment in your own education, and the benefits you anticipate in your career and in the lives of the children you reach.
Review Walden University’s mission and vision for social change. Imagine you are on the Grand City task force representing your specialization, and consider the areas needing improvement or change. How might you propose the task force address those areas? What impact might such changes have on social change in the Grand City community?
By Day 3 of Week 2
Post a response that explains:
At least three target areas that are in need of improvement or change in your specialization
A rationale for each area supported with specific data from Grand City
How and why targeting these areas would be most effective in supporting positive change within both your specialization and the Grand City community
For this Discussion, and all scholarly writing in this course and throughout your program, you will be required to use APA style and provide reference citations.
By Day 7 of Week 2
Read a selection of your colleagues’ posts.
Respond to at least two or more of your colleagues in any of the following ways:
Explain an additional target area that would apply to both your and a colleague’s program or specialization.
Offer additional support or a reference to the data to support your colleague’s target area(s).
Support or refute a colleague’s claim regarding how his or her target area(s) would support positive change in the Grand City community.
Module 1: Initiating Data-Informed Change (Weeks 1 and 2)
Dramatic changes are taking place in Grand City, from changes in the economy and workforce, to shifts in the city’s demographic makeup. Grand City now is also experiencing the influx of many refugees from Risa. The impact on local schools and services has been tremendous, including falling test scores. Changes are needed at all levels to accommodate a growing population and new job opportunities. In the recent city elections, Mayor Tara Keller won a decisive victory by promising to address these issues. Additionally, she sees this as an opportunity to identify needs based on data, invest in new ideas, and make program improvements.
One of Mayor Keller’s initiatives is to form a task force with representatives from across the community to study the issues and to form a plan for addressing them. Unlike some task forces convened previously, this one will include leaders from across the community. Among the institutions participating will be early childhood programs, the school district, the community college, and private schools. Mayor Keller’s task force will be reviewing, analyzing, and evaluating quantitative and qualitative data about the city’s children, students, and citizens.
Beginning in this module, and throughout this course, you will take on the role of a member of Mayor Keller’s task force to analyze the issues and trends affecting education and the city’s future growth and to plan for needed changes.
Note that throughout this course, you will be asked to represent the perspective of your specialization. Whether your background is in early childhood, educational technology, special education, or another area, you will draw on your experience and expertise to contribute to the task force.
Learning Objectives
Students will:
Analyze trends in educational and demographic data
Evaluate guiding principles for educational change
Evaluate educational program areas of improvement
Develop philosophies of educational change
Evaluate the use of data for change in educational programs and communities
Learning Resources
Required Readings
Fullan, M. (2016). The new meaning of educational change (5th ed.). New York, NY: Teachers College Press.
Chapter 1, “A Brief History of Educational Change” (pp. 3–17)
Chapter 2, “The Meaning of Educational Change” (pp. 18–38)
Gonzalez-Sancho, C., & Vincent-Lancrin, S. (2016). Transforming education by using a new generation of information systems. Policy Futures in Education, 14(6), 1-18. doi: 10.1177/1478210316649287
Mandinach, E. B., Parton, B., Gummer, E.S., & Anderson, R. (2015). Ethical and appropriate data use requires data literacy. Phi Delta Kappan, 96(5), 25-27. doi: 10.1177/0031721715569465
Hargreaves, A., & Fullan, M. (2013). The power of professional capital. Learning Forward, 34(3), 36–39. Retrieved from http://www.michaelfullan.ca/wp-content/uploads/2013/08/JSD-Power-of-Professional-Capital.pdf
Walden University. (2017b). Who we are. Retrieved from https://www.waldenu.edu/about/who-we-are
Review this site for information on Walden University’s mission and vision and its focus on social change.
Walden University (n.d.). APA course paper template (APA 7th ed.). Retrieved February 2, 2016, from http://academicguides.waldenu.edu/writingcenter/templates/general
Required Media
Grand City Community
Walden University has created a simulated community known as Grand City. This community is being used in various other courses, as well as this one. The community consists of several locations that will be useful in completing some of the assignments in this course. When you use a resource within the Grand City community in this course, instructions will be provided pertaining to which location and resource you are to view. The community may be viewed at the link provided in the citation.
Go to the Grand City Community and click into City Hall to view the following for this module:
Walden University, LLC. (Producer). (2017a). Grand City opening task force meeting [Video file]. Baltimore, MD: Author.
Walden University, LLC. (Producer). (2016b). Grand City education and demographic data files [PDF]. Baltimore, MD: Author.
Optional Resources
Meyer-Looze, C. L. (2015). Creating a cycle of continuous improvement through instructional rounds. International Journal of Educational Leadership Preparation, 10(1), 29–45.
Roberts-Holmes, G., & Bradbury, A. (2016). The datafication of early years education and its impact upon pedagogy. Improving Schools, 1–10. doi:10.1177/1365480216651519