2.4.c#5 n: Examples of Procedures for Ensuring Validity and Utility
of Data in Assessments
Special Education
1
Prior Learning Assessment
1
Major Basic Skills
3
Special Education M.Ed.
Placement Exam: Form A
6
Special Education M.Ed.
Placement Exam: Form B
11
Special Education M.Ed.
Placement Exam: Form C
17
Educational Foundations
22
The Principal’s Preparation
Inventory (PPI)
For Post-Masters and M.Ed.
Principal Certification
Candidates
23
PPI Candidate Manual
Mathematics
Presentation Evaluation
Sheet M.Ed. Capstone
24
50
50
1
Special Education
Prior Learning Assessment (PLA)
Students entering Special Education Post-Bacc program may select to take PLA test to test out of
Special Education 600. The development of this alternative path honors PDE expectations for
streamlined approaches for certification students while upholding graduate standards. Students
who take this assessment typically have prior undergraduate coursework and yet the pass rate is
approximately 50%. Dr. Herr piloted and revised this test through several administrations to
assure that this would be a valid assessment of introductory knowledge in special education at
the graduate level.
2
Basic Skills
Knowledge base…
People first language
History of treatment of individuals with disabilities
Litigation that led to, and shapes, special education
Brown vs. BoE
PARC vs. the Commonwealth of PA
Mills vs. the BoE
Oberti
Gaskins
Education of All Handicap Children Act – when it was passed, it’s amendments to the Individuals with
Disabilities Education Act
Rehabilitation Act of 1973
Americans with Disabilities Act
The 13 categories of individuals with disabilities served under IDEA
Define the disability and the functional limitations and specific educational needs of the individuals
Process of special education starting with child find and ending with the NOREP
Evaluation report and IEP
NCLB and students with disabilities
Disabilities categories, labeling implications, and eligibility for services in special education
Current issues in special education; inclusion and LRE, identification of students with learning
disabilities, RTI, state wide assessments and state standards, disproportionate representation of students of
color in special education
Role of families
General and special education working together
6 major principles of IDEA
1. Zero Reject
2. Nondiscriminatory testing, classification, and placement
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3. Free Appropriate Public Education (FAPE) – IEP
4. Least Restrictive Environment (LRE)
5. Procedural due process
The special education referral process – both traditional and using RtI
Services and service delivery for individuals with disabilities, including roles of professionals who work
with them
Instructional decision-making and educational placement
Early intervention services and the Individualized Family Service Plan
Transition planning to postsecondary environments
Experience base…Skills
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Ability to read well and synthesize information
Ability to reconcile differences in research, theory, opinion
Ability to be reflective
Ability to write well (produce professional writing of high quality representing current research
and new ideas)
Ability to think creatively and produce original ideas as opposed to simply restating the work of
other researchers
Demonstrate academic ability across settings and content (is able to perform well in education
course and general education course or has shown consistent improvement in academic
performance as they progressed through undergraduate studies)
Evidence of effective time management and organizational skills
Interactions with individuals with disabilities in school, home, or work environment
Personal qualities (We obtain this during the interview process)
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A commitment to social justice
Leadership potential
Strong interpersonal skills (Necessary due to level of collaboration required in special education
and potential leadership or mentoring positions a person may assume after completing the
program)
Open-mindedness – willingness explore different ideas and to see things from other perspectives
Empathy (Essential of understanding students and families)
Perseverance (ability to persevere in spite of demands of graduate program as well as to persevere
in the challenging field of special education)
Positive attitude (Important for fostering change and seeing the best in people despite difficulties,
weaknesses, disabilities, or difficult circumstances)
High expectations (both for themselves as a student, professional, and potential leader, and their
students)
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Social Relationships
*Identifies barriers (e.g., attitudes, educational practices, communication supports, transportation) to the
development of students’ social relationships and develops strategies for avoiding and or overcoming
them.
* Facilitates interactions between students with disabilities and their age-appropriate classmates in order
to develop, maintain, and enhance social and communicative relationships.
* Identifies opportunities and facilitates support for students’ participation in typical extra- and cocurricular activities, based on students’ interest and desires.
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Special Education M.Ed. Placement Exam: Form A
1.
Which of the following is not a component of IDEA/IDEIA?
a. Least restrictive environment.
b. Procedural due process.
*c. PARC vs. the Commonwealth of PA
d. Parental participation.
2.
The “grandfather of gifted education” in the United States is
a. Alfred Binet.
b. Albert Stanford.
c. Frances Galton.
*d. Lewis Terman.
3.
The goal of positive behavioral support interventions is to
a. Develop appropriate cognitions.
b. Teaching and modeling appropriate behaviors.
c. Substitute the computer for a human behavioral model.
*d. Create an environment in which the student can succeed.
4. Wolfsenberger (1972) proposed that no matter how severe a person's disability, he or she should be
integrated into society. Wolfsenberger used the term __________ to describe this proposal.
*a. normalization
b. mainstreaming
c. inclusion
d. reverse mainstreaming
5. Special education services to preschoolers with disabilities and/or delays were mandated for all states
by
a. P.L. 93-112.
*b. P.L. 99-457.
c. P.L. 101-336.
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d. P.L. 94-142.
6. Over-representation of African American students in special education classes was the primary issue in
this 1979 court case:
a. Mills v. Washington, D. C.
b. Diana v. Board of Education.
c. Brown v. Board of Education.
*d. Larry P. v. Riles.
7. Which of the following statements about risk is not true?
a. Certain clusters of risk factors make it more likely that developmental problems will occur.
*b. Risk factors guarantee developmental problems.
c. Environment can influence the impact of risk factors.
d. Cultural conditions and caregiver attention can influence the impact of risk factors.
8. Which of the following is not a component of an Individualized Family Service Plan
(IFSP)?
a. A statement of the family's strengths and needs (resources, priorities, and concerns)
b. Specific services designed to meet the unique needs of each child and family
*c. A statement indicating the agency, school district, and family's financial commitment to the
early intervention options
d. Major outcomes to be achieved by the child and family
9. Many parents describe their initial reaction to the news that their daughter or son has a disability as
*a. shock.
b. anxiety.
c. grief.
d. anger.
10. The factor that most distinguishes special education from general education is
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*a. individualization.
b. assessment.
c. instruction.
d. curriculum.
11. The purpose of general education is to
a. meet students’ individual needs and goals.
*b. prepare students to achieve a common outcome.
c. teach students societal values and inculcate beliefs.
d. provide a needed outcome in the most efficient way.
12. Whether they are served in inclusive or self-contained settings, children with severe disabilities need
*a. individualized instruction from appropriate personnel.
b. small-group work with peers of varying ability levels.
c. a stimulating curriculum that is aligned with state standards.
d. at least two teachers in the classroom at all times
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13. The first step in collaboration between teachers is to
a. decide who will be responsible for assessment.
*b. understand each other’s strengths and weaknesses.
c. select a partner based on personal compatibility.
d. obtain administrative support for collaboration.
14. Which condition can be detected through amniocentesis?
a. AIDS
b. fetal alcohol effects.
c. polydrug use.
*d. Down syndrome.
15.
The President’s Commission on intellectual disabilities (Mental Retardation) was established by
this president, who had a sister with intellectual disabilities (mental retardation):
A. F. Roosevelt.
B. Truman.
*C. Kennedy.
D. L. Johnson.
16.
Memory is
A. A single aspect within cognition.
B. The skill that is the foundation for all learning.
*C. A complex process that involves both acquiring and recalling information
D. Unaffected by perception and attention.
17.
Students with learning disabilities tend to be described as
A. Reflective.
*B. Impulsive.
C. Intentional.
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D. Well-organized.
18.
Small-group instruction, response signals, choral responding, and corrective feedback are
components of
A. Whole language instruction.
*B. Direct instruction.
C. Task analysis.
D. Strategy instruction.
19. Define people first language and use two examples.
20. List 7 of the 13 categories of exceptionality.
21. What is disability awareness?
22. Define co-teaching. Give one example of effective co-teaching model.
23. Select two of the following three court cases and (a) clearly describe what the case was about and (b)
state the decision/ruling.
a.Brown vs. Board of Education
b.Oberti
b.Gaskins
24.
Compare and contrast the terms exceptional, handicapped, and disabled.
25.
Write your own definition of culture, and describe how the traditions of your own cultural
background influenced your beliefs and values.
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Special Education M.Ed. Placement Exam: Form B
1.
The most widely used intelligence-test score that indicates sub-average intelligence is an IQ score
of
A. 50 or below.
*B. 70 or below.
C. 85 or below.
D. 90 or below.
2.
Most experts believe that disabilities become handicaps only when
a. the federal government so defines them.
*b. society uses them as a reason to discriminate against people.
c. they are severe enough to limit mobility and social interaction.
d. they require continual medical care.
3.
According to the federal definition, autism primarily affects a child’s ability to
a. Move, balance, and coordinate.
*b. Communicate and interact socially.
b. Listen, speak, and write.
c. Complete school work and maintain attention.
4.
An exchange of ideas among persons is
c. Language.
d. Speech.
e. Expression.
*d. Communication.
5. The term that is widely accepted in special education to describe students with conditions such as
blindness, giftedness, intellectual disabilities, or learning disabilities is
*a. exceptional.
b. disabled.
c. handicapped.
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d. special.
6. Which of the following is not an example of people-first language?
a. Avoiding the use of excessive praise or attention when addressing a person with a disability
*b. Describing a student as learning disabled
c. Describing an individual as a person with cerebral palsy
d. Emphasizing an individual's abilities over his or her limitations
7. The most prevalent condition for which students receive special education is
a. communication disorders.
*b. specific learning disabilities.
c. mild mental retardation.
d. severe behavior disorders.
8. One of the new provisions of P.L. 101-476 of 1990 (IDEA) was the inclusion of an
a. Individualized Education Program.
*b. Individualized Transition Plan.
c. Individualized Habilitation Plan.
d. Individualized Family Service Plan.
9. Symptoms associated with fetal alcohol syndrome typically include tendencies toward all of the
following except
a. hyperactivity, impulsivity, and inattentiveness.
b. altered facial features such as widely spaced eyes and upturned nose.
c. developmental delays in language and cognition.
*d. abuse of alcohol when the infant reaches adolescence.
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10. Early intervention
a. is a comprehensive set of services provided to children from 1 to 8 years of age.
*b. has as its basic component a professional who works collaboratively with other
professionals, the family and the child to minimize the child's risk status.
c. seeks to establish the cause of a child's disability.
d. was mandated by P.L. 94-142 for all developmentally delayed infants and toddlers (0-2 years
old).
11. Parents who are in denial about their child's disability
a. may attempt to find innovative treatments or interventions.
*b. may not acknowledge the implications of the disability for the child or for the family.
c. may feel that they have lost their "dream child."
d. may blame themselves for causing the disability in some way.
12. An effective method of providing instruction for students with special needs in the regular classroom
is to
a. have all classroom teachers become certified in special education.
b. increase the use of pull-out programs.
c. place a large number of students with special needs in the same classroom.
*d. encourage collaboration between general and special education teachers.
13. Which of the following is considered an environmental risk?
*a. Biological father’s exposure to Agent Orange during the Vietnam War.
b. Congenital hearing loss.
c. Fetal alcohol syndrome.
d. Cerebral palsy
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14. The group of children who present the greatest problem to state teams working on eligibility criteria
for early childhood special education programs are children are
*a. are at risk.
b. have severe handicapping conditions (such as visual impairment).
c. have mild handicapping conditions (such as communication disorder).
d. are developmentally delayed.
15. The ability to organize and interpret what we experience through our senses is defined as
*a. perception.
b. organization.
c. memory.
d. attention.
16.
The Pennsylvania Association for Retarding Citizens (PARC) v. the Commonwealth of
Pennsylvania decision provided that
A. Overrepresentation of African Americans in classes for the “mentally retarded” was de facto
segregation.
*B. A free and appropriate education be available to all students with “mental retardation.”
C. Lack of funds was not a legitimate reason for not providing special education services.
D. Merely housing retarded persons in a facility did not constitute educating them.
17.
In the Rowley decision, the Supreme Court ruled that
A. Catheterization by a school nurse is considered a “related service.”
B. “Separate but equal” is inherently unequal.
*C. “Appropriate” education does not mean that a student reaches his or her maximum potential.
D. The use of culturally biased assessment practices denies a person due process.
14
18.
The concept of “least restrictive environment” is based on the opportunities made available to the
student with disabilities to
A. Work with a special education teacher on a one-to-one basis.
*B. Interact with his or her non-disabled peers.
C. Participate in his or her IEP meeting.
D. Have legal representation, if required, when attending an IEP meeting.
19.
According to the current federal definition, which statement about specific learning disabilities is
correct?
*A. A specific learning disability affects the understanding or use of spoken or written language.
B. A specific learning disability may include affective and academic disabilities.
C. A specific learning disability is equally likely to affect persons who are mentally retarded or
gifted.
D. A specific learning disability is determined by a measure of an adaptive behavior.
20.
One reason why so many children are identified as learning disabled is the
A. Development of highly reliable and objective testing procedures to diagnose learning
disabilities during the past decade.
*B. Fact that “learning disabilities” is a more socially acceptable label than are the names of
other handicapping conditions.
C. Increased use of food additives.
D. Permissive child-rearing practices that arose in the 1970s.
21.
Meta-cognition
*A. Includes the skills of monitoring and evaluating one’s own performance.
B. Is another name for memory.
C. Does not include any decision-making processes.
D. Is related to only a few types of learning.
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22.
The first step in applying a strategy instruction approach is to
A. Teach students to use meta-cognitive skills.
*B. Break down the skills into sequential steps.
C. Provide corrective feedbacks.
D. Plan the pace of the lesson to be presented.
23. List 7 of the 13 categories of exceptionality.
24. What is disability awareness?
25. Select two of the following three court cases and (a) clearly describe what the case was about and (b)
state the decision/ruling.
a.Brown vs. Board of Education
b.Oberti
f.Gaskins
16
Special Education M.Ed. Placement Exam: Form C
1.
Which of the following terms refers to a condition that incapacitates to some degree the skeletal,
muscular, or neurological systems of the body?
a. Health impairment
*b. Physical disability
c. Medically fragile
d. Health disadvantaged
2.
All of the following are commonalities of effective special education programs except
a. careful planning.
b. individualization.
c. emphasis on teaching needed skills.
*d. cost effectiveness.
3.
Which statement about adolescents with behavior disorders is correct?
a. They are usually accepted by their classmates.
b. They are difficult to distinguish from their peers because this age is typically
associated with rule-breaking behaviors.
c. They do fairly well in social interactions.
*d. They adopt rule-breaking behaviors that result in delinquency and arrest.
4.
One reason to teach students appropriate behavior is to also teach them
*a. alternative ways to express their feelings and needs.
a. To increase their vocabulary and sentence complexity.
b. How to avoid using inappropriate language in the classroom.
c. Technological skills that will be useful in the workplace.
5.
Which statement about children with behavioral disorders and child abuse is correct?
a. Children with behavioral disorders are at decreased risk of child abuse.
b. Child abuse causes behavioral disorders.
*c. Children with behavioral disorders are at increased risk of child abuse.
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c. Behavior disorders cause child abuse.
6.
One aspect of treatment that all specialists agree on is the need for
a. Applied behavior analysis.
*b. Early intervention.
b. Treatment with serotonin.
c. The Lovaas method.
7. Define co-teaching. Give one example of effective co-teaching model.
8. The person who developed special teaching techniques for the "wild boy of Aveyron" and who
influenced other pioneers in the field was
*a. Itard.
b. Seguin.
c. Montessori.
d. Howe.
9. Which of the following is not one of the rights provided to children and their families by the
Individuals with Disabilities Education Act (IDEA)?
a. Students are entitled to a free and appropriate public education.
b. Students are entitled to nondiscriminatory assessment procedures.
c. Parents (and students where appropriate) are entitled to assist in developing the IEP.
*d. Parents will be provided legal counsel (a lawyer) prior to signing any approval for testing.
10. Which of the following is not considered to be a biological risk condition?
*a. Child abuse
b. Prenatal exposure to drugs
c. Low birthweight
d. Chromosomal abnormalities
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11. The surest way a potential mother can reduce her chance of delivering an at-risk infant is by
a. getting plenty of vigorous exercise during pregnancy.
b. asking the doctor to use a fetal heart monitor during the last stage of labor.
c. eating natural rather than processed foods.
*d. seeking out and using early prenatal care.
12. Early intervention programs focus on which of the following areas?
a. Cognitive development
b. Motor skills development
c. Communication skills development
*d. All of these
13. Professional educators have come to accept that
*a. there is no such thing as the "average" American family.
b. the American family has remained relatively unchanged over the past twenty years.
c. exceptional children tend to be over-represented in foster homes.
d. children with extreme needs tend to be put up for adoption.
14. Early diagnosis of a disability is usually associated with
a. biological factors.
*b. severe disabilities.
c. environmental factors.
d. None of these
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15. Which statement about genetic counseling is correct?
a. It allows parents to modify their newborn through chemotherapy.
b. It always relies on amniocentesis.
*c. It can assist couples in evaluating their risk of having children with disabilities.
d. It generally leads to a decision about abortion.
16. Which statement about adaptive behaviors is correct?
a. Adaptive behaviors do not include communicative acts.
*b. Adaptive behaviors are age specific and differ from one situation to another.
c. Adapted behaviors will be unaffected by different situations and settings.
d. Adaptive behaviors develop most quickly and dramatically in adolescence
17.
Which of the following is not considered a defining characteristic of collaboration between
general and special educators?
A. Collaboration depends on shared responsibility for participation and decision-making.
*B. Effective collaboration requires that the participants share a common philosophy of
education.
C. Participation in a collaborative model should be voluntary.
D. Collaboration requires parity among participants, with each person’s contribution equally
valued.
18.
Which of the following is not suggested when written classroom materials are being designed for
students with learning disabilities?
*A. Providing a separate answer sheet for tests
B. Avoiding unnecessary pictures.
C. Using capital letters to highlight important words.
D. Providing advance organizers.
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19.
According to the 1993 definition, the identifying characteristics of “mental retardation”, known
today as intellectual disabilities must manifest themselves before age
A. 5
B. 12
*C. 18
D. 21
20.
The process of breaking down a skill into its component parts is called
A. Developmentally appropriate practices.
B. Behavior modification.
C. Process learning.
*D. Task analysis.
21.
A key component of effective instruction in functional skills is the use of
*A. Real-life materials in natural environments
B. Teen magazines and other popular media.
C. Videotapes rather than actual practice.
D. Manipulative rather than reading materials or calculators.
22.
Compare and contrast the terms exceptional, handicapped, and disabled.
23. Define people first language and use two examples.
24. What is disability awareness?
25. Select two of the following three court cases and (a) clearly describe what the case was about and (b)
state the decision/ruling.
a.Brown vs. Board of Education
b.Oberti
g.Gaskins
21
Educational Foundations
The Principal’s Preparation Inventory (PPI)
For Post-Masters and M.Ed. Principal Certification Candidates
Millersville University
The PPI provides a benchmark for first year candidates in the graduate program of Leadership for
Teaching and Learning at Millersville University. It consists of six modules that give the candidates an
opportunity to demonstrate their areas of strength and growth in leadership scenarios related to dealin
with an angry parent, observing and evaluating teachers, balancing multiple urgent tasks, working with
Pennsylvania Value Added Assessment Scores (PVAAS), understanding the complexities of students with
special needs, and providing a legal and ethical solution to a situation with a student who is an English
Language Learner. Each candidate’s completed materials are coded by a candidate number and scored
independently by two scorers who are former and/or current principals or school administrators. A
third person compiles the results for each module, each candidate. Finally, the program coordinator
creates a unique and individualized report of the results to present to the candidate several months
after the assessment. Training is provided for all the scorers and compilers each year prior to the
administration of the PPI. Additionally, inter-rater reliability is conducted for each module.
22
Principal Preparation Inventory
Master of Education Degree in Leadership for Teaching and Learning
Millersville University
Candidate Manual
2014
23
PPI Summary
The Principal Preparation Inventory (PPI) is a full day experience designed to give graduate students in
principal certification programs feedback about areas of strengths and weaknesses with regard to
serving as a school principal. The experience will also serve as an intense but realistic portrayal of the
job.
It is important to note that the PPI is not designed to be an evaluative process to be administered at the
end of the certification process. Rather, this experience is specifically for principal candidates to
participate in early in their academic process so that adjustments may be made during later course work
and the field experiences to improve their readiness.
Candidates will be assigned a computer and printing location for the day that will serve as their office
desk. The entire experience is seven hours long, including lunch. All activities must be completed in the
designated time.
The PPI is comprised of ten experiences:
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The Principal’s Desk
Case Study 1 – Data Analysis
Case Study 2 - Special Education
Student Scenario
Preparation for Encounter with a Parent (must be completed before scheduled encounter)
Encounter with a Parent (scheduled event)
Lesson Observation (scheduled event)
Lesson Observation Report Preparation (must be completed before scheduled conference)
Lesson Observation Post-Conference (scheduled event)
Lunch (scheduled event)
The schedule that you have received provides meeting times and locations for some of these
experiences. It is critical that you be on time for the time-sensitive activities. The other activities may
be completed in the order that you choose. Please note that no additional time will be provided beyond
the scheduled day. At 2:30 pm, all work on the PPI must be complete, including printing and
submission.
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All typed work will be submitted in print form as well as in electronic form, on a
provided USB flash drive.
Your assigned candidate number must appear on all submissions. The number may
be found on the front of this binder.
The file name format for saving each document may be found at the top of each
module description.
Use your Artifact Envelope to submit all printed documents and your flash drive.
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School Setting
The candidate will be playing the role of a principal in a fictitious school system. For the purpose of any
legal or geographic concerns, you may assume that this fictitious district is located in central
Pennsylvania.
School District: Central Pennsylvania School District (CPSD)
School Building:
Central Middle School (CMS)
School Description:
It is March of your first year as the principal of CMS. The 550-student middle
school is located in the southern portion of the city and serves an ethnically and economically diverse
population. As is the case with many surrounding districts, school funding is becoming tighter and
budget cuts are expected.
The building hosts fifth through eighth grades taught by 45 faculty members divided into core-teams,
each with an assigned lead teacher. Thirteen percent of the student population is classified as special
education. Four fulltime ESL teachers serve an English Language Learner population of 60 students.
The school is generally recognized as high achieving with regard to state standardized test scores. The
teachers, community, and administration are proud of their success.
The middle school’s administration offices consist of two administrative assistants (attendance secretary
and principal’s secretary), two guidance counselor offices, your office, a waiting area, and a small
conference room. You do not have an assistant principal.
The school day begins at 7:40 am and ends at 3:00 pm.
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Module Name: Lesson Observation
File Name:
N/A
Directions:
Report to the Lesson Observation activity at the time and location
indicated on your schedule. A pen and paper will be provided to you.
Watch the lesson from start to finish and take notes regarding the
lesson with the purpose of providing a formal observation report to the
teacher, later in the day.
Submit:
N/A
Lesson Observation Background
Mr. Smith is a 7-year veteran teacher of Grade 7 Social Studies. He is due for his formal observation this
year. You had a brief pre-conference with Mr. Smith yesterday, in which he indicated that this lesson
would include a comparison of the Fugitive Slave Acts of 1793 and 1850, and an introduction to
Frederick Douglass.
When asked if there was anything about the lesson that he would like to focus on, Mr. Smith indicated
that he was concerned about student engagement. He reported that this class in particular was often
difficult to motivate.
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Module Name: Lesson Observation Report Preparation
File Name:
Candidate#-Lesson Observation Report
Directions:
Develop a lesson observation report that you will share with the teacher at the
time indicated on your schedule. You will want to include some constructive
feedback for the teacher. You are free to use the structure and format of your
choice.
Submit:
Save one copy of your report electronically on the provided USB drive. Print two
copies and bring them to your post-observation conference. Give one copy to
the teacher for his/her reference during the conference, and use the other for
your own reference. Following the recorded conference, enclose one copy in
your Artifact Envelope.
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Module Name: Lesson Post-Observation Conference
File Name:
N/A
Directions:
Report to the post-observation conference room at the time indicated on your
schedule. The PPI administrator in charge of this session will greet you and
invite you to sit at a desk. The administrator will start a video camera to record
your post –observation conference.
Your goal is to convey your observations from the lesson and serve as the
educational leader for your building. Respond to any questions the teacher roleplay actor has. You may end the session when you feel the session is complete.
The role-play actor will end the session at 20 minutes maximum.
Submit:
Your Post-Observation Conference will be video-recorded. Leave your lesson
observation report with the teacher role-player, and insert a copy into your
Artifact Envelope.
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Module Name: Encounter with a Parent Pre-Activity
File Name:
Candidate#-Parent Encounter Pre-Activity
Directions:
After reading the following background, develop a 2- or 3- paragraph plan of
how you will approach this problem.
Submit:
Save one copy of your plan electronically on the provided USB drive. Print one
copy and bring it to your scheduled Parent Encounter Activity. Following the
video-recorded encounter, enclose the copy of your plan copy in your Artifact
Envelope.
Scenario Background
A group of African American and Hispanic parents and community members throughout the district
have formed an advocacy group and have addressed the School Board concerning several issues
regarding the treatment of minority students in the district. These issues include:
1) A disproportionately large number of minority students are suspended.
2) A disproportionately small number of minority students are enrolled in the gifted and honors
classes.
3) A disproportionately large number of minority students are in the dropout population.
4) A need exists for staff development on multicultural education and diversity.
5) A need exists to increase the multicultural population in the administration and teaching staff.
One of the members of the Advocacy Group is Mrs. Johnson. Mrs. Johnson has a son in eighth grade in
your school, and she has been an active member in your school’s Parent Council.
She has scheduled a meeting with you to discuss the Advocacy Group’s concerns as well as her
individual concerns that members of your staff have discriminated against minority students. She is
particularly unhappy with her son’s mathematics teacher, Mr. Smith.
A few minutes before the meeting with Mrs. Johnson is to begin, Mr. White sends Mrs. Johnson’s son,
Troy, to the office with a discipline referral. The referral states that Troy has refused to have his seat in
class changed and would not move to the desk assigned to him by Mr. White. You walk outside of your
office to discuss the referral with Troy when Mrs. Johnson arrives early.
What will you do regarding Troy, Mrs. Johnson, and Mr. White? Develop 2 or 3 paragraphs about your
plan to address the immediate situation.
29
Module Name: Encounter with a Parent
File Name:
N/A
Directions:
Bring your printed plan for addressing your parent to the Parent Encounter
Activity in the designated room at the time and location designated on your
schedule. Using your prepared plan, meet with the parent to address her
concerns. The encounter begins when parent role-player arrives. The encounter
will last no more than 20 minutes.
Submit:
Your encounter with this parent will be video recorded.
30
Module Name: Student Scenario
File Name:
Candidate#-Student Scenario
Directions:
Read the following scenario and develop your response.
Submit:
Enclose a copy of your response in your Artifact Envelope.
Save a copy to the provided USB drive.
Student Scenario
Mrs. Castro moved to Pennsylvania from Puerto Rico to provide a better life for her three children. After
setting up her new home in Central City, she enrolled her children in your school district. Maria, the
oldest daughter, was admitted as an eighth grade student in your Central Middle School.
Both the school district and your school have developed a good reputation. Your school consistently has
achieved AYP, and your students’ recent average PSSA scores are around 85% Proficient or Advanced in
Reading, Writing, Math, and Science. Your school district also has earned state recognition for the
academic achievement of students who attend the Science Magnet High School, which is a component
of your public school district.
Maria had been enrolled in ESL classes in her school in Puerto Rico; she had achieved A’s in all content
areas; and she had performed at the 99th percentile in the SPAN-10 Standardized Exams (for children
whose primary language is Spanish) when tested in Spanish for several years. Not only had Maria been a
high academic achiever in Puerto Rico, but she also had been class president, a member of the
cheerleading team, and an integral participant on the student debate team. The dream of Maria and her
mother was that she would be accepted into the SMHS for gifted students in ninth grade.
Unlike her younger siblings, Maria has been unable to master the English language, and she has failed to
achieve proficient levels in the WIDA ACCESS screening test in English by her ESL instructor at the middle
school. Subsequently, she has received supplemental English instruction, in addition to sheltered
classroom instruction in the core content areas.
Even with the extra support, Maria earned only straight C’s in her coursework at the end of her first
marking period, performing not nearly at the levels her school records indicated that she had performed
in Puerto Rico. As a result, in December, Mrs. Castro requested a meeting with the ESL teacher, the
counselor, and you, to discuss her daughter’s progress. In particular, she wanted to express her
31
concerns regarding Maria’s academic achievement and whether the ESL services being provided by the
school were appropriate.
At this meeting, Mrs. Castro voiced again that her biggest concerns were that Maria would attain neither
the higher academic grades, nor the required PSSA performance levels to be admitted into the SMHS.
She asked you, “How are you going to ensure that your school will meet Maria’s language and academic
needs?” and “How can the ESL program be tailored for Maria to achieve the requirements to enter the
SMHS?” She was well aware that Maria would be required to score at Advanced levels in all areas on the
PSSA-- Reading, Writing, Math, and Science--to be considered for admission.
The result of this meeting was an individual plan developed as a collaborative effort among all
participants. The plan included goals, objectives, and indicators that would be carefully monitored. The
ESL teacher was assigned to provide grade level instruction, as well as interventions to bridge her
performance between language and content, as prescribed by the Pennsylvania Core Standards and
WIDA ACCESS screening test. The stated goal was that Maria would qualify for admission into the SMHS.
By the end of the school year, Maria achieved higher grades on her report card; however, she did not
score at the levels she needed to be exited from the ESL program after completing eighth grade. In
addition, she scored at Below Basic level in both Reading and Writing on the PSSA, but at Advanced level
in Math and Science. It appeared that she met the criteria for Math and Science, to be considered as a
candidate for the SMHS; however, she was far from meeting the criteria for Reading and Writing.
Nonetheless, her counselor and ESL teacher encouraged her to apply in hopes that the school would
make an exception. They were hoping that the school would consider the progress she made in just one
year, along with the performance levels her school records from Puerto Rico indicated she could achieve
if she were instructed in her native language.
Maria and her mother have been informed that she was not accepted into the SMHS. The letter she
received indicated that Maria did not meet the academic criteria, and, in addition, an ESL program was
not available at the school to provide her with instruction in English.
Subsequently, Maria and her mother have come to you, the principal, for guidance and help. How will
you respond?
32
Module Name: The Principal’s Desk
File Name:
Candidate#-Principal’s Desk
Directions:
Read all of the Principal’s Desk items. Prioritize all items in the order in
which you would deal with them. Indicate not only the order that you
have assigned the ten items, but also why each is in that place in the
order and your immediate reaction to each item (One or two
sentences).
Regardless of the priorities you have designated, write detailed
responses for any four of the ten items.
Submit:
Enclose a copy in your Artifact Envelope.
Save a copy to the provided USB drive.
Scenario Background
It is near the start of the school day and you are arriving at your office after an early morning
faculty meeting. The following artifacts represent phone messages, personal conversations,
memos, and situations that confront you simultaneously.
After you read all ten artifacts, prepare a list of the items in the order that you will address
them. Provide one or two sentences for each item explaining why you chose to place it where
you did. Choose four of the ten items and detail your exact course of action. You do not need to
pick the first four. You may select any of the ten events that you would like to explain in more
detail.
33
Principal’s Desk Item #1
Urgent Phone Memo
To:
Principal
From: Secretary
Re:
Bus Issue
Time: 7:30 a.m.
Ms. Jones, I know you are busy, but I just received a radio call from the driver of Bus #23, Susan
Smith. She is parked about 1 mile from the school with all students on board. She refuses to
drive any further because of the atrocious behavior of the students. She wants you to come to
the bus before she drives any further.
34
Principal’s Desk Item #2
Holding Phone Call
Your secretary informs you that there is an upset parent on hold for you. He was ranting about
the rules and regulations relating to student behavior within your school. Specifically, he
opposes using detentions for student misbehavior and the contacting of parents at home or
work when a child misbehaves. His tone is loud, boisterous, and very confrontational. He
threatens to contact every school board member and the news media if this issue is not
resolved now.
35
Principal’s Desk Item #3
MEMORANDUM
To:
Principal
From: Superintendent of Schools
Re:
Telephone Call from Parent
Date: March 14, 2011
This morning I received a telephone call from Mrs. Jackson, the mother of Randy Jackson, a 7 th
grade student in your building. The telephone conversation with Mrs. Jackson focused on your
allegations of Randy’s continued misbehavior in class and her perception that you do not care
for him. Mrs. Jackson also informed me that you were very belligerent and rude to her. Please
contact
me
immediately
to
discuss
this
issue.
36
Principal’s Desk Item #4
Situation
One of the evening custodians is standing at the entrance to your office. She loudly informs you
that she is resigning immediately because the other evening custodian, Mr. Albert, is sexually
harassing her. She indicates that this behavior has been ongoing for several months and it has
reached the point that she is going to contact her attorney for legal action.
37
Principal’s Desk Item #5
NOTE
To:
Principal
From: John Nelson, Social Studies Teacher
Re:
Rude Behavior
Date: March 14, 2011
This is to inform you that other faculty members and I are very upset by your actions at our
faculty meeting this morning. I was very embarrassed when you told me in front of the entire
staff during our faculty meeting to stop reading the newspaper and pay attention. I have never
been so humiliated and others that I spoke to hope that they would never be reprimanded in
such a harsh tone publicly. Frankly, you could have met with me privately and discussed this
issue.
I would like to schedule a meeting with you, my union representative, and the assistant
superintendent to discuss this issue this morning.
38
Principal’s Desk Item #6
MEMORANDUM
To:
Principal
From:
Teacher Association President
Re:
Teacher Preparation Time
Date: March 14, 2011
This communication is to inform you that I have been advised by several of your faculty
members that they are not receiving their fully allotted time for their daily preparation period.
This is a violation of the collective bargaining agreement, Article XIV.
If I do not hear from you by the end of school today, I intend to file a grievance relating to this
violation of contract. I would appreciate you contacting me this morning to discuss this
egregious violation.
39
Principal’s Desk Item #7
Note from a 7th Grade Team Teacher
Dear Principal,
Two students just shared with me in our morning study group that Jonathan McKnight, a
student on my team, verbally threatened them by stating, “I am going to beat the two of you up
after school today.” One of the students also informed me that Jonathan even showed him a
knife. I am really tired of Jonathan’s continued disruptive behavior. We lost a full study session
today because these students are genuinely upset.
As you know, we have discussed the behavior of Jonathan numerous times during our team
meetings. Although his IEP indicates he should be in a regular classroom, I feel he should be
permanently removed from my class and the team and placed in a full-time special education
classroom. He has the distinct potential to harm others.
Your assistance is needed immediately.
Thank you.
Janet Brown
Grade 7 Teacher
40
Principal’s Desk Item #8
Phone Memo
To: Principal
From: Secretary
Time: 7:25 am
Mrs. Turner called and wants a meeting with you as soon as possible. She is very upset and
indicated that her daughter’s gifted teacher and the regular education teachers are not
following the GIEP (Gifted Individual Education Plan) developed for her daughter. If she doesn’t
hear from you before 8:00 am, she is contacting her attorney.
41
Principal’s Desk Item #9
Special Education Caseload
On the way out of the faculty meeting this morning, your special education teachers informed
you that the Director of Special Education has assigned them caseloads exceeding the state’s
special education regulations. As a result of these excessive caseloads, there are numerous
scheduling conflicts and some teachers are not receiving preparation time. The teachers are
filing a grievance today.
42
Principal’s Desk Item #10
Information from the Faculty Meeting
The school district’s new strategic plan requires all building principals to submit a detailed action
plan for the implementation of inclusionary practices, such as team teaching, within the various
schools. At the morning faculty meeting, you informed your staff of the need to implement this
mandate. The building level union representative vehemently voiced her opposition to such a
mandate: She does not want other professionals within teachers’ classrooms. A teacher from
the Strategic Planning Committee voiced her opinion that as professionals, we should open our
doors. The exchange between the two became very heated and involved several staff members.
As the morning warning bell rang, essentially ending the meeting, many teachers left for their
classrooms angry and emotional.
43
Module Name: Case Study 1 – Data Analysis
File Name:
Candidate#-Data Analysis
Directions:
Read the following scenario and accompanying charts.
Develop your response.
Submit:
Enclose a copy of your response in your Artifact Envelope.
Save a copy to the provided USB drive.
Case Study 1 – Data Analysis
Welcome to Your New School!
As you know, your school is recognized as a high achieving one and has attained very favorable
status among county districts because its academic scores in math and reading are among the
highest in the Intermediate Unit. Your school has had no problem attaining AYP, as its PSSA
scores continue to surpass the state’s targets. You have learned that it is not unusual for other
schools to visit your school to learn what is the “secret” of its success.
You have known about this district and this school for quite a while. When you learned that the
school’s well-respected principal was planning to retire, you worked very hard to get the set of
interviews that helped land you in this position. You feel very ready for the challenges you
believe it will offer.
Your district has received Pennsylvania Value-Added Assessment System (PVAAS) reports for
several years but the former principal and central office administrators have not included them
in any yearly data reviews. They have felt that the PSSA scores, which are quite good at all
levels, speak for themselves. They proudly point out that the scores are even high among the
numerous sub-groups that have missed AYP targets in other schools and districts.
You will find the PVAAS report on the following two pages. Describe any indications of success
or areas of concern that you note. Be as specific as possible when discussing the data and
making recommendations (if any are needed) for staff development as it relates to the student
data.
44
45
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47
Module Name: Case Study 2 – Special Education
File Name:
Candidate#-Special Education
Directions:
Read the following scenario and respond.
Submit:
Enclose a copy in your Artifact Envelope.
Save a copy to the provided USB drive.
Scenario Description
The playground aide, Mrs. Green, has led five students to your office. You already have
interacted with these students several times this year, under similar circumstances. They are:





Adam, boy, grade 6, regular education, Caucasian, arguing with Darrell about who
started it;
Barry, boy, grade 6, regular education, Caucasian, arguing with Eduardo about who
started it;
Carmen, girl, grade 6, Emotional Support IEP, Hispanic, crying loudly;
Darrell, boy, grade 6, Learning Support IEP, African American, arguing with Adam about
who started it; and
Eduardo, boy, grade 6, Emotional Support IEP, Hispanic, arguing with Barry about who
started it.
Mrs. Green reports:
“These kids were fighting on the playground during lunch recess again. I’m really tired of having
to deal with them. Carmen, Darrell, and Eduardo always are the ones starting this stuff. I just
don’t understand why these Special Ed kids are out at recess with the normal kids. Last time this
happened you told their teachers to help them learn ways to make good choices, but they didn’t
do anything. You also told the teachers to tell me some ways to help the kids make good
choices, but that didn’t happen either. It’s bad enough that I have to deal with this at school, but
now I have parents calling me at home to complain that Carmen and Eduardo are being mean to
their kids on the playground. What am I supposed to do about it, especially when I don’t get any
help with it? I’ve had these same kids causing problems on the playground since first grade, and
they are haven’t changed one bit. They’re still in special ed, and their behavior is still no better. I
don’t have any problems with the kids in the regular classrooms.”
How do you proceed?
48
Administrative Wrap-Up
Before you leave, verify that you have submitted the following items:
▢ Six (6) documents in the Artifact Envelope






The Principal’s Desk
Case Study 1 – Data Analysis
Case Study 2 - Special Education
Student Scenario
Preparation for the Parent Encounter
Lesson Observation Report
▢ Candidate number on each printed page
▢ USB drive with six (6) files on it.
 The Principal’s Desk
 Case Study 1 – Data Analysis
 Case Study 2 - Special Education
 Student Scenario
 Preparation for Parent Encounter
 Lesson Observation Report
▢ Candidate Number on USB drive
▢ Candidate Binder
▢ All scrap paper or notes
49
Millersville University
Department of
Mathematics
Presentation Evaluation Sheet
M.Ed. Capstone; Oral
Presentation
Candidate’s Name:
Faculty Committee:
Date:
No more than one “0” among the next five components are required for an overall satisfactory
presentation.
COMPONENT
SCORE
(0/1)
Introduction of Self/Topic/Objectives
Choice of Content: Mathematics
Choice of Content: Mathematics Education
Professionalism in Appearance/Manner
Use of Time
0 = no demonstration of this component or a poor choice
of content 1 = satisfactory demonstration of this
component
A minimum score of “1” on each of the first two components and no more than one “0” among the last
three components are required for an overall satisfactory presentation.
COMPONENT
SCORE
(0/1/2)
Demonstrated Knowledge of Topic: Mathematics
Demonstrated Knowledge of Topic: Mathematics
Education
Content Organization
Understandability/Clarity
Presentation Methods/Materials
0 = no demonstration of this component or inadequate choice of content
1 = satisfactory/meets minimal expectations for the demonstration of this
component 2 = superior/exceeds minimal expectations for the
demonstration of this component
Comments:
Faculty Evaluator Signature:
50