Fluent Essays

You will find a balance of assignments (e.g., case studies, Discussions, and Assignments). The case studies, Discussions, and Assignments will help you to identify and debate key issues, refine your critical thinking and decision-making skills, and assist you in your development as a scholarly writer. To facilitate your journey, you will find a resource toolkit and video-based faculty introductions to each module. The course also features student and faculty interviews that outline suggested keys for success. Leading the Future of Education is the first step in a life journey of commitment to scholarship, leadership, research, and meaningful social change.Issues in K-12 Education Case Study Scenario Your state is considering a required set of education standards that all schools must adopt. You have been nominated to serve on the statewide committee to inform the legislature as to which standards, if any, should be adopted. You will have the opportunity to take a stand on the following issue. Does a set of required standards improve or limit education for ALL students (e.g., general education students, special education, English language learners, gifted learners) in state schools? Consider the following questions: How can standards be implemented to improve the quality of education for ALL students in all levels and types of classroom (e.g., general education, special education, vocational)? Is it more effective to adopt district standards, state-specific standards, or national standards? Once you decide which standards to adopt, what materials, supports and training will be needed to implement them? How do different stakeholders (e.g., policy makers, government leaders, principals, teachers with various specialties and points of view, students, parents) feel about the issue of standards adoption and implementation? Stakeholders The State Department of Education, school administrators, teachers, students, parents, educational specialists, politicians, business leaders, employers, advocacy groups, and the community at large. Document Set 1 • Document 1: A brief overview of the standards-based movement with information synthesized from multiple authentic sources • Document 2: Statistics and quantitative data that demonstrates inequality and falling international performance; the data focuses on literacy, science, and math scores, as well as the importance of education on lifetime earnings This document is pieced together from a variety of authentic documents • Document 3: An authentic document that explores the function of technology in education, and non-traditional settings for K-12 education © 2014 Laureate Education, Inc. Page 1 of 2 • Document 4: An authentic document that introduces new guidelines for education reform that will prepare all public school students for college or a career Document Set 2 • Document 5: A simulated editorial from a school administrator detailing concerns and issues with implementation of the Common Core State Standards • Document 6: A simulated magazine article that illustrates some the issues regarding a set of uniform standards and expectations for English Language Learners • Document 7: A simulated blog post with relevant comments about the concern that a common set of standards might exclude such disciplines as art and music • Document 8: Simulated blog posts about the Common Core State Standards and special education NOTES: Common Core is arguably one of the most pressing and controversial issues in K-12 education. The goal of this case study is to havIssues in K-12 Education Case Study Document 8 Discussion on Implementation of CCSS ELA Skills for Special Education Students Read the following simulated blog posts from special educators with differing perspectives on the implications of the Common Core State Standards (CCSS) for special education students. The Common Core’s potential benefits for students with special needs As a longtime educator in the field of special education, I’m writing to express my belief that the CCSS will most likely benefit the students my respected colleagues and I teach. It is my belief that raising expectations for students with special needs ultimately improves educational outcomes. The goal of the CCSS is to provide more rigorous educational standards. The needs of students in special education were considered from the outset when the standards were developed. The Council for Exceptional Children (CEC) contributed to the initial statement on how the standards should be implemented for children with disabilities. It is hoped that the new standards will provide all students with the skills they need to be college or career ready. As a special educator, I am aware that providing students with alternative ways to demonstrate learning outcomes—or letting kids create those alternative ways themselves—is key to overcoming challenges. It is my contention that the CCSS will challenge all students to perform at a higher level than required by previous state standards. Thus, the adoption of the CCSS may erase some of the differences between general and special education. Another barrier that will be overcome is the difference between one set of state standards and another. In the past, students with special needs who moved across state lines often experienced a dramatic disruption in their education. Under the CCSS, making the transition from one state (or school district) to another will be smoother because schools will operate according to a shared set of core expectations. In order to implement the CCSS as part of an effort to include students with special needs in general education classrooms, it will be important for special educators and general educators to collaborate closely. Special educators have the knowledge and skill sets to provide targeted, specific strategy instruction that are grounded in valid and reliable assessment procedures. By working as a team with our general education colleagues, I believe that all students will benefit and be better able to acquire and implement the knowledge and skills specified by the CCSS. To realize all of the potential benefits of adopting the CCSS, school districts will have to move with care and consideration. We need professional development and communities of support to help both general and special educators. In conclusion, I am cautiously optimistic about what the Common Core standards represent for students with special needs. If the new standards are implemented, I belIssues in K-12 Education Case Study Document 4 This is an authentic document from the United States Department of Education. It introduces new guidelines for education reform that will prepare all public school students for college or a career. College- and Career-Ready Reauthorizing the Elementary and Secondary Education Act To help achieve President Obama’s stated goal for the country of ensuring that all students are ready for college and careers when they graduate from high school, the administration has designed a blueprint for a reenvisioned federal role in education through the reauthorization of the Elementary and Secondary Education Act (ESEA). The new ESEA will call for • Raising standards for all students in English language arts and mathematics; • Developing better assessments aligned with college-and career-ready standards; and • Implementing a complete education through improved professional development and evidence-based instructional models and supports. In each of the sections below are set forth the expectations for the federal government, states, districts, and schools to meet these benchmarks for the college and career readiness of America’s students. College- and Career-Ready Students The administration’s proposal for reauthorizing ESEA will maintain formula grants to high-poverty school districts while making significant changes to better support states, districts, and schools, including middle and high schools, in improving achievement for all groups of students, including low-income and minority students, English Learners, and students with disabilities. This support will be focused on the following efforts. Rigorous College- and Career-Ready Standards. Following the lead of the nation’s governors and state education leaders, the administration is calling on all states to adopt state-developed standards in English language arts and mathematics that build toward college and career readiness by the time students graduate from high school, and high-quality statewide assessments aligned with these standards. States may choose to: either upgrade their existing standards, working with their four-year public university system to certify that mastery of the standards ensures that a student will not need to take remedial coursework upon admission to a postsecondary institution in the system; or work with other states to create state-developed common standards that © 2014 Laureate Education, Inc. Page 1 of 6 build toward college and career readiness. To ensure that all students are learning what they need to succeed, standards must be based on evidence regarding what students must know and be able to do at each grade level to be on track to graduate from high school college- and career-ready. Such standards will also give families and communities the information they need to determine whether their students are on track toward collegIssues in K-12 Education Case Study Document 6 English Language Learner Instruction and Twenty-First Century Education This is a simulated article from a leading educational journal. The target audience is K-12 teachers, administrators, as well as prospective teachers still studying. It is about standards- based education in the twenty-first century and its impact on English language learners (ELLs). The author is an instructor who is both enthusiastic and anxious about the implementation of rigorous new academic expectations for ELLs. English language learners (ELLs) are defined as students who learn English as a non-native language. As an ELL instructor, I know firsthand that students and instructors face unique challenges related to teaching and learning complex academic skills, in addition to mastering the English language. Standards-based instruction offers opportunities to incorporate ELLs into the general education population by diminishing the achievement gap between ELL students and those for whom English is their first language. However, uniform academic standards also present a great challenge (Maxwell 2012). Although ELL students belong to one common category, that of non-native speakers, they are far from a homogeneous group. Not only do they speak many different first languages, but they come from different cultural backgrounds and possess widely different academic skills. ELL students are typically categorized on their need for language instruction, rather than their academic ability. In addition to having ELL students with different levels of English, they are often placed in classes with native English speakers. I’ve witnessed the resulting challenges. We teachers try to achieve the delicate balance between appreciating the individual talents and needs of students while providing an entire classroom with standards-based instruction. One important dilemma in the education of ELLs centers on the difference between academic English and social English. Social English is essential for everyday, basic communication. Academic language is the language of formal texts and scholarly discourse. Academic language involves precise terminology rather than vague, general words or slang. Academic vocabulary is often more abstract than social or survival vocabulary. Academic discourse requires mastery of grammar and usage. In the past, social English was typically the main focus of instruction for beginning ELLs (Colorin Colorado 2014). Students were not introduced to academic English until they were proficient in social English. This approach made it difficult for many students to develop grade-appropriate content knowledge in core academic subjects because they lacked the vocabulary necessary for comprehension and expression (Illinois State University 2014). Today, there is an increased emphasis on preparing all students to become college and career ready. Academic standards are rich and rigorous. One spIssues in K-12 Education Case Study Document 7 Benefits of Arts Education This is a simulated blog post from two teachers, followed by responses from other interested individuals. There are three responses to the original post. The content focuses on disciplines that might be excluded from a standards-based education. Benefits of Arts Education: A Plea from Teachers As longtime teachers of art and music in our city’s public schools, we are writing to deplore the dramatic narrowing of the curriculum in our country and to urge that the arts once again take their important place in the education of our children. It is our understanding that the goal of the standards-based education movement was to increase the quality and richness of curricula and instruction for all kids in America. Sadly, the opposite has occurred. Since No Child Left Behind went into effect in the early 2000s, schools have tried to improve students’ performance on mandated reading and math tests by increasing the amount of time spent instructing those core subjects. According to a Center on Education Policy brief from July of 2005, 20\% of schools have reduced their instructional time for art and music (Center on Education Policy, 2005). Several years later, another study from the same organization indicated that elementary schools had cut instructional time for subjects, such as social studies, art, and music, by an average of 32\%. A 2010 report on a nationwide study of No Child Left Behind, issued by the National Art Education Foundation in 2010, revealed widespread negative effects of the legislation on arts education, from poor morale to reduced funds for art supplies (NAEF, 2010). A 2012 United States Department of Education report on arts education, based on thousands of surveys, contains the following discouraging statistics: In 1999-2000, 13\% of elementary schools did not offer visual arts instruction. Ten years later, the number of schools without arts education had increased to 17\% (Parsad and Spiegelman, 2012). The shift away from a diverse curriculum filled with options for all interests and learning styles has been most severe in low-performing schools, where the pressure to raise students’ reading and math scores is ferocious. Tests drive instruction, and high-stakes tests do not assess the ability to play a musical instrument or express oneself through drawing or sculpture. In our school, the “lowest-performing students” are now barred from taking any subject except math, reading, and gym! This is nothing less than criminal, in our opinion. Art and music liberate the human spirit. Removing them from the curriculum is a form of imprisonment. The arts do far more than help with self-expression or provide a break from the grind of academic work. There is plenty of research on the complex benefits of arts education. Studies show that music education is associated with increases in motor skills, SAT scores, and attentivenessIssues in K-12 Education Case Study Document 5 Letter to the Editor: Issues with the Common Core This is a simulated editorial from a high school principal. The letter aims to address concerns with Common Core State Standards implementation. The Common Core State Standards (CCSS) Initiative is a recent effort to establish a single set of clear educational standards for K-12 in English language arts and mathematics. It is a reform movement that will greatly affect education on a local, state, and federal level. The standards were created by three entities: a board of state governors, a council of school officers, and a private consulting firm. States had the option to adopt this set of standards or not, with the incentive that they would be eligible for more federal funding for their schools if they did. The federal government has been vocally supportive of the standards. The goal of the standards is to prepare students who graduate from high school to enter a higher education program, or to enter the workforce. The standards emphasize problem solving, critical thinking, and written communication as the most valuable skills. The CCSS standards have generated criticism from school administrators, parents, teachers, students, and the community as a whole. Much of the frustration is directed at the implementation of the standards as opposed to their explicit goal. I have summarized some of my main concerns as succinctly as possible. As someone personally and professionally affected by these standards, I have a strong opinion about the effect that they will have in our school. I encourage those of you with interest in our community’s education to conduct your own research and formulate your own opinions. I plan to hold a forum during the coming school year to allow an outlet for people to express their opinions. • Federal Imposition on States’ Rights The federal government has no jurisdiction over individual state education curricula. Admittedly, the United States Department of Education was not directly responsible for creating the CCSS, but it has tied federal funding to adoption as a way to compel states to implement the standards. Some states have opted not to implement the standards, but they are few and far between. Many cash-strapped state governments didn’t really have a choice on whether to adopt the standards or not. Attaching federal funding to the standards moved the issue of a common set of standards to the political sphere. • Trial Period for Effectiveness There was no trial period to measure the effectiveness of the CCSS, nor any time to determine the ability of schools to make this significant change. There is no evidence to see what effect, or how big an effect, these standards will have. I cannot recall such a monumental shift in education policy taking place without due consideration and review © 2014 Laureate Education, Inc. Page 1 of 3 Issues in K-12 Education Case Study Document 1 Standards-Based Education This brief is an overview of the standards-based movement with information synthesized from multiple authentic sources. What are educational standards? • Educational standards are written descriptions of the knowledge and skills students should attain. • Standards are descriptions of demonstrable behaviors. • Standards include both knowledge (such as knowledge of certain facts) and skills (such as the ability to perform mathematical operations or evaluate texts according to specific criteria). • Standards should be evidence-based. They should be grounded in research and professional knowledge. • Standards should apply to all learners. • Standards are not a curriculum. While standards do outline content as well as skills, they do so in succinct ways. It is up to educators to define the curriculum that will lead students to master the standards. • Standards are not instructional techniques. Standards tell teachers where to head, not how to get there. What are standards and how are they used to create educational goals? • Standards are a clear roadmap for education. Without standards, individual efforts are disorganized and inefficient. • Standards can provide coherence and consistency across classrooms, schools, districts, and states. In addition, teachers can build off previous materials and goals. • Standards provide clear targets for improvement. • Standards enable educators to prioritize. The possible realm of teachable content is infinite. Standards establish a consensus on what is most essential to teach. This allows teachers to explore topics in depth, as opposed to merely scratching the surface. • Standards embody the latest research in an actionable form; thus, they enable leading-edge understandings to percolate to every level of education. • Standards provide teachers, students, and families with clear, shared understandings of what is expected of teachers and learners. • Standards are a key tool of educational reform. • Standards are a great tool for cross-disciplinary learning. Teachers from different subject areas can work together to achieve common education goals. What are some of the factors related to the development and implementation of standards? © 2014 Laureate Education, Inc. Page 1 of 5 • Standards can be created at any level of education: local, state, national, or even international. A variety of stakeholders should be involved in the creation process, including teachers, administrators, and education experts. • In general, the process of creating new standards involves a balance between maintaining coherence with the traditions of the past while breaking new ground, based on changes in society’s needs and new research into learning. • Achieving community buy-in is essential in order for the standards to Issues in K-12 Education Case Study Document 3 This is an authentic document from United States Department of Education. It explains the role of technology in education and explores non-traditional settings for K-12 education. A common set of standards would likely include some form of digital literacy, either in performing specific tasks while utilizing technology or measuring student achievement. Consider the function of technology while debating the use of standards in education. Use of Technology in Teaching and Learning Technology ushers in fundamental structural changes that can be integral to achieving significant improvements in productivity. Used to support both teaching and learning, technology infuses classrooms with digital learning tools, such as computers and hand held devices; expands course offerings, experiences, and learning materials; supports learning 24 hours a day, 7 days a week; builds 21st century skills; increases student engagement and motivation; and accelerates learning. Technology also has the power to transform teaching by ushering in a new model of connected teaching. This model links teachers to their students and to professional content, resources, and systems to help them improve their own instruction and personalize learning. Online learning opportunities and the use of open educational resources and other technologies can increase educational productivity by accelerating the rate of learning; reducing costs associated with instructional materials or program delivery; and better utilizing teacher time. The links on this page are provided for the user’s convenience and are not an endorsement. See full disclaimer. Virtual or online learning: 48 states and the District of Columbia currently support online learning opportunities that range from supplementing classroom instruction on an occasional basis to enrolling students in full-time programs. These opportunities include dual enrollment, credit recovery, and summer school programs, and can make courses such as Advanced Placement and honors, or remediation classes available to students. Both core subjects and electives can be taken online, many supported by online learning materials. While some online schools or programs are homegrown, many others contract with private providers or other states to provide online learning opportunities. Full-time online schools: The following online or virtual schools enroll students on a full-time basis. Students enrolled in these schools are not attending a bricks and mortar school; instead they receive all of their instruction and earn all of their credits through the online school. State operated © 2014 Laureate Education, Inc. Page 1 of 6 • The Florida Virtual School – An online school that provides full-time learning opportunities to students in grades K-12. Districts can also work with Florida Virtual School to provide blendeIssues in K-12 Education Case Study Document 3 This is an authentic document from United States Department of Education. It explains the role of technology in education and explores non-traditional settings for K-12 education. A common set of standards would likely include some form of digital literacy, either in performing specific tasks while utilizing technology or measuring student achievement. Consider the function of technology while debating the use of standards in education. Use of Technology in Teaching and Learning Technology ushers in fundamental structural changes that can be integral to achieving significant improvements in productivity. Used to support both teaching and learning, technology infuses classrooms with digital learning tools, such as computers and hand held devices; expands course offerings, experiences, and learning materials; supports learning 24 hours a day, 7 days a week; builds 21st century skills; increases student engagement and motivation; and accelerates learning. Technology also has the power to transform teaching by ushering in a new model of connected teaching. This model links teachers to their students and to professional content, resources, and systems to help them improve their own instruction and personalize learning. Online learning opportunities and the use of open educational resources and other technologies can increase educational productivity by accelerating the rate of learning; reducing costs associated with instructional materials or program delivery; and better utilizing teacher time. The links on this page are provided for the user’s convenience and are not an endorsement. See full disclaimer. Virtual or online learning: 48 states and the District of Columbia currently support online learning opportunities that range from supplementing classroom instruction on an occasional basis to enrolling students in full-time programs. These opportunities include dual enrollment, credit recovery, and summer school programs, and can make courses such as Advanced Placement and honors, or remediation classes available to students. Both core subjects and electives can be taken online, many supported by online learning materials. While some online schools or programs are homegrown, many others contract with private providers or other states to provide online learning opportunities. Full-time online schools: The following online or virtual schools enroll students on a full-time basis. Students enrolled in these schools are not attending a bricks and mortar school; instead they receive all of their instruction and earn all of their credits through the online school. State operated © 2014 Laureate Education, Inc. Page 1 of 6 • The Florida Virtual School – An online school that provides full-time learning opportunities to students in grades K-12. Districts can also work with Florida Virtual School to provide blendePage 1 of 20 Issues in K-12 Education Case Study Document 2 The following report highlights quantitative data measuring various educational outcomes related to K-12 education. The data comes from authentic sources including the Labor of Bureau Statistics, the National Assessment of Education Progress, and the Program for International Student Assessment. The information in the report is outlined as follows: A. Educational Attainment B. State Profiles C. Nation’s Report Cards D. International Benchmark Results E. Socioeconomic Effects on Testing Page 2 of 20 A. Educational Attainment The following graph is based on a 2012 study from the Bureau of Labor Statistics. It shows the effect that the level of education has on median earnings for persons ages 25 and over. SOURCE: Bureau of Labor Statistics. United States Labor Statistics (2013, December 19). Earnings and unemployment rates by educational attainment. Retrieved from http://www.bls.gov/emp/ep_chart_001.htm Page 3 of 20 B. State Profiles The National Assessment of Educational Progress (NAEP) supplies education data regarding subject-matter achievement and instructional experiences for populations of students as well as specific demographics within those populations. The NAEP is a continuing and nationally representative measure of achievement. Traditionally, states have had individual education standards. Consider the difference in state education outcomes. SOURCE: National Center for Education Statistics. (2014). State profiles. Retrieved from http://nces.ed.gov/nationsreportcard/states/ Page 4 of 20 C. Nation’s Report Cards The following statistics are results from the Nation’s Report Card. The Nation’s Report Card communicates the findings of NAEP. Page 5 of 20 Page 6 of 20 Page 7 of 20 SOURCE: Page 8 of 20 The Nation’s Report Card. (2013). Are the nations students making progress in mathematics and reading? Retrieved from http://nationsreportcard.gov/reading_math_2013/#/performance-overview Page 9 of 20 D. International Benchmark Results The Program for International Student Assessment (PISA) is an international assessment that measures 15-year-old students reading, mathematics, and science literacy. More information about PISA and resources, including the PISA reports, PISA assessment frameworks, and international data files, are available at the Organisation for Economic Co-operation and Development website. Page 10 of 20 U.S. Performance in Reading Literacy Page 11 of 20 U.S. Performance in Reading Literacy Exhibit 1 Description of PISA proficiency levels on combined reading literacy scale: 2009 Proficiency level and lower cut point score Task description Level 6 698 At level 6, tasks typically require the reader to make multiple inferences, comparisons and contrasts that are both detailed and precise. They requiReview the case study scenario below and the 8 resources attached related to analyzing issues and developing and defending positions related to those issues. Examine the information in the case study to identify stakeholders and problems related to the issue. Consider the information you need to obtain to develop a better understanding of the issue and consider how you might locate this information. Assignment Write a 2- to 3-page analysis of the case study below and Include the followinginformation: · Identify at least two stakeholders and explain their relevance to the issue described in the case study. · Explain at least two problems associated with the issue. · Pose at least three questions that will help you gain a better understanding of the issue. · Explain how you would proceed to obtain the answers to your questions. Issues in K-12 Education Case Study The materials in this case study are a combination of authentic public domain documents and simulated documents created specifically for the case study that draw on authentic research and data from government and scholarly sources, and from the opinions of experts in the field. The scenario outlines real issues in higher education, but Rogal College is a fictional institution, invented for the purposes of this case study. Scenario You are on the “Programming & Curriculum Development” task force of a small, private college, Rogal College, which is trying to improve its national standing as an undergraduate institution. Your task is to take a stand on whether the institution should increase curricular focus, funding, and new hiring for professional and technical fields or maintain a more purely academic, liberal arts education with a focus on the humanities. As you examine this issue, consider the following perspectives: What role does a college or university play in society? How will the college’s decision to alter or maintain its curricular focus affect students and alumni? How will the college’s decision affect funding and academic status for the institution? What is the best preparation Rogal can offer to help its students succeed after graduation? How will the task force’s decision affect pedagogy in the classroom? Finally, take into consideration various stakeholders: current and future students, alumni, current teaching staff, the administration, and business leaders.