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= = = Hi! I've color coded us. If you don't like you color- change it! Then make sure that you change all of your questions and responses. This helps us to to comment to one another and add to the discussion without having to post your name everytime. Thanks! = = = Here are the discussion leaders:

Book 1: Becky Book 2: Donna Book 3: Joan Book 4: Ellen
 * Essential Question: **How will what I learned by reading //Leading Every Day, 124 Actions for Effective Leadership// change my perception and practice of being a 21st Century teacher leader?

// What is Leadership? What is Management ? // What is leadership? Leadership is using your personality to influence others into action. "TYPE RESPONSE IN QUOTES" -THEN SIGN NAME
 * The following are some suggested guiding questions for the county team leader or designee to use for the book study facilitation. **
 * //Book 1 Leadership Every Day// Guiding Questions (1-31) **

What are leadership styles? Leadership styles can be derived from coercision (followers are afraid), utility (followers will reap benefits) and legitimate power (followers believe in shared vision). There are as many styles of leadership as there are leaders.

What is your perception of leadership? (self-perceptive) My perception of effective leadership includes these traits: good morals, strong belief in inalienable rights of all, positive, open-minded, striving for a higher purpose, deliberate, fair, and hard working. Do I believe a lot of our leaders have these qualities- no., but some do and that is what gives me hope and drive.

Who are effective leaders? Anyone can be an effective leader. They just need, "the ability to use personal power positively to influence others and build commitment to the goals and the work ."

What makes effective leaders? Effective leaders realize everything changes and they embrace those changes. They question everything and continually ask why, what is the purpose, and how will it effect the students. Effective leaders work towards a win/win answer and recognize the leadership abilities in everyone. They also maintain a strong moral and ethical character.

What do effective leaders do? Effective leaders model what they want and expect, inspire their colleagues toward the common vision, think out of the box and ask a lot of questions, allow others to do what they do best, and build a strong sense of a caring commmunity among the team members.

Is leadership the same as or different from power? Leadership is different from power. Power can be coercive and intimidating, in which case the employee may do their job but not necessarily their very best because they don't share the vision or goals that the leader has.

How do leaders know what they are doing is the right thing? If a leader is staying client (students for us) focused and makes ethical and morally correct decisions in their position, they are doing the right thing.


 * //Book 2 Leading Change// Guiding Questions (1-31) **

1. Change is inevitable, what do effective leaders know about change?

Good leaders know that change needs to take place over time. For a change to be sustained, it can not be a one time event. The change needs to involve the people that are affected by the change on the decision process. Professional development needs to be embedded over time in order for people to acquire the knowledge and skills to implement the change.

2. How do leaders recognize the need for change, map change, move people toward change?

Leaders recognize a need for change when their organization starts to decline or when members of the organization become dissatisfied or unmotivated. Changes needed to be mapped out and organized so that all individual stakeholders feel valued and important in the decisions made.

3. Where does change start? How do people experience change?

. “Real change begins with the simple act of people talking about what they care about…and the world begins to change.” Margaret Wheatly

Everyone experiences change differently. The more the change has a significant impact on the person, the more affected the person is by the change. If the change affects people’s self-confidence, their span or control, their comfort or their competence, they will be resistant to that change.

4. What is the difference between change and stability?

In order for a positive change to be made, there needs to be stability in the parts that are not being changed. There needs to be a balance between the focus of what is being changed and what can and should remain the same. Without this balance, the change can be overwhelming.

The areas of stability need to be highlighted both verbally and in writing by the leaders of the organization. This assures the stakeholders that the leadership is committed to the change.

5. How do leaders change motivation? Leaders change motivation by assuring all members being affected by the change that they are a valued and trusted part of the organization. The more motivated a person is, the more positively they will accept change. A shared vision and common sense of direction are also important to change motivation.

6. What are the stages of change?

There are 7 stages to change ü Refocusing – sharing ideas on how changes can be made ü Collaboration – working together to achieve a common goal ü Consequence – how can changes be made to have more impact ü Management – taking ownership in the change ü Personal – how will the change affect individuals ü Informational – gathering information to make informed decisions ü Awareness – letting others know about the change

7. How do leaders overcome resistance to change? Good leaders overcome resistance to change by keeping on top of what is happening surrounding the change. If there are a group of individuals that are resistant to the change, the leader needs to motivate and challenge those individuals so that they are looking at the change in a more positive way. There must be a shared vision, shared missions, goals, and motivation for an effective change to take place. A good leader must also: ü Increase the tension of not supporting the change by providing data that documents the need for the change, make it clear that all are expected to make the change and make sure that all keep opinion leaders support and model the change. ü Decrease the tension related to trying the new way by determining the concerns of the resisters, helping the resisters make the connection between their personal vision and the organizational vision and setting up a timetable that allows adequate assimilation time.

8. Change is a process: Change is systemic –

Change is a process that takes place over time, but in any successful change, attention needs to be given to what remains constant. There needs to be a shared ownership in what needs to take place in order to make the change positive for all involved.

9. Planning and guiding change: plan, do, check, act

Plan – The organization collects and analyzed data, determines the vision and/or desired outcomes, and creates an initial plan ad action.

Do – The organization prepares people, builds the supportive environment, and implements the plan.

Check – Examine results and methods

Act – The organization takes appropriate actions to improve, maintain, or correct the plan and actions.

Repeating this cycle results in a well-managed process and supports the concept of continuous improvement.

10. People change first, listen to individuals What are the responsibilities of leading change?

The responsibilities for leading change are very great. The leader must have desired outcomes for the change, must serve as a guide for achieving those outcomes, must identify benchmarks that will be used to monitor how the intervention is progressing, must document how the goals, missions and activities are in alignment and must serve as a means for aligning the intervention throughout the organization.

Leaders of organizations need to do the following: ü Involve the appropriate statekholders ü Think Systemically ü Have a compelling vision that is shared throughout the organization ü Think and act in terms of “both/and” rather than “either/or” ü Challenge assumptions and mental models ü Use data for decision making ü Regularly take time for reflection ü Consciously manage personal energy ü Empower people at all levels ü Create structures with minimal hierarchy, fewer layers and just the essentials ü Regularly conduct environmental scans and/or customer surveys to determine any changes in external influences on the organization ü Exhibit a high level of risk taking, courage, and avoidance of blame ü Identify what remains the same and what changes ü Manage the key elements of change ü Value continuous improvement ü Commit the appropriate level or resources to support the change ü Promote resiliency in people and the organization ü Designate benchmarks and acknowledge their achievement ü Celebrate successes and reward progress ü Have a process for orienting new personnel to the change and securing their support ü Evaluate the outcomes and plan accordingly

What impact does the change process have on the organization?

In order for change to occur effectively, the following 5 characteristics need to be in place.

ü Positiveness ü Focus ü Flexibility ü Organization ü Proactivity

11. Describe your organization’s change history.

Randolph County Schools has been under major changes for the past few years. County changes in school organization, structure and leadership has all occurred on a wide scale. Many of the changes were forced upon us, and little or no input was sought from all interested parties, therefore making the changes difficult to say the least.

12. Describe your organization’s personality/character. Is your organization ready for change? Randolph County is under new leadership in superintendent’s office. There is a definite vision and goal set for the county, and I feel that this has been needed for many years. Goals for this year were set for the county by citizens, teachers, and administrators. Hopefully, with this type of leadership, Randolph County will continue to grow and thrive in the 21st century.

** //Book 3 Leading Learning// Guiding Questions (1-31) ** **1. Life long learning: : The conditions that promote learning for all include:** **What conditions promote learning for all? Professional development: Why is life long learning important in our society? How has professional development changed in the past 2 years? Key issues in professional development design and implementation: Discuss: The framework; Practices; Context and strategies; Designing learning experiences Team learning; Evaluating professional development; Modeling expertise True : False Cognitive dissonance is good for learning. Respond and support your answer.** **Discuss the philosophical and pragmatic approaches to learning in your organization**.

Book 4 Leading Effective Groups Guiding Questions (1-31) Leaders have good presentation and facilitation skills.  1. What is the difference between discussion and dialogue? A major difference between the two types of conversations is the goals. Dialogue is sharing ideas, reflecting on thoughts and comments, a desire to learn, and understand one another better. The ultimate goal of dialogue is to reach a deeper “collective understanding.” To achieve this goal, it is important not to make assumptions or judgments. In contrast, discussion has a goal of making a decision. Discussion narrows the amount of ideas, presents pros and cons, and requires one to make a judgment about what he/she hears. While it is still important to maintain structure and not make assumptions, one needs to make listen to others ideas and decide what is best for the group.  2. When is consensus necessary, when will majority suffice? Consensus is not necessary as often as one thinks because it is very time consuming. It has to be achieved when a very broad base of support must be achieved to move on. In these cases, however, it may be a good decision to reach a "sufficient consensus." This is defined as at least 80% on board and ready to act and the other 20% or less say that they don't agree with the decision, but that they won't sabatoge it. Majority will suffice when a broad base of support is not necessary for moving on; like meeting dates or what color folders to hand out.

3. How do people in groups talk to one another? People in groups must talk to one another in very specific ways. They need to create group norms, which are necessary to move groups along and to help them grow. These norms are: 1. Pausing: making sure that all group members have time to process 2. Paraphrasing: listening to what one says and then stating it back in a shortened form, but keeping the content and emotion intact 3. Probing for specificity: asking pointed questions to make generic statements have more impact, but asking them in a non threatening way using paraphrasing 4. Putting ideas on the table- presenting ideas but in a way that shows them for the content of the idea, but not from the speaker (ie one thought is vs I think) 5. Paying attention to self and others- watching body language to make sure that you are presenting yourself in the way that you want to be perceived, but at the same time watching others and avoiding making assumptions about what their body language means 6. Presuming positive intentions- keeping a positive mind and teaching yourself to think that all group members are participating and adding with the good of the group in mind 7. Pursuing a balance between advocacy and inquiry- making sure that you are influencing others in balance with gathering information about options, in other words- hearing what others have to say but still helping to assert important points  4. How do teams develop a community environment? Teams develop a community environment by creating value for each member. It is important to use "I" statements when talking, follow the group norms for communicating, create a physical setting that invites all members to participate (a horse shoe shape, semi-circle, etc.), give all members time to process information, give out agendas (and adhere to them) before meetings, have meetings only when necessary and set goals, avoid gender/social/racial/etc. bias', and teach others to give and recieve negative feedback. It is very important that each person be viewed and treated as a valued member of the group to help it to be successful. By having the community environment, you are more likely to have positive, productive group meetings. A community environment fosters a culture of questioning, respect, risk taking, and interactive engagement.

5. How do effective groups function? Effective groups move in cycles or stages of development. These domains are: 1. Getting work done: effective groups use dialogue and discussion, conduct successful meetings, facilitate groups, and can design efficient and effective meetings. 2. Doing the right work: the work being done follows with group vision, mission, and values; members also know how to live with conflict, work with problems that seem unmanagable, increase adaptivity, and create a sense of community. 3. Working interdependently: diversity is key to success, subgroups need to be able to work together; members also be proficient in discussion and dialogue, meeting management, facilitating meetings, and living with conflict. 4. Managing systems: keys to success in this domain is: living with conflict, handling unmanagable problems, being adaptive, and creating community. 5. Developing groups: adapting to change, valuing community, living with conflict, and following these 6 domains. 6. Adapting to change: constantly striving to meet current goals, working within the given environment and with the given tools and maintaining value in community

6. Which Leader Role is your strength and why? I believe that my leader role strength is that of the coach. I enjoy helping others find ways to succeed. I do not enjoy being the center of attention, but I like participating in important groups and decisions. As a special educator, I feel I take on the role of coach daily and because of that practice, it is a role I fall into naturally in groups. I also feel that when it calls for it, I do well as a facilitator. I like to make sure that things are getting done and helping others to participate. The roles are as follows: Facilitator: they manage the process of the group Presenter: they teach information to the group Coach: help others achieve their own goals Consultant: provide expertise to the group Which role do you fall into when you are a leader of a group? Why do you think you fall into that role? <span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Each county team will decide which options they will use to guide the book study. The following chart provides some sample options in each category.
 * **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Options for reading the book ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Options for sharing ** || **<span style="font-family: 'Arial','sans-serif'; font-size: 12pt; line-height: 115%;">Who will do what ** ||
 * <span style="background-color: #ffff00; font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 115%;"> Everyone reads all 31 contemplations in Books 1 – 4.

Everyone reads all 31 contemplations in Book 1, and then determines who will read subsequent books or themes.

Using the themes prescribed and identified in the Facilitator’s Guide, assignments are made to individual team members.

Other jigsaw designs may be used at the discretion of the county team. || <span style="background-color: #ffff00; font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 115%;"> Blog, dashboard, wiki, ning, or WebTop : guiding questions are posted and team members respond with weekly reflections

County team meetings (team decisions) Frequency Monthly, weekly, Staff development time Structure School based Faculty senate presentations Team partners Workshops ½ day, 1 day, 2 day see facilitator’s guide p63

Regional meetings (contact your RESA) After school hours Saturday Release time Video meetings

Other (coordinate with County Special Education Director and RESA) Regional or state meetings Professional development for leader mentors, including other SETLA teams Book authors, webinar, video conf. || <span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Guided questions are posted by the county team leader

Guided questions are posted by individual team members, based upon readings for the week.

Each team member chooses one of the weekly readings and posts his or her reflections.

County team leader Team member Regional staff RESA staff Other || Action Research Projects: **<span style="font-family: "Arial","sans-serif"; font-size: 16.0pt; line-height: 115%;">2009 SETLA Action Research Project Format ** **<span style="font-family: "Arial","sans-serif"; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";">Big Idea: Global 21 Special Educators: Leading the Change! **<span style="font-family: "Arial","sans-serif"; font-size: 14.0pt; mso-fareast-font-family: "Times New Roman";">  || **<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Know: **<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  || <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">7-Emerging roles of the 21st century special educator require the individual to possess and apply a range of critical skills and leadership expertise to meet the needs of each learner with an exceptionality. (adapted from Hoover and Patton, 2008) || **<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Understand: **<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  || <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">2-Effective teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community to obtain optimal student performance. || **<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Do: **<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">  || <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">6a-Experience engaging strategies and activities for replication in the 21st century classroom. <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">6b-Select and implement a new classroom strategy or tool learned at the SETLA to inform and change practice by conducting an Action Research Project. <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";"> || <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;"> <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;"> <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;"> <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;"> || <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;"> <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;"> || <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;"> || <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;"> <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;"> <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;"> <span style="font-family: "Arial","sans-serif"; 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font-size: 12.0pt;"> || <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;"> || <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;"> <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;"> <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;"> <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;"> <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;"> <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;"> <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;"> || <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;"> <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;"> <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;"> <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;"> <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;"> <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;"> <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;"> <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;"> <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;"> || <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;"> <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;"> <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;"> <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;"> <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;"> <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;"> <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;"> <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;"> || <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;"> <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;"> <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;"> <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;"> <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;"> <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;"> || <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">
 * <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Essential Question: **<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">How will what I learn at the Special Education Teacher Leadership Academy change my teaching practice? ||
 * <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">Essential Question: **<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; mso-fareast-font-family: "Times New Roman";">How will what I learn at the Special Education Teacher Leadership Academy change my teaching practice? ||
 * <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Name of Teacher : Ellen Shepherd **
 * <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">County : Randolph School: Jennings Randolph Elementary **
 * <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Timeframe of Action Research: From ____October__ to ___January____ **
 * <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">IDENTIFY THE QUESTION ** ||
 * <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">What is the effect of podcasting as an accommodation for students in the general education setting? **
 * <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">What is the effect of podcasting as an accommodation for students in the general education setting? **
 * <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">What is the effect of podcasting as an accommodation for students in the general education setting? **
 * <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">PLAN YOUR ACTION ** ||
 * <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Strategy or tool selected: **
 * <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Tool: Podcasting **
 * <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Strategy or tool selected: **
 * <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Tool: Podcasting **
 * <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Description of how the strategy or tool will be used: **
 * <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Teachers will create podcasts of tests and assignments for students who have oral reading as a modification. Students will then sign out MP3 players for those tests and assignments and will listen to them read via podcast as opposed to being pulled out or pulled to the back of the room to have these assignments read to them. **
 * <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Teachers will create podcasts of tests and assignments for students who have oral reading as a modification. Students will then sign out MP3 players for those tests and assignments and will listen to them read via podcast as opposed to being pulled out or pulled to the back of the room to have these assignments read to them. **
 * <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Profile of students (e.g., how many, grade, learning profiles): **
 * <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">10 students, 3rd-5th grade, 2 OHI (ADHD), 1 MI, and 7 SLD **
 * <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">10 students, 3rd-5th grade, 2 OHI (ADHD), 1 MI, and 7 SLD **
 * <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Content of lesson or unit of study: **
 * <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Across all content areas **
 * <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Across all content areas **
 * <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">What do you expect students to know? **
 * <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Students will be taught how to use the MP3 players but I expect to see the same or better test results as students who are read to in an alternate setting or by a teacher. **
 * <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Students will be taught how to use the MP3 players but I expect to see the same or better test results as students who are read to in an alternate setting or by a teacher. **
 * <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">How will you know if the students know it? **
 * <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Students will demonstrate how to use the MP3 players via speakers for the first 2 tests with me so that they can show they know the controls and how to listen to questions again if needed. **
 * <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">I will keep records of their grades on tests and have them fill out confidence surveys as well as a group of students who receive the modifications via an alternate setting (5 students in control group). **
 * <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">I will keep records of their grades on tests and have them fill out confidence surveys as well as a group of students who receive the modifications via an alternate setting (5 students in control group). **
 * <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">What role will the strategy or tool play in building student understanding? **
 * <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Students will gain independence and self esteem by testing in this manner. They will also be more likely to go back and listen to questions again because no one will know how often they listen to a question. **
 * <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Students will gain independence and self esteem by testing in this manner. They will also be more likely to go back and listen to questions again because no one will know how often they listen to a question. **
 * <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">IMPLEMENT PLAN AND COLLECT EVIDENCE ** ||
 * <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Other individuals involved and roles (e.g., Principal, recording classroom interactions): **
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">1. ****<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;"> Students- monthly self surveys **
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">2. ****<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;"> Classroom teachers- grades **
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">3. **<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">4. **<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">5. **<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">6. **<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">7. **<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">6. **<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">
 * <span style="font-family: Arial,sans-serif; font-size: 12pt;">7. **<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">
 * <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Notes about implementation (Optional): **
 * <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Notes about implementation (Optional): **
 * <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">ANALYZE EVIDENCE ** ||
 * <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Summary of observable data (e.g., recorded classroom observation of student responses, written student practice and work). Please note whether attachments (e.g., observation forms, graphic organizer, samples of student work) are included. **
 * <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Summary of observable data (e.g., recorded classroom observation of student responses, written student practice and work). Please note whether attachments (e.g., observation forms, graphic organizer, samples of student work) are included. **
 * <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Summary of observable data (e.g., recorded classroom observation of student responses, written student practice and work). Please note whether attachments (e.g., observation forms, graphic organizer, samples of student work) are included. **
 * <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Most students say that they prefer the MP3 players to being in an alternate setting or having teachers read to them. This is most notable with 5th grade students, where all students preferred this method. Grades, for the most part, remained the same as the control group. Some students, again the 5th graders, had higher grades than previous and higher grades than their peers. When asked about the change, students said they felt comfortable listening to prompts and questions more than once when peers did not have to hear them ask for it to be re-read. **
 * <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">I have attached a graph with grades on Science Tests and a graph of student self assessments taken November, December, January, and February. **
 * <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">In what ways was the strategy or tool effective in promoting student learning? **
 * <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Students had higher self esteem, put forth more effort in testing, and felt more a part of the class when using this as an accommodation than when they were previously read to in an alternate setting. **
 * <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Students had higher self esteem, put forth more effort in testing, and felt more a part of the class when using this as an accommodation than when they were previously read to in an alternate setting. **
 * <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">In what ways was the strategy or tool not effective? **
 * <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">In what ways was the strategy or tool not effective? **
 * <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">One student with speech and hearing difficulty struggled with this tool and opted by December to switch to being read to in an alternate setting. **
 * <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">SHARE RESULTS AND PLAN FOR THE FUTURE ** ||
 * <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">When and how did you share your action research results with your SETLA county team members? What was the most important learning that you communicated with your colleagues? **
 * <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">When and how did you share your action research results with your SETLA county team members? What was the most important learning that you communicated with your colleagues? **
 * <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">When and how did you share your action research results with your SETLA county team members? What was the most important learning that you communicated with your colleagues? **
 * <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">Shared it on our Blog which is shared to the entire county. All special education teachers had the opportunity to look at it. I also shared it with our school at a school Professional Learning Community meeting. This was good because my colleagues saw that each child is different, but this is a good way to help students to feel more a part of the class and validate using technology in the classroom. ** ||
 * <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">How would you change the use of the strategy or tool if you use it again? **
 * <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">I would allow students to make the choice from the beginning and hold them accountable. If their grades begin to drop I will intervene with reteaching how to use the MP3 player, if the student still did not show improvement, then I would require them to be read to in an alternate setting. ** ||
 * <span style="font-family: "Arial","sans-serif"; font-size: 12.0pt;">I would allow students to make the choice from the beginning and hold them accountable. If their grades begin to drop I will intervene with reteaching how to use the MP3 player, if the student still did not show improvement, then I would require them to be read to in an alternate setting. ** ||

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