Doctor of Education / Department of Educational Leadership / Teresa N. Miller / This case study explored multiple teachers’ instructional strategies in several eleventh grade Language Arts classrooms in one successful Midwest school. A “successful” Midwest school was defined as having attained AYP at least three consecutive years. The study focused on the specific instructional strategies and activities used when preparing disadvantaged students for the state reading assessment. The strategies were implemented with disadvantaged students who were difficult to motivate, were slower learners, and were categorized in at least one subgroup. Interviews were conducted with the eleventh grade Language Arts teachers to determine (a) the strategies used when motivating and preparing disadvantaged students for state assessments, (b) the formative practice assessment data used, (c) the instructional changes made based on the formative practice assessment results, (d) the perceived impacts of the preparation process on student improvement, and (e) the recommendations of the eleventh grade Language Arts teachers in preparation for the state reading assessment. Furthermore, this case study explored the perspectives of administrative leaders on the preparation of eleventh grade Language Arts teachers preparing eleventh grade disadvantaged Language Arts students for the state reading assessment. Interviews were conducted with the administrative leaders to determine (a) the resources available in the school district to assist eleventh grade disadvantaged Language Arts students in preparation for the state reading assessment (b) the workshops and conferences that the school district allowed eleventh grade Language Arts teachers to attend in order to increase their understanding of different strategies, and (c) the recommendations of the administrative leaders in preparation for the state reading assessment. Data support that the components of the framework (recognition, memorization, conservation of constancy, classification, spatial orientation, temporal orientation, and metaphorical thinking) were implemented by all of the eleventh grade Language Arts teachers in a variety of ways. The eleventh grade Language Arts teachers also implemented research-based strategies in the classroom to strengthen the framework. The research-based strategies included: structured lessons, relevant curriculum, comprehensive instruction, collaborative learning, strategic tutoring, formative assessment, drill and practice, test-taking strategies, hands-on experience, special privileges, and extra time. Furthermore, the eleventh grade Language Arts teachers administered four formative practice assessments. With the results of these assessments, the eleventh grade Language Arts teachers determined what the eleventh grade disadvantaged Language Arts students understood and what the students did not understand. Based on the formative practice assessment results, the eleventh grade Language Arts teachers changed their strategies and focused on the components in which the eleventh grade disadvantaged Language Arts students were weak.

The Individuals with Disabilities Education Improvement Act (IDEIA) 2004 requires schools to provide students with disabilities with all the academic opportunities, services, and extracurricular involvement afforded non-disabled peers and with non-disabled peers. Accountability measures resulting from the law, No Child Left Behind Act (NCLB), place increased emphasis on the performance of students with disabilities who must be included in the state assessment system, and meet the levels of proficiencies identified by the state for Adequate Yearly Progress in reading and math no later than 2013-2014. According to the literature, principals felt unprepared to provide the leadership in special education. The purpose of the case study of the leadership of a principal was to provide descriptions of practices in implementing and supporting inclusion so that instruction for children with disabilities can be delivered in general education classrooms. The data were triangulated from an interview with the principal, a focus group discussion of general and special education teachers, and examinations of physical artifacts. The findings revealed that the principal organized the school to support instruction of children with disabilities in general education classroom, planned intentionally for scheduling and grouping of students, expected general education and special education teachers to share equal responsibilities for instruction, used data to monitor the progress of students, developed visible and written procedures for academic and behavioral expectations, and collaborated with parents. Underlying each of the findings was the expectation that the faculty collaborate in understanding the impact of the disability upon learning, and problem solve interventions to positively affect academic outcomes for children with disabilities. / Ph. D.