Ohio Leadership for Inclusion, Implementation, and Instructional Improvement Instructional (OLI4) Modules

On this page:

• Discipline Module
• Individual Education Program Module
• Inclusive Classroom Module
• Pre-Referral Intervention Module
• Principal Decision-Making Module
• Section 504 Module
• Shared Leadership Module
• Special Education Funding Module
• Special Education Law Module
• Supporting Students Module
• Team Leadership and Communication
• Use of Data Module

Discipline Module

This module is designed to engage current principals and principal candidates in the exploration of the complexities of discipline when a student has been identified with a disability. Participants will review a variety of resources to gain knowledge about special education laws and regulations that govern discipline of students identified with a disability. Topics addressed include: discipline, special education law and associated case law, manifestation determination, Least Restrictive Environment (LRE), Free and Appropriate Public Education (FAPE), Due Process safeguards, parent involvement, and shared decision making.

Discipline Module (PDF)

Individual Education Program Module

This module focuses on the content of the Individualized Education Program (IEP) and the team approach to writing and implementing them.

Individual Education Program Module (PDF)

Inclusive Classroom Module

This module focuses on inclusion and the legislation and best practices that support the effective instruction of all students. It provides an overview of Individuals with Disabilities Education Act, the Americans with Disabilities Act and the Rehabilitation Act of 1973 along with the best practices of Response to Intervention and universal design for learning. Additional online resources will be suggested to supplement the information found in this module.  Activities in the module will help facilitate a school administers understanding of the law, the continuum of placements, removing the barriers to inclusion and observing, analyzing and evaluating effective inclusionary practices.

Inclusive Classroom Module (PDF)

Pre-Referral Intervention Module

This module focuses on the content of the Individualized Education Program (IEP) and the team approach to writing and implementing them.

Pre-Referral Intervention Module (PDF)

Principal Decision-Making Module

School leaders are responsible for creating a school culture that supports the learning of all students. The culture of the school environment through the actions of the adults and students ensures students are treated with dignity and respect regardless of race, religion, or special needs. This unit requires candidates to integrate their knowledge of school culture, vision, and decision-making with ethics, IDEA laws and procedures for a fair and equitable education for students.

Principal Decision-Making Module (PDF)

Section 504 Module

This online learning experience is designed for pre-service school leaders focusing on the Section 504 Plan as it pertains to the Rehabilitation Act of 1973 and the impact on public education. This Section of the Act was revised in 2008 which redefined responsibilities for administrators in schools that serve students age 3 - 22 who have disabilities that prevent the student from performing a major life function and are not identified with an IEP. Candidates gain knowledge, experience and resources to be knowledgeable about the process of serving students that is required by this Act.

Section 504 Module (PDF)

Shared Leadership Module

The module focuses specifically on the role of the principal in supporting higher levels of learning for all students, faculty, and staff.  In particular, the module is intended to highlight the development of principal knowledge and skills in leading teacher learning and development, supporting the effective use of building leadership team (BLT) and teacher-based team (TBT) structures, and supporting the collective capacity of the school and district in meeting the instructional needs of and improving results for all children, including children with disabilities. Specific examples incorporated into the module addresses the use of the Ohio Improvement Process (OIP) or aligns with the OIP as an instructional / improvement framework; the effective use of data to make instructional decisions; how to gain focus around the core work of teaching and learning; how to identify and implement fully shared instructional practices; how to monitor the degree of implementation and the effects of such implementation on student, adult, and organizational learning; and how to support the ongoing development of an inquiry-oriented school culture that supports school personnel in assessing their individual and collective impact on student learning. The module aligns with the work of the Ohio Leadership Advisory Council (OLAC).

Shared Leadership Module (PDF)

Special Education Funding Module

This online learning experience is designed for pre-service school leaders focusing on funding for special education programs that fall under the 13 identified disability categories as provided by the Federal Government. Candidates gain knowledge, experience and resources to be knowledgeable about the process of acquiring, budgeting, and expending federal funding which supplements local funding to support the needs of children with disabilities through research, readings, and interviews.

Special Education Funding Module (PDF)

Special Education Law Module

This online learning experience is designed for pre-service school leaders focusing on the history of special education legislation including related legislation and case law. Students gain knowledge, experience and resources supporting shared leadership in meeting the needs of all children including those with disabilities through readings, videos, slideshow presentations, and case studies. Students explore and share their personal experiences with children with disabilities expanding the knowledge and skills needed through reading, reflective writing, dialogue, and problem-based learning.

Special Education Law Module (PDF)

Supporting Students Module

This online learning experience is designed for pre-service school leaders focusing on leading teams and groups, and also helping teachers to lead teams/groups. This includes an examination of the communication necessary to help teams/groups succeed. Students gain knowledge, experience and resources supporting shared leadership in meeting the needs of all children including those with disabilities through readings, videos, slideshow presentations, and case studies. Students explore and share their personal experiences with children with disabilities expanding the knowledge and skills needed through reading, reflective writing, dialogue, and problem-based learning.

Supporting Students Module (PDF)

Team Leadership and Communication

This online learning experience is designed for pre-service school leaders focusing on support structures for students, specifically those with a special education designation in schools.  Candidates gain knowledge, experience and resources to support students and families including those with disabilities through readings, videos, presentations, and case studies.  Candidates explore and share their personal experiences with children with disabilities expanding the knowledge and skills needed through reading, reflective writing, dialogue, and problem-based learning.  Candidates will work through a case study focused on a student with special needs that is approaching concerns with a needed manifestation hearing and the needed resources and services that will be discussed within the lesson.  This case study will address the internal and external supports for students and families, legal and fiscal concerns, and disciplinary policies advantages and disadvantages (i.e. Zero Tolerance).

Team Leadership and Communication Module (PDF)

Use of Data Module

By analyzing Building and Report Card data from a recent school year, the student will identify areas of needed improvement, identify instructional practices that may be beneficial for students with disabilities and students with Limited English Proficiency, and ultimately make some planning around data-driven decisions to inform instruction for all students.
Students will learn about and be able to express ways that Value-Added can affect teachers, how it helps to inform instruction, and offer examples of how Value-Added could affect Building Leaders’ capacity to make educational and personnel decisions for their buildings.

By viewing all testing information in this module, the student will develop an assessment plan they can communicate to teaching staff using both formal and informal assessment data.

Use of Data Module (PDF)