Standard #10: Leadership and Collaboration
The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
RAPS Activity
Performances/ Essential Knowledge/ Critical Dispositions
Activity: Special Education Services: Following the directions in the textbook, I contacted the special education department of the Sanford School Department to request a parent information packet detailing the rights and responsibilities of the district regarding testing, resources, policy and practices. I also asked for other information pertaining to IDEA. Crystal King, the administrative assistant to the Director of Special Education was very helpful and sent me links to a couple of documents explaining IDEA regulations. She also provided me with some information about developing IEP's which included a few rules specific to the Sanford school system. After reading this literature, I feel that I have a much better understanding of a teacher's role in meeting the needs of special needs students.
ARTIFACT: see pages Special Needs Reminders
REFLECTION:
10 a. This performance standard emphasizes the teacher's role as part of a team. It also includes feedback, examination and analyzation of data- all of which are critical for a student with special needs. After a team has determined realistic goals for a student the teacher needs to be able to participate in the evaluation of the student's progress toward these goals. The classroom teacher also often takes accountability for the implementation of many of the accommodations for special needs students in order to keep them in the least restrictive environment and to help them engage more fully in the learning process.
10 b. The general curriculum may not be able to meet all of the needs of special needs students. The teacher needs to collaborate with other professionals in the school and on the IEP team in order to devise new approaches that will meet the various needs of these students. The teacher may have to learn new methods and be open to change in order to implement these approaches.
10 d. The family members (especially the parents) of a student with special needs are a vital part of the team that decides how best to meet those needs. They work with the classroom teacher and other professionals to develop mutually agreeable goals for the student's learning. A teacher needs to value their input and to keep them informed.
10 q. This critical disposition emphasizes a teacher's respect for a student's family as well as willingness to work together to set and meet challenging goals. Because of the nature of their situation, most goals that are set for special needs children will be inherently challenging. A teacher needs to keep a family's expectations (and the reasons for them) in mind when dealing with special needs students and work together to determine which goals are reachable and which methods will best enable the student to reach those goals.
Special Needs Reminders
The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
RAPS Activity
Performances/ Essential Knowledge/ Critical Dispositions
- 10a- The teacher takes an active role on the instructional team, giving and receiving feedback on practice, examining learner work, analyzing data from multiple sources, and sharing responsibility for decision making and accountability for each student's learning.
- 10b- The teacher works with other school professionals to plan and jointly facilitate learning on how to meet diverse needs of learners.
- 10d- The teacher works collaboratively with learners and their families to establish mutual expectations and ongoing communication to support learner development and achievement.
- 10q- the teacher respects families' beliefs, norms, and expectations and seeks to work collaboratively with learners and families in setting and meeting challenging goals.
Activity: Special Education Services: Following the directions in the textbook, I contacted the special education department of the Sanford School Department to request a parent information packet detailing the rights and responsibilities of the district regarding testing, resources, policy and practices. I also asked for other information pertaining to IDEA. Crystal King, the administrative assistant to the Director of Special Education was very helpful and sent me links to a couple of documents explaining IDEA regulations. She also provided me with some information about developing IEP's which included a few rules specific to the Sanford school system. After reading this literature, I feel that I have a much better understanding of a teacher's role in meeting the needs of special needs students.
ARTIFACT: see pages Special Needs Reminders
REFLECTION:
- What more did you learn about IDEA? After reading about IDEA in the textbook, I had no idea how comprehensive it is. It governs everything from initially identifying students with disabilities, to developing specifically individualized IEP's, scientifically monitoring their progress, periodically reevaluating their needs, and eventually transitioning them out of the special education program. I think that I was especially impressed by the requirements for scientific evaluation of a student's progress. Ideally there is no room for individual opinion about whether a program is meeting a student's needs. All evaluations are objective and based on numbers rather than just dependent on general observation or opinion.
- How does it feel to look at this information from a parent's perspective? I think that IDEA seeks to empower parents to have a say in what is in the best interests of their special needs child. Sometimes parents can see things that are not apparent to a classroom teacher or that may not show up on an initial evaluation. Parents are given the right to dispute the findings of evaluations, and even to have additional evaluations conducted if they feel the need. They are also given a full explanation of all of the contents of a child's IEP, and the special education process does not begin until they have consented.
- How does it feel to look at this information from a student's perspective? As a student, I would find it reassuring to know that efforts are being made to keep special needs students in the least restrictive environment possible. Doing this lessens the stigma of having a learning disability and allows them to interact with and form bonds with their peers without being unduly segregated.
- How does it feel to look at this information from a teacher's perspective? The special needs process is complicated, and I think it could be a little overwhelming- especially for a new teacher. Thankfully the whole process is not left to an individual, but is part of team collaboration. I also feel that the steps outlined by IDEA help all teachers to fulfill their roles and to give all students the best education possible.
10 a. This performance standard emphasizes the teacher's role as part of a team. It also includes feedback, examination and analyzation of data- all of which are critical for a student with special needs. After a team has determined realistic goals for a student the teacher needs to be able to participate in the evaluation of the student's progress toward these goals. The classroom teacher also often takes accountability for the implementation of many of the accommodations for special needs students in order to keep them in the least restrictive environment and to help them engage more fully in the learning process.
10 b. The general curriculum may not be able to meet all of the needs of special needs students. The teacher needs to collaborate with other professionals in the school and on the IEP team in order to devise new approaches that will meet the various needs of these students. The teacher may have to learn new methods and be open to change in order to implement these approaches.
10 d. The family members (especially the parents) of a student with special needs are a vital part of the team that decides how best to meet those needs. They work with the classroom teacher and other professionals to develop mutually agreeable goals for the student's learning. A teacher needs to value their input and to keep them informed.
10 q. This critical disposition emphasizes a teacher's respect for a student's family as well as willingness to work together to set and meet challenging goals. Because of the nature of their situation, most goals that are set for special needs children will be inherently challenging. A teacher needs to keep a family's expectations (and the reasons for them) in mind when dealing with special needs students and work together to determine which goals are reachable and which methods will best enable the student to reach those goals.
Special Needs Reminders
- Children who need special assistance may be identified through Child Find or through parent or teacher observation
- First attempt alternative teaching strategies for struggling students (RTI)
- Parents or school district can request a formal evaluation to determine if a child has a learning disability (parents must be notified at least 7 days in advance and consent to the evaluation if it is initiated by the school)
- Occasions Requiring Parents to be Provided with a Copy of Procedural Safeguards:
- initial referral or parent request for evaluation
- once each school year
- if a parent files a complaint
- if student is removed from an educational situation because of violation of codes of conduct
- Evaluation must be conducted within 60 days of parent consent
- After evaluation eligibility meeting/ IEP meeting scheduled to determine eligibility for special services
- Conditions for eligibility:
- student must be determined to have 1 or more of 13 disabilities as defined by IDEA
- student must need special education to make progress in school and benefit from the general education curriculum
- IEP must be developed within 30 days of child being found eligible
- IEP describes
- specially designed instruction (general curriculum presented differently)
- related services (special services required to allow child to benefit from general curriculum)
- supplemental aids and services (for example, assistive technology)
- accommodations (such as allowing extra time, repetition of directions)
- IEP process:
- consideration factors: a. concerns of parents
b. results of most recent evaluation of child
c. strengths of child
d. needs of child
- special factors
- present level of performance
- measurable annual goals
- progress reporting- at least as often as progress is reported for non-disabled students
- services and programs
- participation in general education
- assessment participation/accommodations
- transition
- IEP must be reviewed annually
- Child must be reevaluated at least every 3 years
- If a child does not qualify for services under IDEA, he/she may still qualify for a 504 plan
- Behavior Issues:
- a student with an IEP can be disciplined like any other student if the action does not exceed 10 consecutive days
- after 10 days the IEP team should consider a FBA (functional behavioral assessment) and behavior intervention plan
- exceptions to this rule include behavior involving weapons, drugs, or infliction of serious personal injury