Reflection #7

The Carl D. Perkins Vocational and Technical Education Act of 2006 was passed recently to increase the awareness of academic achievement of career and technical education students, strengthen the connection between secondary and postsecondary education, and improve the accountability both locally and statewide. This Act was the reauthorization of the Carl D. Perkins Vocational and Technical Education Act of 1998 after first being passed in 1984.

There are three major modifications that were made during this reauthorization. Instead of using the term “vocational education,” the term “career and technical education” will be used instead. Schools will maintain a technical preparation program as a separate federal funding stream within legislation. Lastly, we will continue the state administrative funding at five percent of a state’s allotment. The Perkins Act provides approximately $1.3 billion dollars to support technical and career programs in all fifty states over about six years.

In Texas, the Career and Technical Education (CTE) Unit, helps offer districts support and guidance in the CTE field. Career and technical programs aim at preparing students to be both a family member and wage earner. Because of this Act, there have been amendments to the Texas Essential Knowledge and Skills, or TEKS, including suggesting recommended courses. These additions to the TEKS have allowed for some schools to offer additional courses in both career development and career and technical education. Some of these avenues for include Exploring Careers, Career Portals, Career Preparation, and Problems and Solutions. These courses are offered in junior high and high school.

My school district offers a couple of different programs in the technical education programs. First of all, our district has adopted a new vision entitled Vision 2020. Basically, within the next ten years, we want all students to be engaged in a profound curriculum guided by student-focused teachers. Our school has already been working on ways that we can do this and a big push has been in the area of technology. Our Curriculum Night this year was purely focused around technology and the ways we are incorporating it into our daily classroom activities. There are some other programs that our district offers to aid in the growth of technical education. We have several magnet schools in all school levels, elementary through high school. You must apply to these schools, but they have can have a focus on technology, mathematics, and other field areas that would help students with their future profession. Additionally, the after school program in elementary school, called PACE. During their afternoon, students attend a specialized class – cooking, service learning, or robotics, etc., to help them learn about other subject areas. In sixth grade at our school, students attend Enterprise City. This is an program that offers real world experiences for students to act as consumers, producers, and citizens. It is a partnership between the school district and the business community. In addition, many school offer career days that help students become informed of many different careers that exist, both requiring a college degree or not.

Reflection #6

After reading the discussion posts by my classmates as well as myself, I think we were all in agreement on the fact that counselors seem to have so many responsibilities. This seemed clearer to me as I examined the TEA Counseling Guide. There are eight areas of responsibilities, or domains, that TEA outlines for school counselors. These are: program management, guidance, counseling, consultation, coordination, student assessment, professional behavior, and professional standards (p. 30). Program management describes a clear guidance plan including guidance curriculum, responsive services, individual planning, and system support summarized in the Texas Education Code. Counselors must find a balance between these components to meet their students’ and community’s needs. Guidance refers to preparing students for their academic, future, career, and social goals. Counseling is an intervention service available for students who experience development, personal, or other problems that interfere with their social, academic, or personal growth. Consultation refers to the interactions between parents and school personnel because they act as an advocate for students. Coordination describes the referrals of students that may take place to support students in the home, school, community, and district. Student assessment refers to the idea that counselors must be familiar with student assessment procedures, data, and legalities among them. Professional behavior and professional standards describes the professionalism that counselors must possess at their school to create a safe and stable school environment.

The counselor job description seemed quite vague to me especially since it comes straight from TEA. It even states that, “It is important to note that counselors’ specific job descriptions vary depending on their work setting and the counselor-to-student ratio” (p.32). Realistically, there is no one school counselor that has the same day-to-day tasks and responsibilities.

As a school administrator, I think it is important to be knowledgeable of the guidance and counseling programs provided at the school. The first step would be to be involved in the development of the program. Although there are certain criteria outlined in their curriculum. The organization and planning are crucial to an effective program. I think it would be beneficial to have a leadership team to serve as a support team for a counselor. I would love, as an administrator, to have the counseling staff to support the amount of students at my school. Although the effectiveness of a program is directly related to the counselor-student ratio, it is evident that many schools, including my current one, serves way more than the recommended 1:250 ratio suggested by the American School Counselor Association (p. 47). I realize that as administrators we do not have the option of adding a staff member due to budgeting or district policy, but I would try to ensure that students get the services they deserve. In addition, I would try to alleviate some of the “additional” responsibilities that ultimately get left with the counselor. The administrator is deemed the testing coordinator of the school. Although she has this title, I believe the counselor performs many of these duties. I would try to take on these responsibilities so that they can do what they job description truly is – addressing and aiding students’ academic, social, and personal needs. Lastly, I would try to implement many different surveys of the staff, students, and parents of what their concerns are. This would help guide the counseling program and provide input from different sources. This would be a small piece of the evaluation process as well. More than anything, administrators should make themselves available as a support of school programs. Communication is necessary for the success of a school.

Evaluation is an important part of any program in order to ensure its success and continue improvement. The questions that should be answered during the evaluation process seemed vague to me. For example, “How well are counselors performing their roles?” (p.108). This seems quite subjective to me and requires more observation time and input from multiple sources. I really liked how TEA described evaluation as “an on-going process of program renewal” (p.112). As I have previously stated, I am very fortunate to have an amazing counselor who goes above and beyond the job description. I believe because of her passion and dedication to our students, staff, and school, we have an effective counseling program. At the beginning of each year and throughout the year, our counselor surveys the teachers to see where students’ needs are most needed. She then uses these needs to develop her guidance lessons. In addition, she surveys students to see what they are struggling with and areas of concerns they have. If there are situations that arise during the year, she also comes into the classroom to help mediate. For example, my first year we had an issue with bullying among students. She helped lead a classroom meeting in which we, as a class, came to an agreement about classroom norms. In addition, she also presents her curriculum to our Local School Council, which is a board comprised of school personnel and administrators, parents, and community members. This way the community is aware of the guidance program and can voice their concerns if they have any at this time. Lastly, our counselor is good at making time for teacher concerns. If we come to her with a question she does not know, she will always work to find the answer. She knows the ins and outs of assessments, legalities of 504’s and IEP’s, and the family history of almost every student in our school. Overall, I believe we have an effective school counseling program at my elementary school.

Reflection #5

In all of my undergraduate and graduate courses, GT has not been an area of focus. While ELL and SPED strategies, laws, and practices have been emphasized, GT has been omitted. After reading “A Nation Deceived,” I tend to agree with the authors’ viewpoints presented in the article. I am a very research-oriented person. I need to see the facts, statistics, and reasons why something is the way it is. According to the authors, research has shown that intelligent students are becoming bored with the curriculum in the classroom, where challenge should be present (p.8). I teach at a school that is filled with a lot of students who might be considered bright students. Compared to the 5% American average of students who are listed as GT students, I have approximately 38% in my homeroom. Out of 26 students, ten attend the pull-out GT program in our district. I have parents complaining that their child is not being challenged enough during school, rather than receiving complaints that it is too hard. It is a good problem to have, but it also confirms what the authors portray in the article.

The idea of acceleration as it was presented in the article is something that we should already be doing as teacher. As a teacher, I admit that I tend to focus on those students with deficits, ELL students, and SPED students. I am constantly trying to get up to the level of their peers. However, acceleration, which is simply recognizing individual differences and meeting them, should be something teachers equally focus on (p.9). A lot of times these bright students tend to fall through the cracks. Since they are at grade level or above it, teachers do not focus on them (p.47). This is doing a disservice to both the students and teachers. I do feel guilty as a classroom teacher for not giving them the attention they deserve, but I also feel as though I have not been equipped with the skills to meet their needs. According to the authors of the article, they believe the blame does not lie with the teachers because they may not have the training or skills necessary (p.51). The only GT training that is offered in my district occurs during the summer and does not count toward our professional development hours. I would be more than willing to take these courses during the school year especially since the population at my school is so high.

There were two acceleration programs described in the article that stuck out to me: the talent search and TAMS. When I was in middle school, I took the SAT test. Although I did not know it at the time, I realize now that I took part in a talent search. I did not know why, who wanted me to take this, or even what this meant for me at that time. I am honestly not sure if my own mom did at the time. The authors describe the time in which students in the talent search take the SAT being the “only hours of the year in which they are truly challenged” (p.25). As a somewhat perfectionist student, I remember struggling through the test and being completely stressed the whole time because it was so difficult for me. In high school, I heard of the TAMS program (through UNT) because I knew of one person enrolled in it. After reading and learning more about it, I wish I would have known more about it. I am not sure that I would have partook in it, but the idea of completing high school and earning two years college simultaneously is tempting (p.36). There are programs available, yet the lack of knowledge of many does not promote the acceleration model.

There were two main things that stood out to me while I was reading this article. The first is the myth that stated that acceleration is not important because most students don’t need it. (p.8) Although there are only a small percentage of students who technically qualify for a GT program, there are still those bright students in every classroom. I was one of those. I tested for the GT program several times without every being labeled as GT. School always came easy to me, I never had to study until college, and I was enrolled in Pre-AP and AP classes throughout middle school and high school. As it stated in the article, there is a need for us to meet the needs of these students as educators.

Since the NCLB legislation, it seems that our focus has shifted from enriching curriculum to simply meeting requirements. Because GT students have very little legal protection, many students remind underchallenged in classrooms around the United States (p.40). For many years now, the United States has fallen academically to other countries. Politicians are constantly reminding us of this fact, yet not offering any assistance or a plan to fix the problems. The oxymoron of low test scores and providing an equal education for every student is not only confusing, but also hypocritical (p.39). As a country, we are focused on meeting a set of standards instead of maximizing the talents and gifts of those who are well above grade level (p.49). We need to change our focus to pushing students to their maximum capacity, including surpassing the mandated standards.

When I was interviewing the GT teacher for the last discussion question, she loaned me her copy of TEA’s GT plan. My initial response to the plan was that it seemed very vague and left many choices to each school district. While I do believe that each school and district should be given the freedom to do what is best for their students, I also think that GT students lack legal protection in comparison to other populations, such as SPED and ELL students. TEA’s plan has three different categories (in compliance, recommended, and exemplary) to identify each district’s plan with. It seems to me there aren’t any repercussions for districts that might not be fully meeting these requirements or labeled as simply in compliance. Acceleration, as it was described in the article, requires teachers and parents to be more proactive in their child’s education. More than once in the article, it reiterated the idea of “Information is power” (p.25). I think TEA’s plan could be more specific and include specific things that teachers must do in order to meet GT students’ individual needs. Although it is simply a plan, many of these students are not receiving the greatest education they deserve. Every child deserves to grow a year academically. Whether they are above or below grade level, we must push our students past what they believe their potential is.

Reflection #4

The best practice that I believe serve ELL students best was the two-way bilingual program. I noted in my discussion that I have only experienced an ESL pullout program at the one and only school I have worked at. Although I believe that a dual language bilingual program is effective because it uses both languages for instruction, it can only be successful if there is a need for it at a school. I think that TEA should make this program more easily accessible for ELL students. Exiting an ESL program seems to be easier than being admitted. I have had to fight to keep one of my students in the ESL program even though technically he would have been exited due to TAKS writing score. Although he had passed, I did not feel as though he would be as successful in the classroom without ESL services. According to the TEA website, a district with an enrollment of 20 or more LEP students in the same grade level must offer a bilingual program. The magic number, 20 in this case, is enough for one classroom. But what happens if there are 18 or 19 students? Just because they are short one or two students means they cannot have a bilingual program. One would think that in the state of Texas where we have an increasing number of ELL students there would be a large number dual language bilingual programs, but this is not the case.

I found it very interesting that there were only seven districts in the state of Texas with dual language programs as of May 2009. I was able to experience one of the districts, Bryan ISD, while I was an undergrad at A&M in College Station. One of my ESL courses required us to log hours watching either an ESL pullout program or a bilingual program. I was placed in a bilingual classroom for two hours a week. It was interesting to watch the teacher use both English and Spanish in her instruction. I felt as though I learned more by observing this teacher than I had in many of my college courses. With Texas having such a high population of ELL students, I was surprised that there were only seven districts listed on the TEA website as having these programs. In general, the districts that did have them were located on the border (El Paso or Houston), but I know even in the Dallas area that I have had an increased number of ELL students in my classroom since my first year.

The change that I would like to see TEA make in their approach with ELL students deals with educators. I believe that TEA should encourage, or possibly even mandate, general education classroom teachers to be more knowledgeable of ESL practices and methods. As an undergraduate, I felt that we were constantly taking classes that addressed ELL students (and at the time, I was thoroughly annoyed). However, with the growing population of ELL students in Texas public schools, it is important that teachers are equipped with the training of how to effectively teach ELL students because they will inevitably have them in their classrooms. I took the ESL certification test because I believed it would make me more marketable as a teacher; however, I did not think it would ever be necessary for me to teach ESL. I think that TEA should increase the requirements for teachers in order to aid ELL students. More required observation time, more interaction with ELL students, and more courses offered from colleges would be just a few ways that they could do this. In addition, according to the TEA website, in order for a permanent substitute to teach LEP students, they must have a Texas teaching certificate along with a bilingual or ESL supplementary certificates. I was pleasantly surprised to discover this. I know sometimes teachers struggle to find good substitutes who can serve their children the same as they do. In my school district the past couple of years, we have been moving toward only hiring substitute teachers who have their teaching certificate. I think this is one step in guaranteeing that students are given the best education possible. ELL students are no exception. We should do everything we can to provide an effective education for them, including providing programs that meet their individual needs.

Reflection #3

Title I was originally a component of the Elementary and Secondary Education Act, which was enacted in 1965. It was an effort by President Johnson against the War on Poverty. Recently, the No Child Left Behind, or NCLB, legislation reauthorized Title I. Some components of Title I include adequate yearly progress, or AYP, experimentally driven teaching practices, more adaptable control of spending, extended parental choice, and highly qualified teachers. Title I funding can be used for different programs, but these programs do have certain restrictions they must meet certain standards.

Title I supplies grants to economically and educationally disadvantaged students. Under Title I, schools with greater than 40% of socioeconomically disadvantaged students qualify for receiving these funds to support programs that all students can participate in. A school-wide program is one that is built on reform strategies, not simply services that are added on, and it allows for flexibility in spending Title I along with other national funds. A school-wide program must include the following components according to Title I legislation: comprehensive needs assessment, school-wide reform strategies, highly qualified staff, professional development, parental involvement, transition from early childhood programs, teacher decisions, and valuable additional assistance. An example of an effective school-wide program might be one that focuses on the application of academics to real world professions such as Arts, agriculture and industry, and business organizations. Under the ARRA legislation, more than 60% of Title I schools conduct school-wide programs.

The American Recovery and Reinvestment Act of 2009, or ARRA. The purpose for this $787 billion bill was to stimulate the economy to create and save jobs. Under this legislation, 28 different agencies, including the Department of Education, were given specific allocations of the funding in which they had to design specific plans for using their Recovery funds. According to the act’s website, Recovery.gov, the Department of Education has paid out in funding $63,649,010,574, falling second only to the Department of Health and Human Services. Under ARRA, the State Fiscal Stabilization Fund, of SFSF, program is a one-time endowment of $53.6 billion. As of August 2010, almost three billion dollars have been given to the state of Texas. There are several different ways these funds are divided, including Work Study Funds, IDEA Grants, and Education Technology Grants. ARRA supplies $10 billion additionally to Title I funds to state and local education agencies. Approximately one billion dollars have been given to Texas as of August 2010. When I was researching the ARRA bill, I am always interested in how much the school district, Richardson ISD, receives. According to the website, for the fiscal year of 2010, it was planned that RISD would receive $6,581,115 Title I funds. Although I do not teach at a Title I school, as a district, we serve a very diverse population of students.

Title I primary purpose is to assist students who are both economically and educationally disadvantaged. Research has shown that in areas with high levels of poverty, all students’ performances can be negatively affected. In order to improve students’ academic success, there are many steps administrators can take to appropriately use Title I funding. First, schools must decipher the areas of need at a campus level. This can be done district-wide as well, however, schools must assess their needs individually and develop a plan to meet the needs of their specific students. Secondly, all of the legislation requires that Title I schools have “highly qualified teachers.” Teaching at a Title I school does require additional time and effort from the teachers. I have always wanted to teach at a Title I school since I have only taught at a school where most of my students are, in my opinion, entitled and unaware of hardships. As a new administrator, I think it would be difficult to hand-select a highly qualified staff. However, administrators can provide the encouragement and support that teachers need to become highly qualified by creating a positive environment, offering staff development and improvement options, and making personal connections with each staff member. Administrators and school personnel must be interested in students’ successes both in school as well as their extracurricular activities. Especially for students who live in poverty, building personal relationships with every student can make all the difference. Teachers and administrators must be involved in not only school, but community activities as well. Additionally, continuous monitoring and evaluation of programs is necessary. We are constantly looking for ways to improve. In order to this, we must be open and willing to new ideas and changes, if necessary.

Title I funding has successfully aided many school in providing resources, support, and programs that would otherwise not exist. In Texas, we must reach out to youth who are at-risk to create a life-long love of education. Teachers and administrators have the responsibility of providing an effective, engaging, and relevant curriculum for all students.

Reflection #2

Under the IDEA legislation, “least restrictive environment” was a term used to describe the area in which a student can best learn. For most students, this would be the regular education classroom. However, due to the diverse population who are entering public education school buildings, teachers have to serve many different students with many different needs. This can be a juggling act for many due to the range in differences. The differences among students can range from learning styles, upbringings, motivators, and even interests (D’Angelo & Zernanick, p.211). For some students, an alternative education program is necessary for them to be successful in a school setting. According to Fitzsimons Hughes and Adera, approximately 12% of in alternative education programs are those with disabilities (2006, p.26). Students with disabilities need and deserve additional support. It should be distressing to our society that students with disabilities have a drop-out rate nearly twice that of the general education population (Gable, Bullock, & Evans, p. 6). Students with disabilities are not the only population who can be served in an alternative education program. Gifted students, those who need remedial education, and disciplinary issues can also have their needs met in an alternative school setting. Although each program can look differently, an ideal program can include several different components.

An alternative education program is one in which students’ individual needs are being met. Whether that requires one-on-one instruction or constant encouragement and support, teachers and school personnel must support every student. Teachers and school personnel should create a safe environment in which students feel supported, valued, motivated, and self confident. Ultimately, we hope to create both life-long learners as well as well-informed members of society. An ideal alternative education program is one in which students are constantly involved in their learning and feel both successful and proud of their work at school. An active, enthusiastic staff will donate their time and efforts to this program and are constantly evaluating it, looking for ways for improvement. Additionally, a strong, supportive administration and support staff is available to aid teachers and students whenever they are needed. Building relationship is a component of a successful program. Strong relationships between teachers, school personnel, and students will be evident in the manner in which they interact.

Fitzsimons Hughes and Adera state that there are 10,900 alternative schools nationwide (p.26). While the idea of an alternative education program is still relatively new, there have been a number of successful programs, one such is the Twilight Academy Program in Pennsylvania. In an article by D'Angelo & Zernanick, they describe this program that focused on serving students who were not successful in a traditional classroom setting (p.212). The structure of the program, the staff, curriculum, selection of students, and professional development were key components in its success. In its first year, all of the students who were eligible for graduation did so, and one-third of the students who did enrolled in community college (p.217). Several students were offered summer and full-time employment at the end of the school year. All of the teachers, who were novice teachers at the beginning of the year, improved in their classroom management and pedagogy. The program’s greatest success was measured by the amount of who applied to be in the program but were placed on the wait list for the following year. This program included real world job application, a supportive staff, and an enriched curriculum that met the needs of their students. All of these things are necessary for a program to be successful.

The selection of a staff for an alternative school program is necessary it to be successful. Because many of the students are high needs, it will require more time, effort, and patience from the staff. According to D’Angelo and Zernanick, a staff must be adaptable and willing to “think outside the box” (p. 216). What always worked in a traditional classroom will not necessarily work in this classroom. In addition, support staff, such as a counselor and administrator, can be useful in helping managing students and teachers. More than anything else, students have to buy into this program for its success. If they are willing to trust and believe in this program as well as its staff, it is more likely to be successful.

Once a staff has been chosen, the training of them in a variety of areas prior to the start of school as well as throughout the year will make a knowledgeable and well-versed staff. A staff survey in which the administration is able to see strengths and weaknesses of teachers would be helpful in placing them in the subject area they are strongest. Differentiating instruction is something teachers will have to do on a daily basis. This can be very difficult and time-consuming. As a general education classroom teacher who has to constantly modify and create materials for students this year, I know that support in this area would be beneficial. In addition, teachers should be familiar with the different learning styles, how to cater to them, and how to use them in their classroom. Every student learns best in a different way. It is a teacher’s job to know their students and hone in on their strengths.

A flexible curriculum that is based on students’ interest is another component of a successful alternative school program. In order for students to show interest in their learning, they should be able to have some sort of say in their studies. This could be done in several different ways including a survey, a discussion, and different types of assessments. In addition, real world application is absolutely necessary to create well-informed, capable citizens. Creating a thorough curriculum with several different activities to ensure that students are constantly busy is necessary (D’Angelo & Zernanick, 2009, p.216). Some of these students must be actively engaged to truly learn. Teacher collaboration and sharing of ideas would aid teachers in the creation of materials and activities. Additionally, teacher should attempt to implement real world application into their curriculum. A successful alternative program is one in which students recognize and apply skill for their futures. According to Fitzsimons Hughes and Adera, an effective program includes one in which teachers provide instruction using “meaningful and engaging curriculum” (p.27). A rich curriculum that meets students’ interests and needs is necessary for an effective program.

In order to maintain a successful program, constant self-evaluation by teachers is necessary. In order to continually improve, it is important assess themselves. I wish we had more opportunities to do this at my school, and it is something I hope to do as an administrator. Attending staff development and regular collaboration meetings would also allow for teachers to share ideas and grow as a team. Another way to gather input from students is surveys to help develop a curriculum that interests them and give them a place to express their concerns. A huge foundation of any alternative program is building strong relationships among students and teachers. In order for students to “buy into” the program, they must trust their teachers and school personnel. Some things teachers could do to maintain these relationships could be having real conversations with students and giving them information about themselves as well, conducting different team activities to build team morale, and possibly implementing a positive behavior program, rather than focusing on negative behavior.

More than anything, an alternative education program cannot be successful without trust between students and teachers. This is evident from the climate and atmosphere of a school. Beginning an alternative education program requires the support of parents, teachers, students, and administrators. Maintaining an effective alternative education program can require additional time and effort from teachers, but students can be positively influenced in their current school year as well as their futures.

Reflection #1

Student with disabilities were often forgotten about before national legislation was put into place. P.L. 94-142, which was passed in 1975, was the first step that the government took in order to guarantee that every child was offered a public education by using federal funding as an incentive. It was essential in outlining the process for evaluating students and providing services before, after, and during a student’s public education.

P.L. 94-142 was enacted to ensure that students with disabilities were given a free, appropriate education. Before this legislation, many students with disabilities were denied an education in public schools amongst their peers. The four main purposes of P.L. 94-142 included: providing a free, appropriate education, protecting rights of students and parents, assisting states in this process, and guarantee an effective manner in which these services were provided. P.L. 94-142 outlined the process of evaluation, defined a free and appropriate education and a least restrictive environment, and supported the shared decision making process among both educators and parents.

P.L. 94-142 was later changed to IDEA in 1990, and it was later amended twice. These changes in 1990 widened the range of disabilities that were met and services provided for, including autism and traumatic brain injury as individual disabilities instead of falling under the label of other health impairment. IDEA includes 13 disabilities. When it was later amended, behavior intervention plans and assessments were included, the provision of mainstreaming students with disabilities, and testing programs. In addition, IDEA outlined the criteria for the early intervention process. Children with disabilities are being identified earlier and provided services for both the child and family.

Every child with a disability must have an Individualized Education Plan, or IEP, which is designed by an IEP team. The IEP outlines the services provided, the academic and social goals, as well as type of assessments that are appropriate for the student. In addition, an IEP meeting will be held for each child with a disability annually along with a three-year reevaluation. Each IEP is different and individualized for the student. In order to be eligible for special education services under IDEA legislation, there are certain steps educators and parents must take for each student.

Evaluation of an individual child is the first step in determining whether a student is eligible for special education services or not. This evaluation helps gather information about the student to determine if they have a disability and what services and supports might need to be provided. There are two ways to begin the evaluation process. A parent or a school system may request that an evaluation be performed. From my experience, I believe the parent request is a faster manner in which to get the evaluation process going. If a school system requests an evaluation, parents must give written consent for it to occur. Once a school has received permission, they must perform the evaluation within 60 days. The evaluation must be complete and specific to the child including academic, behavior, and social functions. In addition, the evaluation must include a variety of methods and resources including parents, teachers, and other school personnel. This variety gives a better picture of a child’s capabilities. If it is determined that a child would benefit from special education services, an IEP will be developed based on the results of the evaluation. There are many considerations an IEP team must consider when making educational decisions for a student with special needs.

An IEP is an individualized plan that outlines the education that is appropriate for a student with special needs. The team that creates it includes both parents and school personnel. An IEP includes annual goals for the child as well as supports / services necessary for the child to be successful at school. The IEP team takes into consideration academic, extracurricular, and nonacademic activities. In addition, they must determine what the best setting for a child’s education.

The LRE, or least restrictive environment, is a legal term outlined in IDEA legislation that describes the setting in which a student with a disability can receive an appropriate education based on their individual needs. These areas can range from the general education classroom amongst their peers to home instruction. IDEA has strongly supported the idea of mainstreaming, or students with disabilities to be educated among their nondisabled peers, as much as possible. There are many benefits, both academically and socially, of mainstreaming. Determining the LRE for a student must occur annually at an ARD, or IEP, meeting. More than anything, an IEP team must consider the individual student when making placement decisions for a student with disabilities. Each child is different. Each situation is different. We must cater to these differences. Educators must be able and willing to meet every child’s IEP. More than anything, educators must prepare for students who receive special education services because many students today are among their peers in the regular education classroom.

Educators must first be informed about every child who receives special education services. Teachers must be familiar with students’ accommodations and be sure to follow them. At the beginning of every school year, I am overwhelmed by the amount of IEPs I receive. Each IEP is multiple pages and most of the time, it is my responsibility to go through each one and determine the services provided. Although it can be a lot, it is important to follow each IEP for each student. Teachers are obliged to meet each child’s needs. It is their responsibility. Although accommodations may require more time and effort on a teacher’s part, we must provide an appropriate education to each student.

Mediation and due process both occur when a disagreement between parents and a school system occurs. Mediation, to me, seems to be the less harsh of the two. The biggest difference between mediation and due process is that the first is completely voluntary. Both parties agree to meet to discuss, listen, and explain their position with a mediator present. If an agreement is met, both parties must sign a document stating the decision made. Conversely, due process is an approach under IDEA in which a legal hearing occurs. A hearing officer facilitates this legal proceeding takes place. Both parties present evidence, including witnesses, documentation, and arguments to the hearing officer. The first step in avoiding conflict as an administrator is to encourage teachers to keep parents informed. Miscommunication is the source of many disagreements. As an administrator, it is so important to keep your staff informed and up to date with communication via email, phone, and face-to-face. This will eliminate any confusion and disparities.

IDEA legislation serves as the framework for providing special education services for students with disabilities. It is so important for educators to be informed of the legal responsibilities outlined in this statute. Parents, administrators, and teachers must work together to find what benefits each individual student.