Professional Documents
Culture Documents
Kent - Fbla For Edl 277
Kent - Fbla For Edl 277
Personal Investigation
Adam J. Kent
Drake University
Authors Note:
Through the process of this Field Based Learning Assignment I wanted to better
understand the dynamics of special education throughout the school district. I conducted a series
of interviews with various stakeholders from all levels of a large, urban school district in the
months of October and November 2016. A partial transcription of the responses is found in
Appendix I; I chose to omit conversations from the appendix that contained specific details of
variety of questions pertaining to students with disabilities, two major underlying themes were
revealed. First, as the figurehead of the building, the principal plays a vital role in demonstrating
the district staff cares about students with disabilities. Secondly, the principal must be a
facilitator between parents, teachers, and central office staff to create the exchange of ideas and
best serve the needs of the students. I will address each theme in turn in this essay beginning
Above all else, the series of personal interviews has clearly shown the need for the
building principal to always demonstrate they care about the academic, social, and emotional
well-being of students with disabilities. During the interviews, I listened to unfortunate stories
where time and time again the parents perceived disdain from the principal instead of support. I
do not know the exact verbiage and tone of these principals, but the lasting impressions of the
parents tell a clear, cohesive narrative. A single quote about the actions of the principal best
captured the collective experiences of the three district parents I interviewed: Who are they
considering here? Is it the funding of the building? Is it the staff? Because [the principal] is
definitely not thinking about the children. The ramifications of this parents perceptions are
numerous and negative, and I must take full responsibility as a future administrator to prevent
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this type of destructive experience through my statements and behaviors. Through all things I
must show I genuinely care about the kids. I will need to make sure my tone, body language,
decisions, and directions indicate a focus on the needs of the student. To focus anywhere else
runs counter to the fundamental purpose of school. As the Director of Special Education noted,
When principals are really good at [showing they care], every system runs better.
parents, teachers, and central office administrators within the district. This fact is not objectively
or rationally surprising given the size and complexity of the school district. The values, goals,
attitudes, knowledge, and educational philosophy of the three groups were at best discrepant and
sometimes entirely contrary. I will highlight some of the examples of this discrepancy below,
but the similarities in all of the examples indicate to me the principal is a linchpin for effective
communication.
The knowledge about supports for students with disabilities was a major area of
discrepancy between parents, teachers, and administrators. The district as a whole contains an
immense amount of knowledge, but it does not seem to be flowing through the system to all
parties. For example, the Director of Special Education articulated a clear understanding of
Section 504 by describing its civil rights roots and accurately contrasting the remediation process
of 504 plans with that of the Individuals with Disabilities Education Act. No other interviewee
was able to describe the differences between an Individualized Education Program (IEP) and a
504 plan, and many held the misconception a 504 was simply an inferior document for students
who do not qualify for an IEP. Even the parents of students with 504 plans were unable to
explain the purpose of a 504 plan. Differences in overall knowledge of building processes were
also present. Both district administrators described the districts Multi-Tiered System of
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Supports (MTSS) process in detail while the Level I Special Education Teacher incorrectly
stated, our school doesn't use it. These situations illustrate district knowledge is not being
At the same time, I noticed information about the needs of teachers was not flowing up
the ranks. When I asked interviewees about the most beneficial activities to learn about special
education, the professional staff overwhelmingly indicated undergraduate and graduate studies
did not prepare them for working with students with disabilities. The Former Special Education
Teacher told me, Ill be honest; my classes were garbage. Both the staff and the parent I
interviewed mentioned learning from peers and experience, but no one credited the district for
meaningful learning. Through the interviews it appears as if the district did not help teachers
learn to work with students with disabilities at all, even though two interviewed teachers wanted
more professional development. As the Freshman Science Teacher stated, I know I could go
ask somebody, but I dont think I am the only one [with questions], so I think all of us would
benefit with having something. At least one PD, or maybe two. Yet this message does not
seem to be reaching the people who plan professional development. It is another case of the
communication breakdown within the district, and this lack of learning opportunities for staff
In my opinion, it is the duty of the principal to help communicate between the ranks
within the school district. The principal has direct connections with both the central office and
the building staff, so the principal should be the facilitator between the two groups. The
interview question about special education learning revealed an actionable point within a
building principals domain, and I feel it will be my obligation as a building principal to help
facilitate effective professional development opportunities for the staff around IEPs and 504s.
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The need for a district to provide help with special education seems to be self-evident, so I do not
foresee too many issues with staff resistance. Additional interest in such professional
development could be increased by simple measures such as surveying the staff to identify topics
of particular interest or utilizing Iowa Teacher Quality funding to pay teachers to attend a session
outside of contract hours. Specific sessions could be used to spread the knowledge of disability
services through the staff and correct previous misconceptions. While my voice will be needed
better taught by an internal staff expert from the within the district if one exists or by a
professional from the AEA. By providing effective, pragmatic professional development over a
series of months, I hope to change teachers thoughts and actions around special education.
Based on what I currently know, I believe the only reason professional development around
special education has not occurred is because of the breakdown in communicationdistrict staff
with the knowledge and know-how have not been connected to the building staff with the needs.
its effectiveness. Since the lack of communication indirectly affects student achievement, I
believe the effort is within my scope as an administrator and is worthy of the time and resources
required.
Of the three questions I wrote for the interviews, the question about communicating
essential information for families revealed what I believe to be the easiest point of leverage.
There is a discrepancy in beliefs about when families need to receive information about IEP and
504 supports. Parents and teachers felt the district should do a better job of providing
information to families before families even need services. By not systematically informing
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families about these supports, the district inherently fosters an adversarial relationship with
families from the start. Three parents of students in the district spoke of watching their children
struggle and feeling helpless; it was only by chance encounter they learned about the existence of
special education and 504 plans. The district administration did not reach out and proactively
suggest evaluation or offer supports. In fact, the parents described almost the opposite: their
perception was the district was attempting to hide the programs from families. Parents were
adamant the district should provide information about IEPs and 504s to all families regardless of
immediate need. The School Board Member was also clearly in favor of establishing transparent
communication as part of her plan to create a Welcome Wagon for all new parents and
establish a mentor and support program for parents of students with disabilities.
In contrast, the responses of the two district administrators described a seemingly well-
intentioned communication strategy that flies in the face of what the district parents described
responses focused on providing appropriate information only after an entitlement has been
determined. They both referenced a gradual trickle of communication to help parents not feel
upfront about that. The incongruity between the desires of the Board member and the actions of
the Superintendentthe Boards only direct employeeis curious at best and continues to
I believe creating a system to provide all parents with reoccurring tacit information about
IEPs and 504s would be incredibly beneficial. Knowledgeable parents could help expedite the
child find process helping to reduce the severity of the initial discrepancy between the child and
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peers. As a principal I will be more direct and proactive with communication in order to
cultivate a collaborative (rather than adversarial or even litigious) relationship from the start.
The only downside I can see is an increased demand for evaluation and plans causing some
additional pressure on the general fund. The expense, however, is fully aligned with the purpose
of schools and should not receive too much scrutiny from the school board. While I do
recognize the administrators desire to not overwhelm parents with information, I believe
spacing facts throughout the years would do wonders for parental understanding of disability
Effective communication affects both the actions and the emotions of the staff. When a
breakdown occurs, a staff can quickly become anxious and resistant to change. This was very
evident around the topic of accountability. When I asked about holding the school accountable
for the academic achievement of diverse learners, most interviewees responded in an extremely
affirmative manner. The Board member emphatically repeated the word yes five times in a
row, and the parents facial expressions showed clear dismay at the need to be asked such a
seemingly obvious question. Unlike the others, the teachers I interviewed showed reluctance at
the thought of being held personally accountable to the actual content learning of students with
disabilities. Their tone, body language, and even word choice showed clear hesitancy. I dont
think it is fair to have it held against you that your kids are not succeeding, said the Science
Teacher. Both the P.E. Teacher and the Science Teacher specifically referenced factors beyond
the teachers control hindering the students learning. Two teachers wanted clarification of my
meaning of accountability.
Only the Director of Special Education and the Superintendent seemed to have an
articulate, considered response for the question on accountability. Both acknowledged the
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shortcomings with merit-pay systems, and both gave details for an alternative plan to hold
schools accountable for student learning. They described an effective accountability system as
supportive rather than disciplinary. The Director wanted struggling teachers to receive
described a using building-level data rather than individual teacher data to help reduce teacher
defensiveness:
practices and [the accountability] is not going to seem punitive It shouldnt be based
on Youre good, Im bad; you get a raise and I dont. We are all here to lift kids
achievement and be held accountable for that. The best way is for us to all be working
environment. Politicians often use the phrase school accountability to only mean merit-based
pay for teachers. This pay system has a plethora of complex ramifications for schools which
yields several possible reasons for classroom teachers to be resistant to such an idea. While I am
disheartened to hear teachers shy from any version of accountability from the fear of pay
changes. I believe the deep fear of the teachers is caused by the terms in which we are
communicating. As a result, I think the desire of the teachers to improve education is being
The notion of holistic accountability for the school instead of mandated individual
individualistic system already exists in the teacher evaluation process based on the Iowa
Teaching Standards, and I do not see a compelling reason to add additional layers of financial
complexity to it. I agree with the Superintendent: a focus on building-level accountability based
on student achievement data will promote instructional improvements without triggering the
defensive response exhibited by the teachers in my interview. I believe the principal is key to
effectively propagating this type of systemic change. Clear communication is needed from the
principal to create staff support for the change. I believe it is my role as a future principal to help
cultivate motivation and shared positive views on education with the staff, parents and
community at large.
Creating a shared vision is the first component of the Iowa Standards for School
Leaders, and the gaps in accountability, providing information to families, and professional
cohesive. In order to avoid similar problems, as a principal I will strive to build and
communicate the vision and expectations with every stakeholder. I must make a deliberate effort
to develop a shared vision because a single, cohesive educational belief or action will never arise
spontaneously. I have to remain vigilant and purposeful when communicating with staff,
parents, or students to show everyone I care about the students. The interviews have also shown
I will need to create a recurring system to gather feedback for myself. I was surprised by the
readiness with which all interviewees responded to my questions and voiced their feedback.
This suggests to me direct communication and feedback collection could have addressed many
of the issues I heard about in the interviews and could have led to improved student outcomes.
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However, I acknowledge in order to combat my own confirmation bias I will need what Jim
Collins describes in his book Good to Great as a red-flag mechanism I need to establish a
overlook (2001). My current thought is to regularly utilize an anonymous survey tool while I am
first hired and move toward a faster, in-person procedure as the staff and community learns how
I operate. As illustrated through these interviews, many people are very forthright when asked
the right questions. This Field Based Learning Assignment has helped me to view the
principalship as a role for facilitating communication between all parties. I have learned all
interactions with parents provide an opportunity to make a meaningful impression and show that
I care, and I will strive as a principal to take the chances I am given to improve communication
and relationships. By ensuring the flow of information and always showing I care about the
Appendix I
1) What is the role of special education and 504 plans in schools today?
School Board Member: The role of Special Education as well as 504 plans in schools is to make
sure there is equal and equitable access to all general curriculum for all students. IDEA is
funded, but 504 is an unfunded mandate...usually they dont need funding because it is just extra
time on a test. The role of it is basically helping all students to learn the content, to learn the
curriculum, and give them the accommodations they need for success.
Parent: He had a disability, and I didnt know what to do with it He had to be at school We
need to make school work at all cost it was me fighting for him. I wanted an IEP - I initiated
P.E. Teacher: A 504 plan should outline a childs needs and how they will be met through
modifications and accommodations so that they can participate in the general education
curriculum. 504 plans are used when a student does not qualify for an IEP. A student that
qualifies for a 504 plan will receive services and support to help them be successful.
Freshman Science Teacher: Theres all kinds of learners in schools today, and some learn a little
differently. Some are a little slower than normal kids. I mostly think it is there to help them, so
Former Special Education Teacher (now general educator): It is hard to answer. I see that it is
needed in some situations more than others. Some people dont necessarily know their students
as well as others, so being told that student needs accommodations is appropriate. I think it is
needed as it is a legal document that protects the rights of the student. For IEPs there are
learning goals, so it is more academic. Math, or reading, or science, or whatever. Where the 504
a lot of times Ive noticed are medical. So a student will have a stomach issue, so we allow them
to go to the bathroom as many times as they need to. Sometimes it is not quite that way, but it is
Level I Special Education Teacher: To determine the needs of the students and create instruction
Director of Special Education: To make sure that students with disabilities have equal access to
the same core standards and content as their general education peers. A student might need
accommodations and do not include specially designed instruction. IEPs are under the IDEA,
which is education law, while 504s are under ADA which is a disability law. If you violate a
504 the process for parents and students to complain is a little bit more rigorous - it is harder for
those with disabilities without IEPs to access changes. They have to go through the office of
Civil Rights and file legal papers for a hearing with an ALJ. There is no required mediation with
Superintendent: For me the role is to level the playing field - to give students access to the same
curriculum and the same opportunities others have. To give students with disabilities and other
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learning challenges the same curriculum and content others have. To me the difference is that
IEPs are more specific - it is more academic. It has specific steps and goals you set in an IEP
where you dont have that in a 504. Typically you see more of an academic deficit in an IEP
2) What is the role of general education in addressing the needs of diverse learners [e.g.
School Board Member: The role of general education in addressing the needs of diverse learners
is that all students are general education students and will be provided grade level content and
standards. If students have special education IEP plans, 504, ELL, ELP, etc., the
accommodations or services specific to the students will enhance students learning and
P.E. Teacher: Educators should address the needs of diverse learners through differentiated
instruction. It is the responsibility of the educator to modify the content or curriculum in which
they are delivering, use teaching strategies that meet the learning needs of their students, and
Freshman Science Teacher: I honestly dont know. I know that we teach them, and I feel like I
teach things a little bit differently and do a different activity so I suppose it is to help the
responsibility to meet the student where they are. Period. Everybody can learn, and we need to
take them from where they are to somewhere new. I would like to say everyone is at the same
place at the same time, but that is not realistic - that is why everyone had a problem with No
Level I Special Education Teacher: Help create study guides, modified PowerPoints, skeletal
notes, etc. to assist students in their learning environment. Also, just be aware of the needs of the
learners and try to create lessons that will help them -- lots of visuals, videos, etc. (depending on
the needs of the learners). Also, work with SPED teacher to come up with ideas on how to help
them, yet create independent learners. Create differentiated instruction to meet the needs of
Director of Special Education: The best thing to remember is that every student with an IEP is a
general education student first. When we think about Iowa per pupil funding, for example, every
student receives that initial 1.0 to fund the general education portion or their education. The
additional weighting is to fund the special education instruction they need. They are supposed to
get the same access to the core curriculum - the same textbooks, the same workbooks, the same
computer programs. The general education curriculum is supposed to be right there in the
classroom with them. If a student is on an IEP, they are receiving Tier III instruction, but that
means they should still be receiving Tier I and II instruction. Not just core instruction, but
additional intervention by the general education teacher - the content expert - and then additional
Superintendent: The role is to implement whatever accommodations a student has on their IEP
and 504. Often times I think we forget the general education teacher is the first person who
should try to intervene and do whatever it would take to help a student access that content or
curriculum. I think something we have done in the education realm is said, If they are an IEP
kid then that responsibility is on the special education teacher or an at-risk teacher. The first
level is that general education teacher. I dont think that classroom teachers dont want to do
this, I just think they dont all have the tools to do so.
3) Think about how you learned about Special Education and 504 (formal education,
workshops, experiences, personal research). Which do you feel was the most helpful?
School Board Member: As you know my background is not in education. How I learned is by
having my own child with a 504 plan and by attending workshops as a board member. I loved
going to a seminar on Iowa Special Education Finance on July 20, 2016. I learned that the cost
of regular education students every child is a regular education student and considered 1.0
student. For any additional supports they need to meet their learning target - thats when we get
Parent: Thankfully other parents helped me, a counselor my so was seeing helped me. I had
never even heard of an IEP before, thankfully one of my girlfriends knew what it was. Someone
told me [the school] doesnt want to do [IEP] because it is extra work on their part.
P.E. Teacher: The most valuable teaching experiences I have had in working with Special
Education and 504 has come from having the opportunity to work with these children on a daily
beneficial, but its the hands-on experiences that have provided me the most beneficial
knowledge. I have also found it helpful to be able to talk with those who have previously
worked with the identified student including parents, former teachers, and other people involved
Freshman Science Teacher: (On college) We briefly touched on IEPs one class period where we
looked at an IEP - here it is and this is what it looked like. I feel like we probably should have
done more with it. (On district) I think we would all benefit from more. The PD we had here -
talking about accommodation and modifications - it wasnt helpful. It was a bit intimidating It
documented. If I cant try something, what's the point? I know I wasnt the only person to voice
those opinions, but I was not a fan of that PD. I think we should have a PD on 504s. I think
that would be beneficial instead of saying heres the document, now go. There is no support
with it. I know I could go ask somebody, but I dont think I am the only one [with questions], so
I think all of us would benefit with having something. At least one PD, or maybe two.
Former Special Education Teacher: My first three years I was a SPED teacher. I learned a
tremendous amount on accommodations - what is acceptable what is not. I learned how student
get out of SPED. I found out some unfortunate things about the past in this district. When
teachers come to me now, I am not in the dark about what they are saying, and I know exactly
what to look for in accommodations. (Asked about undergraduate) Ill be honest; my classes
were garbage. One of the classes I had - which was completely miserable - the teacher stood in
front on the first day and said, I want to know what you do, and we are going to share with
everybody. Im learning nothing. That was one whole class I got credit for, and I was like, are
FBLA: PERSONAL INVESTIGATION 17
you kidding me? I brought that up with [the college] and they were like, Whatever. The
professor can do what they want. I thought they should be some sort of learning targets with
the class. When my job changed I was deliriously happy to get out of special education
because after three years I still felt horribly under qualified. Isnt that ridiculous?
Level I Special Education Teacher: Experience was definitely the best way I learned about
special education. I was thrown into a SPED classroom in a long-term sub position. I had no
Director of Special Education: It is really important to have contacts. I had a mentor as provided
by SAI. She was of some help, but she was not as available as I would have liked. The regional
director at Heartland AEA is on speed dial, and I call him and ask him questions. And the
questions I ask get harder every year, just like the questions I get are harder every year. They
dont call me for the easy ones, they decide them for themselves.
Superintendent: I would tell you it wasnt my undergrad. I dont think I left undergrad
understanding what all of that meant. Truthfully graduate work was better, but it really has
happened as I was an administrator on the job, and then going back for professional
development. Ive learned the most from colleagues and then specific classes on a topic I needed
to know more about - how can I support kids or how can I work with teachers to help them
understand how to support kids. Not in my undergraduate, a little more in my grad and my
4) In your opinion, what is the essential information families need to know about ESL, 504,
or special education? When do you think they should be provided with that information?
School Board Member: They need to know their rights and decisions to help be an advocate for
their children. I feel like we should give a few bullets - not all of the legal jargon. I know we
need to, but we should be able to say, Reference the full version if you want. But I feel like we
have to do it differently. I feel like we should line up parents with a one-on-one friend or mentor
like a welcome wagon type of thing. Ive had that idea but Ive never told anyone yet because
Parent: I saw that you had 504 in all of your questions, so I had to research it. So I guess it is an
P.E. Teacher: First and foremost, families should always know that whatever plan their student is
recommended for, the team of teachers have the students best interest at heart and only want
them to experience success. Families should be informed of what the plan/program will provide
their child, how they can support their child, and what the law states regarding their childs
Freshman Science Teacher: I think the way we are doing it - from the special education teacher-
is the best way to get that information because they know what it is. I think if we just put all of
the IEP information online, I dont think [families] would get all of the information. There is so
much information - I dont know how to remember it; I dont know what to do with it all. Does
Former Special Education Teacher: From being a parent in the district - honestly parents are not
told any of this unless they have to know it. I dont know if that is necessarily appropriate. My
own son spent an entire quarter out of school with medical issues, and the district did not suggest
he needed a 504. None at all. This is why I think parents need to be told more often. I think we
need to start and the beginning at kindergarten. We need to say, Hey, we know these things can
happen, and these are the services you can receive. Then start reiterating. I know there have
been some parents Ive talked to about this where, Hey your kid is qualified for this. If the
school doesnt bring this up then you need to bring it up. I think it is important to tell the
parents at the beginning and then repeat it every so often. Im saying every year we should tell
parents this is here. I think there are many more students who are missing a lot of school due to
Level I Special Education Teacher: They need to know how their child is doing in the classroom
and in their goal areas. They also need to know the law in regards to their child's IEP and the
roles of everyone on the IEP team. They should be provided with this information at the
Director of Special Education: Families should know their rights. They are provided a
procedural safeguards manual at every IEP meeting. Those are not easy reading, but there is also
a summary sheet that goes along with it that makes it much simpler. The district has a
responsibility to explain what parents should do if they disagree, but nobody does unless the
question is directly asked. Parents should know their rights and they should know their
childrens rights. And there are things they should know along the way depending on the age of
their child. When you are in early elementary the rights and safeguards are really, really
FBLA: PERSONAL INVESTIGATION 20
important. What are you doing with my child? and is my child catching up to peers? are
some basic questions. As the child gets older at what point does my child exit special
education? or will my child ever exit special education? At the age of fourteen in Iowa
students get a transition IEP which includes the childs goals for after high school. The activities
between 8th grade and 12th grade should be directed at meeting those postsecondary goals.
Those are all very different pieces of information for parents. There is probably a lot more that
Superintendent: First off I think that families need to understand there are options. We have
some parents who dont understand that if you are seeing your son or daughter struggling you
can ask those questions and advocate for them. I dont know that all parents know what their
rights are. Understanding that there are other supports and that those supports can be very
helpful for your son or daughter to access quality education. What I hear from people is that
they dont want to have the stigma of having a child who has an IEP, but you shouldnt deny the
possibility of getting extra supports because of a stigma. An IEP is not a bad thing- its to help.
I think it goes back to relationships and conversations one-on-one with the family and really
helping people understand how [special education] can benefit their kids. As teachers or
administrators start suspecting something, we need to help parents understand all of the options.
(Asked about providing information prior to the start of services): You cant...well, you
probably could...there is information in our handbooks about programs, so you could have
something in there about 504s and here is what 504s do. We could probably do a better job of
pointing out there are those supports. I think it is hard to market something like that. We dont
feel comfortable about that, but yet parents need to know there are other options for their son or
5) Do you believe there is an achievement gap in schools today? If so, why is there a gap
School Board Member: Yes there is, and we have data. We have a chart! What we are trying to
do as a Board is to work with that - resetting mission, resetting vision, what we want every
[district] student to know. And then we are figuring out the what - how are we going to do this
so we can close that. This is our main focus as a Board. We have to do better with the
achievement gap. I dont have the answers, but we are working on it.
Parent: I havent noticed it with [student]. But that is because he is smart. As far as other kids, I
dont know.
P.E. Teacher: Data shows that an achievement gap does exist, and I believe there are many
contributing factors, some within the school's control and others that are not. Lack of home-
school connection contributes to the gap. The need for active parent participation in a childs
education is essential for student success. Schools should focus heavily on communication with
families.
Freshman Science Teacher: I think there is a gap because not everybody is able to achieve the
same level as everybody else. So our special education students are never gonna be at the same
level as our general education students. So I think there will always be a gap no matter what we
do to close it. In the No Child Left Behind stuff they had, they wanted all everybody to be
proficient in everything which is unrealistic because not everyone is going to be there. I think
there will always be a gap. I dont know how we would get a student who is not capable to be on
the same level as our high flyers. Trying to get them to that level is unrealistic
FBLA: PERSONAL INVESTIGATION 22
Former Special Education Teacher: Yes. Part of what I have seen and what I have been told with
the whole SPED this is that it was the SPED teachers responsibility to make accommodations
and give it to the general education teacher. That was the expectation. Last year I was told it is
not the special education teachers responsibility to make accommodations, you [as the general
education teacher] have to give accommodations. Who was going to tell me that? I found that
out at the end of a class, so for the last nine weeks you didnt tell me this? I think there is a lot of
miscommunication. I think there is not a lot of support, and when we do budget cuts both sides
get hit. So you are trying to do more with less. I think we have not had a lot of direction in
terms of SPED leadership. I think that has gotten better, but I dont know because I am not in
Level I Special Education Teacher: Yes, I think there is an achievement gap. Provide targeted
skills instruction that is differentiated for each student - research-based and/or evidence-based.
Director of Special Education: The data would say there is. The gap exists for two reasons: not
all instruction is equally effective for all students, and some students require more instruction for
others. But our school day is built as a factory model. We deliver and students are expected to
get a certain amount in a certain time and move on. Until we break that model, we will continue
to have an achievement gap. The variable should not be the learning, the variable should be
time.
FBLA: PERSONAL INVESTIGATION 23
Superintendent: Yes, I do think there is an achievement gap, because our data shows there is. If
you look at our overall achievement data, we are doing pretty good because our proficiency data
is fairly high. In some states they smile at us. But when you dig down into the subgroups it is
very evident. I think it happens because of exposure to books and other experiences that some
groups have and others dont. It sometimes comes down to financial issues. We could purchase
books and read books and take the time. I worked from 8-to-5 and was able to be home to be
with my child. I wasnt working two jobs and have my child take care of another sibling. I think
it is very different. So what needs to change? I think we really have to get down to the
individualized student data. And then we have to take the next step to determine the deficit area
and we need to have a different intervention as opposed to having the same intervention. We
are not there yet as a district, but our teachers need to have more tools in their toolbox.
6) What are the characteristics of a well-aligned school district for meeting the needs of
diverse learners?
School Board Member: Lets say I am a student who is not proficient but I am getting better -
Im down here but I am now one step up. My perception as a Board member is that we do not
celebrate little successes along the way with them. I like positive environments. I think we need
to say, Here are the expectations, and celebrate along the way Im going to use [Director of
Special Education]s phrase: we need to go horizontal and vertical. If you are well-aligned you
go vertically in 1st, 2nd, and 3rd grade. I think well-aligned is to get with the standards. In a
well-aligned school district we are all on the same page. We are not there yet either, but we are
working on it.
FBLA: PERSONAL INVESTIGATION 24
Parent: There are too many kids and too many staff; it is the systems fault. We have all these
kids and where is the help, and where is the assistants? And keeping all of the [special needs
P.E. Teacher: High standards/expectations, PLC, effective leadership, shared vision, standards-
Freshman Science Teacher: Up at the high school it is a bit of a chaotic mess. So I think if there
is a way we can simplify the information - if we can do that for everyone across the district - I
think it would help the teachers. So it is a quick look - here is what I can do, instead of here
is the IEP - figure it out. Its the same with the 504s. Finding a better way to streamline having
teachers get that information is important. I think we need to have the same processes from
teacher to teacher and building to building Sometimes I feel like I am not following the 504
because I cant remember it all. It is a lot of information. The communication is not there.
Former Special Education Teacher: I think they should very clearly say to everybody, this is the
expectations when you have a special education student. We need you to do these
accommodations. We need you to come to these meetings. We need you to do this. I dont
understand why there isnt that clarity as it would be a rather simple statement. And if the
Level I Special Education Teacher: Student-based schools should focus on students in their
decision-making.
FBLA: PERSONAL INVESTIGATION 25
Director of Special Education: When you talk about special education you are talking about a
continuum of services. The AEA handles early access from birth to age 2 years 9 months and
then they transition to an IEP. They receive some level of services and support - whatever they
need. The districts responsibility is to meet every child's needs, so we have a full continuum
from minimal support to the student needs constant, minute-by-minute support from the time
Superintendent: At the district level we are here to support what is going on in the buildings, and
our main purpose is teaching and learning. But our first job is to set direction - to identify what
is tight and loose to use Professional Learning Community language. So then we can say,
here are the expectations; you must do x, y, z. Now that has to be done, but there is decision
making within that about a, b, and c. And then providing the professional learning around the
expectations so that all of our staff will have what they need to meet student needs. And then
obviously having the resources - aligning the financial, as well as human and time resources to
7) Are you familiar with the phase Multi-Tiered System of Supports (MTSS)? What are
your thoughts about MTSS to equitably address the needs of all students?
School Board Member: Here is what I learned new - I learned that special education doesnt start
until it is Tier III. Im not trained in special education. Tier I is what 75% to 80% of the
students need to get the curriculum. Then Tier II is additional instruction in groups to meet the
standards. Three is individualized instruction and maybe more intense instruction. And I was
told thats really where special education begins. But not all Tier III students are special
education.
FBLA: PERSONAL INVESTIGATION 26
Parent: No.
P.E. Teacher: MTSS is a new term for me since moving to Iowa. I would assume that because
the process allows teachers to provide additional support for students with areas of need based on
data examination, that it would be equitable. I am in the beginning phase of learning what [the
school] provides in terms of small group and individual settings to help support identified
students.
Freshman Science Teacher: Ive heard of it. I do not know what it is though. It was written on
one of our PD things, and I was going to ask What is MTSS? as it is either Multi-Tiered
System of Supports or MTSS and this is the first time I have seen those two together. And now
Im like Oh that makes sense, Ive heard of that, but I dont know what MTSS is. I probably
Former Special Education Teacher: I really dont understand how it has really changed anything.
The teachers who are working to support their students are still supporting their students. They
are still going to talk with administration; they are still going to work as a team and scaffold for
the kids. To me MTSS seems like they just grafted a new name onto something.
Level I Special Education Teacher: I know a little bit about it, but not much since our school
Director of Special Education: I think the MTSS pyramid is a really good graphic way to
understand how it all fits together, but it is not a magic bullet any more than RTI (Response to
FBLA: PERSONAL INVESTIGATION 27
Intervention), or anything else is a magic bullet. MTSS is a way to organize your process to
make sure you are not missing anybody or missing any steps along the way.
Superintendent: Maybe there are a whole bunch of kiddos who are falling out at a universal
screener, and then we need to look at our core instruction. And we are starting to have that in
our district - to look at that is some content areas and some grade levels.
8) What should schools do to assure they do not discriminate against diverse learners?
School Board Member: Can I say what I would like to see happen? Because we are not there
yet.
Parent: With the resources they had at the time, they did what they could do. They kept
downsizing. Youre relocating? You are moving the students who have trouble adjusting to
change? Are you kidding me? Who are they considering here? Is it the funding of the building?
P.E. Teacher: Teachers need to have professional development opportunities that allow them to
work toward continual improvement to meet the needs of diverse learners. Curriculum should be
culturally rich, but sensitive. Programming should be put in place to meet the needs of diverse
learners.
Freshman Science Teacher: Dont call them out. Saying Why dont you get this? We just did
this. I had teachers that did that when I was in school, and it made me so angry. Everybody
learns differently, everybody learns at a different level. Thats the way it is, and we have to be
FBLA: PERSONAL INVESTIGATION 28
flexible. I think we just have to be more accommodating, more flexible, more open that we are
going to have more of these students and we just need to have the mind they wont get it right
away.
Former Special Education Teacher: This is something I do struggle with this year. Classes our
huge and I find it difficult to get to know my students. I am used to having the time to talk to
everyone. Even the little things like, how did your weekend go? I think that is the biggest
way to know your students and you wont discriminate. Honestly I wish we could reduce the
numbers, hire more teachers, and do what is right for students. I dont know of many children
that do well in large settings that dont feel supported. Thats the biggest thing I think schools
can do.
Level I Special Education Teacher: Good question. Make sure all teachers are aware of all of the
Director of Special Education: It is getting outside of yourself and trying to see from other
people's perception - what is the perception of the environment, the presentation, the actual
content and skills. It is really about perspectives...to be that conscious of this is what I want to
get across, and all the different kinds of people I want to get it to, so how do I get there from
here?
Superintendent: Im going to be learning a lot about that in the next years. What we need to be
doing is asking questions and looking at data to determine if we have equitable systems in place.
If we dont, we need to change those systems. We may have policies that are guiding some of
FBLA: PERSONAL INVESTIGATION 29
our actions, so that may need to shift or change too. We really need somebody who can view
things from that lens. We have to make sure we dont discriminate against anyone, and we have
9) Should schools be held accountable for the results of diverse learners in their
School Board Member: Yes, Yes, Yes, Yes, Yes! We should hold schools accountable - here is
the expectations, here is how we are going to measure you, and here is how we are going to help
you. Because you cant just say do this without showing how to do it. As a school we should
be held accountable if we are not offering diverse learners the same options or if we are
discriminating on activities or athletics. It all affects the whole kid. Is it state mandated? No, but
as citizen who cares about all people we need to make sure that everybody is treated okay.
Parent: Without a doubt! Its [the schools] responsibility. That is what the IEP does - it protects
[the student]. And it is their role as a school system to provide an education to the best of their
ability. If [the student] is unable or unwilling to learn the school cant control that. But up until
that time, that is the schools job. That is why [the student] has an IEP.
P.E. Teacher: This is tough because there are so many non-school related factors that contribute
to an achievement gap that even in the most high functioning education system a diverse learner
may struggle due to external factors not within the school's control. I think schools should be
held accountable for focusing on closing the achievement gap and be able to show continual
Freshman Science Teacher: What is an accountability system? I dont know if we can be held
accountable as students learn at different levels and at different paces. It might take them three
months for something to finally dawn on them. I dont think it is fair to have it held against you
that your kids are not succeeding. You might be the best teacher, but you can have some kids
that really struggle. I had a couple of those last year. It is nothing against me, and it is not their
Former Special Education Teacher: What do you mean by held accountable? I would say yes,
but along with that accountability piece we have legislators and congressmen saying all kids
have to be here by this date, and I think that is ridiculous. I do believe that everybody can hit
the point of mastery, but eighteen years old is arbitrary. I think that is stupid. And I also think it
is stupid that we say students from the time they are three to the time they are eighteen years old
are going to learn this much stuff. I think we need to acknowledge that some people's learning is
a lot slower and some people are a lot quicker. If we focus on mastery - once a student has
mastered the material, they move on to the next level. The accountability is where I get stuck. I
dont believe in the whole merit pay thing, because you could have a year where students
Level I Special Education Teacher: Yes, in some way. I think it's fair for schools to compare
data of diverse learners vs. "general education" students. I think we should ask ourselves, Why
is this happening? What can we do in our classrooms to help them? What are we doing right?
Director of Special Education: I dont think there is much sense in having an accountability
system if you are not accountable. I think it goes back to response. Perfection is the goal - it is
what we aim at, but we dont expect hit it. For those teachers who fall below the acceptable
range, I dont think there should be a punishment. Our accountability system should be Okay,
you missed these, now what are you going to do about it? How are you going to fix what
happened to those kids? Not fix the kids - fix the instruction.
Superintendent: Yeah. Last week I was at a meeting where we were talking about No Child Left
Behind. That was a hammer approach. As districts across the United States have moved to
performance-based pay that has not ended up improving the test scores of kids because it has
been the hammer approach of compliance and that doesnt work very well. I think how we could
go about it is instead of looking at it as an individual teacher to look at it from the building level.
We have to find a way that it encourages people. We need to have an environment that is
collaborative; that we want to share best practices and it is not going to seem punitive for the
teacher, the building principal, or the superintendent. And I get held to student achievement as
well in my evaluation, which is interesting as I am the furthest away from it quite frankly. It
shouldnt be based on Youre good Im bad, you get a raise and I dont. We are all here to lift
kids achievement and be held accountable for that. The best way is for us to all be working
10) What is the role of the building principal in special education, 504, and ESL? What
School Board Member: As a parent we want to hear from the principal: You are not alone. We
are here to support you; we will work with you. Here is what your options are. It is another
FBLA: PERSONAL INVESTIGATION 32
resource, another support to show that we care about your student. They need to be visible - they
need to be seen in the building walking around and meeting people so the parents know that
person cares about their student. As a Board member, I would like it if I was utilized more.
As a principal get to know each and every Board member as an individual. Even though we do
not have any legal authority alone, everybody should know other people in your organization as
Parent: I think West Des Moines needs to get rid of all of their administration. [1st principal] was
on Facebook and drinking Mountain Dew the whole time. No respect. [Second principal] didnt
want to deal with [my son]. He didnt know him, he didnt care. They were not vested in
him...I didnt feel they were fighting for him. I wish I was invited in to like - I know me being
in the classroom would be different- at some point to be an observer to see what the school was
like for the afternoon. (Asked about a good principal) He helped with his scheduling; he
worked with me on that. There was an issue and they worked with me on that. They were
P.E. Teacher: Most students that have one of the support systems in place are in P.E. The most
important factor for me is communication. I feel as though I get most of the communication I
need regarding modifications from the special education teachers. I have not had much
Freshman Science Teacher: I feel like I should be able to go to [principals] with a question. If I
dont feel like I am getting adequate answers or support elsewhere I should be able to go to them
and say can you give me some guidance on what else I should do? I feel like they should be
FBLA: PERSONAL INVESTIGATION 33
available. And sometimes I feel like they are not available to me. I know they sometimes have
busy schedules, but I also feel like I do not have the support sometimes. I know it might not
happen right away; I know it may take a day or two for them to mull it over. But I feel like I
Former Special Education Teacher: They are very much the shield and support. Sometimes there
can be contrary situations between the parents and the special education teacher because of
fighting all of the time. I totally get it, and Im not blaming anybody. I think the administrator
needs to step in and say, Okay, we are all trying to do what is best for the child. Lets sit and
talk about it. Lets figure this out. Lets negotiate. Lets smooth the waters so that we can all
get along. If something like that happens principals are the ones who are very much in support.
Special education at times can be frustrating. I know of a teacher who sobs every day for one to
two hours, and that shouldnt be happening. I think it is the administrator's job to step in and get
Level I Special Education Teacher: The role of administrators is for support and guidance. I want
a principal that has an open-door policy that I feel comfortable asking questions when I need
help or ideas. I want a principal that supports me and my IEPs and gets to know the students I
work with. That way we are a team working together to best support the student.
Director of Special Education: The specific role depends on the district. In [the district] we have
a principal that oversees special education for that building. That means they are responsible for
observing and evaluation special education teachers just like general education teachers. That
FBLA: PERSONAL INVESTIGATION 34
means they are responsible for monitoring whether or not the documentation is correct and if
accommodations and modifications are being made in the general education classroom with
fidelity. I think there is also a cultural and climate role an administrator plays in meeting the
needs of kids in the building. If the principal says It's our job to meet the needs of every kids in
the building no matter what. Whether they have a bad day or they have a permanent disability
we are going to meet their needs. They are our kids and they will stay our kids. We are not
going to get rid of them and were not going to ignore them. We are going to take care of their
needs. That is a climate and culture thing. When principals are really good at that, every
system runs better. Somewhere along the line someone has to be there to keep the kids from
falling through the net, and I think it starts with that building administrator.
Superintendent: They are the ones who should be represented at the meeting. If there is a
decision that will be financial, it is really important that the building principal is there as he or
she can work to see if that can happen or not. The other piece is to make sure to hold teachers
accountable. To make sure the IEP is implemented or special education teacher is doing what is
says on the IEP and to make sure we are not late on the annual reviews, the paperwork, and the
progress monitoring. (Question on when to inform the superintendent) If we get to a lawsuit and
I dont know about it that would be a problem. I dont want to micromanage, but I also dont
like being caught off-guard. Whether it is an email, or a meeting, or just catch me on the go, I
need to know about it when it is getting to a level where it could lead to significant cost, when
someone is angry about something where it could go up the ladder. Also if we are going to need
to add staff, as early as possible I need to know. In our system - which is big - that is hard
sometimes because things can get away. For example towards the beginning of August I got a
phone call from an AEA person who was telling me about an issue that was blowing up, and I
FBLA: PERSONAL INVESTIGATION 35
didnt even know we were having a conversation about adding a program. That was an issue for
me. It was too late in the game, and I should have been known ahead of time. At least send me
Works Cited
Collins, J.C. (2001). Good to great: Why some companies make the leap and others dont.