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Field Experience C Practical Implications of Idea

The document discusses the implications of IDEA for school principals based on interviews with a principal and special education director. It outlines that principals must (1) oversee student intervention teams and SPED referral processes, (2) ensure IEPs are developed and followed as legal documents, and (3) provide professional development for teachers on IDEA and supporting students' least restrictive environments through community involvement. Effective principals cultivate inclusive communities and collaborate with families to benefit students academically and socially according to professional standards.

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195 views5 pages

Field Experience C Practical Implications of Idea

The document discusses the implications of IDEA for school principals based on interviews with a principal and special education director. It outlines that principals must (1) oversee student intervention teams and SPED referral processes, (2) ensure IEPs are developed and followed as legal documents, and (3) provide professional development for teachers on IDEA and supporting students' least restrictive environments through community involvement. Effective principals cultivate inclusive communities and collaborate with families to benefit students academically and socially according to professional standards.

Uploaded by

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Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Field Experience C: Practical Implications of IDEA

Aaron Mckee

Grand Canyon University College of Education

EAD-505: Education Law

Dr. Richard Rundhaug

Due: March 9, 2022


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To understand the principal’s involvement with special education and the

implications of the Individuals with Disabilities Education Act (IDEA), I interviewed

Principal Jon J. at Rieke El. and Jey B. Senior Director Special Ed, PPS. These two

discussions gave me insight into applications that I will need to apply as a principal.

Mr. J. mentioned a variety of efforts he uses to be involved with special education

students and programs. First, there is a SIT (Student Intervention Team) process to

address interventions in the General Education settings and to gather progress by

monitoring data before SPED referrals can be made. Second, since an IEP

(Individualized Education Plan) is a legal document that provides students and families

with legal protections for student services. Families have the right to refuse SPED

services or an IEP. Thirdly, the special education teacher and psychologist gather data

and information before their meeting with family and general education teachers to

determine as a team if a student qualifies for an IEP. Fourth, placement decisions

require much work (special programs like behavior classrooms) and data and team

decisions. These special programs are located regionally in Portland Public Schools,

not in each site. Fifth, SPED is staffed by PPS, not the building, though the principal can

have hiring authority for SPED teachers. Speech and occupational therapists as well as

psychologists are assigned by the SPED department to assist the student in the least

restrictive environment needed. These teams will assess student skills to determine

educational needs and plan appropriate activities based on their rights and abilities as

well as their best interest.


3

To meet IDEA guidelines, principals need to be aware of the requirements

needed to have a screening and evaluation of a student who is believed to have a

disability. They are a part of the team that develops the IEPs (Individualized Education

Plans) for each student. Professional Standards for Educational Leaders (PSEL)

Standard 7 encourages principals to “Develop workplace conditions for teachers and

other professional staff that promote effective professional development, practice, and

student learning (National Policy Board for Educational Administration, 2015). Thus, I

want to lead the way with professional development for the staff regarding the laws of

IDEA and the legal ramifications of not following the IEP to make us better as a team.

The principal implements full evaluations of all SPED services and helps teachers

understand how to use the information to see continuous improvement. In my practice

as a principal, I want to be encouraging teachers to step out of the typical box when

teaching SPED to incorporate community. As PSEL Standard 5 shares, “Effective

educational leaders cultivate an inclusive, caring, and supportive school community that

promotes the academic success and well-being of each student” (National Policy Board

for Educational Administration, 2015).

Jey B. shared the roles and responsibilities of a special education teacher which

vary often depending on the student’s exceptionalities. They spend time recording the

student’s performance by communicating the academic or behavioral goals that they

achieve as well as the services the student receives.

Special education teachers work with a wide variety of student supports including

parents, administrators, specialists, and other teachers. The students that the SPED

teachers work with can be up to 21 years old. With each setting, the SPED teacher can
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adapt lessons to meet each student’s needs, to make it more understandable to them

and help them achieve the important goal of learning how to live more independently. It

is important for my practice as a principal to seek to “Create and sustain positive,

collaborative, and productive relationships with families and the community for the

benefit of students” (National Policy Board for Educational Administration, 2015) as

described in PSEL Standard 8.


5

References

National Policy Board for Educational Administration. (2015). Professional Standards for

Educational Leaders National Policy Board for Educational Administration FORMERLY

KNOWN AS ISLLC STANDARDS. https://www.npbea.org/wp-

content/uploads/2017/06/Professional-Standards-for-Educational-Leaders_2015.pdf

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