EDLD+5344+Activity+Reflection


 * //This class was taken in place of EDLD 5365-Web Mastering in order to prepare for Principal Certification. //**


 * Course-Embedded Activity **


 * 1) //Design a remediation to a situation you would like to improve in your school. //
 * 2) //In your School-Based Analysis, you familiarized yourself with special education policies in your state and school district. //
 * 3) //For your Application, you will: //
 * // Develop an Individualized Education Program //
 * //Monitor how the program is implemented in the classroom //
 * //Use your knowledge of student rights and school management to make sound decisions when the student engages in behavior that calls for disciplinary action. -- 15 hours //


 * Reflection **

**Self-Assessment**

The information on Special Education, IDEA, 504 and RTI was eye opening. It pointed out the importance of being aware of all students and their needs. I now understand why, when a student struggles, that immediately recommending them for Special Education screening is not the best first step. “The RTI philosophy centers on prevention at the first sign of academic or behavioral risk, before it is too late and too costly or difficult to remediate" (Martinez, Nellis, & Prendergast, 2006, p. 3)//.// We first need to understand why the student is not being successful and find solutions to help support their needs.

**Learn as a Learner**

This assignment required me to be aware of the process for evaluating a student for Special Education services and the laws regarding student and teacher discipline. The Individual Education Plan (IEP is a guide used to help the Annual Renewal and Dismissal (ARD) team to make instructional decisions regarding students who qualify for special education services as mandated by the Individuals with Disabilities Education Improvement act of 2004 (IDEIA). Working through the ARD process, I had to consider all information provided by the committee members making sure everyone had input into the student's Individual Education Plan (IEP). Once signed by the team members, the IEP becomes a legally binding agreement between the school district, student and parents ( Ketterlin-Geller, Alonso, Brown-Monegan, & Tindal, 2007). When the general education teachers receive an IEP, they should view it as a “ source of information on the accommodations or modifications necessary for the student to succeed” (Ketterlin-Geller, et al, 2007, p.195) . Each week as new information was presented, I found I was able to relate to the parent's frustration when the student was not being successful and it seemed the teacher was not following the IEP. Once discipline problems began to surface, I realized there were important steps that needed to be taken to ensure the student's due process was followed. Having the student write a statement about the events in the classroom including both his and the teacher's actions, meets part of his due process, based on the court case //Gross v. Lopez// (1975), as it “provides an opportunity for the student to tell ‘his side’ of the story, or at least to ‘characterize his conduct and put it in what he deems to be the proper context’ ”(Hopson, 2011). The student was not the only one involved in the event that day, the teacher had a part and the parent filed a complaint that needed to be investigated. The documentation of the investigation includes: the initial complaint; the investigation; the teacher’s response to the allegations; facts from the investigation; and, the conclusion and directive to follow the contents of the IEP (Hobson, 2011). As I worked through the entire process, I would discuss my thoughts and ideas with my mentor and the Special Education Coordinator to check my understanding of the concepts. Their input was invaluable as they were able to clear up my misunderstandings and presented different perspectives regarding the situation.

**Lifelong Learning Skills**

The significance of the intervention plan to student success made me aware of how the faculty and staff need to work together to determine which interventions are best for each student. As a leader, I would want my staff to be knowledgeable about the RTI, Special Education and 504 processes. To meet this expectation, I would need to provide professional development about all of these programs, delivered in clear and easily understood language, what that means to them as a teacher and what the procedures would be for our campus. For my current campus, working with the RTI Coordinator, Special Education Coordinator and 504 Facilitator, I can put together a newsletter that reviews the information about that has already presented and explains the steps teachers should be following on campus to recommend students to these three committees.

//Goss v. Lopez//, 419 U.S. 565 (1975).

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">Hopson, M. (2011). //Due Process// [Video]. (Available from Lamar University, 4400 MLK Boulevard, P.O. Box 10009, Beaumont, Texas 77710.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">Ketterlin-Geller, L. R., Alonso, J., Brown-Monegan, J., & Tindal, G. (2007). Recommendations for accommodations: Implications of (in)consistency. //Remedial and Special Education//, 28(4), 194-206.

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 120%;">Martinez, R. S., Nellis, L. M., & Prendergast, K. A., (2006//). Closing the achievement gap series, part II: Response to intervention (RTI) – Basic elements, practical application, and policy recommendations//. Education Policy Brief, 4(8), Center for Evaluation and Education Policy, Indiana University. (ERIC Document Reproduction Service No. ED 495749).