1 Running head: SPECIAL EDUCATION PROGRAM

Special Education Program Interview and Evaluation Sabrina Salmon Capella University

2 Running head: SPECIAL EDUCATION PROGRAM Special Education Program Interview and Evaluation Midwest City-Del City (Mid-Del) School District is located east of Oklahoma City. Over 14,600 students attend the 17 elementary, 5 middle, and 3 high schools. Students from Tinker Air Force Base attend schools in the district. Approximately twelve percent of students have a disability. Over fifty percent of these students are diagnosed with a learning disability (http://www.neighborhoodscout.com/ok/midwest-city/schools). Other disability categories include: emotional and behavioral disorders, speech and language, visual, hearing, orthopedic, and health impairments, traumatic brain injury, and autism. Funds for special education programs and services come from various sources. Last school year revenue was generated from the following sources: 65% state, 24% local, and 11% federal. Functions included 63.93% instruction, 35.89% support, and 0.18% other. Instruction is the focus of the districts budget. Teacher salaries and educational programs make up the majority of instruction expenditures. Plant services, student support services, transportation services, and administration support are included in the support portion of expenditures. The district allocates $7,315.38 per student. Thirteen percent of the districts budget is allocated for special education needs (Garrett, 2010). Eisner (2002) stated that having a school vision gives us direction. Mid-Del districts vision is for students to be safe, challenged, and ready. The vision was developed by administrators, a group of teachers, parents and community members who volunteered to assist with creating a vision statement. Students should enter the building and feel confident that their basic needs will be met. When learners go to a classroom they will be challenged to make academic progress and expand their current level of knowledge. Educators and administrators

3 Running head: SPECIAL EDUCATION PROGRAM are expected to work together to prepare students for life after high school. Individuals should graduate and be ready to begin to live independently. Most learners graduate and enroll in postsecondary education, enlist in the military, or join the work force. This paper will summarize an interview and evaluate the special education program in the Mid-Del School District. An interview on November 16, 2010 with an administrator in the district provided additional insight on how students with special needs are included in the schools vision and the influence of special education laws on administrators. Interview Summary Rebecca Leake, an administrator at Midwest City High School, participated in an interview to explain an administrators perspective on the districts special education program. Ms. Leake was an educator for over ten years. She has been an administrator for almost five years. Ms. Leake believes that the districts mission, goals, and beliefs are all inclusive. Students with disabilities have individualized programs to help them reach goals similar to their peers. Ms. Leake explained the process that the district uses to hire general and special education teachers. First, the district does a background check on a state and national level for all applicants. Then,selected applicants are contacted to participate inan interview that includes a variety of staff members. A panel that includes administrators, department chairs, and teachers from the same discipline ask applicants a series of questions and makes a recommendation to the School Board. Finally, the School Board either confirms or rejects a request to hire a teacher or related service provider. Special education teachers must be certified and have related coursework in the subject area that they wish to teach (R. Leake, personal communication November 16, 2010).

4 Running head: SPECIAL EDUCATION PROGRAM Administrators support teachers when making decisions about the best way to meet the needs of all students including those who have disabilities. All teachers have one planning period to prepare for their classes. Teachers get an additional period to schedule and attend meetings and to collaborate on issues that relate to students with disabilities. Ms. Leake believes administrators should work closely with the IEP team to select and provide resources to meet each students needs. Students with disabilities are placed in the least- restrictive environment. Some are included in the general education classroom setting while others are in a smaller lab setting. Selected general education settings have co-teachers. Students are provided the same instructional materials and opportunities as their peers, but with necessary modifications/accommodations. Ms. Leake stated I personally do not believe in the bandwagon method. If one said it, it must be true, so lets all go getem. Ms. Leake thinks it is important to find win-win solutions when determining what is best for each student. In instances when parties disagree administrators would prefer to have an open and meaningful conversation that determines the most appropriate strategy to increase all students learning opportunities (R. Leake, personal communication, November 16, 2010). Parental involvement is important in the Mid-Del district. School leaders want all families to be comfortable contacting teachers, administrators, and other staff members. A variety of strategies is used to assess and attempt to meet the needs of parents and students. The district sends a survey and questionnaires at least twice per school year to get feedback on areas of strength and needs for improvement. Each school in the district has an open door policy. Students and parents are invited to attend conferences on designated days and at any time when there is an issue to discuss. School leaders remind parents that they are an integral part of the decision making process (R. Leake, personal communication,

5 Running head: SPECIAL EDUCATION PROGRAM November, 16, 2010). Schools provide training and other resources to assist teachers with planning and implementing instruction. Administrators plan staff development activities to ensure that all teachers are familiar with the state standards and curriculum resources. Professional development activities provide information on cultural backgrounds and methods to include students with disabilities in all school functions. At the beginning of the school year all teachers meet to discuss any changes in the curriculum and to review evaluation procedures and results from the previous school year. During this time administrators discuss expectations for the current school year and answers questions that teachers may have. School staff uses data to make decisions about instruction. The Academic Coach collaborates with administrators and teachers as they review the data to determine if the curriculum or resources should be adjusted to meet the needs of students with disabilities (R. Leake, personal communication, November 16, 2010). School leaders use teacher evaluations as a tool to improve teaching and learning. Clinical supervision is a more traditional method for providing teachers with feedback. Each teacher is assigned to an administrator. At the beginning of the school year the teacher and administrator have a pre-conference to discuss the teacher's goals and expectations. At this time the administrator offers resources, gives suggestions, and communicates the format for an observation. Administrators conduct informal and formal classroom visits. Informal observations are rarely recorded. School leaders visit classrooms to gain more knowledge about classroom interactions and to offer assistance to teachers. The Mid-Del district uses the Teacher Appraisal System (TAS) to record formal observations(R. Leake, personal communication, November 16, 2010).

6 Running head: SPECIAL EDUCATION PROGRAM This software management system rates educators on planning, instruction, classroom management, and professionalism. Administrators can add additional information in the comments section. Once an observation is completed school leaders send teachers an electronic copy of the results. Educators get feedback about what they are doing and ways to make improvements. School leaders and teachers have a post-observation conference to review goals and expectations and to answer any questions that the administrator or teacher may have. During this process administrators and educators use data collected from students and during observations to develop strategies for improving instruction. Clinical supervision is the most prevalent type of classroom support in the district. The districts supervision model is based on Danielsons framework (2007). One concern that the district has is ensuring that all students including those who have disabilities meet the requirements that are outlined in No Child Left Behind (NCLB). Program Evaluation Many of the special education program quality indicators are evident from being in the school environment. Some indicators can be evaluated by contacting teachers, administrators, or other staff members. The Mid-Del School District has a mission, vision, and goals that are inclusive of all learners. Goals and the mission statement are displayed in schools and are written on correspondence. This shared set of values assists with building the foundation of a school that has a quality special education program. The Mid-Del district realizes the importance of creating an environment that includes students, staff members, and parents in sharing to develop beliefs and values involved in working toward the districts mission.

7 Running head: SPECIAL EDUCATION PROGRAM Curriculum development committees align state standards with the Individuals with Disabilities Education Act (IDEA).The Special Services Department schedules professional development meetings during the school year to ensure that special education teachers understand the procedures involved in creating an Individualized Education Program (IEP). Special education teachers write IEP goals based on state standards.Behavioral and academic goals are intended to prevent difficulties with learning or discipline issues. Principals lead staff meetings to discuss any problematic situations or additional services that students might need. Parents receive information that schools have on students progress. Parental involvement is a key component in providing the best education for students. The Mid-Del district realizes the importance of creating an environment that welcomes parents to participate in the decision making process. If a parent speaks another language documents are translated and interpreters attend meetings. Parents understand the IEP process, student goals, services, and how to use assistive technology. All schools in the districts welcome parents to participate in the decision making process. Written surveys, invitations to events, and face-toface conversations are some of the strategies that the district uses to encourage parents to be active in making decisions about their childs education. Students are included in the general education curriculum when this placement meets the needs of the individual learner. It is critical to keep in mind that one solution does not fit all and that educators and parents need to protect students from a single-mold mentality (Bartlett, Etscheidt, & Weisenstein, p. 13). Principals in the Mid-Del district ensure that the IEP team includes parents, the student when appropriate, at least one general education teacher, a special education teacher, any related service provider, and an administrative representative.

8 Running head: SPECIAL EDUCATION PROGRAM The first step in planning an IEP meeting is to determine when parents are available. Community agencies such as early childcare providers or medical professionals send representatives to participate in the IEP process when applicable. All team members are aware that if anything changes the team can meet at any time to review the IEP and student progress. Parents receive progress reports at least as often as their peers who do not have a disability. Both general and special education teachers are responsible for students with disabilities. Principals create learning groups that include parents and members of the community (R. Leake, personal communication, November 16, 2010). General and special education teachers and other staff members are hired by a panel to select well qualified individuals. Principals know the qualifications of a quality special education teacher or related service provider. If there is a need to acquire additional resources or hire more special education teachers or related service providers an administrator contacts the Special Services Department to ask for assistance with locating and hiring qualified staff. All educators have time to plan for instruction and collaborate about what is best for all students. Learners with disabilities are assigned to a special education teacher who monitors the students progress and consults with other staff members when there is a need to make changes. Paraprofessionals also provide input on the progress and needs of students with disabilities. All employees in the district understand that the IEP is a legal document that everyone must follow (R. Leake, personal communication, November 16, 2010). Recommendations and Conclusion The Mid-Del School District designs special education policies and procedures that follow the guidelines of IDEA. Parents are involved and administrators work closely with the

9 Running head: SPECIAL EDUCATION PROGRAM Special Services Department to acquire resources and services that are necessary to meet the needs of students with disabilities. The district has a sound program that acknowledges the importance of following the IEP. With any system there are areas for improvement. There are three areas that when addressed will increase the quality of the districts special education program. 1) Currently administrators design schedules. General and special education teachers and related service providers could assist principals with creating student schedules to minimize distractions and assisting students with reaching IDEA requirements. More students with disabilities struggle to pass state mandated assessments than their peers without disabilities. Remediation is one program that most schools in the district have implemented to provide additional instruction and strategies that students use during standardized assessments and to meet the requirements of NCLB. Response to Intervention (RTI) is a strategy that the district could expand to reach students who have not been identified and to assist learners who have a disability. This approach could include teachers collaborating with administrators to create student schedules. Students with disabilities who struggle to pass assessments are likely to perform better after participating in RTI interventions. Reorganizing current resources can enhance the effectiveness of instruction in the district. Transitional services are another area that could improve. 2) Administrators and the Special Services Department are in the process of revising transition services for elementary, middle, and high school students. A Transitional Consultant is available to help special education teachers plan transitional activities for all students with special needs. The consultant disseminates resource materials to administrators, teachers, parents, and students about local transitional opportunities. The district could establish a network with more community members as a possible adjustment that will improve the quality of

10 Running head: SPECIAL EDUCATION PROGRAM transition services in the district. The Transitional Consultant could be the liaison to connect teachers, related service providers, and administrators to community members who can assist with early childhood, middle school, and high school transitional goals and services. Increasing involvement in professional organizations is a final area of possible expansion. 3) Principals could do more to encourage teachers to get involved with professional organizations. Currently the National Education Association (NEA) has several representatives in the district. Administrators provide information for teachers to contact NEA officers. There are other professional organizations that are available for educators to join. The Council for Exceptional Children (CEC) is one example of an organization that is not a prevalent in the district. Principals do not mention this organization or other professional affiliations that teachers might join. Participating in professional organizations can increase the quality of instruction for educators. The Mid-Del School District offers a variety of resources and support for teachers, parents, and students. School staff, community members, parents, and students participate in the IEP process. Improving the quality of instruction is one of the districts main goals. Making improvements in assisting struggling learners, enhancing transitional services, and increase teacher involvement in professional organization are three areas of focus that will assist the district with providing an education that addresses the needs of students with disabilities and allows all learners to reach their potential.

11 Running head: SPECIAL EDUCATION PROGRAM References Bartlett, L.D., Etscheidt, S., & Weisenstein, G.R. (2007). Special education law and practice in public schools (2nd ed.). Upper Saddle River, NJ: Pearson Education.

Danielson, C. (2007). Enhancing professional practice: A framework for teaching. (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

Eisner, E. (2002). The kind of schools we need. Phi Delta Kappan, (83)8, 576-584.

Garrett, S. (2010). The progress of education reform. Investing in Oklahoma, 12(3) 1-58.

Midwest City-Del City School District Data. Retrieved November 10, 2010, from http://www.neighborhoodscout.com/ok/midwest-city/schools.

Council for Exceptional Children & The National Association of Elementary School Principals. (2001). Appendix A. In Implementing IDEA: A guide for principals (pp. 4562). Arlington, VA: Authors.