School Law

Inquiry-Based Project
Alyssa Thorpe & Kelly Weitzel
About the School Community
Richmond Heights is a small community of a little over 760 students in the
whole district. In the elementary school it is 89% African American and 75%
economically disadvantaged. Only 10% of students receive special education
services.
Law Discussion with Supervisor
● The principal (supervisor) was very open to share the information we
requested.
● The school is currently involved in a legal case with a student and teacher;
however, it’s on-going, so we decided it would not be appropriate to use that
information.
● The principal suggested a former case regarding special education and the
provision of a FAPE for a student.
School Law Challenge
● Parents of a student receiving special education services argued their student
was not making enough progress toward IEP goals. Parents wanted the
school to pay for an out-of-district placement.
○ As this child transitioned to middle school, he was included more with nondisabled peers in
general education. Prior to middle school, the student did not have much experience with
inclusion when he was in elementary school. This proved to be an adjustment for him.
○ Parents had email evidence in which the student’s teacher said, “The curriculum is not
working for him. We’ll just have an aide work with him.”
● The court ultimately sided with the parents, and the school paid for an out-of-
district placement.
● The school still wants the community to be confident in their ability to educate
their students with disabilities in-district.
 Research-Based Solution #1: Vertical Alignment (Articulation)

● “Curriculum articulation refers to the focus and vertical connectivity in a school

or school system” (English, 2010, p. 12).
○ Strong articulation, or vertical alignment of practices, help optimize student performance as
they progress to more advanced courses and grade levels.
○ Articulation assures students have the prerequisite knowledge and experiences necessary to
engage at the next level.
○ Example: Is the focus and level of connectivity in Algebra I classes designed and
implemented in such a way that it prepares students with the prerequisites necessary and
flows into Algebra II classes cohesively? Behavioral expectations between elementary and
middle school?
● In a study by Alexson and Kemnitz investigating the success of student
transition from high school to college, they found the greatest challenge to be
misalignment of teacher, student, and professor expectations (2003).
○ The role teachers and administrators play in vertically aligning expectations, policies, and
procedures can lead to success for students when advancing to higher grade levels and the
 Research-Based Solution #1: Vertical Alignment (Articulation)

1. Dive deeper into developing the ‘Future Planning’ section of the IEP
○ What do we foresee for the student 1 year from now? 5 years from now? After high school?
○ What expectations do we have for the student in 1 year? 5 years? After high school?
○ What are we already doing, and what can we implement, to help the student get closer to
those visions?
○ Who all needs to be involved to achieve this?
○ Is the student included as part of this team?

Think of this like a vision statement for the child.

➢ The downfall of vision statements…. “...all too often [vision statements] stand forgotten on a
webpage” (McClees, 2016).
➢ Bring the ‘vision statement’ (Future Planning section) to life!
➢ Begin each discussion about the child with a reminder of this statement.
➢ Ensure all professionals who work with the child know this statement.
➢ When making decisions, ask the team, ‘Is this decision helping us move closer toward
achieving our vision?’
 Research-Based Solution #1: Vertical Alignment (Articulation)

2. When a student is advancing from the elementary to the secondary school, both
the elementary and secondary Intervention Specialist should attend the final IEP
meeting before the transition.
● Ensures both Intervention Specialists understand and implement the IEP consistently.
● Provides continuity.
● Helps establish and transition expectations for the student from the elementary school to the
secondary school.

3. Provide common planning time for elementary and secondary intervention

specialists to align practices and expectations.
○ Possibilities: provide during PD days, provide 1-2 hours per month, combined elementary and
secondary staff meetings, etc.
○ Things to consider: amount/support with homework, paraprofessional expectations for
supporting students, models of inclusion, schedules, etc.
 Research-Based Solution #1: Vertical Alignment (Articulation)
2 Year Action Plan
Year 1
● First quarter
○ Establish common planning times for Intervention Specialists district-wide at
least once per quarter for the school year. Add these dates and times to the
district calendar, and reserve substitutes if needed.
○ Host district-wide Intervention Specialist common planning time.
○ Each IEP meeting held, develop the Future Planning section of the IEP as a
common vision among IEP team members.
○ Each elementary-to-middle school transition IEP meeting, ensure both
elementary and middle school intervention specialist attend.
● Second quarter
○ Host district-wide Intervention Specialist common planning time.
○ Each IEP meeting held, develop the Future Planning section of the
IEP as a common vision among IEP team members.
○ Each elementary-to-middle school transition IEP meeting, ensure
both elementary and middle school intervention specialist attend.
● Third quarter
○ Host district-wide Intervention Specialist common planning time.
○ Each IEP meeting held, develop the Future Planning section of the
IEP as a common vision among IEP team members.
○ Each elementary-to-middle school transition IEP meeting, ensure
both elementary and middle school intervention specialist attend.
● Fourth quarter
○ Host district-wide Intervention Specialist common planning time.
○ Each IEP meeting held, develop the Future Planning section of the
IEP as a common vision among IEP team members.
○ Each elementary-to-middle school transition IEP meeting, ensure
both elementary and middle school intervention specialist attend.
○ Survey Intervention Specialists and determine effectiveness of these
practices. Review data and revise plans for year 2.
Year 2
● First quarter
○ Establish common planning times for Intervention Specialists district-wide at
least once per quarter for the school year. Add these dates and times to the
district calendar, and reserve substitutes if needed.
○ Host district-wide Intervention Specialist common planning time.
○ Each IEP meeting held, develop the Future Planning section of the IEP as a
common vision among IEP team members.
○ Each elementary-to-middle school transition IEP meeting, ensure both
elementary and middle school intervention specialist attend.
● Second quarter
○ Host district-wide Intervention Specialist common planning time.
○ Each IEP meeting held, develop the Future Planning section of the
IEP as a common vision among IEP team members.
○ Each elementary-to-middle school transition IEP meeting, ensure
both elementary and middle school intervention specialist attend.
● Third quarter
○ Host district-wide Intervention Specialist common planning time.
○ Each IEP meeting held, develop the Future Planning section of the
IEP as a common vision among IEP team members.
○ Each elementary-to-middle school transition IEP meeting, ensure
both elementary and middle school intervention specialist attend.
● Fourth quarter
○ Host district-wide Intervention Specialist common planning time.
○ Each IEP meeting held, develop the Future Planning section of the
IEP as a common vision among IEP team members.
○ Each elementary-to-middle school transition IEP meeting, ensure
both elementary and middle school intervention specialist attend.
○ Survey parents of students receiving SPED services. Do they feel
like their child is the focus of IEP meetings and decisions?
 Research-Based Solution #2
How are teachers analyzing data to improve instruction towards reaching
IEP goals.
1. The leadership team needs to invest more time in coaching and giving
feedback regarding lesson plans; therefore the teacher will be able to reach
IEP goals.
2. Having a group of administrators: director of special education, principal,
teacher leader, and dean of students
a. “Leadership team gave feedback to lesson plans and during observations, and they
built an instructional framework with personalized growth plans from each teacher.
“Every week we met as leadership team,” shares Alejandra. “We looked at the data
and our lesson plans tracker and we would make a plan to coach and support each
teacher” (Bambrick-Santoyo, 2010).
b. Therefore, the school was able to reach their goals academically.
 Research-Based Solution #2
How are teachers analyzing data to improve instruction towards reaching
IEP goals.
1. It’s important to understand that all data is not important and when to know what data is valuable.
Data can tell you many things about the if the students is reaching the goal, but it’s important that
you know how to read the data.
a. “And it isn’t so much what the data tell you but rather understanding the reasons behind data
trends. And these are not always obvious or transparent” (English, 2010).
2. When analyzing data it’s important to look at each student individually; look for the probable
causes to why the student isn’t reaching the goal. Then come up with actions to consider. The
teacher will answer multiple questions.
a. “Figure 4.1 is illustrative of a rather typical scenario facing curriculum leaders in
confronting the achievement gap dilemma. It breaks the problem down by those variable that
are external to the learner” (English,2010).
 Figure 4.1

Example one
 Figure 4.1

Example Two
Figure 4.1

Example Three
 Research-Based Solution #2
2 Year Action Plan
Year 1
● First quarter
○ Every 9 weeks you have to report progress towards IEP goals. That’s when the
intervention specialist will go through the determining possible causes chart
and find probable causes and actions to consider for any goals in which the
student is not making adequate progress.
○ Admin. Team will meet and can come with a plan on how to give feedback and
coach intervention specialist how to analyze data.
○ Each admin will be assigned to a teacher.
● Second quarter
○ Every 9 weeks you have to report progress towards IEP goals. That’s when the
intervention specialist will go through the determining possible causes chart
and find probable causes and actions to consider for any goals in which the
student is not making adequate progress.
○ Weekly the admin will meet and coach the intervention specialist on their
lesson and data analysis.
● Third quarter
○ ●
Every 9 weeks you have to report progress towards IEP goals. That’s when the
intervention specialist will go through the determining possible causes chart
and find probable causes and actions to consider for any goals in which the
student is not making adequate progress.
○ Weekly the admin with meet and coach the intervention specialist on their
lesson and data analyzing.
● Fourth quarter
○ Every 9 weeks you have to report progress towards IEP goals. That’s when the
intervention specialist will go through the determining possible causes chart
and find probable causes and actions to consider for any goals in which the
student is not making adequate progress.
○ Weekly the admin with meet and coach the intervention specialist on
their lesson and data analyzing.
○ The admin will reflect on what did and did not work for next year.
Year 2
● First quarter
○ Every 9 weeks you have to report process towards IEP. That’s when the
teacher Every 9 week you have to report progress towards IEP goals. That’s
when the intervention specialist will go through the determining possible
causes chart and find probable causes and actions to consider for any goals
in which the student is not making adequate progress.
○ Admin. Team will meet and can come with a plan on how to give feedback and
coach intervention specialist how to analyze data.
○ Each admin will be assigned to a teacher.
● Second quarter
○ Every 9 weeks you have to report progress towards IEP goals. That’s when
the intervention specialist will go through the determining possible causes
chart and find probable causes and actions to consider for any goals in which
the student is not making adequate progress.
○ Admin. Team will meet and can come with a plan on how to give feedback and
coach intervention specialist how to analyzing data.
○ Each admin will be assigned to a teacher.
Third quarter
○ Every 9 weeks you have to report progress towards IEP goals. That’s when
the intervention specialist will go through the determining possible causes
chart and find probable causes and actions to consider for any goals in which
the student is not making adequate progress.
○ Admin. Team will meet and can come with a plan on how to give feedback and
coach intervention specialist how to analyzing data.
○ Each admin will be assigned to a teacher.
● Fourth quarter
○ Every 9 weeks you have to report progress towards IEP goals. That’s when
the intervention specialist will go through the determining possible causes
chart and find probable causes and actions to consider for any goals in which
the student is not making adequate progress.
○ Weekly the admin with meet and coach the intervention specialist on their
lesson and data analyzing.
○ The admin will reflect on what work and what did not work for next year.
Kelly’s Reflection
1. When schools are handling legal situations, I learned that they not only have to manage
following the letter of the law, but also juggle the perceptions that come along with legal
situations. For example, in the case we analyzed, the school mentioned how even though
they knew the parents were being awarded the out-of-district placement, they wanted to
ensure the school community still felt confident in their ability to educate and provide FAPE
and LRE to their students receiving special education services.
2. As an aspiring school leader, this experience reinforced the importance of having a strong
foundational knowledge regarding school law, and having a good gauge on the practices in
place meant to uphold laws. I think this helps detect when something seems ‘off,’ so you can
intervene and put an intervention in place before there is an ethical or legal issue. I also think
community relations is important in the legal aspect of education, as having relationships
with the right people can help maintain or repair compliance, or help alert leaders to any
potential issues. These relationships I believe also help maintain trust and confidence in the
school on the part of the school community.
Alyssa’s Reflection
1. What did you learn about the role
school law/school policy plays in
schools?
2. What did you learn about your role
as an aspiring school leader
regarding
prevention/intervention/policy
making through this inquiry-based
project?
1. I learned that school law can be very
complex; however, it is important to
understand when dealing with any
situation regarding education.
a. Ex( IEP, teacher unions, discipline,
etc.)
2. As a aspiring school leader, I learned
it’s important to know how to prevent
situations by using best practices. Also
interventions are important, especially
with your staff because you want to
intervene before legal matters are
involved.
References
Alexson, R. G. & Kemnitz, C. P. (2003). Curriculum articulation and transitioning student success: Where are we going

wrong and what lessons have we learned? The University of Wisconsin.

Bambrick-Santoyo. P. (2010). Driven by data: A practical guide to improve instruction. San Francisco, CA: Jossey-Bass.

English, F. W. (2010). Deciding what to teach and test: Developing, aligning, and leading the curriculum. Corwin. Thousand

Oaks: CA.

McClees, E.L. (2016). School mission statements: a look at influencing behavior. International Journal of Humanities and

Social Science Review, 2(1), 50-54.