RATIONALE:

Thefollowingartifactreflectshowprofessionalcollaborationandleadershipcandirectlycontributeto
schooleffectiveness.Asapartofourdistrictsevaluationprocesswewerelookingforawayto
documentourongoingcommunicationsbetweenhome/caregiversandschooltoenhancebothstudent
learningandschooleffectiveness.TheimagebelownotatestheParentContactLogtabintheInfinite
Campusprogramthatwenowusethroughoutthehighschool.ThismovementwassomethingthatI
initiatedandisadirectresultoftheInterviewassignmentfrommyEDU723TeachingandLearningin
theInclusionSettingclass.WithintheInterviewassignmentthesectioninrediswhereIlearnedofthis
ability.UptothatpointonlytheSpecialEducationdepartmenthadaccesstotheParentContactLog
tabinInfiniteCampus.Itwasusedcollaborativelythroughoutthedepartment,loggeddaily,andanyone
inthecollaborativegroup(includingadministration)hadinstantaccesstoviewanduseatanytime.
IworkedwithourI.T.andGuidancedepartmenttoaddthisoptionforallstaffthroughoutthebuilding
creatinganongoingandcollaborative,communicationdocumentthathasprovedtobeanextremely
effectivetoolthroughouttheyear.
________________________________________
ARTIFACT:

JenniferBennett
April21,2013
EDU723:TeachingandLearninginInclusionSettings
UniversityofNewEngland
Mod7Interview

IinterviewedCindySavagewhoisaveteraneducatorof13yearsinourschooldistrict.Sheisa
specialservicesteacherandcasemanagerworkingatthemiddleschoollevelwithpriorexperienceat
thehighschoollevel.Cindyoverseeseducationaltechnicians,curriculum,andthedevelopmentand
implementationofstudentsIndividualEducationPlans(I.E.Ps).InhersparetimeCindyrunsmany
businessesintownwithherhusbandincludingarestaurantandarealestatedevelopmentcompany.
InourdistrictwedohaveaSpecialEducationDirectorhowever,sheonlyworkswithourdistrictpart
timewhichisoneofthereasonsIchosetointerviewCindyoverher.HavingaparttimeSpecial
EducationDirectorcausesstrifeinourdistrictbecauseofthelackofaccessibilityinresponsetoour
districtsneeds.WealsohaveaparttimeSpecialEducationSecretarywhocollatesanddeliversthe
diverseandcopiouspaperwork.
Interview
Areallthestudentsyouworkwithmainstreamed?Approximately75%aremainstreamedinto
thegeneralcurriculum.Itissolelybasedonpersonalneeds.WedohaveaLRE(leastrestrictive
environment)availableasneededtoourstudents.
Whattypesofavenuesareavailableforstudentsinclusion?Studentshavemodificationsand
accommodationstothemainstreamcurriculum.Educationaltechniciansareavailableforteam
teachingintheclassroomasrequiredbyanIEPandstudentscanhaveindividualizedassistance
inthemainstreamsetting.
Howdoyoubuildcommunityinyourclassroom?Wespendanenormousamountoftime
establishingandmaintainingcommunityintheclassroom.Wetrytomakeitahomeawayfrom
homewherestudentsfeelsafetobethemselves,communicateeffectively,andbuildcopingskills
individuallyandasagroup.Atthebeginningoftheyearwederiveourroomrulesasagroup
andpostthemsowecanreferbacktothemregularly.Studentshavetheautonomyofsettingup
theirownspaceintheroom.Thisspacecanbedecoratedasthestudentseesfitandisaplace
theycangotodoworkorregroupasneeded.Wealsouserewardsystemsincludingfreetime
andfoodtoencouragegoodbehaviorlikestayingontask.
Response:IfeelthatCindyhasabeautifulwayofcreatingcommunityonaholisticlevel.Shemakesa
pointtoreallydevelopandmaintainsupportiveandnurturingrelationshipswithherstudents.
Whatdoyoufindisyourmainfocuswithyourstudents?Basicallyhowtobeagoodhuman
being.Itrytobringmanypersonal,global,andrelevantlifelessonstothetablewheneverIcan.
Beingabusinesswoman,teacher,student,andamotherhasgivenmemanydifferent
perspectivesfromwhichIdrawmeaningandconnectionwiththestudentsdailylearning.I
thinkithelpsthemseetherelevanceofsomethinglikemathortheimportanceofcohesive
conversationsandrelationships.
Response:Ifindthistobetrueinmyownclassesaswell.Itdoesntmatterwhoyouareteaching,the
morerealliferelevantconnectionsyoucanmakeforthelearnerthebetterthecomprehensionand
associationwillbe.
HaveyoueverheardofUniversalDesignforLearning(UDL),ifsodoyouuseitor
recommendittootherstaffmembers?Ihaveheardofithowever,itisnotanythingweare
currentlyusinginourdistrict.
Response:Thefactthatshehasheardaboutitbutnooneiscurrentlyusingitquitefranklyshockedme.
IfeelthatUDLissuchasystematicapproachandmakesinclusionteachingsomucheasier.I
understandthatatfirsttheUDLlistisabitdauntingbutonceyouunderstandtheapplicationitactually
takesalotoftheguessworkoutofyourlessonseffectiveness.Perhapsifwecouldspendaworkshop
dayexplaininganddetailingtheusefulnessofUDLthestaffwouldhaveanincreasedutilityvalue
(Anderman&Anderman,2009)andtheirmotivationtousetheUDLmodelwouldsurge.
Howdoyoucommunicatewithparents?Ifindthistobeextremelyindividualized.Iseesome
parentsinperson,someIcantypeanoteandsendithome.Otherparentspreferthedirectand
immediatetextormessageviaFacebook.Iusuallystartbyaskingthestudentwhichwouldbe
thebestwayofcommunicatingwiththeirparentsandthenIasktheparent.Usuallythekidsare
rightonwiththeirperceptionsofhowtheirparentscommunicatebest.
Response:Cindydoesaterrificjobcommunicatingwithparentsateverylevel.Thewayshesoreadily
approachesthemyriadofparentalcommunicationapplicationssaysalotaboutherdiverseand
differentiatedspirit.
Atwhatleveldoyoufindthecommunicationbreakdownoccur?Communicationusuallystarts
tobreakdownwhentheparentdoesntagreewiththeschoolorwhentheirchildisgettingbad
grades.
Howdoyouworkthroughthatcommunicationbreakdown?Itrytoapproachthingsfromthe
parentsareaofconcernandhelpofferamediumgroundwheretheparentcanlistentoreason
again.Itsamatterofcreatingandmaintaininggoodandtrustingrelationships.Whenthey
realize(orrememberagain)thatIamtheirchildsbiggestsupporterthenthecommunicationis
backupandrunninginapositivemanner.
Response:Itotallyagreewithherapproachofgettingtheparenttorealizesheisthechildsnumberone
advocate.Developingandmaintainingthisrelationshipwithparentsisacrucialaspectofcollaboration.
HowdoyoucommunicateIEPsandstudentneedswithclassroomteachers?AllIEPsarelisted
onourgradingprogram(InfiniteCampus).IfateacherhasastudentwithanIEPtheycan
accessitthroughthatprogram,otherwiseitisnotaccessible.Ifindthatemailisthebestformof
communicationwithotherteachershowever,Idoprefertohavethepersonalconversationface
tofaceiftimeallows.
Response:IthinkhavingaprogramsuchasInfiniteCampusisawonderfultoolforteachersabilityto
communicatestudentneeds.
Yourclassroommustbefilledwithdifferentiatedinstruction.Howareyoumostsuccessful
withimplementingthat?That,ofcourse,isentirelydependentontheneedsofthestudent,their
learningstyles,andtheirIEP.Ifindmyselfdoingalotofhandsonwork,somestudentsprefer
thetechnologywhileothersstillprefertheblackboard.IusetohaveaSmartboardinmyroom
anditwasverywellreceivedbymystudents.Theyhadawonderfultimeconnectingtheirhands
onapproachwithtechnology.Unfortunatelythatlearningopportunitywastakenoutofmy
room.
Response:Thisquestionactuallytookonanotheravenueofconversationregardingthehypocrisyof
differentiationbyadministration.Sheistoldtodifferentiateherinstructionbyadministrationyetthe
sameadministrationisnotwillingtodifferentiatetheirinstructionapropostheSmartboardclassesfor
teachers(amandated80houractivitytoreceiveaSmartboard).
Wheredoesdifferentiationusuallyfallapartforyou?ThelossoftheSmartboardwashuge.It
nowmakesdifferentiationmoreofastruggle.Ialsoseeitfallingapartwhenstudentshave
personalissuesthatinterferewiththeirfocus.Theissueusuallyturnsintoaroomdiscussion
regardingcopingskills.
Response:Understandablywiththelossofreliedupontechnologydifferentiationwouldbemoreofa
struggle.Eventhoughshesaidthatherdifferentiationfallsapartwiththeinterjectionofstudents
personalissuesIdisagree.Ifeelthatherdifferentiationisactuallyexemplified.ComprehendingCindys
homeyclassroomapproachIseeheropportunitytodifferentiatejustshiftsfromcurriculumcontentto
lifeskillsandbackagainwithease.
Doyoufindotherteachersusingdifferentiatedinstructionforyourstudentsintheir
classrooms?NotasmuchasIwouldliketosee.Ihaveevenfoundafewteacherswhodont
followthestudentsIEPwhichisagainstthelawandextremelyunprofessional.Perhapsthey
dontrealizeitistheirresponsibility.
Response:Icannotevenfathomateachersblatantdisregardforalegaldocument.Ithinkthiscarved
instonementalityisaprimeexampleofateacherstuckinafixedmindset(Dweck,2009).This
questiontookusonalongcollaborativejourney.Aftertheinterviewwasoverwedecidedtocreatea
presentationonIEPsandtheteachersresponsibilities.Wearehopingtopresentitatthenextstaff
meetingtohopefullyenlightensomeofourcolleagues.
Whatfrustratesyouthemostwithdifferentiatedinstructionandtheclassroomteacher?I
wishthatsomehowdifferentiationcouldbetaughttosomeoftheteachersinthebuilding.There
isdefinitelyagreatdividebetweenteachersthatdifferentiateandthosewhowillnot.Weusually
trytosteerourstudentstowardstheteacherswhoweknowwilldifferentiateforourstudents.
Response:Iwasreallysurprisedatherresponsetothis.Shegavemeanactualexample:AtanIEP
meetingateacherlookedatthemotherandsaid,Icantallowyourdaughtertousehernotesinclass
becauseitsnotfairtotheotherchildren.Cindyhadtospeakupandstatethatnotonlyisitfairand
differentiatedbutitsalsowritteninherIEP!CindyandIalsoaddedasectioninourpresentationon
theimportanceofreadingandunderstandingthestudentIEPsandaddedexamplesofdifferentiationinto
ourpresentationforthestaff.
Doallofyourstudentshaveonetoonetechnology?Notallstudentshavealaptopbecauseof
financialreasons(notbeingabletopaytheinsurancedeposit)orbecauseofbehavioralissues.I
didhaveonestudentwhoneededtohavetheinternetconnectiondisabledonthelaptopasa
responsetoinappropriateuse.Thatisoneofthereasonswhywestillhavetheoldstandby
stackofencyclopediasanddictionariesintheroom.
Response:Itisunfortunatethatsocioeconomicsplaysaroleinourtechnologicalsurge.Ithinkthat
thereshouldbeaslushfundinplaceforpeopleneedingfinancialhelpsoeverystudentcanbenefitfrom
theuseoftechnology.
Doyouhavetimeforcollaboration?Usuallycollaborationwithclassroomteachersandthe
paraprofessionalinmyroomisontheflybecauseoftheattentiveneedsofthestudents.I
consistentlycollaboratewithstudentsandparents.Ifindthatisthekeyingredienttosuccessin
myroom.
Response:Icouldnotagreewithhermore!Iwishthatourentirestaffunderstoodthepositiveimpact
ofcollaboration.
Doyoufindadministrationsupportivewithyourcollaborationneeds?Absolutely!Theyhave
goneoutoftheirway,tothepointofcoveringmyclassatamomentsnotice,tomakesureIcan
collaborateasneeded.
Response:Iconcurthatouradministrationissupportiveofselfinitiatedcollaborativeneeds.
Areyouencouragedtocollaborate?Collaborationisamustinmyroom.Wealsohaveatab
underInfiniteCampusdesignedtokeeptrackofallofourcollaborativeefforts.Theyarelogged
dailyandeveryoneinthecollaborativegroup(includingadministration)canviewitatanytime.
Response:IdidntknowthatthistabwasavailableonInfiniteCampus.Sheloggedontomycomputer
andshowedmeexactlywhatitlookedlikeandhowitcouldbeused.Ithoughtthiswasapowerful
tool.ImgoingtoaskourITtechnicianifthistabcanbeenabledontheteachersinterfaceaswell.
Doyoufindotherclassroomteachersopentocollaboratingwithyou?Unfortunatelyno.Its
toobadbecauseitwouldbeinfinitelyeasierforallpartiesinvolvediftherewasopendialogand
achancetoexchangeandcollaborate.
Response:UnfortunatelyknowingthereclusivenatureofsomeofourstaffIwouldagreewithher
statement.Idocountmyselfluckybecausewehaveafabulousgroupof10teachersthatwecallthe
WolfPack.Wegettogetheronceamonth,astimeandstressallows,todecompress,shareour
failures,andcelebrateoursuccess.Ithasbecomeawonderfulcollaborationofvoicesandstrengths
overtheyearsandIlookforwardtoourgettogethers.
Secondarytostudentneeds,whatdoyoufindthemostimportantelementtoIEPmeetings?
Planning!Planningisabsolutelyessential.Youneedtogoinwithastricttimeframeandaset
agenda.Youcanalwaysaddasectiontoyouragendaforlisteningtoconcernsofcourse,butif
youadheretoyouragendathenyoudontruninto3hourlongIEPmeetings.Itisvitaltoget
parentalinputforthemeetingagendatoo.
Response:IcanappreciateherapproachbecauseIhavebeeninaveryunorganizedIEPmeetingthat
lastedover3hours.
Whatisthemostfrustratingthing/saboutIEPmeetings?Ingeneralitisalotofworktokeep
uptodatewithstatelawsandtheneverendingformatchanges.Evenmorefrustratingisthe
lacklusterclassroomteachershavetowardstheIEPmeetings.Ifeel,moreoftenthannot,thatI
amputtingthemoutbyaskingthemtoattend.
Whatisthemostfrustratingthingaboutstudentmodificationsingeneral?Thefactthatnotall
teachersdothem.Theyfeelthatmodificationtotheircurriculumisntapartoftheirjoband
thattheeducationaltechnicianshoulddothemodification.Someteachersactuallythinkitisa
lastditchoptiontodomodifications,notbasedondata.Itsextremelyfrustrating.
Response:Again,thisissomethingthatweaddressedinourpresentationtothestaff.Hopefullythis
frustrationwilldissipatethroughtheeducation,orreeducationofthestaffsmodificationand
differentiationresponsibility.
InyourperfectUtopiahoworwhatwouldbedifferentinyourclassroomordistrict?Iwish
thatteacherscouldunderstandtheIEPsandalsointerpretthestudentsonanemotionallevel.I
alsowouldhavemySmartboardbackinmyUtopia.
Response:Iabsolutelyadoredherwishforallteacherstounderstandstudentsonanemotionallevel!
Learnersarenotsimplytwodimensional.Ifwearetoteacheverystudentfromwheretheyareat,
thenweneedtolookateverylevel,includingemotionally,inwhichtheyhavecomefrom.
Whatdoyouthinkisthemostcriticalpieceofresearchgoingoninspecialeducationright
now?TobehonestwithyouIamtoobusydealingwithwhatiscurrentinmyclassroomtohave
thetimetofocusonresearch.
Response:Idoagreethatthereisneverenoughtimetodoallthethingsweshouldbedoingin
lifehowever,Ifeelthatstayingabreastofcriticalresearchinyourcontentareashouldbeacrucialpart
ofyourtodolist.
Whatdoyouthinkshouldberesearchedinspecialeducationrightnow?Idliketoresearch,
fromthelearnersperspective,ifInclusionistherightapproach.SometimesIfeellikeIgetmy
kidsontherightemotionalandmentaltrackfortheirdayandwhentheycomebackaftertheir
classroomexperiencestheyarealldisjointed.IfeelIspendmoretimemendingstudentsthanit
wouldhavetakenmetojustteachthemthematerialmyself.Withthatsaid,Idontthinkthat
inclusionisabadapproach,Ijustdontknowifitisthebestroadforsome.
Response:Ithoughtthiswasaveryinterestingresponsetomyquestion.Iwouldagreethatnotevery
shoeboxmethodfitseverystudent.Idontthinkthatidealinclusionsituationsareeverabadthingfrom
thestudentsperspectivehowever,Iknowthattherearesomeextremelynonidealinclusivesettings
thatstudentsareexperiencing.Giventhat,Ithinkthewiderangeofinclusiveclassroomexperiences
shouldbesomethingthatisresearchedbeforeweblamethehorseforabrokencart.
References

Anderman,E.M.,&Anderman,L.H.(2009).Classroommotivation.(p.6).Upper
SaddleRiver,NewJersey:PrenticeHall.
Dweck,C.S.(2009).Mindset,thenewpsychologyofsuccess.(p.6).NewYork,NY:
BallantineBooks.

________________________________________
REFLECTION:
Priortothisinitiativeweusedanarchaicpapertrailtodocumentourcommunication.Findingtimeto
documentourcontactswastimeconsuming,wewouldregularlyforgettodoit,andmanytimesthe
papertrailwouldgetlostalongtheway.Now,withtheParentContactLogtabavailabletoallstaff,
documentationisaclickofabuttonaway.Itisfast,easy,timestamped,andinstantlyaccessiblefor
collaborativecommunications.
InthefutureIplantoaddplannedandrandomcollaborativeinterviewswithstafffrommydistrict.I
feelthatyouneverknowwhatyoucanlearnfromsomeoneuntilyoustartaskingandthiswouldbethe
perfectvenuetofurthermyspontaneousprofessionaldevelopment.