Lehigh University Educational Leadership

Program

Individual
Learning
Plan
Internship for Supervisor of Special
Education

Carolyn Staffieri
 Individual Learning Plan | Carolyn Staffieri

Process and findings

My process for gathering feedback from my colleagues was face-to-face
interviews. Talking with people face-to-face allowed me to ask questions, probe for
more specific feedback as well as ask them for recommendations or experiences
about how I could grow. I purposefully selected individuals that know me well
enough to give detailed feedback, but also individuals that I felt would be honest in
telling me my areas of need as well as areas that require more experience. I
contacted each person ahead of our scheduled meeting in order to inform them of
the six technical areas that I would be asking them about. There were only two
people, the Supervisor of Special Education and the Director of Pupil Services, that I
felt could give me appropriate feedback about the three standards areas. The
individuals I spoke with had a variety of roles (e.g., principal, counselor, teachers,
psychologist) however, most of them work at the elementary level since all my
experience in Quakertown Community School District thus far has been in grades K
through 5.
Overall, there were not many surprises or glaring areas of need as I read
through and analyzed the feedback that I received in order to create my overall
profile. My colleagues accurately reported, as did I, that I had little to no experience
with budget management, human resource management, particularly in regards to
the hiring process, and in knowing curricular materials outside of grades K through
5. Obviously, my role as an elementary special education teacher did not allow for
many of these experiences to occur. I recognize that I am not familiar enough with
the programs used at the secondary level, particularly those content area programs
used for replacement instruction. It then becomes somewhat difficult to give
teachers instructional feedback or answer questions about why we are using some
materials rather than others. I would also like to expand my knowledge base for
programs that are used in low-incidence disability classrooms and in Autistic
Support classrooms. We currently contract with the IU to provide these services for
students within the district, however in order to be a more meaningful participant in
their IEP meetings, or education in general, it is of great benefit to be familiar with
the materials that are used. Furthermore, I also was not surprised that Gifted
Education and 504s were an area of need, since once again my prior role did not
encompass these responsibilities. However, what this feedback helped me to realize
was that I do have a lot of strengths and experience in each of the technical areas
and standards as they applied to me running the elementary intermediate
emotional support program. On a mini-scale I was responsible for all of these things
when I was put in charge of this specialized placement. In regards to organizational
leadership, I had to show tremendous leadership when I revamped the program
from when it was run by the IU, and again when the program moved to a new
elementary school and I was tasked with building enthusiasm and participation in
the teachers. I was responsible for spending my classroom/program budget in a
responsible manner and on the materials that could most support student success.
Although I did not hire the aides that worked in my program, I did work with them
extremely close to build their skill set and improve their practice as it applied to
supporting challenging students. I was the one that taught them how to provide
verbal feedback, implement specially designed instruction, collect behavioral data

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 Individual Learning Plan | Carolyn Staffieri

appropriately, support students during times of crisis as well as had a role in their
end of year evaluations. In addition, I was responsible for purchasing curriculum
materials that would help my students attain social skills and anger management
strategies. Therefore, I researched different options, looked at product feedback,
and talked with colleagues and other professionals about their recommendations
before purchasing programs and implementing activities. Finally, due to my lengthy
years of experience working with students with behavioral challenges, I have long
been a source of professional development in regards to implementing school-wide
systems of positive behavior support and how to plan appropriately for students
demonstrating disruptive and destructive behavior. So while I agreed with all of my
reported areas of strength, and rated myself similarly, I was surprised by the
realization that I have been doing these things throughout my teaching career.
Therefore, my challenge is to transfer my skill set and past experience from the
micro-perspective of my classroom to the macro-perspective of an entire
department within a district.

Overall Personal Profile

Below are my conclusions based upon the information gathered during the
interview process with my colleagues as well as my own reflections. The first
column summarizes all of my areas of strength, while the last two outline my areas
of need and greater experience. Specific activities to address my needs or provide
greater experience have been included when appropriate.

Organizational Leadership
Budget management
Strengths
- I have worked with principals
to understand systems
- I have worked with staff to
implement strategies for
instruction and behavior
management
- I am a leader in PBIS in helping
teams set up systems and
collect data
- I can cultivate positive cultures
- I model for teachers and staff
- I am detail oriented and
solution focused
- I know how to seek guidance
when appropriate but know how
to make decisions that are best
for the department/district
- I know how to budget for
classroom and working with
building funds
Needs
- I need to expand my role, not
just be seen as behavior expert
and not just elementary
- Expand experience in
different disability categories
(Multiple Disabilities, Autistic
Support)
- Work on a broader scope and
expand my influence
- Make schools more uniform in
their planning efforts
- Area of need to work with
business admin.
- Continue to ask questions
about where funding comes
from and what is appropriate

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 Individual Learning Plan | Carolyn Staffieri

for us to budget for

Human resource - I can read people well and be
management knowledgeable about their
strengths and needs as well as
the best approach for providing
feedback and guidance
- I would know how to properly
staff special education programs
- I work successfully and
collaboratively with teachers
and aides, and now principals, to
build their skill sets in
supporting special education
students
- I know how to have tough
conversations and motivate
people
- Skilled with evaluating aides
and providing feedback
- Ive been a source of ideas,
reassurance and can help in
times of crisis
- I serve as a mentor for new
special education teachers
Special services - Strong in knowing and
understanding special
education, particularly the rules
and regulations
- I can guide others in
implementing the special
- I need to learn how to work in
a district-wide capacity
- Work with principals to assess
applicants for special
education positions using
questions geared toward
assessing knowledge of the
special education process
- Have a greater role in
interviewing and hiring
decisions for special education
positions
- My need is in understanding
gifted education and 504
services as well as nursing
services
- Access PaTTAN trainings and
encourage participation by

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 Individual Learning Plan | Carolyn Staffieri
education process with fidelity
- I am a reliable and
knowledgeable source of
information
Curriculum - I have a wide knowledge base
at the elementary level
- I know how to modify
curriculum at the elementary
level and adjust learning
activities to fit students
instructional levels
- I work with teachers to modify
learning expectations and
implement SDIs
- I am also well versed in
materials and programs that
focus on social skills and anger
management strategies
Staff development - I have played a strong role in
staff development district-wide,
especially in a behavioral
capacity and our crisis response
program
- I am solution and student
focused and I present things in a
professional manner
- I design and implement a
variety of trainings for teachers,
aides, principals
- People trust and respect my
knowledge
- I am an integral part of our
department team and in special
ed. meetings
I.B. External relations - I have good relationships so far
(child find, community with the community agencies
agencies and services that we typically work with.
support special needs)
4
special education teachers
- I need to understand the
process for gathering
information, writing the service
plans, conducting the meetings
and completing the necessary
paperwork for gifted and 504.
- I need to learn more about
the resources and instruction
provided at the secondary level
- Grow in reviewing curriculum
and making recommendations
about best materials to use
- Know the replacement
curricula at all levels, know
what students receive them
and why
- Design and evaluate curricula
at the secondary level
- Expand knowledge about
materials used with low-
incidence disabilities
- I need to now be seen as a
source of information and
expertise in areas other than
behavior
- Need to be seen as a source
of instructional and curricular
knowledge
- Have a greater impact
district-wide
- I need to continue to grow my
relationships and knowledge of
available sources
- Get to know what agencies
and services are out there
- Understand the district-wide
planning process for ESY
- I have been trained in SAP
and would like to use that
 Individual Learning Plan | Carolyn Staffieri

training to work with agencies

I.C. Special education law
(current trends and cases,
application of regs. to
district level)
I.F Facilities management
- I am strong in knowing the
process for special education,
especially in meetings when
working with parents.
- I understand how to apply the
laws and how to work in those
parameters.
- I understand what services
different disability categories
need and I can relate to
personal experience to make
sound decisions.
that address mental health and
alcohol/drug concerns.
- I should make sure to check
regs. when needed and stay up
to date with current trends
- I also need to learn how to
apply special education laws
and regs to cases that are not
cookie cutter in order to know
how to avoid due process, but
also present a strong case if we
are taken to due process.
- I need to know regs. for
facilities and make sure
buildings are in compliance
with the regs.

Individual Learning Plan Action plan and goals

Below are the goals that I am proposing based upon the findings in my
personal profile.
Goal #1: Based upon my background, understanding of and influence at the
elementary level, my goal is to become more familiar with programming,
instruction, and curricula at the secondary level. I would like to become more
knowledgeable about replacement curricula options, transition planning and
requirements, co-teaching planning and implementation, and instructional
strategies at the secondary level.

Needed Skills Activities to obtain skills Completion Date

- Increase my knowledge
of the components and
procedures for different
curriculum
- Review research-based
social skills curricula and
make recommendations
about programs to
implement
Attend trainings about 8/19, 9/23, 10/5, 2/15
Indicator 13 (transition
planning)
Learn about best practice 8/19, 9/23, 10/5, 11/9, 3/6
in writing transition plans
Meet with transition 9/21, 11/9, 12/7
coordinator to understand
how teachers receive
training and feedback
about their transition

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 Individual Learning Plan | Carolyn Staffieri

- Understand the plans

instruction of Attend IEP meetings 9/12, 9/19, 10/18, 10/25,
replacement curriculum where transition services 11/2, 12/5, 12/7, 1/19,
- Understand placement will be discussed 2/2, 2/3, 3/1, 3/6
decisions for students in Review RELA and 9/23
replacement classes mathematics curriculum
- Expand my role to be to understand the scope
more of a presence at the and sequence of each
secondary level program
- Review replacement RELA Not completed
and mathematics
curriculum to understand
the scope and sequence
of each program
Observe RELA and math Not completed
classes at the secondary
(middle and high school)
level
Observe co-teaching Not completed
planning sessions to
better understand how
special education
services are implemented
at the secondary level
Observe replacement 4/11 Middle school math
RELA and math classes at classes
the secondary (middle 4/12 Middle school
and high school) level reading classes
Review various research- 12/19, 1/5
based social skills
curricula
Present social skills 4/5
curricula review to special
education supervisor and
director of pupil services
Interview secondary 4/11 & 4/12 informal
administrators and meetings and questions
special education with special education
teachers about how teachers but not with
students are placed in administration
replacement classes

Goal #2: Increase my knowledge of budgeting procedures, school budget code

regulations, funding sources and learn how to create a budget based upon the prior
years spending as well as projected expenses.

Needed Skills Activities to obtain skills Completion Date

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 Individual Learning Plan | Carolyn Staffieri

- Know how the district Interview the business Not completed

budgets for special administration to talk
education about working within a
- Better understand IDEA budget, determining the
funding as well as yearly budget and
medical assistance reporting procedures
requirement and rules Read and review the 10/4, 11/3
- Work with business special education budget
administration and and any associated
special education documents
administration to have a Meet with the supervisor 11/3 budget codes and
macro understanding of of special education money management
spending and/or director of pupil 12/1 building budget
services once per month requests for teachers and
to talk about budget staff
related questions and 3/9 review spending
findings as well as report for related services
funding sources such as 4/3 IU spending
IDEA and medical
assistance
Review Act 16 reporting 10/4, 10/11
documents to determine
spending per disability
category (linked to level
of special education
support identified in the
IEP)
Attend board meetings or 3/23, 4/11
budget planning
meetings as appropriate

Goal #3: Since I am familiar with the special education process and how to work
with IEP teams to implement services, my goal is to have the same, thorough
understanding of Gifted Education and 504 services.

Needed Skills Activities to obtain skills Completion Date

- Know and be able to - Interview 4 to 6 school
define the gifted counselors (at least one
education process or two from elementary,
(information gathering, middle and high school)
writing the plan, setting about their process for
up a meeting, completing gifted education
necessary paperwork) - Interview 4 to 6 school
- Know and be able to counselors (at least one
or two from elementary,
11/17, 2/1, 2/6 two
elementary level
counselors and one
middle school counselor
11/17, 2/1, 2/6 two
elementary level
counselors and one

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 Individual Learning Plan | Carolyn Staffieri

define the process for middle and high school) middle school counselor
504 plans (information about their process for
gathering, writing the 504 service agreements
plan, setting up a - Review 5 to 7 GIEPs 11/9, 4/13
meeting, completing from all levels
necessary paperwork) - Review 5 to 7 504s 2/17, 4/11
- Define the components from all levels
of GIEPs and 504 service - Attend GIEP and 504 11/11, 2/17 dates were
agreements meetings at all levels in very limited since
- Understand how these order to observe the meetings are not often
documents are put into paperwork process and held.
IEP writer better understand what
documents need to be
signed
- Obtain materials 11/19
(previous in-services or
training materials) about
education for the gifted