Hoeksemaedl 277 Fbla

Running Head: Field Based Learning Assignment Special Education
Field Based Learning Assignment Special Education

Kelsey Hoeksema
EDL 277: Current Issues in Special Education Administration
Drake University
November 5, 2016
FBLA Special Education, 2
Over the course of six weeks interview questions were created, interviews were
scheduled and conducted, conversations filled with answers were analyzed, and common themes
arose out from this work. As an educator, my understanding of the success for my school is
limited to my perspective. My time spent completing this assignment has led me to the
conclusion that for an administrator to understand the vision of individual staff members in
comparison to the schools vision, it is necessary to have uncomfortable conversations and
search for meaningful answers. The implications attached to each answer in reflecting on them as
a whole, brought to light importance of this quote, by Simon Sinek, A leader's job is not to do
the work for others, it's to help others figure out how to do it themselves, to get things done, and
to succeed beyond what they thought possible.
It is imperative to the success of a school to have commonalities in the manner by which
a school and its purpose are viewed. Ten questions were asked to various stakeholders for my
school: administrators, teachers, staff, and parents. In analysis of the interviews, consistencies
and inconsistencies were described showing disconnect between the intent of the decisions made
for schools and the actual outcomes from the decision. In the eyes of an administrator many
implications were unearthed. Good intentions do not get the job done when it comes to ensuring
academic outcomes for all students. The interviews were analyzed with many insightful findings,
and these results are discussed throughout this assignment.
Do you believe there is an achievement gap in schools today? If so, why is there a gap and
what should be done to close it?
There was a synonymous response to the first question posed. Each interviewee felt there
was an achievement gap in schools today. In our school today, the achievement gap is blaring in
our faces daily. I am thankful it is not just the burden of the leadership team or administration but
teachers, associates, and families alike. Many consistencies were found in the interviewees
responses. Likewise, however, inconsistencies were exploited as well. Overall the achievement
gap is perceived to be an important issue to our school.
Those interviewed feel there are a variety of reasons for the gap and ways to go about closing
it. Of the responses from interviewees, many view the achievement gap to be a product of
economic disproportionality, low socioeconomic status of the community, and lack of
communication between school and home. I was surprised by the number of responses that
linked the achievement gap to being a product solely of low socioeconomic status. I think this
mindset is a dangerous one to have. This was a misconception among the staff interviewed that
helped to show me the level to which ownership of this gap is being avoided.
Furthermore, some of the responses limited the reason behind this achievement gap to
economic factors alone, while others went deeper into the heart of the matter. Others
interviewed, began by addressing the achievement gap and its connection to economic
disproportionality, but went further into the reason for the achievement gap. Low economic
status for some will always be a contributing factor to the achievement in schools. Therefore
educators need to look beyond what is outside of our control and into realms of what we can
effect today. In large, a number of factors impact the achievement gap with a higher effect size
than economic status alone.
I was impressed by the level of commitment to all student achievement shown in several
responses aiming to connect the achievement gap to teaching practice. One classroom teacher
said, [The answer is in] School wide support. There needs to be high expectations set for
teachers and students. Other responses elicited similar regard for what needs to happen in our
schools to repair this gap. Another commonality was the emphasis put on the hiring of quality
teachers. Many of those interviewed believe providing professional development in teaching

strategies for diverse populations are needed. There needs to be more effort made to bridge the
disconnect between the school, families, and homes. Schools should take into consideration the
ramifications of socioeconomic status and provide opportunities for education for students and
families, in a multi-tiered system of support.
At first the responses to this question all seemed to be headed in a similar direction. The
interviewees agreed to the existence of the achievement gap in our school and all believed there
needed to be something done about it. After taking a closer look through the responses, as an
administrator it is important to realize the inconsistencies and the discrepancy in staff
understanding of the reasons behind the achievement gap. Overall the responses here create a
high level of concern to the knowledge, attitudes, and beliefs the staff has about student
achievement and factors to promote it.
In the role of an administrator it would be necessary to first revisit the vision and mission
statement for the school. It is imperative all staff have the foundational understanding to the
schools commitment to educating all learners. Second, I feel extensive ongoing professional
development would need to begin. This professional development would be used to teach highly
effective strategies for diverse learners for behavior, engagement, and delivering content to
students. On a personal level, I think a plan would need to be enacted for teacher observations to
be completed with the intent to be focusing on teacher strategies for student learning. These
observations should act as a tool to open up the conversation about knowledge and belief of the
achievement gap and specifically how we can begin to take ownership for it in our own way.
The core instruction was noted as an area effecting student achievement, from the
interview responses. As an administrator, working to ensure meaningful learning in every
classroom would be another goal, providing another action step. There is a need to create metrics
to assess delivery of core instruction, then to review data collected to create next steps for what
learning looks like in each classroom, and implementation of quality core instruction. There is a
need for high rigor in teaching and learning in our school.
What are the characteristics of a well aligned school building and district for meeting the
needs of diverse learners?
The variance in responses to the question aid in showing the large task of an
administrator for a school building. After the interviews were conducted there were thirty-two
individual answers to this question. The large number of differing responses to this question,
made it difficult to synthesize the responses well. The findings show the telling reality of the
issues faced in schools today. In order to be a well-aligned school and district members of these
communities must have a shared mindset as to the vehicle for achievement of what it looks like
to be well-aligned. The variety of responses in these findings showed good intentions by
educators, administrators, and families for education, but fail to show a shared focus of what is
needed for meeting the needs of diverse learners.
Characteristics for a well-aligned school building and district were shared by each of the
interviewees. The responses given resulted in a large list including effective leadership, shared
vision, high standards for teaching and learning, involvement from the community,
differentiated, support systems for diverse learners including general education title intervention
groups, English Language Learners, Special Education, and SUCCESS, cohesiveness between
support systems, collaboration, equity in mind, goal-oriented instruction for students, PLCs,
Common Core, and systems for implementation. There were commonalities shared and
inconsistencies accorded in this list of characteristics needed for well-aligned schools. The long
list of characteristics was seemingly overwhelming at first in an attempt to synthesize the

responses. In this attempt, it was exceptionally eye-opening to the reality of why it is indeed
difficult to have well-aligned school building and districts.
In further review of the characteristics shared by the interviewees, I was able to connect
ideas to each other to bring together the commonalities in responses. Ideas that were given by
more than one educator became overarching characteristics for alignment. Shared mission and
vision by a school and the district was at the top of the list. Interviewees recalled personal
experiences in schools, one shared, The mission is what helps to align individual buildings and
the overarching beliefs of the school district. Another characteristic for alignment was in
having effective leaders and good communication. These two big ideas support the variety of
answers given by interviewees. In the responses given, there was evidence supporting that a
schools mission was impacted by the communication with the school and the leadership of the
school. This list also included specific means by which a school and district use to meet the
needs of diverse learners. In the commonalities in this area showed a need for effective systems
to be in place for Multi-tiered Systems of Support for general education core and outside the core
for English Language Learners and Special Education.
As I reflected on the responses to this interview question, I realized the inconsistencies
among them, were also the content that most surprised me. When discussing the importance of
well-aligned schools within a district, the curriculum coach for our building shared, I find it odd
that our school has its own mission statement, since the district mission statement is child-
centered. If the district is focused towards this and the building keeps it at the center of all
decision making, then I am confident all students would be well served. Why is there a need for
two? It was surprising to me that in the discussions revolving this question, she was the only
one to mention this. I was also surprised by the amount of variance displayed in the responses to
this question. How is a school ever to be well-aligned, if within a building all members feel
differently about how to go about such alignment? The responses showed to stark differences,
one where Core instruction was first needed to be in alignment and the second where diverse
needs were to be met through specialized support systems. I think there is also a misconception
shown in the responses given, that not all students are a responsibility for core instruction that
students who are not meeting standards are the responsibility of support programming only.
These inconsistencies present showed a need for systems to be in place for both
argument. First, Core Instruction needs to be effective and have multi-tiered systems of support
in place with vision, mission, and communication aligned to be successful. Second, specialized
support systems need to be available and well utilized in combination with state and federal
regulations. The special education consultant summed it up perfectly, there needs to be a balance
between general education and special supports. She said, For school districts to be successful
in meeting the diverse needs of learners, they need to have a cohesiveness among special
education administrators and building administrators and on-going collaboration among both
special education and general education curriculum specialists.
The administrator of a school building, truly has a large task at hand to ensure alignment
is achieved within a building and to that of the district it is within. I think the discussion of this
question between many interviewees helped to prioritize action steps in my mind. At the
forefront, it is important to have a clear vision for the school. It does not seem the mission was
clear for our school in the responses given by the interviewees. I would first work to create the
mission as the crux of our existence. The mission must be believed by all staff to ensure it is a
breathing document rather than words on paper, supporting student centered work is being
executed. Next, I would teach staff members explicitly the roles of our multi-tiered system of
supports, ELL, and Special Education. I think there is a misconception shown in the responses
given, not all students are a responsibility for core instruction that students who are not meeting
standards are the responsibility of support staff only. This mindset needs to be addressed and
changed as a system in order for change to be enacted. Finally, I believe as an administrator there
is a need for implementation of teaching practices that are research based to create accessibility
for all learners as part of core instruction. Classroom observations, staff reflections, and ongoing
conversations are possible metrics to aid in making a shift in mindset.
What are your thoughts about a multi-tiered system of supports to equitably address the
needs of all students?
Multi-tiered system of supports has been brought up in several questions imbedded in the
interview. The responses for this questions were overwhelmingly in support of the need for
MTSS to be in place for addressing student need. Overall the responses also noted the need for
these systems of support to be managed and implemented in a correct way. Interviewees
presented ideas on MTSS I would have never considered and proved inconsistencies in the
thinking of our school as a whole in regards to MTSS.
Our curriculum coach reminded me that this framework for support has been evident in
our schools for some time. The name by which we call support of students continues to change
but the idea of a need for systems of support has been ever present. The response of the
superintendent and the special education consultant aided in showing the importance of well
implemented systems of support, in my mind. The superintendent stated, If we do it right every
student will be looked at as an individual student. Whatever they bring to the table we will
recognize that and how that impacts them as a student [MTSS] should help elevate
opportunities for all students and it will help us develop the potential for each student. This
quote, showed the importance of all students involved in the process of multi-tiers of support
systems and the impact for each student as an individual. The special education consultant said,
When multi-tiered systems are research-based, data driven and implemented with fidelity,
progress will be shown. [I believe] if multi-tiered system of supports were implemented as
intended, it would lead to more accurate identification of students with disabilities. This quote
alluded to the idea of this system of support to truly meet learners needs at the level they need,
rather than to use the system to show lack of learning by students and act as a recruit for special
education.
The ideas presented on MTSS and the inconsistencies in the opinions of educators was
surprising to me. Some interviewees believe that multi-tiered systems of support are able to be
conducted effectively as is in our school today, while others believe we are not given adequate
funding to effectively implement and run these systems. There were two responses to this
question that showed an inconsistency in the understanding of this system. A parent reflected on
the MTSS, after gaining more information about the wording, and talked about how students
who are achieving above the standards are left out of this system of support. A classroom teacher
discussed how the system is necessary to keep kids from slipping through the cracks, to keep
teachers accountable for learning of all students. Yet in these two responses to the same question,
an inconsistency has been brought to light. If the multi-tiered system of supports was truly
working towards accountability of learning for all students, why is there not more conversation
about students achieving beyond the standard.
To ensure the work of the multi-tiered systems of support is completed in an appropriate
manner the role of an administrator is to set expectations for, and guide implementation of these
systems of support. As an administrator it is key to get all members of the school staff on the
same page for MTSS. Creating the framework to be easily understood by all staff members is
necessary. In the interview process, the associate interviewed felt she had no role in this system.
However, it is imperative that all staff are knowledge of the systems in place. In order to clear up
the inconsistencies regarding MTSS, an administrator needs to set high expectations for core
instruction first so we all take part in educating all students. Then it is necessary to create a
working model for each of the systems of support, to show staff what it could look like for
students to need further supporting instruction through interventions and programming. The
administrator, also needs to work to create ownership of our high achieving students in this
system and providing means to which we can challenge these students. I believe once the school
has the same vision for MTSS it is possible to be effectively implemented to support all levels of
learning.
What is the role of special education and 504 programming in schools today?
Many of the interviewees responses show limited knowledge about 504 programming in
comparison to the role of special education. The interviewees shared limited experience with 504
programming within the school. The responses showed a variety of knowledge for special
education and 504 programming. Both are blueprints for meeting the needs of all students, as
stated by one general education teacher, in response to this question.
The answers to this question show one common theme: providing support and
accommodations to specific students as the key role. Some educators expanded on this theme
mentioning for academics and behavior. Staff regard each of these roles to be set by federal
government to mandate individual student needs are met. One response highly differed in
comparison of that of others responses, stating, I have seen recently some classroom teachers
viewing the Special Education students as the Special Education teachers responsibility instead
of a shared responsibility for learning. It is my perception that there is not as much collaboration
between teachers as would be optimal for the students. This comment brought about the
misconceptions not often enough formally addressed but known to be a common mindset for
educators in our building. These words may not be said out loud, but by the actions in day to day
teaching can show inequalities in the shared responsibilities for learning.
The role of special education and 504 programming needs to be understood by all staff
with clear expectations and requirements for each support. Together special education and 504
programming support a large number of students in the building. An administrator should work
to have all staff on common ground for this area. The 504 programming was discussed less
overall in the interviewees responses. Administration, at the start of the school year, needs to
create awareness for this type of support. I believe this would help to render less confusion and
allow for more clarity of the role of 504 programming. Shared responsibility is another key area
for meeting the needs of all students. Communication is key. Allocating time for general
education teachers and support teachers for special education and 504 programming is essential
to the commitment of ensuring success is attained by all students. In staff meetings, monthly I
would provide examples of accommodations for the staff to view and talk about in groups. This
discussion would hopefully provide time for meaningful conversations about how to follow IEP
and 504 accommodations in all settings. The role of accommodating for students and creating
equal opportunities in learning is one involving all staff members.
What is the role of general education in addressing the needs of diverse learners [e.g.
special education, 504, ELL, G/T]?
Simply put all students are general education students. All teachers are responsible for
addressing the needs of diverse learners within the general education setting first. Furthermore,
teachers need to be aware of the learning needs presented in each student. The findings for this
question were synonymous. Each interviewee was able to communicate the need for general
education teachers to take on the responsibility of addressing the needs of all learners in the
classroom, first. While the knowledge of this role was communicated, inconsistencies to the level
of which each role believes this is occurring were discovered. Synthesizing the responses at first
glance seemed to be a simple task. All interviewees communicated a need for core instruction to
reach the needs of all learners. The degree to which each interviewee communicated the core
belief of and the authenticity in this occurring differed.
Concerns were expressed throughout the responses given. Some of those interviewed had
the belief to the overarching theme being all students are general education students, but overall
felt there were constraints put on this idea. We rarely have time to implement individualized
instruction and have no resources or time to explore resources to assist.. When we are not able
to collaborate as well, students just get pushed through, stated the specials teacher. Responses
stated all teachers need to work towards addressing the needs of all learners was communicated,
but some interviewees brought to light the knowledge of this and the internal belief is different.
It doesnt matter if they have an IEP, 504, or ELL programming, we are responsible for all
learners was communicated several times.
There are implications from these interviews for an administrator are not easily addressed
for improvement. At the heart of these responses, is the core question: Do all staff members in
the building believe it is the responsibility first of general education to educate ALL students and
are using this belief to ensure instruction for every student? It is the role of an administrator to
communicate the resounding answer to this question. The administrator is responsible for
providing opportunities to aid in shifting mindsets to ownership of all student learning. In order
to make necessary improvements in all staff taking ownership to teach all students, clear
expectations for teaching, collaborating, and communicating need to be set, reviewed, and
assessed. It is not enough to simply set expectations for staff to follow. These expectations need
to be implemented and reviewed in a manner that in not forgettable to staff, to ensure the high
expectations created are actionable in the school. There also must be a metric created to assess
the level to which these expectations are being met. The staff needs to feel the urgency in the
responsibility for all students to be general education students first, and having a shared
ownership in learning and teaching for these students.
What should schools do to assure they do not discriminate against diverse learners?
All responses show agreement that our school has in place many practices to assure they
are not discriminating against diverse learners. The district has recently seen this as an area of
concern and developed professional development trainings focused on diverse populations,
cultural proficiency, and the need for instruction to meet the needs of all learners. Some believe
there is more that can be done for training for staff to be more culturally proficient. There is a
belief that correctly implementing teaching strategies, instructional models, and being intentional
in the classroom teaching will aid in eliminating discrimination in our school. Other responses
make the connection between disaggregation of data, reflective thinking, and data driven
decision making for collaboration, to ensure teachers work together to make sure discrimination
doesnt occur.
The role of an educator in the school building seemingly shaped the variety of
differentiated answers given to this question. Those involved directly with special education
discussed IEP accommodations and collaboration between general education and special
education staff. Educators who play a role working will all students answers were aligned to the
districts push for culturally proficient education. Other stakeholders, like the associate and
parent interviewed, discussed viewpoints for all learners and the importance of equality in each
students school experience.

An administrators role in this is to first review the mission and vision for the school.
Does our school promote and advocate for the success of all learners, first? Then the
administrator should be reflective on teaching and learning practices within the school. Are the
teachers utilizing research based strategies for engagement of diverse students? Conducting
walkthrough and formal observations is one way to collect evidence of this. There is a warranted
need for instructional strategies to be explicitly taught, and given the steps for implementation in
the classroom. It is also necessary to be reflective in current practices. Just because it worked
before does not mean it is an effective instructional strategy now. Conversations and discussions
in regards to highly effective strategies of yesterday need to be reviewed, reflected upon with a
cultural proficiency lens, then improved or neglected as needed.
Should schools be held accountable for the results of diverse learners in their
accountability system? If so, how?
It is the responsibility of the school to be held accountable for all learners, not just the
results for diverse learners. The interviewees shared this outlook. There is also agreement in the
need for a shift in the metric used to assess achievement. Many mentioned the need for
accountability to be measured by student growth rather than meeting specific benchmarks and
grades. Having a growth mindset and creating a culture of support for students to begin shaping
their own thinking towards making growth is an important aspect. The system needs to measure
growth and then we can make sure we are addressing the needs of all learners, quoted by the
superintendent.
The response from the interviews show a shared belief that schools need to be held
accountable to using best teaching practices. We need to be held accountable to high
expectations set for teachers, as well as, students. If we do not hold ourselves accountable for
the learning taking place, there will never be ownership or intrinsic motivation to do what is best
for ALL our students, stated a general education teacher.
The discussion as to how schools should be held accountable was limited. While each of
the interviewees agreed on the importance of accountability, few were able to discuss the answer
to the question of how. Schools should put into place levels of accountability. Schools should be
using multiple sources of data including a variety of assessments and IEP progress monitoring to
ensure that all students, including diverse learners are making progress. Teams should be
established to review data and make instructional decisions based on data. They should be using
the results of assessment to drive their plans and instruction. They should be using the data to
drive professional development and determine instructional supports.
Accountability for all student learning is important as determined by the responses given
to this question. For an administrator, the implications of these answers require reflection. It is
important to ensure that assessment data, IEP progress monitoring, and teaching observation data
be used to hold the school accountable for the learning of all students. It needs to be reflected
upon if this is a reality in the school. The data needs to be disaggregated to show there is not
discrimination in learning for diverse learners from the assessment data collection. The
administrator best serves to push for accountability on all levels for learning. Ongoing
monitoring and maintenance of this concept needs to be upheld in the school. The
administrators presence needs to be evident in the coaching of staff for effective instructional
practices in teaching for all students.
8. Do you think collaboration between ELL, Special Education, and General Education is
important?
There was an overwhelming response in support to this questions from all parties
interviewed. Throughout the interview, there responses given supporting the education of diverse
learners, setting high expectations, and the intention of providing education without bias of
discrimination. These ideas cannot be executed in school without collaboration of each of these
teams together.
These answers grew in variety when discussing the practical implications of this idea.
Many of the responses discussed the limited time allocated for this to occur during the school
day. The special education teachers communicated frustration with this collaboration falling
short and being pushed aside with the demands of new initiatives in the district. Often times the
work of collaboration takes place outside of contracted hours, during lunch, or solely at the IEP
meetings for individual students.
As an administrator I think the first steps would be to listen to the responses here. The
responses to this question provide the answer without a doubt that more intentional planning
needs to go into the answer to when collaboration time will be given. I also think an
administrator will need to create a culture to foster collaboration outside of the grade level teams.
Scheduling needs to be intentional for allowing for time for collaboration for teachers of all
areas.
9. Are General education teachers prepared to support ELL and Special Education
Students and given access to resources to support this?
General education teachers are prepared to support ELL and Special Education student in
their classroom. This statement is a commonality of many of the interview responses. However,
many answered general education teachers are not prepared to support diverse learners due to a
lack of resources. From those interviewed many staff feel it is important to be trained in the
resource provided to support diverse learners in the classroom. Initially, I was surprised in
reading the responses to the interview questions. It was a split in who believed general education
teachers were prepared and who did not believe they were prepared. Many educators found
adequate resources for teaching of diverse learners to be available and many did not. Some
advocated for ELL and Special education teachers who were not given the resources necessary
for differentiation.
Of those interviewed, those who held a role in leadership more often answered that
teachers were prepared and given access to appropriate resources. Whereas, those not in
leadership, answers supported unprepared teachers for diverse learners. This comparison
between the two roles indicated one implication of the results for leadership. Administrators
need to know specifically work with the staff in getting to know the curriculum. PLC work time,
staff meetings, and professional development time should be utilized towards staff and
administration discovering what is available to them for the curriculum. The role of an
administrator in this regard, is to be knowledgeable of the disparities in the curriculum from the
common core and provide teachers with other resources. The curriculum department for the
district should work in collaboration with a principal to ensure all staff are provided with the
resources necessary to ensure all students will learn in the general education setting. Surveying
the staffs needs and questions on curriculum would aid in this area significantly.
Do you believe there is disproportionality in our schools regarding special education
staffing?
Disproportionality is disproportionate representation. More specifically the over- or
under-representation of a given population group, often defined by racial and ethnic
backgrounds. To get deeper into the issue of disproportionality the conversation of what it was,
first had to take place. Among educational leaders, the term is a hot topic, it was surprising to me
that the meaning of the word was unknown to so many educators. Beyond the realm of leaders,
educators are unsure exactly what the question was asking. When broken down, the majority of
responses supported the statement. There is a belief that disproportionality is in our schools in
regards to the staffing of special education students, most often in over-representation of
minority students and the over-representation of students with low socio-economic status.
Administrators need to go back to the mission and vision of the school to ensure staff believes
that all students can learn. There needs to be emphasis on research based strategies being
implemented in the classroom for behavior and academic instruction. Classroom observations:
walkthroughs and formal observations should take place weekly to provide administrators with a
working understanding of what instruction in the building looks like. Administrators should use
these observations to reflect on what teaching practices look like in the building and compare
with culturally proficient teaching strategies. Administration needs to continue to examine the
core instruction to include levels of differentiation for support of all students academically and
for behavior. The work to be done by an administrator grew with each question answered. The
implications for administrators when thinking about next steps stems from a schools mission
and vision statement. Much work completed by the administrator is revolved around the core
instruction and looking at it with the mindset of all students will be given equal access to the
curriculum.
Appendix
Questions Asked:
1. Do you believe there is an achievement gap in schools today? If so, why is there a gap and
2. What are the characteristics of a well aligned school building and district for meeting the
3. What are your thoughts about a multi-tiered system of supports to equitably address the
needs of all students?
4. What is the role of special education and 504 programming in schools today?
5. What is the role of general education in addressing the needs of diverse learners [e.g. special
education, 504, ELL, G/T]?
6. What should schools do to assure they do not discriminate against diverse learners?
7. Should schools be held accountable for the results of diverse learners in their accountability
system? If so, how?
important?
9. Are General education teachers prepared to support ELL and Special Education Students and
given access to resources to support this?
10. Do you believe there is disproportionality in our schools regarding special education
staffing?
Interviews Conducted:
Special Education Teacher
October 18, 2016
Interview Responses
1.Do you believe there is an achievement gap in schools today? If so, why is there a gap and
Yes, I think we need to start to close the gap in the gen ed setting as well as utilizing
intervention/sped. It often seems that the gen ed instruction keeps moving whether students are
understanding it or not. Then the responsibility falls on sped and intervention teachers to have
large group sizes to try to close the gap. On the Fall fast assessment for example, when almost
70-80% of the grade fell in the yellow or red it seemed the first response was to stack the
intervention groups as full as possible and start to BIC students rather than teaching k-1 phonics
skills to the whole group.
I think communication and a common set up of how the sped, ELL and intervention programs
will run.
3. What are your thoughts about a multi-tiered system of supports to equitably address the needs
of all students?
I think that this can be beneficial to student growth if it is done the correct way. All students need
to receive the core instruction at a level they can access it. Tier 2 students should be in small
groups of 6 or less and receive instruction that will help them to close the gap before it grows too
large. Tier 3 should be to a very small group of students teaching foundation skills. I think often
times we get stuck in the mindset that intervention is always tier 2 and sped is always tier 3 when
this is not the case.
To help students with disabilities to learn and make growth academically and with their
behavior.
I think gen ed teachers role is to differentiate their instruction to meet all of their students needs.
Follow the students plan and rights that are laid out in the IEP. Meet with the special education
teachers, general education teachers, and school certified staff to talk about the IEP as a law-
binding document.
system? If so, how?
Yes but I think this should focus on growth instead of set benchmarks.
important?
Yes, but I have not found any structured time to collaborate with Gen Ed or ELL teachers. If I
need something or have a question I usually find the teacher before or after school, or during
lunch. Sometimes unfortunately IEP meetings are the only true time spent in collaboration with
an individual student in mind. I think for the majority of the support teachers this is the case. I
cannot image being ELL and having the all the grade level teachers to meet with on my own
time.
I think they could be better prepared to support both Special Ed and ELL students. I graduated
college recently, and teachers I graduated with (that did not get their sped endorsement) were
only required to take one class on special education law freshman year. I think they would
benefit more from learning how to differentiate instruction to meet all students needs. For the
teachers who have been in the profession for longer, I think it would be nice if there were staff
PD with more focus towards ways to differentiate in the classroom so it is a clear expectations.
Yes. It is also important for sped and ELL teachers to use resources that have been proven to
help students make growth. We only have limited time with them, we need to make it count!
staffing?
Yes minority students are overrepresented in special education. They are the majority of students
with IEPs while population shows they are the minority race population in the schools.
October 21, 2016

General Education Teacher -5th
Interview Responses
1. Achievement gap in schools

- Yes, I believe there is an achievement gap in schools today. When you look at data from test
scores, demographics, and curriculum there are achievement gaps throughout education as a
whole.
Solving this problem:
-Understand students cultural diversity. We need to understand and capitalize on students
culture, differences, abilities, and effort. We need to also increase our faculties competence with
the diverse cultures within our districts.
-Provide extended learning opportunities. Before and after school programs could help with
areas of instructional concern.
- Produce classrooms that support learning. Teachers need to use researched based practices and
strategies to increase academic growth. Use data to drive instructional and create flexible
seating.
-School wide support. Set high expectations for teachers and students. Provide ongoing
professional development. Make closing the gap a school wide initiative.
-Ensure the curriculum is aligned to the standards and rigorous. Seek adequate funding and
resources.
-Qualified staff
2. Characteristics of a well aligned school building/district

- Shared vision, aim, and focus for the building. Everyone knows/believes in where they are
going and the purpose behind it. The vision is living and breathing, not just words on paper.
-Effective school leadership
-Curriculum, assessment, and instruction aligned to the standards.
-Focused professional development
-Frequent monitoring of learning
-High standards and expectations for students and staff
-High levels of community involvement
3. MTSS
-If used correctly, I feel that MTSS can be valuable/purposeful to schools and decision making.
There are a number of things to think about to make sure we do this adequately. 1. Gathering
reliable data 2. Interpreting the date 3. Using the interpretations to them make decisions about
the data 4. Establishing systems of support 5. Evaluating the process to ensure the system is
working. If it is not, what are we going to do about it? Without these steps in place, MTSS will
not work properly. Without a committed MTSS team, none of the steps will take place.
4. Role of Special Education and 504

The 504 requires that schools provide a free and appropriate education to each person regardless
of ones handicap. A 504 provides service and changes to the learning environment to meet the
needs of a child as adequately as other students. Special education or an IEP provides
individualized special education and services to meet the needs of all students. Both are
blueprints for meeting the needs of all students.
5. Gen Education and meeting the needs of diverse learners

-It is important that teachers understand the importance of meeting the needs of diverse
learners. Teachers need to be aware of each student and his/her learning needs. Our role is to
create an environment that is conducive to helping all students meet academic and behavior
goals/standards.
important?
- Collaboration of all educators working together to meet the needs of students is important.
Currently I do not see collaboration time set aside. Ideally the structure of collaboration between
ELL, Sped, and Gen Ed. teachers would be moving from departments of isolation to a
community of learners striving to meet the needs of ALL OUR students. This would involve
teachers working together, communicating, collaborating, and finding time/resources to meet the
needs of all students. Using data from each supporting teacher to make the best decision
regarding OUR students. Sadly, I feel we still see a lot of isolation and a disconnect between
each subgroup.
7. Prepared to Support the variety of diverse learners with resources to do so?

- I do not believe all teachers are prepared to support the diverse needs of our students. Many
teachers lack training within ELL, special education, and our G/T learners. These departments
are also disconnected from each other. There needs to be more PD, communication, and
collaboration between departments or we will never meet the needs of all our students.
-No, I do not believe enough research based resources are provided to our ELL, SpEd, or GT
teachers. I personally have worked alongside SpEd teachers that lack a curriculum or resources
to support the variety of needs they teach each day.
8. Avoid discrimination within schools?
-We need to again look at closing the achievement gap within schools. Doing all the things I
mentioned about to close the gap, and using a variety of teaching strategies within the classroom
will help eliminate discrimination within our schools.
9. Schools held accountable?

-Schools need to be accountable for what and how best practices/strategies are being taught to
the variety of needs within the classroom. High expectations need to be set for teachers as well
as students. If we do not hold ourselves accountable for the learning taking place, there will
never be ownership or intrinsic motivation to do what is best for ALL our students.
10. Disproportionality?
Unfortunately yes.
General Education Teacher - 2nd Grade Classroom

October 18, 2016
Interviewee Response
Yes. I believe there is a gap because most high achieving students have additional resources at
home (Involved Parents) that many lower achieving students do not have. I would make sure
those schools with lower achieving students are given additional in school resources to help
compensate for the lack of parental support.
Title schools, schools that use resources from the community and activities that help get parents
involved.
of all students?
I like the support of our system to make sure kids dont fall through the cracks. The lowest
students needs are addressed first and additional support for other students are given.
I have had little luck with 504 plans. For the most part they have just been documents written
and then forgotten as students grow out of whatever support they have needed. As for SPED I
have found the special education teacher have more opportunities to give support to those
students that the classroom teacher cant always give enough attention.
As a classroom teacher my job is to identify all academic needs of my students. Then they must
make a plan to best address these needs and to ask for additional support for those students that
cannot be addressed by the classroom teacher.
The administration needs to make sure that they are checking in on each student to determine if
students are being treated equally.
system? If so, how?
Yes. If they are given additional support (ELL, title, and SPED) then they should be
accountable that progress is being made. How?
important?
Yes, I believe there should be more. Right now it is done on our own time. I believe time
should be set aside to meet with these teachers to make sure they are on the same page with
regards to student work. I also feel that one SPED teacher for each grade level would be
helpful. Right now I have different SPED teachers working with different students in my class
which makes it very difficult to collaborate with.
9. Are General education teachers prepared to support ELL and Special Education Students with
resources available?
I believe we are prepared and that we have been given the resources we need. I cannot speak for
the ELL or special education teachers, I dont know what they have access to resources.
10. Is there disproportionality in our schools regarding special education staffing?

Not sure what this question is referring to. Unfamiliar with the disproportionality statistics for
Des Moines.
Parent
Interviewee Responses
October 8, 2016
I do believe that achievement gaps exist in schools today for a variety of reasons. Mostly due to
the low SES status, lack of interaction between parents and school and the high mobility rate of
many students today. For some students school keeps them from meeting their immediate needs
and bringing an income in which may contribute to dropout rates. Assuring that qualified and
experienced teachers are working at all districts regardless of the SES status of the community is
key to closing the gap. Improving parent and teacher interaction and teaching common core can
help with students who move schools often.
One that provides a Multi-tiered System of Supports, highly qualified teachers who differentiate
instruction, demonstrates cultural proficiency and has ELL, SPED and SUCCESS services
available.
of all students?
I believe MTSS addresses and intervenes academic and behavioral problems before they increase
in severity. I do however feel that there may be situations where students are left behind in the
system. For example, a very high learner may be disregarded in the system because their
problem does not seem up to par with that of a struggling learner.
4.What is the role of special education and 504 programming in schools today?
To provide individualized formal support to students with learning and attention issues. Both
provide a plan and list accommodations. Students with an IEP may receive supplemental services
outside of the school year to support their goal.
To provide students with equal learning opportunities that cater to their individual needs and
determine when a student may need an intervention.
Cultural proficiency should be an aspect of professional development. Teaching should be
engaging, purposeful and multicultural.
system? If so, how?
Yes, there should be an ongoing focus on all student achievement. Assessments should be
tailored to diverse learning and allow for the opportunity to show academic growth rather than
just proficiency.
important?
Yes, it is very important. IEPs are written with services for each student that discuss the
collaboration between general education and special education teachers. There is not a set
scheduled time for such collaboration. Collaboration is typically informal and done on teachers
time.
9.Are General education teachers prepared to support ELL and Special Education Students with
adequate resources?
Yes, to an extent. There are situations that will require accommodations that the general
education teacher cannot implement due to large class sizes and a tight schedule. Overall I think ,
teachers have a variety of resources on hand at most schools as well as online resources they can
pull from.
staffing?
I am not sure I know the answer to this.
October 27, 2016

Curriculum Coach
Yes, there are achievement gaps. The reasons would require a textbook or two but generally they
can be categorized as social, economic and/or cultural. What should be done? Make sure every
child has a caring, effective teacher in the classroom. The quality of the teacher is the #1 factor
that has an impact on student learning. Elementary teachers need more time in their day to do
the kind of planning that is necessary for dynamic instruction to happen. If teachers are not
effective or good for kids, we have to find a better way to exit them from the profession. The
stakes are too high to guarantee employment for those who arent willing to do what it takes for
their students.
A districts mission statement is what helps to align individual buildings and the overarching
beliefs of the school district. I find it odd that our school has its own mission statement. If the
district mission statement is child-centered and the building keeps it at the center of all decision
making, then I am confident all students would be well served.
of all students?
This has always existed in one form or another. I interpret it as offering multiple approaches to
challenges and through that, to serve all students.
Both of these are mandated by law in order to make sure individual student needs are met.
Because schools keep changing main areas of focus and the language that is used, processes can
break down and children do not receive what they need. I have seen recently some classroom
teachers viewing the SpEd students as the SpEd teachers responsibility instead of a shared
responsibility for learning. It is my perception that there is not as much collaboration between
teachers as would be optimal for the students.
My response in question 4 addresses this. The job is too big for any one teacher- we need to
have collaborative systems (and attitudes) in place.
Be vigilant at looking at the data and disaggregating regularly to make sure there isnt a need that
is not being addressed.
system? If so, how?
Of course! By adopting a growth mindset every child should demonstrate progress. I think
DMPS is on a good path right now with the adoption of Standard Referenced Grading.
important?
Yes, it is essential. Without this collaboration the true needs for each student could fall
through the cracks. We need this collaboration to adequately provide supports for all of students.
Communication is key.
staffing?
This question is not clear to me. Disproportionality in special education staffing among minority
students? Most definitely. There is also disproportionate staffing for behavior IEPs for boys.
October 31, 2016

Special Education Consultant
I believe there is still an achievement gap in schools. I think a big reason for the achievement
gap is home and community factors. In order to close the achievement gap, schools need to
continuously review their building data and offer opportunities for staff professional
development and time for reflection regarding data.
To meet the needs of diverse learners it is very important that the school building and district are
well aligned. For school districts to be successful in meeting the diverse needs of learners, they
need to have a cohesiveness among special education administrators and building administrators
and ongoing collaboration among both special education and general education curriculum
specialists. Well aligned school building and districts have staff members who have a shared
philosophy that all students have the ability to learn, are data driven and have the ability to be
flexible when changes are needed.
of all students?
I think a well-designed multi-tiered system of supports is very beneficial to address the needs of
all students. When multi-tiered systems are research-based, data driven and implemented with
fidelity, progress will be shown. I believe if multi-tiered system of supports were implemented
as intended, it would lead to more accurate identification of students with disabilities.
Special education staff can be a good resource to the building 504 team. If a student is
transitioning from an IEP to a 504, the special education teacher/support staff can be a great help
with determining what accommodations the student may need within their 504 plan in order to
be successful. They also can be a good resource for additional ideas/accommodations to add to a
students 504 when asked for consultation.
All staff members have a huge role in addressing the needs of diverse learners. In addition to
providing core instruction to all students, including diverse learners, general education staff
members are required to implement behavior plans, provide accommodations listed in the IEP
and differentiate instruction for all students.
Schools that have good communication among staff and a good leadership team have a better
chance at ensuring that diverse learners are given the same opportunities as all students. If
schools are reflective with their practices, making data driven decisions and working well
together, all learners will have access to all opportunities.
system? If so, how?
Schools should absolutely be held accountable for diverse learners and progress. Schools should
be using multiple sources of data including grade level assessments, district assessments and IEP
progress monitoring to ensure that all students, including diverse learners are making
progress. Teams should be established to review data and make instructional decisions based on
data.
important?
Yes, however, it often seems as though there is never adequate time set aside within the school
day for collaboration among general education teachers and support staff . There are built in
times for grade level teachers to collaborate. Often these times do not coincide with support staff
members in their planning/collaboration time. Until a good alternative is found, staff members
need to use any other times during the school day before and after instruction times and early-
out Wednesdays to collaborate with each other. This is not ideal and definitely something that
needs to be improved!
9. Are General education teachers prepared to support ELL and Special Education Students with
adequate resources for teaching?
Generally yes, all general education teachers should have the training to support diverse learners;
however that is not always the case. I think there is a lot of research-based resources available for
special education and ELL teachers; however I do think there is a disconnect between the
administrators/curriculum facilitators who have been trained and have access to these resources
and the teachers who need them for teaching students. Fortunately there are several teachers who
have the knowledge and initiative to support all learners, if they are unsure how to best meet the
needs of all students, they will ask for help. Unfortunately there are people who do not have
knowledge to support diverse learners and do not really have any motivation for new learning.
staffing?
Yes, I think this has been an issue for a long time. I also think Des Moines is working hard for
behavior and academics to be held with high expectations for all learners now in comparison to
the past. The district is doing a lot for culturally proficiency for both academics and behavior, I
hope to see this positively impact the evidence of disproportionality in our schools.
October 20, 2016
Specials Teacher
Do you believe there is an achievement gap in schools today? If so, why is there a gap and what
should be done to close it?
Yes, in technology there is a large gap. Students are lacking computer skills at all levels. Not
just keyboarding but word processing and other types of documents. This also involves cell
phones and the like. Students have limited knowledge of the functions of technology. I believe
this gap has a lot to do with the ever changing world of technology. The cost of updated
technology itself as well as the access to networks. Many educators have little knowledge in the
technology that we have and therefore have a difficult time teaching children. Yes we know
enough to get by but many do not have the extended knowledge.
Offering technology classes or instruction at the elementary level and carrying it through to
graduation is a good start. Having some technology instruction in EVERY building is a must to
achieve this. And having funding for updating in a timely manner as the needs arise within each
building. One to one devices would be ideal.
What are the characteristics of a well aligned school building and district for meeting the needs
of diverse learners?
Rigorous, flexible, high expectations, culturally diverse, adaptive, quality teaching focused on
student achievement, opportunities, curriculum goals aligned, student and staff goal oriented
What are your thoughts about a multi-tiered system of supports to equitably address the needs of
all students?
MTSS approach is a great system if it is set up correctly and the support is actually there, not just
looking good on paper. Paper is great but that doesnt support students. All students have needs
of some kind and should be able to have support for them regardless of where on the spectrum
they are. In my opinion, in order to have MTSS work successfully, there has to be enough staff
to adequately provide support with time to find and create resources to use. This is not reality
due to financial constraints and school allotment. ALL students should have access to support
not just those with specialized or individualized programs on paper. If students had the support
it would hopefully eliminate the high number of students that are significantly below grade level.
What is the role of special education and 504 programming in schools today?
Special education provides opportunities for successful learning for students who are
significantly below grade level. Many schools today use push in programs, inclusion, as their
program, while some still use the pull-out strategy. Students with IEPs are taught within their
ability level and exposed to grade level content.
504 programs are becoming more and more prevalent in schools. It now seems to be easier to
gain a 504 than to set up IEP programming. 504 students allow for accommodations to be made
for students with life altering conditions. A 504 allows students to continue long term
accommodations throughout life. They both are successful means of supporting students.
What is the role of general education in addressing the needs of diverse learners [e.g. special
Diverse learners spend the majority of their day within the general education
classroom. Teachers are expected to support the needs of each student which can be very tough
at times without the resources they need to assist in each curricular area. Students meet with
specialized teachers to gain instruction but then are asked to do what peers are doing at a
completely different level. Being an extended core educator we expect ALL students to do what
their peers are doing. We rarely have time to implement individualized instruction and have no
resources or time to explore resources to assist. With only seeing students one time a week this
adds to the difficulty. When we are not able to collaborate as well, students just get pushed
through.
All students should be given the same opportunities with accommodations as needed based on
their IEP, ELL, GT, programs. Creating an inclusive environment, allowing questions and
concerns of all students, integrate childrens experiences and educate all.
Should schools be held accountable for the results of diverse learners in their accountability
system? If so, how?
Of course there should be accountability. I do feel that the schools should show growth based on
the goals set for students with needs. However, I do not feel that assessing students at their grade
level and adding in their scores to the grade level peers is appropriate if they have alternative
goals. This would be set aside in a separate system.
Do you believe there is disproportionality in regards to special education staffing?

Absolutely! As a school we are pushed to go above and beyond for special education students
(on the lower end) needs as hard as it may be with so many levels and little to no resources. We
see a large number of our students staffed to special education being of low socioeconomic status
and an even larger number of our behavior students being minority boys. Then there is the
inequality of our grade level students. It is highly unfortunate that all groups suffer, especially
with high classroom sizes and lack of support staff to assist in reaching each and every students
needs. The disproportionality reaches out beyond special education students too. But we sadly
forget about those with special needs on the high end of the spectrum. (GT) We just think they
can do independent work and move on, when in reality they should be pushed to their potential
as well. They need to be taught higher skills and not expected to just know the material and do it
independently.
Teachers are prepared to support all students in the classroom. Resources are available to ensure
this. But we have so many needs, academically and behaviorally, that the students are not getting
complete and adequate services. Funding continues to impair the effectiveness of our teacher
preparation and accessible resources. Small group size of students with same goal areas would be
ideal: but 6-8 is not a small group with these types of needs. More teachers would help to create
learning for all students. I also would add special education teachers back into classrooms for
co-teaching. Teachers are prepared but we have special education teachers stretched too thin-
they have too many students on their rosters to be able to successfully meet their needs
adequately.
important?
Simply, yes. We are not given the time to do so.
Superintendent
FBLA: Personal Investigation Questions
Date: 6/23/16
(Not conducted on own, given transcript from previous cohort. Does not include 3 additional
questions.)
Do you believe there is an achievement gap in schools today? If so, why is there a gap and what
should be done to close it?
Yes. We do not resource our students based on learning need which means we are implicitly
saying everyone needs the same thing. In our state there is an unwillingness to acknowledge our
economic reality. We dont make the proper investment at the state level in assessment. We
need a more appropriate way to measure for growth in our state. If we are only use the state
assessment model as our measure it doesnt tell our districts story. We need greater ownership
in our community to consider the income gap, food insecurity, housing conditions, and support
of the schools for refugee families.
What are the characteristics of a well aligned school building and district for meeting the needs
All students need appropriate peer models. We cannot send messages where there are other
kids. We need to have clear messages where we all feel a sense of responsibility for all the
kids. All staff need to understand that all of our kids are all of our kids. Every decision we make
should be based on all students. We need to have an eye on equity. Our design should be
focused on fight the notion that there is a right way. It has to be our culture.
What are your feelings about a multi-tiered system of supports to equitably address the needs of
all students?
If we do it right every student will be looked at as an individual student. Whatever they bring to
the table we will recognize that and how that impacts them as a student. It should inform us so
we can meet the majority of the needs. We cannot intervention our way out of a hole. It
should help elevate opportunities for all students. MTSS will help us develop the potential for
each student.
What is the role of special education and 504 in schools today?
We simply need to meet the needs of every student. We need a variety of ways to meet a variety
of needs. 504 and special education help us meet very specific needs of specific students.
What is the role of general education in addressing the needs of diverse learners [e.g. special
General educations job is to address the core and work with 504 and ELL support to meet the
needs of all students. Whether a student is identified or not- we have to collaborate to meet their
needs.
Coach teachers up. Build a culture by modeling what we expect. Provide support and meet
needs of all students.
Should schools be held accountable for the results of diverse learners in their accountability
system?
Yes, but we have the wrong accountability system. The system is broken. The system needs to
measure growth and then we can make sure we are addressing the needs of all learners.
October 29, 2016
Principal
Absolutely there is as GAP. Data screams that there is an achievement gap. This is one of the
Des Moines School District School Board Priorities and a topic of discussion often at
administrative meetings. There are many things being done to help closing the gap:
Gap kids should be given additional supports, extra tutoring, mentoring, parent partnerships,
electronic devices with reading projects, and progress monitoring.
MTSS system of support-flexible intervention grouping in small groups for students to address
lowest deficit areas.
Training for behavior supports provide strong systems, language, and expectations so students
are given tools to be successful.
Relationships with students, families, and staff done through well trained staff, strong
communication, and clear positive expectations
One of the largest ways I believe the gap can be addressed systematically is by requiring 4-year
old preschool. Our expectations are incredibly high now starting in kindergarten that if students
walk in for the first time in kindergarten with no formal education, they are already behind. We
must get a head of the mark and mandate preschool, in my opinion!
With Common Core expectations, districts must have focused instructional goals and
rubrics. Students must understand their learning outcomes and have a well-defined plan on how
they will get there. Along with a clear plan teaching strategies and best practices must be
enhanced through professional development, collaboration, and strong
modeling. PLCs/Collaborative Instructional Teams provide powerful opportunities for educators
to plan for differentiation based on data which is also important.
of all students?
This is extremely important. Through the districts collaborative model, students are given a pre
assessment after an objective is unwrapped. Students are able to show what they know prior to
instruction. Then, teachers level their instruction based on the student's level and students are
taught from where they are academically. If this is done appropriately, students can move
drastically.
HUGE! The accountability of meeting the needs of our lowest performing students is an
enormous expectation. First, identifying students through the disability suspect process is time
consuming. Next, once students are identified, negotiating the number of special education
support minutes in the least restrictive environment is a balancing act. Figuring out the number
of minutes and making sure students in special education are still getting grade level content is
important, as well.
All students are general education students. It doesnt matter if they have an IEP, 504, etc. all
general education teachers are responsible for addressing the needs of diverse learners.
Our district provides professional development and training to all staff annually on this
importance. Our district also has an administrator who focuses strictly on this issue. Because
data is used to drive our professional development and collaboration, teachers work together to
ensure discrimination does not occur.
system? If so, how?
Our schools should always be accountable for results of their students. How they should be
accountable is they should be using the results to drive their plans and instruction. They should
be using the data to drive professional development and determine instructional supports.
important?
Yes it is necessary for equality for student learning. There is not enough time set aside for this to
occur. This is something that continually needs to be addressed in our schools. There needs to be
time provided for this to be true collaboration.
Some are but most need much support. Every student is different just as every teacher is
different. There are great examples of teachers that are masterful at planning & preparing for
instruction. For those that are not, it is on the principals duties to make connections and bring in
supports to assist.
All teachers are trained and have access to research based resources.
staffing?
Yes. It also can be challenging in a school district like Des Moines where there is a significant
need based on data when there is an upside down system with a high number of students not
meeting the core. Ruling out core issues is a constant discussion. Our male population continues
to have high numbers of minority students needing behavior support. The special education
should be a small percentage of students but we continue to see this number spiking, increasing
each year.
November 1, 2016
Associate Educator
Yes there is an achievement gap. There are a lot of reasons for it. The teachers are not always
teaching the content. There is not enough accountability for our teachers. Some of their teaching
styles are not working, and the way they think is hard to change. Parents now have limited
involvement, especially in our neighborhoods.
2.What are the characteristics of a well aligned school building and district for meeting the needs
Well-aligned school buildings have multiple things in place. The administrators must be present
in the school. Different programs need to be in place for all kinds of students. If there are
students who need alternate classroom settings, it should be provided. We have the cluster ID
program, behavior supports, different special education settings and teachers, and intervention
teachers to help out. For behaviors, we need to have everyone on the same page. All the teachers
need to know the accommodations for behaviors. There needs to be a better system for before
and after school coverage; the behavior issues would not occur so often.
3. What are your feelings about a multi-tiered system of supports to equitably address the needs
of all students?
Our schools definitely need it, but there is not a system to follow for it. I Think it sounds like a
good idea, but not involved in the process and input is not asked for. Not sure even considered.
4. What is the role of special education and 504 in schools today?

Its important. Accommodate all students who need assistance to get more equality in schools.
General education is the base for school. The classroom teachers need to be following
accommodations. All teachers need to consider cultural differences, and needs of students for
behavior and academics while teaching and be intentional about their teaching. There is not
enough thought about cultural diversity and the ways students of diverse background process
learning or think about it.
In schools, we need to be better all around. Conversations about cultural differences is big. Do
our students feel comfortable and supported at school? We need to talk about cultural activities,
welcome different opinions, make each background valid. The school needs more trainings for
discipline and knowing what to do for students with IEPs. Teachers need to practice, specifically
role play, with conversations that are going to come up with our low income kids. Teachers
needs to know how to respond without making a kid feel like they are being inappropriate or
wrong because of a situation going on in their life. The bigger a school gets the bigger the ELL
population grows. We need to make sure everyone understand the message of our school. There
needs to be more translators and more support. It makes no sense to have one teacher in charge
of the learning of American cultures, language, and first experience with American schools.
There are too many kids for that.
system?
Schools need to be held accountable for ALL learners. So much goes into the accountability for
schools. Testing, data, and grades need to be used to find out what a student knows and doesn't
know. The teaching has to be monitored by someone, the teaching needs to be in the same
system as everywhere else.
8.Do you think collaboration between ELL, Special Education, and General Education is
important?
Yes, but not enough time spent. Some teachers see diverse students as a burden in their
classroom, but conversations collaborating would help. More time is definitely needed.
I hope so. Hopefully, they are prepared. I think general education teachers could use more
training in how to use the resources the district has for teachers. The teachers know they can call
for breaks for kids with behavior accommodations. When the teachers read the IEP, they know
the accommodations and can adapt the classroom to work with the students needs. The gen ed
teachers are able to hold the students accountable to learning when given the resources. Sad to
say, not all teachers are looking for ways to teach sped kids. Not everyone thinking learning can
be accomplished by these students.
staffing?
Yes. High levels of minority students are labeled as students with disabilities but there are other
reasons, the push for cultural proficiency in Des Moines is new. We finally figured out a person's
race can't be a determining factor for IEPs.

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Running Head: Field Based Learning Assignment Special Education

Field Based Learning Assignment Special Education

comparison to the schools vision, it is necessary to have uncomfortable conversations and

to succeed beyond what they thought possible.

It is imperative to the success of a school to have commonalities in the manner by which

and these results are discussed throughout this assignment.

gap is perceived to be an important issue to our school.

economic disproportionality, low socioeconomic status of the community, and lack of

than economic status alone.

teachers. Many of those interviewed believe providing professional development in teaching

families, in a multi-tiered system of support.

administrator it is important to realize the inconsistencies and the discrepancy in staff

achievement and factors to promote it.

interview responses. As an administrator, working to ensure meaningful learning in every

need for high rigor in teaching and learning in our school.

to be well-aligned. The variety of responses in these findings showed good intentions by

needed for meeting the needs of diverse learners.

list of characteristics was seemingly overwhelming at first in an attempt to synthesize the

difficult to have well-aligned school building and districts.

for English Language Learners and Special Education.

As I reflected on the responses to this interview question, I realized the inconsistencies

special education and general education curriculum specialists.

conversations are possible metrics to aid in making a shift in mindset.

these systems of support to be managed and implemented in a correct way. Interviewees

thinking of our school as a whole in regards to MTSS.

implemented systems of support, in my mind. The superintendent stated, If we do it right every

progress will be shown. [I believe] if multi-tiered system of supports were implemented as

about students achieving beyond the standard.

To ensure the work of the multi-tiered systems of support is completed in an appropriate

stated by one general education teacher, in response to this question.

teaching can show inequalities in the shared responsibilities for learning.

equal opportunities in learning is one involving all staff members.

belief of and the authenticity in this occurring differed.

learners was communicated several times.

ownership in learning and teaching for these students.

concern and developed professional development trainings focused on diverse populations,

students school experience.

cultural proficiency lens, then improved or neglected as needed.

accountable to using best teaching practices. We need to be held accountable to high

for ALL our students, stated a general education teacher.

drive professional development and determine instructional supports.

practices in teaching for all students.

meetings for individual students.

Do you believe there is disproportionality in our schools regarding special education

Disproportionality is disproportionate representation. More specifically the over- or

under-representation of a given population group, often defined by racial and ethnic

regards to the staffing of special education students, most often in over-representation of

October 21, 2016

1. Achievement gap in schools

2. Characteristics of a well aligned school building/district

4. Role of Special Education and 504

5. Gen Education and meeting the needs of diverse learners

7. Prepared to Support the variety of diverse learners with resources to do so?

9. Schools held accountable?

General Education Teacher - 2nd Grade Classroom

10. Is there disproportionality in our schools regarding special education staffing?

October 27, 2016

October 31, 2016

Do you believe there is disproportionality in regards to special education staffing?

What is the role of special education and 504 in schools today?

4. What is the role of special education and 504 in schools today?

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