Running head: FBLA: PERSONAL INVESTIGATION 1

Field Based Learning Assignment:

Personal Investigation

Adam J. Kent

Drake University

Authors Note:

Completion of the following FBLA accounts for 25.99 hours.

FBLA: PERSONAL INVESTIGATION 2

FBLA: Personal Investigation

Through the process of this Field Based Learning Assignment I wanted to better

understand the dynamics of special education throughout the school district. I conducted a series

of interviews with various stakeholders from all levels of a large, urban school district in the

months of October and November 2016. A partial transcription of the responses is found in

Appendix I; I chose to omit conversations from the appendix that contained specific details of

student or teacher experiences to maintain confidentiality. While interviewees were asked a

variety of questions pertaining to students with disabilities, two major underlying themes were

revealed. First, as the figurehead of the building, the principal plays a vital role in demonstrating

the district staff cares about students with disabilities. Secondly, the principal must be a

facilitator between parents, teachers, and central office staff to create the exchange of ideas and

best serve the needs of the students. I will address each theme in turn in this essay beginning

with the details of the interview responses followed by my commentary.

Above all else, the series of personal interviews has clearly shown the need for the

building principal to always demonstrate they care about the academic, social, and emotional

well-being of students with disabilities. During the interviews, I listened to unfortunate stories

where time and time again the parents perceived disdain from the principal instead of support. I

do not know the exact verbiage and tone of these principals, but the lasting impressions of the

parents tell a clear, cohesive narrative. A single quote about the actions of the principal best

captured the collective experiences of the three district parents I interviewed: Who are they

considering here? Is it the funding of the building? Is it the staff? Because [the principal] is

definitely not thinking about the children. The ramifications of this parents perceptions are

numerous and negative, and I must take full responsibility as a future administrator to prevent
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this type of destructive experience through my statements and behaviors. Through all things I

must show I genuinely care about the kids. I will need to make sure my tone, body language,

decisions, and directions indicate a focus on the needs of the student. To focus anywhere else

runs counter to the fundamental purpose of school. As the Director of Special Education noted,

When principals are really good at [showing they care], every system runs better.

The series of interviews also highlighted the breakdown of communication between

parents, teachers, and central office administrators within the district. This fact is not objectively

or rationally surprising given the size and complexity of the school district. The values, goals,

attitudes, knowledge, and educational philosophy of the three groups were at best discrepant and

sometimes entirely contrary. I will highlight some of the examples of this discrepancy below,

but the similarities in all of the examples indicate to me the principal is a linchpin for effective

communication.

The knowledge about supports for students with disabilities was a major area of

discrepancy between parents, teachers, and administrators. The district as a whole contains an

immense amount of knowledge, but it does not seem to be flowing through the system to all

parties. For example, the Director of Special Education articulated a clear understanding of

Section 504 by describing its civil rights roots and accurately contrasting the remediation process

of 504 plans with that of the Individuals with Disabilities Education Act. No other interviewee

was able to describe the differences between an Individualized Education Program (IEP) and a

504 plan, and many held the misconception a 504 was simply an inferior document for students

who do not qualify for an IEP. Even the parents of students with 504 plans were unable to

explain the purpose of a 504 plan. Differences in overall knowledge of building processes were

also present. Both district administrators described the districts Multi-Tiered System of
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Supports (MTSS) process in detail while the Level I Special Education Teacher incorrectly

stated, our school doesn't use it. These situations illustrate district knowledge is not being

spread from the top down.

At the same time, I noticed information about the needs of teachers was not flowing up

the ranks. When I asked interviewees about the most beneficial activities to learn about special

education, the professional staff overwhelmingly indicated undergraduate and graduate studies

did not prepare them for working with students with disabilities. The Former Special Education

Teacher told me, Ill be honest; my classes were garbage. Both the staff and the parent I

interviewed mentioned learning from peers and experience, but no one credited the district for

meaningful learning. Through the interviews it appears as if the district did not help teachers

learn to work with students with disabilities at all, even though two interviewed teachers wanted

more professional development. As the Freshman Science Teacher stated, I know I could go

ask somebody, but I dont think I am the only one [with questions], so I think all of us would

benefit with having something. At least one PD, or maybe two. Yet this message does not

seem to be reaching the people who plan professional development. It is another case of the

communication breakdown within the district, and this lack of learning opportunities for staff

directly impacts instruction and student learning.

In my opinion, it is the duty of the principal to help communicate between the ranks

within the school district. The principal has direct connections with both the central office and

the building staff, so the principal should be the facilitator between the two groups. The

interview question about special education learning revealed an actionable point within a

building principals domain, and I feel it will be my obligation as a building principal to help

facilitate effective professional development opportunities for the staff around IEPs and 504s.
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The need for a district to provide help with special education seems to be self-evident, so I do not

foresee too many issues with staff resistance. Additional interest in such professional

development could be increased by simple measures such as surveying the staff to identify topics

of particular interest or utilizing Iowa Teacher Quality funding to pay teachers to attend a session

outside of contract hours. Specific sessions could be used to spread the knowledge of disability

services through the staff and correct previous misconceptions. While my voice will be needed

in sessions discussing building procedures or creating a shared educational philosophy around

students with disabilities, I believe development around a particular methodology would be

better taught by an internal staff expert from the within the district if one exists or by a

professional from the AEA. By providing effective, pragmatic professional development over a

series of months, I hope to change teachers thoughts and actions around special education.

Based on what I currently know, I believe the only reason professional development around

special education has not occurred is because of the breakdown in communicationdistrict staff

with the knowledge and know-how have not been connected to the building staff with the needs.

It is my role as a principal to establish a new model of communication and continue to monitor

its effectiveness. Since the lack of communication indirectly affects student achievement, I

believe the effort is within my scope as an administrator and is worthy of the time and resources

required.

Of the three questions I wrote for the interviews, the question about communicating

essential information for families revealed what I believe to be the easiest point of leverage.

There is a discrepancy in beliefs about when families need to receive information about IEP and

504 supports. Parents and teachers felt the district should do a better job of providing

information to families before families even need services. By not systematically informing
FBLA: PERSONAL INVESTIGATION 6

families about these supports, the district inherently fosters an adversarial relationship with

families from the start. Three parents of students in the district spoke of watching their children

struggle and feeling helpless; it was only by chance encounter they learned about the existence of

special education and 504 plans. The district administration did not reach out and proactively

suggest evaluation or offer supports. In fact, the parents described almost the opposite: their

perception was the district was attempting to hide the programs from families. Parents were

adamant the district should provide information about IEPs and 504s to all families regardless of

immediate need. The School Board Member was also clearly in favor of establishing transparent

communication as part of her plan to create a Welcome Wagon for all new parents and

establish a mentor and support program for parents of students with disabilities.

In contrast, the responses of the two district administrators described a seemingly well-

intentioned communication strategy that flies in the face of what the district parents described

wanting. Instead of blanket proactive communication to all, the district administrators

responses focused on providing appropriate information only after an entitlement has been

determined. They both referenced a gradual trickle of communication to help parents not feel

overwhelmed. When I questioned the Superintendent about providing basic information of

programming to all parents, the Superintendent responded, We probably need to be more

upfront about that. The incongruity between the desires of the Board member and the actions of

the Superintendentthe Boards only direct employeeis curious at best and continues to

highlight the overall gap in communication between levels of school officials.

I believe creating a system to provide all parents with reoccurring tacit information about

IEPs and 504s would be incredibly beneficial. Knowledgeable parents could help expedite the

child find process helping to reduce the severity of the initial discrepancy between the child and
FBLA: PERSONAL INVESTIGATION 7

peers. As a principal I will be more direct and proactive with communication in order to

cultivate a collaborative (rather than adversarial or even litigious) relationship from the start.

The only downside I can see is an increased demand for evaluation and plans causing some

additional pressure on the general fund. The expense, however, is fully aligned with the purpose

of schools and should not receive too much scrutiny from the school board. While I do

recognize the administrators desire to not overwhelm parents with information, I believe

spacing facts throughout the years would do wonders for parental understanding of disability

supports. I believe my role as a district administrator is to lead this communication paradigm.

Effective communication affects both the actions and the emotions of the staff. When a

breakdown occurs, a staff can quickly become anxious and resistant to change. This was very

evident around the topic of accountability. When I asked about holding the school accountable

for the academic achievement of diverse learners, most interviewees responded in an extremely

affirmative manner. The Board member emphatically repeated the word yes five times in a

row, and the parents facial expressions showed clear dismay at the need to be asked such a

seemingly obvious question. Unlike the others, the teachers I interviewed showed reluctance at

the thought of being held personally accountable to the actual content learning of students with

disabilities. Their tone, body language, and even word choice showed clear hesitancy. I dont

think it is fair to have it held against you that your kids are not succeeding, said the Science

Teacher. Both the P.E. Teacher and the Science Teacher specifically referenced factors beyond

the teachers control hindering the students learning. Two teachers wanted clarification of my

meaning of accountability.

Only the Director of Special Education and the Superintendent seemed to have an

articulate, considered response for the question on accountability. Both acknowledged the
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shortcomings with merit-pay systems, and both gave details for an alternative plan to hold

schools accountable for student learning. They described an effective accountability system as

supportive rather than disciplinary. The Director wanted struggling teachers to receive

additional coaching on specific instructional improvement strategies. The Superintendent

described a using building-level data rather than individual teacher data to help reduce teacher

defensiveness:

We need to have an environment that is collaborative; that we want to share best

practices and [the accountability] is not going to seem punitive It shouldnt be based

on Youre good, Im bad; you get a raise and I dont. We are all here to lift kids

achievement and be held accountable for that. The best way is for us to all be working

together in that safe environment.

In my opinion, the discrepancy between teachers and non-teachers over accountability is

primarily a communication issue. Accountability is simply a loaded term in the school

environment. Politicians often use the phrase school accountability to only mean merit-based

pay for teachers. This pay system has a plethora of complex ramifications for schools which

yields several possible reasons for classroom teachers to be resistant to such an idea. While I am

hardly surprised teachers would voice hesitation to the carrot-and-stick approach, I am

disheartened to hear teachers shy from any version of accountability from the fear of pay

changes. I believe the deep fear of the teachers is caused by the terms in which we are

communicating. As a result, I think the desire of the teachers to improve education is being

overpowered by their self-preservation instincts, and as a principal it will be my responsibility to

transmit ideas to my staff in an accurate and deescalating way.

FBLA: PERSONAL INVESTIGATION 9

The notion of holistic accountability for the school instead of mandated individual

accountability is one I intend to promote throughout the remainder of my career. An

individualistic system already exists in the teacher evaluation process based on the Iowa

Teaching Standards, and I do not see a compelling reason to add additional layers of financial

complexity to it. I agree with the Superintendent: a focus on building-level accountability based

on student achievement data will promote instructional improvements without triggering the

defensive response exhibited by the teachers in my interview. I believe the principal is key to

effectively propagating this type of systemic change. Clear communication is needed from the

principal to create staff support for the change. I believe it is my role as a future principal to help

cultivate motivation and shared positive views on education with the staff, parents and

community at large.

Creating a shared vision is the first component of the Iowa Standards for School

Leaders, and the gaps in accountability, providing information to families, and professional

development indicated by these interviews demonstrate to me that my district is not currently

cohesive. In order to avoid similar problems, as a principal I will strive to build and

communicate the vision and expectations with every stakeholder. I must make a deliberate effort

to develop a shared vision because a single, cohesive educational belief or action will never arise

spontaneously. I have to remain vigilant and purposeful when communicating with staff,

parents, or students to show everyone I care about the students. The interviews have also shown

I will need to create a recurring system to gather feedback for myself. I was surprised by the

readiness with which all interviewees responded to my questions and voiced their feedback.

This suggests to me direct communication and feedback collection could have addressed many

of the issues I heard about in the interviews and could have led to improved student outcomes.
FBLA: PERSONAL INVESTIGATION 10

However, I acknowledge in order to combat my own confirmation bias I will need what Jim

Collins describes in his book Good to Great as a red-flag mechanism I need to establish a

procedure to allow me to be confronted by the discrepant information I would otherwise

overlook (2001). My current thought is to regularly utilize an anonymous survey tool while I am

first hired and move toward a faster, in-person procedure as the staff and community learns how

I operate. As illustrated through these interviews, many people are very forthright when asked

the right questions. This Field Based Learning Assignment has helped me to view the

principalship as a role for facilitating communication between all parties. I have learned all

interactions with parents provide an opportunity to make a meaningful impression and show that

I care, and I will strive as a principal to take the chances I am given to improve communication

and relationships. By ensuring the flow of information and always showing I care about the

students, I hope to increase student achievement for students with disabilities.

FBLA: PERSONAL INVESTIGATION 11

Appendix I

Transcription of the Interview Responses

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

School Board Member: The role of Special Education as well as 504 plans in schools is to make

sure there is equal and equitable access to all general curriculum for all students. IDEA is

funded, but 504 is an unfunded mandate...usually they dont need funding because it is just extra

time on a test. The role of it is basically helping all students to learn the content, to learn the

curriculum, and give them the accommodations they need for success.

Parent: He had a disability, and I didnt know what to do with it He had to be at school We

need to make school work at all cost it was me fighting for him. I wanted an IEP - I initiated

it the IEP will protect him, and thats all I wanted.

P.E. Teacher: A 504 plan should outline a childs needs and how they will be met through

modifications and accommodations so that they can participate in the general education

curriculum. 504 plans are used when a student does not qualify for an IEP. A student that

qualifies for a 504 plan will receive services and support to help them be successful.

Freshman Science Teacher: Theres all kinds of learners in schools today, and some learn a little

differently. Some are a little slower than normal kids. I mostly think it is there to help them, so

they dont left behind or left out or struggle.

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Former Special Education Teacher (now general educator): It is hard to answer. I see that it is

needed in some situations more than others. Some people dont necessarily know their students

as well as others, so being told that student needs accommodations is appropriate. I think it is

needed as it is a legal document that protects the rights of the student. For IEPs there are

learning goals, so it is more academic. Math, or reading, or science, or whatever. Where the 504

a lot of times Ive noticed are medical. So a student will have a stomach issue, so we allow them

to go to the bathroom as many times as they need to. Sometimes it is not quite that way, but it is

the difference I think.

Level I Special Education Teacher: To determine the needs of the students and create instruction

and accommodations that will help them be successful.

Director of Special Education: To make sure that students with disabilities have equal access to

the same core standards and content as their general education peers. A student might need

modifications or accommodations or additional instruction. 504s include modifications and

accommodations and do not include specially designed instruction. IEPs are under the IDEA,

which is education law, while 504s are under ADA which is a disability law. If you violate a

504 the process for parents and students to complain is a little bit more rigorous - it is harder for

those with disabilities without IEPs to access changes. They have to go through the office of

Civil Rights and file legal papers for a hearing with an ALJ. There is no required mediation with

504 as there is with IDEA.

Superintendent: For me the role is to level the playing field - to give students access to the same

curriculum and the same opportunities others have. To give students with disabilities and other
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learning challenges the same curriculum and content others have. To me the difference is that

IEPs are more specific - it is more academic. It has specific steps and goals you set in an IEP

where you dont have that in a 504. Typically you see more of an academic deficit in an IEP

than you do in a 504.

2) What is the role of general education in addressing the needs of diverse learners [e.g.

special education, 504, ELL, ELP]?

School Board Member: The role of general education in addressing the needs of diverse learners

is that all students are general education students and will be provided grade level content and

standards. If students have special education IEP plans, 504, ELL, ELP, etc., the

accommodations or services specific to the students will enhance students learning and

achievement with extra support provided.

Parent: I dont know what you mean really.

P.E. Teacher: Educators should address the needs of diverse learners through differentiated

instruction. It is the responsibility of the educator to modify the content or curriculum in which

they are delivering, use teaching strategies that meet the learning needs of their students, and

assess their students learning based on individual needs.

Freshman Science Teacher: I honestly dont know. I know that we teach them, and I feel like I

teach things a little bit differently and do a different activity so I suppose it is to help the

special education teachers support their students with their learning.

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Former Special Education Teacher: I think as a general education teacher we have a

responsibility to meet the student where they are. Period. Everybody can learn, and we need to

take them from where they are to somewhere new. I would like to say everyone is at the same

place at the same time, but that is not realistic - that is why everyone had a problem with No

Child Left Behind.

Level I Special Education Teacher: Help create study guides, modified PowerPoints, skeletal

notes, etc. to assist students in their learning environment. Also, just be aware of the needs of the

learners and try to create lessons that will help them -- lots of visuals, videos, etc. (depending on

the needs of the learners). Also, work with SPED teacher to come up with ideas on how to help

them, yet create independent learners. Create differentiated instruction to meet the needs of

students who may be struggling - identifying that from formative assessments.

Director of Special Education: The best thing to remember is that every student with an IEP is a

general education student first. When we think about Iowa per pupil funding, for example, every

student receives that initial 1.0 to fund the general education portion or their education. The

additional weighting is to fund the special education instruction they need. They are supposed to

get the same access to the core curriculum - the same textbooks, the same workbooks, the same

computer programs. The general education curriculum is supposed to be right there in the

classroom with them. If a student is on an IEP, they are receiving Tier III instruction, but that

means they should still be receiving Tier I and II instruction. Not just core instruction, but

additional intervention by the general education teacher - the content expert - and then additional

interventions to backfill by their special education teacher.

FBLA: PERSONAL INVESTIGATION 15

Superintendent: The role is to implement whatever accommodations a student has on their IEP

and 504. Often times I think we forget the general education teacher is the first person who

should try to intervene and do whatever it would take to help a student access that content or

curriculum. I think something we have done in the education realm is said, If they are an IEP

kid then that responsibility is on the special education teacher or an at-risk teacher. The first

level is that general education teacher. I dont think that classroom teachers dont want to do

this, I just think they dont all have the tools to do so.

3) Think about how you learned about Special Education and 504 (formal education,

workshops, experiences, personal research). Which do you feel was the most helpful?

School Board Member: As you know my background is not in education. How I learned is by

having my own child with a 504 plan and by attending workshops as a board member. I loved

going to a seminar on Iowa Special Education Finance on July 20, 2016. I learned that the cost

of regular education students every child is a regular education student and considered 1.0

student. For any additional supports they need to meet their learning target - thats when we get

additional funding. This was all new to me.

Parent: Thankfully other parents helped me, a counselor my so was seeing helped me. I had

never even heard of an IEP before, thankfully one of my girlfriends knew what it was. Someone

told me [the school] doesnt want to do [IEP] because it is extra work on their part.

P.E. Teacher: The most valuable teaching experiences I have had in working with Special

Education and 504 has come from having the opportunity to work with these children on a daily

basis. Gaining a foundation of knowledge through my educational experiences has been

FBLA: PERSONAL INVESTIGATION 16

beneficial, but its the hands-on experiences that have provided me the most beneficial

knowledge. I have also found it helpful to be able to talk with those who have previously

worked with the identified student including parents, former teachers, and other people involved

in the students life.

Freshman Science Teacher: (On college) We briefly touched on IEPs one class period where we

looked at an IEP - here it is and this is what it looked like. I feel like we probably should have

done more with it. (On district) I think we would all benefit from more. The PD we had here -

talking about accommodation and modifications - it wasnt helpful. It was a bit intimidating It

was confusing, it was frustrating that we cant do a modification unless it is previously

documented. If I cant try something, what's the point? I know I wasnt the only person to voice

those opinions, but I was not a fan of that PD. I think we should have a PD on 504s. I think

that would be beneficial instead of saying heres the document, now go. There is no support

with it. I know I could go ask somebody, but I dont think I am the only one [with questions], so

I think all of us would benefit with having something. At least one PD, or maybe two.

Former Special Education Teacher: My first three years I was a SPED teacher. I learned a

tremendous amount on accommodations - what is acceptable what is not. I learned how student

get out of SPED. I found out some unfortunate things about the past in this district. When

teachers come to me now, I am not in the dark about what they are saying, and I know exactly

what to look for in accommodations. (Asked about undergraduate) Ill be honest; my classes

were garbage. One of the classes I had - which was completely miserable - the teacher stood in

front on the first day and said, I want to know what you do, and we are going to share with

everybody. Im learning nothing. That was one whole class I got credit for, and I was like, are
FBLA: PERSONAL INVESTIGATION 17

you kidding me? I brought that up with [the college] and they were like, Whatever. The

professor can do what they want. I thought they should be some sort of learning targets with

the class. When my job changed I was deliriously happy to get out of special education

because after three years I still felt horribly under qualified. Isnt that ridiculous?

Level I Special Education Teacher: Experience was definitely the best way I learned about

special education. I was thrown into a SPED classroom in a long-term sub position. I had no

training, education, workshops or anything. I asked many colleagues a lot of questions. I

learned a lot from that.

Director of Special Education: It is really important to have contacts. I had a mentor as provided

by SAI. She was of some help, but she was not as available as I would have liked. The regional

director at Heartland AEA is on speed dial, and I call him and ask him questions. And the

questions I ask get harder every year, just like the questions I get are harder every year. They

dont call me for the easy ones, they decide them for themselves.

Superintendent: I would tell you it wasnt my undergrad. I dont think I left undergrad

understanding what all of that meant. Truthfully graduate work was better, but it really has

happened as I was an administrator on the job, and then going back for professional

development. Ive learned the most from colleagues and then specific classes on a topic I needed

to know more about - how can I support kids or how can I work with teachers to help them

understand how to support kids. Not in my undergraduate, a little more in my grad and my

doctorate, but not a lot.

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4) In your opinion, what is the essential information families need to know about ESL, 504,

or special education? When do you think they should be provided with that information?

School Board Member: They need to know their rights and decisions to help be an advocate for

their children. I feel like we should give a few bullets - not all of the legal jargon. I know we

need to, but we should be able to say, Reference the full version if you want. But I feel like we

have to do it differently. I feel like we should line up parents with a one-on-one friend or mentor

like a welcome wagon type of thing. Ive had that idea but Ive never told anyone yet because

no one has ever asked me.

Parent: I saw that you had 504 in all of your questions, so I had to research it. So I guess it is an

alternative to an IEP; its a little less I looked it up today on Ask.com.

P.E. Teacher: First and foremost, families should always know that whatever plan their student is

recommended for, the team of teachers have the students best interest at heart and only want

them to experience success. Families should be informed of what the plan/program will provide

their child, how they can support their child, and what the law states regarding their childs

participation in the plan/program.

Freshman Science Teacher: I think the way we are doing it - from the special education teacher-

is the best way to get that information because they know what it is. I think if we just put all of

the IEP information online, I dont think [families] would get all of the information. There is so

much information - I dont know how to remember it; I dont know what to do with it all. Does

it pertain to me? Does it not? So I think getting it from somebody is important.

FBLA: PERSONAL INVESTIGATION 19

Former Special Education Teacher: From being a parent in the district - honestly parents are not

told any of this unless they have to know it. I dont know if that is necessarily appropriate. My

own son spent an entire quarter out of school with medical issues, and the district did not suggest

he needed a 504. None at all. This is why I think parents need to be told more often. I think we

need to start and the beginning at kindergarten. We need to say, Hey, we know these things can

happen, and these are the services you can receive. Then start reiterating. I know there have

been some parents Ive talked to about this where, Hey your kid is qualified for this. If the

school doesnt bring this up then you need to bring it up. I think it is important to tell the

parents at the beginning and then repeat it every so often. Im saying every year we should tell

parents this is here. I think there are many more students who are missing a lot of school due to

chronic conditions who dont know this is here.

Level I Special Education Teacher: They need to know how their child is doing in the classroom

and in their goal areas. They also need to know the law in regards to their child's IEP and the

roles of everyone on the IEP team. They should be provided with this information at the

beginning of every year.

Director of Special Education: Families should know their rights. They are provided a

procedural safeguards manual at every IEP meeting. Those are not easy reading, but there is also

a summary sheet that goes along with it that makes it much simpler. The district has a

responsibility to explain what parents should do if they disagree, but nobody does unless the

question is directly asked. Parents should know their rights and they should know their

childrens rights. And there are things they should know along the way depending on the age of

their child. When you are in early elementary the rights and safeguards are really, really
FBLA: PERSONAL INVESTIGATION 20

important. What are you doing with my child? and is my child catching up to peers? are

some basic questions. As the child gets older at what point does my child exit special

education? or will my child ever exit special education? At the age of fourteen in Iowa

students get a transition IEP which includes the childs goals for after high school. The activities

between 8th grade and 12th grade should be directed at meeting those postsecondary goals.

Those are all very different pieces of information for parents. There is probably a lot more that

parents should know, but it depends on the individual situations.

Superintendent: First off I think that families need to understand there are options. We have

some parents who dont understand that if you are seeing your son or daughter struggling you

can ask those questions and advocate for them. I dont know that all parents know what their

rights are. Understanding that there are other supports and that those supports can be very

helpful for your son or daughter to access quality education. What I hear from people is that

they dont want to have the stigma of having a child who has an IEP, but you shouldnt deny the

possibility of getting extra supports because of a stigma. An IEP is not a bad thing- its to help.

I think it goes back to relationships and conversations one-on-one with the family and really

helping people understand how [special education] can benefit their kids. As teachers or

administrators start suspecting something, we need to help parents understand all of the options.

(Asked about providing information prior to the start of services): You cant...well, you

probably could...there is information in our handbooks about programs, so you could have

something in there about 504s and here is what 504s do. We could probably do a better job of

pointing out there are those supports. I think it is hard to market something like that. We dont

feel comfortable about that, but yet parents need to know there are other options for their son or

daughter. We probably need to be more upfront about that.

FBLA: PERSONAL INVESTIGATION 21

5) 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?

School Board Member: Yes there is, and we have data. We have a chart! What we are trying to

do as a Board is to work with that - resetting mission, resetting vision, what we want every

[district] student to know. And then we are figuring out the what - how are we going to do this

so we can close that. This is our main focus as a Board. We have to do better with the

achievement gap. I dont have the answers, but we are working on it.

Parent: I havent noticed it with [student]. But that is because he is smart. As far as other kids, I

dont know.

P.E. Teacher: Data shows that an achievement gap does exist, and I believe there are many

contributing factors, some within the school's control and others that are not. Lack of home-

school connection contributes to the gap. The need for active parent participation in a childs

education is essential for student success. Schools should focus heavily on communication with

families.

Freshman Science Teacher: I think there is a gap because not everybody is able to achieve the

same level as everybody else. So our special education students are never gonna be at the same

level as our general education students. So I think there will always be a gap no matter what we

do to close it. In the No Child Left Behind stuff they had, they wanted all everybody to be

proficient in everything which is unrealistic because not everyone is going to be there. I think

there will always be a gap. I dont know how we would get a student who is not capable to be on

the same level as our high flyers. Trying to get them to that level is unrealistic
FBLA: PERSONAL INVESTIGATION 22

Former Special Education Teacher: Yes. Part of what I have seen and what I have been told with

the whole SPED this is that it was the SPED teachers responsibility to make accommodations

and give it to the general education teacher. That was the expectation. Last year I was told it is

not the special education teachers responsibility to make accommodations, you [as the general

education teacher] have to give accommodations. Who was going to tell me that? I found that

out at the end of a class, so for the last nine weeks you didnt tell me this? I think there is a lot of

miscommunication. I think there is not a lot of support, and when we do budget cuts both sides

get hit. So you are trying to do more with less. I think we have not had a lot of direction in

terms of SPED leadership. I think that has gotten better, but I dont know because I am not in

the realm any longer.

Level I Special Education Teacher: Yes, I think there is an achievement gap. Provide targeted

skills instruction that is differentiated for each student - research-based and/or evidence-based.

Also, a possibility would be teaching students strategies on homework completion, paying

attention in class, test-taking, and strategies to relieve anxiety.

Director of Special Education: The data would say there is. The gap exists for two reasons: not

all instruction is equally effective for all students, and some students require more instruction for

others. But our school day is built as a factory model. We deliver and students are expected to

get a certain amount in a certain time and move on. Until we break that model, we will continue

to have an achievement gap. The variable should not be the learning, the variable should be

time.
FBLA: PERSONAL INVESTIGATION 23

Superintendent: Yes, I do think there is an achievement gap, because our data shows there is. If

you look at our overall achievement data, we are doing pretty good because our proficiency data

is fairly high. In some states they smile at us. But when you dig down into the subgroups it is

very evident. I think it happens because of exposure to books and other experiences that some

groups have and others dont. It sometimes comes down to financial issues. We could purchase

books and read books and take the time. I worked from 8-to-5 and was able to be home to be

with my child. I wasnt working two jobs and have my child take care of another sibling. I think

it is very different. So what needs to change? I think we really have to get down to the

individualized student data. And then we have to take the next step to determine the deficit area

and we need to have a different intervention as opposed to having the same intervention. We

are not there yet as a district, but our teachers need to have more tools in their toolbox.

6) What are the characteristics of a well-aligned school district for meeting the needs of

diverse learners?

School Board Member: Lets say I am a student who is not proficient but I am getting better -

Im down here but I am now one step up. My perception as a Board member is that we do not

celebrate little successes along the way with them. I like positive environments. I think we need

to say, Here are the expectations, and celebrate along the way Im going to use [Director of

Special Education]s phrase: we need to go horizontal and vertical. If you are well-aligned you

go vertically in 1st, 2nd, and 3rd grade. I think well-aligned is to get with the standards. In a

well-aligned school district we are all on the same page. We are not there yet either, but we are

working on it.
FBLA: PERSONAL INVESTIGATION 24

Parent: There are too many kids and too many staff; it is the systems fault. We have all these

kids and where is the help, and where is the assistants? And keeping all of the [special needs

students] together may not be right.

P.E. Teacher: High standards/expectations, PLC, effective leadership, shared vision, standards-

based curriculum and assessments, continuous monitoring of learning, and professional

development opportunities for staff.

Freshman Science Teacher: Up at the high school it is a bit of a chaotic mess. So I think if there

is a way we can simplify the information - if we can do that for everyone across the district - I

think it would help the teachers. So it is a quick look - here is what I can do, instead of here

is the IEP - figure it out. Its the same with the 504s. Finding a better way to streamline having

teachers get that information is important. I think we need to have the same processes from

teacher to teacher and building to building Sometimes I feel like I am not following the 504

because I cant remember it all. It is a lot of information. The communication is not there.

Former Special Education Teacher: I think they should very clearly say to everybody, this is the

expectations when you have a special education student. We need you to do these

accommodations. We need you to come to these meetings. We need you to do this. I dont

understand why there isnt that clarity as it would be a rather simple statement. And if the

expectations change? Great! Just let us know.

Level I Special Education Teacher: Student-based schools should focus on students in their

decision-making.
FBLA: PERSONAL INVESTIGATION 25

Director of Special Education: When you talk about special education you are talking about a

continuum of services. The AEA handles early access from birth to age 2 years 9 months and

then they transition to an IEP. They receive some level of services and support - whatever they

need. The districts responsibility is to meet every child's needs, so we have a full continuum

from minimal support to the student needs constant, minute-by-minute support from the time

they arrive to the time they leave.

Superintendent: At the district level we are here to support what is going on in the buildings, and

our main purpose is teaching and learning. But our first job is to set direction - to identify what

is tight and loose to use Professional Learning Community language. So then we can say,

here are the expectations; you must do x, y, z. Now that has to be done, but there is decision

making within that about a, b, and c. And then providing the professional learning around the

expectations so that all of our staff will have what they need to meet student needs. And then

obviously having the resources - aligning the financial, as well as human and time resources to

those priorities we see are needed to help students succeed.

7) Are you familiar with the phase Multi-Tiered System of Supports (MTSS)? What are

your thoughts about MTSS to equitably address the needs of all students?

School Board Member: Here is what I learned new - I learned that special education doesnt start

until it is Tier III. Im not trained in special education. Tier I is what 75% to 80% of the

students need to get the curriculum. Then Tier II is additional instruction in groups to meet the

standards. Three is individualized instruction and maybe more intense instruction. And I was

told thats really where special education begins. But not all Tier III students are special

education.
FBLA: PERSONAL INVESTIGATION 26

Parent: No.

P.E. Teacher: MTSS is a new term for me since moving to Iowa. I would assume that because

the process allows teachers to provide additional support for students with areas of need based on

data examination, that it would be equitable. I am in the beginning phase of learning what [the

school] provides in terms of small group and individual settings to help support identified

students.

Freshman Science Teacher: Ive heard of it. I do not know what it is though. It was written on

one of our PD things, and I was going to ask What is MTSS? as it is either Multi-Tiered

System of Supports or MTSS and this is the first time I have seen those two together. And now

Im like Oh that makes sense, Ive heard of that, but I dont know what MTSS is. I probably

do know something about it, but there is just a disconnect.

Former Special Education Teacher: I really dont understand how it has really changed anything.

The teachers who are working to support their students are still supporting their students. They

are still going to talk with administration; they are still going to work as a team and scaffold for

the kids. To me MTSS seems like they just grafted a new name onto something.

Level I Special Education Teacher: I know a little bit about it, but not much since our school

doesn't use it.

Director of Special Education: I think the MTSS pyramid is a really good graphic way to

understand how it all fits together, but it is not a magic bullet any more than RTI (Response to
FBLA: PERSONAL INVESTIGATION 27

Intervention), or anything else is a magic bullet. MTSS is a way to organize your process to

make sure you are not missing anybody or missing any steps along the way.

Superintendent: Maybe there are a whole bunch of kiddos who are falling out at a universal

screener, and then we need to look at our core instruction. And we are starting to have that in

our district - to look at that is some content areas and some grade levels.

8) What should schools do to assure they do not discriminate against diverse learners?

School Board Member: Can I say what I would like to see happen? Because we are not there

yet.

Parent: With the resources they had at the time, they did what they could do. They kept

downsizing. Youre relocating? You are moving the students who have trouble adjusting to

change? Are you kidding me? Who are they considering here? Is it the funding of the building?

Is it the staff? Because it is definitely not thinking about the children.

P.E. Teacher: Teachers need to have professional development opportunities that allow them to

work toward continual improvement to meet the needs of diverse learners. Curriculum should be

culturally rich, but sensitive. Programming should be put in place to meet the needs of diverse

learners.

Freshman Science Teacher: Dont call them out. Saying Why dont you get this? We just did

this. I had teachers that did that when I was in school, and it made me so angry. Everybody

learns differently, everybody learns at a different level. Thats the way it is, and we have to be
FBLA: PERSONAL INVESTIGATION 28

flexible. I think we just have to be more accommodating, more flexible, more open that we are

going to have more of these students and we just need to have the mind they wont get it right

away.

Former Special Education Teacher: This is something I do struggle with this year. Classes our

huge and I find it difficult to get to know my students. I am used to having the time to talk to

everyone. Even the little things like, how did your weekend go? I think that is the biggest

way to know your students and you wont discriminate. Honestly I wish we could reduce the

numbers, hire more teachers, and do what is right for students. I dont know of many children

that do well in large settings that dont feel supported. Thats the biggest thing I think schools

can do.

Level I Special Education Teacher: Good question. Make sure all teachers are aware of all of the

students accommodations and modifications.

Director of Special Education: It is getting outside of yourself and trying to see from other

people's perception - what is the perception of the environment, the presentation, the actual

content and skills. It is really about perspectives...to be that conscious of this is what I want to

get across, and all the different kinds of people I want to get it to, so how do I get there from

here?

Superintendent: Im going to be learning a lot about that in the next years. What we need to be

doing is asking questions and looking at data to determine if we have equitable systems in place.

If we dont, we need to change those systems. We may have policies that are guiding some of
FBLA: PERSONAL INVESTIGATION 29

our actions, so that may need to shift or change too. We really need somebody who can view

things from that lens. We have to make sure we dont discriminate against anyone, and we have

a system that allows all students to flourish.

9) Should schools be held accountable for the results of diverse learners in their

accountability system? If so, how?

School Board Member: Yes, Yes, Yes, Yes, Yes! We should hold schools accountable - here is

the expectations, here is how we are going to measure you, and here is how we are going to help

you. Because you cant just say do this without showing how to do it. As a school we should

be held accountable if we are not offering diverse learners the same options or if we are

discriminating on activities or athletics. It all affects the whole kid. Is it state mandated? No, but

as citizen who cares about all people we need to make sure that everybody is treated okay.

Parent: Without a doubt! Its [the schools] responsibility. That is what the IEP does - it protects

[the student]. And it is their role as a school system to provide an education to the best of their

ability. If [the student] is unable or unwilling to learn the school cant control that. But up until

that time, that is the schools job. That is why [the student] has an IEP.

P.E. Teacher: This is tough because there are so many non-school related factors that contribute

to an achievement gap that even in the most high functioning education system a diverse learner

may struggle due to external factors not within the school's control. I think schools should be

held accountable for focusing on closing the achievement gap and be able to show continual

improvement towards this.

FBLA: PERSONAL INVESTIGATION 30

Freshman Science Teacher: What is an accountability system? I dont know if we can be held

accountable as students learn at different levels and at different paces. It might take them three

months for something to finally dawn on them. I dont think it is fair to have it held against you

that your kids are not succeeding. You might be the best teacher, but you can have some kids

that really struggle. I had a couple of those last year. It is nothing against me, and it is not their

fault either. It takes a little more time for it to sink in.

Former Special Education Teacher: What do you mean by held accountable? I would say yes,

but along with that accountability piece we have legislators and congressmen saying all kids

have to be here by this date, and I think that is ridiculous. I do believe that everybody can hit

the point of mastery, but eighteen years old is arbitrary. I think that is stupid. And I also think it

is stupid that we say students from the time they are three to the time they are eighteen years old

are going to learn this much stuff. I think we need to acknowledge that some people's learning is

a lot slower and some people are a lot quicker. If we focus on mastery - once a student has

mastered the material, they move on to the next level. The accountability is where I get stuck. I

dont believe in the whole merit pay thing, because you could have a year where students

struggle. I just dont know how you measure.

Level I Special Education Teacher: Yes, in some way. I think it's fair for schools to compare

data of diverse learners vs. "general education" students. I think we should ask ourselves, Why

is this happening? What can we do in our classrooms to help them? What are we doing right?

What do we need to fix?

FBLA: PERSONAL INVESTIGATION 31

Director of Special Education: I dont think there is much sense in having an accountability

system if you are not accountable. I think it goes back to response. Perfection is the goal - it is

what we aim at, but we dont expect hit it. For those teachers who fall below the acceptable

range, I dont think there should be a punishment. Our accountability system should be Okay,

you missed these, now what are you going to do about it? How are you going to fix what

happened to those kids? Not fix the kids - fix the instruction.

Superintendent: Yeah. Last week I was at a meeting where we were talking about No Child Left

Behind. That was a hammer approach. As districts across the United States have moved to

performance-based pay that has not ended up improving the test scores of kids because it has

been the hammer approach of compliance and that doesnt work very well. I think how we could

go about it is instead of looking at it as an individual teacher to look at it from the building level.

We have to find a way that it encourages people. We need to have an environment that is

collaborative; that we want to share best practices and it is not going to seem punitive for the

teacher, the building principal, or the superintendent. And I get held to student achievement as

well in my evaluation, which is interesting as I am the furthest away from it quite frankly. It

shouldnt be based on Youre good Im bad, you get a raise and I dont. We are all here to lift

kids achievement and be held accountable for that. The best way is for us to all be working

together in that safe environment.

10) What is the role of the building principal in special education, 504, and ESL? What

type of support do you want from the principal?

School Board Member: As a parent we want to hear from the principal: You are not alone. We

are here to support you; we will work with you. Here is what your options are. It is another
FBLA: PERSONAL INVESTIGATION 32

resource, another support to show that we care about your student. They need to be visible - they

need to be seen in the building walking around and meeting people so the parents know that

person cares about their student. As a Board member, I would like it if I was utilized more.

As a principal get to know each and every Board member as an individual. Even though we do

not have any legal authority alone, everybody should know other people in your organization as

it helps build community instead of fear.

Parent: I think West Des Moines needs to get rid of all of their administration. [1st principal] was

on Facebook and drinking Mountain Dew the whole time. No respect. [Second principal] didnt

want to deal with [my son]. He didnt know him, he didnt care. They were not vested in

him...I didnt feel they were fighting for him. I wish I was invited in to like - I know me being

in the classroom would be different- at some point to be an observer to see what the school was

like for the afternoon. (Asked about a good principal) He helped with his scheduling; he

worked with me on that. There was an issue and they worked with me on that. They were

accommodating. It felt like there was a parent [in the building].

P.E. Teacher: Most students that have one of the support systems in place are in P.E. The most

important factor for me is communication. I feel as though I get most of the communication I

need regarding modifications from the special education teachers. I have not had much

communication with my building principal regarding these students.

Freshman Science Teacher: I feel like I should be able to go to [principals] with a question. If I

dont feel like I am getting adequate answers or support elsewhere I should be able to go to them

and say can you give me some guidance on what else I should do? I feel like they should be
FBLA: PERSONAL INVESTIGATION 33

available. And sometimes I feel like they are not available to me. I know they sometimes have

busy schedules, but I also feel like I do not have the support sometimes. I know it might not

happen right away; I know it may take a day or two for them to mull it over. But I feel like I

need that and I dont have it.

Former Special Education Teacher: They are very much the shield and support. Sometimes there

can be contrary situations between the parents and the special education teacher because of

misunderstandings. Mistakes happen. I think sometimes families can be sensitive due to

fighting all of the time. I totally get it, and Im not blaming anybody. I think the administrator

needs to step in and say, Okay, we are all trying to do what is best for the child. Lets sit and

talk about it. Lets figure this out. Lets negotiate. Lets smooth the waters so that we can all

get along. If something like that happens principals are the ones who are very much in support.

Special education at times can be frustrating. I know of a teacher who sobs every day for one to

two hours, and that shouldnt be happening. I think it is the administrator's job to step in and get

the support they need so they can do their job.

Level I Special Education Teacher: The role of administrators is for support and guidance. I want

a principal that has an open-door policy that I feel comfortable asking questions when I need

help or ideas. I want a principal that supports me and my IEPs and gets to know the students I

work with. That way we are a team working together to best support the student.

Director of Special Education: The specific role depends on the district. In [the district] we have

a principal that oversees special education for that building. That means they are responsible for

observing and evaluation special education teachers just like general education teachers. That
FBLA: PERSONAL INVESTIGATION 34

means they are responsible for monitoring whether or not the documentation is correct and if

accommodations and modifications are being made in the general education classroom with

fidelity. I think there is also a cultural and climate role an administrator plays in meeting the

needs of kids in the building. If the principal says It's our job to meet the needs of every kids in

the building no matter what. Whether they have a bad day or they have a permanent disability

we are going to meet their needs. They are our kids and they will stay our kids. We are not

going to get rid of them and were not going to ignore them. We are going to take care of their

needs. That is a climate and culture thing. When principals are really good at that, every

system runs better. Somewhere along the line someone has to be there to keep the kids from

falling through the net, and I think it starts with that building administrator.

Superintendent: They are the ones who should be represented at the meeting. If there is a

decision that will be financial, it is really important that the building principal is there as he or

she can work to see if that can happen or not. The other piece is to make sure to hold teachers

accountable. To make sure the IEP is implemented or special education teacher is doing what is

says on the IEP and to make sure we are not late on the annual reviews, the paperwork, and the

progress monitoring. (Question on when to inform the superintendent) If we get to a lawsuit and

I dont know about it that would be a problem. I dont want to micromanage, but I also dont

like being caught off-guard. Whether it is an email, or a meeting, or just catch me on the go, I

need to know about it when it is getting to a level where it could lead to significant cost, when

someone is angry about something where it could go up the ladder. Also if we are going to need

to add staff, as early as possible I need to know. In our system - which is big - that is hard

sometimes because things can get away. For example towards the beginning of August I got a

phone call from an AEA person who was telling me about an issue that was blowing up, and I
FBLA: PERSONAL INVESTIGATION 35

didnt even know we were having a conversation about adding a program. That was an issue for

me. It was too late in the game, and I should have been known ahead of time. At least send me

an email ahead of time so I am not surprised.

FBLA: PERSONAL INVESTIGATION 36

Works Cited

Collins, J.C. (2001). Good to great: Why some companies make the leap and others dont.

New York, NY: Harper Business.