schoolleadershipforstudents withdisabilities ......ceedarcenter...

School Leadership for Students With Disabilities Course Enhancement Module

Part 1: School Leadership for Students With Disabilities

Facilitator’s Guide

2015

CEEDAR Center Part 1: School Leadership Anchor Presentation 2

Contents

page

Introduction to the School Leadership for Students with Disabilities Course Enhancement

Module ........................................................................................................................................... 3

Purpose ........................................................................................................................................... 3

Audience ......................................................................................................................................... 3

Facilitator’s Guide ........................................................................................................................... 4

Evidence-‐Based Materials .............................................................................................................. 4

Seven-‐Part Organization ................................................................................................................. 4

Opportunity to Learn ...................................................................................................................... 5

Resources ....................................................................................................................................... 5

Materials ........................................................................................................................................ 6

Objectives ....................................................................................................................................... 6

In This Guide ................................................................................................................................... 6

Table of Contents ........................................................................................................................... 6

Handouts ........................................................................................................................................ 7

Part 1: Slides and Supporting Facilitator Notes and Text ............................................................... 8

This facilitator’s guide is intended for use with the following resources: • Presentation slidesThese resources are available on the Course Enhancement Modules (CEM) web page of the CEEDAR Center website (ceedar.org).

CEEDAR Center Part 1: School Leadership Anchor Presentation

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Introduction to the School Leadership for Students with Disabilities Course Enhancement Module The Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center developed this Course Enhancement Module (CEM) about inclusive education to assist faculty at institutions of higher education (IHEs) and professional development (PD) providers in the training and development of all educators. The CEM about inclusive education is a compilation of resources intended for use in the development and enhancement of teacher and leadership education courses as well as for PD programs for practitioners. The resources are designed to support professional learning opportunities for stakeholders invested in the support and instruction of students with disabilities and others who struggle with learning to meet college-‐ and career-‐readiness standards. This CEM is designed with the broad goal of helping principals, teacher leaders, and other key personnel lead for the success of all children, with emphasis on students with disabilities. Consistent with the Common Core State Standards (CCSS), this resource is designed to increase school leaders’ abilities to improve student readiness for college and careers.

Purpose This CEM was designed to build the knowledge and capacity of educators in the selected topic. The module can be adapted and is flexible to accommodate faculty and PD provider needs. The anchor presentation and speaker notes can be used in their entirety to cover multiple course or PD sessions. Alternatively, specific content, activities, and handouts can be used individually to enhance existing course and/or PD content. Audience The audience is intended to be teacher and leader candidates within pre-‐service programs at the undergraduate or graduate levels and/or district teachers and leaders participating in in-‐service professional learning opportunities. The facilitator’s guide is designed as a blueprint to support faculty and PD providers charged with providing teachers and leaders with training in a selected topic. The training can be conducted by faculty and by state and local PD providers.


Facilitator’s Guide The facilitator’s guide consists of anchor presentation slides with a script to support facilitators as they present the content and learning activities within the anchor presentation. Facilitator notes and talking points are included. The speaker notes are intended as a guide for a facilitator who is using the PowerPoint slides and may be modified as needed. Reviewing the entire guide prior to facilitating the training is highly recommended.

Evidence-‐Based Materials Throughout the seven PowerPoint presentations, activities, and readings in this CEM, we plan to review essential elements of research and policy in a manner that informs leadership practice.

Seven-‐Part Organization The learning resources are organized into seven main parts:

• Part 1: School Leadership for Students With Disabilities. Part 1 contains an overview ofschool leadership for students with disabilities and includes information about thecurrent accountability context, leadership standards and ethics, and the importance ofschool leaders for all students.

• Part 2: What Is Inclusion, Why Is it Important? Part 2 addresses what is meant byinclusion and why it is important. Specifically, it discusses what it means to truly includestudents with disabilities as a valued part of the school community. Information isprovided about including students as part of the academic or learning community of theschool as well as in the social community of the school (i.e., in all non-‐classroomactivities in which other students participate).

• Part 3: The Principal’s Role in Developing Effective Inclusive Schools. Part 3 addressesthe principal’s role in developing effective inclusive schools and why this role isimportant. It discusses the critical role that the principal plays as effective inclusiveschools are developed. Principals are in a pivotal position to influence all major activitiesin a school; thus, Part 3 features the many changes that must occur as a school becomeseffective and inclusive and how important the active involvement of the principal is toensuring that these changes occur.

• Part 4: Instructional Leadership for Students with Disabilities. Part 4 reviewsinstructional leadership with an emphasis on supporting the learning of students withdisabilities. Specifically, it discusses high expectations for all learners, key dimensions of


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instructional leadership, and the relevance of collective and distributed forms of leadership for students with disabilities.

• Part 5: Facilitating Collaboration. Part 4 discusses principals’ work in facilitating collaboration. Specifically, it addresses the importance of a collaborative culture for student and teacher success, characteristics of collaborative work by school professionals, key leadership practices for principals to promote and sustain collaboration, and major structures that enable teachers and specialists to collaborate in support of inclusive education.

• Part 6: Partnering With Parents: Ensuring Successful Outcomes for Students With Disabilities. Part 6 provides information about supporting school leaders’ skills in partnering with parents to increase school achievement for students in special education, which is consistent with the tenets of IDEA and current research. Specifically, it addresses the impact of IDEA on parental rights, benefits of parent/professional partnering, comparison of the traditional family involvement model to the parent/professional partnership model, key professional behaviors that facilitate successful collaborative relationships, and ways parents support student achievement in special education. Part 7: District Support for School Leaders. Part 7 contains an overview of the importance of district leadership and the ways in which learning-‐focused district support can help school leaders improve instruction for students with disabilities in their schools. The goal of this CEM is to emphasize how supports from district leaders, including local special education administrators (LSEAs), can help principals address academic learning and life outcomes for their students with disabilities.

Opportunity to Learn Learning activities are embedded throughout each part of the anchor presentations. All activities are optional and may be adapted to meet the needs of a particular audience. Resources The following resources are provided for use in delivering the anchor presentation:

• Facilitator’s guide (this document) • Presentations


All of these materials may be used and adapted to fit the needs of the training context. When sharing the content, please use the following statement: “These materials have been adapted in whole or in part with permission from the CEEDAR Center.”

Materials The following materials are recommended for training and associated activities:

• Chart paper• Sharpie® markers for chart paper• Regular markers at each table for name cards• Post-‐it® Notes• Timer• Pens at each table• Internet connection for website links embedded in presentations

Objectives 1. Review terms disability and special education.2. Consider current accountability context.3. Review leadership standards and ethics.4. Describe importance of school leaders for all students.5. Identify challenges faced by principals.6. Introduce dimensions of leadership with a focus on students with disabilities.

In This Guide The rest of the guide provides the slides and speaker notes to support facilitators as they present the content and learning activities included in the anchor module. Reviewing the entire guide prior to facilitating the training is highly recommended.

Table of Contents • Introduction• Students With Disabilities and IDEA• Outcomes and Students With Disabilities• Accountability Context and Ethics• Example of School Leadership• Understand Challenges Faced by School Leaders• Introduce Dimensions of Leadership• Video Wrap-‐Up


Handouts • Handout 1: Disability Definitions Under IDEA 2004• Handout 2: ISLLC (2008) Standards• Jigsaw Activity Handout: Challenges for Principals


Part 1: Slides and Supporting Facilitator Notes and Text Slide 1—School Leadership for Students With Disabilities

CEM Leadership Module Purpose: This module is designed for pre-‐service and in-‐service leadership preparation. This CEM is designed with the broad goal of helping principals, teacher leaders, and other key personnel lead for the success of all children, with an emphasis on students with disabilities.

CEM Plan: Throughout the seven PowerPoint presentations, activities, and readings in this CEM, we plan to review essential elements of research and policy in a manner that informs leadership practice.

In this first PowerPoint presentation, we provide an overview of school leadership for students with disabilities.

School&Leadership&for&Students&With&Disabili6es&

Project(#H325A120003(

Anchor&Presenta6on&#1&for&the&Course&Enhancement&Module&



Slide 2—Why School Leadership Matters for Students With Disabilities

In contemporary discourse about educational leadership, the focus is on leadership that promotes students’ learning by creating a learning culture and strong instructional programs. Research syntheses suggest that leadership is second only to classroom instruction in influencing what students learn at school (Louis, Leithwood, Wahlstrom, & Anderson, 2010) as principals help create conditions important for student learning.

In many pre-‐service leader preparation programs, the topic of leading for all students, particularly those with disabilities, receives little attention. If disability is addressed, it tends to focus on the legal aspects of special education (Billingsley, McLeskey, & Crockett, 2014).

Assuming the important contribution school leaders make in facilitating achievement and creating the conditions for student learning, more attention must be given to the role of school leaders in two critical areas, including (1) students with disabilities and other diverse learners as valued membersof the school community and(2) improving educational opportunities for students with disabilities byensuring that they receive effective and appropriately intensive instructionto help them meet the standards set for all students as well as their ownindividual goals.

Why$School$Leadership$Ma2ers$for$Students$With$Disabili9es$$

School$Leadership$for$Students$With$Disabili9es$


Slide 3—Goals

In this anchor presentation, an overview of school leadership for students with disabilities is presented with a focus on these goals:

• Review what is meant by disability and special education.• Consider school and life goals for individuals with disabilities.• Understand achievement goals for students with disabilities.• Consider leadership standards and ethics as they apply to disability.• Identify challenges faced by principals.• Introduce dimensions of leadership and importance to students

with disabilities.• Provide overview of the next six parts in this CEM.

Goals&• Review&what&is&meant&by&disability&and&special&

educa4on.&• Consider&school&and&life&goals&for&individuals&with&

disabili4es.&• Understand&achievement&goals&for&students&with&

disabili4es.&• Consider&leadership&standards&and&ethics&as&they&

apply&to&disability.&• Iden4fy&challenges&faced&by&principals.&• Introduce&dimensions&of&leadership&and&importance&

to&students&with&disabili4es.&• Provide&overview&of&the&next&six&parts&in&this&CEM.&


Slide 4—Students With Disabilities

All children living in the United States are eligible for a free public school education. Students with disabilities are guaranteed by law to receive a free public school education (FAPE) under the Individuals With Disabilities Act (IDEA) 2004. This guarantee was provided to students and their families in 1975 when Public Law 94-‐142 was passed. Today, the key principles of the law have been authorized under the IDEA (2004).

Students with disabilities represent a heterogeneous population with students that have widely varying needs, even within the same exceptionality area. Please take a moment to review Handout 1, which includes a brief definition of each of the 13 disability areas under IDEA. Students may have a range of strengths and needs, with some requiring intensive interventions. It is important for principals to have some knowledge about the characteristics and needs of students in each of these disability areas because a basic level of knowledge will allow leaders to communicate with teachers and parents about the needs of these students. The 13 areas of disability comprise about 13% percent of all students in schools; however, there are differences among states and districts. There are many sub-‐areas of disability. For example, under other health impairment, students may be identified with asthma, attention deficit hyperactivity disorder (ADHD), cancer, and many others.

Students(With(Disabili0es(

• Guaranteed)free)public)school)educa3on)(FAPE))by)IDEA)(2004).)

• Heterogeneous)student)popula3on)defined)by)IDEA:)o 13)areas)of)disability)comprise)about)13%)of)all)students)in)schools.)

o Mul3ple)areas)of)disability)under)some)areas)(e.g.,)other)health)impairment).)


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Slide 5—Not All Students With Disabilities Receive Special Education

If students are identified as having a disability under IDEA, then the school system must provide special education and related services to eligible children with disabilities because they require individualized and specialized instruction. However, other students not identified as having a disability under IDEA may still need accommodations to learn, and these students are protected under Section 504 of the Rehabilitation Act of 1973. These students are potentially a larger group than students with disabilities served under IDEA. For example, students with ADHD may be served under IDEA under the category of other health impairment if their disability has a significant impact on their learning. However, not all students with ADHD will quality under IDEA. Students who do not meet eligibility under IDEA may need accommodation under section 504.

Not$All$Students$With$Disabili3es$Receive$Special$Educa3on$

•  IDEA!provides!special(educa+on(and(related(services!to!eligible!children!with!disabili3es!who!require!individualized,(specialized(instruc+on.!

(

•  Sec3on$504!does!not!usually!provide!special!educa3on!or!related!services.!

•  Sec3on$504!provides!accommoda+ons!for!students!with!disabili3es!that!allow!them!to(access(learning.((


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Slide 6—Special Education Basics

IDEA (2004) provides a legal definition of special education, specifying that special education means specially designed instruction appropriate to the needs of an eligible child. This includes adaptations of the content, methods, or delivery of instruction to address unique needs of a child that results from his or her disability. For example, the individualized education program (IEP) may include content that is not taught to other students. For example, a student who is blind will likely need instruction in mobility training, and a student with an emotional disorder may have specific goals to address his or her behavior. The methods of instruction may differ as well. For example, a student may need the use of assistive technology to respond if he or she is non-‐verbal, or a student may need a highly structured reading lesson or alternative materials that may differ from other students. Students with disabilities must also be provided with physical education and modifications to ensure that they have access to these learning activities. Special education may also include supplementary services, related services, and transition services, which are outlined in the IEP.

Special(Educa,on(Basics((From(IDEA(2004)(

•  Special(educa+on(means&specially&designed&instruc1on&and&is&appropriate&to&the&needs&of&an&eligible&child:&o  Adap1ng&the&content,&methodology,&or&delivery&of&

instruc1on.&o  Access&to&the&general&curriculum&so&that&the&child&can&meet&

educa1onal&standards&of&the&public&agency&that&apply&to&all&children.&

o  Physical&educa1on.&•  Special&educa1on&may&include&the&following:&

o  Supplementary&services.&o  Related&services.&o  Transi1on&services&(transi1on&plan&required&at&age&16).&&


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Slide 7—Special Education Basics (continued)

IDEA 2004 requires that students be placed in the least restrictive environment (LRE), meaning that students with disabilities should be educated with their normally achieving peers. While LRE is the legal term, inclusion is usually used to describe the involvement of students with disabilities in general education settings. A great deal of progress has been made in including students with disabilities in inclusive schools and classrooms. Recent evidence suggests that placement trends for almost two decades show not only an increase in placements in general education settings, but also an increase in the percentage of students spending most of the day in these settings (e.g., 34% in 1990 and 58% in 2007; McLeskey, Landers, Williamson, & Hoppey, 2012). Although clearly, progress has been made in placing students with disabilities in general education schools and classrooms, defining inclusion as a placement is “problematic since it presumes that changing the location where students receive their education makes them members of their classroom communities” (Friend & Shamberger, 2011). Once students are included in these settings, it is important to make efforts to help them feel a sense of belonging and ensure that they have opportunities to achieve.

Special(Educa,on(Basics((con,nued)(

•  Must%be%provided%in%the%least%restric3ve%environment%(LRE),%usually%in%public%schools%and%general%educa3on%classrooms.%

•  Each%child%iden3fied%with%a%disability%has%an%individualized%educa3on%program%(IEP).%

•  The%IEP%outlines%goals%for%the%student%and%the%educa3on%and%services%the%student%is%to%receive.%


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Slide 8—Outcomes for Students With Disabilities Although we have increased our expectations, data about the long-‐term outcomes for students with disabilities is not encouraging. To be college and career ready, today’s students must meet rigorous content standards and have technological skills to thrive in a complex world. However, national data paint a stark picture of poor academic and behavioral outcomes for a growing diversity of learners. For example, students with disabilities are likely to perform lower on state tests, drop out of high school, be unemployed, or work in low-‐paying jobs (Sanford et al., 2011; Thurlow, Quenemoem, & Lazarus, 2012). These data are discouraging, and unfortunately, school and post-‐school outcomes for these students are not yet where they need to be. This slide provides some key points that should help educational leaders understand the need to improve education for students with disabilities. Students with disabilities have higher drop-‐out rates than other students. Graduation rates for all students with disabilities are about 75% but only 50% for students with disabilities. Students with disabilities also have problematic post-‐school outcomes because they are less likely to participate in post-‐secondary education, are under-‐employed, and may not be as socially integrated into their communities. These varied factors all influence the quality of their lives. Driving forces behind accountability are rising expectations and ensuring that all students, including students with disabilities, have opportunities to learn. In this era of accountability, the gap in performance of students with disabilities as a sub-‐group of the student population presents a leadership challenge. Despite alternative accountability approaches, there remains a

Outcomes)for)Students)With)Disabili6es)(Thurlow)&)Johnson,)2011))

•  Higher'drop+out'rates.'•  Problema5c'post+school'outcomes:'o Post+secondary'educa5on.'o Employment.'o Social'integra5on.''

Achievement'of'students'with'disabili5es'are's5ll'low'but'are'improving'(Thurlow,'Quenemon,'&'Lazarus,'2012)'


16

need for systematic efforts to improve their academic performance. IDEA requires that the primary focus of federal and state monitoring be on improving educational results and functional outcomes for all children with disabilities. In particular, the law places an emphasis on those requirements that are the most closely related to improving educational and early intervention results for children with disabilities. Slide 9—Where We Want to Be

What we hope for students with disabilities is what we hope for all of our citizens. Silverstein (2000) discussed that the four key goals of the American Disabilities Act were:

• Equality of opportunity.

• Full participation (empowerment).

• Independent living.

• Economic self-‐sufficiency. Ann Turnbull discussed the importance of having enviable lives, or productive lives, and inclusivity over the lifespan. Education is critical for students with disabilities if they are to eventually meet these four goals.

Where%We%Want%to%Be%(Silverstein,%2000)%

•  Equality)of)opportunity.)

•  Full)par1cipa1on)(empowerment).)

•  Independent)living.)

•  Economic)self=sufficiency.))Enviable)Lives)(Ann)Turnbull))


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Slide 10—Equitable Outcomes

The long-‐term goals outlined in the prior slide require that schools respond in ways that promote equitable outcomes for students with disabilities. An important question for leaders is as follows: How can we help students with disabilities achieve in our schools so they can achieve positive life outcomes? Leaders work within their schools to:

• Improve academic achievement, social competence, and self-‐sufficiency.

• Promote access to productive adulthood through education, career

readiness, employment, and independent living opportunities. Over time, we should see improved achievement scores, higher graduation rates, and better post-‐secondary opportunities for students with disabilities.

Equitable*Outcomes*Equity'='meaningful'opportunity'for'educa5onal'a6ainment'and'posi5ve'life'outcomes:'

•  Improve'academic'achievement,'social'competence,'and'self=sufficiency.'

•  Promote'access'to'produc5ve'adulthood'through'educa5on,'career'readiness,'employment,'and'independent=living'opportuni5es.'

•  Indicators'of'progress:'

o  Improved'scores.'

o  Higher'gradua5on'rates.'o  Be6er'post=secondary'opportuni5es.''

McLaughlin,'Kremien,'Zablocki,'&'Micelli,'2007'


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Slide 11—Accountability Context & Students With Disabilities

Students with disabilities must have opportunities to achieve the same standards as all students. This expectation is consistent with both NCLB 2001 and IDEA 2004. This means that every student with a disability must be taught the general education curriculum. These standards may be Common Core State Standards (CCSS) or other standards used by the state. The opportunity to achieve the same standards and participate in the same assessment system is also consistent with our democratic values to give every child an opportunity to learn. At the same time, students with disabilities represent a diverse population; some basically progress well while others face greater impediments to their learning. Sometimes, there are tensions between the expectations to teach to the same standards of all students and still meeting students’ individual needs. It is important to remember that students with disabilities are entitled to individual consideration in methods, content, methodology, or delivery of instruction as well as related services and assistive technology necessary to achieve their goals. For example, they may need special tools for learning, such as augmentative communication devices and other technologies, and it is up to the school and district to ensure that these are available. Students with disabilities also participate in the same assessment system as students without disabilities. Therefore, the vast majority of students with disabilities take the same assessments required of all students. However, it is important to note that a very small percentage of students with disabilities (e.g., those with significant cognitive disabilities) may take alternative assessments, and these are described in their IEPs. It is important to emphasize that these alternative assessments still address the same grade-‐level standards expected of all students, but these assessments vary in terms of breadth, depth, and complexity (National Center on

Accountability,Context,&,Students,With,Disabili7es,

•  Achieve'the'same'standards.''•  Par1cipate'in'same'assessment'system.'•  Alterna1ve'assessments'for'small'percentage.'•  Disaggregated'data.''


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Educational Outcomes, 2013). The performance of students with disabilities is disaggregated, and this data about their performance let educators know how students with disabilities are doing and allows them to strategically plan to improve the education of these students. A challenge for leadership is to address the low expectations that have been a longstanding problem for students with disabilities and gain the commitment of all in the school to help put instructional programs in place that address the needs of these students. Slide 12—Standards & Ethics

Standards: The National Policy Board for Educational Administration (NPBEA) adopted the ISLLC standards (a revision from 1996), and these standards were adopted by the majority of states. The ISSLC standards clearly suggest the importance of principal leadership for every student. As stated in the ISLLC document, these standards provide high-‐level guidance and insight about the traits, functions of work, and responsibilities expected of school and district leaders. The development of and detail about these six standards are available on the website of the Council for Chief School State Officers (CCSSO). The key idea is that although students with disabilities are not mentioned, each standard begins with the phrase, “An education leader promotes the success of every student.” The ISLLC standards are currently being revised. Ethical practice is part of leadership work. Leaders must ensure that work addresses the needs of all students, including “universal educational access and accountability in their classrooms, schools, and communities for a

Standards(&(Ethics(

•  Leading(for(posi.ve(outcomes(for(all(children.(

•  Ethical(prac.ce(considers(universal(educa.onal(access(and(accountability(for(all((Crocke=,(2002).(

•  ISSLC(standards((CCSSO,(2008,(in(revision)((o  “An(educa.on(leader(promotes(the(

success(of(every(student.”(•  Beliefs(and(ac.ons(must(be(consistent(with(ethical(prac.ce(to(create(success(for(all.(

(


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diversity of students, including students whose learning is exceptional” (Crockett, 2002, p. 163). Crockett explained the importance of moral leaders who are capable of analyzing complexities, respecting others, and advocating for child benefit, justice, and full educational opportunity for every learner” (p. 163). Slide 13

How do you define the word all? As Thurlow and colleagues (2012) stated, we need to “clarify how key stakeholders define the word ‘ALL’ in ‘success for all.’ Sometimes these beliefs are not consistent with a truly inclusive system, and that affects all actions and outcomes” (p. 11). Improving educational opportunities and improved quality of life for students with disabilities requires that both special education and general education work together to address the challenge of helping students with a range of needs success in (Boscardin & Lashley, 2012). Principals are key leaders and have an important impact on what happens for students with disabilities in schools.

We#need#to#“clarify#how#key#stakeholders#define#the#word#

‘ALL’#in#‘success#for#all.’#Some=mes#these#beliefs#are#not#consistent#with#a#truly#inclusive#system,#and#that#affects#all#ac=ons#and#outcomes.”##

#Thurlow.#Quenemoem,#&#Lazarus,#2012,#p.#11#


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Slide 14—Video: Principals Leading for All Students

In this brief 5-‐minute video, watch how three Houston principals are leading the charge to ensure that every child on their campuses has equity in access to high-‐quality educational programs and instruction. As you watch this video, identify key activities of principals in supporting students with disabilities. After the video, I am going to ask you to share key activities in which they engaged and phrases that they used that emphasize their roles in supporting students with disabilities. Start video http://www.youtube.com/watch?v=0TJRg1_vEAc 4.40 min Stop video What did you observe? Preferably, record key ideas on a white board or large piece of paper and share ideas below if not identified by students.

• The importance of making sure the school community understands what special education is all about.

• Principal is involved and knows the kids. • Makes it clear that students belong. • High expectations and learning for all students. • Making sure students with disabilities are educated to the

maximum extent possible.

As#you#watch#this#video,#iden2fy#key#ac2vi2es##of#principals#in#suppor2ng#the#learning#of#

students#with#disabili2es.#

h;p://www.youtube.com/watch?v=0TJRg1_vEAc##

###

Video:##Principals#Leading#for#All#

Students#


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• Important to do “way more than compliance.” • Systems are important for collaboration.

Slide 15—Understanding Challenges Faced by Principals

In the video, we observed positive behaviors from principals in creating equitable opportunities for students with disabilities. However, this does not always occur. In the next activity, members of small groups will discuss elements that sometimes get in the way. Hopefully, by understanding barriers to effective leadership, we can consider ways around these barriers.

Group Activity: In this next activity, we will discuss some of the challenges faced by school leaders in addressing the needs of all students. In your readings, we discussed some of these challenges. You will have 35 minutes to discuss the readings you were assigned to read before this class. The purpose of this activity is to think about the key activities of principals as they lead schools and the dispositions and skills they need to effectively help all students learn. Please take out the Challenges for School Leaders: Jigsaw Activity. As you

Understanding+Challenges+Faced+by+Principals+

•  Divide&into&groups&of&four&(you&have&each&read&a&different&ar6cle).&

•  Consider&and&discuss:&o The&range&of&issues&confron6ng&the&principal&and&special&educa6on.&

o Possible&causes.&o Poten6al&remedies&and&solu6ons.&


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move into your assigned groups, take 1 minute to review the directions for the activity, and let me know if you have any questions. Now that you have reviewed the activity, appoint a timekeeper to stay on schedule. Also, one person should be ready to summarize for the class the three key ideas that you learned about through this activity. After the group work is completed, give each group an opportunity to share their three key ideas. As they share, identify overarching themes and summarize across responses. For example, students may share about Dispositions for Leading, Preparation, Time, and other demands as barriers. Slide 16—Leadership for Students With Disabilities

Leadership*for**Students*With*Disabili5es*

Key$responsibility$for$leadership:$Crea4ng$inclusive$schools$where$all$students$are$included$and$have$equitable$educa4onal$

opportuni4es.$$


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Slide 17—Promoting Collective Responsibility for Student Learning

During the last part of this introduction to school leadership, we provide an overview of the content of the next six anchor presentations so that you will see the big picture of the CEM. In the six subsequent sessions, we will review each of the areas on this slide in more detail. For example, the next two CEM PowerPoint presentations address understanding inclusion and facilitating an inclusive culture. Next, we address principal activities in providing instructional leadership for all students, including students with disabilities. We also address the topic of facilitating collaboration and involving parents of students with disabilities in the school. The last PowerPoint addresses the role of district leadership in supporting students with disabilities. All of these activities concurrently take place across district and schools with the goal of fostering positive and academic life outcomes for students with disabilities. These key ideas were drawn from IDEA, research, and logic. Although these ideas apply to schools in general, we focus on leadership to address the unique needs of students with disabilities.

Promo%ng(Collec%ve(Responsibility((for(Student(Learning(

Provides)Instruc/onal)Leadership)

Facilitates)Inclusive)Culture)(2)parts))

Facilitates)Collabora/on)

Involves)Parents)&)Community)

Academic(&((Life(

Outcomes(

School(Leadership()

District(Leadership(


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Slide 18—1. Facilitates an Inclusive Culture

The first key dimension for leading for special education is to create an environment in which we all feel welcomed and included. This includes students with disabilities, their parents and teachers, and related services personnel. In an ideal setting, students with disabilities and their families are welcome like any other student, and their questions and concerns are addressed as well. In an inclusive culture, special and general education teachers see their roles teaching students with disabilities with as little separation as possible. Students with disabilities also participate in the same ways that other students participate—by participating in assemblies, special events, extracurricular activities, etc. These students fully participate in all aspects of school life, including extracurricular activities, and they are given the supports that they need to succeed academically, behaviorally, socially, and personally.

1.#Facilitates#an#Inclusive#Culture#!

•  All#educators#foster#a#culture#in!which!all!students!are!welcomed!and!experience!a!sense!of!belonging!in!the!school.!

•  All#educators#ac6vely#support#the#par6cipa6on#of#students#with#disabili6es#in!the!academic!and!social!communi7es!of!the!school.!

•  All!educators!create!supports#that!give!students!with!disabili7es!an!opportunity!to!achieve!(McLeskey,!Rosenberg,!&!Westling,!2013).!


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Slide 19—Example

This quote illustrates the Impact the principal can have in a school from the perspective of a special educator. Principals are key in how others in the school see inclusion—they may influence whether others see inclusion in a positive or a negative light.

Example(

."."."“If"staff"members"in"a"building"know"that"the"site"administrator"supports"inclusive"educa;on"and"expects"teachers"to"collaborate"with"special"educators"and"to"teach"special"educa;on"students,"then"resistance"to"inclusivity"is"diminished."The"opposite"also"was"felt"to"be"true."Any"sugges;on"or"inclina;on"that"inclusivity"was"op;onal"permission,"of"sorts,"for"marginal"support"of"inclusive"educa;on"efforts”"(YorkDBarr,"Sommerness,"Duke,"&"Ghere,"2005,"p."208)."


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Slide 20—2. Provides Instructional Leadership

A key responsibility is providing instructional leadership that supports all teachers and learners. Principals work to create safe and orderly schools through clear discipline policies. They send a clear message that it is the responsibility of staff to make sure that all students have the best possible opportunities to work toward and achieve the state standards set for all students. Principals are also in the position to emphasize the importance of a quality education, the efficient use of instructional time, and evidence-‐based practices (EBPs)—those educational practices that have been shown by research to make a difference in student learning. One way that principals can ensure that all students are having their needs met is to create multi-‐tiered systems of supports (MTSS). These school-‐wide (and sometimes district-‐ or state-‐wide systems) can be used to identify students who are not responding well to clear behavioral and academic expectations by monitoring progress, differentiating instruction, and providing additional supports to students who need it. In the instructional leadership session, we will provide more detail about these systems.

!2.!Provides!Instruc1onal!Leadership!!

!•  Facilitates)safe)and)orderly)schools.)•  Ensures)academic)press.)•  Supports)learning)standards)for)all)students.)

•  Supports)quality)educa9on)and)use)of)evidence;based)prac9ces)(EBPs).)

•  Creates)mul9;9ered)systems)of)supports)(MTSS).)


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Slide 21—Example

In this example, we note the role of the principal in helping teachers use data to make instructional decisions across curricular areas. Read example. In a future part of this CEM, we will study an example in more detail.

Example(The$principal$noted$that$as$the$teachers$at$“Hawk’s$

Nest$Elementary$began$examining$student$data$in$

reading$and$designing$interven>ons$based$on$these$

data;$they$also$began$transforming$their$teaching$

prac>ce.$Over$>me,$this$prac>ce$of$using$data$to$make$

instruc>onal$decisions$has$become$‘ingrained$in$the$

culture’$at$Hawk’s$Nest$and$is$used$across$curricular$

areas.$This$has$resulted$in$more$frequent$use$of$

evidenceFbased$instruc>onal$approaches$and$the$

reorganiza>on$of$the$school$schedule$to$allow$more$

>me$for$coFtaught$classrooms”$(Hoppey$&$McLeskey,$

2013,$p.$7).$


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Slide 22—3. Supports Teaching Effectiveness

Principals also have responsibilities in working to create the contexts that support effective teaching and student learning. Teachers need opportunities to teach without minimal interruptions, schedules that allow for teacher collaboration and learning, appropriate curricular and instructional materials, and technology supports. Principals have important roles in facilitating the conditions that support special educators’ work. They need to work with special educators to clarify their roles and work to create schedules that allow them to teach and work effectively with others. Principals also work with central office staff to make sure that teachers have appropriate curricular supports and that learning sequences are aligned within and across grades as well as ensure that teachers have appropriate materials, resources, and technology. Efficient data systems allow everyone in the school to assess how students are doing and use this data in planning instruction. Finally, it is essential that teachers and staff have opportunities to learn that are designed to increase student learning and achievement.

!3.!Supports!Teaching!Effec5veness!

!•  Understanding+of+special+educators’+work.+•  Schedules+for+collabora9on+and+teacher+learning.+

•  Opportuni9es+to+teach+(e.g.,+minimal+interrup9ons).+

•  Curricular+supports.+•  Appropriate+instruc9onal+materials,+resources,+and+technology.+

•  Efficient+data+systems.++•  Opportuni9es+to+learn.+


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Slide 23—Examples

All teachers need opportunities to teach; however, special education teachers have unique challenges. Here are five areas that negatively impact teachers’ work. Planning before the school year begins can help with creating teaching and collaboration schedules that support teachers’ work. We will discuss solutions later in this CEM.

Examples)

Many%special%educa.on%teachers%struggle%with:%•  Schedules%that%do%not%support%collabora.on.%•  Highly%fragmented%roles.%•  Inadequate%.me%to%teach.%

•  Teaching%assignments%that%span%mul.ple%subjects%and%grades.%

•  Compliance%and%paperwork%responsibili.es%that%detract%from%instruc.on.%


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Slide 24—4. Facilitates Collaboration

In the earlier example at Hawk’s Nest, teachers work together analyzing data and designing interventions for students and then monitoring how they do. Special educators are part of this collaboration as well, and supporting general and special education teacher collaboration sends the message that everyone involved is part of planning for students with disabilities. More specifically, principals support special and general educator collaboration by structuring time, schedules, resources for planning, and co-‐teaching. Often, planning prior to the start of school is necessary to ensure that time for collaboration and co-‐teaching is built into the schedule. By focusing on collaboration that supports student learning, principals help to create a culture focused on student learning.

4.#Facilitates#Collabora0on#•  Fosters'collabora,on'across'all'in'the'school.'

•  Supports'special'and'general'educator'collabora,on:'o Structures',me,'schedules,'resources'for'planning'and'co:teaching.'

•  Recognizes'that'collabora,ve'cultures'focused'on'student'learning'is'part'of'professional'development'(PD).'


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Slide 25—Example

In this example, a special educator discusses the importance of principal support for collaboration. Read quote.

Example(“As$a$special$educa-on$teacher,$I$think$it’s$very$important$that$a$principal$or$any$administrator$be$behind$you$to$support$you$in$giving$you$opportuni-es$to$plan$with$the$general$educa-on$teacher$.$.$.$.$Also$he$has$worked$with$the$teachers$to$listen$to$them$about$what$their$needs$are.$We$have$brainstormed$ideas$of$ways$we$can$improve$in$collabora-on.$Many$-mes$we’ve$tried$to$look$ahead$for$the$coming$year.$We$try$to$cluster$our$students$in$ways$in$the$general$classroom$so$that$we$can$best$meet$their$needs.$That’s$very$helpful$for$the$special$educator$especially$if$we’re$trying$to$do$inclusion”$(The$IRIS$Center,$2015,,$p.$3).$$


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Slide 26—Examples

Planning for collaboration includes considering the specific activities that general and special education teachers play in supporting students with disabilities. Here are examples of collaborative work both in and out of class. Read or paraphrase slide content. Later in this CEM, more will be provided on how principals can support collaboration.

Examples)•  In)class:"General"educa,on"teachers"may"receive"in5class"direct"

support"from"a"co5teacher"or"paraeducator."Page"High"School"in"Franklin,"Tennessee,"a"Beacons"of"Excellence"school,"has"some"classrooms"with"shared"teachers"who"provide"strategies"and"modifica,ons"while"general"educators"teach"content."

"•  Outside)of)class:"Special"educa,on"and"general"educa,on"

teachers"can"regularly"communicate"as"peer"coaches"or"mentors,"with"special"educa,on"teachers"providing:""o  Teaching"strategies."o  Advice"on"curriculum"modifica,ons."o  Behavior"management"strategies."o  Assessment"strategies."o  Moral"support.""The"IRIS"Center,"2015,"p."3""


34

Slide 27—5. Involves Parents & Community

Unfortunately, some administrators and parents of students with disabilities end up in disputes over components of their child’s IEP or program. An effective way to effectively work with parents and avoid disputes is beginning your relationship with them by welcoming them and their child to the school, getting to know their child and their needs by sitting in IEP meetings, and listening to their perspectives. Incorporating varied cultures into schools also provides a welcoming environment for students and families from diverse backgrounds. Leaders also need to have knowledge about parent rights in special education (e.g., ensuring their participations in decisions affecting their child). Leaders can also encourage teachers to provide opportunities for parents to be engaged and support their child’s learning.

5.#Involves#Parents#&#Community#

•  Welcome'parents,'learn'about'child,'and'listen.'

•  Incorporate'family'cultures'into'schools.'

•  Know'about'parents’'rights'to'be'informed'and'par<cipate'in'decisions.''

•  Encourage'parents'to'support'their'child’s'learning.'


35

Slide 28—Example

Blue-‐Banning and colleagues (2004) conducted a study of parents of students with disabilities, and here is a quote from a parent in this study. Read quote.

Example(Parent'of'a'child'with'a'disability:'“The'first'thing'is'to'listen'to'us'.'.'.'because'we'know'our'kids'be;er'than'anybody'.'.'.'.'I'think'some'of'these'people'have'preconceived'no@ons'about'everything'.'.'.'.'So'if'I'tried'to'say,'to'tell'them'[professionals'something],'it’d'be'LISTEN'TO'ME”''BlueMBanning,'Summers,'Frankland,'Nelson,'&'Beegle,'2004'


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Slide 29

Please review this 2-‐minute video as a wrap-‐up to the session and identify examples of leadership dimensions that reinforce what we discussed in this session. After the video, I will ask each of you to share one key item that you learned about leadership for students with disabilities from this session.

h"ps://www.youtube.com/watch?v=TBZjS7UXVb4??

Which%of%the%five%dimensions%of%leadership%do%you%see%included%in%this%

video?%


37

Slide 30—References

References(Bays,&D.&A.,&&&Crocke1,&J.&B.&(2007).&Inves;ga;ng&instruc;onal&leadership&for&special&

educa;on.&Excep&onality,&15(3),&143H161.&doi:10.1080/09362830701503495&&&&

Billingsley,&B.,&McLeskey,&J.,&&&Crocke1,&J.&B.&(2014).&Principal2leadership:2Moving2toward2inclusive2and2high<achieving2schools2for2students2with2disabili&es&(Document&No.&ICH8).&

Retrieved&from&University&of&Florida,&Collabora;on&for&Effec;ve&Educator,&Development,&

Accountability,&and&Reform&Center&website:

h1p://ceedar.educa;on.ufl.edu/tools/innova;onHconfigura;ons/&

&&

BlueHBanning,&M.,&Summers,&J.&A.,&Frankland,&H.&C.,&Nelson,&L.&L.,&&&Beegle,&G.&(2004).&

Dimensions&of&family&and&professional&partnerships:&Construc;ve&guidelines&for&

collabora;on.&Excep&onal2Children,&70(2),&167H184.&&&&

Boscardin,&M.&L.,&&&Lashley,&C.&(2012).&Expanding&the&leadership&framework:&An&

alternate&view&of&professional&standards.&In&J.&B.&Crocke1,&B.&S.&Billingsley,&&&M.&L.&

Boscardin&(Eds.),&Handbook2of2leadership2and2administra&on2for2special2educa&on2(pp.&37H51).&New&York,&NY:&Routledge.&&&

&&

Council&of&Chief&State&School&Officers.&(2008).&Educa;onal&leadership&policy&standards:&

Interstate&School&Leadership&Licensure&Consor;um&(ISLLC&2008).&Retrieved&from&

h1p://www.npbea.org/projects.php&&&

&&&


38


References(Crocke',)J.)B.)(2002).)Special)educa8on’s)role)in)preparing)responsive)leaders)for)inclusive)schools.)Remedial(and(Special(Educa/on,)23(3),)157D168.)))Friend,)M.,)&)Shamberger,)C.))(2011).)Inclusion.)In)T.)L.)Good)(Ed.),)Twenty7first(century(educa/on:(A(reference(handbook((Vol.)II,)Part)XI,)Ch.)64;)p.)124D131).)Thousand)Oaks,)CA:)Sage.))))Hoppey,)D.,)&)McLeskey,)J.)(2013).)A)case)study)of)principal)leadership)in)an)effec8ve)inclusive)school.)The(Journal(of(Special(Educa/on,)46(4),)245D256.)))Individuals)With)Disabili8es)Educa8on)Act,)20)U.S.C.)§)1400)(2004).)))The)Iris)Center.)(2015).)Effec/ve(school(prac/ces:(Promo/ng(collabora/on(and(monitoring(students’(

academic(achievement.)Retrieved)from)h'p://iris.peabody.vanderbilt.edu/module/esp/))Louis,)K.,)Leithwood,)K.,)Wahlstrom,)K.,)&)Anderson,)S.)(2010).)Inves/ga/ng(the(links(to(improved(

student(learning:(Final(report(of(research(findings.(Minneapolis:)University)of)Minnesota.)))McLaughlin,)M.)J.,)Krezmien,)M.,)Zablocki,)M.,)&)Miceli,)M.)(2007).)The(educa/on(of(children(with(disabili/es(and(interpreta/ons(of(equity:(A(review(of(policy(and(research.)Paper)developed)for)The)Campaign)for)Educa8onal)Equity,)Teachers)College,)Columbia)University:)New)York,)NY.))))McLeskey,)J.,)Landers,)E.,)Williamson,)P.,)&)Hoppey,)D.)(2012).)Are)we)moving)toward)educa8ng)students)with)disabili8es)in)less)restric8ve)sejngs?)Journal(of(Special(Educa/on,(46(3),(131D140.)doi:10.1177/0022466910376670))))


39


References(McLeskey,)J.,)Rosenberg,)M.,)&)Westling,)D.)(2013).)Inclusion:*Effec.ve*prac.ces*for*all*students.*Boston,)MA:)Pearson.))

))

NaDonal)Center)on)EducaDonal)Outcomes.)(2013).)Alternate)assessments)for)students)with)disabiliDes.*Retrieved)from)hOp://www.cehd.umn.edu/nceo/topicareas/alternateassessments/altassesstopic.htm)

))

Sanford,)C.,)Newman,)L.,)Wagner,)M.,)Cameto,)R.,)Knokey,)A.)M.,)&)Shaver,)D.)(2011).)The*post9high*school*outcomes*of*young*adults*with*disabili.es*up*to*6*years*a@er*high*school.*Key*findings*from*the*Na.onal*Longitudinal*Transi.on*Study92*(NLTS2)*(NCSER)2011T3004).)Menlo)Park,)CA:)SRI)InternaDonal.))

))

Silverstein,)R.)(2000).)Emerging)disability)policy)framework:)A)guidepost)for)analyzing)public)policy.)Iowa*Law*Review,)55(5),)1757T1784.))

*Sindelar,)P.,)Shearer,)D.,)YendolTHoppey,)D.,)&)Liebert,)T.)(2006).)The)sustainability)of)inclusive)school)reform.)Excep.onal*Children,)72(3),)317T331.)))

Thurlow,)M.)L.,)&)Johnson,)D.)R.)(2011).)The*high*school*dropout*dilemma*and*special*educa.on*students.)Santa)Barbara,)CA:)UC)Santa)Barbara,)California)Dropout)Research)Project.)Retrieved)from)hOp://www.cdrp.ucsb.edu/pubs_reports.htm))

))

Thurlow,)M.)L.,)Quenemoem,)R.)F.,)&)Lazarus,)S.)S.)(2012).)Leadership)for)student)performance)in)an)era)of)accountability.)In)J.)B.)CrockeO,)B.)S.)Billingsley,)&)M.)L.)Boscardin)(Eds.),)Handbook*of*leadership*and*administra.on*for*special*educa.on)(pp.)3T16).)New)York,)NY:)Taylor)&)Francis.)))

)

)


40


References(Turnbull,(A.((2013,(October(9).(Enviable)lives.([Video(file].(Retrieved(from(hBps://www.youtube.com/watch?v=yTIaHW1IyTo((*Williams,(J.(L.,(Pazey,(L.(S.,(&(Yates,(J.(R.((2013).(The(enemy(among(us:(Do(school(administrators(perceive(students(with(disabiliYes(as(a(threat?(NASSP)Bulle1n,(97(2),(139Z165.(doi:10.1177/0192636512473507(((YorkZBarr,(J.,(Sommerness,(J.,(Duke,(K.,(&(Ghere,(G.((2005).(Special(educators(in(inclusive(educaYon(programmes:(Reframing(their(work(as(teacher(leadership.(Interna1onal)Journal)of)Inclusive)Educa1on,(9(2),(193Z215.((((*Jigsaw(AcYvity(

(


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