LAYING THE GROUNDWORK FOR FOCUSED DIRECTION
For this Discussion, you will assume the role of the special education leader. Considering the case scenario, address Fullan and Quinn’s elements for focusing direction as you begin to design a learning plan for addressing the mandates handed down by the district.
·Review the four elements of “Focused Direction” in Chapter 2 as you consider the mandates handed down by the district. Reflect on teaching and student learning and how you will involve everyone.
·Review the Case Scenario, focusing on the school’s current academic progress for students with exceptionalities.
·Review Choi et al. article focusing on the school-wide implementation of inclusive practices to improve student outcomes.
Post a learning plan addressing the elements of focusing direction:
·How will you develop a shared moral purpose and meaning focused on building relationships and getting all teachers to have a shared understanding?
·Identify the steps you will use to connect regular education teachers around the purpose.
Goals That Impact:
·Using the four-step approach to addressing the problem, outline your learning design plans to collect and monitor IEP goals and objectives.
·Clearly identify the purpose and goals for data collection and progress monitoring of IEP goals and objectives.
Clarity of Strategy:
·Identify the new collaborative plans for progress monitoring and data collection. Be sure the strategy/plans and steps are clear, specifying each member’s roles and responsibilities.
·Explain how you will facilitate the change process.
·Choi, J. H., Meisenheimer, J. M., McCart, A. B., & Sailor, W. (2016). Improving learning for all students through equity-based inclusive reform practices effectiveness of a fully integrated school-wide model on student reading and math achievement Links to an external site..?Remedial and Special Education, doi:10.1177/0741932516644054
·Walden University, LLC. (Producer) (2016c). Tracking data [Video file]. Walden University Canvas. https://walden.instructure.com
[music playing] FEMALE SPEAKER: Thank you all
for meeting with me today. As you’ve heard, the
federal government has mandated states to set
up accountability systems for students who are
on IEPs and IFSPs to ensure they’re
making progress. FEMALE SPEAKER: This came up at
the state special ed directors meeting, so we all
knew this was coming. This will include all of
our children in our birth through three programs,
our preschool programs, as well as our K through 12
students in special education. FEMALE SPEAKER: That’s right. This is going to be a big
change for our staff, especially our early childhood
special education staff, since Part C and Part
B regulations always seem to be changing. MALE SPEAKER: Oh, great. Our early childhood
special education staff are already overwhelmed
with paperwork. Now what else do
they have to do? FEMALE SPEAKER:
The states mandated that the districts
set up a database to collect ongoing data about
IEP goals and objectives, as well as IFSP outcomes for
all children and students who receive special education or
early intervention services. This system will
monitor progress and keep special
education professionals accountable for
creating intervention plans for those students
not making progress. MALE SPEAKER: I don’t see
how this is going to help. FEMALE SPEAKER: It
really is in the best interest of the students. I’m hopeful that
this process will be helpful for the education
teachers and not a hindrance. MALE SPEAKER: I’m glad you
can be positive but I doubt the staff will see it that way. FEMALE SPEAKER: In any case,
I’m asking you to work together to create a strategic
plan for how you will deliver this news at
our next staff development day. And plan a staff
training session soon after so they can
learn the new system. FEMALE SPEAKER:
We can handle it. MALE SPEAKER: Yeah, we can
put something together. FEMALE SPEAKER: It’s
important that this be presented in a positive
way, with clear goals, so that we can make this
change as smooth as possible.