The information that was presented on special education,
IDEA, 504 and RTI was eye opening. I was
made mindful of the importance of being aware of all students and their
needs. This information made it clear
why when a student struggles, that immediate recommendation form special
education screening is not the best first step. “The RTI philosophy centers on prevention at
the first sign of academic or behavioral risk, before it is too late and too
costly or difficult to remediate” (Martinez, Nellis, & Prendergast, 2006,
p. 3). First, we need to understand why
the student is not being successful and find solutions that will help support
their needs.
The assignments for this class required me to become
aware of the process for evaluating a student (Joseph) for special education
services and the laws regarding student and teacher discipline. The Individual Education Plan (IEP)is a guide
used to help the ARD team make instructional decisions regarding students who
qualify for special education services as mandated by the Individuals with
Disabilities Education Improvement Act of 2004 (IDEIA). I had to consider all information provided by
the committee members making sure everyone had input into the student’s IEP
during the assignments. Once signed by
team members, the IEP becomes a legally binding agreement between the school
district, student and parents (Ketterlin-Geller, Alonso, Brown-Monegan, &
Tindal, 2007). When regular education
teachers receive an IEP, it must be viewed as a source of information on the
accommodations or modification necessary for the student to succeed. Each week in this class new information was
presented that made me realize the IEP was not being followed. As I worked through this process, I would
talk with my campus diagnostician. I was
empathetic to the parent’s point of view and frustration because I am a parent
of a special education child. Being a
former special education teacher, I understand the frustration of regular
education teachers not understanding the IEP fully and that it is a legal
document.
The significance of the intervention plan to student
success has made me aware of how the faculty and staff need to work together to
determine which interventions are best for each student. It is vital to look at the whole student and
put those needs first. As a campus leader, I want my faculty to be knowledgeable
about the RTI process as well as 504 and special education. For this to be attainable, I will have to
provide professional development about all of these programs. When choosing and planning this professional
development it is important to remember that is should be clear and easily
understood not in jargon that can be confusing.
I think having a written outline of the processes would be very helpful
to first year teachers and even veteran teachers who are new to a school
district.
Ketterlin-Geller, L.R., Alonso, J., Brown-Monegan, J.,
& Tindal, G. (2007). Recommendations for accommodations: Implications of
(in)consistency. Remedial and Special
Education, 28(4), 194-206.
Martinez, R.S., Nellis, L.M>, & Prendergast,
K.A., (2006). Closing the achievement gap
series, part II: Response to intervention (RTI) – Basic elements, practical
application, and policy recommendations. Education Policy Brief, 4(8),
Center for Evaluation and Education Policy, Indiana University. (ERIC Document
Reproduction Service No. ED 495749).
