Special Education - School Administrators of Iowa

Moving from
Compliance to Results
Turn to a Partner
• What are the first words you think of
when you hear the words “special
• What is the purpose of special
Special Education:
It’s All About Results
Video Discussion Guide
In groups of 3 to 4 answer first three questions on the
discussion guide
At Your School…
• Why do you evaluate students for special
• What does specially designed instruction look like?
• What happens in an IEP meeting?
• Is co-teaching effective?
• Do special education students have access to all
instructional services provided to regular education
o Title 1, At-risk, RTI/MTSS
Five Things You Can Do
• Include special education teachers in the same PD the core
content area teachers are receiving
• Make sure students are grouped for instruction when pulled
out for specially designed instruction
• Do not blindly follow rules you are told that deny access to
special education students. Do your own research, don’t take
one person’s answer, push back, find someone you trust to
• Change the conversation in IEP meetings you attend. Ask
questions about progress in, and access to, content area
instruction. Use the CC rubrics from AEA 267.
• Evaluate instruction in special education classrooms by doing
more walk-throughs and provide support when the instruction
is not intensive and effective. Poor instruction must not be
• Use core curriculum assessments to guide
instructional decision making
o Example: School that moves students out of core
class because they are failing even though they
are showing more evidence of learning in the
core class with an F than in the special education
class with an A.
o Example: School that automatically removes Title
1 when student is entitled rather than adding
special education to the Title 1 services.
Stop Doing This
• Automatically placing students in special education
for a class period.
• Blindly adding 1:1 paras and never getting rid of
• Co-teaching without collaboration time
• One size fits all special education classes
• Removing special education teachers from the PD
regular education teachers receive
• Providing services based on Levels of students
Stop Doing This
• IEP meetings that are focused on grades,
attendance, and discipline
• IEP goals and progress monitoring that have no
connection to core curriculum
• Supporting practices that diminish results because
“they” said I had to do it this way
Do More of This
• Walk throughs of special education instruction to
ensure that it is rigorous and effective.
• Use assessments that align to core curriculum to
guide instruction
• Provide collaboration time between general
education and special education teachers.
• Involve special education teachers in core
curriculum PD.
• Use core curriculum rubrics at IEP meetings
• Provide the most qualified teacher for instruction
Next Steps
• Show the video to your staff and have them answer the
discussion questions in small groups
• “What Every Administrator Needs to Know about Special
Education” Class
• OSEP is moving to results driven accountability
o http://www2.ed.gov/about/offices/list/osers/osep/rd
• The Iowa Department of Education is collaborating with
AEAs and LEAs to create rubrics around special
designed instruction
o Diagnose, design, delivery, and engagement
o Will pilot rubrics in the next year with select districts
Last Thoughts for
• Say “yes” more than you say “no”
• Accept people pushing back
o If everyone is happy, you’re not
pushing enough
• Embrace your failures
o If you haven’t failed in the last year,
you are not doing enough

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