Administrators are important members of the IEP team. A principal, assistant principal, or special education director is required to participate and serve as a representative of the school. The representative’s role is to address district policies and ensure that funds and resources are available to implement the IEP within the requirements of the law. As a leader on the campus, the representative plays an important role in discipline and supporting teachers and families.

Allocate at least 2.5 hours in the field to support this field experience.

Because this course does not require you to have a fingerprint clearance card, your field experience must be completed before or after school, or during another designated time when students are not present.

Interview a school administrator at the educational level (K- 12) of your program about the IEP process and special education services at their school. Use the following questions in your interview:

Characteristics and Services:

• What are the characteristics of individuals with disabilities whom you serve (including gifted as well as those with disabilities)?
• What are the educational, developmental, and medical services available for individuals with disabilities on your campus?

Collaboration and Professional Development:

• What do you do to support both special education and general education teachers in the IEP process?
• What other stakeholders do you bring into the IEP process for collaboration purposes?
• What professional development is available for staff regarding special education policies, services, and educational strategies? Is there training specifically on confidentiality on your campus? If so, who leads this training, and how often is it required for your staff?

Family Support:

• What do you do to support families of individuals with disabilities?

Special Education Law and Behavioral Issues:

• What do you do, as an administrator, to stay current on special education law?
• What is the process of handling behavioral issues for students with disabilities?

If you need additional hours to complete your field experience, and if there is an opportunity, you may interview more than one administrator and compile the responses.

You may also meet with an administrator before or after school to attend a professional development session, if the administrator approves it.

In 250-500 words, summarize and reflect upon your interview. Explain how you will use your findings in your future professional practice related to using collaboration and other best practices to meet the needs of students with disabilities in the school-based setting, citing specifically how you plan to collaborate with administrators.

Prepare this assignment according to the guidelines found in the GCU Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Interview:

Characteristics and Services:

• What are the characteristics of individuals with disabilities whom you serve (including gifted as well as those with disabilities)? -Intelligent, eloquent, determined, outspoken, creative, problem solvers, caring, observant
• What are the educational, developmental, and medical services available for individuals with disabilities on your campus? Counseling/Therapeutic Wrap-around services, school nurse, vision bus services, dental van services, Multi-Tiered system of support, access to Assistive Technology, Vision Support Services, Occupational Therapy, Physical Therapy, Speech Therapy, Co-Teaching, Instructional Pull-out, Orton-Gillingham Phonics support program, small group environment in each classroom, positive behavior school support plan, Second Step Curriculum, Social Worker, para support, access to English as a Second Language certified teachers, access to Gifted Certified teachers, 1:1 technology

• What do you do to support both special education and general education teachers in the IEP process? Teachers are provided clear intervention plans, accommodation plans, and direct instruction and coaching as needed. Case managers engage in planning with General Education Teachers.
• What other stakeholders do you bring into the IEP process for collaboration purposes? Occupational Therapist, tutors, SST/504 chair, Assistive Technology, gifted coordinator, therapist, speech pathologist, vision specialist-it depends on the student’s needs and the services and supports that they receive in school and outside of school.
• What professional development is available for staff regarding special education policies, services, and educational strategies? Is there training specifically on confidentiality on your campus? If so, who leads this training, and how often is it required for your staff? Social Worker leads training on student confidentiality, SELT provides training, Gifted coordinator, SST chair, SEL director, instructional coaches. Also, trainings are available through APS.

Family Support:

• What do you do to support families of individuals with disabilities? Meet with them to discuss strategies and progress, provide copies of plan information and keep them updated through teacher and administrator communication.

Special Education Law and Behavioral Issues:

• What do you do, as an administrator, to stay current on special education law? Attend yearly and monthly training provided by the county.
• What is the process of handling behavioral issues for students with disabilities? We have a process that engages the culture team after the first infractions, then the support team, FBA/BIP is iniated once a pattern or severity triggers this process. Students are limited to 5 days of exclusion from access to class due to discipline issues.