IDEA+Assignment

Fallon Melendez: If you guys disagree with how I did this assignment let me know and I'll change it! Thanks!!

__ Curriculum & Instruction __


 * The principal ensures that all individuals responsible for services stated in an individual child’s IEP understand them and are fully aware of how the IEP goals relate to the general education curriculum.

1. An activity a principal can set up to ensure all children have access to a high quality education is by having a staff meeting where a special education teacher explains the most predominant disabilities and how explain how it effects a child’s learning ability. Then show teaching strategies teachers can use to help these students learn. The special education teacher can go over the most frequent modifications/accommodations seen in IEPs’ and have them discuss what they mean exactly and how the general education teachers can deliver these services.


 * The principal ensures that effective, positive behavior support plans and interventions are available to all children, including those with special needs.

2. An initiative a principal can take is make sure more support is available for students who display more behaviors, whether they are behavioral or emotional. These support systems can teach them coping strategies for when they are becoming aggravated or frustrates, so it will not interfere with their learning. Then reinforce them when they display these new learned strategies/replacement behaviors. At the school I work at a PBS model we have is PRO gator, which stands for prepared, respectful, and on-time. It reinforces positive things students do and data has shown at 50% decrease in discipline referrals this year.


 * The principal understands the role of assistive technology and services in supporting instruction of children with disabilities and works with the LEA to ensure that the necessary assistive technology is available and used in instruction.

3. The principal can encourage general education teachers with students who use assistive technology to collaborate with the speech pathologist in the school to learn strategies to incorporate the assistive technology in their lessons to best support the students with disabilities.

__ Staff Development __


 * The principal encourages staff members to take part in professional development that will expand and enhance their skills in and knowledge or working with diverse learners, including children with disabilities.

1. At every staff development meeting a principal can take a few minutes to announce to his staff members what in-service and district classes are available that he/she feels would be beneficial for them to take. He can also have staff members who have taken them already tell everyone else how it has benefited their classroom management and teaching style, and students with and without disabilities.

2. The principal can also set up a page on the school website where teachers can post adaptations they have made in their classroom that are helping students with disabilities access the general education curriculum. Gym and Art teachers can post what developmentally age appropriate activities they are including that all students can participate in. Teachers could post questions or concerns they are having and have other teachers answer them.

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**__Curriculum and Instruction__**
====1. The principal has weekly, monthly or quarterly meetings with the special education teachers (with the teachers individually or with all of them as a whole) and they go over the students progress. The teachers talk about if there is new materials needed or if certain students are weak or excelling in certain areas and if there is anything he or she can do for those students. The principal tries to act as a supporter for the special education teachers.====
 * ====The principal is knowledgeable of curricular domain or critical skill area idenitified for a child in his or her IEP====

__** Staff Development **__
====1. The principal can have someone come in and speak to all the teachers. He or she can refresh teachers on possible disabilities of students, how to deal with them, how to help implement curriculum to work for them, etc. Also, the speaker can go over special technology that can be used in the classroom. For example, if someone who has hearing impairment and needs a microphone used, the speaker can instruct how to use it.==== ====2. The principal can have a nurse or someone in the medical field come in and speak to the teachers about first aid and what to do if the students are in trouble. He or she can give the teachers refreshers on the does and don't on when students are in trouble.====
 * ====The principal utilizes ongoing professional development to understand special education and related services====

Adam Peterson Curriculum and Instruction – The principal ensures, to the extent possible, the purchase of materials that are accessible to all children. 1. Principals must ensure that special education teachers possess the same texts, teacher’s manual’s and other curriculum materials as regular education teachers to allow children with disabilities access to general education curriculum. The principal works with the special education director to advocate for sufficient resources that support high quality instruction of children with disabilities in the common core of learning 1. Principals can apply for grants and subgrants to get materials to help improve the education of children with disabilities Staff Development – The principal encourages staff members to take part in professional development that will expand and enhance their skills in and knowledge of working with diverse learners, including children with disabilities. 1. A great thing that a principal could do is to model their commitment to expanding the knowledge in ESE by attending conferences, taking coursework, and inviting specialists to make presentations at staff meetings.

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Kindra Pinnace
 __Curriculum & Instruction __

 · ** The principal ensures that all children have access to a high-quality curriculum. ** <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. <span style="color: black; font-family: 'Times New Roman',serif; font-size: 12pt;">The principal can ensure that students have access to high-quality curriculum through regular classroom observations and consistent review of standards-based lesson plans. It is imperative that the principal be proficient in the use of the latest research-based strategies as well as necessary accommodations/modifications to ensure proper implementation. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> <span style="margin-left: 1.0in; mso-add-space: auto; mso-line-height-alt: 10.95pt; mso-list: l1 level2 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-indent: -.25in;"><span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2. <span style="color: black; font-family: 'Times New Roman',serif; font-size: 12pt;">The principal can allot time for common planning amongst subject area teachers. During this time, discussion and sharing of best practices can occur. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> __<span style="color: black; font-family: 'Times New Roman',serif; font-size: 12pt;">Staff Development __<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> <span style="margin-left: 0in; mso-line-height-alt: 10.95pt; mso-list: l0 level1 lfo2; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; tab-stops: list .5in; text-indent: -.25in;"> · ** <span style="color: black; font-family: 'Times New Roman',serif; font-size: 12pt;">The principal ensures time for special and regular educators, related service providers, early childhood educators, and paraprofessionals to participate together in professional development. **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> <span style="margin-left: 1.0in; mso-add-space: auto; mso-line-height-alt: 10.95pt; mso-list: l1 level2 lfo1; mso-margin-bottom-alt: auto; mso-margin-top-alt: auto; text-indent: -.25in;">** <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">3. **<span style="color: black; font-family: 'Times New Roman',serif; font-size: 12pt;"> During pre-school week or any mandated meeting time, principals can facilitate a training session for all faculty and staff. During said training, the principal can present proper approaches to ensure understanding and acceptance of all individuals and abilities. Then, faculty and staff could be assigned a typical scenario in which they are to role-play to practice newly-acquired skills. As a follow-up, teachers and staff could provide documentation of how and when they implemented the new strategies. This documentation can also provide information on whether the teacher thought they were successful in implementing the new techniques and whether or not they felt they needed additional training. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">