Implementing IDEA: A Principal's Guide

IDEA A Guide for Principals ImplementingI m p The Council for Exceptional Children is proud to be a primary partner of the ILIAD Partnership Project, which involves educational and related services associations that are working together to provide needed information, ideas, and te...

IDEA A Guide for Principals ImplementingI m p The Council for Exceptional Children is proud to be a primary partner of the ILIAD Partnership Project, which involves educational and related services associations that are working together to provide needed information, ideas, and technical assistance to imple- ment the Individuals with Disabilities Education Act of 1997 (IDEA ’97). The develop- ment of this publication was supported by the ILIAD Partnership Project, which is funded by the Office of Special Education Programs, U.S. Department of Education. All materi- als disseminated from this partnership have been reviewed by the Office of Special Edu- cation Programs. Funding comes from the U.S. Department of Education, Office of Special Education Pro- grams (Cooperative Agreement No. H326A80005). This document was reviewed by the U.S. Office of Special Education Programs (OSEP) for consistency with the Individuals with Disabilities Education Act Amendments of 1997 (IDEA). The contents of this docu- ment do not necessarily reflect the views or policies of the Department of Education, nor does mention of other organizations imply endorsement by these organizations or the U.S. Government. This document is available in alternative format, upon request—Braille, large print, and diskette. !"#$%"%&'(&)**!"#$%"%&'(&)**!"#$%"%&'(&)**!"#$%"%&'(&)**!"#$%"%&'(&)** !+,-!+,-!+,-!+,-!+,- !" !"#$%"#& # !"#$%"%&'(&)*!"#$%"%&'(&)*!"#$%"%&'(&)*!"#$%"%&'(&)*!"#$%"%&'(&)* *!+,-*!+,-*!+,-*!+,-*!+,- A Guide for Principals In 1997, the Individuals with Disabilities Education Act (IDEA), Public Law 105-17, was reauthorized and amended. The changes made to IDEA affect the way administrators, teachers, related services providers, early child- hood educators, and parents go about the important work of providing quality education, special education and related services, and early inter- vention for children with disabilities. The principal ’s role is critical to success as public schools strive to meet the challenge of implementing the new IDEA requirements. Through their lead- ership, principals can ensure that the school organization, climate, and staff development activities, as well as curriculum, instruction, and assessment practices reflect research on effective schooling and sound practice. In the context of IDEA, principals – along with other school staff members – also must make sure that school practices meet legal requirements. The National Association of Elementary School Principals (NAESP), in col- laboration with the IDEA Local Implementation by Local Administrators Partnership (ILIAD) project, has developed this document, Implementing IDEA: A Guide for Principals , to provide guidance on ensuring quality special education services and early intervention to building principals in elementary and middle schools. Implementing IDEA: A Guide for Princi- pals sets forth standards of excellence that directly relate to implementing IDEA and presents guidelines for principals to use when assessing them- selves and their school community. It is intended that the standards and guidelines in this document be used to assess quality practices and guide program improvement. The provision of special education, related services, and early intervention is considered integral to the total school program. Thus, this document is designed to be used in conjunction with other NAESP standards guides: !"#$%"%&'(&)**!"#$%"%&'(&)**!"#$%"%&'(&)**!"#$%"%&'(&)**!"#$%"%&'(&)** !+,-!+,-!+,-!+,-!+,- $ A Guide for Principals •Standards for Quality Elementary and Middle Schools: Kindergarten Through Eighth Grade . • Early Childhood Education and the Elemen- tary School Principal: Standards for Quality Programs for Young Children . Implementing IDEA: A Guide for Principals supplements these previous documents by emphasizing the pivotal importance of build- ing principals in ensuring that special educa- tion, related services, and early intervention are integrated and operationalized through- out the regular school program. A final caveat: Implementing IDEA: A Guide for Principals provides a look at the new IDEA requirements in the context of quality standards and guidelines for principals. NAESP believes that the standards and guidelines in Implementing IDEA: A Guide for Principals – if implemented – will result in high quality special education, related services, and early intervention being provided to children with disabilities. However, Implementing IDEA: A Guide for Principals s h o u l d n o t b e v i e w e d as a compliance guide. Indeed, there are many aspects of IDEA compliance that are not ad- dressed in this document. Rather, this docu- ment is designed for use in assessing program quality and considering program improve- ment. !"#"$%&'"()*%+*)," -%%. Implementing IDEA: A Guide for Principals is a product of the IDEA Partnerships Project, which comprises four national projects funded by the U.S. Department of Education ’s Of- fice of Special Education Programs (OSEP) to deliver a common message about the imple- mentation of the 1997 reauthorization of IDEA. One of those partnerships is the ILIAD project at the Council for Exceptional Chil- dren (CEC). NAESP is a partner in the ILIAD project. As one of the ILIAD activities, NAESP in 1999 convened the IDEA Guidelines Committee, a group composed of elementary and middle school principals. The Guidelines Committee worked to generate content and reach con- sensus on standards for principals that re- flected the provision of high quality special education, related services, and early inter- vention for children with disabilities. A draft was written and reviewed for consistency with federal law. A second draft was submit- ted for field review and for review to help ensure consistency with IDEA. The work of the Guidelines Committee was directed by the following premises, espoused in previous NAESP documents. They are: • A quality school program must respond to the needs of the individual children who attend that school. • Quality guidelines should reflect the re- search on effective schools, the practical knowledge of principals in schools serving preschool through eighth grade children, and the insights of other professionals who work with children daily. • Since quality schools do not exist in isola- tion from the rest of the community, ideas and opinions also should be solicited from other stakeholders who share an interest in the success of schools. % !"#$%"%&'(&)*!"#$%"%&'(&)*!"#$%"%&'(&)*!"#$%"%&'(&)*!"#$%"%&'(&)* *!+,-*!+,-*!+,-*!+,-*!+,- A Guide for Principals • Assessment and planning for improvement are most effective when they take place at the individual school. • Quality schools recognize and value im- proved child performance and continually seek better ways of meeting the changing needs of their children and their commu- nities. • Quality elementary and middle schools may be organized and operated in differ- ent ways. However, quality schools share a set of basic characteristics, which form the core of the NAESP standards. The present document is organized around the same categories identified in the general standards for quality elementary and middle schools. They are: • School organization. • Leadership. • Curriculum and instruction. • Staff development. • School climate. • Assessment. In each section, the NAESP-developed stan- dards and guidelines may be applied to all grades, including preschool aged children (aged three to five) who may be served in community-based settings (e.g., Head Start, child care, and preschool). Principals who choose to use them should view this docu- ment as extending the standards put forth in the other NAESP documents to the provi- sion of special education, related services, and early intervention. Tw o a p p e n d i c e s a r e i n c l u d e d t h a t a r e d e - signed to assist principals who choose to implement the NAESP-developed standards and guidelines. Appendix A contains a check- list that principals or other stakeholders may use to assess the extent to which their school meets the NAESP-developed quality stan- dards and guidelines. [Note: These quality standards and guidelines were developed by NAESP and are not required by OSEP or the U.S. Department of Education.] Appendix B includes excerpts from the text of the IDEA regulations referenced in this guide. NAESP believes that Implementing IDEA: A Guide for Principals w i l l a s s i s t p r i n c i p a l s a n d their entire school communities in educating children with disabilities in their neighborhood schools and in partnership with early child- hood community-based programs, as appro- priate. We invite principals to use these stan- dards and guidelines to strengthen their ex- isting programs. /%()01)2 !"#$%&"'()**%+$"#$%&(%,(-'./.&#"0!"#$%&"'()**%+$"#$%&(%,(-'./.&#"0!"#$%&"'()**%+$"#$%&(%,(-'./.&#"0!"#$%&"'()**%+$"#$%&(%,(-'./.&#"0!"#$%&"'()**%+$"#$%&(%,(-'./.&#"0 11111 2+3%%'(40$&+$5"'*(6!)-2472+3%%'(40$&+$5"'*(6!)-2472+3%%'(40$&+$5"'*(6!)-2472+3%%'(40$&+$5"'*(6!)-2472+3%%'(40$&+$5"'*(6!)-247 1615 Duke Street Alexandria, VA 22314-3483 703-684-3345 800-38-NAESP www.naesp.org 89-)(:%+"'(8/5'./.&#"#$%&(;1(:%+"'89-)(:%+"'(8/5'./.&#"#$%&(;1(:%+"'89-)(:%+"'(8/5'./.&#"#$%&(;1(:%+"'89-)(:%+"'(8/5'./.&#"#$%&(;1(:%+"'89-)(:%+"'(8/5'./.&#"#$%&(;1(:%+"' )))))</$&$*#0"#%0*(68:8)97</$&$*#0"#%0*(68:8)97</$&$*#0"#%0*(68:8)97</$&$*#0"#%0*(68:8)97</$&$*#0"#%0*(68:8)97 Council for Exceptional Children 1110 N. Glebe Road, Suite 300 Arlington, VA 22201-5704 877-CEC-IDEA 866-915-5000 (TTY) www.ideapractices.org !"#$%"%&'(&)**!"#$%"%&'(&)**!"#$%"%&'(&)**!"#$%"%&'(&)**!"#$%"%&'(&)** !+,-!+,-!+,-!+,-!+,- & A Guide for Principals For more than two decades, principals have been meeting both the intent and the spirit of federal law as it relates to educating children with disabili- ties. They have been creating schools that welcome all children and hold high expectations for all children ’s learning and progress. The IDEA re- quirements present an opportunity for principals to continue to strengthen special education, related services, and early intervention for children with disabilities. IDEA ’97 states more emphatically than previous versions of the law that children with disabilities are full participants in the school program. High expectations are held for all children with disabilities. There is an explicit assumption that children with disabilities will participate and progress in the general education curriculum, as appropriate, and that preschool chil- dren will participate in appropriate activities. Additionally, it is assumed that children with disabilities will participate in extracurricular school-sup- ported activities, and that they will learn and develop with their nondisabled peers. IDEA supports children ’s participation and progress by providing for special education and related services, supplementary aids and services either to the child or on behalf of the child, and program modifications or supports for school personnel. Perhaps the most significant change in the new IDEA is the clarification of special education as a service and not a place. Special education is defined as specially designed instruction, provided at no cost to the parents, to meet the unique needs of a child with a disability, including instruction con- ducted in the classroom, in the home, in hospitals and institutions, and in other settings, and instruction in physical education. 34 C.F.R. §300.26. Special education includes each of the following if it is specially designed instruction to meet the unique needs of a child with a disability: speech- language pathology services, or any other related service, if the service is '()#"&*+),"( ' !"#$%"%&'(&)*!"#$%"%&'(&)*!"#$%"%&'(&)*!"#$%"%&'(&)*!"#$%"%&'(&)* *!+,-*!+,-*!+,-*!+,-*!+,- A Guide for Principals !"#$%"%&'(&)**!"#$%"%&'(&)**!"#$%"%&'(&)**!"#$%"%&'(&)**!"#$%"%&'(&)** !+,-!+,-!+,-!+,-!+,- ( A Guide for Principals considered special education rather than a related service under state standards, travel training, and vocational education. Special education is intended to ensure access to the general education curriculum so that a child with a disability may profit from the educa- tional standards that apply to all children. In addition, IDEA mandates a free, appropri- ate public education (FAPE) to begin at age three. In cases where elementary schools provide early childhood programs to nondisabled children, they also are required to provide early childhood special education and related services, supplementary supports, and aids to children aged three to five. In some cases, the school will partner with a commu- nity-based early childhood program (e.g., Head Start, child care, or preschool), in which case the principal ’s leadership must extend to that setting. While elementary and middle schools utilize various configurations due to differing student needs, they all have in common the fact that special education and general education are part of the same system. Educating children with disabilities is a responsibility that is shared among all stakeholders. No one individual is expected to do this alone. Collaboration and shared responsibility require the creative use of all staff, as well as the understanding that the greater community (e.g., agencies, com- munity-based programs, etc.) may partner in this effort. To t h i s e n d , i t t a k e s a s t r o n g i n s t r u c t i o n a l leader to ensure that all children achieve. It takes a strong instructional leader to ensure that all children and their teachers receive the supports and services they need to learn and develop. And, it takes a strong instructional leader to create a positive learning climate that embodies a unifying philosophy of respect for all children and all stakeholders in the to- tal school community. All issues in the school affect the principal, and all issues are affected by the principal. Therefore, the principal is the key to ensur- ing that all children participate and progress to the maximum extent possible. Principals must guarantee that the school addresses the diverse needs of children and their families through all major elements of the school, in- cluding: • School organization. • Curriculum and instruction. • Staff development. • School climate. • Assessment. On a daily basis, principals must demonstrate through leadership that they uphold and sup- port the legal requirements of IDEA and that they expect promising, research-based proven practices related to educating children with disabilities to be used. Even in larger schools where principals share some respon- sibilities, they remain responsible for oversight and monitoring of the school program. Principals who have been embracing an in- creasingly diverse population of children with disabilities for some time know that they play a central role in helping to guarantee that the changes in IDEA ‘97 will produce improved ) !"#$%"%&'(&)*!"#$%"%&'(&)*!"#$%"%&'(&)*!"#$%"%&'(&)*!"#$%"%&'(&)* *!+,-*!+,-*!+,-*!+,-*!+,- A Guide for Principals results for children with disabilities. To this end, Implementing IDEA: A Guide for Prin- cipals is offered as a tool for ensuring that all children with disabilities learn, and that prin- cipals have the supports they need to imple- ment IDEA. 3"2%451"2 Division of Early Childhood of the Council for Ex- ceptional Children (2000). IDEA requirements for preschoolers with disabilities . Reston, VA: The Council for Exceptional Children. The Council for Exceptional Children (1998). IDEA 1997: Let’s make it work . Reston, VA: Author. !"#$%"%&'(&)**!"#$%"%&'(&)**!"#$%"%&'(&)**!"#$%"%&'(&)**!"#$%"%&'(&)** !+,-!+,-!+,-!+,-!+,- * A Guide for Principals -#./(,0/),"( + !"#$%"%&'(&)*!"#$%"%&'(&)*!"#$%"%&'(&)*!"#$%"%&'(&)*!"#$%"%&'(&)* *!+,-*!+,-*!+,-*!+,-*!+,- A Guide for Principals The organization of a quality elementary or middle school arises from the school ’s educational philosophy and is designed to meet the specific needs of its children. The organization of a school will impact upon the ease with which principals implement legal requirements and sound practices related to educating children with disabilities. One major purpose of IDEA is to ensure that children with disabilities have access to a free appropriate public education that involves special educa- tion and related services designed to meet their individual and unique needs, and that ultimately prepares them for post-school activities. 34 C.F.R. §§ 300.13; 300.1. A free appropriate public education is available to all chil- dren with disabilities aged 3 through 21 residing in the State, including chil- dren with disabilities who have been suspended or expelled from school. 34 C.F.R. §§ 300.121(a); 300.132. Because services to preschoolers can be provided directly by the district or through contracts with other public or private entities, the principal should consider how the organization of those other community settings reflects the district ’s philosophy for excellence. The following NAESP Standards of Excellence relate to organization. The discussion for each Standard focuses on relevant linkages to IDEA. The school ’s shared beliefs, mission, and goals are clearly stated and implemented . These are developed cooperatively by school staff members and parents. Schools must be responsive to the educational needs of all children, includ- ing children with disabilities. Responsiveness begins with ensuring that the school ’s beliefs, mission, and goals reflect all children in the school commu- nity. The administrator should review all statements – beliefs, mission, and goals – for consistency. For example, many schools have goal statements such as “all children will read at third grade level by the end of third grade ” !"#$%"%&'(&)**!"#$%"%&'(&)**!"#$%"%&'(&)**!"#$%"%&'(&)**!"#$%"%&'(&)** !+,-!+,-!+,-!+,-!+,- #, A Guide for Principals – t h i s m a y b e a n i m p o s s i b l e g o a l f o r s o m e c h i l - dren with disabilities. Another example is the extent to which chil- dren with disabilities are included in school programs and activities. Children with disabili- ties must have opportunities to participate in the full range of school programs. IDEA re- quires that each public agency shall take steps to ensure that its children with disabilities have available to them the variety of educational programs and services available to nondisabled children in the area served by the agency, including art, music, industrial arts, consumer and homemaking education, and vocational education. 34 C.F.R. §300.305. Regular preschool and other early childhood programs also are examples. Thus, schools may need to revise and evaluate how well their mission statements and programs en- compass all children. Principals may increase their responsiveness by involving all stakeholders – community agency representatives, businesses, the faith community, youth recreation and advocacy groups – in the formulation and review of these statements. This includes any commu- nity providers – as in the case of community- based early childhood programs. At the very least, statements should be reviewed regu- larly to ensure that they are still valid and that they address the entire child population. Sufficient numbers of well-qualified per- sonnel are provided to fulfill the school ’s goals . In quality schools, well-prepared pro- fessional personnel – along with well-super- vised parent and community volunteers – ensure that child and program needs are met. The school should be appropriately staffed with qualified special education teachers – i n - cluding early childhood special educators – and related service personnel and other pro- fessionals who serve children with disabilities. 34 C.F.R. §300.136. IDEA requires that states must establish entry-level requirements for the professions and disciplines that provide services under the IDEA. Principals need to advocate for the recruitment and retention of qualified staff. They need to be vocal in reminding the district of the need to main- tain highly professional working environments and to provide sufficient incentives. Principals may find it helpful to establish a working relationship with schools of education that prepare teachers for a career in special education. Encourage special education preservice teachers to complete their student teaching or other internship requirements in your school. This provides you with an opportunity to identify potential teachers, and allows for an exchange of ideas. Richard Barbacane Principal, Lancaster, PA In our district, we don’t have regular education children and special education children. We just have children! Greg Robinson Associate Superintendent, Urbandale, IA ## !"#$%"%&'(&)*!"#$%"%&'(&)*!"#$%"%&'(&)*!"#$%"%&'(&)*!"#$%"%&'(&)* *!+,-*!+,-*!+,-*!+,-*!+,- A Guide for Principals Principals need to be aware that the IDEA requires the state to have in effect a compre- hensive system of personnel development (CSPD). 34 C.F.R. §300.135. The CSPD is designed to ensure an adequate supply of qualified special education, regular education, and related services personnel. 34 C.F.R. §§ 300.135(a)(1); 300.382. Check with the di- rector of special education for your State to find out more about the CSPD. While the actual hiring decision may be out of a principal ’s hands, he or she may still ad- vocate for qualified professionals. During in- terviews with prospective candidates, princi- pals may ask questions about whether spe- cial education topics and experiences were part of college coursework and practica. If a teacher is transferring from another district, questions may focus on his or her experiences with special education and related services. Principals also can encourage all existing staff to develop or expand their knowledge and skills related to educating children with dis- abilities. This includes making current and relevant information available (e.g., see the ILIAD Partnership Project web site at www.ideapractices.org ). It also may mean that everyone is clear about the various roles and responsibilities assumed by specific staff members. There must be sufficient numbers of teach- ers, related service providers, and other per- sonnel to provide quality services. The prin- cipal must ensure that all aspects of the school program are covered. For example, a need may arise for district itinerant early childhood special educators to be assigned to partner agencies in the community. It is imperative that principals share concerns about staffing needs with central administration. As specialized services are provided to chil- dren with disabilities, the principal will need to supervise and evaluate new and varied personnel and services. Having an under- standing of the different roles and responsi- bilities of these service providers will enhance the principal ’s ability to provide leadership. Placement and grouping practices are determined by child needs. IDEA may have an impact on the placement of a child with a disability in schools. The ap- propriate placement of a particular child with a disability under the IDEA, Part B cannot be determined until after decisions have been made about the child ’s needs and the services that the public agency will provide to meet those needs. These decisions must be made M y school participates with a local university in a unique teacher education program. My school district hires students pursuing a Masters degree in special education as paraprofessionals for a year while they complete their coursework. At the end of the year, the building principal can recommend the teacher candidate be offered an ‘early hire’ contract for the following year. Stan Boren Principal, Fairfax County, VA !"#$%"%&'(&)**!"#$%"%&'(&)**!"#$%"%&'(&)**!"#$%"%&'(&)**!"#$%"%&'(&)** !+,-!+,-!+,-!+,-!+,- #$ A Guide for Principals at the Individualized Education Program (IEP) meeting, and it would not be permissible to first place the child and then develop the IEP. Therefore, the IEP must be developed be- fore placement. Further, the child ’s placement must be based, among other factors, on the child ’s IEP. 34 C.F.R. §300.342(a) –(d). This requirement does not preclude tempo- rarily placing an eligible child with a disability in a program as part of the evaluation pro- cess – before the IEP is finalized – to assist a public agency in determining the appropriate placement for the child. However, it is essen- tial that the temporary placement not become the final placement before the IEP is finalized. In order to ensure that this does not happen, the state might consider requiring local edu- cation agencies (LEA) to take the following actions: 1) Develop an interim IEP for the child that sets out the specific conditions and timelines for trial placement. 2) Ensure that the parents agree to the in- terim placement before it is carried out, and that they are invited to participate through- out the process of developing, reviewing, and revising the child ’s IEP. 3) Set a specific timeline (e.g., 30 days) for completing the evaluation, finalizing the IEP, and determining the appropriate placement for the child. 4) Conduct an IEP meeting at the end of the trial period in order to finalize the child ’s IEP. 34 C.F.R. §300.342(a) –(d). Under Part B of the IDEA, each public agency is required to take steps to provide nonaca- demic and extracurricular services and activi- ties in the manner necessary to afford chil- dren with disabilities an equal opportunity for participation in those services and activities. 34 C.F.R. §300.306(a). This includes assem- blies, afterschool programs, counseling ser- vices, health services, and special interest groups and clubs. 34 C.F.R. §300.306(b). Also, children with disabilities requiring transpor- tation needs should not be excluded from participation in clubs or special interest groups that meet afterschool. Principals need to check the child ’s IEP for information related to issues such as transportation. Sufficient time is allocated to accomplish the school ’s educational objectives. In quality schools, time is generally allotted to teachers for preparation and for staff devel- opment. Time is an important variable that can assist principals in meeting children ’s needs. For example, the regular educator has important expertise regarding the general curriculum and the regular education environment. Time must be allocated for at least one regular edu- cation teacher to participate in IEP meetings if a child receives services or may potentially receive services in a regular education envi- ronment. 34 C.F.R. §300.344(a)(2). For a child aged three to five, the regular educator may be a teacher from the preschool program or community-based early childhood program (e.g., Head Start or child care). IDEA requires that the regular education teacher, as a member of the IEP team, must – to the extent appropriate – participate in the development, review, and revision of the child ’s IEP. In addition, the following are some #% !"#$%"%&'(&)*!"#$%"%&'(&)*!"#$%"%&'(&)*!"#$%"%&'(&)*!"#$%"%&'(&)* *!+,-*!+,-*!+,-*!+,-*!+,- A Guide for Principals of the requirements with respect to the in- volvement of regular education teachers. The regular education teacher should assist in the determination of appropriate positive behav- ioral interventions and strategies for the child. The regular education teacher should provide assistance with the determination of the supplementary aids and services, program modifications, or supports for school person- nel that will be provided for the child. These supplementary aids and services, program modifications, or supports for school person- nel that will be provided for the child must be consistent with the IEP. The IEP must in- clude a statement of the special education and related services and supplementary aids and services to be provided to the child or on behalf of the child . The IEP also must include a statement of the program modifications or supports for school personnel that will be pro- vided for the child to advance appropriately toward attaining the annual goals of the IEP. Lastly, the regular education teacher should assist in the determination of the child ’s par- ticipation in extracurricular and other non- academic activities. 34 C.F.R. §§ 300.346(d)(1) and (2), and 300.347(a)(3). Because the regular education teacher may have a major role in implementing the child ’s program as described in the IEP, time also should be afforded for staff planning. In addi- tion, if regular educators are to integrate ser- vices and supports into the classroom, then time should be available for them to plan with special educators, related service personnel, and itinerant early childhood special educa- tion providers as appropriate. Time also should be afforded to the special education provider to meet with regular edu- cation colleagues. This includes teachers in community-based early childhood programs. Collaborative teaching between special and regular educators is becoming increasingly common and some principals encourage all teachers who work with the same child to meet periodically to share insights and plans. The scheduling of joint planning time is key to the success of such strategies. Finally, principals must ensure that time issues related to parent participation – especially providing parents the opportunity to attend IEP meetings – are addressed. At the very least, principals should make sure that the schedule of IEP meetings is mutually agreed upon by the school staff and the parents (con- sistent with the requirements of IDEA). 34 C.F.R. §300.345(a),(c),(d)(1-3). Each school has a full-time, qualified prin- cipal . The visible presence of a strong, effec- tive principal who acts as the school ’s chief W eekly meetings need to be built into the school’s schedule for general education teachers and paraprofessionals to plan with special education and related service personnel. This collaboration provides important support for the classroom teacher. Edward Jerome Principal, Edgartown, PA !"#$%"%&'(&)**!"#$%"%&'(&)**!"#$%"%&'(&)**!"#$%"%&'(&)**!"#$%"%&'(&)** !+,-!+,-!+,-!+,-!+,- #& A Guide for Principals executive officer generally is a key factor in school quality. Administrators must be knowledgeable about all aspects of educational programs, including special education services. The principal over- sees the school program that includes all chil- dren and interfaces with families. This makes knowledge about IDEA and promising prac- tices essential. Although IDEA does not require a principal to serve as a member of the IEP team, many do so. Generally, principals are qualified to provide or supervise the provision of specifi- cally designed instruction to meet the unique needs of children with disabilities. They also are knowledgeable about the general curricu- lum and the availability of school resources – Principals need an understanding of the law. They also need to know how IDEA impacts the entire school. My knowledge of special education has enabled me to hold high expectations of students, as well as of their teachers. My knowledge also has aided me in working with parents and in seeking resources in the community. June Monterio Principal, Annandale, VA at least two of the characteristics that IDEA requires of the school representative on the IEP team. 34 C.F.R. §300.344(a)(4)(i) –(iii). #' !"#$%"%&'(&)*!"#$%"%&'(&)*!"#$%"%&'(&)*!"#$%"%&'(&)*!"#$%"%&'(&)* *!+,-*!+,-*!+,-*!+,-*!+,- A Guide for Principals Following are specific guidelines for principals. While IDEA does not specify tasks that principals must perform, the guidelines support principals who have an or- ganization in place that is designed to meet the needs of all children. !"#$%&"''()%$%"*+#,$-#(.#/%0$1.%%.'20$*2,$3'*(%$*+# &(#*+(4$%5*5#,$*2,$.16(#1#25#,7 • Beliefs, mission statements, and goals clearly address all children, in- cluding children with disabilities. • All stakeholders – including special education professionals, related service providers, early childhood providers, and parents and fami- lies of children with disabilities – are involved in the process of devel- oping beliefs, mission statements, and goals. • All beliefs, mission statements, and goals are consistent with IDEA legal standards. • Beliefs, mission statements, and goals are disseminated to all stake- holders. 6478"$7("2*+%5*957(17&0$2:*;5<0(7=0)7%( !"#$%"%&'(&)**!"#$%"%&'(&)**!"#$%"%&'(&)**!"#$%"%&'(&)**!"#$%"%&'(&)** !+,-!+,-!+,-!+,-!+,- #( A Guide for Principals 89//.&.#25$291-#+%$'/$:#((;<9*(./.#,$6#+%'22#($*+# 6+'=.,#,$5'$/9(/.(($5"#$%&"''()%$3'*(%7 • The principal understands what constitutes qualified special education per- sonnel and quality special education and related services. • The principal understands what constitutes quality regular education per- sonnel in the context of ensuring that children with disabilities participate and progress in the regular education curriculum. • The principal accepts responsibility for hiring and/or recommending for hir- ing qualified special education and related service personnel. • The principal advocates for sufficient numbers of special education and re- lated service personnel to provide quality services to children with disabili- ties. • The principal works with the district central office, as appropriate, to en- sure an appropriate allocation of staff with regard to special education caseloads and class sizes. • The principal ensures that all staff are knowledgeable about IDEA require- ments and demonstrate effective instructional practices for children with disabilities. • The principal ensures that roles and responsibilities of paraprofessionals and related service professionals are clearly delineated with respect to their work with children with disabilities. • The principal is responsible, along with the special education director, for allocating staff and other resources as required by the IEP and ensures that all services are provided as specified in the IEP. 6478"$7("2*+%5*957(17&0$2:*;5<0(7=0)7%( #) !"#$%"%&'(&)*!"#$%"%&'(&)*!"#$%"%&'(&)*!"#$%"%&'(&)*!"#$%"%&'(&)* *!+,-*!+,-*!+,-*!+,-*!+,- A Guide for Principals 6478"$7("2*+%5*957(17&0$2:*;5<0(7=0)7%( >(*&#1#25$*2,$3+'96.23$6+*&5.&#%$*+#$,#5#+1.2#,$-4 %59,#25$2##,%7 • The principal ensures that all placement decisions are made by a placement group which includes the child ’s parent and the child, when appropriate. • The principal understands that special education is not a place but a system of instruction and services designed to ensure an opportunity for a child with a disability to receive an appropriate education based on his or her needs. • Principals in schools that partner with community-based early childhood programs ensure that children with disabilities in these programs receive an appropriate education based on their needs. • The principal ensures that all children, including children with disabilities, are full participants in the school community. • The principal implements procedures that are consistent with the overall intent of the IEP team. • The principal is flexible in encouraging the IEP team to meet to discuss possible modifications to services and programs when needs arise – not just during an annual IEP review. • The principal ensures that both regular and special educators share respon- sibility for the educational achievement of children with disabilities. !"#$%"%&'(&)**!"#$%"%&'(&)**!"#$%"%&'(&)**!"#$%"%&'(&)**!"#$%"%&'(&)** !+,-!+,-!+,-!+,-!+,- #* A Guide for Principals 89//.&.#25$5.1#$.%$*(('&*5#,$5'$*&&'16(.%"$5"#$%&"''()% #,9&*5.'2*($'-?#&5.=#%7 • The principal ensures, to the extent possible, that staff – teachers, related service providers, early childhood educators – have sufficient time for plan- ning and collaboration to address the needs of children with disabilities. • The principal works with the LEA to ensure that regular education teach- ers – including early childhood teachers from community-based settings – have time to participate as appropriate in IEP team meetings. • The principal ensures that all meetings – including IEP meetings – that in- volve parents and families are scheduled at times that facilitate the atten- dance of all members, including the parents. • The principal develops – in collaboration with regular educators, special educators, and related service providers – i n s t r u c t i o n a l s c h e d u l e s t h a t m i n i - mize disruptions in instruction for individual children. @*&"$%&"''($"*%$*$/9((;5.1#0$<9*(./.#,$6+.2&.6*(7 • The principal is knowledgeable about IDEA requirements and effective spe- cial education and related services practices. • The principal provides leadership in IEP development. • The principal ensures that each child ’s IEP goals are monitored to ensure that they are being met. 6478"$7("2*+%5*957(17&0$2:*;5<0(7=0)7%( 1$/&$#23,4 #+ !"#$%"%&'(&)*!"#$%"%&'(&)*!"#$%"%&'(&)*!"#$%"%&'(&)*!"#$%"%&'(&)* *!+,-*!+,-*!+,-*!+,-*!+,- A Guide for Principals The principal is involved in every aspect of the school ’s operation and is, therefore, the primary figure in determining the school ’s quality and char- acter. Principals in quality elementary and middle schools exhibit strong leadership capabilities. Because the principal ’s own vision contributes to the overall vision of the school community, he or she is key to ensuring that children with disabili- ties learn and succeed. Thus, the leadership exhibited by the principal will greatly impact upon the ease with which the legal requirements of IDEA and sound practices related to educating children with disabilities are imple- mented. The following NAESP Standards of Excellence relate to leadership. The discussion for each Standard focuses on relevant linkages to IDEA. The principal ’s values, beliefs, and personal characteristics inspire people to accomplish the school ’s mission. The principal ’s responsi- bilities extend beyond the building into the surrounding community – to parents and families, community-based early childhood programs, civic lead- ers, the media, other administrators, and the school district ’s central ad- ministration. Principals must be willing to model their beliefs. Care must be taken to ensure that all children are included in all aspects of the school ’s program. For example, IDEA requires that each public agency takes steps to provide nonacademic and extracurricular services and activities in the manner nec- essary to afford children with disabilities an equal opportunity for partici- pation in those services and activities. 34 C.F.R. §300.306(a). This means that children with disabilities will be able to participate in non- academic activities such as lunchroom, recess, and assemblies, as well as afterschool events and field trips. !"#$%"%&'(&)**!"#$%"%&'(&)**!"#$%"%&'(&)**!"#$%"%&'(&)**!"#$%"%&'(&)** !+,-!+,-!+,-!+,-!+,- $, A Guide for Principals Children with disabilities must be included in and interface with the entire school commu- nity. For example, when artwork is exhibited in local businesses or performances are given for civic groups, children with disabilities should have opportunities to participate with their nondisabled peers. In addition, the prin- cipal should model support among staff. The principal demonstrates skills that en- able the school to reach its goals. Effec- tive principals convey high expectations and recognize the importance of improving the quality of life for all children and staff mem- bers. They create a culture for learning that focuses on increasing child achievement and achieving program goals. IDEA provides that children with disabilities receive a free, appropriate public education. 34 C.F.R. §§ 300.1(a); 300.13. The state also is required to establish goals for the perfor- mance of children with disabilities that are consistent, to the maximum extent appropri- ate, with other goals and standards for all chil- dren established by the state. 34 C.F.R. §300.137(a)(1) –(2). Principals, therefore, must be familiar with these goals, and believe that all children can learn. Principals who are knowledgeable about IDEA and effective special education and re- lated services practices will be able to use their expertise in promoting research-based approaches that support children with disabili- ties. Principals assist their staff in forming col- laborative partnerships that address problems through prevention and supportive interven- tions. For children whose behavioral needs are challenging, principals should work with their staff to ensure that students are pro- vided with appropriate services and positive behavioral supports. In general, effective prin- cipals guide their school personnel to use a repertoire of positive practices when re- sponding to a child ’s behavior. They also have in place positive schoolwide approaches that help prevent problems and support the aca- demic and behavioral progress of all children. A principal should be aware of the full con- tinuum of services, including family and child involvement, within the school to address the needs of children with disabilities. For ex- ample, principals may support prereferral The motto of our school is Expect the Best! I have a bulletin board outside the office where teachers nominate a student ’s best work for display. ‘Best ’ was defined in relation to the individual youngster. As a result, some papers were nominated that showed imperfections, and others were nominated that appeared to be works in progress. But in all cases the papers represented the student ’s best effort at the time. For example, during the first week of school, a student with autism drew lines on a paper according to the general education teacher ’s guidelines. The work appeared to be just lines on the page, but it represented a major accomplishment for the child. Greg Robinson Associate Superintendent, Urbandale, IA $# !"#$%"%&'(&)*!"#$%"%&'(&)*!"#$%"%&'(&)*!"#$%"%&'(&)*!"#$%"%&'(&)* *!+,-*!+,-*!+,-*!+,-*!+,- A Guide for Principals practices that enable children with disabilities to receive assistance before a minor prob- lem develops into a more serious one. To a c c o m p l i s h t h e s c h o o l ’s mission, lead- ership must be a shared responsibility among all members of the school com- munity . A quality school leader strives con- tinuously to build consensus among staff members. Principals should bring people to- gether to share a common vision about school. Parents of children with disabilities must be included in planning their child ’s education. For example, principals must ensure that par- ents are not only present at each of their child ’s IEP meetings, but that they also have the opportunity to participate in the IEP pro- cess. 34 C.F.R. §300.345(a)(1) –(2) and (c) –(d). Some noteworthy examples of parent par- ticipation include, but are not limited to, the following: • Membership on a child ’s IEP team must include the parents of the child. 34 C.F.R. §300.344(a)(1). • Parents of a child with a disability have the right to include other persons who have knowledge or special expertise regarding the child, including related services person- nel, on the IEP team as appropriate. 34 C.F.R. §300.344(a)(6). • An IEP must state how and when the child ’s parents will be regularly informed (e.g., through such means as periodic re- port cards) of their child ’s progress in achieving goals set out in the IEP. 34 C.F.R. §300.347(a)(7)(ii). • Each public agency shall ensure that the parents of each child with a disability are members of any group that makes deci- sions on the educational placement of their child. 34 C.F.R. §300.501(c). • Parents of a child with a disability must be notified a reasonable time before the pub- lic agency proposes to initiate or change, or refuses to initiate or change, the identi- fication, evaluation, or educational place- ment of the child or the provision of free, appropriate public education to the child. 34 C.F.R. §300.503(a)(1)(i) –(iii). Principals can do much to enhance family in- volvement. A strong partnership with fami- lies is critical to the success of any child, and this partnership can be fostered through posi- tive comments from the school principal. The principal also should support the partici- pation of staff members in planning the child ’s IEP. For example, the following individuals, in Personal invitations to meet to discuss a child ’s progress rather than a child ’s transgressions can go a long way in helping a family feel comfortable interacting with the school. Or, calls home when parental dissatisfaction is suspected may turn around a potentially negative situation. Michael Hipple Principal, New Berlinville, PA !"#$%"%&'(&)**!"#$%"%&'(&)**!"#$%"%&'(&)**!"#$%"%&'(&)**!"#$%"%&'(&)** !+,-!+,-!+,-!+,-!+,- $$ A Guide for Principals addition to the parents, must serve on the IEP team. 34 C.F.R. §300.344(a)(1) –(7): • At least one regular education teacher of the child (if the child is, or may be, partici- pating in the regular education environ- ment). • At least one special education teacher of the child, or if appropriate, at least one special education provider of the child. • A representative of the public agency who is qualified to provide, or supervise the pro- vision of, specially designed instruction to meet the unique needs of children with disabilities and who is knowledgeable about the general curriculum, and who is knowledgeable about the availability of re- sources of the public agency. • An individual who can interpret the in- structional implication of evaluation results. • The child, when appropriate. W e are fortunate to have a nice conference room where staff look forward to meeting to develop IEPs. We go out of our way to create a pleasing atmosphere. For example, we keep the room stocked with snacks. Michael Hipple Principal, New Berlinville, PA • At the discretion of the parent or the agency, other individuals who have knowl- edge or special expertise regarding the child including related services personnel as appropriate. Principals can do much to enhance participa- tion of staff members in planning and imple- menting a child ’s IEP. For example, the prin- cipal might show support and demonstrate commitment by covering a class for a teacher who needs to attend an IEP team meeting. $% !"#$%"%&'(&)*!"#$%"%&'(&)*!"#$%"%&'(&)*!"#$%"%&'(&)*!"#$%"%&'(&)* *!+,-*!+,-*!+,-*!+,-*!+,- A Guide for Principals 6478"$7("2*+%5*957(17&0$2:*>"08"52,7& Following are specific guidelines for principals. While IDEA does not specify tasks that principals must perform, the guidelines support principals who assume leadership for all children in their buildings. !"#$6+.2&.6*()%$=*(9#%0$-#(.#/%0$*2,$6#+%'2*( &"*+*&5#+.%5.&%$.2%6.+#$6#'6(#$5'$*&&'16(.%"$5"#$%&"''()% 1.%%.'27 • The principal inspires everyone in the school community and provides lead- ership to special education and related services personnel based on an in- clusive vision for the school. • The principal assures that goals for special education and related services complement the mission and translate into practice. !"#$6+.2&.6*($,#1'2%5+*5#%$%A.((%$5"*5$#2*-(#$5"#$%&"''( 5'$+#*&"$.5%$3'*(%7 • The principal supports problem solving among all staff – including those who may be partners in providing community-based early childhood educa- tion – r e g a r d i n g d i f f i c u l t s i t u a t i o n s o r i n d i v i d u a l c h i l d r e n w i t h d i s a b i l i t i e s w h o may require additional support. • The principal exhibits leadership in school-based prereferral intervention processes and supports prevention efforts. • The principal has knowledge and skills to create learning communities in his or her building, and in community-based settings where the school is partnering with other programs that are inclusive of all professionals and families. !"#$%"%&'(&)**!"#$%"%&'(&)**!"#$%"%&'(&)**!"#$%"%&'(&)**!"#$%"%&'(&)** !+,-!+,-!+,-!+,-!+,- $& A Guide for Principals !' $ * & & ' 1 6 ( . % " $ 5 " # $ % & " ' ' ( ) % $ 1 . % % . ' 2 0 $ ( # * , # + % " . 6 $ 1 9 % 5 $ - # *$%"*+#,$+#%6'2%.-.(.54$*1'23$*(($1#1-#+%$'/$5"#$%&"''( &'1192.547 • The principal collaborates with the district special education director, rel- evant related services staff, and educators in community-based educational settings who provide early childhood programming and services for chil- dren with disabilities. • Principals serve as mentors to new or less experienced administrators re- garding special education and related services. • The principal develops decision making processes and procedures that en- able and encourage all staff to share ideas and solutions for improving spe- cial education and related services and increasing the achievement of chil- dren with disabilities. • The principal develops a personal network of groups and agencies that pro- vide information concerning effective leadership of special education pro- grams. • The principal builds relationships and supportive communication links with the community and the school. • The principal ensures that parents are provided with information on all ar- eas related to improving educational results for their child, including the use of assistive technology and positive behavioral supports. • The principal collaborates with parents to provide meaningful information – in the native language of the parent, as appropriate – about special educa- tion and related services and their individual child ’s needs and services. • The principal obtains input from parents regarding progress satisfaction that can be disaggregated by special education and other populations. 6478"$7("2*+%5*957(17&0$2:*>"08"52,7& 5*##,+*6*78/(& '(2)#*+),"( $' !"#$%"%&'(&)*!"#$%"%&'(&)*!"#$%"%&'(&)*!"#$%"%&'(&)*!"#$%"%&'(&)* *!+,-*!+,-*!+,-*!+,-*!+,- A Guide for Principals The principal guides the instructional program toward the achievement of clearly defined curricular goals and objectives. The curriculum – devel- oped by the staff with the active involvement of parents and community members – reflects the specific needs and values of the community, draws on research about how children with disabilities learn, and integrates the standards of professional subject area associations and core content as may be established by the state. The school ’s curriculum and instructional program will affect the ease with which principals implement legal requirements and sound practices related to educating children with disabilities. The following NAESP Standards of Excellence relate to curriculum and instruction. The discussion for each Standard focuses on relevant linkages to IDEA. There is an established curriculum framework that provides direc- tion for teaching and learning . There is a common core of learning that provides children with knowledge, skills, and understandings to function effectively in a global society. The curriculum framework outlines the in- structional strategies and philosophies that will be used to teach all chil- dren. The curriculum is age appropriate and developmentally sound. IDEA serves to assess special education and related services efforts and to ensure that these efforts meet the needs of children with dis- abilities. In addition, it is required that the state establish goals for the performance of children with disabilities that are consistent, to the extent possible, with the goals and standards established for all chil- dren. 34 C.F.R. §300.137(a)(1) –(2). Children receiving special education and related services are required to receive instruction from the general curriculum content to the maximum !"#$%"%&'(&)**!"#$%"%&'(&)**!"#$%"%&'(&)**!"#$%"%&'(&)**!"#$%"%&'(&)** !+,-!+,-!+,-!+,-!+,- $( A Guide for Principals extent appropriate. 34 C.F.R. §300.26(b)(3)(ii). IEPs must include measurable annual goals that, with accommodations and modifications, will most appropriately allow them to par- ticipate and progress in the general curricu- lum. 34 C.F.R. §300.347(a)(2)(i). A child ’s IEP also must include how the child ’s disability affects the child ’s involvement and progress in the general curriculum. 34 C.F.R. §300.347(a)(1)(i) –(ii). [Note: These new IEP requirements are in addition to other require- ments. Principals should consult the IDEA regulations or their special education direc- tor for a complete description of all IEP re- quirements.] The common core of learning is sup- ported by adequate financial and mate- rial resources . The principal, along with the special education director, assumes leadership in the identification, acquisition, and alloca- tion of resources required to support the in- structional program. IDEA requires that necessary supports, aids, and services be provided to the child with a disability in accordance with the IEP . 34 C.F.R. §300.347(a)(3). Any instructional or assess- ment modifications that are required for the child with a disability to participate in the as- sessment must be provided in accordance with the content of the IEP. 34 C.F.R. §300.347(a)(5). Principals must ensure that special education teachers possess the same texts, teacher ’s manuals, and other curriculum materials as regular education teachers to allow children with disabilities access to the general educa- tion curriculum. Principals should encourage the purchase of materials and the develop- ment of units of study that are accessible to all children. Keeping in mind that any service or aid specified in the IEP must be made avail- able to the child, 34 C.F.R. §300.347(a)(3); 300.350(a)(1), principals should continue to seek opportunities for enriching and enhanc- ing the educational program. While this may prove a daunting task – especially in districts where dollars are tight – p r i n c i p a l s , a l o n g w i t h special education directors, should continue to advocate for money to increase services for all students. Some principals have been successful in obtaining materials and resources through grants and subgrants from the state. Effective instructional practices are es- sential to accomplishing the school ’s mis- sion. The entire staff is committed to pro- viding opportunities for success to all children, regardless of special needs. The principal and staff are committed to the concept that all children can learn, though not necessarily in the same way or at the same time. The principal understands the need to educate the public to the fact that this does not mean lowering standards. IDEA provides guidance on how to provide effective instructional services for children with disabilities. For example, the IEP will state the services, supports, and aids that the child requires to participate and progress in the gen- eral curriculum. 34 C.F.R. §300.347(a)(3)(i) – (iii). P rincipals should be knowledgeable about such approaches and ensure that all instructional staff are fully prepared to imple- ment them. Principals should be aware that each public agency is responsible for ensuring that $) !"#$%"%&'(&)*!"#$%"%&'(&)*!"#$%"%&'(&)*!"#$%"%&'(&)*!"#$%"%&'(&)* *!+,-*!+,-*!+,-*!+,-*!+,- A Guide for Principals assistive technology devices or assistive tech- nology services, or both, as those terms are defined in §300.5 –300.6, are made available to a child with a disability if required as part of the child ’s special education, related ser- vices, or supplementary aids and services, as stated in that child ’s IEP. On a case-by-case basis, the use of school- purchased assistive technology devices in a child ’s home or in other settings is required if the child ’s IEP team determines that the child needs access to those devices in order to re- ceive a free, appropriate public education. 34 C.F.R. §300.308(a) –(b); §300.5; §300.5. Securing assistive technology is only part of the solution. Professional development on using the technology devices and services is essential for the process to be complete. John Crossan Principal, Boyertown, PA !"#$%"%&'(&)**!"#$%"%&'(&)**!"#$%"%&'(&)**!"#$%"%&'(&)**!"#$%"%&'(&)** !+,-!+,-!+,-!+,-!+,- $* A Guide for Principals 6478"$7("2*+%5*957(17&0$2:*/455714$4'*0(8*?(2)541)7%( Following are specific guidelines for principals. While IDEA does not specify tasks that principals must perform, the guidelines support principals who assume leadership for guiding the instructional program toward achievement for all children. !"#+#$.%$*2$#%5*-(.%"#,$&9++.&9(91$/+*1#:'+A$5"*5 6+'=.,#%$,.+#&5.'2$/'+$5#*&".23$*2,$(#*+2.237 • The principal ensures that all children have access to a high-quality curriculum. • 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. • The principal is knowledgeable of curricular domains or critical skill areas identified for a child in his or her IEP. • The principal ensures that the common core of learning includes under- standing and acceptance of individual differences and abilities. • The principal ensures that required and effective transition practices are in place to assist children with disabilities in making the transition from early childhood programs to elementary schools and from elementa