CASE DECISION-MAKING SCAFFOLD CASE STUDY: ALEXANDRA

CASE DECISION-MAKING SCAFFOLDCASE STUDY: ALEXANDRA

Monday, May 2, 2011Laurel Bartlett1

The studentA.K.A. Alexandra/9th Grade Alexandra was placed in multiple intervention classes for reading and writing during the middle school yearsShe was evaluated and diagnosed with a learning disabilityWhile most students tend to make gains in reading scores and performance in classes while receiving interventions and Special Education services, the interventions did not appear to have any effect on Alexandra.She struggled throughout 6th-8th grades. She is currently in 9th grade and struggling to pass while receiving Special Education services.She is on the verge of failing 9th grade

When Alexandra first came to the middle school, her parents did not believe she had a learning disability but agreed reluctantly to an evaluation.The school staff communicated numerous times to mom that Alexandra needed a different school setting, stating that Alexandra needed more support and special education services than the school could offer. However, the parents disagreed and insisted Alexandra stay for high school.The parents felt that this high school was the right environment for Alexandra because she was happy in school for the first time.

The Parent A.K.A. Mom (most of the time)Mrs. Jameison is frustrated. She feels she has done all she can, but she always feels a certain amount of guilt if students in her classes are failing.She is always asking herself, What if. . .She became a SPED teacher eight years ago in an inclusion setting.She believes ALL students have a right to be part of the general education population.She currently co-teaches in Susan Greenes English class several times a week.She enjoys working with Susan and feels they work well together.She strongly favors inclusion, but does not think this is a fit for Alexandra. She feels that Alexandra needs more than what the school can provide.

The Special Education teacherA.K.A. Charlotte JameisonMs. Jamieson feels that Alexandra needs to be in a class with a SPED teacher full-time.She does believe that Alexandra is hardworking, but the rigor in the school is too much for her. She recognizes that Alexandra is not being educated to the depth and complexity of the student expectations due to the nature of the school setting.She feels for Alexandra, but realizes that sometimes a child simply isnt capable.Ms. Greene comments that Alexandra does put forth effort, but her work fails to meet standards.She does not feel that repeating the grade will help Alexandra, but morally cannot give her a credit with the work she has done.No matter how much differentiation she does, it never seems to be enough. This is causing her to feel very ineffective.She has always believed in inclusion, but after ten years of struggling to challenge multi-level students within a single class she is feeling overwhelmed and burned out.

The English teacherA.K.A. Susan GreeneMark does not want Charlotte (SPED) spending all of her time and energy on students who are not going to be successful. He wants her working more with students that will grow academically.As director of the high school, he feels there are some students that do not belong in this public school. Although he pushes his teachers to differentiate, and give students required SPED support, he believes that his school is a rigorous college preparatory school.Due to the small size of the school, he believes there is not sufficient support or funding for students like Alexandra.He feels that a student should fail even with the maximum level of support if they are not passing.

The PrincipalA.K.A. MarkPS 692 is a public school in Brooklyn, New York and serves 6th-12th grades.PS 692 is a very small, diverse school.Staff and faculty take pride in the diversity of academic abilities.Teachers are expected to constantly differentiate lessons and assessments.PS 692 has a strong culture of collaboration among staff.20% of the population receives SPED services, but due to the small size of the school, there is only one special education model provided.PS 692 does not have self-contained or collaborative team teaching classes.

The school A.K.A. PS 692PROBLEMSAlexandra is a learning disabled 9th grader that is still struggling despite multiple interventions, modifications, and tutoring.Alexandra will fail 9th grade English, and possibly other subjects, if something is not done to help her.Alexandras parents feel that she is not working hard enough. Alexandras mother is in denial about her daughters disability.The teachers have done all that they can with the resources that are available to them.The principal wants the Special Education teachers to work with the students who are going to be successful, not spending all of their time working with Alexandra.

PROBLEMSThe principal states that even with the maximum level of support, he does not think Alexandra will be successful. He recommends giving her an IEP diploma. He also believes that if the teachers have proper documentation it is okay for students to fail. Some students are just going to fail.The school staff communicated numerous times to mom that Alexandra needed a different school setting, stating that Alexandra needed more support and special education services than the school could offer. However, the parents disagreed and insisted Alexandra stay for high school.The staff and administrator at this school have told Alexandras mother that this school cannot provide the services needed.

GOAL #1Select a team of educators to form an Action Planning Team to evaluate the Special Education model and create a long-term change that adheres to NCLB (No Child Left Behind) and IDEIA (Individuals with Disabilities Education Improvement Act). The Action Planning Team will review, discuss, and decide on alternative Special Education models to implement that will better serve Special Education students.The Action Planning Team will research, interview, and visit other schools to best determine which Special Education models would be a fit to PS 692.

TIMELINE:New models, if possible, should be in place by the beginning of the next school year.GOAL #2Utilize funding in a way that promotes multiple models for the Special Education population.The Action Planning Team will research available grants to help fund new Special Education models.

Administration will work with staff to integrate the accountability demands. TIMELINE:One year, then ongoing.GOAL #3Develop and redesign a specific educational plan for Alexandra.Administration will meet with all teachers to discuss progress, make and receive suggestions and determine a plan of action to better serve this student.Call an ARD meeting and recommend an English pull-out program to determine if this will help Alexandra be more successful.If the pull-out program is unsuccessful, with ARD approval, create a resource class for a three-week period to determine if this will help Alexandra be more successful.

Timeline for pull-out:3-weeks

Timeline for resource:3 weeksGOAL #4Improve communication as well as understanding of student needs with parentsSpecial Education teacher should meet with Alexandra to get her input. Does Alexandra feel like she is struggling? Does she feel that these other options might help her?Have both student and parent in attendance at the ARD meeting to address the pull-out program and resources classes.After all of these options have been reviewed and tried, as an ARD committee, determine the plan of action for Alexandra next year.The Law!IDEA is a federal law and requires public schools to create IEPs for each eligible student. The law specifically states, An IEP must be designed to meet the unique educational needs of that one child in the Least Restrictive Environment appropriate to the needs of that child. FAPE (Free Appropriate Public Education) states, Guaranteed by the Individuals with Disabilities Education Act (IDEA), FAPE is defined as an educational program that is individualized to a specific child, designed to meet that child's unique needs, and from which the child receives educational benefit.IDEA further states, separate schooling or other removal of children with disabilities from regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily.

Additional recommendationsThe principal and teachers of this school have commented that they do not think Alexandra can be successful, even with all of the modifications, due to the lack of SPED models available. This has been communicated to the parents as well. By law, if the school cannot meet the academic needs of a student within the confines of the campus, the district is obligated to provide appropriate services for the student at district expense.The principal as PS 692 needs some refresher training on Special Education law, IDEA, FAPE, and the role of public education as it relates to students with disabilities.

ThoughtsThe teachers in this scenario are on target. They see that this student is struggling to be successful within the confines of the current SPED model, and desperately want to find a way to help Alexandra.The administrator in this scenario appears incompetent. Some of his comments about SPED students are egregious. As educators, we have all felt that there are certain students that are not capable, or that should be in a school for special needs, but to vocalize this out loud especially to parents is intolerable.As public officials, these teachers and administrators obviously have no idea what federal law states. This principal will not have a very long career if he continues to behave in this way.

resourcesCase Study handout.Taylor, Lorraine S., and Catharine Whittaker. Bridging Multiple Worlds Case Studies of Diverse Educational Communities. Massachusetts: Allyn & Bacon, 2009.TEA. 2002. Austin, Texas. 29 April 2011 http://ritter.tea.state.tx.us/special.ed/rules/tec.html