" I made a difference to that one." Eisley (1979)
Resource Allocation
a. Understand special program development including needs assessment, design, and evaluation
b. Understand how available resources, along with various agencies and organizations, can serve students with disabilities and their families
Reflection:16- Resource Allocation
To support the wide array of diverse student needs that are presented in the learning environment and increase achievement and success for all learners, the educational leader needs the ability to understand, identify and implement alternative program development when necessary. One size fits all learning environments and educational programming options is inadequate for those students requiring increased academic, behavioral, social or physical support to access the core curriculum and participate in the academic and social activities of school.
As a special education professional I am acutely aware of the need to provide the alternative supports necessary for students to receive an education with non-disabled peers in the least restrictive environment. I also recognize that least restrictive is not limited to existing programs that educational professionals can attempt to ‘fit’ students into. The whole concept of least restrictive equates to providing a learning environment that supports student success. For some students this may mean decreased time spent with non-disabled peers in a program designed to proactively address needs in an environment where antecedents that impede achievement are identified.
A large percentage of the students that I serve as a Behavior Specialist are receiving special education services in Federal Setting III and IV programs within and outside of my district. Due to the student population that I service, my experience in program options within and outside of my district is vast. As illustrated in the Intermediate District 917 programs artifact, I access program options outside of the district when student needs require it. I have placed students in each of the #917 programs and am familiar with the specific supports and environments each provides. I am also familiar with the curriculum provided and how credits transfer between districts to ensure that District #6 students are receiving an education in an effort to increase achievement and attain graduation. If a student requires 18-21 year old transition services I am familiar with the process and what program options are available. It is rare when student needs are unable to be met through 917 programs however when this does occur, I have experience identifying other program options such as the SAFE (Students Affected with Fetal Alcohol Effects) program offered by Intermediate District 287.
I also work with building principals and teachers to design and offer individualized programming for students within the district. I develop proactive behavior intervention plans to provide the necessary supports needed at all levels K-12 including early childhood. I am also very familiar with the district alternative learning center working with staff on a consistent basis to ensure support and programming for special education students enrolled in the variety of courses offered including on-line options. At the secondary level I facilitated the development of a proactive behavior intervention program to address the issue of increased student office referrals. Development of this program required visiting several programs in other districts, identifying facilities space, technology support, and appropriate staffing for implementation of this new program. Proactive behavior support programming was implemented in the spring and resulted in a decrease in office referrals and building suspensions.
Some students and families require the assistance and support of resources outside the scope of the educational environment. These supports may include a county social worker, work transition coordinator, parole or truancy officer, mental health provider or disability advocate. I work collaboratively with other agencies to support students and families often attending meetings in settings outside of the learning environment such as hospitals and juvenile detention settings. As demonstrated in the crisis plan artifact I have utilized the resources of outside agencies such as the Dakota County Crisis Unit, in the school setting. The wrap around artifact also demonstrates my experience working collaboratively with outside resource staff in the social and juvenile services sectors to assist a student transitioning to the educational environment from an adjudicated setting.
Working with intermediate program options and understanding special program development need within the district has provided me with a comprehensive understanding in this competency area. I have the experience needed to support students and staff in the identification of additional or individualized programming needs. As illustrated in the referral artifact I also understand the student referral process to programs outside of the district. As a special education director I will need to actively seek and understand the outside supports and agencies available in my district’s county. I will also need to understand the programming options intermediate district membership offer the students and families in my district.
Artifacts
District # 917 Programs.jpg (113 kB) District #917 page 2.jpg (113,1 kB)
