Connecting with Parents of Students with Disabilities Before School Begins

                                        

Connecting with Parents of Students with Disabilities Before School Begins

It is important to establish a positive home-school connection with parents of students with disabilities before school begins.  Parents will be able to provide valuable information  about how the student's disability manifests itself in the child's behavior and daily activities.  Parents can also provide suggestions for effective strategies and practical accommodations that have worked for their child at home or in other school settings.

Before the school year begins general and special education teachers should:

• Plan a meeting for the parents to visit the classroom.  This can help proactively pin point any environmental concerns and allow time to brainstorm solutions before the student arrives for classes.
• Have honest and open conversations related to establishing realistic expectations for the school year.
• Work through apprehensions and defensiveness by being consistent and open to suggestions.  Some families may have had negative experiences with other schools or teachers in the past.
• Conversations should focus on individual characteristics of the student highlighting and identifying areas of strengths and uniqueness along with areas of challenge.
• Align and embed a home-school communication system to use throughout the school year.  Communication needs to be frequent, efficient, and easy to use for both the teacher and the parent.  
• Obtain input from siblings and other family members.  They may give age-appropriate suggestions or may be able to give specific social information from a peer's perspective.
• Invite parents to participate in different ways such as volunteering or doing an awareness presentation to classmates and school personnel.

Adapted from Region 13 Autism for General Education Teacher's Worksho

Part 6 – Examining Compensatory Education Allotment in Texas School Districts

DISTRICT 1: $3,835,006

DISTRICT 2: $633,369

 

According to Region XI, State Compensatory Education are programs and services designed to supplement the regular education program for students identified as being at risk of dropping out of school. Program goals are to (1) increase the academic achievement on state assessments and (2) reduce the dropout rate of students who have been identified using state and/or local criteria. State compensatory education funds must be used to provide support programs and/or services that supplement the regular education program so that students at risk of dropping out of school can succeed in school. Since District 1 has 93.3% ED students as compared to 20.7% in District 2, District 1 receives significantly more funding in from this source.  We have come to see that District 2 is the wealthier district; therefore, they receive less funding in the category of Compensatory Education Allotment.  This is another way the state funding attempts to provide additional resources for special needs students.  This allocation is in addition to the base target revenue but it comes with a number of restrictions on how it can be used.  This ensures that the money is not used for facility upgrades or other non-instructional purposes.  This funding must be used for the direct support of at-risk students either through personnel, materials, or programs.  District 1 should be able to supplement their current district’s curriculum by purchasing specialized reading and math programs or materials and providing computer assisted instruction.  If facility space is available, the district should be able to hire additional staff to reduce class sizes.  Funds should also be allocated for intensive specialized instruction such as TAKS remediation, extended day programs, and accelerated instruction.

Part 5 – Examining District Funding and Facilities

	District Example 1	District Example 2
2010 Local District Property Value	$145,968,635	$2,916,187,709
I & S Tax Collections	$94,871	$8,836,256
Chapter 46 (EDA) totals	$572,716	$0
Which has the most funds available?		X

 

In comparing the available funds of District 1 and District 2, District 2 has more funds available for Maintenance and Operations.  The money in I&S is used for this purpose and is generated based on specialized local taxes.  District 1 has very little money in the I&S collections and; therefore, needs help from the state through Chapter 46.  District 2 with nearly $9 million from I&S would be expected to have newer/updated facilities. It is true that the most valuable educational resources are our teachers and provide the greatest impact and inspiration, but the physical environment also plays an important role as well.  The Superintendents of both districts should strive to ensure safety for all students and provide curriculum and instruction opportunities that afford their students 21^st century learning.  

Part 3 – Analyzing Contrasts in Two Texas School Districts

Funding for public schools in Texas comes from property taxes, state funds, and federal funds. The majority of funding comes from local property taxes and state funding. The purpose of weighting the funding (WADA) is to ensure that all school districts, regardless of property wealth, receive equal access to similar revenue per student at similar tax effort.   Although the districts are similar in size, District 1 has more bilingual (D1=41%, D2=2%) and special education (D1=9%, D2=7%) students. District 1 also has more economically disadvantaged students than District 2 (D1=93.3%, D2=20.7%).   

These two districts are perfect examples of why the current funding system does not accomplish what it was intended to accomplish.  These two districts have very similar numbers of students, however the students in District 1 have a higher percentage of special needs that require additional instructional support.  The WADA is designed to provide this district additional funding to address those needs, and it does.  Even though District 2 has a higher ADA, meaning more of their students actually come to school, District 1 has a higher WADA because the students who are coming to school have greater needs.  When looking just at the WADA, the system seems to work.  However, it is when these two district are compared in total revenue that the problem becomes evident.  

To determine the base amount of money a district receives, the state uses a “revenue per WADA” rate.  This rate is set for each district but is not consistent across districts.  Between these two districts, there is a $2,162 difference in the per WADA rate. Across the state, these revenue amounts range in average from $2,500 to over $12,000 per WADA.   Even though the total number of students in these two districts only differs by 13 students, the lower revenue per WADA rate for District 1 significantly reduces the total base revenue.  Even with an additional 761 WADA, District 1 generates $6,522,581 less than District 2.  As a result, these two districts have exactly the same number of total teacher FTEs (265).   So the intention of the WADA to provide more money and staff to address the higher needs of the students in District 1 does not bring about additional services to those students when compared to District 2.

There are other obvious differences between districts 1 and 2 with each significantly impacting the distribution of funds.  District 2 could be considered property wealthy and district 1 property poor.  The CEI or cost of education index is slightly higher in district 1 than in 2.  The local fund assignment for district 1 has little impact on tier funding when subtracted. The local fund assignment for district 2 basically eliminates tier funding and is considerably less than what was locally collected.  Finally, district 1 has more students receiving special services than District 2.  These are significant marks when considering the formulas for all sources of funding.

It appears that district 2 has a large amount of industry and/or greater personal property wealth when considering their $2,995,592,970 state adjusted property value as opposed to district 1’s $141,705,076 valuation.  This is the argument used by past legislators in an attempt to create the “Robin Hood” act for state funding issues.  The factors discussed next help to explain how this occurs but may continue to be argued as unfair.  How do we provide equity in education for all children without an unfair system that takes from wealthier tax bases?  The idea of additional revenue generated by an income tax, state gambling revenues, etc…has been mentioned as possibilities.

    The CEI is a number set to adjust for the cost of delivering an adequate education in a particular area.  From our discussion it seems that political influence may be the main contributor to the number established.  It would seem, though, that district 2 would have a higher CEI if this were the case.

    There is a tremendous complexity in the application of formulas used for creating the final allotment but the local fund assignment seems to create a large gap and penalize district 2.  District 2 collected a total of $44,715,365 and was assigned $29,955,930 while district 1 collected $1,464,211 and was assigned $1,417,051.  The effect of tier I, II, and III monies greatly benefited district 1.  The higher number of students receiving special services certainly enhanced district 1’s allotment while providing little to benefit district 2.

All of the above factors contribute to the differences in WADA allocations but do little to satisfy either side in the debate over school finance. This is a difficult and complicated process that requires much time and energy to adequately address the issue of school finance.

Funding for Texas's public schools comes from property taxes, state funds, and federal funds. The majority of funding comes from local property taxes, which are collected by school districts, and state funding. M&O and WADA funds are meant to ensure that all school districts, regardless of property wealth, receive equal access to similar revenue per student at similar tax effort.   Although the districts are similar in size, District 1 has more bilingual (D1=41%, D2=2%) and special education (D1=9%, D2=7%) students. District 1 also has more economically disadvantaged students than District 2 (D1=93.3%, D2=20.7%).   When keeping in mind the definition of WADA and the purpose of the M&O funds, one would assume that District 1 would receive more funding however a weighted student count is used to distribute guaranteed yield funding.   Funding is based on property value instead of the number of students requiring more support to be educated so District 2 is receiving more funds.

When comparing the two districts, District 1 meets the criteria for more Title 1 funds because it has more students requiring special services.  On the other hand, District 2 meets the criteria for more funding when taking into the consideration of the compressed tax rate and M&O allotments including salary allotments for teaching staff.

 Because District 1 receives less funding, it has a higher teacher-student ratio.  I would assume that because of the high bilingual and economic disadvantaged population, high teacher-student ratio, and limited funds for resources, District 1’s school ratings would be lower than District 2.  Lower school ratings do not attract home buyers in the area so District 1 will also have a difficult time raising the necessary amount of revenue based on property tax.

Week Three Assignment, Part 2 – Analyzing School Finance Issues in Two Texas Districts

	District 1 Example	District 2 Example
Revenue per WADA @ Compressed Rate	$5,044	$7,206
Total target revenue for M&O	3903 x $5555.82 = $21,684,365.46 See note below $5,044 x 5555,815 = $28,023,530	3890 x $4794.08 = $18,648,971.20 See note below $7,206 x 4,794.76 = $34,546,111
Total teachers, librarians, nurses and counselors	281	307

A district’s revenue at the compressed rate is the sum of the state’s share of a district’s Tier I entitlement and the revenue from the district’s (compressed) M&O tax rate, adjusted for minimum or maximum hold harmless provisions.  Adjustments are made each year to reflect the current year’s allotment.  Once a base allotment is determined, adjustments for current year teacher, librarian, counselors, and nurses salary allotments are made.  Once Tier I entitlements and the district’s M&O rates are calculated, they are compared to the minimum and maximum revenue hold harmless levels.  Depending on the dollar amount, the district will receive a difference in funding, get to keep all of its revenue, or have its funding reduced.  District 2 receives more funding because they have more staff receiving the minimum salaries and receive additional allotments for each.  Current formulas for funding do not allow for equal access to academic success. The districts above have the same tax rate, and approximately the same numbers of students but differ greatly in property values and funding.  

This is a great example of how complicated public school funding can be.  It is interesting to see how two districts with almost equal numbers of students differ so greatly. The relevant argument is that district 1 should receive more money but one could also argue that when considering the total M&O collections (1:$1,369,340 and 2:$35,879,109) district 2 is being penalized by the state for its wealth.  That is an argument of fairness and not of equity.  There is sufficient evidence to support the reorganization of state funding allotments where public education is concerned.

Week Three Assignment, Part 1 – Texas School Finance: Developing a Position Paper after Comparing and Analyzing District Snapshots

	District 1 Example	District 2 Example
% Eco Dis	93.3	20.7
Total Refined ADA Adjusted for Decline	3893.75	4032.94
Weighted ADA (WADA)	5555.82	4794.08

 

 

 

 

 

Group: According to the School Funding 101 Glossary, students in Texas with additional educational needs are weighted for funding purposes to help recognize the additional costs of educating those students.  Weighted programs include special education (D1=9%, D2=7%), vocational (D1=24%, D2=14%), bilingual (D1=41%, D2=2%) gifted and talented (D1=5%, D2=4%), and compensatory education. District 1 has a higher percentage of the specialized groups that generate weighted funding - special education, bilingual/ESL, and Career & Technical Education - than District 2. Each student in those programs provide additional funding for WADA. When those weighted students are included in the calculations, they result in an increased total WADA. These factors create a stronger representation of “need-based” financing considerations as opposed to those represented in district #2.

I enjoyed this portion of the assignment because it helped me to better understand the vocabulary that we are currently learning.  It also helped me to look at and compare data between two districts and determine why a discrepancy exists.  This is not a task that could have just been lectured on.  As a Superintendent, I am going to be responsible for comparing my district’s snapshot data to neighboring districts and districts in the area that are comparable of size.  This assignment helped me to understand what areas to look at and compare.

Understanding TEA Budgeting Guidelines

As I studied this resource guide, I once again realized that understanding finance and budgeting is a key to the success of a superintendent.  Although there are several guides available to assist with understanding the process, the TEA Budgeting Guidelines January 2010 continues to be used as a reference by many superintendents. 

The TEA Budgeting Guidelines January states that a budget is the product of the planning process and explains the importance of the budget in the evaluation of allocation and use of resources.  As I reviewed the information on line-item budgeting, performance budgeting, program and planning budgeting, zero-base budgeting and site-based budgeting I realized that I had minimal knowledge of the types of budgeting programs.   The document states that Line-Item budgeting is the most widely utilized approach to budgeting.  Chief executives base their expenditure requests upon historical expenditure and revenue data.  Budget requests are submitted and broken down into three categories (salaries and wages, supplies, utilities, and equipment).   The chief executive officer compiles all the requests and submits a summary request to the school board and the board reviews and approves the request or suggests revisions to the request.  In performance budgeting, expenditures are based upon standard cost inputs multiplied by the number of units of an activity to be provided in that period. This strict approach to budgeting is useful to some of the district’s operations but not all because many operations require a more liberal performance approach.  Zero-Base Budgeting is one of the newest form of budgeting approaches.  The budget is prepared by dividing all of the operations into decision units. Then funds are allocated as a package. The purpose of Zero-Base Budgeting is to eliminate outdated efforts and expenditures and concentration of resources where they are most effective.  Site-Based budgeting is the form of budgeting that I am most familiar with. This process grants budgeting authority to principals at each campus to control a share of the budgeting process. This type budgeting is used along with one or more of previously mentioned types so that district-wide needs are also considered.

The remainder of the manual includes information on legal requirements that focus on local, state and TEA requirements, annual budgetary responsibilities and guidelines that provide roles, responsibilities and help in preparation of a budgeting calendar. The most important information I take from these sections is that to remain legal and consult the manual whenever necessary.  This will assist me in ensuring that I fully understand the processes of planning, implementing, and evaluating a budget.  Although I do not feel as though I can successfully implement a goal driven budget at this point, I am more aware of the steps needed to ensure that the budgeting process is aligned with campus and district goals.

State Budget Development Insights and reflections

1) The development of goals and activities to reach those goals must be the first step in the development of a district budget. This step must be in place before any budget preparations can begin.  The district should use the goals within the improvement plan to determine what budget support is needed to meet the goals. Goals are reviewed each quarter by the campus and district site-based committees as part of the improvement plan review.

2) Training of district and campus personnel is crucial to financial forecasting and planning because it requires forecasts of projected enrollments, property tax base and revenues, and costs associated with salary adjustments.  This process must be completed accurately as it affects the school district’s operating environment on future operations and is an integral part of the ongoing planning effort.

3) Next, the budget committee gathers input from all affected sources including campus and district committees, campus and district administrators, and prior spending records.  This input is vital in that it comes from a group of stakeholders that represents a cross-section of the people impacted by the budget, whether directly or indirectly.  A district has a mission/goal statement that should drive the budget, but without clear and objective representation from the various campus levels weighing in on issues effecting district funding, then the system becomes fractionalized and ineffective.   Beginning in January, district and campus administrators begin evaluating current spending to determine if needs have been met and what revenue remains unspent.  Once campus level issues are solidified, then the district committee can evaluate similarities among campuses and establish a common interest platform.  

4) Once all data is collected, the budget committee identifies the expenditures necessary to meet the goals and needs identified by contributors.  Since personnel comprise the majority of the budget, the allocation of personnel is a key component to this process. It is important that this evaluation be completed prior to contract renewal so decisions can be made prior to the deadline.    It is also very important to review staff needs and student projections as the budget must be designed to address instruction and instructional support based on the needs of each student.
5) An annual evaluation of budget performance as it relates to district goals and objectives is critical to making needed changes for subsequent years of operation.  The campus administrators and the Superintendent must look at every section and item to determine where and what was most effective and efficient, and develop future budgets based on those measures. If not, consideration needs to be made regarding if funding was adequate and then adjustments for the future need to be made accordingly.  Evaluating the budget as the school year progresses and making adjustments as needed when needed will allow it (the budget) to remain a voluminous and dynamic  part of the district.

Defining A Goal Driven Budget

A goal driven budget is a shared vision of the school district and each campus that is in alignment with the goals of the board of trustees, the district level improvement goals, and campus level improvement goals.  All stakeholders involved in the budgeting process must communicate and contribute input to ensure that all components of the budget align.   A process should also be put in place to make sure that all goals are being met.  As noted in the lecture this week, the campus plans and goals should be a "version of the vision." As Dr. Arterbury stated, every district and campus has a goal driven budget in the sense that effectively teaching math is a common goal and we expend funds for teachers and materials to address the teaching/learning process for math.

Our district’s goal driven budget fully utilizes our district improvement plan.  Our district improvement plan encompasses the mission and vision statement for the district.  Board goals and needs assessment data is listed.  Based on this information performance objectives are listed which are tied to the Board objectives.   

I worked very closely with activities that involve analyzing and developing a goal driven budget for my district over the past couple of weeks.  The Deputy Superintendent reviewed the EOC data for students that were freshman in the 2011-12 school year and determined that too many students were not meeting the expectations that the district has set forth as far as the percentage of students that would be meeting and exceeding the state standards on their End of Course exams.  A small district committee was formed that consisted of a representative for the secondary principals, a representative for the Deans of Instruction, the At-Risk Coordinator, and myself.  We found that our students would benefit from specialized instruction during the district’s summer STAAR Academy.  The students will receive instruction aligned to specific objectives missed on each assessment as well as software that will reinforce objectives.  Student success on standardized testing is a part of our district’s vision so the budget was drafted to include purchases of software such as Compass Learning and Learning Odyssey as well as adding additional support teachers to the summer program as well as the upcoming school year.  The remainder of the items in the campus improvement plans were also provided for in the allocations of the budget.

Leadership Thought for Today

I found the following quote from Learning from the Best by Sandra Harris to be an excellent reminder to all administrators this time of year as we gear up for state testing season. 

"Staff members understand that mistakes can be and will be made in an organization that fosters creativity and experimentation.  Staff members also understand that mistakes are part of the growth process and, as long as those mistakes are not immoral, illegal, or unethical, there is nothing that cannot be addressed, redirected, and rectified."

Supervisor Conference

     I met with Dr. Alex Torrez, Deputy Superintendent of Clear Creek ISD, on February 14, 2013.  The meeting began with Dr. Torrez asking me about my plans for the future and what I hoped to gain from obtaining my certification.  My answer was to use my certification to assist me in gaining a district level position as well as using the hours towards obtaining a doctorate degree.  I informed him that I would like to focus on increasing the assistant principal’s knowledge of special education in order to reduce the number of due process hearings in the district.  His belief was that my studies should be focused on ways to build capacity within the special education administration to improve leadership within the special education programs.  He feels as though our special education managers are good at identifying problems but not good at identifying solutions. 

      My internship plan was reviewed and although there were no changes made, he did recommend that I review the inclusion model currently being used in the district and be prepared to provide three recommendations for improvement at our next meeting scheduled in April and a written plan of action for our meeting scheduled in May. 

Thought for Today

TEA: No accreditation statuses for school districts in 2012-2013

AUSTIN – Commissioner of Education Michael L. Williams announced today that the Texas Education Agency will not assign accreditation statuses to the more than 1,200 independent school districts and charter schools for the 2012-2013 school year.

“In preparation for the transition to the new State of Texas Assessments of Academic Readiness (STAAR) accountability system, the Texas Education Agency did not assign academic accountability ratings for 2012,” said Commissioner Williams. “Because student performance is a key indicator in the state accreditation system, and because that data is not available due to the transition to STAAR, the Agency will suspend the assignment of accreditation statuses until the 2013-2014 school year.”
The accreditation statuses are based on state academic accountability ratings, the Financial Integrity Rating System of Texas (known commonly as School FIRST), data reporting, special program effectiveness, and compliance with statutory and regulatory requirements.
Under the Texas Education Code, the commissioner of education annually assigns one of four accreditation statuses to each school district: Accredited; Accredited-Warned; Accredited-Probation; or Not Accredited-Revoked. In the 2011-2012 school year, 97 percent of Texas school districts and charter schools earned full state accreditation.
Though no accreditation statuses will be assigned for 2012-2013, 14 school districts or charter schools that would have received a lower accreditation status (based on a FIRST rating of Substandard Achievement) during the 2012-2013 school year are being notified of that fact. In those cases, the Agency will require some additional steps.

Leadership Thought for Today

Leadership Thought for Today

Top Tips for Stress Management and Self-Care

EducationWorld is committed to bringing educators the practical tools they need to make good decisions, engage in effective leadership and implement strategies that work. To further this commitment, we have formed a content partnership with Stenhouse Publishers. EducationWorld is pleased to feature a variety of book excerpts as part of this collaboration. Check back frequently as we feature additional excerpts from Stenhouse titles.
The following excerpt comes from Chapter 2 of 55 Teaching Dilemmas: Ten Powerful Solutions to Almost Any Classroom Challenge, by Kathy Paterson (Pembroke Publishers, 2005; distributed in the U.S. by Stenhouse Publishers). The book sells for $18 on the Stenhouse Web site.
This excerpt offers tips that help educators reduce stress and develop good self-care habits. See other excerpts from this book: Defusing Power Struggles and Using Compassion to Build Positive School Climate.
Tension-Taming Techniques

• Learn to recognize the things, people, and situations that cause you stress, as well as your personal signals of stress, such as a headache or quickness of breath.
• List the moments of happiness, peace, and joy you have had in the past week. If these are few, you may have reached your stress quota. Insist on taking a time-out; one of the best ways to do this is to go for a long walk.
• Stand apart from trivial classroom conflicts, such as the “he-did-it-first” or “she-took-my…” arguments, or from unimportant disagreements that arise in the staff room, such as who cleans the microwave. Choose your battles carefully. Avoid the ones where failure is probable unless this avoidance would lead to personal reproach for not having fought at all. Consider each situation separately.
• Consider yourself a “teacher in progress” as opposed to a “teacher product.” Accept that you are always growing and learning and are allowed mistakes.
• Do a personal quick-check by asking, If I had only one month to live, what would I do differently? Then, if possible, do it, or at least something close to it.
• Get enough rest. Plan for two hours rest more than usual at least once a week. If you have trouble sleeping, try meditating, listening to relaxation music, using guided imagery (tell yourself a story), or discussing the matter with a doctor.
• Practice mind games when you are forced to wait. For example: Count the ceiling tiles; make mental lists of things to do; review the words to a familiar song.
• Look at the beauty around you. Make a point of finding one miracle a day, perhaps something as simple as snow sparkling in the sun.
• Take up a hobby and put aside a fixed amount of time for it weekly.
• Take at least part of every day and weekend to do something totally unrelated to school. Push all thoughts of work from your mind.
• Avoid negative coping patterns such as substance abuse, overwork and overeating. If these are present and you cannot remove them yourself, seek professional help.
• Carefully assess whether you are caught in any stress-promoting life traps (see following section). If you suffer from any of these, it may be time to seek professional help.

Stress-Promoting Life Traps

Indispensability Syndrome: If you suffer from this, remove the idea from your mind. No one is indispensable. Think of a teacher who has had to take a long period away from school. In most cases, the class survived perfectly in her absence.Workaholism: Teachers are often workaholics—they work long hours and wear themselves out. Remember the proverb about “all work and no play.” Remember also that the more fatigued you are, the less likely you are to teach well and the more likely you are to get ill.

Success Addiction: Our culture admires successful people, yet teaching seldom seems to be viewed as an admired or esteemed profession. Possibly to overcome this societal oversight, teachers may feel driven to work faster and harder all the time—a sure stress trap. It is better to remind ourselves that spending quality time with the students is more important than spreading ourselves so thin that no one benefits.

Multi-tasking Nightmare: If you find you are doing too many things, moving too quickly, seldom completing anything well, then you may be suffering from this stress promoter. It’s time to take stock—and make choices. Research has shown that tasks completed by a “multi-tasker” are often not finished as well as the same tasks done by someone who spends more time and focus on the activity.

Type A Personality: Many teachers are Type A personalities: driven to be excessively competitive, impatient, and often suffering from a sense of urgency. They can even be overly assertive, even aggressive, with others who interfere with their forward rush of activity. If you recognize this about yourself, realize the inherent stress traps.

Insecurity: Has it been worth it? Am I good enough? Teachers who constantly self-question and second-guess themselves like this may be heading for a stress breakdown. It may be better to focus only on “positive completions” in order to break a cycle of doubt.

Superman Complex: The teachers who take on more and more responsibility with the belief they will never break down are jumping head first into a stress trap. Know your personal limits; if you are unaware of them, listen to friends, family members, or peers who are usually quick to comment on them.

Not-My-Fault Syndrome: The teachers who constantly view students functioning below expectations as “not their fault” are playing a blame game that can lead to feelings of guilt and stress. It is good to remember that when a student fails, a teacher fails even more.

Poor-Me Syndrome: “My job is too tough.” “I don’t get paid enough for all this stress.” Teachers who constantly complain about their jobs or feel sorry for themselves are heading toward stress breakdowns. If the job is not for you, perhaps you are wise to consider a change.

Reinventing-the-Wheel Addiction: Teachers who believe that only the material they create is good enough for their students constantly “create” new worksheets, tasks, activities, or units. They are in a sure stress trap. With ample excellent resources available, there is no need to constantly originate materials.

The Wendy Syndrome: Based on Peter Pan’s Wendy, who mothered all the Lost Boys, this syndrome concerns teachers who mistakenly feel they can help everyone all the time. The stress of trying to live up to these unrealistic expectations can build quickly.

Leadership Thought for Today

Career and Education Planning

I participated in the career planning for a 17-year old student that has never attended public school.  He has been homeschooled all of his life and has lived in Jordan for the past seven years.  Mom felt as though it was time to receive some assistance with him transitioning into adulthood because he becoming more difficult to manage.  Mom stated that he was diagnosed at age 7 with Attention Deficit Hyperactivity Disorder and then diagnosed with Autism but there were no medical records to substantiate so we were required to complete a full and individual evaluation to determine if any eligibilities exist.  After an extensive evaluation that took place over the course of five days, the student met the criteria of Autism, Intellectual Disability, and Speech Impaired. 

In order to make the final determination of eligibility, the information was presented to a panel of evaluation specialists to review.  We had to assure that the student was not meeting the criteria for the previously named disabilities due to lack of educational opportunity and culture and life style factors.  It was determined that there was not any exclusionary factors influencing the outcome of the evaluation. 

The Licensed Specialist in School Psychology, Speech Therapist, Vocational Adjustment Coordinator and I met with the student on 2/8/13 to review the results and design an educationally appropriate program.  The evaluation session took approximately two hours and a lot was accomplished during that time.  The mother asked a lot of important questions when we came to information that she did not understand.  Based on the sociological data that mom shared with us regarding the student not having a concept of fear and understand the true meaning of consequences, it was determined that he would be better served in our self-contained Alternative Academic program for the remainder of this year and the beginning of next year.  His programming will consist of functional academics, vocational training on campus and in the community, specialized transportation, and speech therapy.  The speech therapy will provide direct services that will consist of social skills training and social stories that address his deficits in understanding danger.  The mother was very pleased with the draft proposal and at the end of the meeting she cried tears of joy because she feels as though he has missed out on so much due to being sheltered in the home. 

I definitely feel as though we did our due diligence with this student and followed all of the required steps to make sure that the student was not misidentified.  I also feel as though we made the right call by expediting the evaluation timeline and not using the required 90 day timeline.  All evaluators felt that it was crucial to get the student enrolled in school as quickly as possible.  I do not think that we could or should have done anything different for this student.  I feel as though his eligibilities, programming, and placement is appropriate.

Leadership Thought for Today

Leadership Thought for Today

Interview with Clear Creek ISD's Superintendent

I had the pleasure of interviewing Dr. Gregg Smith, Superintendent of Clear Creek ISD. Dr. Smith has served as the district’s Superintendent since 2008 and considers it to be a great accomplishment since most of his colleagues serve as Superintendent for 3 ½ years or less.  Dr. Smith believes that he has managed to remain successful in his current position because he is always excited about his job and finds it meaningful to be able to put people into positions that will allow them to change and save lives for the better.  He does not see any situation as negative but views it as a challenge.  He uses ethical leadership to stay true to his professional and personal core values and address each challenge.  While it has not been easy, he has worked hard to find and maintain a balance between his beliefs in faith and family as well as creating successful schools and communities.

Student-centered leadership was a recurring theme throughout the interview.  Dr. Smith feels that learning should be redefined and that kids need a love for learning and not just be test takers.  In order to rally the community to create a vision of learning for our children, he has created several committees comprised of school board members, principals, parents, teachers, and students that convene as often as necessary to address the big issues in the district.  Dr. Smith feels that along with his school board, these committees are the voice of the community and his job is to listen and learn.  “At the end of the day, it is their schools, their kids, and their money,” he states.  He is in constant communication with his committees, school board members, and administrative cabinet because that is the only way to build trust and good working relationships. He also feels that it is vital to provide real-time communication to parents so he holds town hall meetings, streams podcasts for those that cannot be in attendance, as well as monitors the district's website for parent feedback on hot topics.  The district averages 250,000 hits per month from parents.

Dr. Smith’s advice to all aspiring Superintendents is to think of the future not as today but as the future.  “Not only do you have to think down the street, you have to think down the street and around the corner.”  He charges us all to create a district where all students are welcome to the table regardless of their race, religion, or economic background and educate each child for jobs that don’t exist today. 

Because of Dr. Smith’s firm commitment to children first, he was recently named 2012 Superintendent of the Year by the Texas Association of School Boards.  At the end of the interview, he commended me for continuing my education because he is a firm believer in professional growth, especially for those who aspire to be leaders in his district.  He showed me a set of blue books on his book shelf and explained to me that those were dissertations of staff who had obtained their doctorate since he became Superintendent and challenged me to earn a spot on his shelf. 

Leadership Thought for Today

Can We Talk?: What Parents Want Teachers To Know

Most teachers and parents recognize the importance of effective parent-teacher communication. Few, however, gleefully anticipate the actual occasions of that communication. If only we understood each other better! To help, Education World asked the teachers and parents we know, "What do you want your child's teacher -- or your student's parent -- to know about you?"

Even though he might seem average to everyone else, my child is very special to me. Look for what is unique about him.

Get to know my child -- and share the information with me. Children can act very differently at school, and I count on you for insight into understanding my child.

I worry about how my child gets along with other children and with her teachers. Is she a leader? Does she seem happy? Does she volunteer information, or do you have to call on her? Is she cooperative, well liked, awkward? Telling me she's doing fine isn't enough; give me positive examples of why I don't have to worry about her.

Don't overdo homework. I understand that homework is necessary, but too much of anything is a bad thing. Families have so little time to be together; evenings shouldn't be spent only doing homework. We need time to do other things together too. Also, be aware that you are not the only teacher in the school. My child has other teachers who give homework, too.

I know that mandated testing is important, but don't make it the focus of your classroom, or the only reason my child is at school.

Please don't talk negatively about my child to other parents -- or other teachers. Don't talk about my child at all if there's any chance he or other children might overhear.

Have a "Back to School" evening for parents early in the school year so I can learn your expectations for my child. Parents can be your biggest supporters if we know your goals and rules in advance and can reinforce them at home.

Welcome me into your classroom. Parents have a lot to offer at all grade levels -- reading to children, talking about hobbies and careers, organizing parties, helping with bulletin boards, presenting slide shows on something you are covering in class. When we are welcome in your classroom, we are much more likely to support you and what you are doing.

Show you care by attending PTA meetings. Many teachers expect the PTA to provide extras for their classrooms, but don't bother to attend any meetings. Remember that the T in PTA stands for Teacher.
I worry that my child will become the victim of bullies. Please be vigilant and do not allow anyone in the classroom the opportunity to make fun of her.

Communicate. When there is a problem, please contact me before it becomes a major issue.
If you use an electronic gradebook, post your assignments in advance so I can make sure my child does what you assign. Also, post grades in a timely manner so I can find out if my child is falling behind before it's too late.

Remember that I am not a perfect parent, and you are not a perfect teacher, but we are working together for the best of this child.

I am trusting you with my most precious belonging. Please cherish him.
http://www.educationworld.com/a_curr/profdev/profdev103.shtml

Secrets Signals Keep Meetings Moving

I always set an agenda for staff meetings in advance. No agenda item is allowed to extend into the time of the next item. Teachers are parents too, so I always designate one staff member as the clock-watcher. That person keeps the meeting on track. But the plan is not as simple as it sounds. It's much more fun! You see, the clock-watcher and I agree ahead of time on a secret "time up" signal such as a tug on the earlobe. When the clock-watcher signals, I move the focus of the meeting to the next agenda item. But who is the signaler, and what is the signal? That's all part of the fun! As staff members entered the meeting, each was given a heart with their name on it. When the meeting is over, they write on their heart the name of the clock-watcher and what the secret signal was. The hearts go into a bag and are drawn until a winner is found. I did not expect the hilarious ideas I got about the secret signal. Among the guesses were "when Diana fluffed her hair" or "when Gail played with her skirt." The important thing was that when the meeting ended, the agenda was complete, people were still laughing, and our collegiality was even more solidified.

Source: Bill Myers, "Great Staff Meetings: Pointers from the Principals Who Lead Them" (EducationWorld.com -- August 20, 2002)

Leadership Thought for Today

Professional Vita

Latashia Crenshaw

6801 Paigetree Lane, Pearland, TX  77584

(C) (832) 788-5147, latashiacrenshaw@gmail.com

________________________________________________________________

Education/Certification

M. Ed.--Special Education, Stephen F. Austin, Nacogdoches, TX, 1999-2004

BS--Interdisciplinary Studies, Stephen F. Austin, Nacogdoches, TX, 1994-1998

Superintendent Certification— Texas, (in progress)

Principal--EC-12, Texas

Educational Diagnostician--EC-12, Texas

Elementary Education--1-8, Texas

Early Childhood Education--PK-KG, Texas

Leadership Experience

Educational Diagnostician/ Department Chair, Harby Jr. High, Alvin, TX, July 2006-June 2008

·         Coordinated and assigned job-related activities and services for students with disabilities

·         Assisted teachers in piloting new special education software

·         Observed employee performance, recorded observations, and assisted with conducting evaluation conferences

·         Conducted Full and Individual Evaluations

·         Conducted Admission, Review, and Dismissal meetings

Educational Diagnostician/Transition Coordinator, Stafford, High School, Stafford, TX     

October 2004-June 2006

·         Encouraged and supported the implementation of the PASS behavior program

·         Established schedules and procedures for the supervision of students in non-classroom areas

·         Assisted in planning daily school activities by participating in the development of class schedules, teacher assignments, and extracurricular activity schedules

·         Managed the recruitment and hiring of staff for summer school

·         Conducted Full and Individual Evaluations

·         Conducted Admission, Review, and Dismissal meetings

Teaching Experience

Pre-Kindergarten/ Inclusion Teacher, Kurth  Primary, Lufkin, TX,  January 2000-May 2003

·         Developed age-appropriate lesson plans and led classroom instruction in all subject areas

·         Incorporated innovative use of technology into the classroom

·         Built a strong bond with students, parents, and colleagues to inspire a shared commitment to quality education

·         Employed kinesthetic, visual, and auditory learning styles to make lessons interesting and to reach all students in the way they learn best

 

Special Education Teacher, Vivian Fowler Elementary, Mt. Pleasant, TX, August 1998-May 1999

·         Developed and implemented individualized education programs for students with disabilities

·         Identified and developed goals tailored to the student’s individual needs and abilities

·         Coordinated with parents, teachers, paraprofessionals, and various related service providers for students having Autism, developmental delays, speech impairments, or learning disabilities in the resource and general education classrooms

Other Experience                                           

Educational Consultant, L.C. Consulting Services, Pearland, TX, January 2000-Present                                               

·         Provide appropriate classroom management, inclusion, co-teaching, and differentiated instruction professional developments to teaching and administrative staff

·         Provide group trainings, individual consultations, and advocacy services to parents and community agencies

·         Coordinate with Disabilities Services on community college campuses to develop modification and accommodation plans for graduating seniors and college-level students to ensure ADA compliance

·         Conduct Full Individual and Functional Vocational Evaluations

·         Provide Response to Intervention (RtI) and Student Success Team (SST) consulting services to school districts and charter schools

  

Educational Diagnostician, Clear Lake High School, League City, TX, August 2010-Present

·         Provide leadership for planning, development, and implementation of school curriculum to students with disabilities

·         Observe student performance, document observations, and conduct Full and Individual Evaluations

·         Conduct Admission, Review, and Dismissal meetings

·         Assist in the development of Student Success Team (SST) management system that will result in increased academic performance and positive student behavior

·         Model, train, and consult with teachers on modifications and accommodations to instruction and materials ensuring the diverse needs of every student are successfully realized  

Educational Diagnostician, Manvel High School, Alvin, TX, July 2008-June 2010

·         Conducted Full and Individual Evaluations

·         Conducted Admission, Review, and Dismissal meetings

·         Developed and implemented a Student Success Team (SST) management system that results in increased academic performance and positive student behavior

·         Facilitated parent workshops and trainings  

Professional Affiliations

Texas Educational Diagnosticians’ Association, 2010-present

References

References will be included on the following page, if requested