IEPs: How Administrators Can Support the Development and Implementation of High-Quality IEPs
Challenge
View the movie below and then proceed to the Initial Thoughts section (time: 1:46).
Transcript: Challenge
A few months into her new role as principal of Washington County Elementary, Ms. Pederson is beginning to feel the pressure of the many competing demands for her time: academic achievement, attendance, student behavior, personnel, parental engagement, community partnerships. There are just so many responsibilities, some of them unexpected.
For example, she recently attended a districtwide administrator’s meeting, during which the implications of the U.S. Supreme Court’s decision in the Endrew F. case were discussed.
Prior to that conversation, Ms. Pederson had confidence in her ability to oversee the IEP process in her building, but now she’s not so sure.
As she reflects, she recognizes that—like many principals—she has had limited training in effectively supporting students with disabilities…just one class as a college undergraduate and nothing at all in her subsequent administrative preparation program.
More, she realizes that, in her previous position as assistant principal, she simply handled the IEP process as her predecessor had done.
As she leaves the district meeting, Ms. Pederson wonders what she must do to ensure the development and implementation of high-quality IEPs.
Here is your Challenge:
What is the school administrator’s role in overseeing the IEP process? How can school administrators support implementation of high-quality IEPs?
