Smiller Field Expierence C

Field Experience C: Practical Implications of IDEA
Savannah Miller
Grand Canyon University: EAD-505
10/23/19
For this assignment I interviewed my principal mentor Tim Dickey and 5th – 6th grade
resource teacher Erica Goreski. Based on these interviews I have compiled the following list of
functions. The responsibility of the special education teacher is to write an appropriate IEP
(Individualized Education Plan) that allows a student access to a free and appropriate education
and then provide services and accommodations that fit the IEP as it is written. Responsibilities of
the principal to meet IDEA guidelines and to best serve and support special education faculty,
staff, students, and families are: 1) understand IDEA and its specific specifications 2) monitor
IEP progress 3) maintain compliance with hours designated on the IEP 4) middle man between
district level sped personnel and site level SPED teachers 5) monitor IEP expiration date and
ensure compliance 6) monitor to ensure that students are receiving the services that are outlined
in the IEP as written and 7) meet with parents and families and act as support personnel during
and after meetings.
According to Goreski, special education teams can access additional information on
specific student needs through special education networks/organizations, behavior specialists,
primary care providers involved with students, specialists (speech, occupational therapist,
physical therapist, teachers of vision impaired students, teachers of hearing-impaired students,
etc). Research based data and resources found online and special education conferences are also
useful in accessing additional information. Additional resources I found are Raising Arizona
Kids, a website with special needs resources geared towards families. (Special Needs Resources
in Arizona) The Arizona Department of Security website that has a special section for
community resources, (Community Resources for Parents, Family Members and Caregivers)
and The Arizona Department of Education website also has a special education section with
many resources. (Exceptional Student Services)

This experience showed me that while the resource teacher carries the responsibility of
writing an applicable and appropriate IEP and carrying out the services, it is once again,
ultimately on the principal to monitor and maintain compliance with the IEP. This is another
legal responsibility of the principal as IEP’s and 505 plans are legal documents that must be
followed and documented in order to ensure compliance.
This experience applies to the Professional Standards for Educational Leaders five, seven
and eight for a few reasons. Standard 5 is Community of Care and Support For Students and
applies to this experience because this standard is all about building and maintaining a campus of
trust, safety and well-being where students are able to learn and engage with all peers. (National
Policy Board for Educational Administration, 2015) The better a leader is at addressing these
needs and supporting teachers, parents and students, the sooner this goal becomes a reality.
Additionally, in order for student to feel valued and respected they need to feel security in their
identity. Having specific services and tools available to them can help cultivate this.
Standard 7, Professional Community for Teachers and Staff, section C states that an
effective leader, “Develop[s] teachers’ and staff members’ professional knowledge, skills, and
practice through differentiated opportunities for learning and growth, guided by understanding of
professional and adult learning and development.” (National Policy Board for Educational
Administration, 2015) In this situation, the principal is not only responsible for monitoring the
actions of resources services but also in-class services. By constantly informing, training and
educating all staff personnel on the ins and outs of IDEA and 504 compliance, this responsibility
can be decreased as a principal spend more time observing and less time training and enforcing
compliance.
Finally, Standard 8 refers to Meaningful Engagement of Families and Community.
(National Policy Board for Educational Administration, 2015) This is where the community
resources connect. As students are identified and place on IEP’s and 504’s parents may feel some
stress, judgment or even guilt. Having these resources ready to share and distribute can ease the
transition for parents and students. These resources are available and can have a great impact on
families if utilized. Sometimes, we feel that all a student’s needs must be met on our campus, but
often these additional experiences can be very fulfilling and validating and increase student
improvement.
References
Community Resources for Parents, Family Members and Caregivers. (n.d.). Retrieved from
https://des.az.gov/services/disabilities/developmental-disabilities/community-
resources/parents-family-members-and-caregivers.
Exceptional Student Services. (n.d.). Retrieved from https://www.azed.gov/specialeducation/.
National Policy Board for Educational Administration (2015). Professional Standards for
Educational Leaders, 2015. Reston, VA: Author.
Special needs resources in Arizona. (n.d.). Retrieved from
https://www.raisingarizonakids.com/special-needs-resources-arizona/.

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Field Experience C: Practical Implications of IDEA

Grand Canyon University: EAD-505

and after meetings.

According to Goreski, special education teams can access additional information on

specific student needs through special education networks/organizations, behavior specialists,

physical therapist, teachers of vision impaired students, teachers of hearing-impaired students,

many resources. (Exceptional Student Services)

followed and documented in order to ensure compliance.

Exceptional Student Services. (n.d.). Retrieved from https://www.azed.gov/specialeducation/.

Educational Leaders, 2015. Reston, VA: Author.

Special needs resources in Arizona. (n.d.). Retrieved from

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