What was our process? Research. Collaborate. Train. Communicate & Commit to Continuous Improvement.
Research:
The first phase of the process involved conducting research on best practices in special education and the latest advancements in the field. We sought insights from educational research, evidence-based interventions, and studies focused on inclusive classroom practices. We conducted a thorough review of our special education continuum of services, which included gathering input from teachers, parents and administrators. We reviewed our performance data on state and local assessments. We reviewed the Special Education Texas Legal Framework.
This research was essential in understanding the diverse needs of students with disabilities and identifying effective strategies to support their academic and social-emotional development. As part of our annual needs assessment process, we sought to identify areas of improvement within our current special education programs. This assessment helped us pinpoint specific challenges and opportunities for growth, guiding us in tailoring the changes to meet the unique needs of our students.
Collaborate:
We met with our Special Programs Parent Advisory Committee. We had conversations with students, parents and teachers during ARD committee meetings. We also considered the best ways to communicate our efforts to the Texas Education Agency during our upcoming cyclical review. We reached out to other districts to gather information about their instructional and service delivery models. By engaging various stakeholders, we considered multiple perspectives to ensure that the changes reflected our vision and mission and the needs and aspirations of our school community.
Train:
To effectively implement the changes, we recognized the importance of providing professional development opportunities for our educators and support staff. We consulted with Michelle Whatley, a leading educational consultant who specializes in collaborative teaching and school design and she conducted numerous professional development sessions with teachers, central office staff, and campus administrators. Our SDI (Specially Designed Instruction) team, led by Kim Davidson, provided professional development sessions throughout the year and this summer and they are committed to continuing this focus for the coming year. Workshops, seminars, and training sessions were organized to equip them with the necessary knowledge and skills to deliver high-quality services. The professional development focused on topics such as inclusive classroom practices, differentiated instruction, behavior management strategies, and individualized support
Communicate & Commit to Continuous Improvement:
To effectively implement the changes, we recognized the importance of providing professional development oppor All campus administrators have received training in the new model. The change process is ongoing, and we are committed to continuous improvement. We will continuously assess the effectiveness of the changes, seek feedback from stakeholders, and make necessary adjustments to ensure that our special education programs reflect our values of creating confident learners and change makers!
Through research, collaboration, and professional development, we have created a strong foundation for our improved special education programs. These changes aim to foster an inclusive and supportive learning environment where every student can thrive and reach their full potential.