# data[].attributes.body
One thing I aspire to do or act upon in my leadership is getting to know families of students with IEPs on an individual basis. I love the idea of observing the student and gathering my own data to bring to their meeting.

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The author assumes that many principals know little about special education and the IEP process.

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The author makes an assumption that all school leaders have a gap in their knowledge about special education.

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Principals should be familiar with all students with IEPs as it builds trust over the years the students spend in the school with the families

# data[].attributes.body
Principals should remain current and constantly review IDEA updates.

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I agree with the idea that principals should be familiar with the special education students in his/her building. Also, the principal should form relationships with families of special education students. It can go a long way for working together to create the best plan for the student.

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The author assumes that every principal has the time to visit classes and observe students

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The author assumes that every principal has the time to visit classes and observe students

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It's not so much arguing as wondering, but I am not sure the principal must be present in all of these meetings? Often our IEP teacher handles this, but I'm not sure the legality of this?

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It's not so much arguing as wondering, but I am not sure the principal must be present in all of these meetings? Often our IEP teacher handles this, but I'm not sure the legality of this?

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That principals need more training on the IEP process and meeting the needs of students in special education placements.

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That principals need more training on the IEP process and meeting the needs of students in special education placements.

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I agree that in an ideal world that the principal should know all the students and their families

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I don't necessarily think that knowing everything about the families of students with IEP's necessarily speaks to you knowing them.  Principals are so busy and I've never seen them visit meetings.

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I don't necessarily think that knowing everything about the families of students with IEP's necessarily speaks to you knowing them.  Principals are so busy and I've never seen them visit meetings.

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That most learning in education seems to occur on the job, just like this article states with principals taking one or so class and learning the rest on the fly, so too does that happen in many teacher prep programs.

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That most learning in education seems to occur on the job, just like this article states with principals taking one or so class and learning the rest on the fly, so too does that happen in many teacher prep programs.

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That most principals learn about special education on the job and come into the profession knowing very little.

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That most principals learn about special education on the job and come into the profession knowing very little.

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Be well versed in facets of special education mandates and services.
Additionally, take chances and be innovative.

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Principals should be “a contributing member to the conversation.” They should be able to provide insight about the "curriculum and the resources.”

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Author assumes that principals have no one at their district (or borough) who they can turn to for information on IEPs and the IEP process.

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I agree that principals must know about special education.  Principals should stay consistent and involved in the education of their students. 

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I agree that principals must know about special education.  Principals should stay consistent and involved in the education of their students. 

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Principals should get to know all special education families to build strong relationships and to build trust. If parents feel comfortable expressing concerns with teachers and admin it will be easier to address issues. This also allows for more flexibility which will benefit the student.

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I agree that many principals do not have an adequate level of knowledge regarding IEPs.

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Schools struggle with disciplining students with IEP’s.

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The author assumes administration lack a knowledge about SpEd including IEPs. 

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The author assumes administration lack a knowledge about SpEd including IEPs. 

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That there is not enough training for Princpal’s in special education, unless they were a former special education teacher themselves.

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Janeris, Celenia, Erin, Daniel, Holing, Tomeka,Vanessa 

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Janeris, Celenia, Erin, Daniel, Holing, Tomeka,Vanessa 

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The text assumes that administrators are not well versed/educated in Special Education.

Also, that administrators are not communicating with their experts.

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The "complexity of the handling of special education" paralyzes school leaders.

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I argue with this being a realistic expectation in a school of 3000 students

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Not all admin are unfamiliar with SpEd. Author generalizes.

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Not all admin are unfamiliar with SpEd. Author generalizes.

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I would argue that a strong leader does not need to be an expert in the field, but rather rely on the expertise of others in order to build their own capacity in order to lead improvement processes in special education.

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I would argue that a strong leader does not need to be an expert in the field, but rather rely on the expertise of others in order to build their own capacity in order to lead improvement processes in special education.

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It is definitely possible for a principal to be involved and support a well trained staff rather than directly attending every meeting

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I aspire to be the educator who involves parents in their child's education as well as empowering them to be advocates for it.  

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I aspire to be the educator who involves parents in their child's education as well as empowering them to be advocates for it.  

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That principal’s observing special education students before every IEP meeting is unrealistic. Especially if you have a large student and special education population

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I would argue the idea that principals or leaders can be scared of special education and the IEP process. I don't completely agree with this, but do believe that it comes from lack of experience in leadership.

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I would argue that the issue is not lack of understanding, but lack of knowledge in regards to budgeting/hiring/instruction. 

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I would argue that the issue is not lack of understanding, but lack of knowledge in regards to budgeting/hiring/instruction. 

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I would LOVE to have the small classes for the 12 students at risk of being held over! That would be AMAZING!!!!

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I agree that building relationships is key. I do this and will continue to do so!

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The author assumes that principal’s can have access to the the resources mentioned.

# data[].attributes.headline
Janeris, Celenia, Erin, Daniel, Holing, Tomeka,Vanessa 

# data[].attributes.subject
Janeris, Celenia, Erin, Daniel, Holing, Tomeka,Vanessa 

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We agree that department supervisors need to be educated in Special Education law, processes and knowledge of IEP's reading/implementing.

We agree that administration should form relationships with students and families.

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The author assumes that principal are a part of the IEP process

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Principals should seek to have a trusting relationship with families

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I agree that trusting relationships are crucial between administration and staff

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I aspire to build relationships with families

# data[].attributes.headline
Janeris, Celenia, Erin, Daniel, Holing, Tomeka,Vanessa 

# data[].attributes.subject
Janeris, Celenia, Erin, Daniel, Holing, Tomeka,Vanessa 

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We are argue that in a Gen Ed school settings, parents have the final say. Therefore administrators are restricted.

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I agree that Principals have to know the law to avoid legal consequences and effectively support students but also be counselors who hold the hand of the parents, students and teachers as they walk through this process.

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I agree that Principals have to know the law to avoid legal consequences and effectively support students but also be counselors who hold the hand of the parents, students and teachers as they walk through this process.

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The Author assumes that principals do not have enough knowledge on special education

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Author assumes that school leaders can't read complex materials. 

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Author assumes that school leaders can't read complex materials. 

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Principals lack real world special education knowledge

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This text seems to follow neo-liberal tropes of individual responsibility and puts a lot on the principal to do more with less. 

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This text seems to follow neo-liberal tropes of individual responsibility and puts a lot on the principal to do more with less. 

# data[].attributes.headline
The author assumes that principals have the time in their daily scheduling of leading and managing to visit and assess every student who has an IEP or must go through the IEP process.

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The author assumes that principals have the time in their daily scheduling of leading and managing to visit and assess every student who has an IEP or must go through the IEP process.

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I think getting to know families is extremely valuable. Even more valuable is knowing your students with an IEP.

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I think getting to know families is extremely valuable. Even more valuable is knowing your students with an IEP.

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That many administrators are ill equipped to handle SPED.

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The author assumes that one course of SPED law isn't enough  and that most of the regulations and practice is learned on the job. The author argues that this isn't enough to equip leaders with the foundation they need to do a good job, however, this is typical of many jobs in education. We must learn by doing in every facet and every role.

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Getting to know all families, especially special education families can build relationships and gain a better understanding

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Many principals have a wide range of backgrounds, including many years of teaching special education

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Many parents appreciate a friendly face at the table when meeting with educators about the their child. This is true for every parent meeting, but especially IEP meetings. A trusting relationship is vital to helping students achieve.

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Building relationships with all families is a good idea

# data[].attributes.body
Some principals are not actively engaged in the IEP process.

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The author assumes that most principals do not have much  knowledge about IEPs 

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The author assumes that most principals do not have much  knowledge about IEPs 

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It is assumed that principals don't know much about IEPs. They also don't have much preparation regarding special education.

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Principals should be familiar with student IEP and at the very least a basic understanding of Special Education policy and procedures. 

# data[].attributes.subject
Principals should be familiar with student IEP and at the very least a basic understanding of Special Education policy and procedures. 

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Creating a friendly relationship with parents of children with IEPs is necessary to the success of the child and the school 

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Creating a friendly relationship with parents of children with IEPs is necessary to the success of the child and the school 

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As future SBL's we aspire to do right by our SPED students and faithfully uphold the rules and regulations put into place so that they may succeed and accomplish their IEP goals and beyond.

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That the most effective thing a principal can do is get to know the families of the students with IEPs to build trust.

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That the most effective thing a principal can do is get to know the families of the students with IEPs to build trust.

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building relationships with the families are essential 

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building relationships with the families are essential 

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Principals lack real world special education knowledge

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The author assumes that there are gaps in leadership training in the areas of special education laws

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Principals should be familiar with special education services, IEPs and know their families.

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One thing I aspire to do is to be well-versed and gather data to prepared when in communication with parents and staff concerning our most difficult cases. To have a team who can support our students effectively and efficiently.

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One thing I aspire to do is to be well-versed and gather data to prepared when in communication with parents and staff concerning our most difficult cases. To have a team who can support our students effectively and efficiently.

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I agree with that fact that principals should the process on IEPs are created, aligned and handle in most situations.

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I agree with that fact that principals should the process on IEPs are created, aligned and handle in most situations.

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Getting to know all families, especially special education families can build relationships and gain a better understanding

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It is beneficial for administrators to be at the IEPs but is it necessary?  A school of 1000 students and 3 administrative staff with all the responsibilities may not be able to attend every IEP meeting.

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It is beneficial for administrators to be at the IEPs but is it necessary?  A school of 1000 students and 3 administrative staff with all the responsibilities may not be able to attend every IEP meeting.

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Many principals have a wide range of backgrounds, including many years of teaching special education

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Principals don't have much knowledge about special education

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Principals don't have much knowledge about special education

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Continue to take chances and be a change agent in education as a whole

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Continue to take chances and be a change agent in education as a whole

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Building relationships with all families is a good idea

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If principals don't get along with the families that they will have a difficult time with IEP procedures

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If principals don't get along with the families that they will have a difficult time with IEP procedures

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I would like to see how shuffling classes and programs would allow for students in self-contained classes to get exposure to a larger class setting through instruction in history and sciences, while allowing them to get more focused small group instruction in their academic need areas.

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I would like to see how shuffling classes and programs would allow for students in self-contained classes to get exposure to a larger class setting through instruction in history and sciences, while allowing them to get more focused small group instruction in their academic need areas.

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In a big school, it is very difficult for the principal to assist to all IEP meetings. I believe it is possible to delegate that to an AP and make sure to always know what is happening in those meetings.

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I agree that Principals should be familiar with the students who do have IEP's

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I agree that Principals should be familiar with the students who do have IEP's

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Principals should be required to attend a certain number of IEPs each year. Being present at IEP meetings is a good preventative measure.

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Getting to know and making a deeper connection with both students and families.

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I agree that sometimes, discipline is not an area that may be a strong suit for some leadership, especially regarding students with disabilities. I also agree that leaders should be partners with their parents