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Upon completion of a Master of Education in Curriculum and Instruction, I hope to be employed as a curriculum director in secondary education for Levelland ISD.

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Exploration Option 1:  Current Professional

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Exploration Option 1:  Current Professional

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I interviewed the current curriculum specialist at Levelland ISD, Christy Barnett about current legal and ethical issues impacting her work.

#1:  The newly implemented A-F accountability rating system has directly impacting teacher planning and student intervention plans.  LISD teachers participate in Professional Learning Communities (PLCs) to disaggregate test data in an effort to close the educational gaps.

#2:  The accountability rating system is comprised of both federal and local guidelines.  Domain III is directly related to the No Child Left Behind Act.

#3: Self-contained classes are now required to install classroom cameras at the request of parents. LISD has not had any camera requests but would be held liable should any issues arise.  LISD is concerned for the privacy of all students in the classroom.

#4: The Special Education Co-Op (SPECO) department provides legal and ethical training yearly for all administrators within the Co-Op.

#5:  LISD provided a district wide legal and ethical training for all employees at the beginning of the 2018-2019 school year.  School lawyers presented a powerpoint on do's and don't for school employees.

(C. Barnett, personal communication, October 25, 2018)

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Exploration Option 2:  Educational Leadership

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Exploration Option 2:  Educational Leadership

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In my exploration of the ASCD website, I found several articles discussing social-emotional learning for both students and teachers.  Embedding social-emotional skills into the curriculum has a positive impact on teaching and learning.

Brackett, M.  (2018, October).  The emotional intelligence we owe student and educators.  Educational Leadership, 76(2).  Retrieved from  http://www.ascd.org/publications/educational-leadership/oct18/vol76/num02/The-Emotional-Intelligence-We-Owe-Students-and-Educators.aspx

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The Emotional Intelligence We Owe Students and Educators - Educational Leadership

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Exploration Option 3:  National School Boards Association (NSBA)

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Exploration Option 3:  National School Boards Association (NSBA)

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Legislation reauthorized the Individuals with Disabilities Education Act (IDEA) in 2004. IDEA seeks the improvement of educational outcomes for students with disabilities. School districts are picking up the tab to provide educators with proper resources and professional development as the federal funding inadequately supports the program.

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Montgomery County Public Schools/Bill Mills: www.mcps.org

Reauthorizing the Individuals with Disabilities Education Act (IDEA)

The Individuals with Disabilities Education Act (IDEA), originally enacted in 1975, requires that every student with a disability has access to a free, appropriate public education.

IDEA was last reauthorized in 2004. As this legislation was being developed, NSBA successfully promoted significant changes that shifted program emphasis from complying with legal requirements to improving education outcomes and accountability for all students.

Although federal legislation initially promised to provide 40 percent of the excess cost to educate students with disabilities, the appropriations have fallen short, leaving states and local school districts to make up the difference.

Key issues for local school boards to consider include:

Parental revocation of consent for special education services

Representation by non-attorneys

Due process

Teacher quality and effectiveness

Discipline

Talking Points for Local School Board Members

Use these points to communicate the key issues supporting IDEA reauthorization and appropriations to other school board members, the press, and your members of Congress:

Local school districts will be forced to redirect more money from their general education budgets to cover the federal shortfall for special education.

Full implementation of needed support such as professional development, curriculum development, course materials, and instructional changes needed to meet new standards and assessments, will be deferred.

Currently, a deficit exists for special education funding. The average federal support per student under the Individuals with Disabilities Education Act (IDEA) has dropped to approximately 16 percent.

Although costs for special education services continue to increase, many districts have extremely limited flexibility to generate the funding to meet them.

NSBA takes a strategic approach to special education legislation, emphasizing improved outcomes for students with disabilities. Read More

NSBA explains current and proposed legislation on special education for students with disabilities: IDEA reauthorization. Read More

NSBA supports federal funding for IDEA and special education: letters to Congress and federal agencies, comments, and grassroots calls to action. Read More

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NSBA supports reauthorizing the Individuals with Disabilities Education Act (IDEA) to further increase the focus on education outcomes of the students and the need for increased federal resources. NSBA supports reauthorizing the Individuals with Disabilities Education Act (IDEA) to further increase the focus on education outcomes of the students and the need for increased federal resources.

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Legal and Ethical Issue Identified:  A-F Accountability Rating System

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Legal and Ethical Issue Identified:  A-F Accountability Rating System

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In my future role as a curriculum director, I will assist teachers in understanding the accountability rating system.

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A-F Accountability Rating System Academic Resource

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A-F Accountability Rating System Academic Resource

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In my search using the Angelo State University Library, I found an interesting article titled, "Neglecting democracy in education policy."  The article examined the validity of the A-F accountability rating system.

Murray, K., & Howe, K. (2017). Neglecting democracy in education policy: A-F school report card accountability systems. education policy analysis archives, 25, 109. doi:http://dx.doi.org/10.14507/epaa.25.3017

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accountability; democracy; education; educational policy; politics of education

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Neglecting democracy in education policy: A-F school report card accountability systems | Murray | education policy analysis archives

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Neglecting democracy in education policy: A-F school report card accountability systems

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A-F Accountability Rating  System Electronic Presentation 

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A-F Accountability Rating  System Electronic Presentation 

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When I conducted an online search of this topic most of the resources were straight off of the Texas Education Agency website. I found the one minute video parent explanations very helpful and easy to follow. House Bill 22 recognized the need to inform parents of the school ratings in an easy to understand format.

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What I Learned About A-F Accountability Rating System

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What I Learned About A-F Accountability Rating System

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The 85th Legislature implemented the new A-F Accountability Rating System after a two years of studying feedback.  The new system grades school in three different domains:  student achievement, school progress, and  closing the gaps (TEA, 2018).  The student achievement domain includes college, career, or military readiness.  The school progress domain identifies student growth and relativity using a point system.  The third domain includes closing the gap.  The third domain is mandated by both the state and federal accountability systems.

House Bill 22 has made an effort to present the A-F Accountability Rating System in such a way that is easy for parents to understand.  TEA has provided Answers in About a Minute videos for parents about frequently asked questions.  Parents can use his/her child's school rating to make educated decisions on how the school is meeting the needs of his/her child.

As a curriculum director, I must be knowledgeable of HB 22 and the A-F Accountability Rating System. I will assist teachers in their understanding of the accountability rating system. I will assist teachers in monitoring student growth and achievement gaps throughout the school year. I will offer instructional strategies to meet the needs of all learners.