Education Week - February 25, 2015 - Special Report - S36

S36
EDUCATION WEEK LEADERS TO LEARN FROM
February 25, 2015 n
edweek.org/leaders
to special education testing because we can't
afford it' "-a violation of the federal Individuals
with Disabilities Education Act.
When Mosaica came in, Mr. Sipka said, its
budgeted line item for special education services
was $250,000. The district had spent
$2.5 million the year before.
"That's where Kathy came in and really
worked with Mosaica, and kept on them, and
held their feet to the fire so they would eventually
put the team in place that could get the
job done. She was a real trouper," Mr. Sipka
said.
That work included combing through filing
cabinets of student information, trying to
piece together which students were overdue
for evaluations and what had been included
in their individualized education programs,
or ieps, because the student electronic
database had not been updated, Ms. Fortino
said. "At the beginning, it was just a
lot of that grunt work to see if we could find
things that could put them in compliance
versus what appeared on the electronic database."
She
and her team continued monthly meetings
with charter-district staff members, to
help them find resources such as school psychologists
to perform student evaluations.
The intermediate district also provided professional
development for teachers on topics
such as iep writing.
The Council of Administrators of Special
Education, an international organization
that includes district-level special education
administrators among its members, cited Ms.
Fortino's work with Muskegon Heights when
naming her one of its outstanding administrators
of 2014.
The organization also cited her work in
developing a teacher-evaluation system that
includes measurement of student growth for
students with significant disabilities.
On behalf of its member districts, the isd
LESSONS FROM
A LEADER
runs a school of about 200 students ages 3
to 26 with autism, cognitive disabilities, and
physical disabilities. The evaluation system,
now in its third year, allows teachers to use
scores on the state's alternate assessments,
teacher-written classroom goals based on
instructional standards, or individual goals
for groups of students with similar disabilities
for their personal evaluations; they must
choose two of the three options. The teacherevaluation
goals are intentionally separated
from iep goals, and the teachers work in
partnership with the school principal to ensure
the goals are sufficiently rigorous.
Early Experience
Ms. Fortino's immersion in the special education
world started when she was a high
school senior. She applied to be a teacher's
aide ("I was one of the kids who always knew
she was going to be a teacher") and was
assigned a classroom of students with cognitive
impairments. Ms. Fortino acknowledged
that she was reluctant at first, but quickly
grew to love both the students and the
challenge.
"The thing about them that I really enjoyed
was the fact that the kids cared so much
about learning. The kids in that classroom,
they ate up everything you gave them. And
another part I liked was trying to figure out
what would work for them."
After college, Ms. Fortino started teaching
at the Grand Haven and Fruitport school
districts in Michigan. She eventually rose to
become special education director at Grand
Haven before joining the isd.
>> Focus on
Relationships
Build relationships and trust. You have
to be honest about what the issues
are and be there to support people
as they work to resolve them.
>> You Can't Know
It All
Understand that you don't always
know it all. This means encouraging
others to use their knowledge
and supporting them.
>> Take Charge
Don't think that someone else
is going to fix a problem or make
improvements. You have to take
charge. You have to have a voice.
Ms. Fortino's work with Muskegon Heights,
though intense, is only one of her current
projects. For example, she and other special
education administrators in the state's intermediate
school districts are in the early
stages of re-evaluating how they monitor
their local member districts for academic performance.
"There's
lots of stuff we can do that doesn't
require [state] rule changes," she said. "We
can work on practice changes, or things at the
policy level that we can control."
For example, students are currently evaluated
for special education eligibility, but the
evaluation process doesn't tell a teacher much
about what that student may need in terms
of academic supports. The isds could lead the
way in implementing that new policy focus,
Ms. Fortino said.
"Accountability is huge with Kathy," said
Laurie VanderPloeg, the director of special
education for the Kent isd, also in western
Michigan, and a former president of the special
education administrators' group.
"She's very futuristic in looking at the results-driven
accountability part of this," she
added, borrowing language the U.S. Department
of Education is using in describing its
own shift toward focusing on the academic
performance of students, in addition to issues
related to special education compliance.
This latest project is a needed counterbalance
to an intense focus on special education
monitoring, Ms. Fortino said.
"It feels like, in school, so much is done to
you," she said. "There's so much the feds want
and that the state wants, and sometimes you
get lost in that. This is a way to say, 'What do
we want to do?' We're going to focus on those
compliance things, but they don't have to own
our work." n
You've heard their stories.
You've been inspired.
Now it's your school's turn.
Bring empowerment and
inspiration to your school with
Microsoft's educator solutions
and resources. From free Office
and OneNote to helpful tips and
professional development training
- your educators can access it all
at www.microsoft.com/teacher.
http://www.edweek.org/leaders http://www.microsoft.com/teacher http://www.microsoft.com/teacher

Education Week - February 25, 2015 - Special Report

Table of Contents for the Digital Edition of Education Week - February 25, 2015 - Special Report

Education Week - February 25, 2015 - Special Report - S57
Education Week - February 25, 2015 - Special Report - S59
Education Week - February 25, 2015 - Special Report - S60
Education Week - February 25, 2015 - Special Report - S58
Education Week - February 25, 2015 - Special Report - S1
Education Week - February 25, 2015 - Special Report - S2
Education Week - February 25, 2015 - Special Report - S3
Education Week - February 25, 2015 - Special Report - S4
Education Week - February 25, 2015 - Special Report - S5
Education Week - February 25, 2015 - Special Report - S6
Education Week - February 25, 2015 - Special Report - S7
Education Week - February 25, 2015 - Special Report - S8
Education Week - February 25, 2015 - Special Report - S9
Education Week - February 25, 2015 - Special Report - S10
Education Week - February 25, 2015 - Special Report - S11
Education Week - February 25, 2015 - Special Report - S12
Education Week - February 25, 2015 - Special Report - S13
Education Week - February 25, 2015 - Special Report - S14
Education Week - February 25, 2015 - Special Report - S15
Education Week - February 25, 2015 - Special Report - S16
Education Week - February 25, 2015 - Special Report - S17
Education Week - February 25, 2015 - Special Report - S18
Education Week - February 25, 2015 - Special Report - S19
Education Week - February 25, 2015 - Special Report - S20
Education Week - February 25, 2015 - Special Report - S21
Education Week - February 25, 2015 - Special Report - S22
Education Week - February 25, 2015 - Special Report - S23
Education Week - February 25, 2015 - Special Report - S24
Education Week - February 25, 2015 - Special Report - S25
Education Week - February 25, 2015 - Special Report - S26
Education Week - February 25, 2015 - Special Report - S27
Education Week - February 25, 2015 - Special Report - S28
Education Week - February 25, 2015 - Special Report - S29
Education Week - February 25, 2015 - Special Report - S30
Education Week - February 25, 2015 - Special Report - S31
Education Week - February 25, 2015 - Special Report - S32
Education Week - February 25, 2015 - Special Report - S33
Education Week - February 25, 2015 - Special Report - S34
Education Week - February 25, 2015 - Special Report - S35
Education Week - February 25, 2015 - Special Report - S36
Education Week - February 25, 2015 - Special Report - S37
Education Week - February 25, 2015 - Special Report - S38
Education Week - February 25, 2015 - Special Report - S39
Education Week - February 25, 2015 - Special Report - S40
Education Week - February 25, 2015 - Special Report - S41
Education Week - February 25, 2015 - Special Report - S42
Education Week - February 25, 2015 - Special Report - S43
Education Week - February 25, 2015 - Special Report - S44
Education Week - February 25, 2015 - Special Report - S45
Education Week - February 25, 2015 - Special Report - S46
Education Week - February 25, 2015 - Special Report - S47
Education Week - February 25, 2015 - Special Report - S48
Education Week - February 25, 2015 - Special Report - S49
Education Week - February 25, 2015 - Special Report - S50
Education Week - February 25, 2015 - Special Report - S51
Education Week - February 25, 2015 - Special Report - S52
Education Week - February 25, 2015 - Special Report - S53
Education Week - February 25, 2015 - Special Report - S54
Education Week - February 25, 2015 - Special Report - S55
Education Week - February 25, 2015 - Special Report - S56
Education Week - February 25, 2015 - Special Report - S61
Education Week - February 25, 2015 - Special Report - S62
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http://ew.edweek.org/nxtbooks/epe/ew_07202016
http://ew.edweek.org/nxtbooks/epe/ew_01112017
http://ew.edweek.org/nxtbooks/epe/ew_06082016
http://ew.edweek.org/nxtbooks/epe/tc_06092016
http://ew.edweek.org/nxtbooks/epe/dc_06022016
http://ew.edweek.org/nxtbooks/epe/ew_06012016
http://ew.edweek.org/nxtbooks/epe/ew_05182016
http://ew.edweek.org/nxtbooks/epe/ew_05112016
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http://ew.edweek.org/nxtbooks/epe/ew_03092016
http://ew.edweek.org/nxtbooks/epe/ew_02242016
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http://ew.edweek.org/nxtbooks/epe/qc_01072016
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http://ew.edweek.org/nxtbooks/epe/qc_01082015
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http://ew.edweek.org/nxtbooks/epe/ew_12102014
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http://ew.edweek.org/nxtbooks/epe/ew_11072012
http://ew.edweek.org/nxtbooks/epe/ew_10312012
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http://ew.edweek.org/nxtbooks/epe/ew_09122012
http://ew.edweek.org/nxtbooks/epe/ew_08292012
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http://ew.edweek.org/nxtbooks/epe/ew_test
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https://www.nxtbookmedia.com