During my first years of teaching, I had a female student come in with a black eye. She was reluctant to tell me what happened. After some intensive prodding and questioning, she finally broke down and said her father had hit her. She was insistent that it was an accident because he had been drinking. As a beginning teacher, I understood my responsibility as a mandated reporter. I went to our Head Counselor to discuss the incident and seek guidance in how to report it to CPS. His reaction was disturbing, he said he knew this family well and worked with other siblings. He had filed reports before and it only made things worse for the whole family. I was completely blindsided by his answer. Although I could see how things could get worse, I knew ethically that the right thing to do was to follow the law and file the report. I walked away from that counselor’s office feeling strongly that reporting it was the right thing to do even if the parent would become more upset. Although I felt, bad that I could possibly be making things worse for the family, I think not reporting would be negligent on my part. I also think I could not live with myself if I chose to ignore it and the abuse continued in intensity. After filing the report, I felt strange when talking with that student and knowing that I might cause additional issues. However, I knew it was the right thing to do. After a few months, I received a response that the report was unfounded. This is when I realized that my only responsibility is to report was disclosed. It was not my job to investigate the incident. It is the role of CPS to investigate and determine next steps.
I think I would ask myself what are my legal responsibilities as a mandated reporter. I would also reiterate that my responsibility as a mandated reporter is only to report the disclosure. The responsibility for CPS is to investigate and determine if there needs to be further action. Deviating from my responsibility would be breaking the law and much more harmful for the student if it was ignored. I think this is a great example of what Josephson (2005) identified in his six pillars of character as “having the courage to do the right thing.” I filed the CPS report despite the ill advice from a school counselor about making things worse for the family.
Josephson, M. (2005). Making ethical decisions: The six pillars of character. Retrieved January 19, 2017, from http://www.josephsoninstitute.org/MED/MD-2sixpillars.html.
Tuesday, July 18, 2017
Making Ethical Decisions
During my first years of teaching, I had a female student come in with a black eye. She was reluctant to tell me what happened. After some intensive prodding and questioning, she finally broke down and said her father had hit her. She was insistent that it was an accident because he had been drinking. As a beginning teacher, I understood my responsibility as a mandated reporter. I went to our Head Counselor to discuss the incident and seek guidance in how to report it to CPS. His reaction was disturbing, he said he knew this family well and worked with other siblings. He had filed reports before and it only made things worse for the whole family. I was completely blindsided by his answer. Although I could see how things could get worse, I knew ethically that the right thing to do was to follow the law and file the report. I walked away from that counselor’s office feeling strongly that reporting it was the right thing to do even if the parent would become more upset. Although I felt, bad that I could possibly be making things worse for the family, I think not reporting would be negligent on my part. I also think I could not live with myself if I chose to ignore it and the abuse continued in intensity. After filing the report, I felt strange when talking with that student and knowing that I might cause additional issues. However, I knew it was the right thing to do. After a few months, I received a response that the report was unfounded. This is when I realized that my only responsibility is to report was disclosed. It was not my job to investigate the incident. It is the role of CPS to investigate and determine next steps.
I think I would ask myself what are my legal responsibilities as a mandated reporter. I would also reiterate that my responsibility as a mandated reporter is only to report the disclosure. The responsibility for CPS is to investigate and determine if there needs to be further action. Deviating from my responsibility would be breaking the law and much more harmful for the student if it was ignored. I think this is a great example of what Josephson (2005) identified in his six pillars of character as “having the courage to do the right thing.” I filed the CPS report despite the ill advice from a school counselor about making things worse for the family.
Josephson, M. (2005). Making ethical decisions: The six pillars of character. Retrieved January 19, 2017, from http://www.josephsoninstitute.org/MED/MD-2sixpillars.html.
Friday, July 14, 2017
Multi Tiered System of Supports MTSS and SDUSD
Tuesday, July 11, 2017
Challenging Conversations around Color Blindness
As a future administrator, I understand the importance of effective leadership how it can significantly affect the outcomes of creating an equity-focused school culture. The issues that surround color blindness or the dilemma of difference can cause many educators to be uncomfortable. As a leader, I will ensure to confront these long-standing achievement gaps and engage all stakeholders to be a part of the solution (Johnson & Williams, 2015). I think it will be important to address these inequities by providing staff, students, and families’ meaningful opportunities to have these types of challenging conversations. Providing this type of structure can enhance the problem solving process and possibly elicit creative and effective solutions to improving equity and access for all students.
Wednesday, July 5, 2017
Providing Equity for AP and IB Programs
At our end of the year staff meeting, our International Baccalaureate Lead Teacher asked the staff to complete a student and staff needs survey. Throughout the school year, the IB program usually presents the staff with phenomenal statistics of progress and success of the program. However, as a special education teacher, I feel the IB program is a separate entity that excludes a large group of our minority population as well as English Learners, low socioeconomic status, and students with IEPs (The Education Trust, 2013). For example, the IB program does not have any students with IEP’s participating in any of the classes. The option to take one IB class as opposed to being a full participant in the program is non-existent. I have a few students that are excellent critical thinkers and would do well in an IB History or English Language Arts class with the appropriate accommodations and supports. However, these students have been denied the opportunity because both the IB program and administrators feel the support would not be readily available.
The Education Trust (2013) conducted research and found a large gap in participation rates for students of color and family income levels. More than 500,000 low-income and students of color are missing out on the opportunity to participate in both AP and IB classes. These inequities seem to result from the unavailability of programs in high poverty and/or high minority schools as well as the policies for enrolling and offering these programs to all students. To end these types of inequities, it is important for schools to address the issue and make swift changes in policies and course offerings.
. By re-organizing the policy, students of all races and income levels have the opportunity to access advanced classes. In addition, it is also important to provide the appropriate supports and services for students through supplemental programs such as Advancement via Individual Determination (AVID) or AmeriCorps. These type of programs promote both academic and self-advocacy skills that help students gain the confidence in participating and being successful in these types of classes. By raising the expectations and including all students, access to both AP and IB classes can promote educational equity.
Restorative Justice Practices
Thursday, June 29, 2017
School Vision Revised
After working on Clincal Practice 3, Educational Equity, I revised my original statement about valuing all stakeholders to ensure academic success for all students. I changed the statement about fostering a positive learning environment to “fostering a positive school culture”. My original intent was to encourage collaboration and promote a positive learning environment. To make it more equity-focused, I added in a statement about sharing both struggles and successes in order to improve student outcomes. I think this revision addresses the spirit of collaboration and allows staff to engage in 
meaningful discussions about the process of creating an equitable and accessible education for all students.
meaningful discussions about the process of creating an equitable and accessible education for all students.
Monday, June 5, 2017
!DOCTYPE html>SPED Resource Guide 
Special Education Web-Based
Flip-book Resource Guide
for
Administrators
EDAD 612
Clinical Practice 2
Group Members:
Lorena Enriquez, Sheila Lachelt, & Margaret Ortega
Introduction
Serving as an administrator for students receiving special education services is an important role that greatly impacts the overall success of students with disabilities. As the instructional leader of a school site, it is essential for administrators to possess a high level of understanding and knowledge on special education law, policies, procedures, instructional programs, supports, and services (Smith, 2016). This resource guide is designed to assist administrators when navigating through the complex system of special education services.
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