62. LPAC-Explain how educational choices for the students must be made by committee.
Whether a student needs special education services or other specialized services, an entire committee of educators usually makes educational decisions involving these services. For example: specialized services are usually provided at the recommendation of the classroom teacher who, generally, is the first person to notice, observe, and diagnose the students difficulties or exceptional skills or talents. This recommendation is usually made to the Principal, who then relates the recommendation to the parents.
With the parent(s)s consent, the student may be tested to ascertain if the specialized services are indeed required given the students observed needs or talents. The test results determine the involvement of other specialists: the school psychologist, the speech and language specialist, the gifted-and-talented-teacher, the bilingual specialist, the resource teacher, etc. ALL educators that must concern themselves with the students needs or talents must plan, given the results of the testing, an educational strategy that helps the student overcome (h)is/er difficulties, or be placed in an appropriate educational program.
The school administrators, the principal or vice-principal, need to convene a meeting of those educators bearing on the specific students case. A plan is proposed. The parent(s) are called in for a second meeting, informed of all pertinent test results and alternative courses of action.
The parent(s) may or MAY NOT accept the plan proposed by the committee of educators. At all times, all educational decisions must be approved by the students parent(s). The parent(s), for example, may recognize the students needs or special talents, but may refuse to allow the student to be placed in a class different than the class to which the child has already been assigned. In this case, the specialized services needed by the student and identified through testing-- MUST be provided within the regular classroom setting to which the students was originally assigned.
Thus, all educational decisions that need to be made regarding specific students because of their needs or talents must be made by specialized committees of those educators that have the expertise, and will bear the responsibility, to help students with difficulties or talents.
For more in-depth information, classroom demonstrations, and "coaching" of new and/or experienced teachers, Dr. CARMEN SANCHEZ SADEK offers:
1. Cognitive - Academic Language and Vocabulary Development
2. Cross Cultural Diversity - Multicultural Strategies
3. Effective Instruction for English Learners (L.E.P. students) Parts 1, 2, 3, 4
4. Promoting Academic Success in Language Minority Students
5. Cognitive - Academic Language and Vocabulary Development
6. Oral Language / Literacy Skills / Higher Order Thinking Skills
7. 50/50 Dual Language Programs: design, planning and implementation
8. The Structure of English / The Structure of Spanish
9. Transition: Introduction to English Reading
Web Site Programs for Teachers: Numbers 1, 5, 7, 8, and 9.
Web Site Programs for Paraprofessionals: Number 3.
Web Site Programs for New Teachers:
Enhanced Cultural Sensitivity - The Challenge of Students Diversity
Identifying / Responding to Students' Language Needs
Phonemic Awareness: Teaching English phonics to L.E.P. students
Relationship Between Reading, Writing and Spelling
Improving Reading Performance -- Building Oral Language Skills)
Write and e-mail any additional questions you may have, and Dr. CARMEN SANCHEZ SADEK will establish with you, your school or district a Technical Assistance Service Contract. Dr. CARMEN SANCHEZ SADEK will answer all your questions promptly and to your satisfaction.
For information and credentials please click on the link below or contact directly:
CARMEN SANCHEZ SADEK, Ph.D.
Educational Consultant, Program Evaluator
National Board for Professional Teaching Standards, Certification (12/2006)
3113 Malcolm Avenue, Los Angeles, California 90034-3406
Phone and Fax: (310) 474-5605