Who’s Who: A Guide to Navigating the Power Elite in Your School System
By Eve Kessler, Esq.
To navigate the school system effectively you must understand how the system is structured and who makes the decisions that impact services for students with LD and ADHD.
- Superintendent of Schools
Although every district works a bit differently, there is one factor that remains constant: The superintendent sets the tone. His or her belief system trickles down to administrators and staff at every level and helps to create the district’s vision and set the standards for how children and families are treated within the school system.
- Director of Special Services
This individual is the superintendent’s right-hand. As the day-to-day manager of special education and Section 504 plans, the Director should know you and your child.
Some Directors are knowledgeable about the law, specific disabilities, teaching methods, and particular students; others may delegate some or all of those responsibilities to building-level principal and their staffs.
Depending upon the size of the district and the number of children receiving special services, some principals may hire assistants or instructional leaders to serve as special education point people, attend IEP and Section 504 team meetings, and handle issues as they arise.
One way to make your voice heard by the director is to serve on a committee he chairs. Many Directors hold monthly meetings of a parent advisory group to discuss areas of interest and make recommendations.
It is well worth bringing the Director of Curriculum into the loop at committee meetings, to discuss particular curriculum-related issues such as curriculum accommodations and modifications.
- Boards of Education & Finance
It’s important to educate these groups about the needs of students with LD. Meet with Board members separately, or make presentations to the Boards at large, as well as to other key political players with decision-making capacity in the district. Show videotapes of well-respected speakers in the field or bring in speakers on such topics as new practices in inclusive education, friendship and social skills development, or bullying. Give them books to read.
Open avenues of community-wide conversation. For example, if textbooks are out of date, explain why new textbooks should contain audio and videotapes for a wide variety of learners.
Become a member of the Board of Education, if you have the time and energy, to bring the voice of special education to the table.
- Long-Range Planning Committee and PTA
Each school has a Long-Range Planning Committee that oversees long-term building and financial projects and sets the focus of the district for years to come. Most districts also have separate Parent Teacher Associations (PTAs) in each school and a PTA Council, whose boards discuss issues and allot funds for special projects and supplies.
Becoming a member of a long-range planning committee or serving as a Special Education Representative on a PTA board are effective ways to become involved in a school’s decision-making process, share information with the special education community, and help shape a vision of best practices. If there isn’t such a position, create one. If you don’t have the time to serve, try to find other parents to represent your views.