CRTL 3

This artifact is a communication tool that can be utilized by all families. The goal is to effectively communicate the MTSS and IEP/504 processes to all parents to heighten awareness of what levels of support are offered at school. Additionally, a Spanish version of the PowerPoint was created to give equal access to non-English speaking families.​ The multi-tiered system of support shows the three-tiered system comparing the curriculum taught, who delivers the instruction, how the instruction is delivered, what assessments are used to measure progress, and who parents can communicate with for updates. The specialized service information compares individualized education plan (IEP) services with 504 plans. It compares both by looking closer at what type of plan each is, student eligibility, access to goals and accommodations, related services attached to the plans, and who is responsible for implementation.  

This artifact connects with CTRL 3, culturally responsive teachers and leaders view and value their students as individuals within the context of their families and communities. It acknowledges and values students as individuals. It provides information to families about the resources available to support unique learners. It addresses what is available under MTSS and Special Education. The Spanish version also ensures this information is available to Spanish-speaking families. It can be translated into other languages spoken as well. 

This artifact reflects my growing leadership competence. It acknowledges the importance of identifying and supporting students with unique learning needs. Leaders must be comfortable explaining these systems to parents, and they must work closely with the school team to ensure the appropriate levels of support are provided. Leaders must encourage open communication with parents as they navigate these support systems. In addition, leaders must provide appropriate professional development for all staff so the systems in place are applied effectively. This artifact addresses the importance of being a culturally responsive leader who understands and appreciates all students' backgrounds and needs. 

This field experience focused on gaining a stronger understanding of my district's bilingual and English learner students and programs. I participated in four different experiences to gain this knowledge. First, I interviewed an experienced bilingual teacher from an elementary school in my district. Next, I interviewed the English language learner teacher in our building. Although I had worked with her for many years, I did not have a clear understanding of her program. In addition, I collaborated with several colleagues to prepare for the arrival of two Ukrainian students. I also worked closely with the team after their arrival to ensure the students had a successful transition. Finally, I was a tutor for a program offered to refugees to learn and improve their English. Through these four experiences, I gained a great deal of insight into the importance of cultural responsiveness and collaboration to ensure the success of bilingual and English language learners. 

This artifact supports CRTL-3, culturally responsive teachers and leaders view and value their students as individuals within the context of their families and communities. I interviewed a bilingual and EL teacher in our district. Both stressed the importance of honoring the cultural backgrounds of each of their students. They promote a sense of pride in their ability to speak two languages. The home/school connection is also very important. The school should have procedures in place to ensure bilingual families feel part of the school community. Another part of my field experience involved planning for two refugee students from Ukraine. While all had good intentions, team members needed reminders to ask the students and parents what they were comfortable with while developing a support plan. 

The field experience shed light on some important considerations that all leaders need to keep in mind. First, bilingual and EL staff need to feel part of the school staff. Leaders need to support them in the same ways as other staff members. Also, leaders need to be involved in data collection and program decisions to ensure students are making progress and the program has the resources needed. Parents must also feel part of the whole school community. Many rely on the teacher to help with communication. School communication should include translation or other ways for parents to be informed.