Prisoners or Presidents: The Simple Things That Change Everything; When Principals Lead Like Lives Depend on It

By Dr. Ian Roberts

The demand for information about effective special education programs in public and private educational institutions continues to grow. There is an increase in the alarming statistics surrounding the impact of the negative effects that failing special education programs; particularly those that are focused on placing students in exclusion and self- contained environments. Prisoners or Presidents: How and Why Inclusion Determines The Future of Students With Special Needs offers a comprehensive discussion of special education and inclusion. This book provides insight into the wonderful things that can happen to students when the two are merged.

This book is written for every educator, parent, policy maker and child who has or has ever had a special need. In addition, this book provides a comprehensive overview about the history of special education, legislation, policy, and practices from the 1800s to Contemporary America.

• Language: English
• Publisher: Xlibris US
• Release date: Jun 17, 2009
• ISBN: 9781469124070

Dr. Ian Roberts

Ian A. Roberts completed undergraduate studies at Coppin State University, Baltimore, Maryland in Criminal Justice, master’s degree studies in Education at St. Johns University, Queens, New York, and Doctoral degree studies in Urban Educational Leadership from at State University. Post-graduate work was completed in Urban Education Leadership at Harvard University. His work experience includes Commissioned Military Officer (Army); Police Officer/Detective; teacher for New York City Board of Education, Prince Georges County Public Schools, and Baltimore City Public Schools, and a professor in the Graduate School of Education at Coppin State University. Ian is a former Olympic track and field athlete (2000 Olympic Games in Sydney, Australia), and he is the founding and current principal of the Friendship Academy of Science and Technology, a Baltimore City Public Schools grade 6-12 Transformational School.

Book preview

Copyright © 2009 by Dr. Ian Roberts.

Library of Congress Control Number:   2009904917

ISBN:      Hardcover      978-1-4415-3879-6

                Softcover        978-1-4415-3878-9

                eBook             978-1-4691-2407-0

All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the copyright owner.

Rev. date: 04/25/2016

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Contents

Preface

Chapter I A Principal's Impact on Parental Involvement and Community Empowerment.

Discussion Questions (p. 17-p. 28)

Chapter II School Climate and Culture: A Principal's Influence on the School-to-Prison Pipeline

Discussion Questions (p. 29-p. 42)

Chapter III A Transformational Principal Plays Both sides of the Ball!

Discussion Questions (p. 44-p. 58)

Chapter IV The Genesis and Impact of Special Education

Why Inclusion? Why Now?

Statement of the Problem

Purpose of the Study

Conceptual Framework

Does LD, ADHD, and ED Equal Failure?

Research Questions

Research Hypothesis

Discussion Questions (p. 60-p. 76)

Is This Just Another Idea about Special Education?

Significance of the Study

Definition of Terms

Limitations

Chapter V Review of the Literature

What Have Others Said about Our Special Education Challenge?

Regular Education Initiative and Mainstreaming

More about Inclusion: A Lot to Say and Not Much Was Done

Discussion Questions (p. 79-p. 93)

Inclusion and Student Academic Achievement

Let's Talk Dollars: The Cost of Inclusion

Grace and Mercy in Education: Seven Second-Chances

The Real Cost of Inclusion

Inclusion and the No Child Left Behind Act

The Effect of Inclusion on Students with Disabilities

Discussion Questions (p. 110-p. 116)

Chapter VI The Methodology

Research Design

Variables of the Study

Target Population

Accessible Population

Sample

Demographics and Characteristics of the Sample

Instrument

Data Analysis

Steps in Hypothesis Testing

Discussion Questions (p. 117-p. 128)

Chapter VII Results: What Did We Find?

Impact of the Least Restrictive Environment

Efficacy of Placement on Academic Achievement

Efficacy of Placement on Behavioral Achievement

Efficacy of Placement on Social Achievement

Impact of Disability on the Least Restrictive Environment

Chapter VIII Summary and Conclusion

Summary

Effective Inclusion Can Turn Potential Prisoners into Presidents

Conclusions

Discussion

Implications and The Stories That Guides Us

Discussion Questions (p. 158-p. 166)

The Work Continues: Recommendations

Scenario 1.

(Special Education/IDEA)

Special Education Scenario 2.

No Child Left Behind (NCLB)

Special Education Scenario 3

Student Discipline

Special Education Scenario 4

Teacher Responsibilities and Student Rights

A Mission to Include All

Equity in Education: The Good Fruit Story

A Guide for School Leaders

References

IEP Disability Codes

About the Author

T his book is written for every educator, parent, policy maker, and child who has, or has ever had a special need. The book discusses how a person with special needs is not the same as a person classified as special education as per PL94-142 (IDEA). The book provides a comprehensive overview about the history of special education, legislation, policy, and practices from the 1800's to contemporary America. The author's findings and conclusions are the result of more than 20 years of experience as a teacher and school leader of students with special needs in both the inclusion and mainstream setting; as well as intense work with students with special needs.

A causal-comparative study utilizing archival student data of an urban school district was conducted. The purpose of the study was to determine if differences existed in the academic, social, and behavioral achievement between special education students who are educated in an inclusion setting versus students who are educated in self-contained settings. Students in the study were diagnosed as having a specific learning disability (LD), attention deficit hyperactivity disorder (ADHD), or emotional disturbance (ED). The results of the study determined that there is a significant difference in the academic, social, and behavioral achievement of special education students who are educated in inclusion versus those who are educated in self-contained settings. There are no significant differences in the academic, social, and behavioral achievement based on the disabilities of LD, ADHD, and ED.

Additionally, the book shares some personal leadership anecdotes and stories of school turnaround success. The author espouses the importance of a strategic approach for school and district leaders to adopt a Mission and Vision focused approach with their teams, as they create positive and sustainable school cultures and climate that includes and guarantees success for all.

About the Author

D r. Ian A. Roberts completed undergraduate studies at Coppin State University, Baltimore, Maryland, in criminal justice; master's degree studies in education at St. Johns University, Queens, New York; and doctoral degree studies in urban educational leadership at Morgan State University. Postgraduate work was completed in urban education leadership at Harvard University.

The author's work experience includes Commissioned Military Officer (Army); Law Enforcement Officer, Middle and High School Teacher and Principal for New York Board of Education, Baltimore City Schools, and District of Columbia Public Schools. He served as an Adjunct Professor in the Graduate School of Education at Coppin State University. Dr. Roberts is a former Olympic Track and Field Athlete (2000 Olympic Games in Sydney, Australia). He currently serves as Middle and High School Superintendent for St. Louis Public Schools, in St. Louis Missouri.

Acknowledgments

T he author wishes to thank all those who contributed to the research and completion of this scholarly work. It is with immense gratification that I acknowledge a few very important contributors to this endeavor. I am extremely grateful to have had the opportunity to work with Dr. Sylvester McKay, Dr. Nicholas Eugene, and Dr. Samuel Billups, who committed significant personal time to the completion of this endeavor. The author wishes to express his deep appreciation to his mother, Verna, for her continuous prayers and support; his friends and colleagues for the unflagging encouragement, patience, support, and good humor throughout this project; and his cousin, Sarah Barrington, for the constant reminders of the importance of not relying on his own strength.

Preface

D r. Ian Roberts' work as a New Leader for New Schools trained principal exemplifies the qualities and skills required to transform schools and significantly increase student achievement in an urban school setting. Working with Ian for two years as his New Leaders' Principal Coach, I have witnessed how his passion for improving instruction and achievement for all students has transformed his school, his students, and their communities. Dr. Roberts's sense of urgency to improve teaching and learning and relentless drive have allowed him to shape his school's climate and culture in very tangible ways. He knows every student by name and consistently walks the halls and classrooms to ensure that students and staff are actively engaged in the process of learning. He and his teachers meet weekly to discuss individual student achievement data; instruction is influenced through these data dialogues, and his teachers are committed to the success of all students. With the support of his Leadership Team, teachers receive intensive support in planning lessons and assessing learning. At Ian's school, it's all about the business of doing what is right for students.

His book provides a thorough overview of what every educator needs to understand about the evolution of special education in America's public schools; and its intended impact upon ensuring that students with disabilities receive a world-class education. His personal belief that schools, teachers, staff, and family members must work together to vigilantly and aggressively provide the supports required by students with IEPs and consistently monitor students' progress is grounded in substantive research and first-hand experiences as a special educator.

Doc Roberts expects, inspects, and ensures that every student, with or without an IEP is getting the best education possible. Walk the classrooms of Friendship Academy for Science and Technology with Dr. Roberts, as he does throughout every day, and you will see how his passion for improving the lives of all children is evident in his every action and every word. His expectations for his students and staff are clear, consistently communicated and rooted in his unrelenting focus on improving learning, every day, for every child, in every classroom.

Ed Cozzolino

Chapter I

A Principal's Impact on Parental Involvement and Community Empowerment.

F irst Lady Michelle Obama stood on the stage at the Constitutional Hall in Washington, DC, swarmed by a detail of secret service agents. The graduating class of the Academies at Anacostia High School flanked her. The top ten students in the class sat on the stage behind her, the remainder of the class faced her, and everyone was engaged in every word she spoke. I could only imagine what thoughts were going through the minds of the graduates of the class of 2010. Is this the ultimate euphoric feeling of their high school experience? Had they imagined that their high school experience would culminate with such as auspicious ceremony? After all, their graduation speaker was probably the envy of their peers in Washington, DC and nationwide. While most of us do not recall who the keynote speaker was at our high school, and even college graduation, there is no doubt that fifty years from this day, each of the graduates will remember this day and be able to recount many of the details. I was not a graduate, I was the newly selected principal to lead this failing school that was in need of turnaround, but I too knew that this day would forever be etched in my memory. The First Lady delivered an address that appeared to incite nostalgia, and evoke lots of emotion. During my 30 plus years on this earth, I have lived through the tenure of at least 7 presidents, and it is probably a reasonable conclusion to say that First Lady of the United States, Michelle Obama (FLOTUS) has demonstrated more involvement in the educational landscape of this America than any of her predecessors. The FLOTUS, who appeared to be emotional for the duration of the speech, informed the students that there were probably many people who wanted to write them off because of assumptions that they made about the students, the school, and the community; but every day the students continued to prove them wrong. She went on to remind them that it did not matter what anyone else thought of them or what they could achieve, the only thing that mattered is what they thought of themselves, and what they were willing to do to achieve their goals. The FLOTUS continued to address the audience as tears flowed down her face. She pointed out that her own journey would not have become a reality had it not been for the support of caring adults. It was at that moment that I was reminded of the importance of the pursuit that chose me; this noble journey as an educator, and more importantly, my pursuit of educational leadership in often neglected communities. Although the Anacostia community is less than 10 minutes from the Whitehouse in the nation's capital, there is an ongoing plight that the young people and adults face that is sometimes unimaginable. From an unemployment rate that sometimes surpasses 20%, to a rate of drug addiction, homelessness, and violence that rivals any third world country. Schools (elementary, middle, and high schools) are intentionally neglected by policy makers, politicians, and even school district staff and leaders compounding this plight.

During a number of interactions with district staff who worked at the school districts central office; the individuals who were tasked with supporting schools (although it was evident that a number of them were not aware of this, or they simply never acted like it), I mentioned Anacostia and some central office staff would display a visible repulsive and repugnant reaction. Some have had the audacity to verbalize that they did not believe the school should remain open because, with 9 principals in the last 10 years, it has been failing for years. The heart wrenching issue is that several elementary, middle and the other high schools that are located east of the Anacostia River, in Washington, DC; all endured this institutional neglect and lack of belief in the students and schools, which manifested itself in the inequity of resources and support. It took the FLOTUS to deliver a commencement address to the Academies at Anacostia's graduating class to remind students and the community that it should not matter what anyone thinks of them or their community, for some to receive a jolt of inspiration and motivation about their worth. It was during that moment I decided that I had just received my charge from the highest office of the land. Just like those graduates, I was charged up, inspired, and ready to perpetuate the message of a relentless belief in every student who walked through our doors, and those who were deemed to be failures and not worthy of another opportunity. I was not only committed to serve as the principal of this amazing school, in a community that is rich in its history, family ties, and resilience. I pledged to commit to becoming an integral part of the community. I decided that I wanted to eat, worship, fellowship, and if I could, live in the community. The FLOTUS's participation and commitment to the students at the Academies at Anacostia did not end with her speech at the graduation of the class of 2010. Her first Mentoring program for high school students started with a group of dynamic, intellectually gifted, and resilient female student-athletes from the Academies at Anacostia. All of those students subsequently graduated and enrolled in four year colleges throughout the country.

One year later...

The morning began with me standing on the corner one block from the school greeting and encouraging students to hurry up and get to the entrance so that they will not be tardy. As I ushered students, all of whom were dressed in their khaki trousers, white buttoned up shirts and neck ties that were specific to their individual grade levels, I felt a sense of pride and encouragement. I reflected on where we were just one year prior to this day. When I proposed and demanded that every student at the Academies at Anacostia wear the aforementioned uniform. There was resistance from parents, a few teachers, district office staff, and even members of the school leadership team. The primary reasons and resistance from parents was that it was not affordable; I worked with our support team and stakeholders to raise more than forty thousand dollars ($40,000) that was used to provide every student with a free shirt and tie, and for those who did not have it, a pair of trousers. The teachers and staff resistance was about mindset, as such, I strongly encouraged every adult to model professional dress, which included the wearing of shirts and ties by all of the adult males. This was a pleasant sight on this fall morning as I reflected on the growth and traction that we gained in a one calendar year. Students were now greeting each other and every adult with whom they