Bridging the Gap: 6 Ways Campus Leaders Can Better Support Special Education 

Leading special education at the campus level requires a strong grasp of both federal and state legal requirements, engaged instructional leadership across programs, implementation of effective compliance systems, and consistent collaborative practices. The actions and expectations of campus administrators set the tone for both compliance and culture. 

Research indicates a lack of special education specific training in principal preparation programs. To offset knowledge and experience deficits related to special education, campus administrators should seek opportunities to develop skills and understanding. The following suggestions address key areas to consider. 

1. Understand the Legal Foundation of Special Education

Both the federal Individuals with Disabilities Education Act (IDEA) and the Texas Education Code (TEC) delineate requirements for special education in Texas. To avoid, issues and complaints related to special education that may lead to costly and time-consuming litigation, campus administrators must ensure students receive a Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE), with full adherence to procedural safeguards and timelines.

The areas of FAPE, Individualized Education Program (IEP), Child Find, LRE, Evaluation, Discipline, and Parent Participation consistently arise in special education due process hearings. Campus administrators who expand their expertise in these frequently litigated areas may positively impact the special education program, including staff performance and student outcomes, on their campuses.

2. Lead Strong ARD Committee Processes

In Texas, districts conduct IEP meetings through the Admission, Review, and Dismissal (ARD) Committee process. Administrators must ensure ARD meetings begin on time, occur with all required members for the duration of the meeting, include current data for decision making, and allow parents to meaningfully participate. The use of an agenda assists with adherence to all required parts of the meeting.

Training all staff on special education expectations and requirements can assist, as well. Clear and consistent administrator facilitation can reduce disputes and build trust, which can encourage early problem-solving and potentially prevent escalation into formal complaints, mediation, or due process hearings.

3. Monitor Evaluation Timelines and Child Find

Federal Child Find requirements obligate districts to identify and evaluate students who may meet eligibility in disability areas. Strong general education processes — Tier 1 instruction, Multi-tiered Systems of Support (MTSS), Response to Intervention (RTL), etc. — improve the district’s overall special education process. When these processes indicate a referral to special education should occur, campus administrators should work closely with district and campus special education staff to understand and follow established referral processes, including:

• Promptly and accurately providing required referral documentation
• Monitoring the timely completion of evaluations
• Ensuring compliance with subsequent ARD Committee meetings

4. Ensure Appropriate Staffing and Certification

Teachers, paraprofessionals, and others who provide special education services and support must hold proper certification and/or licenses. To properly assign staff to meet the demands of the campus special education population, campus administrators should know the certification areas of all staff, their previous experience, their strengths, and areas in which they need to improve. These levels of information about staff assist campus administrators in proper assignments to best meet student needs.

5. Implement IEPs With Fidelity

The IEP constitutes a legal document developed for each student in special education by their individual ARD Committee. Administrators must ensure that staff implement all accommodations, modifications, related services, and specially designed instruction documented in the IEP exactly as agreed upon and written.

To oversee effective and accurate IEP implementation, campus administrators should engage in regular walkthroughs of special education classrooms using documentation systems aligned to the expectations of the particular classroom types and settings. Monitoring documentation and service logs as part of this process will provide an additional check of IEP implementation. 

6. Adhere to Discipline Requirements

The majority of students with disabilities will follow the regular student code of conduct; however, discipline requirements for this population differ from general education processes. Campus administrators must establish systems for tracking discipline removals to address removals of 10 days or more or series of removals that constitute a pattern. They must recognize when and how to engage in the Manifestation Determination Review (MDR) process, including the requirement to provide notice to the parent and/or other required attendees at least five school days before the MDR ARD Committee meeting occurs. The ARD Committee will determine whether the behavior in question does or does not manifest from the student’s disability, and each outcome involves differing subsequent actions. Additionally, administrators must know whether their district requires the discipline hearing to occur before or after the MDR meeting.

Discipline procedures related to students with disabilities include students in special education, students with Section 504 accommodation plans, and in some cases, students not yet identified for either program but for whom the district has knowledge of a potential disability. Failure to follow discipline requirements specific to students with disabilities can lead to costly complaints and potential litigation.

Final Thoughts

The education of students with disabilities includes adherence to extensive, often complicated legal requirements, systems, and processes. Campus administrators who devote time to understanding legal foundations, establishing strong systems, and fostering collaboration create campuses where staff experience support and students with disabilities can thrive academically, socially, and emotionally.

TASB Student Solutions supports districts in special populations areas. For questions or more information please contact us at studentsolutions@tasb.org.