Competency 15. Organizational Management - Special Education
a. Understand the role policy and procedure play in school district governance and administration
b. Understand statutory regulations affecting board meetings, communications, procedures, and practices that effect special education governance
c. Demonstrate an understanding of special education administrative models used in Minnesota
Reflection: Organizational Management - Special Education
Ruth Paisley, Spring 2011
The organizational structure of school districts vary by size and needs of the district, philosophies of the school district leadership, and the resources available to the district. Special education departments, or in some districts, Student Support or Services departments, are an integral part of the structure of the district.
My internship experiences gave me experience in two different administrative structures. Saint Paul is a large, urban district and therefore the special education department and director of special education focuses primarily on the duties of special education. The Director in Saint Paul also has responsibility for the Wellness programs and 504 plans. There is a hierarchical structure for reporting to upper administration and the Board of Education and the Director has several direct reports as supervisor / managers. In Stillwater the Director of Student Support Services is responsible for the many variety of supports services for students and families including special education, health and wellness (504 plans), English Language Learners, homeless services, etc. Since the special education administration is small in this district with a Director and Assistant Director their work is more “hands on” with the front line staff.
Two critical organizational components to managing fiscal and student data are relationships with the Director's business staff who assist with the SERVs Financial reporting and an understanding of the student enrollment documentation procedures through the Minnesota Automated Reporting Student System (MARSS).
SERVsFinancial is a new fiscal reporting system through MDE that has recently been implemented with Special Education being one of the first statewide programs to use the system. The link below is an artifact showing how school districts access the application to the funding in the different areas for their programs. The application process requires Directors to focus on the goals of the program related to the resources available and account for the funding request in line items aligning with EDRS, the State fiscal coding system. It is critical to have a good working relationship with the business personnel to complete these tasks successfully.
The second artifact is the enrollment and service documentation procedures for Early Childhood Special Education students and students in Kindergarten with IEPs. Procedures separate from the K 12 system are needed in order for these students to be enrolled and receive the general education funding due them to receive a Free and Appropriate Public Education (FAPE). This documentation provides the accountability of the system for the funds received. Special education leadership are responsible to collaborate with those who complete the documentation and implementing case mangagement systems to support this work. This documentation is completed through enrollment clerks, MARSS and Student Information personnel, and IEP managers. Good relationships and collaboration are needed to efficiently and accurately complete the needed reporting.
Artifacts:
Minnesota Department of Education: SERVs Financial Link:
education.state.mn.us/EGMS/searchAllActiveGrants.do
MARSS Procedure 6: