Why Do We Go to School?
Before you read any further, take a moment to ask yourself one simple question: "Why do we go to school?" I would wager that your answer involves the concept of learning.
On the surface, learning might seem straightforward—acquiring new knowledge, skills, or behaviors through experience, practice, study, or repetition. However, this seemingly simple process is actually quite complex. Learning encompasses various elements, including the ability to take in and process information, which relies on cognitive functions like memory, attention, and critical thinking. Additionally, it requires emotional engagement, behavioral activation, and the ongoing integration of existing knowledge with new concepts. As a result, designing an educational plan or program to facilitate learning for students can become incredibly intricate.
Chris Zielinski, SSP, BCBA
The Power of Multidisciplinary
Team in IEP Development
Interpreting, integrating, and communicating all the gathered information to develop and implement educational programs is best accomplished by a diverse team of stakeholders. For instance, when creating an Individualized Education Program (IEP), a multidisciplinary team gathers information about a student's abilities from various perspectives. This information forms the foundation of the IEP.
For more details on the importance of a team-based approach, check out the Council for Exceptional Children (CEC). They discuss how shared responsibility among various stakeholders in IEPs leads to better student outcomes.
Going Beyond Assess and Report
Assess and Report
While this seems relatively easy and straightforward (often referred to as assess and report), to do it in a way that aligns with the best interest of the student, it is more complex than what meets the eye. While we know that at a minimum the team is legally required to “assess & report”, we should all make the ethical commitment to go notably beyond that and look to fully integrate each and every member of the team into the creation of the IEP. One that is for the student, understood by the parent (who should be an active participant), and done through direct interdisciplinary collaboration.
This aligns with the information shared by Reading Rockets on the significance of involving parents and students in the IEP process, especially when discussing transition services.
The Art of Collaboration: Harmonizing Perspectives
One of my mentors, a School & Clinical Psychologist with over 40 years of experience, had a faded sign in his office that read, “If you want to go fast, go alone. If you want to go far, go together.” As he neared retirement, he often spoke to me about what he called “The Art Part” of the job. He emphasized that every person in an IEP meeting is there for the child’s benefit. Each brings a unique perspective on how best to develop a supportive plan. The art of the job, he said, is harmonizing these perspectives to create a cohesive support plan rather than working in isolated silos.
If you are interested in learning more about how to avoid working in silos during IEP creation, Wrightslaw offers guidance on building strong collaboration between service providers, parents, and teachers.
Building Better IEPs
Through Collaboration
This harmony is achieved when team members share assessment results well before the meeting, ensure that these results are comprehensible to all members (including parents), and actively engage in developing an IEP that integrates everyone’s input rather than merely connecting assessment outcomes to isolated services and goals.
Investing in Knowledge for
Long-term Success
As Benjamin Franklin once said, “An investment in knowledge pays the best interest.” By committing to genuine collaboration and inclusion in developing educational programs, the fruits of our labors can certainly pay interest and dividends to those we seek to support beyond their days within the school in which we work.
For more about how inclusive education can set students up for long-term success, the American Montessori Society discusses inclusive, student-centered approaches to IEPs.
Chris Zielinski, SSP, BCBA
written by
Chris Zielinski
Chris Zielinski is a school psychologist, behavior analyst, and school administrator specializing in public policy, special education, and program assessment and development. Throughout his career in public education, he has been a long-term substitute teacher, school psychologist, lead psychologist, behavior analyst, autism/behavior consultant, and assistant superintendent. Before transitioning to the field of education, Chris provided clinical behavioral health services and worked in corrections with state and federal inmates. Outside of his professional life, Chris enjoys spending time with his three amazing daughters and his motivated, intelligent, and supportive wife. Chris is a Board Certified Behavior Analyst with his Bachelor of Arts in Public Law and Criminal Justice, Bachelor of Science in Psychology, Specialist degree in School Psychology, and a Director of Special Education endorsement.
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