Leading Effective Meetings With Professionals and Families

Washburn, Jocelyn; Billingsley, Bonnie S.

doi:10.4324/9781315176093-3

Cited by 3 publications

(3 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As an example, an adolescent who performs poorly on a measure of RC may or may not need word-level intervention, and only by administering additional measures would instructional needs be clarified. This reader may need a comprehensive reading intervention that includes decoding; however, this would only be known by assessing multiple reading skill components through a diagnostic process (see Washburn & Billingsley, 2018, for detailed examples of using multiple data points and a collaborative approach to decision-making related to literacy). Likewise, educators cannot assume a reader has strong RC when presented with an adequate automaticity score alone.…”

Section: Research and Developmentmentioning

confidence: 99%

Reviewing Evidence on the Relations Between Oral Reading Fluency and Reading Comprehension for Adolescents

Washburn

2021

J Learn Disabil

Self Cite

View full text Add to dashboard Cite

In this article, I systematically review evidence on the relations between oral reading fluency (ORF) and reading comprehension (RC) for adolescents with limited reading proficiency (ALRP) in Grades 6 to12. I organized findings from 23 studies into five themes: (a) unclear role of ORF in the simple view of reading model for ALRP, (b) ALRP have distinct reader profiles, (c) ORF consists of more than automaticity, (d) the role of ORF varies, and (e) oral reading automaticity has tenuous predictive value for ALRP. Results suggest that knowledge of an adolescent’s ORF, as commonly defined and assessed, provides helpful information about an adolescent’s reader profile, but is not sufficient to evaluate instructional needs nor measure progress. I conclude the article with a discussion on implications for researchers, assessment developers, practitioners, and school administrators.

show abstract

Section: Research and Developmentmentioning

confidence: 99%

Reviewing Evidence on the Relations Between Oral Reading Fluency and Reading Comprehension for Adolescents

Washburn

2021

J Learn Disabil

Self Cite

View full text Add to dashboard Cite

show abstract

“…In addition, CEC provides guidance in High Leverage Practices for Inclusive Classrooms (McLeskey et al, 2019) where educators can find an IEP meeting preparation checklist (p. 76) and chapters focused on collaborating with colleagues (chapter 1), leading and facilitating IEP meetings (chapter 2), and communicating with team members for the collaborative development of IEPs (chapter 5). As Washburn and Billingsly (2019) state, “The primary benefit of well-organized meetings is that they have the potential to have a positive impact [on] teams working on behalf of students with disabilities and their families and consequently student learning” (p. 15).…”

Section: Discussionmentioning

confidence: 99%

Special Education Meetings: The Role of the Facilitator in Districts Serving Rural Communities

Beck

DeSutter

2020

Rural Special Education Quarterly

View full text Add to dashboard Cite

Special education professionals serve as facilitators of Individualized Education Program (IEP) team meetings. This study explores how facilitators see their IEP meeting roles and probes further into how IEP facilitators envision an ideal IEP meeting in school districts with rural schools. Findings indicate that facilitators see their roles in three parts: procedural due process, informal problem solving, and parental support. Their view of the ideal IEP meeting involved a strong presence by members, parental involvement, and achieving true collaboration. Implications for teachers and school leaders include agenda distribution, external meeting communication, and role clarification.

show abstract

“…At times, collaborative meetings require creatively finding time as it is a commodity in schools. Planning meetings can involve gathering and sharing information, clarifying and elaborating on the problem, building a consensus, encouraging one another, and compromising (Washburn & Billingsley, 2019). Third, in order for effective planning to occur, teams must use effective communication skills, such as reflective non-judgmental listening, respecting others points of view and areas of expertise, using skills to explain and clarify thoughts and ideas, and asking clarifying questions.…”

Section: Recommendation 1: Training In Special Educationmentioning

confidence: 99%

Practice-to-Research: Responding to the Complexities of Inclusion for Students with Emotional and Behavioral Disorders with Recommendations for Schools

et al. 2022

View full text Add to dashboard Cite

School administrators are instructional leaders responsible for ensuring high quality inclusive education for all students including those with disabilities. In this article, the authors review legal mandates, discuss inclusion of students with emotional and behavioral disorders (EBD) in practice, and obstacles to effectiveness. Recommendations are provided to assist administrators in maintaining high quality inclusive education for students with EBD by addressing the following barriers: (a) administrator preparation and training; (b) prioritization; (c) common philosophy, vision, and mission; (d) funding and resources; (e) teacher training and coaching, (f) effective practices and (g) effective co-teaching. While experts continue to debate the inclusion of students with EBD, school administrators have moved on and are leading inclusive practices in schools. Barriers must be addressed prior to instating a fully inclusive model or face loss of staff and failure of students with EBD. As such, the authors propose a model of practice to research, in which strategies are recommended for current practice to overcome the identified barriers with available research. With implementation of the recommendations in this article, it is highly probable that students with EBD can be successful in inclusive settings.

show abstract

Leading Effective Meetings With Professionals and Families

Cited by 3 publications

References 0 publications

Reviewing Evidence on the Relations Between Oral Reading Fluency and Reading Comprehension for Adolescents

Reviewing Evidence on the Relations Between Oral Reading Fluency and Reading Comprehension for Adolescents

Special Education Meetings: The Role of the Facilitator in Districts Serving Rural Communities

Practice-to-Research: Responding to the Complexities of Inclusion for Students with Emotional and Behavioral Disorders with Recommendations for Schools

Contact Info

Product

Resources

About