Carl Lashley

How Building Principals Made Sense of Free and Appropriate Public Education in the Least Restrictive Environment

Confusion among school leaders regarding how to interpret and implement special education legislation, and specific federal and state policies and mandates such as a free and appropriate public education (FAPE), in the least restrictive environment (LRE) at the school-site level has existed since the 1970s and continues to exist. This metasynthesis explores the literature surrounding sensemaking by which building principals adapt and transform policy as they enact it in their schools. Findings suggest that a phenomenon of internal forces had a more significant influence on the actions that took place throughout their sensemaking of LRE and FAPE.

Transformational and Transformative Leadership in a Research-Informed Leadership Preparation Program:

This article describes IMPACT V, a grant-funded preparation partnership among a community of institutions, and then considers whether such a partnership is a viable way to cultivate transformational and transformative sensibilities in building leaders. Methods included content analysis of baseline and summative student artifacts. Findings suggest that the program promoted elements of transformational leadership, as well as transformative leadership focused on liberation, democracy, equity, and justice. The program promoted school change and cultivated leadership and personal growth but suffered from unevenness in the program partnerships. Implications for leadership preparation are considered.

RtI at West Elementary: Supplement, Supplant, or a Little of Each?.

This case, which addresses supplementing or supplanting special education in a school, is applicable to aspiring and practicing principals who require more experience in special education law and practice. We cover the use of special education personnel to provide intervention activities for students who have not been classified as students with disabilities through a pre-referral strategy called Response to Intervention (RtI). Concerns about the principal’s role as instructional leader for all students and operations manager are raised. Opportunities to work with district-level administrators can also be explored. The case highlights ethical and legal practice in providing students with needed instruction prior to a special education referral. Students can research and become familiar with their state and district special education policies.