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Understanding what is on the ILTS Director of Special Education exam is crucial step in preparing for the exam. You will need to have an understanding of the testing domain (topics covered) to be sure you are studing the correct information.

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ILTS Director of Special Education Exam Blueprint

Understanding the exact breakdown of the ILTS Director of Special Education test will help you know what to expect and how to most effectively prepare. The ILTS Director of Special Education has 100 multiple-choice questions The exam will be broken down into the sections below:

ILTS Director of Special Education Exam Blueprint
Domain Name % Number of
Questions
Educational Leadership and Management 36% 36
Special Education Programs and Services 36% 36
Professional and Ethical Practice and Collaboration 28% 28

ILTS Director of Special Education - Exam Topics Sample Questions

If a disciplinary action results in an exclusion that is classified as a change of placement, how many days does the IEP team have meet for a manifestation determination meeting?

Correct Answer:
10 days


under the individuals with disabilities education act (idea), when a student with a disability engages in behavior that leads to disciplinary action resulting in a change of placement, the school must conduct a manifestation determination review. a manifestation determination is a process where the iep (individualized education program) team, which includes educators, parents, and relevant professionals, must convene to consider whether the student's behavior was caused by or had a direct and substantial relationship to their disability, or if the behavior was the direct result of the school's failure to implement the iep.

according to idea, the iep team is required to meet within 10 days following the decision to change the student’s placement as a result of disciplinary action. this meeting is crucial for ensuring that students with disabilities are not inappropriately disciplined for behaviors that are directly related to their disability. during the manifestation determination meeting, the team reviews all relevant information in the student's file, including the iep, teacher observations, and any relevant information provided by the parents to determine if the conduct in question was caused by, or had a direct and substantial relationship to, the disability.

if the iep team determines that the behavior was a manifestation of the student’s disability, the team must either conduct a functional behavioral assessment (unless one has already been conducted) and implement a behavioral intervention plan, or if a plan is already in place, review and modify it as necessary to address the behavior. additionally, the student must be returned to the original placement unless the parents and the school agree to a change in placement as part of the modification of the behavioral intervention plan.

should the team decide that the behavior was not a manifestation of the student’s disability, then the school may apply the relevant disciplinary procedures to address that behavior in the same way they would for a student without a disability, subject to the protections afforded by idea to ensure the provision of educational services during any period of removal.

therefore, within 10 days of any disciplinary action that changes the placement of a student with a disability, the iep team must meet for a manifestation determination meeting to ensure compliance with idea and to safeguard the student's right to an appropriate education tailored to their individual needs. this prompt action helps prevent unnecessary or inappropriate exclusion of students with disabilities from school.

You are in your first year of teaching, working in 4 different rooms and whose professional space (a desk) is in a completely different room.  In order to support your students, you have to advocate space in each classroom.  However, you have noticed a strong degree of territorialism in your school and a climate that does not support collaborative efforts such as co-teaching.  What should you do about this situation?

Correct Answer:
advocate for yourself regarding logistics, be respectful of your requests and keep in mind that it is always about the needs of the students


in a school environment where territorialism is prevalent and collaborative efforts like co-teaching are not widely supported, navigating your role as a first-year teacher working across multiple classrooms can be challenging. when you find yourself moving between different rooms and having a separate professional space, it's crucial to focus on the logistics of your teaching environment to ensure it meets the needs of your students.

the best course of action is to advocate for yourself regarding the logistics of the spaces you will be teaching in. it's important to communicate your needs clearly and respectfully to your colleagues and administration. remember, the primary goal is to create an environment conducive to learning for your students. this might involve negotiating some space in each classroom where you can set up your materials and have a small working area. even if your primary 'space' is a cart, you still have the right to ask for a designated area in each classroom to facilitate your teaching effectively.

approach this advocacy with a mindset that focuses on student needs. when discussing space arrangements with other teachers or the administration, frame your requests around how these logistics will benefit student learning outcomes. for example, having a designated space in each classroom might help you be more organized, which in turn can lead to more effective teaching and a better learning experience for students.

it's also beneficial to maintain professionalism and a cooperative attitude when making these requests. given the existing climate of territorialism, being diplomatic and respectful can help in reducing potential conflicts and improving the willingness of others to accommodate your needs.

if direct negotiations with other teachers prove challenging, consider involving higher management such as your principal or department head. explain your situation and how certain arrangements can help you manage your responsibilities more effectively, ultimately benefiting the students. sometimes, having support from higher up can influence the dynamics in your favor.

finally, while advocating for your logistical needs, continue to seek ways to foster a more collaborative environment. building positive relationships with your colleagues can gradually help in changing the prevailing territorial attitudes. show appreciation for any accommodations made and be willing to assist others, fostering a give-and-take dynamic that might encourage a more collaborative culture over time.