PROBLEM PROPOSAL 1
Problem Proposal Assignment: Inconsistent Teacher Implementation of IEP
Accommodations at Greendale Elementary School
Brittany Krieger
School of Education, Liberty University
Problem Proposal
Ensuring that students with disabilities receive the individualized supports that are
outlined in their Individual Education Plans (IEPs) is a critical component of inclusive education
and legal compliance under the Individuals with Disabilities Education Act (IDEA). At
PROBLEM PROPOSAL 2
Greendale Elementary School, a suburban school within Riverdale Public Schools,
administrators have identified inconsistent implementation of IEP accommodations across
classrooms and teachers as an area of concern. Despite the school’s strong commitment to
inclusion, discrepancies were observed in how teachers from different subjects and grade levels
provide accommodations such as extended testing time, modified assignments, and note taking
assistance.
Community and Agency Setting
Greendale Elementary School, a pseudonym for a mid-sized suburban school in the
fictional Riverdale Public Schools district, serves approximately 800 students in a community
characterized by both cultural and economic diversity. Both the district and school emphasize
inclusive educational practices. The school strives to provide equitable learning opportunities for
all students, as noted in their mission statement: At Greendale Elementary, we do “Whatever It
Takes” to develop successful and productive lifelong learners.
The school’s administrative team includes a principal, two assistant principals, two
instructional specialists, two counselors, a behavior interventionist, a testing coordinator, and a
special education diagnostician. The staff is made up of general education teachers, special
education teachers, and paraprofessionals. Approximately 18% of the student population at
Greendale Elementary is identified with a disability and receives services through an IEP. The
school has long promoted collaboration among educators and families to support inclusion and
equity, reflecting their mission of being a child-centered school which focuses on individual
strengths and supporting all areas of need.
PROBLEM PROPOSAL 3
Description of the Problem Situation
During the spring semester of the 2024-25 school year, school administrators noticed
irregularities in how IEP accommodations were being implemented across classrooms. The issue
became known when several parents contacted the special education diagnostician to express
concerns regarding their children not consistently receiving certain accommodations that were
listed in their IEPs. To better understand the situation, the special education diagnostician
informed the assistant principals and principal who then completed informal classroom
walkthroughs and teacher interviews. Through this process, it was confirmed that there were
significant differences in how accommodations were provided, not only across different grade
levels but also among teachers of the same grade level and subject area.
Several factors were identified as contributing to the inconsistencies. Many general
education teachers expressed limited understanding of specific IEP requirements and uncertainty
about how to adapt the curriculum or assessments. Other teachers expressed concerns with time
constraints, a lack of classroom support, and limited communication with special education
teachers. Additionally, recent professional development sessions had not addressed special
education topics, and administrative follow-up on IEP implementation was minimal. These
challenges created uneven support for students with disabilities.
Conclusion
The inconsistent implementation of IEP accommodations at Greendale Elementary
highlights a significant challenge in aligning written plans with classroom practices. Variations
in teacher understanding, communication, and administrative oversight have resulted in a lack of
support for students with disabilities. Addressing this problem is essential to uphold the school’s
beliefs of inclusivity and equitable learning opportunities for all students.
