Guideposts to Special Education

Help!!! Homework is Back!!!!

2011-09-07T19:47:00.000-04:00

Concerned parent: “How was your day?”

Indifferent child: “Fine.”

Parent: “What did you do?”

Child: “Nothing.”

Parent: “Do you have any homework?"

Child: “Nope.”

Sound familiar? The conversation could go on, with the parent desperately trying to engage, and the child getting more and more frustrated. It is a common conversation.

A struggle for students with disabilities is, typically, homework completion. The key to heading these problems off at the pass is to start early, stay consistent, and model and teach the processes and strategies the student will need to be independent. Most of the time, students don’t do their homework for a reason, and it is not just to annoy their parents. 9 out of 10 times there is an underlying issue causing students some difficulty, and therefore, they would rather avoid the homework than working through a difficult process. Some key points to get you started:

1. Think Routine! Same time, same place. Start young-in elementary school. Set up a place free of distractions, comfortable, and where you can be close by. This is THE place to do homework---at all times. This routine will become habit, and having a structure to rely on is important for all kids. Homework gets done at the same time and place everyday. (depending on schedules of course, but make it as routine as possible day to day and week to week)

2. Think System! Review your child’s planner or assignment book, etc. Take the first 10 minutes of homework time to review the homework that was written down, look at their binders and books. Help them to organize their materials. Have a three hole punch handy. Everything gets put in its place. It is amazing what you will find in their binders and books---this will often give you clues to what is for homework, and this review will also help jog their memory. Role model how to organize and review their belongings, etc. Do this every night.

3. Think List! After looking through everything, have the student WRITE A TO DO LIST. Make one list of all the things to do tonight. If there are more than 3 or so items, include break times after every couple of items. If a student sits for ½ hour, let them get up and walk around, get a drink, etc……about 5 minutes should do. Then, the expectation is to sit for another half hour if necessary. Again…..if you follow this every day, all the time, it creates a clear expectation, and a structured system. It will become habit, and it will become second nature.

4. Think Reward! What is the reward for a job well done? This is especially important for students who have had a hard time with completing homework historically, and they are able to do this successfully. But, it is good for all students, who might just be starting with this structure. When we are thinking of rewards, we are not thinking of large rewards or monetary rewards. Small things work….like time watching tv, reading, playing video games. Or outdoor activities if there is time for that. The key is that the child picks something he/she likes and wants to do.

Consistency is the key to forming good habits. A parent or other supportive adult needs to lead this process and do it with their child at first. The hope is that, over time, parental support fades. If you are starting this with young children, you can be more involved at first, then they will be able to do it on their own with decreasing support. If you are starting this with an older child, who has struggled, you need to figure out a way to review these ideas, offer the suggestions on how to do it, but don’t hover and don’t argue about it. But some things should be non negotiable…..such as same time, same place, no distractions. So, for a high schooler for instance, if they have sports and other commitments right after school, maybe they do their homework after dinner. So, from 8-10 every night, at their desk or at the kitchen table, no radios, tvs, ipods, or cell phones, breaks on the half hour, with ½ hour of tv/computer/video games at 10. If their homework is not done at 10, they continue on, but they must do a minimum of two hours each night. If you set the expectations, and stick to it, 99% of students will be able to form the habit. (this scenario applies to “typical” students or those with learning disabilities, high functioning autism/aspergers, ADD, or mild to moderate emotional disturbances-students with significant disabilities may need something different)

This is just a start, certainly not an all inclusive list, but hopefully, will get you to a good place, so that arguments and frustration start to go away, and homework completion rates go up!

What are some of your homework tips???

Preventative Maintenance! Quick Tips to Get Started!

2011-09-06T09:37:00.000-04:00

When I get contacted by parents of students with special needs, it is usually at the crisis stage. One of the best things to do as a parent from the very beginning of your child’s educational career is to practice preventative maintenance!!!!! Be proactive, and be an involved parent. If you start as an involved partner to the process, you will feel less helpless when tough times arise, because you will have already formed a good working relationship with your child’s school. It doesn’t mean there won’t be any rough times, but the more proactive you are, the better off you will be. Here are some quick tips to get you started.

GETTING INVOLVED IN SCHOOL AND

IMPROVING COMMUNICATION

Introduce yourself to the classroom teacher as soon as possible and discuss with them any special circumstances with your child.
Attend and participate in open houses, parent teacher conferences, IEP meetings and back to school nights.
Volunteer in the classroom if at all possible.
Check in with teachers using short chats, phone calls, or written notes.
Be proactive—if there is something going on with the child that will affect school performance let the teacher know before hand.
Take part in Parent Associations.
Be a chaperone of school events or field trips.
Attend your child’s sporting events, concerts, plays, etc.
Ask questions—find out all the information and don’t jump to conclusions and overreact to situations. There are 2 (sometimes more) sides to every story.
Communicate with school about both positive and negative things. Don’t contact school only about the bad things.
Use of a communication log or book for students with special needs can help teachers and parents understand what has happened with the student during the day or evening.
Ask questions and address situations right away. Don’t ignore problems or wait for the issues to build up before discussing them. The school won’t know if there is a problem if you don’t mention it, and they may be caught off guard with a huge issue that could have been “nipped in the bud” right away.

It's that time of year again!!!

2011-05-25T21:04:00.000-04:00

Are your ready for your child's annual IEP review??? Here is a quick review of some tips......
   1. Make sure you have your documentation ready to go. Be prepared with all IEP progress checks, report cards, and any other testing information like the NECAPs etc.
   2. Review what these documents say, and make sense of them before you go to the meeting. What do the results all mean? Is your child making progress in a way that is measurable and functional? Can you tell that he or she is making progress or not?
   3. Write a list of any questions that you have so that you don’t forget to ask them.
   4. Make sure that when the teachers review progress at the meeting that they are using specific examples and measurements of progress. Just saying that “he has come a long way” or “ she is doing great in class” doesn’t cut it. By how much have they improved? Has his reading level gone up ½ a year? Can she multiply fractions or not…to what degree can she do it? Etc… Remember to always ask for measurable and specific examples of progress.
   5. Make sure the IEP is updated appropriately. Present levels of performance need to reflect the year’s growth (or lack thereof), add new strengths and needs as appropriate and make sure that all goals and objectives are rewritten. An IEP shouldn’t be the same year to year—progress is not being made if it is, signifying that the programming is not appropriate.
   6. Do you have concerns about regression of skills over the summer, or that extra time is needed to catch up? If so, make sure you have a discussion about Extended School Year services. If your child will regress during the summer months without school programming, make sure you ask for specifically what you think is appropriate for your child.
   7. Remember….document, document, document. Take your own notes from the meeting and get copies of the school’s notes.
   8. If you are uncomfortable going into a meeting alone, remember that you can bring someone with you to the meeting for support.
   9. Remember, you have 14 days to sign the new IEP. Do not sign on the spot. Take the document home and review it and make sure you are comfortable with it. Have someone else look at it and give you a second opinion.

This is new…..and illegal….

2011-04-12T08:20:00.000-04:00

So, in my work as an education consultant working with families and students around the state, a new problem has started to creep up. I have heard it three times now, from three different high schools. I am wondering where this message is coming from, as it is highly illegal, and smacks of civil rights abuse. Maybe some of you have heard this one before…if so, let me know! Some high schools are telling parents and students that the student can’t take college prep or honors level classes because they don’t offer special education support for that level of class. The first time I heard that, I thought I just misunderstood something. Then I heard it again, at a different place, then again from yet another school. If a student has a disability, yet is able to take college prep or honors level courses, whatever services are required by the IEP are required to be provided in all of the student’s classes, regardless of level. There are many very very VERY smart individuals who are in honors classes who might also have a disability. Einstein was learning disabled for Pete’s sake and failed out of school….that should have taught us something.

Now, it may be true that there is not enough time in the school day to provide the necessary supports if a student choses to take college prep classes, as often these students take many courses, and given the nature of the high school schedule, I can understand that problem. Of course, it doesn’t mean the school doesn’t provide the services, it means that they need to figure out how and when they will provide the services. In these circumstances, a school would need to provide time after or before school, for instance, for a student to get the services they might need.

But….a school CAN NOT say that because of a disability a student can’t take a college prep or honors course, and by saying that they will not provide the services at those levels, they are essentially saying that. That is illegal, and goes against all the IDEA and Civil Rights Laws stand for.

Join Studentsfirst.org!!!!

2010-12-07T20:35:00.000-05:00

Michelle Rhee, former Chancellor of the Washington DC schools, has started a grassroots student advocacy organization to promote education reform with students as the focus! No more special interests! No more partisan politics! If you would like to support the effort, please visit the website. The website has some great information and statistics for parents and teachers, videos, and a blog. True education reform needs to put the focus on students first...above the teachers' unions, the politicians, and any others who get in the way of truly innovative and drastic reform efforts. Join StudentsFirst.org!!!

Does an IEP continue through college????

2010-11-06T18:28:00.000-04:00

One of the most often asked questions has to do with how to access disability services at the college level. Parents and students are often confused, but they are not the only ones. Some special educators and guidance counselors in the schools don’t know the real score either.

There are a few things to remember when it comes to college disability services. Having an IEP or Section 504 plan in high school does not guarantee services at the post secondary level. Colleges make their own determinations of whether or not a student has a disability.

The process is this:
A student needs to “self-disclose” a disabling condition to the college’s disabilities services office. When a student wants to access services, he or she needs to go and meet with the folks in the disabilities services office, discuss with them the kind of disability he/she might have, provide documentation of the disability, and request assistance.

Disabilities Services staff will then review the documentation and evaluations provided to them, and if the student qualifies as a student needing services under Section 504 of the Rehabilitation Act, the student will be offered an “accommodation plan”.

The best way to prepare your student for accessing college level services is to work with the high school team on a proper transition plan. Make sure the courses the student is in during high school are preparing him for the rigors of college. Then, make sure the documentation of the disability will be up to date when the student enters college (done within the last 3 years). Also, make sure your student can speak about his strengths and challenges, and that he is well able to communicate his needs.

Help does exist at the post secondary level, but rather than the school coming to the student and asking him if he needs help, the student needs to take control of the situation, and ask for the assistance and follow through with the recommendations of the disabilities services office.

A good website to look through as a resource can be found here:
NHTI Learning Center and Disabilities Services Office Website

Rosa's Law is in effect!

2010-10-09T17:33:00.000-04:00

Advocates, parents, and lots of others have been talking about it for awhile now, but it finally has been passed into law. The term "mental retardation" will be changed in the federal laws to "intellectual disability". Currently in the NH special education rules, "mental retardation" is still the label used. Usually, it takes about two years for NH laws and rules to catch up to the federal language, so we'll see how long the change for this will take. The federal law is being called Rosa's Law after a little girl and her family advocated for the change. Read more here.

Social Promotion

2010-07-30T18:09:00.000-04:00

Social promotion is one of those "hot button" issues in education. What does it mean exactly? Well, when a child isn't doing well in school, and doesn't make any progress and fails classes, etc...basically doesn't have what it takes to succeed in the next grade, they should be held back to repeat the grade, right??? Wrong...not under the "social promotion" theory. Social promotion is when we move a kiddo onto the next grade, even though they are not academically ready, so that they don't socially fall behind.....they stay with their same age peers and friends, etc. One of the theories is that holding a student back is too emotionally scarring, and that they will be able to catch up to their peers next time around. Although in some instances I might agree, overall, I think social promotion is a bad idea. What is worse...staying back in second grade because you can't read, or graduating high school reading at a second grade level and having that frustration for the rest of your life????

The topic came up today in the Manchester NH Union Leader. Apparently, nearly 13 percent.....that's right....13 percent of Hillside Middle School students were "socially promoted" to the next grade. That means students who can't read, write, or do math at appropriate levels have just been passed along.....only to fall further and further behind. That is a problem.........what do you think???

The Small School Trend.....Am I Missing Something?

2010-07-08T19:37:00.000-04:00

So I read this article on Education Week last week. It went on to say, “Small schools have had mixed results around the country – while students are more likely to graduate, have positive relationships with teachers, and feel safer, they did no better on standardized tests than their peers at big schools. Should the small school trend continue?” Ed Week Small School Article

I am still not sure what is bad about the above statement. So, the focus lately has been on reducing drop out rates and making sure more kids graduate….according to the above, small schools have more students that graduate. We also know that one of the most important factors in a student’s success in school is a caring adult connection…and small schools seem to have more positive relationships between students and teachers. And bullying and cyberbullying are other huge concerns currently in our public schools, and apparently in small schools students feel safer.

And, we have a lot of research and evidence to show that standardized tests really don’t mean all that much, and many colleges aren’t even requiring them anymore, and according to the above, kids from small schools do as well as their peers in big schools on these tests……..so ….am I missing something?

What on earth in that statement would support NOT continuing the small school “trend”?

Of course, it is not just all about the small size. There are going to be bad small schools, good ones and some excellent small schools. A strong, motivated, and highly trained school staff is as important as the size of the school in my opinion. If you have both a strong faculty and small class size, it allows for more appropriate programming and individualization and personalization…..all of which leads to better results. And when I say results….I mean much more than test scores!!!

So, what happens after we develop an IEP???

2010-06-23T20:08:00.000-04:00

Some people might think that after the IEP has been signed on the dotted line, the process is done, and they can wash their hands of the whole thing. This is simply not true…..some very important things still remain in the process. An IEP should tell us exactly what a student needs in terms of services and support. But, another important aspect of special education is a child’s PLACEMENT……where can a child’s IEP be implemented in the most appropriate way? It may be that a child can be in the regular classroom setting in their neighborhood school with extra support in the classroom from a special education teacher or specialist. Or, a child might need a more specialized program that your local school does not offer. If that is the case, the school needs to look at what other schools in the district can provide that program, create the program themselves, or look to an out of district placement to provide it.

The law provides for a “continuum of alternative learning environments”. This means, depending on the needs, a child could be placed anywhere from a regular classroom to a very restrictive placement such as a residential setting. You may have heard the word “inclusion” before……meaning that students with disabilities are fully mainstreamed and included into the regular classroom. This is a philosophy……not a mandate. All children with disabilities DO NOT have to be included in the regular classroom at all times no matter what. Some people believe that inclusion is the best philosophy, and will try to fit all students into this construct. But the law actually says that a child with a disability should be included into the regular classroom to the “maximum extent appropriate”. For some children, full inclusion into a regular classroom might not be the most appropriate learning environment. It might be best for a student to receive some pull out services. Or, it might mean they need so much specialized instruction, that an alternative day placement might make the most sense. This is exactly why the law provides for a “continuum”.

Placement is determined by the team, and should be based on what program can most appropriately fulfill the needs in the IEP for each individual child. Placement is another step that needs consent from a parent. You will need to sign approval for a placement decision. This also means that a child’s placement can not be changed, without consent of the parent. Here is a scenario for you….a child is “placed” in a regular education classroom 100% of the time with an aide. The student has some behavioral issues, and goes to a “planning room” or “quiet space” when they have a major outburst in class. If that child starts being taken to this room every single day and spends time there every single day, and is out of the regular classroom often, this could be considered a change in placement, because they are no longer spending 100% of the time in a regular classroom. The parent would need to be notified and a meeting called, to review the IEP and make the appropriate changes. This happens a lot, and parents need to be aware of the daily goings on of their kiddos in school, to assure that the child is receiving appropriate services according to their IEP and placement.

It is IEP season....are you ready?

2010-03-21T19:02:00.000-04:00

With many schools reviewing and writing new IEPs for the next school year this spring, are you ready to be an active, contributing member of the team? Here are some tips for parents in preparing for the important meeting……

   1. Make sure you have your documentation ready to go. Be prepared with all IEP progress checks, report cards, and any other testing information like the NECAPs etc.
   2. Review what these documents say, and make sense of them before you go to the meeting. What do the results all mean? Is your child making progress in a way that is measurable and functional? Can you tell that he or she is making progress or not?
   3. Write a list of any questions that you have so that you don’t forget to ask them.
   4. Make sure that when the teachers review progress at the meeting that they are using specific examples and measurements of progress. Just saying that “he has come a long way” or “ she is doing great in class” doesn’t cut it. By how much have they improved? Has his reading level gone up ½ a year? Can she multiply fractions or not…to what degree can she do it? Etc… Remember to always ask for measurable and specific examples of progress.
   5. Make sure the IEP is updated appropriately. Present levels of performance need to reflect the year’s growth (or lack thereof), add new strengths and needs as appropriate and make sure that all goals and objectives are rewritten. An IEP shouldn’t be the same year to year—progress is not being made if it is, signifying that the programming is not appropriate.
   6. Do you have concerns about regression of skills over the summer, or that extra time is needed to catch up? If so, make sure you have a discussion about Extended School Year services. If your child will regress during the summer months without school programming, make sure you ask for specifically what you think is appropriate for your child.
   7. Remember….document, document, document. Take your own notes from the meeting and get copies of the school’s notes.
   8. If you are uncomfortable going into a meeting alone, remember that you can bring someone with you to the meeting for support.
   9. Remember, you have 14 days to sign the new IEP. Do not sign on the spot. Take the document home and review it and make sure you are comfortable with it. Have someone else look at it and give you a second opinion.

Don't be afraid to ask questions of the school team. It is part of their job to make sure you understand what is going on and what it all means for your child. If you have questions, let me know and I can try to help! Good luck.

Firing Teachers?!?!?! It Might Just Work!

2010-03-08T19:15:00.000-05:00

So, maybe it is a little drastic, and maybe it won’t hold up in court because of the union…..BUT…..it sure did get people’s attention, didn’t it?! Sure, the firing of all of the teachers at Central Falls High School in RI might seem a little like overkill, but as a constantly underperforming school, maybe a complete shake up was necessary.

If you have a school that has a majority of truly inspired, dedicated, and talented teachers, I really doubt student performance would be so bad. I think creative and dedicated administration and faculty could have pulled together and put forth the proper effort to right the ship. This, unfortunately, was clearly not the case at this particular school. I don’t think this happened because a couple of teachers were doing a poor job. It seems to me that there existed a pretty negative culture and uninspired mentality, and that in order to really get some results, drastic measures had to be taken. According to a Newsweek article, at this school, “half the students drop out of school, and proficiency in math measured by state exams stands at a pitiful 7 percent among 11th graders. Under state pressure, the local superintendent, Frances Gallo, tried to improve scores by requiring teachers to work 25 minutes longer each a day, eat lunch with students once a week, and agree to be evaluated by a third party. The teachers, who make about $75,000 a year, far more than average in this depressed town, balked. They wanted another $90 an hour. So Gallo took a brave and astonishing step: she recommended firing all 74 teachers. Her boldness was praised by Education Secretary Duncan—and supported by President Obama.” Read more at http://www.newsweek.com/id/234590/page/1

Sometimes, reality is harsh. An extra twenty five minutes, and some lunch time....really??? Maybe those teachers will renegotiate their priorities and careers. The quality teachers will return because they believe in children and want to do the hard work, but maybe the deadwood will find something else to do.

“We don’t do that here……”

2010-02-15T10:42:00.000-05:00

This is probably a familiar story….it goes something like this…

The IEP team is sitting around the table developing the IEP. The parent brings up the fact that their child really needs some pull out type, one on one instruction in reading, or small group instruction with a reading specialist or something similar. The case manager, and even sometimes the person authorized to sign for services who should know better, says “Oh, well, we don’t do that here”.

This comment always makes my jaw hit the floor.

First of all, if a child’s needs indicate that some particular service is appropriate, that particular service should be included in the IEP when the IEP is under development. That is NOT the time for a school to discuss “placement” (think program-by even mentioning that they do not offer that there). IEP development comes first. Once the IEP is agreed upon, then it is the team’s job to look at the needed services and determine the best way to implement those services.

If a school does not have a particular program or service, then they need to do one of two things……find a placement/program that does provide it, or…..create it and provide it at their school.

Many times the school will try to tell you that they don’t offer any pull out services because they are a full inclusion school. They will try to make it seem that full inclusion is the law. But the reality of the matter is that full inclusion is a philosophy. And while admirable, and possibly appropriate for some kids, inclusion is not appropriate for all kids. The law says that a school is to provide a Free and Appropriate Public Education in the Least Restrictive Environment. In other words, the school needs to educate students with disabilities with their nondisabled peers to the maximum extent APPROPRIATE. It does not say that a child with a disability must be included at all times!

This is why the law provides for a “continuum of alternative learning environments”- everything from a regular classroom to full time residential placement or hospitalization is included in this continuum.

Bottom line…do not let a school try to convince you that a one size fits all approach is what is best for your child. The team needs to look at the INDIVIDUAL child’s needs and create an individualized program to fit those needs.

Transitions are Tough!!!

2010-01-26T19:54:00.005-05:00

Okay, so this isn’t necessarily about special education, per se, but in a way it does relate. Let’s talk about transitions. There are a number of transitions that take place in the lives of children. Going from home to daycare, entering kindergarten, going to a new school, or moving homes and schools, are all transitions that children face at one time or another.

Being an educator, and having dealt with personal change in my own life, I always felt that I understood transition and change pretty well…. until an experience my own family had recently, involving a rather abrupt school transition. To make a long story short, the school we had chosen for our son, which we loved for its small environment, personalization, caring and thoughtful teachers, and its great admiration and utilization of the outdoors, abruptly shuttered its doors the day after the holiday break. This closure forced 70 children and their families to find new school and daycare placements basically overnight.

As angry and disillusioned as I am, I am hurting for my young son who is now working on a month of trying to transition to a new school program mid year. He is quiet and shy, slow to warm up to new people and new environments. Once he does acclimate, he does great! He is always well loved by teachers and peers, and succeeds in most things he does in terms of school. The abruptness of this transition, though, has really affected his ability to cope. He is trying to deal with lots of anxiety, tears, and lack of confidence, while trying to break into an already well formed second grade class in a much bigger school. Although we, his parents, chose the new school carefully in hopes it would match our son’s personality and learning style, every morning starts anew with tears and the mantra of “I don’t want to go to school”.

So, we as parents, force him to go each day, leaving quickly at drop off so as to not prolong the agony for either side, because we have been assured by his teacher that he is fine during the day. We have put our trust in her and this new school, as it should be, but it has been difficult since the last school we trusted crushed our confidence.

Instead of providing answers to questions in this blog, I am looking for answers. I am trying desperately to be positive and help my son overcome his fears and anxieties. For instance, really focusing on having him breathe deeply when he gets upset, and to tell himself that he can do this….he has before, he can again. And telling him that before he knows it, he will feel a part of this new school, and that we love him no matter what and just want him to try his best. But for now, it remains difficult, and I keep uttering the mantra “this too shall pass”. I also think about my son’s friends who have gone on to other schools, and how they and their families are coping and grieving, what to many of us would see as a “loss”. I am hopeful that, eventually, one day, I and all the other parents will be able to say, that although difficult, this transition led to bigger and better things!

It also reminds me to remember, in my professional life, how very difficult transition is for children and young adults, especially for those with disabilities. This is why an IEP has a “transition plan” component…..to give the team and the family time to plan for the upcoming transition to the adult world. Unfortunately, my son’s former school did not give us this time to plan, which is, I think, one reason it has been so difficult!

If nothing else, this experience has made me that much wiser and thoughtful in both my professional and personal life, and hopefully I can use the knowledge gained to assist others in the future.

English Language Learners and Mandated Assessments.....A Good Question

2010-01-18T15:37:00.001-05:00

The Union Leader carried a news story recently that touches on an interesting point. Should students who are new to the United States, within a year or two, who are English Language Learners, be required to take the federally and state mandated assessments? Obviously, when a child who is an immigrant or a refugee comes into this country and into our school districts, they have many things to deal with…least of all learning the language. A new culture, a new environment, new rules, new friends, etc…all on top of learning how to communicate in a new language, is a very large burden to bear. So, should these students be required to take the NECAP tests in their first or second year of living here? It is a valid question. Obviously, they will not do well if they can not read English. When they score poorly, it reflects badly on the district and when the district doesn’t make AYP (adequate yearly progress), it makes the district continue in its in need of improvement status. On the other hand, the results of these tests allow the district and the state to see how students are doing, and allows officials to place more emphasis and resources on the groups of students that need the most assistance. Typically, those groups include special education students and English language learners. Read the article here and let me know what you think.

Quick Tips to Support Learning in the Home

2009-11-30T11:31:00.002-05:00

Here are some simple things to do at home to promote a positive learning environment in your own home.

1. Remember how important nutrition and sleep are to children to both their physical development and their cognitive/brain development. Limit sugars. Do not allow caffeine after dinner time (2 pm really). Set a consistent bed time. On average, toddlers and preschoolers need 11-13 hours of sleep. Five to twelve year olds need 10-11, and teenagers need 9-10. In general, children who get the proper amount of sleep and proper nutrition will be more attentive, have better memory skills, and are more available for learning.
2. Set aside a quiet, consistent spot for children to do their work.
3. READ to children---often. A good rule of thumb is 15-20 minutes each day. Do this as part of a bed time routine to help structure this time and slow the child down before bed.
4. Model reading yourself. Keep books, magazines, and newspapers in the house. Children should see you reading in a number of different settings.
5. Talk to children about the world around them, the environment, their school day, etc. Encourage questions and exploration.
6. Foster problem solving skills in children at a young age. Don’t do things for children all the time---let them figure out how to put on their shirt, or answer their own questions by responding “What do you think”.
7. Limit TV and video games. Encourage interactive board games and outside play.
8. Expose children to a variety of life experiences. Go to parks, go for nature walks, visit museums, libraries, grocery stores, etc.
9. Be consistent with expectations and discipline, and follow through.
10. When praising a job well done, be specific..ie. “I like how you cleaned your room up right away when I asked you to” or “I like how you did your math homework carefully and corrected your work”

Remember, consistency and structure are key!!!!

Be SMART!!!

2009-11-17T10:21:00.004-05:00

So, we know that developing the IEP (Individual Education Program) is one of the most important steps in the special ed process, but how do we develop an appropriate one? Many school districts and special ed teachers struggle with this step. Many parents get frustrated at this point in the process because of “the cookie cutter” IEP approach…the one size fits all IEP. Special education is supposed to be individualized instruction in order to meet the unique needs of the child, yet many parents find themselves signing off on the same IEP year after year.

The fine folks at Wrightslaw have written a great book, called “From Emotions to Advocacy”. It is an excellent resource, and I recommend that everyone involved with special education…either a parent or teacher or advocate, read this book and learn from it. One of the things they talk about, in chapter 12, is writing SMART IEPs. S=Specific, M=Measurable, A=Action words, R=realistic and relevant, and T=Time limited.

IEP goals and objectives need to be specific in nature and measurable. How are we going to measure progress if we don’t know specifically what we are going to work on and how we are going to assess it? Many IEP goals are very vague and open…..as a parent you need to avoid that. An IEP needs to include Action Words….that means it should reflect what the school and the child will actually be able to do…nice strong verbs that describe the desired outcome. Goals and objectives also need to be realistic…can the child realistically work toward that goal and reach it during the current school year. In order to be relevant, the goals need to connect to the real world and to the current curriculum in the classroom, and move the child from their current level of performance to the desired level of performance. IEPs also need to be time limited…objectives need to be completed within a time frame…the first quarter, semester, half a year, the full year.

With these types of goals, the school team can be held accountable for their actions and their implementation. A parent can ask for measurement or assessment of each goal…how far has the child come? If the child has met an objective, then that item can be taken off of the IEP and a new objective can be put in to replace it. Using this method, if a child is making progress, then IEPs should be different each year. If the child is not making progress toward the goals, then the IEP and programming needs to be reviewed. A child with the most significant disabilities should be able to show progress in some area, even if it is a small amount of progress. If assessment reveals no progress is being made at all, go back to the drawing board and rework the IEP. The programming is most likely inappropriate if there isn’t any progress being made.

Questions?? Let me know!

Pet Peeve!

2009-11-05T11:33:00.007-05:00

Some very interesting research came out of UNH’s Carsey Institute last week, based on something that is a HUGE pet peeve of mine. I have a very hard time with school districts’ use of out of school suspension as a disciplinary tactic for kids. For some instances, out of school suspension is a very appropriate strategy, especially when other things have been tried, or when the offense is very serious—such as assaultive behavior, etc, BUT…..many many schools in NH (and I would assume in other states as well) use out of school suspension for other grievances that are not very serious, and for things such as truancy. How does this make any sense? So a child has, for whatever reason, a difficult time getting to school or attending regularly, we finally get him to school, and the punishment for missing school is out of school suspension…….so……wait a minute…..do we want the kid in school or not? How is out of school suspension going to help a student who has difficulty staying in school? It makes absolutely NO SENSE!

What are some other strategies we could employ to assist these kids who have trouble staying in or getting to school? Well, if you must suspend, let’s first look to an in school suspension, where a child could be supported to get work done in an educational environment. Cut off his social ties for the day, keep him away from friends, etc, as the deterrent piece, but let him be in school getting some work done in a supportive environment. Besides suspension, let’s look at appropriate programming. Many kids who struggle with this issue are those involved with the special education system, or the courts, or have other environmental issues or school based struggles. Let’s try to adjust and individualize the child’s program so that he or she is GETTING WHAT THEY NEED. Most kids act out or skip school for a reason….let’s look a little deeper and see how we can improve their overall educational experience. Maybe they need more vocational training and options, maybe they need more help in learning to read, maybe they need to be placed in an alternative environment. There are MANY options to exhaust before we suspend kids out of school.

Some things found in the Carsey research:
•Out-of-school suspensions were 59 percent of the
total suspension incidents reported.
• The out-of-school suspension rate of 8.3 percent was
higher than the national rate of 6.9 percent reported
by the Office of Civil Rights for 2006.
• Sixty-eight (19 percent) of the schools reporting outof-
school suspensions reported rates higher than the
state rate of 8.3 percent.
• Ninety-two (29 percent) of the schools reporting
in-school suspensions reported rates higher than the
state rate of 5.7 percent.
•Verbal behavior and violence against persons accounted
for 31 percent of the suspensions reported
statewide.
• Tobacco, alcohol, and other drug-related offenses
were 7 percent of the suspensions in the state.
• Fifty-nine percent of suspensions were categorized by
schools as “other.”
•Schools with the highest rates of FRL-eligible (free and reduced lunch) students
averaged more than four times as many discipline incidents
(20.6 percent) as schools with the lowest rates (4.9 percent).
•Out-of-school suspension was used more than
in-school suspension for all categories of incidents
except “other drugs,” where they were applied equally.
•Over one-third (36 percent) of the total 84 expulsions
in the state were due to offenses related to drugs
other than tobacco and alcohol and weapons-related
offenses.
•The second most frequent (18 percent) reason reported
for expulsion was “other.”
• The least reported reason for expulsion was firearms,
the only offense for which expulsion is mandatory.
•The large percentage of both suspensions and expulsions
reported by the schools as “other” raises the question as to
what type of incidents are included in this category.

The last point is VERY INTERESTING. What exactly is "other"....we have no way of knowing...and "other" can mean different things in different school districts. And, some school districts might not be as objective when using the "other" category when suspending a student as other districts might be. Seems unfair, and a little too ambiguous for me.

Read the Carsey research and let me know what you think.

Let's Talk IEPs!!

2009-11-01T11:50:00.005-05:00

Let’s talk IEPs!
Last time I blogged about the very beginnings of the special education process, through the evaluation step. This time, let’s talk about determining eligibility and developing the Individual Education Program (IEP). IEP development is one of the most important, if not the most important step, of the whole process. Without a solid IEP, we can have inappropriate services and placements, both of which can cause real problems for kids, families, and school districts.
First off, we need to look at the evaluation information and determine whether or not a child qualifies, or is eligible, as educationally disabled. There are two prongs to this decision. The team first looks at whether or not the child has a disability, such as a learning disability, ADHD, an emotional disturbance, or a speech and language impairment. Then, the team must consider whether or not the disability impacts the child’s ability to learn and whether or not the child needs “specialized instruction” and “related services” in order to learn. If the child has both a disability and the need for specialized instruction, then the child will qualify as educationally disabled under the federal special education law (IDEA 2004, or the Individuals with Disabilities Education Improvement Act).
Once the team makes the decision that a child is eligible, the next step is developing the IEP. The school has 30 days, once the parent signs agreement to the eligibility decision, to create the IEP. (of course, at any time, if the school and parents disagree, there are dispute resolution mechanisms that families and/or school districts can pursue….I will talk about those in upcoming posts)
So what is an IEP, exactly? Here is the quick version:
IEP stands for “Individualized Education Program”. The IEP is the document that the team creates that describes the strengths and needs of the student, current levels of performance, the goals for the year for the student---what the team thinks the child needs to work on and improve, and the objectives—shorter term benchmarks to measure progress toward the bigger goal. The IEP also includes the services and related services that the school will offer as support and instruction to the child. The IEP will outline things such as whether or not a child will have a one on one aide, whether or not the child will work with other specialists such as a reading specialist, speech and language pathologist, or occupational therapist, and whether or not any special equipment is needed, such as a computer, an FM transmitter system, or books on tape, etc. The IEP also lists any special accommodations or modifications the child needs in the classroom or during the school day. Things like a quiet room to take a test in, having modified homework requirements, having the teacher use a lot of visuals, readings provided at the student’s level, use of a skeletal outline to take notes, etc. A decision about ESY (extended school year) is also a section of the IEP, and one of the most important things in an IEP for older students is the Transition Plan. This HAS to be included in the IEP in NH of a student who is 16 and up. The transition plan, which I will devote a whole other post to later, needs to include activities and supports to prepare students for the world after high school---whether that might be the world of work, college, the military, etc.
Once the team drafts the IEP, a parent has 14 days to sign or consent to the IEP. I always recommend that parents take their time in making the decision on the IEP. Parents shouldn’t be pressured to sign it right away. Parents can sign that they agree to the whole document, they can agree to the IEP with exceptions, or they can disagree with the whole document. Once parents signs the IEP, a decision about the student’s placement will then be made.
Lots of questions and discussion can be had in meetings about IEPs. What makes a good IEP? What are appropriate services? What does the school need to offer to make sure the child has access to FAPE (free appropriate public education)?
Creating a solid, appropriate IEP is paramount in the special ed process. What are your questions surrounding IEPs? More details on how to develop an IEP coming up……..

What is Special Education anyway????

2009-10-23T19:44:00.005-04:00

In simple terms, special education is specialized instruction and related services that a school district provides to children who qualify as educationally disabled. A child could have a learning disability, an emotional disturbance, an other health impairment, or a number of other “educational disabilities”, and if the team agrees that the student is eligible, then an Individual Education Program (IEP) will be developed. All of this is to be paid for by the school district at no cost to the parent. It is a school district’s obligation to provide a Free Appropriate Public Education (FAPE) in the Least Restrictive Environment (LRE) to children, regardless of a disability, for children 3 to 21 or graduation, whichever comes first.

This sounds like it should be simple, right? But the process is really anything but simple. The special education laws are confusing to even the most seasoned professionals, it seems. It is amazing to think that average families and parents make it through the process unscathed.

So what exactly is this process??? I will go through it briefly here for you. The Parent Information Center has a great document that goes over all the details…find it here……Parent Information Center publication

First off, there is a “child find” process….it is the school district’s responsibility to find kiddos from 3-21 who might have a disability. This is where preschool screenings and kindergarten screenings come into play. The other way a district “finds” a child with a disability is through the REFERRAL process. Anyone who knows the child and thinks that there is an educational disability issue can refer a child to the special education department at the child’s school or district. This referral should be in writing and describe what the problem is and it should request further evaluation. Once the school district receives this referral, it has 15 days to “dispose of the referral”. This means that the special education team gets together to review all existing school information (like report cards, assessments, teacher comments, etc) to see if further evaluation is required. At this point, the school district might say that they don’t feel a full blown special education evaluation is needed and that they will try some other classroom interventions, etc. Or, they might say that they do believe more information is needed to make a decision regarding whether or not special education is needed, and they would then propose an evaluation and ask parents to consent to some further testing.

Once the parent(s) sign(s) consent, the school district has 45 days to complete the EVALUATION. During this time, the school psychologist will most likely complete an intellectual evaluation (IQ test) and some achievement tests to see if the child is doing as well as he could be, or if there are other things going on that are getting in the way of the child’s achievement. Other professionals, such as occupational therapists or speech and language pathologists might do some assessments too, depending on the suspected areas of disability. After the testing is completed, the professionals write reports and recommendations and then an evaluation review meeting is held. Once the results are reviewed, the team can discuss whether or not the child is eligible for special education services based on whether the child is found to have an educational disability or not. Remember, this is all supposed to happen within 45 days in NH…..the school district may request one extension of this time frame, up to an extra 15 days…bringing the total to 60 days.

Important tip: In NH, the days are CALENDAR DAYS….not business days or school days….this is an important distinction, as a school district can not delay due to vacations or holidays, etc. So, if someone refers a child on June 15, the school district can not say that they can’t do anything until the next school year. The school district has to start the special education process, and if they don’t have people in house to do the testing, or whatever, they will need to contract with someone to get it done. A school district should not ask a parent to sign a waiver extending the time frames in order to get through a vacation period.

Check back soon for more about the next steps: determination of eligibility and IEP development!

Ocotober is Parent Involvement Month in NH

2009-10-08T19:09:00.004-04:00

NH’s Parent Involvement survey results are in…go to the DOE website to get the results! Approximately 15% of school age parents responded to the survey. There is lots of research to show that parent involvement is one of the most important factors in children’s academic success. Do you feel that the staff at your child’s school promotes parent involvement? Do you feel that your child’s special education team values your opinion as a parent? Look at the items on the survey and see how you respond and see if your school truly promotes parent involvement!

NH’s Parent Involvement survey results are in…go to the DOE website to get the results! Approximately 15% of school age parents responded to the survey.

There is lots of research to show that parent involvement is one of the most important factors in children’s academic success. What exactly is parent involvement? It means different things to different people. For some, it is the fact that they attend all of their children's extracurricular events. For others, it is that they attend all of their child's IEP meetings.

Do you feel that the staff at your child’s school promotes parent involvement? Do you feel that your child’s special education team values your opinion as a parent? Look at the items on the survey and see how you respond and see if your school truly promotes parent involvement!
Quick tips to become a more involved parent and improving communication:
Parent Involvement

NH’s Parent Involvement survey results are in…go to the DOE website to get the results! Approximately 15% of school age parents responded to the survey. There is lots of research to show that parent involvement is one of the most important factors in children’s academic success. Do you feel that the staff at your child’s school promotes parent involvement? Do you feel that your child’s special education team values your opinion as a parent? Look at the items on the survey and see how you respond and see if your school truly promotes parent involvement!

NH’s Parent Involvement survey results are in…go to the DOE website to get the results! Approximately 15% of school age parents responded to the survey.

There is lots of research to show that parent involvement is one of the most important factors in children’s academic success. What exactly is parent involvement? It means different things to different people. For some, it is the fact that they attend all of their children's extracurricular events. For others, it is that they attend all of their child's IEP meetings.

Do you feel that the staff at your child’s school promotes parent involvement? Do you feel that your child’s special education team values your opinion as a parent? Look at the items on the survey and see how you respond and see if your school truly promotes parent involvement!
Quick tips to become a more involved parent and improving communication:

1. Introduce yourself to the classroom teacher as soon as possible and discuss with them any special circumstances with your child.
2. Attend and participate in open houses, parent teacher conferences, IEP meetings and back to school nights.
3. Volunteer in the classroom if at all possible.
4. Check in with teachers using short chats, phone calls, or written notes.
5. Be proactive—if there is something going on with the child that will affect school performance let the teacher know before hand.
6. Take part in Parent Associations.
7. Be a chaperone of school events or field trips.
8. Attend your child’s sporting events, concerts, plays, etc.
9. Ask questions—find out all the information and don’t jump to conclusions and overreact to situations. There are 2 (sometimes more) sides to every story.
10. Communicate with school about both positive and negative things. Don’t contact school only about the bad things.
11. Use of a communication log or book for students with special needs can help teachers and parents understand what has happened with the student during the day or evening.
12. Ask questions and address situations right away. Don’t ignore problems or wait for the issues to build up before discussing them. The school won’t know if there is a problem if you don’t mention it, and they may be caught off guard with a huge issue that could have been “nipped in the bud” right away.

Education in the News!!

2009-09-30T20:30:00.007-04:00

Some very interesting stories hit the newspapers this past week. The two I was most interested in were in the Union Leader, and hit on two very important points for parents of children with special needs and for those concerned with the needs of “regular ed” kids…..class size and appropriate programming for kids with “emotional disturbance”.

Parents of children with special needs sometimes have difficulty working with schools around “appropriate programming”. The special education law provides for education that meets “the unique needs” of the individual. Too often, children are placed in a certain program in the school based on their identification….ie. kids who are “emotionally disturbed” attend the “ED program” at the school, as is the case in the UL article concerning behavior. But the one size fits all approach is not appropriate…….putting a bunch of kids with different needs and characteristics in a room and using the same teaching and behavioral approach with all of them does not work!!! For students with significant needs, the most appropriate program may be an out of district alternative school that can better individualize services for kids. Parents need to know that they can request that option if their child’s current program is not working and the needs in their IEP (Individual Education Program) aren’t being met.

Better, more appropriate programming benefits not only students in special education programs, but students in regular education programs as well! People always get concerned that the “special ed kids” negatively impact the education offered to the “regular ed kids”……..and that can be the case when appropriate programming is not offered. As the article shows, when a student’s needs are not being met….they will act out, they will get frustrated, and in extreme cases, they can hurt others. This does impact a teacher’s ability to teach, it does scare other students, and it is bad for everyone involved! Parents need to advocate for appropriate programming based on their individual child’s needs and they need to realize that many options exist…….something schools don’t always share!

Playing into all of this is the class size issue. Class size in and of itself is not the most important thing, as good quality teaching is probably more important….but……combine a large class size and inappropriate programming and you will have a disaster on your hands. This overwhelms even the best of teachers and can be detrimental to the learning process for everyone!

What do you think?

Who Am I and What Is This Blog All About?

2009-09-27T19:29:00.009-04:00

Are you a parent of a student receiving special education? Are you confused? If you answered yes, you should know that you are not alone, and that there is help out there to assist you! That is in fact, the reason that I am developing this blog. I want to help every day people, just like you, who are struggling with the intricacies of special education, if at all possible!!!

I have been involved in special education in the state of NH, in some shape or form, since 1992. I began my journey by receiving my Bachelor's Degree in Communication Disorders from the University of New Hampshire, and then I became a certified special education teacher. I was then awarded my Master's Degree in Special Education, again from UNH. Go Blue!!! I have been a special education teacher at the elementary, middle and high school levels. I worked at a private independent boarding school for many years, and was the Assistant Director of the Instructional Support program there, as well as being a teacher, dorm parent, coach, advisor, and Team Leader. I was the education coordinator at a short term residential shelter for boys involved with the courts in juvenile delinquent cases. I was a Disabilities Services Specialist at a community college, working with adults with learning disabilities, and was an adjunct professor who taught special education courses. For the last few years, I have gained significant experience at the state level while working on behalf of the students involved with the courts in abuse, neglect, delinquency and CHINS (child in need of services) cases. I develop and give trainings all across the state about special education, court involved students, and parental rights. All the while long, I have done private work as a tutor and special education advocate for students and families.

My career has been dedicated to assisting children and families involved in special education, and making sure that the individual needs of each child are met in the most appropriate ways. Over the years, I have found that many school districts work exceptionally hard to do what is appropriate for kids, while there are many others that struggle to provide appropriate services, whether it be due to funding issues, inexperienced or undertrained teachers, or other system wide stressors. Some things have become crystal clear to me over this time.

The first thing is that the special education system is EXTREMELY CONFUSING to the average parent, and most schools do not do enough to assist parents with understanding it. Secondly, many parents and schools simply do not communicate well with each other. There are a myriad of reasons for this. Sometimes, the parents’ own “school phobia” gets in the way. In some instances, schools are not as empathetic as they need to be in dealing with what could be very sensitive issues for parents and their children. Another reason for this lack of communication is that parents are easily intimidated by some school district staff, and are afraid to say anything to them, even when they are in disagreement. Thirdly, many special education teachers in the field do not have a thorough understanding of the special education laws and rules, and albeit unknowingly, do and say things they shouldn’t, or lead the parents down the wrong path, etc.

Because of this, I have decided to try and assist parents and families in navigating this maze of special education, and to also try to get schools and parents to work together more smoothly on behalf of the children involved. This blog is meant to be a place for people to discuss issues, and hopefully learn some helpful hints along the way, as either a parent or a teacher/professional. Future posts will touch on IEP's, evaluations, strategies for at home, sharing resources, etc.

I would love to answer your questions, so if you have any...please send them my way. Drop an email to theeducationconsultant@gmail.com. Also follow me on Twitter at @spedconsultant. Finally, visit my website, www.theeducationconsultant.com.