It's that time of year again!!!

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.

Does an IEP continue through college????

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

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

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?

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.

“We don’t do that here……”

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.

Be SMART!!!

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!

Let's Talk IEPs!!

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????

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!