If Special Education is a Service to assist children with disabilities and special needs to achieve academically along side non-disabled peers then why did we have to take a stand and revoke permission for our son with Autism to receive those special education services so that he could maintain a general education placement?
Harrison is a wonderful little boy, who will be 7 years old this winter. He has Autism, however that never has defined who he is or what he will accomplish in the future. Harrison participated in the publically funded Preschool program from the age of 3 through our local school district. Harrison participated in a specially designed kindergarten classroom last year that would provide the teacher and Harrison with the supports necessary to be successful in kindergarten. As my husband and I look back we should have done what our “gut” told us back then which was to place Harrison in a general education kindergarten classroom and wait and see. But, because Harrison was not toilet trained and needed assistance we agreed to a program that could accommodate those needs. Harrison had learned to do many things in the preschool program such as write his name independently with a visual prompt (we worked on these skills in private therapy and at home too) which is where our story of discontent with the school district and special education services starts.
Last fall Harrison stopped writing his name. When I approached the school staff I was told that Harrison was in the pre-stages of writing and that I should not worry as it was only the 20th day of school and the teacher was still getting to know him. When the writing issue became worse in October I met with the teacher, occupational therapist, and the principal and said that Harrison was regressing and all I was seeing coming home was scribbling- again I was told that this was ok because this was prewriting and it was only day 30 of school and we are still getting to know him. At our first parent teacher conference I was floored to see the work that was considered acceptable from my son when I told the staff he could do better. It appeared that Harrison started scribbling on any written work on day 3 of school and that it was never corrected.
I called an IEP Meeting specifically so that I could request extra support in writing for Harrison. I was told that in order to determine what extra support was needed a full assessment needed to be done- I was so naïve to think that the people were interested in assisting Harrison! The reports that came back basically said that Harrison was pretty much unreachable in the general education classroom and unable to understand simple directions and needed more intense one-to-one instruction in a special education classroom (special education is a service not a place). My husband and I listened to the assessment, allowed the team to set goals, and then we challenged why those goals could not be done in the general education classroom. Our school district determined placement based on what they had to offer not what was most appropriate for our son which was a Designed Instruction (DI) Special Education Disabled Peer Only Classroom. We Strongly opposed this placement option because the expectations were not the same as for disabled/special needs kids as the general education kids nor was the curriculum being used the same in order to assist the kids in a Designed Instruction (DI) Special Education Classroom to fully integrate back into the general education classroom with non-disabled peers for academic instruction. So we filed a Due Process Lawsuit through OSPI and enacted a stay-put for Harrison for the remainder of the school year while we hashed out what would happen next year. The school distinct was unwilling to allow a general education placement with pull out services so that a general education teacher was required to program plan for inclusion. Harrison would get to visit the “regular kids” while eating lunch in the lunch room but not with a general education class only his DI peers, and that he would have recess with them, and that he would attend regular PE along with Adaptive PE (which he did not qualify-yep 4 PE classes a week compared to 2 of his typical developing peers).
After 3 months of trying to make the district see our vision of what was most appropriate for the education of our son we finally went to mediation where we were told by the Department Chair that the DI placement is all Harrison would have access to or he got nothing. So in talking to our attorney and working with PAVE, and Families Together for People with Disabilities my husband and I had a very hard and scary decision to make…Do we allow a judge to decide and spend $10,000+ on autism experts? Do we give in and do what the district wants? or Do we take a stand for what we truly believe is most appropriate for our son Harrison?
So on June 1st, 2009 we took a stand…We chose to exercise our rights to revoke special education services on behalf of our son! As much as we had hoped to work with our school district to make a plan that was best for Harrison it was now about who was going to win…the School District or us Harrisons Parents and we had always said that when the focus was no longer on Harrison and his needs to be able to succeed then we would stop.
So we made the best choice we felt for Harrison. So we are finally in our neighborhood school, repeating Kindergarten and having the best time. The feel of general education is so different that that of special education. I am welcome in the classroom, needed as a volunteer and finally seen as the EXPERT on my child. The teacher has been accommodating of Harrisons needs. She sees and shares with us Harrisons strengths. She is willing to try different things to help him be successful without changing her teaching method or room. She is willing to ask for my help and sees me as a partner! She is the type of teacher I knew my son needed!
Looking back the heartache, pain and hours of tears that were shed last spring laid the foundation for the joy we now feel at taking a stand and believing in the abilities of Harrison! So with that we leave you with this thought to ponder:
“When your gut is screaming this is not right, not what is best, and it’s not going to work…listen and make the others listen too…you are the EXPERT on your Child!”
Thursday, October 1, 2009
Thursday, November 6, 2008
Washington Autism Advocacy Group
Washington Autism Advocacy(WAA) is a grass roots state-wide coalition of families with children affected by an autism spectrum disorder.
WAA has become a leading voice in the rights of children with autismin Washington state. Our members come from all walks of life and with many experiences, but one core belief binds us together – that ourchildren deserve to be given every opportunity to become productive members of our community.
Over the past two years, WAA has introduced legislation focused on effectively supporting children with autism.
WAA has been instrumental in passing two critical pieces of legislation supporting autism including "Honoring Individuals with Autism - HR 4697 SR 8724"and "SSB6743 Regarding Training and Guidelines for Teachers of Students with Autism, and the Educational Guidelines for Parents andEducators of Students with Autism."
Our 2008-09 legislative agenda focuses on bringing Autism Insurance Parity(AIP) to Washington state. For updates on AIP visit our website http://www.washingtonautismadvocacy.org/
To learn more about the WAA, thier work and how you can help please visit thier website and sign up to get the legislative updates andhelp where you can!
Saturday, October 11, 2008
Planning for your IEP
IEP's for many of us are anxiety building and not an experience that we feel that we have much say in. With standardized goals that are computer generated can make parents feel like making a change to those goals are impossible. However that is not the case. Handwritten changes to the proposed IEP Goals hold the same importance as the type written ones- So here are some tips for getting your IEP Homework done before your meeting...
1. Ask your child's teacher what assessments are being done?
Did you sign a release for those assessments? Do you disagree- you can ask for an independant assessment at public expense. Make sure to request this in writing. A new law says that parents must consent to any assessments being done.
2. Ask for the Evaluation Reports at least One Week prior to the IEP Meeting.
Make sure to review them so that you are prepared to discuss and plan for the meeting. This will help you: a. identify goals for the meeting; b. review accomplishments of the last year; c. identify what you hope your child will learn in the next year; d. identify specific difficulties or strengths to bring to schools attention; e. if you want full inclusion or increased integration identify how and in what settings your child already interacts with children who do not have disabilities; and f. list any successful experiences or strategies that have been used out of school.
3. Review your feeling and desires regarding Inclusion:
The law says that to the maximum extent appropriate, as decided by the IEP Team (you are full equal member) children with disabilities shall be educated in their neighborhood schools and attend regular classes with supplemental aids and services. Today, many researchers and parents believe all children with disabilities can and should be fully included in regular classrooms.
4. Make a List of the points that you want to raise at the IEP Meeting.
Many parents get nervous or distracted at a meeting with several professionals. Thus it is good to make a list of points and questions in advance so that you dont forget. You can check off points are they are discussed and jot down answers to the questions.
5. You can bring anyone you feel is important as long as they have "knowledge or special expertise regarding the child".
These people have knowledge that will be helpful in developing a good IEP. They can be a day-care provider, grandparent, tutor, behavior specialist, or anyone you feel is important.
6. Discussion of Present Levels of Performance
Present informal and formal observations based on your experience. These are things that you can list on the IEP. Remember that this document will be shared with next years teacher and it is important that they know skills your child has and does not show until they are comfortable.
7. Decide on 2 annual goals for your child.
Writing goals is difficult. Think about what you want your child to be able to do by the end of the school year. Make sure that your goals can be taught in the classroom that the parent feels is most appropriate for their child. For example, if you want your child to have greater inclusion or full inclusion, then you should request goals that including interaction with non-disabled students, e.g. "Molly will learn to take turns by playing a game with non-disabled peers."
8. Make a list of supports that they think your child needs.
The district must provide supplementary aids and services to accommodate the special education needs of students with disabilities in integrated settings including (for example) a trained aide, use of a tape recorder or assistive device, an inclusion specialist to help the regular education teacher modify curriculum or a behavioral plan to address the need for behavioral supports. Look at the list of accommodations currently provided and brainstorm what others might be appropriate if needed.
9. Make a list of services that you want for your child and why you want them.
All related serives and related service providers, such as Speech Therapy (SLP) should be identified including frequency and duration. The parameters of the placement should be clearly stated. Parents do not have the right to require the district to provide services from a particular person in a particular classroom. However it does not hurt to ask to be included in the decision on who will be working with your child. Specific placement options should be discussed at the IEP meeting.
10. Your signature on the document
The absence of your signature on the IEP does not necessarily preclude the school district from moving forward with your child's IEP. However, pare tn do not need to sign the IEP at the meeting- you can take it home to discuss with others and think about it. Parents can consent to only part of the IEP so those services the parent agrees with can begin. Know that you can withdrawal your consent by writing to the special education administrator. If you and the district disagree on services, the last IEP remains in effect while a due process hearing is held.
11. Progress Reports
Regular progress reports are required but you can help decide what they look like. Think about what type of communication you are looking for and why. This makes it easier for the plan for reports to go from one teacher to the next.
These tips should help you feel prepared for your IEP Meeting. Remember you are your child's best and consistent advocate and your ideas and suggestions hold as much weight as the "professionals"!
Good Luck!
1. Ask your child's teacher what assessments are being done?
Did you sign a release for those assessments? Do you disagree- you can ask for an independant assessment at public expense. Make sure to request this in writing. A new law says that parents must consent to any assessments being done.
2. Ask for the Evaluation Reports at least One Week prior to the IEP Meeting.
Make sure to review them so that you are prepared to discuss and plan for the meeting. This will help you: a. identify goals for the meeting; b. review accomplishments of the last year; c. identify what you hope your child will learn in the next year; d. identify specific difficulties or strengths to bring to schools attention; e. if you want full inclusion or increased integration identify how and in what settings your child already interacts with children who do not have disabilities; and f. list any successful experiences or strategies that have been used out of school.
3. Review your feeling and desires regarding Inclusion:
The law says that to the maximum extent appropriate, as decided by the IEP Team (you are full equal member) children with disabilities shall be educated in their neighborhood schools and attend regular classes with supplemental aids and services. Today, many researchers and parents believe all children with disabilities can and should be fully included in regular classrooms.
4. Make a List of the points that you want to raise at the IEP Meeting.
Many parents get nervous or distracted at a meeting with several professionals. Thus it is good to make a list of points and questions in advance so that you dont forget. You can check off points are they are discussed and jot down answers to the questions.
5. You can bring anyone you feel is important as long as they have "knowledge or special expertise regarding the child".
These people have knowledge that will be helpful in developing a good IEP. They can be a day-care provider, grandparent, tutor, behavior specialist, or anyone you feel is important.
6. Discussion of Present Levels of Performance
Present informal and formal observations based on your experience. These are things that you can list on the IEP. Remember that this document will be shared with next years teacher and it is important that they know skills your child has and does not show until they are comfortable.
7. Decide on 2 annual goals for your child.
Writing goals is difficult. Think about what you want your child to be able to do by the end of the school year. Make sure that your goals can be taught in the classroom that the parent feels is most appropriate for their child. For example, if you want your child to have greater inclusion or full inclusion, then you should request goals that including interaction with non-disabled students, e.g. "Molly will learn to take turns by playing a game with non-disabled peers."
8. Make a list of supports that they think your child needs.
The district must provide supplementary aids and services to accommodate the special education needs of students with disabilities in integrated settings including (for example) a trained aide, use of a tape recorder or assistive device, an inclusion specialist to help the regular education teacher modify curriculum or a behavioral plan to address the need for behavioral supports. Look at the list of accommodations currently provided and brainstorm what others might be appropriate if needed.
9. Make a list of services that you want for your child and why you want them.
All related serives and related service providers, such as Speech Therapy (SLP) should be identified including frequency and duration. The parameters of the placement should be clearly stated. Parents do not have the right to require the district to provide services from a particular person in a particular classroom. However it does not hurt to ask to be included in the decision on who will be working with your child. Specific placement options should be discussed at the IEP meeting.
10. Your signature on the document
The absence of your signature on the IEP does not necessarily preclude the school district from moving forward with your child's IEP. However, pare tn do not need to sign the IEP at the meeting- you can take it home to discuss with others and think about it. Parents can consent to only part of the IEP so those services the parent agrees with can begin. Know that you can withdrawal your consent by writing to the special education administrator. If you and the district disagree on services, the last IEP remains in effect while a due process hearing is held.
11. Progress Reports
Regular progress reports are required but you can help decide what they look like. Think about what type of communication you are looking for and why. This makes it easier for the plan for reports to go from one teacher to the next.
These tips should help you feel prepared for your IEP Meeting. Remember you are your child's best and consistent advocate and your ideas and suggestions hold as much weight as the "professionals"!
Good Luck!
Thursday, June 26, 2008
Positive Behavior Support-At Home
As we are getting ready for Kindergarten I have my own anxiety about how the teachers and school will deal with behaviors that arise out of Harrisons Anxiety and Autism. I have been doing some reading on Positive Behavior Support and how it is used in schools and at home. I plan to post some information from the University of Kansas as they have some great info on the subject! So here is the first installment on Positive Behavior Support dealing with home life. (thought that this was appropriate as we are on summer break right now). Also I know that most new skills and behaviors are tried at home first before used in functional settings like schools, the store, and other places. Let me know what you think. Here we go:
From website: www.beachcenter.org
When a child shows challenging behavior at home, traditional disciplinary approaches used by parents have relied on negative consequences, such as punishment. However, Positive Behavior Support (PBS) can provide a new way of looking at, thinking about, and solving difficult situations caused by challenging behavior. One of the main problems with negative consequences is that they don't teach appropriate behavior. Although punishment can stop a child's behavior immediately, it doesn't teach new skills that replace the problem behavior with more appropriate, positive behavior. PBS focuses on positive and educational approaches rather than negative consequence-based methods. Understanding the child's behavior is the first and most important step. To understand a child's behavior, it is recommended that parents observe challenging behavior carefully and think about the meaning of the behavior because every behavior occurs for a reason. In most cases, the child behavior serves as a communication tool, sending everyone a clear message about the child's feelings, physical status, and needs. The message of the child's behavior is called the "function" of the problem behavior.
Function of Behavior and Functional Behavioral Assessment (FBA). A Functional Behavioral Assessment (FBA) is the process by which we engage in detective work in order to find the meaning contained in the message (function) that the child is communicating about her/his behavior. In other words, FBA is all about answering the question, "Why does a child keep doing the challenging behavior over and over?" The FBA provides the following information to help answer that question.
What is the problem behavior?
What does it look like?
When does it happen?
Where does it happen?
Are there any home or community routines when the problem behavior seems to consistently occur?
What people (family members, friends, neighbors, community members) seem to be involved in the problem behavior when it occurs?
What do people say or do, or what happens immediately BEFORE the problem behavior occurs?
What do people say or do, or what happens immediately AFTER the problem behavior occurs?
What are people's reactions right after to the problem behavior occurs (e.g., do they give the child lots of attention, do they give him/her items or objects that he/she wants, do they stop asking him/her to do something, do they take things away from the child, do they ignore the child)?
When these questions are considered carefully and the answers connected to each other, it is possible to make a "best guess" about a function of behavior. We call this "best guess" a hypothesis (or a hunch) about the possible function of the child's problem behavior. There are several functions of behavior—both "good" and "bad" behavior. In general, these are the functions of behavior:
Getting or obtaining attention from peers, family members or others
Getting or obtaining a desirable item or an object, or gaining access to a preferred activity
Getting or obtaining desired sensory input, feelings, sensations or physiological stimulation, such as by touching things, moving the body back and forth, tapping one's leg, smelling things, or tasting/mouthing things
Avoiding or escaping unwanted attention from peers, family members or others
Avoiding or escaping non-preferred items or objects, or difficult tasks and/or non-preferred activities
Avoiding or escaping unpleasant, or unwanted sensory input, feelings, sensations or physiological stimulation, such as by hitting oneself, scratching oneself, or engaging in other self-injurious behaviors when something hurts, feels bad, is uncomfortable, etc.
A-B-C Chart in Functional Behavioral Assessment (FBA). The A-B-C chart can help summarize the sequence of events around the challenging behavior. A, B, and C stand for the antecedent, behavior, and consequence of the challenging behavior.
Antecedent: An event that happens immediately before a challenging behavior. This can also act as a "fast trigger" for the challenging behavior
Behavior: Challenging behavior
Consequence: An event that immediately follows the challenging behavior.
One additional factor to consider is what is called a "setting event." A setting event can be an important clue to investigate in order to reduce or eliminate the challenging behavior.
Setting Event: Events or circumstances that affect the likelihood of the challenging behavior occurring at a later point in time.
Sometimes we think of setting events as those events or circumstances that act as "slow triggers" and set the stage for a behavior to be more (or less) likely to happen subsequently. Common examples of setting events may include illness, lack of sleep, or a stressful experience. When the setting event seriously affects the challenging behavior, the challenging behavior is not always totally related only to events that happen immediately before or after the challenging behavior. For example, think about a child who has a painful headache and shows tantrum-type behavior because of the headache. No matter what antecedent precedes the behavior, the child might show tantrum-type behavior until the headache goes away.
The following figure shows an example of an A-B-C chart, including a setting event.
In this example of the A-B-C chart, Arnold's challenging behavior resulted in a time-out. Arnold's mom considers the time-out a punishment; however, this consequence actually may make it more likely that Arnold will engage in the same problem behavior again next time. Why? Recall that Arnold's challenging behavior started to occur when he was told to do his math homework--something he does not like to do, nor does he know how to solve the math questions required in his homework assignment. He got punished because of the challenging behavior, yet at the same time by engaging in the problem behavior, Arnold was able to avoid doing his math homework. Even though his mother thought she was punishing her son, Arnold was allowed to escape/avoid doing a really unpleasant and highly non-preferred task….and he was actually reinforced by getting to avoid this task. The function of his problem behavior was to escape/avoid doing this unpleasant task, and his mother actually helped him avoid doing his homework by "allowing" him to go to time-out for the behavior. Next time, he is quite likely to engage in the same problem behavior again, because he knows this is a way that he can successfully get out of doing his math homework (unless, of course, his mother is clever enough to require him to return to complete at least some of his math homework, after his time-out is over!).
Thus, A-B-C chart allows us to discover the function of behavior more conveniently. This approach is also applied extensively in school settings to reduce challenging behavior ("Individual PBS" in school settings).
From website: www.beachcenter.org
When a child shows challenging behavior at home, traditional disciplinary approaches used by parents have relied on negative consequences, such as punishment. However, Positive Behavior Support (PBS) can provide a new way of looking at, thinking about, and solving difficult situations caused by challenging behavior. One of the main problems with negative consequences is that they don't teach appropriate behavior. Although punishment can stop a child's behavior immediately, it doesn't teach new skills that replace the problem behavior with more appropriate, positive behavior. PBS focuses on positive and educational approaches rather than negative consequence-based methods. Understanding the child's behavior is the first and most important step. To understand a child's behavior, it is recommended that parents observe challenging behavior carefully and think about the meaning of the behavior because every behavior occurs for a reason. In most cases, the child behavior serves as a communication tool, sending everyone a clear message about the child's feelings, physical status, and needs. The message of the child's behavior is called the "function" of the problem behavior.
Function of Behavior and Functional Behavioral Assessment (FBA). A Functional Behavioral Assessment (FBA) is the process by which we engage in detective work in order to find the meaning contained in the message (function) that the child is communicating about her/his behavior. In other words, FBA is all about answering the question, "Why does a child keep doing the challenging behavior over and over?" The FBA provides the following information to help answer that question.
What is the problem behavior?
What does it look like?
When does it happen?
Where does it happen?
Are there any home or community routines when the problem behavior seems to consistently occur?
What people (family members, friends, neighbors, community members) seem to be involved in the problem behavior when it occurs?
What do people say or do, or what happens immediately BEFORE the problem behavior occurs?
What do people say or do, or what happens immediately AFTER the problem behavior occurs?
What are people's reactions right after to the problem behavior occurs (e.g., do they give the child lots of attention, do they give him/her items or objects that he/she wants, do they stop asking him/her to do something, do they take things away from the child, do they ignore the child)?
When these questions are considered carefully and the answers connected to each other, it is possible to make a "best guess" about a function of behavior. We call this "best guess" a hypothesis (or a hunch) about the possible function of the child's problem behavior. There are several functions of behavior—both "good" and "bad" behavior. In general, these are the functions of behavior:
Getting or obtaining attention from peers, family members or others
Getting or obtaining a desirable item or an object, or gaining access to a preferred activity
Getting or obtaining desired sensory input, feelings, sensations or physiological stimulation, such as by touching things, moving the body back and forth, tapping one's leg, smelling things, or tasting/mouthing things
Avoiding or escaping unwanted attention from peers, family members or others
Avoiding or escaping non-preferred items or objects, or difficult tasks and/or non-preferred activities
Avoiding or escaping unpleasant, or unwanted sensory input, feelings, sensations or physiological stimulation, such as by hitting oneself, scratching oneself, or engaging in other self-injurious behaviors when something hurts, feels bad, is uncomfortable, etc.
A-B-C Chart in Functional Behavioral Assessment (FBA). The A-B-C chart can help summarize the sequence of events around the challenging behavior. A, B, and C stand for the antecedent, behavior, and consequence of the challenging behavior.
Antecedent: An event that happens immediately before a challenging behavior. This can also act as a "fast trigger" for the challenging behavior
Behavior: Challenging behavior
Consequence: An event that immediately follows the challenging behavior.
One additional factor to consider is what is called a "setting event." A setting event can be an important clue to investigate in order to reduce or eliminate the challenging behavior.
Setting Event: Events or circumstances that affect the likelihood of the challenging behavior occurring at a later point in time.
Sometimes we think of setting events as those events or circumstances that act as "slow triggers" and set the stage for a behavior to be more (or less) likely to happen subsequently. Common examples of setting events may include illness, lack of sleep, or a stressful experience. When the setting event seriously affects the challenging behavior, the challenging behavior is not always totally related only to events that happen immediately before or after the challenging behavior. For example, think about a child who has a painful headache and shows tantrum-type behavior because of the headache. No matter what antecedent precedes the behavior, the child might show tantrum-type behavior until the headache goes away.
The following figure shows an example of an A-B-C chart, including a setting event.
In this example of the A-B-C chart, Arnold's challenging behavior resulted in a time-out. Arnold's mom considers the time-out a punishment; however, this consequence actually may make it more likely that Arnold will engage in the same problem behavior again next time. Why? Recall that Arnold's challenging behavior started to occur when he was told to do his math homework--something he does not like to do, nor does he know how to solve the math questions required in his homework assignment. He got punished because of the challenging behavior, yet at the same time by engaging in the problem behavior, Arnold was able to avoid doing his math homework. Even though his mother thought she was punishing her son, Arnold was allowed to escape/avoid doing a really unpleasant and highly non-preferred task….and he was actually reinforced by getting to avoid this task. The function of his problem behavior was to escape/avoid doing this unpleasant task, and his mother actually helped him avoid doing his homework by "allowing" him to go to time-out for the behavior. Next time, he is quite likely to engage in the same problem behavior again, because he knows this is a way that he can successfully get out of doing his math homework (unless, of course, his mother is clever enough to require him to return to complete at least some of his math homework, after his time-out is over!).
Thus, A-B-C chart allows us to discover the function of behavior more conveniently. This approach is also applied extensively in school settings to reduce challenging behavior ("Individual PBS" in school settings).
Thursday, June 12, 2008
Pre-School Graduation
I was so proud to have these photos. Harrison is excited about going to Kindergarten in the Fall. My little guy is no longer a "toddler" he is a "school age" child- when did that
happen? 
Sunday, June 8, 2008
There is Something about a Yardsale Scooter
WE found this wonderful scooter at a yardsale for $1.00. Harrison love to ride it and is now more daring than ever on it.
Tuesday, June 3, 2008
10 Tips for Ending the School Year by Pat Howey, Advocate
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1. Visit the new school or classroom.
Will your child make a major transition next fall? Will your child be moving from preschool to kindergarten, from elementary to middle school, or from middle school to high school? Plan to take your child to visit the new school or classroom before the first day of school.
2. Review your child’s IEP and progress.
Did your child make progress this school year? Did the school properly implement the IEP? Does the IEP adequately address your child’s needs? Do your child’s Goals prepare your child for further education, employment, and independent living?
3. Ask for an IEP Team Meeting if necessary.
Did you answer “No” to any of the questions above? Ask for an IEP Team Meeting to resolve these concerns. Do not let another year go by with an inappropriate IEP.
4. Prepare for the IEP Team Meeting.
Prepare a list of your child's present levels of performance. The list includes you child's strengths and the areas that are challenging. Look carefully at this list and you will better understand what your child needs. Add these needs to your list of present levels of performance. You can also add Goals, Related Services, Assistive Technology, and anything else that your list justifies as an educational need.
5. Say "Thank You" to those who helped.
Did your child have a great school year? Was this success due to a wonderful teacher, a helpful classroom aide, or a thoughtful bus driver? Say “thank you” to those who helped your child succeed. Look at what made this a good year for your child. Add that information to the list of your child’s present levels of performance.
6. Give your information list to the IEP Team before the meeting.
Do not surprise other members of the IEP Team. At least one week before the meeting, give a copy of your list to each member of the IEP Team. Take extra copies to the meeting for anyone who forgets to bring their copy. Your IEP Team Meeting will go faster and smoother if everyone has your list ahead of time.
7. Ask for a copy of any information that has been given to other members of the IEP Team.
You do not want to be surprised. Ask for copies of all information the IEP Team will discuss. You cannot be a full team member if you are left out of the loop. Ask for things like copies of teacher reports, evaluation reports, and group achievement testing.
8. Ask the IEP Team to address Extended School Year (ESY).
ESY Ask the IEP Team to address ESY early in the second semester. If there is disagreement about whether your child needs an ESY, you will need enough time to resolve this with one of the due process procedures available.
9. Find out what summer educational resources are available for your child.
An ESY is not the same as summer school. Summer School is usually a generic program that is not designed to meet your child’s individual needs. An ESY program is intended to meet the specific educational needs of your child as identified in his or her IEP. Make sure you know what services the school is offering!
10. Determine whether your child needs a new evaluation.
Does your child need new evaluations? Are you unsure whether your child has made adequate progress? Achievement testing at the beginning and end of every year will give objective answers about your child’s progress. (See Chapter 8, Your Child’s Evaluation, in Wrightslaw: From Emotions to Advocacy, 2nd Edition).
1. Visit the new school or classroom.
Will your child make a major transition next fall? Will your child be moving from preschool to kindergarten, from elementary to middle school, or from middle school to high school? Plan to take your child to visit the new school or classroom before the first day of school.
2. Review your child’s IEP and progress.
Did your child make progress this school year? Did the school properly implement the IEP? Does the IEP adequately address your child’s needs? Do your child’s Goals prepare your child for further education, employment, and independent living?
3. Ask for an IEP Team Meeting if necessary.
Did you answer “No” to any of the questions above? Ask for an IEP Team Meeting to resolve these concerns. Do not let another year go by with an inappropriate IEP.
4. Prepare for the IEP Team Meeting.
Prepare a list of your child's present levels of performance. The list includes you child's strengths and the areas that are challenging. Look carefully at this list and you will better understand what your child needs. Add these needs to your list of present levels of performance. You can also add Goals, Related Services, Assistive Technology, and anything else that your list justifies as an educational need.
5. Say "Thank You" to those who helped.
Did your child have a great school year? Was this success due to a wonderful teacher, a helpful classroom aide, or a thoughtful bus driver? Say “thank you” to those who helped your child succeed. Look at what made this a good year for your child. Add that information to the list of your child’s present levels of performance.
6. Give your information list to the IEP Team before the meeting.
Do not surprise other members of the IEP Team. At least one week before the meeting, give a copy of your list to each member of the IEP Team. Take extra copies to the meeting for anyone who forgets to bring their copy. Your IEP Team Meeting will go faster and smoother if everyone has your list ahead of time.
7. Ask for a copy of any information that has been given to other members of the IEP Team.
You do not want to be surprised. Ask for copies of all information the IEP Team will discuss. You cannot be a full team member if you are left out of the loop. Ask for things like copies of teacher reports, evaluation reports, and group achievement testing.
8. Ask the IEP Team to address Extended School Year (ESY).
ESY Ask the IEP Team to address ESY early in the second semester. If there is disagreement about whether your child needs an ESY, you will need enough time to resolve this with one of the due process procedures available.
9. Find out what summer educational resources are available for your child.
An ESY is not the same as summer school. Summer School is usually a generic program that is not designed to meet your child’s individual needs. An ESY program is intended to meet the specific educational needs of your child as identified in his or her IEP. Make sure you know what services the school is offering!
10. Determine whether your child needs a new evaluation.
Does your child need new evaluations? Are you unsure whether your child has made adequate progress? Achievement testing at the beginning and end of every year will give objective answers about your child’s progress. (See Chapter 8, Your Child’s Evaluation, in Wrightslaw: From Emotions to Advocacy, 2nd Edition).
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