Tag: WA

Person Centered Planning and Aging Families

Posted on by Nicol Walsh

At the age of 56, a single parent from the baby boom age, my youngest son is now 26, and at this time in my life I need to plan for my retirement.

In a few years I will be heading toward the twilight of my life, so I need to take into account how that affects the life of my son, Kyle, who experiences Down Syndrome. Just like many families who live with and care for their adult sons and daughters for most of their life, it is my responsibility to share vital information that I might be the only one who knows, such as how, what, when, and where services are to be received. This way all the hard planning that has made his routine and the quality of life possible can continue even when I’m no longer able to care for him or myself as I age.

Up to this point most families don’t plan for such events, thinking that they will outlive their loved one with a developmental disability, brushing aside thoughts of what the future might hold for them. If I don’t think about it won’t happen. So usually what happens is when the parent or care giver has a medical emergency there is no plan of care or support for themselves or for their adult son or daughter with a disability, leaving both in need of a plan of care. It will be important to identify who it is left to sort through the maze of services, or lack of services, to help during this very vulnerable time.

Person Centered Planning is a tool that is used to help people plan for the future. Just as you plan along awaited trip you use a simple guide to help you make the journey comfortable to enjoy your precious time you have set aside. When it is time to plan, bring together the people who will be in the family’s life at that critical time. Usually, it is left up to siblings who have not been very involved in their sibling’s day-to-day care. Their parents did a really good job of caring for their sibling, but most find out the hard way what the daily routine looks like for their sibling.

By using the Person Centered Planning method, you have a document on hand so that you are able to have input into a plan of care before a crises.

Aging parents must start thinking about drafting a will and learning about trusts for your peace of mind. Think about the use of Person Centered Planning as a tool, as it can help relay your wishes and concerns. Share information about their care, like who their doctors are, what their care plan is, and other things like a living will. This is in case the parent loses their ability to share vital information to the people who care and to service providers who need to plan action steps.  What history of care has been provided, what are the needs, who can help, what is the plan of care when you or I are not able to communicate the needs of our adult sons and daughters?  As we age, the plan becomes the family plan, not just for the individual but for the whole family, including the network of support and those who will be left to sort things out.

The process helps pull together all their important information so that people who come in and out of the person’s life have something with which to help plan a positive quietly of life for the  individual and their family.

Pierce County Parent to Parent has also put together a care notebook that helps families keep important information together for when the parent is no longer able to speak for themselves or share information that is important, not just for the individual with the disability, but for the family itself.

Learn more about Person Centered Planning

Reunited photo courtesy Jenn Durfey via flickr

‘What’s wrong with your brother?’

Posted on by Nicol Walsh

As a second grade student, this was a daunting question.

I knew Josh was different, but I didn’t know how to adequately explain the nature of his disability; he was just Josh, my brother. I was fortunate enough to grow up in an unwaveringly accepting and unconditionally loving family, as well as being a rather outspoken child, so I was able to converse with my parents about what exactly made Josh different and to find the best way to address these questions.

According to the Arc of the United States, an estimated seven million ‘typically developing’ American children have a sibling with a disability. These siblings often face many of the same challenges and joys as their parents, but they are also faced with their own set of unique tribulations. When a child with a disability is welcomed into the world an array of resources and supports become available to help educate and support parents as they begin their journey into the world of disability activism, but often times in the whirlwind of change and adaptation siblings aren’t directly addressed.

Growing up with a sibling with a disability gave me the opportunity to connect with others in similar situations to share stories and ask questions. We each share an unconditional love for our siblings—laughing about comical things they say or do, joking about the things that annoy us, the sort of stories you would expect to hear about ‘typical’ siblings. Amongst these conversations we also expressed the difficulties of having such a sibling; what it was like to be embarrassed to go out into public for fear of an outburst that would attract unwanted attention, dealing with less of our parents’ attention because our sibling required more, not knowing how to explain to our friends why they couldn’t come over to play, and most of all, dealing with the guilt of having these feelings in the first place.

In my opinion, my parents provided my brothers and myself with the most beneficial forms of support. We maintained open lines of communication and it was acknowledged and accepted that Josh had a disability. We were also provided with the scientific facts about his disability, so when posed with questions by uncertain peers we felt confident giving an intelligent answer. Often times that confidence put others insecurities at ease. Our feelings were always acknowledged and validated, and we learned as a family what it was that each member needed to feel appreciated and supported.

¿Qué es la Discriminación?

Posted on by Nicol Walsh

Encuentre más información en: www.k12.wa.us/Equity

Oficina del Superintendente de Instrucción Pública Equidad y Derechos Civiles

¿Qué es la discriminación?

La discriminación es el trato injusto o desigual hacia una persona o un grupo de personas por ser parte de un grupo definido, conocido como clase protegida. La discriminación puede ocurrir cuando una persona reciba un trato diferente o cuando se le niegue el acceso a programas, servicios o actividades por ser parte de una clase protegida. También puede haber una situación de discriminación cuando una escuela o distrito escolar no satisface las necesidades de un estudiante o empleado con discapacidad.

El hostigamiento (basado en una clase protegida) y el acoso sexual pueden ser formas de discriminación cuando generan un ambiente hostil.

¿Qué es una clase protegida?

Una clase protegida es un grupo de personas que comparten características comunes y están protegidas contra la discriminación y el acoso por leyes federales y estatales. Las clases protegidas definidas por el Estado de Washington incluyen:

 

Sexo

Raza/Color

Credo/Religión

País de origen

Discapacidad o uso de un perro adiestrado o animal de asistencia

Orientación sexual, que incluye identidad o expresión de género

Grado militar o veterano de guerra retirado con honores

La Oficina del Superintendente de Instrucción Pública (Office of Superintendent of Public Instruction, OSPI) es el organismo responsable de supervisar la educación pública desde el nivel preescolar hasta 12º grado en el Estado de Washington. Dentro de la OSPI, la Oficina de Equidad y Derechos Civiles brinda asistencia técnica a los distritos escolares, los padres y los estudiantes sobre cuestiones relacionadas con las leyes federales y estatales contra la discriminación.

Equidad y Derechos Civiles
Oficina del Superintendente de Instrucción Pública
P.O. Box 47200; Olympia, WA 98504-7200
(360) 725-6162 Fax: (360) 664-2967
TTY: (360) 664-3631
Correo electrónico: equity@k12.wa.us

¿Qué sucede si no es posible resolver el problema en la escuela?

Si no puede resolver su problema, quizás desee presentar una queja ante el distrito escolar.

Cualquier persona puede presentar una queja ante el distrito escolar.

Usted puede presentar una queja formal enviando una carta a su Superintendente que describa el hecho ocurrido y el motivo por el cual considera que se trata de discriminación. Es conveniente que incluya lo que usted desea que haga el distrito. La carta debe estar firmada.

¿Qué hará el distrito?

El empleado designado por el distrito para recibir las quejas investigará sus acusaciones y entregará al Superintendente un informe escrito de la queja y los resultados de la investigación. Además, usted y el distrito pueden aceptar resolver su queja a cambio de una investigación.

¿Qué hará el Superintendente del Distrito?

El Superintendente le enviará una carta por escrito dentro de 30 días calendario donde negará sus acusaciones o describirá las medidas razonables que tomará el distrito. La carta incluirá la forma en que debe presentar una apelación ante el consejo escolar si usted no está de acuerdo con la decisión del Superintendente.

Las medidas correctivas deben aplicarse dentro de los 30 días calendario de la carta del Superintendente.

¿Qué sucede si no estoy de acuerdo con la decisión del Superintendente o si nadie responde mi carta?

Su próximo paso es apelar ante el consejo escolar.

¿Qué es una apelación?

Una apelación es un pedido para que se cambie una decisión oficial.

¿Cómo presento una apelación ante el consejo escolar?

Usted puede presentar una apelación presentando una carta ante su consejo escolar. Allí debe incluir la parte de la decisión escrita del Superintendente que usted desea apelar y qué desea que haga el distrito.

Su carta debe presentarse ante el Secretario de su consejo escolar antes del 10º día calendario después de recibir la carta de respuesta del Superintendente.

¿Qué hará el consejo escolar?

El consejo escolar programará una audiencia dentro de los 20 días calendario después de recibir su carta de apelación. También puede acordar una fecha distinta.

¿Qué sucederá en la audiencia?

Usted explicará por qué no está de acuerdo con la decisión del Superintendente. Puede traer testigos u otra clase de información relacionada con su apelación.

El consejo le enviará una copia de su decisión dentro de los 10 días calendario posteriores a la audiencia. La decisión incluirá cómo apelar a la Oficina del Superintendente de Instrucción Pública si usted no está de acuerdo.

¿Qué sucede si no estoy de acuerdo con la decisión del Consejo Escolar?

Usted puede apelar la decisión del consejo escolar ante la Oficina del Superintendente de Instrucción Pública (OSPI).

¿Cómo presento una apelación ante la OSPI?

Usted puede presentar una apelación enviando una carta a la Oficina del Superintendente de Instrucción Pública. La carta debe incluir la parte de la decisión del consejo escolar que usted desea apelar y qué desea que haga el distrito.

Su carta firmada debe ser recibida por la OSPI antes del 20º día calendario de recibir la decisión del consejo escolar. Puede ser entregada en mano o enviada por correo a:

OSPI
Servicios de Recursos Administrativos
(Administrative Resource Services)
P.O. Box 47200
Olympia, WA 98504-7200
Teléfono: (360) 725-6133

¿Qué hará la OSPI?

La OSPI programará una audiencia con un juez contencioso administrativo a través de la Oficina de Audiencias Administrativas (Office of Administrative Hearings, OAH). Durante ese proceso, se le suministrará información sobre la audiencia.

En la audiencia, usted explicará por qué no está de acuerdo con la decisión del consejo escolar. Puede presentar testigos u otra clase de información relacionada con la apelación. Después de la audiencia, recibirá una copia de la decisión del juez.

¿Qué debo hacer si creo que se discrimina a mi hijo?

Usted debe manifestar sus inquietudes al maestro de su hijo o al director de la escuela inmediatamente, lo cual permitirá que la escuela se ocupe de la situación lo antes posible.

Si usted no puede reunirse con el maestro o el director, puede contactarse con la oficina central del distrito escolar. Cada distrito escolar cuenta con una persona a cargo de responder a las quejas por discriminación.

Algunas veces, esa persona se denomina Coordinador del Título IX o para problemas relacionados con discapacidad, Coordinador de la Sección 504.

Cuando un problema no puede resolverse con una reunión, usted tiene derecho a presentar una queja en el Distrito Escolar. Usted también tiene derecho a contactarse con los siguientes organismos en cualquier momento para solicitar una investigación de su acusación por discriminación:

Oficina de Derechos Civiles, Departamento de Educación de los EE.UU.
915 Second Avenue, Room 3310
Seattle, WA 98174-1099
(206) 607-1600 / TDD: (877) 521-2172
www2.ed.gov/about/offices/list/ocr

Comisión de Derechos Humanos del Estado de Washington
P.O. Box 42490
Olympia, WA 98504-2490
(360) 753-6770 / Llamada gratuita: (800) 233-3247 / TTY: (800) 300-7525
www.hum.wa.gov

La OSPI ofrece acceso equitativo a todos los programas y los servicios sin discriminar por cuestiones de sexo, raza, credo, religión, color, país de origen, edad, grado militar o veterano de guerra retirado con honores, orientación sexual incluso expresión o identidad de género, presencia de cualquier clase de discapacidad sensorial, mental o física, o uso de un perro guía o animal de asistencia entrenado por parte de una persona con alguna discapacidad. Las preguntas y las quejas sobre presuntos hechos de discriminación pueden dirigirse al Director de Equidad y Derechos Civiles, (360) 725-6162 o P.O. Box 47200; Olympia, WA 98504.

Encuentre más información en: www.k12.wa.us/Equity

Estas publicaciones proporcionan al participante una variedad de información. Este puede incluir información sobre las leyes estatales o federales con respecto a los derechos de personas con discapacidades. Esto se provee para informar o concientizar al individuo de estos derechos, definiciones legales o leyes / reglamentos, y no se ofrece representación legal o asesoramiento legal. El destinatario entiende que esta información es para educarlo, y no le proporciona representación legal.

Universal Design for Learning

Posted on by Nicol Walsh

What is Universal Design for Learning (UDL)?

Currently, the focus of education is to prepare all students to be experts in their chosen fields of study, turning the early learner into a lifelong learner building on individual needs and strengths to accomplish this goal.  Universal Design for Learning (UDL) helps educators by providing academically structured framework on which to create curricula that meets the varied needs of all learners.   With a guidance to curriculum formation and implementation, greater variety of instruction methods can occur to engage and motivate students to learn.  Educators have more freedom in instructing students when the typical methods did not provide optimal educational experiences.

The UDL Guidelines are organized by 3 guiding principles:

Principle 1: Multiple Means of Representation

Provide options for perception, language and symbols, and comprehension.

Principle 2: Multiple Means of Expression

Provide options for physical action, expressive skills and fluency, and executive functions.

Principle 3: Multiple Means of Engagement

Provide options for recruiting interest, effort and persistence, and self-regulation.

Each area has built in checkpoints moving away from the one-size-fits-all mindset to providing optimal teaching experiences through auditory, visual, and hands-on practical suggestions.  Checkpoints also provide guidance on accessing materials, assessments, enhancing value of learned material, expanding coping skills, as well as reflection on the work done.  UDL includes evidence-based resources and examples to guide implementation, ensuring that what is taught and how it is presented will have an impact on the students.  Teachers can benefit from UDL as it provides guidance on organization of the classroom and curriculum, reducing distractions, increased use of technology to enhance learning, and how to educate students with disabilities.

 

Guiding Principles that propel the development of UDL are:

Principle 1: Equitable use—The purpose is ensure the design is useful and marketable to diverse students, including those with disabilities.  Providing equal access is not enough, teaching students of all abilities and propelling them to excellence must be the goal of education.

Principle 2: Flexibility in use—The curriculum’s design must accommodate the wide range of abilities and preferences.  Disabled students, fast or slow learners, can all benefit as the range of education will match the abilities of each individual. Students can learn how they need to learn.

Principle 3: Simple and intuitive use—Curriculum should be easily understood regardless of the user’s experience, knowledge, language skills, or current concentration level.  Education should be easy with clear guidelines, steps, and protocols.  By removing the guesswork out of teaching, time can be saved because all the steps are included and a solid academic foundation is built from the beginning so that all students can excel.

Principle 4: Perceptible information—Information is effectively communicated to the learner, regardless of the student’s needs, challenges or disabilities.  This can provide comfort to families knowing that students that learn differently will have access to the curriculum provided to the student in ways that use their strengths to learn.

Principle 5: Tolerance for error—The design minimizes hazards and the adverse consequences of accidental or unintended actions.

Principle 6: Low physical effort—Curriculum should be designed so that it is efficient and comfortable without being tiring for the student, parents, and educators.

Principle 7: Size and space for approach and use—The focus of the design will not limit the size and space necessary for the students to learn, but will be accessible for all individuals, including those with body size, posture, or mobility concerns.  This assurance provides solutions for approach, reach, manipulation, and use in order to enhance the educational experience.  Access to everything will be available and provided for all individuals, which should eliminate discrimination concerns.

Information adapted from: Principles of Universal Design, version 2.0 (Center for Universal Design, North Carolina, 1997)

UDL provides excitement and hope for parents and educators that have struggled with students that are atypical learners.  The one-size-fits-all approach to education does not work for all students.  With the ability to adapt an inflexible curriculum, all elements are adapted for any student that may learn differently, requires real life examples, hands on experiences, or who needs more reinforcement to understand concepts.

With the curriculum intentionally written to be all inclusive, a better learning environment can be implemented, as stresses of last minute adaptions are eliminated.  The evidence-based adaptions are planned from the start and incorporated in to daily teaching for all learners.  The UDL will not take the place of the IEP or the 504 Plans, but will aid in the implementation of accommodations and modifications.

Educating disabled students with their peers can be promoted with the adoption of UDL standards because it allows for multiple levels of teaching and learning of the same subject in the same classroom.  UDL standards will not replace resources or other specialized education classrooms, but will enhance the teaching done in the alternative environments when placement away from the general education classroom is required by the IEP.

Students, parents, and educators will benefit by UDL.  Students will be prepared for the future by learning how they learn best, becoming academic experts as they prepare for college or work life. Parents can take comfort in knowing that all children will be provided access to education in the ways necessary for each student to learn.  This can be especially comforting for those parents who have students that learn differently.

As educators work to improve their curriculum, their teaching skills will be strengthened and the adaptation of curriculum will be done in advance, saving preparation time.  Educators will also gain confidence when teaching students with varying skills, abilities, and learning levels; making them experts at teaching a variety of individuals.

“Working Together with Military Families of Individuals with DisAbilities!”

 

Common Core Standard Initiative

Posted on by Nicol Walsh

The Common Core Standards (CCS) intent is to ensure all children have access to a high quality education in Math and the English Language Arts throughout the United States.

Having common education standards can ensure parents, students, and educators know the academic focus and progress that is made from year to year.

Each grade has a clear statement of what is expected for students to master during the year.  Having this knowledge will allow the teacher to better prepare to teach exactly what should be learned allowing individual benchmark goals for each student to succeed.   Starting in the younger grades, a foundation education will be built by teaching core concepts and allowing for mastery before adding on to the learning.

The CCS was a state led effort setting goals and academic standards for Kindergarteners through 12th grade in English Language Arts and Mathematics. Each state and territory has the option of adopting the CCS for their sate.  This assures military families who have mobile lifestyles that students will have academic equality from state to state if the state has adopted CCS.  The CCS have been adopted in 45 States and all but one territory. The states that have not adopted the standards as of July 2013 are:  Alaska, Minnesota, Nebraska, Texas, and Virginia.  The only territory that has not adopted the CCS is Puerto Rico.

The federal government was not involved in the creation or regulation of CCS.  Every state who has adopted the CCS Initiative has not been asked to lower their educational standards, but to find common academic ground and build on the best existing and highest state standards.  The CCS team includes principals, teachers, and parents throughout the country, so a broad spectrum of opinions and concerns are addressed.

The foundation work through high school is intended to prepare students to enter 2 or 4 year Colleges/Universities, or the work force.   By providing a set of standards in the upper grades, parents can be assured that each student, no matter where they live, have access to quality teachers and high educational standards.  These goals are intended to level the playing field by providing educational content and necessary tools to access higher education programs.

CCS include the development of text books, teaching aids, and educational media to support learning and help students to meet standards.   Testing has also been created to indicate the level of academic success and achievement of grade level goals for each student.   Teachers will have support in understating and teaching the minimum guidelines, but will have the ability to plan lessons according to the classroom’s needs, and flexibility to adapt and individualize the program as needed for students.

States have been able to share experiences and best practices that have led to an improved opportunity for students with disabilities or English Language Learners (ELL) to excel. Students with disabilities eligible for services under the Individuals with Disabilities Education Act (IDEA) must be educated just as their non-disabled peers are in the general curriculum, preparing them for post high school lives which may include college or the workforce.

The focus of CCS for disabled or ELL students is effective implementation and improved access to English Language Arts and Math.  The challenge that is faced by this group is the presence of disabling conditions that significantly hinder their abilities to benefit from general education (IDEA 34 CFR §300.39, 2004) making it important for each student to have the flexibility they need to learn.  With the help of IDEA, through an Individualize Educational Program, these students have more flexibility to demonstrate the procedural knowledge and learned concepts in math, reading, writing, speaking, and listening.

By providing the individual supports, accommodations, modifications, services, and therapies protected under an IEP, the student is allowed greater flexibility in meeting those grade level standards.  Teachers and support personal are also prepared and qualified to deliver the instruction, as well as access support services to teach, reinforce, or test academic success.

With a focus on teaching real world relevant skills across the United States and with the goal of preparing students with the real world skills they need, students will be in a better position to compete on a global scale.

“Working Together with Military Families of Individuals with DisAbilities!”

What Are Your Rights and Responsibilities to an Appropriate Education for your Child with a Disability?

Posted on by Nicol Walsh

As the parent of a child who has disabilities, you have the right to:

Expect a free, appropriate public education (F.A.P.E.) for your child.

Refer your child for an evaluation for a 504 plan and/or for special education.

Meet with the school district to decide whether or not to evaluate your child to determine if he or she has special needs (there must be written parental consent for evaluation).

Be fully informed regarding testing: What tests will be used and why? What are the findings?  Implications?

Ask for an independent evaluation at public expense if you disagree with the school district’s evaluation results.

Actively participate in the IEP process as an equal member of the team. This includes any meeting where decisions are made about your child’s identification, evaluation, program, or placement.

Call an IEP meeting. Be fully informed about the child’s program and progress. Ask questions. Give input.

Understand what the school professionals are saying about your child.

Agree or disagree with the other members of the team.

Bring another person to the meetings.

Take the proposed IEP home to review before signing it.

Review your child’s records.

Receive copies of anything that is in your child’s records.

Be treated as a qualified professional regarding your child.

As the parent of a child who has disabilities, you have the responsibility to:

Expect a free, appropriate public education (F.A.P.E.) for your child.

Keep a comprehensive file on your child.

Be professional.

Participate in meetings and discussions where decisions are made about the identification, evaluation, program and placement for your child.

Focus on the child.

Ask questions to clarify information.

Listen and consider the information from the other professionals.

Give feedback—positive as well as negative.

Be prepared as a member of the IEP team.

Stay informed.

Be consistently involved.

Be willing to share knowledge and information.

Work for the best interests of your child according to his or her needs.

You have many more rights and responsibilities than those listed here. Remember that you are a professional and the expert on your child, and you are an equal member of your child’s team! You are your child’s best advocate, because you know your child better than anyone else does.

The Office of the Education Ombudsman provides assistance to resolve complaints. They can be reached at:  1-877-297-2595 Or you can contact their website: www.governor.wa.gov/oeo

The PAVE Parent Training and Information Program may include information on State or Federal laws regarding the rights of individuals with disabilities. While this is provided to inform or make one aware of these rights, legal definitions, or laws/regulations, it is not providing legal representation or legal advice. The recipient understands that this is information is to educate them not to provide them with legal representation.

What are Procedural Safeguards?

Posted on by Nicol Walsh

The Individuals with Disabilities Education Act (IDEA) requires schools to provide the parents/guardians of a student who is eligible for or referred for special education with a notice containing a full explanation of the rights available to them.

School districts must provide parents a copy of the Procedural Safeguards:

  • At least once every school year.
  • In the parents native language.
  • When you or others, including the district, request that your student be evaluated to determine eligibility for special education services. This process is called a referral.
  • The first time you file a citizen complaint in a school year.
  • The first time you request a due process hearing in a school year.
  • When a decision is made to remove a student for more than ten school days in a year as part of a disciplinary action, and that removal constitutes a change of placement.
  • Upon request.

This may include information on State or Federal laws regarding the rights of individuals with disabilities. While this is provided to inform or make one aware of these rights, legal definitions, or laws/regulations, it is not providing legal representation or legal advice. The participant understands that this is information to educate them not to provide them with legal representation

How do I prepare for my IEP meeting?

Posted on by Nicol Walsh

A Parent Checklist:

You will receive a Prior Written Notice from your child’s school with the meeting date and time, as well as a list of attendees. This information should not change without receiving another prior written notice.

Read your notice to see what issues will be discussed and that there is enough allotted time.

Request in writing, any relevant information you do not have prior to the day of the meeting. (Ex: Latest full and individual evaluation results, teacher progress notes, state curriculum for your child’s age-appropriate grade level, and a copy of any IEP draft that the school may have started for your child prior to the meeting.)

Gather reports you have for any outside therapists, doctors, tutors, or consultants.

Make a list of your child’s strengths and talents, and also areas you would like to see improved.

Make a list of things you would like your child to improve in this year. How will it benefit him/her? How will this help your child participate more?

Review your lists and make note of the 4-5 most important areas that you would like to see your child improve upon. These will be the basis for establishing IEP goals and objectives for your child..

Decide who you will bring with you to the IEP Meeting. It is often helpful to bring a spouse, friend, or family member for support and to help you take notes.

At the Meeting:

Ask yourself… Are these goals realistic for my child?

Goals should be specific and measurable. Ask what methods will be used to measure the progress for each goal and objective. Decide as a team, how often you would like progress reports.

Discuss modifications that your child will need to participate as much as possible with other students their age.

Discuss modifications your child may need for fire drills, lunch or recess support, walking to/from classes, etc.

Discuss Positive Behavior strategies or a Behavior Intervention Plan, if needed.

If your child will NOT be participating with his/her non-disabled peers in any academic or extracurricular area, ask for the reasons WHY in writing.

Discuss any accommodations your child will need for state assessment tests or a determination that your child will take an alternate form of assessment.

Statements of needed transition services should be included when your child is 14. When your child is 16, the IEP should include transition services to be provided by the school district.

Ask for clarification for anything you don’t understand. If it is said in the meeting, it can also be put into writing.

Ask for clarification, policies, laws, and procedures if something doesn’t seem right. They can provide that for you in writing. (Ex: “The district doesn’t have the funding to offer that.” — You can respond with, “I will need you to put that in writing.”)  You are your child’s best advocate!

Ask for the best way to contact members of your child’s IEP team with any questions or concerns you may have during the school year.

Remember that you are an EQUAL member of your child’s IEP team. Try your best to build and maintain positive relationships with your child’s IEP team members. When you have concerns, ask for a meeting to review them. An IEP is a working document. Although reviewed once a year, you can amend it any time there is a need or if the present IEP goals are not working or being met.

This may include information on State or Federal laws regarding the rights of individuals with disabilities. While this is provided to inform or make one aware of these rights, legal definitions, or laws/regulations, it is not providing legal representation or legal advice. The participant understands that this is information to educate them not to provide them with legal representation

My child has behavior problems in school. What should I do?

Posted on by Nicol Walsh

When the behavior of a student with an IEP gets in the way of his or her learning or that of others, the IEP team must develop behavior goals or a behavior plan. Behavior plans are not punitive. They are positive plans describing how the school will support positive behavior through instruction or changing the environment. Behavior plans also describe how often the behavior happens, how long it lasts, and how intense it is. Triggers for the behavior and the purpose the behavior serves also are described.

Next steps:

When behavior results in school discipline, Special Education regulations outline when and how students can be disciplined. Adding or reviewing an existing behavior plan is key.

Request a Functional Behavior Assessment (FBA) in writing. This assessment is designed to help determine the function, frequency, duration, intensity, and the triggers of the behavior(s).

The IEP team will meet to review the FBA evaluation and to develop IEP goals to address the behaviors.

If the behavior is serious enough to get in the way of your child’s education and IEP goals, a Behavior Intervention Plan (BIP) must be created by the IEP team.

Creating a Behavior Intervention Plan with Positive Behavioral Supports:

Behavior plans are positive plans for the staff to use when working with a student.

Be prepared to share with the team what you know works for your child for positive behavior.

As with any goal, start with a baseline or present level of performance that describes the current skills.

Both the present level and goal need to be specific and measurable and written in a way that anyone who reads the goal sees a picture in his or her mind.

How progress on the goal will be measured should also be noted.

The goal should include which school staff member is responsible to teach the skills in the goal.

The student or parent should not be listed as people responsible for the goal.

Behavior plans are positive plans for the staff to use when working with a student.

Behavior replacements should be implemented – positive behavior goals are created so that your child can use them to meet the need of either protesting or trying to get something, more appropriately.

Teaching methods, steps, or a curriculum for your child must be created to help them to learn the desired behavior, and must include who will do this and how it will be monitored.

The environment must be considered:  what is in the environment or missing from the environment that may be causing the behavior?

Behavior plans are written for specific environments. A student’s behavior may be fine in one setting and not in another.

Reinforcements are key: what will reinforce the use of the positive behavior? It should be something the student values, such as positive praise, stickers, extra computer time, etc. It may need to be changed at times if the student loses interest in the item or action.

Communication must be included—Plan on who, what, and how communications will take place about the student’s behavior. It could be a weekly behavior chart sent by email to the parent and psychologist at the end of each week, or a phone call to the parent and behaviorist for any behavior resulting in school discipline.

FINALLY – A Behavior Intervention Plan can be revised at any time. If it’s not working for your child, request an IEP Team meeting to discuss revising/amending the plan.

The PAVE Parent Training and Information Program may include information on State or Federal laws regarding the rights of individuals with disabilities. While this is provided to inform or make one aware of these rights, legal definitions, or laws/regulations, it is not providing legal representation or legal advice. The recipient understands that this is information is to educate them not to provide them with legal representation.

 

The school wants to use Aversive Intervention, what do I do?

Posted on by Nicol Walsh

What is aversive intervention?

Washington Administrative Code (WAC) Section 392-172A-03120 sets out the following:

Aversive interventions means the systematic use of stimuli or other treatment which a student is known to find unpleasant for the purpose of discouraging undesirable behavior on the part of the student. The term does not include the use of reasonable force, restraint, or other treatment to control unpredicted spontaneous behavior which poses one of the following dangers:

(a) A clear and present danger of serious harm to the student or another person.

(b) A clear and present danger of serious harm to property.

(c) A clear and present danger of seriously disrupting the educational process.

This WAC section also states that “aversive interventions, to the extent permitted, shall only be used as a last resort. Positive behavioral supports interventions shall be used by the school district and described in the indivi-dualized education program prior to the determination that the use of aversive intervention is a necessary part of the student’s program.” More simply put, using an aversive intervention plan must be a last resort measure and positive behavioral supports interventions must be used and described in the IEP prior to determining that aversive intervention is a necessary part of the student’s program.

Requirements for Implementing Aversive Interventions

If an IEP team is considering the use of an aversive intervention because positive behavior support interventions have not worked in discouraging undesirable behavior on the part of the student, the team must follow WAC 392-172A-03135.  (http://apps.leg.wa.gov/wac/default.aspx?cite=392-172A-03135)

What do I need to know?

All students with Aversive Plans MUST have Behavior Intervention Plans as part of their IEP that have all of the above elements. Again, “aversive interventions” means the systematic use of stimuli or other treatment which a student is known to find unpleasant for the purpose of discouraging undesirable behavior on the part of the student. As such, Aversive Plans should not be focused on responding to unpredicted spontaneous behavior and should instead be focused on why the team believes an aversive measure is an appropriate tool to use to help a student meet a specific behavior objective and how the tool will be used.

Requirements for Monitoring Aversive Interventions

As set forth above, WAC 392-172A-03135(1)(h) requires that at least every three months when school is in session, the effect of the use of aversive interventions be reviewed. Each case manager insures that data is collected regarding the use of aversive interventions for this periodic review for each student on their caseload on the following schedule:

Preschool and elementary: with trimester progress reporting

Secondary: by 12/1, 2/1, 5/1

If changes need to be made to the current aversive intervention plan, those must be done through an IEP amendment, complete with all required paperwork. If no changes are necessary then the case manager completes a prior written notice documenting this review that is sent to parents and central files for the legal file.

The PAVE Parent Training and Information Program may include information on State or Federal laws regarding the rights of individuals with disabilities. While this is provided to inform or make one aware of these rights, legal definitions, or laws/regulations, it is not providing legal representation or legal advice. The recipient understands that this is information is to educate them not to provide them with legal representation.

 

Education and Progress Reports

Posted on by Nicol Walsh

For many families, the winter holiday season also means wrapping up or an end to the current term. In our children’s backpacks and mailboxes arrives those wonderful requests for parent teacher conferences, and around the corner comes report cards. We wanted to take the time to review with you some facts about progress reports for those children who have an IEP, (Individualized Educational Plan) as well as how the first progress report can be the most beneficial.  Read More

Progress reports for special education children, should be reported at a minimum as often as any other general education student. This means, if the school sends home report cards three times a year then there should also be progress reports at the same rate for children with special needs.  Progress reports are a requirement of IDEA as outlined below:

IDEA states that each child’s IEP must contain:

(3) A description of—

(i) How the child’s progress toward meeting the annual goals described in paragraph (2) of this section will be measured; and

(ii) When periodic reports on the progress the child is making toward meeting the annual goals (such as through the use of quarterly or other periodic reports, concurrent with the issuance of report cards) will be provided…[§300.320(a)(3)]

The first progress report will be one of the most important, as it gives us an idea of how the goal currently relates to our children’s present level of performance. These may have been set months ago and possibly even during the previous school year. Parents do not need to wait till the next annual meeting to discuss the goals, losing valuable time.

So what do these progress reports contain? These should address information that relates to how your child is progressing towards their annual goals. Parents should review these progress reports to find if children are progressing satisfactorily or if they have already achieved them and goals were set too low. If either situation seems to be the case, it may be time to request a meeting to revise the IEP to provide new goals or more appropriate supports to attain the goal.