Podcasts about individualized education program iep

In the fifth episode of season 4, guest host Faryal Popal, LMFT, Doctor of Behavioral Health (DBH) program student at Cummings Graduate Institute for Behavioral Health Studies (CGI), sits down with Jes Aced, BA, EdSpec-MM, CLAD, AAAS, ELAE to explore how schools are uniquely positioned to address the complex relationship between teen mental health and social media use. Together, they discuss strategies educators can implement to support students navigating digital spaces, as well as innovative approaches for integrating mental health practices into classrooms. The conversation highlights the importance of collaborative efforts between educators, mental health professionals, and families in building resilience and emotional well-being among adolescents. Tune in to learn how an integrated care model can transform the future of youth mental health in education.About the Special Host:Faryal Popal, LMFT, began her academic journey at California State University, East Bay, in 2005, earning a bachelor's degree in psychology in 2009. She then pursued a Master's in Marriage and Family Therapy, which she completed in 2011. Since then, she has been dedicated to the mental health field, providing therapeutic services and advocating for comprehensive mental health support. Faryal began her career at Union City Youth and Family Services, working with families, children, and court-mandated youth. She later transitioned to school-based mental health, focusing on delivering counseling services, consulting with educators, and supporting families in East San Jose. In her current role at Campbell Union School District, she serves as a Licensed Marriage and Family Therapist (LMFT) and an integral member of the IEP team, collaborating to develop treatment goals that align with students' educational plans while providing crisis intervention. As a member of the District Crisis Team, she plays a critical role in responding to crises, including suicide and homicide risk assessments. Additionally, she provides training to administrators and staff on suicide prevention protocols. She remains actively engaged in improving mental health services within the district, working alongside leadership to implement strategies that enhance student well-being. In addition to her extensive experience, she is trained in Eye Movement Desensitization and Reprocessing (EMDR) and is a certified Parent Project Facilitator.About the Guest:Jes Aced, BA, EdSpec-MM, CLAD, AAAS, ELAE, as an experienced educator dedicated to creating equitable opportunities for all learners, I have built my career advocating for accessible and inclusive learning environments. My work centers on empowering students by ensuring the curriculum is accessible to those with learning disabilities, integrating innovative teaching strategies, and utilizing tools such as speech-to-text and other assistive technologies to support diverse learning needs. I have witnessed the profound influence of social media on the mental health of teens, particularly those navigating depression. By fostering healthy boundaries and promoting collaboration between schools and families, I aim to equip students with the skills to thoughtfully navigate the complexities of technology and digital spaces. My perspective as an educator is enriched by my lived experience as a neurodivergent individual. Managing ADHD, dyslexia, and auditory and gross motor processing disorders has given me a unique understanding of the challenges students face in today's educational landscape. Growing up with the support of an Individualized Education Program (IEP) in the public education system sparked my passion for advocacy and innovation. These experiences drive my commitment to contributing to meaningful conversations about supporting neurodivergent individuals and addressing the evolving challenges faced by today's youth.

What does it really take to guide a teenager toward independence in an ever-changing world? From managing IEPs and beginning transition planning at 14 to fostering self-awareness and skills for adult life, the journey is layered with challenges and growth. Parents like today's guest, Natasha Robertson grapple with teaching social media safety, addressing emotional needs, and balancing day-to-day struggles with long-term goals. The process is both exhausting and inspiring, requiring patience, persistence, and firm advocacy. While the tools like coaching, therapies, and community support help, the weight often falls on families to navigate complex systems, such as educational frameworks and disability services. For teens, building independence means developing judgment, learning routines, and understanding boundaries in a digital age. For parents, like Natasha, it means preparing them for emotional, financial, and social self-reliance while ensuring basic skills are mastered. Are we as a society truly equipping these families and teens with the tools they need, or are we still leaving them to figure it out in isolation?[00:00 - 08:34] Evolving Services and Self-AdvocacyRealizing that past trial-and-error with therapies informs current decisionsThe child's ability to describe symptoms (e.g., stomach pain, insomnia) guides interventionsEmphasizing the shift from purely parent-led advocacy to incorporating the teen's direct feedbackPreparing for ongoing changes in support needs as the child advances academically and socially[08:35 - 15:47] Navigating the Teen YearsAddressing the impact of puberty and hormonal shifts on behaviorConsidering new social interactions and the need for structured supportImplementing coaching strategies for everyday routines (e.g., chores, picking out clothes)Recognizing that independent living skills build gradually through guided practice[15:48 -28:40] Managing Digital BoundariesEstablishing phone usage restrictions (e.g., set times) to protect against late-night browsingFinding monitoring tools (apps that flag concerning words) to balance privacy and safetyRealizing that direct honesty about monitoring builds trust with teensCoaching the teen on responsible online communication and the risks of oversharing personal data[28:41 - 53:19] Caregiver Self-Care and ResilienceCarving out small daily moments for personal relaxation (e.g., a movie break or foot soak)Relieving stress by connecting regularly with supportive friendsObserving that the teen's increased coping skills allow the caregiver to pause before interveningTrusting the cumulative impact of years of therapies and interventions[53:20 - 1:01:50] Dr. G's TakeAwaysContact Natasha Robertson n.robinson8@gmail.com.Additional Resources MentionedCommunity Living Supports: Services that assist with daily living skills and social engagement.Individualized Education Program (IEP) & Transition Planning: Formal educational plans that outline services and future goals for adolescents.Career-Connect Programs: Local agencies or initiatives that help teens explore job training, résumé building, and employment opportunities.Book: A teen parenting guide by Dr. Ken Ginsburg, titled Congrats, You're Having a Teen, referenced for positive perspectives on adolescence.

Angela was asked to be a guest on Marisha Mets Podcast: Special Ed Leaders: Unplugged. to speak about Due Process. The full guide on the website is also up here and the YouTube video is here.  In the world of special education, due process is a cornerstone for protecting the rights of students with disabilities. At its core, it ensures fairness and accountability, offering a legal pathway for parents to address disagreements with schools regarding their child's Individualized Education Program (IEP) or 504 Plan.To help unpack the complexities of due process, we turn to Angela Buchanan Smagula, a seasoned education attorney and co-host of the podcast A Special Education Teacher, Administrator, and Lawyer Walk into a Bar….all you ever wanted to know about special education. With years of experience representing schools and navigating the intricate landscape of special education law, Angela brings a wealth of knowledge and practical insights. In this guide, we'll explore the key elements of due process, its impact on special education administrators and families, and actionable strategies for fostering collaboration and avoiding conflicts. Whether you're navigating your first hearing or looking to strengthen your district's approach, this resource is here to support you.Please tell us how you found us by completing this surveyEmail us at ASTALPodcast@gmail.comFollow us on Instagram @astalpodcast

Welcome to Sridhar's newsletter & Podcast (Click Play button for Audio version of the Post). Appreciate you being here, so we can connect weekly on interesting topics. Add your email id here to get this directly to your inbox.Do subscribe over Apple Or Spotify Or YouTube podcast (Minimalist techie Or on Spotify Or on YouTube) or hear it over email you received through my subscription or on my website.Yeah, from now show is now available on YouTube too. https://www.youtube.com/channel/UCxIqoUW9YsuGBvpV-xP5uLgThis weekly newsletter is mostly about the article, books, videos etc. I read or watch or my views on different topics which revolves around my head during the week. For todays Episode i would like talk about different topic which is very personal to me. I'm your host, Sridhar Garikipati, and I'm a parent of a wonderful autistic child myself. Today, we're focusing on the critical first steps: * Getting a Autism diagnosis and * Starting therapies. This can feel overwhelming, so we're breaking it down into manageable steps.The Referral and the Waiting periodThe journey often begins with a concern. Maybe your child isn't meeting speech milestones, has repetitive behaviors, or struggles with social interactions. If you have any concerns, the first step is to talk to your pediatrician. They are your gateway to specialized care. Ask for a referral to a child developmental pediatrician or a developmental specialist who can conduct a formal autism evaluation.Now, here's the reality: wait times for these appointments can be long, sometimes several months. This is where proactive action is crucial. Don't just wait for the appointment your pediatrician sets up. Contact your insurance company immediately. Ask them for a list of in-network providers who can diagnose autism. This is important for coverage. Then, call each provider on the list. Ask about their current wait times. You might find significant differences. Calling your insurance back and asking them to find providers with the earliest availability can also be helpful. Be persistent and advocate for your child. Getting that initial diagnosis is the key to unlocking essential therapies.Preparing for the EvaluationWhile you're waiting for the appointment, start gathering information. The more information you can provide to the diagnostician, the better. Think about the specific behaviors and developmental differences you've observed.* Communication: Is your child's speech delayed? Do they use gestures? Do they understand instructions?* Social Interaction: Do they make eye contact? Do they engage with other children? Do they seem interested in social play?* Repetitive Behaviors: Do they have any repetitive movements like hand flapping or rocking? Are they fixated on specific objects or routines?* Sensory Sensitivities: Are they overly sensitive to sounds, lights, textures, or smells?Write everything down. You can even create a timeline of your child's development. This detailed information will be invaluable to the professionals.The Diagnosis and Insurance ApprovalOnce the evaluation is complete, you'll receive a formal diagnosis report. This report is essential for accessing services. Immediately send a copy to your insurance company. This is where things can sometimes get tricky. Insurance companies often require pre-authorization for therapies.Don't be afraid to call your insurance company regularly to check on the status of your authorization. Ask them specifically what therapies are covered based on the diagnostic report. This is important because the report might recommend specific therapies like Speech Therapy, Occupational Therapy (OT), and Applied Behavior Analysis (ABA).Finding the Right TherapistsOnce you have insurance approval, it's time to find therapists. Again, your insurance company is your first resource. Ask for a list of in-network providers for each recommended therapy: Speech, OT, and ABA.Here are some important things to consider when choosing therapists:* Experience: Do they have experience working with young children with autism?* Location and Availability: Are they conveniently located? Do they offer home-based or center-based therapy? Do their hours work with your schedule?* Personality and Approach: Does the therapist connect well with your child? Do you feel comfortable with their approach?If your child is already in school, talk to their school district about available services. They might offer some therapies through the Individualized Education Program (IEP). It's also important to remember that finding the right fit for your child and family may take time. Don't be afraid to try different therapists until you find the best match.Let's recap the key steps:* Referral from your pediatrician.* Proactive contact with your insurance and providers to shorten wait times.* Thorough documentation of your child's development.* Obtaining the diagnosis report and submitting it to insurance.* Confirming insurance coverage for therapies and finding suitable therapists.This journey can be challenging, but you are not alone. There are countless resources and support networks available. Remember to be patient with yourself and your child. Celebrate every milestone, no matter how small. Early intervention is crucial, and by taking these steps, you're giving your child the best possible start.Thank you for joining. We hope this information has been helpful. We'll be back next week with more tips and resources for parents of autistic children.That is all for this week. See you again.Do let me know in comments or reply me over email to share what is your view on this post. So, Share, Like, subscribe whatever these days' kids say :-)Stay Connected, Share Ideas, Spread Happiness. This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit sridhargarikipati.substack.com

Welcome to Sridhar's newsletter & Podcast (Click Play button for Audio version of the Post). Appreciate you being here, so we can connect weekly on interesting topics. Add your email id here to get this directly to your inbox.Do subscribe over Apple Or Spotify podcast (Minimalist techie Or on Spotify ) or hear it over email you received through my subscription or on my website.This weekly newsletter is mostly about the article, books, videos etc. I read or watch or my views on different topics which revolves around my head during the week. For todays Episode i would like talk about different topic which is very personal to me. If you are a new Parent and have kid with special education needs. Todays talk will talk about very first steps you have to take for Child Find Appointment, IEP Eligibility, Special education in School setting. Click Play to hear the podcast. Here are short notes which are discussed.Child Find - The First Step* Parents of preschool aged children (2-5), should contact the Child Find Office to request a screening.* The Referral Review Team (RRT) will refer to eligibility for evaluation for special education services or related services.If found eligible for services, the eligibility team will review the criteria for various disability categories.What is IEP ?* An Individualized Education Program (IEP) is a written statement/document of the educational program designed to meet a student's individual needs.* Every student that receives special education services must have an IEP.IEP Annual Review* An IEP must be reviewed once a year and goals will be updated.* Parents/Schools are able to request an IEP during the year as neededProgress on IEP goals are reviewed quarterly in conjunction with grade-level reporting.That is all for this week. See you again.Do let me know in comments or reply me over email to share what is your view on this post. So, Share, Like, subscribe whatever these days' kids say :-)Stay Connected, Share Ideas, Spread Happiness. This is a public episode. If you would like to discuss this with other subscribers or get access to bonus episodes, visit sridhargarikipati.substack.com

In this episode of School Safety Today by Raptor Technologies, host Dr. Amy Grosso speaks with Melissa Kree about fostering resilience in students. Kree shares insights from her role in student mental health and school safety. The discussion emphasizes the role of trusted adults in supporting students, exploring how resilience involves ongoing support from families, educators, and communities.KEY POINTS:Resilience Requires Intentional Support — Students benefit from consistent support.The Importance of Trusted Adult Relationships — Trusted adults play an essential role in helping students navigate difficult experiences and build resilience.Holistic Approach to School Safety — Fostering a supportive school culture and positive student well-being are essential for school safety.Our guest, Melissa Kree is a seasoned school psychologist with over a decade of experience at Oxford Community Schools in Michigan. Since joining the district in October 2012, Kree has worked across all educational levels, from pre-kindergarten through high school. She coordinates building-level Multi-Tiered System of Supports (MTSS) teams and oversees special education evaluations. Additionally, she serves as a district-level Individualized Education Program (IEP) coach. Kree is an active member of the district's crisis team and participates in building-level threat and suicide risk assessment teams, utilizing both Behavioral Threat Assessment and Management (BTAM) and PREPaRE models. She has been an ongoing part of Oxford's response to the tragedy on November 30th, 2021, and works closely with the Executive Director of School Safety, Operational Technology, and Student Services to regularly review and implement policies and procedures, as well as lead building level teams in the implementation as situations arise. She serves on the district mental health/SEL committee and participates in county-level PREPaRE community of practice groups. Beyond her district responsibilities, she serves on the mental health and SEL committee of the Michigan Association of School Psychologists, advocating for the integration of mental health considerations in all aspects of school safety. Residing in Oxford with her husband and two children, Kree is deeply committed to the well-being and safety of her community.

Welcome back, special educators! Are you feeling the pressure of scheduling chaos as the school year kicks off? Or perhaps you're facing challenges with paraprofessionals not following their schedules? We've got you covered in this Ask Us Anything episode! In this episode, my co-host, Paul Hubbard, and I dive into two common back-to-school struggles:Mastering the Art of Scheduling in Special Education: We discuss practical tips and strategies to create a workable schedule for your students, ensuring you're meeting all their Individualized Education Program (IEP) minutes while collaborating effectively with general education teachers and administrators. We'll also explore the importance of being proactive, using digital tools, and involving your entire team in the process.Handling Paraprofessionals Who Don't Follow Their Schedules: Learn how to communicate effectively with your paraprofessionals, set clear expectations from the start, and address any issues that arise. We'll share insights on leadership, time management strategies, and the importance of involving your paras in the planning process to ensure a smooth and successful school year.Whether you're a seasoned veteran or new to the field, this episode offers valuable advice to help you survive and thrive in the ever-challenging world of special education. Tune in to learn how to handle these back-to-school curveballs and set your year up for success!Highlights:[2:06] The importance of digging into IEPs and collaborating with administrators.[4:33] Why you can't rely solely on IEP summaries and the significance of double-checking documentation.[11:48] How AI can be a useful tool in drafting your schedule.[16:47] Tips for involving your entire team in the scheduling process.[17:42] Addressing paraprofessional challenges with effective communication and leadership.[24:31] The role of documentation and when to involve your administration in para issues.Resources Mentioned:How to Create an Expectation List for Paraprofessionals Join the Conversation: Do you have a question you'd like us to answer in our next Ask Us Anything episode? Drop us a message on social media or send us an email. We'd love to hear from you!Send in your questions for the next Ask Us AnythingSubscribe and Review: If you enjoyed this episode, please subscribe and leave a review. Your feedback helps us reach more special educators who need support.Writing individual impact statements based on a student's unique disability and needs can be a big struggle AND a big time suck.! And in case you haven't noticed...extra time is not something you have a lot of. My IEP Impact Statements Growing Bundle will give you the resources you need to make writing impact statements a breeze. Sign up to be notified each time a new episode airs and get access to all the discounts!Don't forget to leave a review of the show!Follow JenniferInstagramTPT

Despite popular, albeit ignorant belief, homeschoolers REALLY CAN and DO go to college! How did a blind student overcome the odds and make it to Harvard? Join us for an inspiring conversation with Campbell and Liza Rutherford, who share their unique journey from public school struggles to the enriching world of homeschooling. Campbell, now a junior at Harvard studying applied mathematics with a focus on biology, faced significant challenges in public school due to the lack of adequate support for visually impaired students. When the local school district could no longer meet her needs, her mother Liza took the bold step to homeschool her, leading to a more personalized and effective educational experience.  Explore the transformative power of accessible education resources like Bookshare and BARD, which offer a wealth of eBooks and audiobooks tailored for students with print disabilities. Hear about the benefits of homeschooling for children with unique needs, including the flexibility to adapt learning approaches and the shift from traditional materials to a literature-based education. Discover the crucial role of an Individualized Education Program (IEP) and the persistent fight for essential resources such as braille textbooks and assistive technology. Navigate the complexities of the college application process through Campbell's journey, from dual enrollment in high school to securing admission offers from nine prestigious universities. Learn about the strategic planning involved in creating effective high school transcripts and the significant financial aid opportunities that made Harvard more affordable than state schools. This episode offers valuable insights and encouragement for parents considering homeschooling and highlights the resilience and adaptability required for a successful educational path. Resources Referred to In this Episode: Guest Hollow: Curriculum used for History Braille BARD: For Braille Libby: Audiobook/ebook app Brave Writer: Curriculm used for writing Learning Ally: Resource for Struggling Readers Common App: For College Applications Coalition for College: For College Applications STAMPS Scholar Program Bookshare: Free Audiobooks for Learning, Reading, and other Disabilities College Applications Secrets: Your Teen's Unique Game Plan to ACE Their Applications and Get Into Their Dream School by Dr. Gena Lester *Please note that some of the links included in this article are Amazon affiliate links. CONNECT with US Join the Private Facebook Group  Connect and follow along with Janae's Journey on Instagram @janae.daniels Learn more about School to Homeschool

In Part 5 of this series, Jenny Ponzuic provides practical tips for explaining Individualized Education Program (IEP) pages, emphasizing the importance of using family-friendly language. She advises reducing jargon, sharing draft language with someone outside of special education for feedback, and starting small with one section of the IEP document. These strategies aim to make IEP meetings less stressful and more understandable for parents. FREE RESOURCE:⁠https://jennyponzuric.ac-page.com/3-Tips-for-Using-Parent-Friendly-Language-in-IEP-Documents⁠ FREE WORKSHOP "Writing a Good Summary": Access Now: ⁠https://jennyponzuric.activehosted.com/f/174⁠

In this episode of the Friends for Life Podcast, we dive into the transformative impact of the Individuals with Disabilities Education Act (IDEA), a landmark piece of legislation that has reshaped the educational landscape for children with disabilities. We'll explore the historical context that led to the creation of IDEA, tracing its roots back to the civil rights movement and the push for equal educational opportunities for all. From its origins as the Education for All Handicapped Children Act in 1975 to its evolution into IDEA in 1990, this law has been a beacon of hope for millions of students and their families. We'll break down the key provisions of IDEA, including the right to Free and Appropriate Public Education (FAPE) and the requirement for education in the Least Restrictive Environment (LRE). You'll learn how the Individualized Education Program (IEP) serves as a personalized roadmap for each student's success, ensuring that their unique needs are met with tailored support. We'll also discuss the procedural safeguards that protect students and their families, and the critical role that parents and students play in shaping their educational journey. Join us as we reflect on the profound impact IDEA has had on promoting inclusion, independence, and academic success for students with disabilities. We'll also touch on the challenges that remain, from funding issues to disparities in implementation, and consider what the future might hold for this vital legislation. Whether you're a parent, educator, or advocate, this episode offers valuable insights into the ongoing fight for educational equity and the rights of all students to reach their full potential. Learn More Here: https://friendsforliferc.com/ 

In this episode of Prepared School Psych podcast, host Jenny Ponzuirc delves into the various roles within an Individualized Education Program (IEP) meeting based on her extensive experience of over 25 years in school psychology. Jenny explains the evolution of the roles, highlighting responsibilities such as facilitator, note taker, and timekeeper. She also offers practical tips on helping colleagues improve their roles, including permission-based feedback, concrete examples, role modeling, and positive reinforcement. For listeners seeking additional resources, show notes and handouts are available. FREE RESOURCE:https://jennyponzuric.ac-page.com/which-roles-do-you-take-on-in-an-iep-meeting

Join Rebecca as she welcomes Megan Nason, Director of Student Support and Special Education, to shed light on the many pathways available at Sequoia Grove to help support ALL learners. Megan will share about the various program options and address common concerns including whether or not a student needs an Individualized Education Program (IEP). This is one episode you don't want to miss.NotesHomeschool Helper/Support ServicesSpecialEducation@sequoiagrove.orgLadder Graphic: Steps to Student Support

In this episode of The Special Ed Strategist, we delve into the invaluable role of organizational systems and collaborative partnerships in navigating the complexities of the special education system. Author and advocate Kelley Coleman joins us to share her insights and strategies for parents seeking to streamline their journey and advocate effectively for their child's needs. Key Takeaways: Setting Up Organizational Systems: Kelley emphasizes the importance of creating systems and structures to manage the special education journey. Reminders on calendars for tasks like scheduling appointments and sending emails can help parents stay on top of crucial deadlines. Creating a Child Profile: Developing a one-page document detailing the child's strengths, preferences, and goals can facilitate better communication with teachers and service providers. This snapshot ensures everyone is aligned regarding the child's needs and progress. Crafting a Vision Statement: A vision statement outlines the child's long-term goals and aspirations, guiding the development of Individualized Education Program (IEP) goals. It aligns the child's educational plan with their future vision and facilitates discussions with educators. Building Communication and Collaboration: Regular communication with the school team, even outside of formal meetings, is essential. Establishing preferred methods of communication and creating a one-page profile for the child can enhance understanding and support. Conclusion: By implementing these strategies, parents can navigate the special education system more effectively, reduce overwhelm, and advocate successfully for their child's needs. Building strong partnerships with the school team can lead to a more supportive and inclusive educational environment, prioritizing the child's growth and success. Join us in our next episode as we continue to explore valuable insights and strategies for navigating the world of special education. Kelley Coleman:  Book: Everything No One Tells You About Parenting a Disabled Child Website: https://www.kelleycoleman.com/  Wendy:  Instagram - https://www.instagram.com/learningessentials/  LinkedIn - https://www.linkedin.com/in/wendy-taylor-7106b6a6/ Facebook - https://www.facebook.com/TutoringLE  Website: www.LearningEssentialsEDU.com

My guest is Dr. Lori Desautels, author and Assistant Professor at Butler University since 2016 where she teaches both undergraduate and graduate programs in the College of Education. Lori was also an Assistant Professor at Marian University in Indianapolis for eight years where she founded the Educational Neuroscience Symposium that has now reached thousands of educators and is in its 15th year. Lori's passion is engaging her students through the social and relational neurosciences as it applies to education. She does this by integrating the tier one trauma accommodating Applied Educational Neuroscience framework, and its learning principles and practices into her coursework at Butler. Lori is the author of several books such as Connections over Compliance, Eyes are Never Queit, Body and Brain Brilliance coming in 2024, and more. In this profound episode, we present a comprehensive discussion with Dr. Lori Desautels, unraveling the complexities of behavior management in a changing socio-educational landscape post-COVID-19. We explore where behavior management is more about the adults, highlighting the imperative need for understanding and managing neurodiverse children with traumatic backgrounds. You'll understand the influential role that an adult's nervous system plays, and the paramount importance of adults being emotionally safe and available. Listen as Lori critically examines the state of our society, the stress it places on our collective nervous systems, and the effects on homes, communities, and schools. Learn the necessity for coherence between families and schools and get unique insights on building a triadic connection between parents, school, and child. The episode narrates experiences of triumphs and challenges as a parent of a neurodiverse child, illuminating the importance of open communication between parents and teachers, and the transformative power of validation. We offer invaluable advice on writing influential letters to educators and the need for sharing information about your neurodiverse child; while elucidating on the role of Individualized Education Program (IEP) goals in fostering a sense of connection and emotional control. You'll also learn about viewing accommodations through an Adverse Childhood Experiences (ACE) lens and its significance to the neurodiverse child. In closing, the discussion highlights the need for parents to be attuned to their nervous systems, the importance of providing a safe emotional space for children, and the value of self-care. This episode delivers a thoughtful conversation on behavior management underpinned by empathy and understanding. Tune in for insights you wouldn't want to miss! Learn more fromt Dr. Lori Desautels: :https://revelationsineducation.com/ Links to Resources mentioned in this podcast: IEP goals focused on connection —--- Topics covered in this episode: Overall, how are kids doing in school post-Covid? What role do phones play in kids' dysregulation? What do schools value in their students? What are the symptoms of dysregulation? How do we create alignment between family and educators? Creating IEP goals that focus on connection? Dr. Lori's words of wisdom for parents raising neurodivergent kids? —------ Stay connected to Kate at ADHD Kids Can Thrive: ADHD Kids Can Thrive Sign Up —------ Thank you for listening!    #adhd #adhdkid #adhdparent #adhdkidscanthrive #adhdparentsupport #adhdsupport  #specialed #parenting #ADHDkidhealth #brainhealth #anxiety #depression #learningdisabilities #dyslexia #executivefunctioning #dyslexic #neurodiversity    

In this podcast episode, Leanne Pirece from Pre-Employment Transition Services (Pre-ETS) talks about this unique program through the Tennessee Department of Human Services. Pre-ETS is a program that helps students between the ages of 14 and 22 with disabilities prepare for life after high school. The program offers services such as career counseling, advocating for oneself, budgeting, and basic life skills. Leanne explains that Pre-ETS works closely with Vocational Rehabilitation (VR), which helps students find jobs or pursue further education after high school. She emphasizes the importance of parents understanding that the Individualized Education Program (IEP) does not follow the student to college or a job, and Pre-ETS and VR can help with the transition. Timeline: 2:18 What is Pre -ETS? 4:17 How do Pre-ETS and Vocational Rehab work together? 6:50 Upcoming Resource Fair: March 28, 2024 10:30 How does a parent connect with Pre-ETS? This episode is brought to you by Teletherapy Services LLC. Physical Therapy that gets you in motion. --- Send in a voice message: https://podcasters.spotify.com/pod/show/marsh-naidoo/message

In this episode, we're diving into the vital role of speech-language pathologists (SLPs) in schools. Join us as we chat with Hallie Sherman, a seasoned SLP with 16 years of experience in public schools, about the impact SLPs have on students' academic success. Discussion Highlights: Hallie's background and journey to becoming an SLP. The varied settings where SLPs can work and why Hallie chose to work in schools. How SLP services are determined based on their impact on a student's academics. The evaluation process SLPs use to assess students' speech and language skills, including formal and informal assessments. The importance of collaboration between SLPs, parents, and other professionals in supporting students. The role of SLPs in the Individualized Education Program (IEP) process and in developing students' goals and services. Service delivery models used by SLPs, including pull-out and push-in services, are based on students' needs. The significance of transition planning and how SLPs support students as they transition to post-secondary education or employment. Conclusion: In conclusion, SLPs are crucial in supporting students' speech and language needs in schools. Through collaboration and individualized interventions, SLPs like Hallie Sherman help students succeed academically and thrive in the school setting. Connect with Hallie:  Links: speechtimefun.com shopspeechtimefun.com speechretreat.com slpelevate.com instagram.com/speechtimefun Connect with Wendy:  Instagram - https://www.instagram.com/learningessentials/  LinkedIn - https://www.linkedin.com/in/wendy-taylor-7106b6a6/ Facebook - https://www.facebook.com/TutoringLE  Website: www.LearningEssentialsEDU.com Review Podcast - https://podcasts.apple.com/us/podcast/the-special-ed-strategist-podcast-with-wendy-taylor-m-ed-et-p/id1639953041 

About the Guest(s):Lauren Rivera is an esteemed scholar with a focus on discrimination, specifically hiring discrimination, and the complex interplay between social class, gender, and race in social structures. Specializing in sociology, Rivera's professional expertise extends to studying how various forms of discrimination manifest within societal institutions. In a rare blend of personal experience and academic rigor, she has delved into the topic of disability discrimination in educational access through her recent research article published in the American Sociological Review titled "Not in My Schoolyard: Disability Discrimination in Education Access." As a parent of a child with disabilities, Rivera brings a deeply personal perspective to her work, illuminating the substantial barriers faced by families seeking equitable education for their children.Episode Summary:Lauren Rivera shares groundbreaking findings from her study on principals' discriminatory behavior towards families with children with disabilities. The episode opens up with Rivera recounting her groundbreaking research, where over 20,000 school principals in four states were contacted through a field experiment aimed at uncovering discrimination at the very beginning of educational access – the school tour request process.Rivera's study examined the response rate to emails requesting school tours, varying the presence of an Individualized Education Program (IEP) for the child and the perceived race of the parents. The results were eye-opening, revealing a pervasive pattern of discrimination against children with IEPs, which was significantly more pronounced if the child was also perceived to be from a Black family. The research sheds light not only on the discriminatory challenges encountered before enrollment but also on the stressors such experiences impose on families searching for fitting educational settings for their children.Transcript: https://otter.ai/u/rVp3c8HJOXLHdQtwn4WJWd5N3wMKey Takeaways:School officials are less likely to respond to tour requests for children with IEPs, especially if the parents are perceived as Black.Discrimination in educational access occurs before enrollment, influenced by disability status and race.The experiment suggests principals perceive children with IEPs as resource burdens and Black parents as less involved school community members.Rivera's personal experience as a parent of a child with disabilities adds a poignant layer to the discussion and research findings.Resources:For Students with Disabilities, Discrimination Starts Before They Even Enter School: https://insight.kellogg.northwestern.edu/article/students-disabilities-discriminationThank you to our sponsor, Brookes Publishing: https://brookespublishing.com/Enter to win a free book from Brookes here: https://bit.ly/brookes-giveaway-0224.MCIE: https://mcie.org/ Hosted on Acast. See acast.com/privacy for more information.

In this dynamic episode, we delve into the intricate process of crafting and achieving Individualized Education Program (IEP) goals with precision, adaptability, and collaboration. The host emphasizes the dynamic nature of the journey and the importance of ongoing evaluation, adjustment, and collaboration. Key Takeaways: Precision in Goal-Setting: Goals should go beyond vague aspirations. A comprehensive assessment sets the baseline for specific and measurable goals. The importance of setting realistic and achievable goals is highlighted. Collaboration for Success: Educators, parents, and specialists collaborate for effective support. Timely adjustments based on real-time insights promote a responsive education approach. Involving Parents in Data Collection: Enhance accuracy by involving parents in the data collection process. Use behavioral tracking sheets and educational apps for real-time insights. Transparency in Data Collection: Regularly collecting data on a child's performance at home fosters effective communication. Transparency allows for informed decision-making and adjustments. SMART IEP Goals and Clear Reporting: Set Specific, Measurable, Achievable, Relevant, and Time-bound (SMART) goals. Clear reporting ensures a comprehensive understanding of outcomes and progress. Insights on Involving Parents: Bridge the Gap: Sharing behavioral tracking sheets with parents bridges the gap between homeschooling and collaboration. Real-Time Insights: Educational apps tracking students' performance offer real-time insights for busy professionals. Enhanced Collaboration: Involving parents in data collection enhances accuracy, promotes collaboration, and provides a holistic understanding. The Significance of SMART IEP Goals: Avoiding Vagueness: Broad goals are ineffective; SMART goals provide specificity and measurability. Clarity and Direction: SMART goals ensure clarity and direction for both educators and students. Facilitating Meaningful Progress: By setting SMART goals, educators ensure realistic and achievable targets for meaningful progress. Empowering a Stronger Community: Community Collaboration: Clear reporting and SMART goals empower educators, families, and advocates to work together for a stronger community. Consistency and Understanding: Specific and measurable goals ensure consistency and a shared understanding of progress. Tune in to this episode to unlock the potential of every student, emphasizing collaboration, precision, and the power of SMART IEP goals in the realm of special education.

Welcome back to the Sped Prep Academy Podcast. In this episode, we take a look into how Artificial Intelligence (AI) can be a game-changer in writing Individualized Education Program (IEP) goals and PLAAFP statements. Listen in to learn about:Common fears about AI in educationDemystifying AI presence in our livesPractical benefits in the  field of special edEfficiency- streamline your IEP writingPersonalizationData driven insights Introduction to ChatGPT.com Steps to Using AI in IEP WritingTools such as Chat GPT can enhance our practice and support our students more effectively. Remember, embracing change often starts with a willingness to try something new.Get the Writing IEP Impact Statements GROWING BUNDLE! and become a rockstar at crafting the perfect impact statements for your students today! Follow JenniferInstagramTPT

If you're a parent with a child who is in an Individualized Education Program (IEP), you're undoubtedly familiar with the challenges that come with ensuring they receive the vital support and resources essential for their educational journey. These difficulties typically involve a labyrinth of intricate protocols, ongoing dialogues with teachers and school officials, and the necessity to unravel the intricate web of educational terminology. It's a journey riddled with hurdles, requiring parents to navigate with determination, resilience, and an unwavering commitment to their child's well-being and educational success. That's why this is an episode you can't simply miss as I am joined by the man, the myth and the legend in the world of special education – Pete Wright of Wrightslaw. His work has truly transformed our understanding of how to be our child's best advocate. And so, we hope you learn more about IEP from this discussion.The importance of early intervention.Back in the early years, Pete already experienced challenges in his journey as the educational system deemed him "uneducable" and emotionally disturbed, setting a discouraging tone for his educational prospects. However, his story takes a dramatic turn, thanks to the unwavering determination of his parents. They embarked on a quest for answers and a path to educational success, seeking out a comprehensive psycho-educational evaluation from George Washington University. This evaluation unveiled a complex web of learning challenges, including dyslexia, ADHD, and visual processing issues.It all boils down to the great significance and transformative power of early intervention. The Orton-Gillingham approach, a specialized teaching method dating back to 1951, became the beacon of hope. Pete had an exceptional educator who took on the role of his tutor for two transformative years. His tutor's goal was not merely to catch him up to his age and grade level but to propel him two years ahead in every subject. The result is remarkable considering that a comprehensive psycho-educational assessment in the sixth grade revealed that he scores consistently at or above the eighth-grade level in all domains.Free appropriate public education and special education law.Pete, with his decades of experience, understands the emotional turmoil that parents often deal with. And so, he brings his perspective to the table, one that encompasses not just the legal aspects but also the deeply personal and emotional aspects of advocating for a child with special needs. He emphasizes the importance of equipping oneself with a solid understanding of what the law mandates because being aware of one's rights and the rights of their child is a fundamental step toward ensuring that the IEP process is equitable and beneficial.He highlights a common misconception among parents, which is the desire for the "best" program for their child. The key distinction here lies in the terminology. By law, case law, and statute, a child with special needs is not entitled to the "best" education. Instead, the legal entitlement is to a "free appropriate public education". This seemingly subtle shift from "best" to "appropriate" holds immense significance. The term "appropriate" is far more flexible and context-dependent than "best." It takes into account the child's unique needs and circumstances, allowing for a more tailored approach to education.The crucial concept of FAPE, or "free appropriate public education," represents the cornerstone of special education law. It's imperative for parents to comprehend this term fully and to leverage its definition during IEP meetings. FAPE encompasses the responsibility of the educational system to prepare children for further education, employment, and independent living, with the ultimate goal of enabling economic self-sufficiency.The definition of "appropriate"...

Are you currently exploring the college search process, either as a high school student with learning disabilities or a parent guiding your child with an Individualized Education Program (IEP)? If so, this episode is a goldmine of information for you! Join us in welcoming Dan Jordan, the visionary founder of Accessing College, renowned for his expertise in college accessibility. Dan boasts an impressive 13 years of experience in higher education, along with 25 years in the mental health arena. His journey has led to the development of a unique and highly effective process that nurtures the vital self-advocacy skills required for college triumph. Dan has pioneered a unique process designed to cultivate the self-advocacy skills essential for college triumph. His mission? Empowering students with learning disabilities to become unstoppable forces, capable of surmounting any obstacle and realizing their dreams. During this episode, we delve into a wealth of knowledge that will guide you through the college preparation journey, providing invaluable insights on accommodations, college selection, and self-advocacy skills. Be sure to check out Dan's website and resources at Accessing College! Our website: www.YourAdvisorsWillSeeYouNow.com Follow us on Instagram Follow us on Facebook Send us an email: yawsynpodcast@gmail.com Support the podcast through Venmo: @YawsynPodcast

In this episode of "Tiffany's Teaching Tips," we delve into the ethical considerations surrounding the use of artificial intelligence (AI) in special education and Individualized Education Program (IEP) writing. Join host Tiffany as she explores the potential benefits and challenges of incorporating AI in the IEP development process. We'll engage in thought-provoking discussions on how to ensure transparency and accountability in using AI algorithms, mitigate biases for fair treatment of all students, and empower educators while upholding ethical standards. Join us as we navigate the ethical path of AI implementation in special education and discover how it can positively impact our teaching practices. --- Support this podcast: https://podcasters.spotify.com/pod/show/tttips/support

Many parents get confused between 504 plans and an Individualized Education Program (IEP) when it comes to getting support for their kids. The confusion is understandable as both plans aim to accommodate those with disabilities and provide them with more opportunities and services.Let's dive into how school interventions can help kids with ADHD and other disabilities. We'll be joined by Vickie and Amanda, both attorneys and advocates of having a more inclusive place through the Inclusive Education Project.Vickie and Amanda's background in special educationVickie and Amanda are the perfect fit to answer the frequently asked questions about 504 and IEP, as they have been attorneys for more than 10 years in special education.Vickie grew up seeing what IEP was like since she has a cousin who is on the spectrum and went through IEP. Initially, she envisioned herself being in the environmental law field but then realized that she liked working with parents at the clinic. So, being a year ahead of Amanda, she waited for the latter to graduate to start a new chapter together.As for Amanda, she likes working with kids with special needs all her life. She has been serving as a voice for those who cannot speak for themselves and to fight for the rights of all children. She always emphasizes the need for children to be nurtured and valued.Vickie and Amanda didn't like how the legal system works. However, they wanted to provide more than just legal services to the public, so they started a podcast to educate families, administrators, teachers, and just everyone in the community.The difference between a 504 plan and an IEP.Unfortunately, there are still schools that are not yet fully informed about the difference between a 504 plan and an IEP. Vickie and Amanda gave a precise explanation as regards the two.In order for you to qualify for the benefits of Section 504 of the Rehabilitation Act, your kid must (1) have a physical or mental impairment that substantially limits one or more major life activities; or (2) have a record of such an impairment; or (3) be regarded as having such an impairment. As for IEP, a child must have a disability and need special education. The Individuals with Disabilities Education Act (IDEA) sets forth the parameters for IEP to provide better services and opportunities as regards special education.If your child needs physical support in order to access the learning environment, you should be getting a 504 plan. On the other hand, if we're talking about actual and direct services or supports that are going to help the substantive nature of learning, those need to be done in an IEP. When we talk about education, we're not just referring to academics but also vocational skills, including daily living skills and social and emotional skills. So there is really a need for a formal assessment. If a child is diagnosed with ADHD, are they automatically entitled to a 504?No, you don't just get a 504 automatically, as there are eligibility requirements followed for Section 504 of the Rehabilitation Act. However, if you have a doctor's diagnosis, you can bring it with you. Assessments are also necessary for parents to know which 504 or IEP plan is appropriate for their kid. It needs to be rooted in more than a piece of information. How they behave or function in and out of the classroom is also considered.The importance of putting everything in writingIt greatly helps to have everything in writing because you never know when you might need support. When you have conversations with others, try writing them down as notes. It's similar to having a paper trail when it comes to work. If you're requesting support for your kid, the school team can assist you. The school team should help you put what you want...

Individualized Education Programs (IEP) and 504 plans intended to provide support and accommodations for students with disabilities in the educational setting cause much confusion. The two, however, differ significantly from one another.For today's episode, I'll provide you with more information about IEP and 504, how they differ from each other, and how they help you create the changes you want to make, especially for your kid.What is an Individualized Education Program (IEP)?The Individualized Education Plan, which we will refer to as IEP, is created by a team of professionals, including the student's parents or guardians, teachers, and other professionals. It aims to ensure the student receives a free and appropriate education in the least restrictive environment possible.An IEP is a formal document containing your goals and objectives and all the services you're getting. I once encountered a client who told me that she had spent a lot of money pursuing an IEP for her intellectually gifted kids who didn't qualify for anything, even though they have dyslexia.There were many negotiations, but that doesn't mean those kids don't deserve the support. It is not to say you need an advocate or attorney, as that could feel like you could have hired a top-notch tutor and gotten the services yourself.One of the most significant problems with IEP is that you're usually told that your child will fit into the program. What's supposed to happen is that you're going to discuss your kid's needs and then design an individualized plan.What is a 504, and how does it work?A 504 is precisely what its name says. It's a combination plan providing accommodation and support. It gives equal access to people in academic and employment settings. Whereas an IEP ends at age 22, in a 504, it goes beyond that. It may even go up until college or an employment setting.Most colleges, however, require formal testing as they consider the test results as an accurate reflection. In addition, a 504 plan outlines how to eliminate barriers or obstacles to learning for children with disabilities in general education.It needs clear goals or objectives and has to be more thorough than an IEP. Although, it provides us with modifications or services that will be made to guarantee that the student has equal access to educational opportunities. When do you go for an IEP?One of the crucial questions you need to ask yourself is what your child's strengths and weaknesses are. This is necessary for you to provide your kid with better help.Monitor or observe them from a broader perspective and think about your child's issues and needs and whether these affect them to regress or fall behind their peers and learning or social functioning.It has been said that IEPs are highly recommended for those with disabilities affecting their learning ability. The most common conditions that affect a kid's learning ability are autism spectrum disorder and attention deficit hyperactivity disorder (ADHD). There are also physical disabilities that leave a negative impact on your kid.Designing an IEP is collaborative, so it involves parents, teachers, and even mental health professionals and specialists. They first identify the strengths and weaknesses before developing the objectives and services they want their kids to achieve to support their kids' learning.I want parents to know that having a learning disability or a mental health issue is no longer an issue. There's minimal stigma in most places in America around special education services. It's no longer like when you grew up in the 70s to 90s. Most private schools that I've consulted for a lot allow kids to have accommodation, although they are not legally required.The best way to get the desired outcome is to be in charge.It...

In this episode, I talk with Shelley Kenow, an expert in helping parents of children with special needs understand how the Individualized Education Program (IEP) process works. We talk about what an IEP is and how parents can better understand it to help their child. #nolimitsThe goal of an IEP is to help children with special needs get individual help for their specific way of learning.Shelley helps parents who are having trouble with the IEP process by expressing how important it is to communicate with teachers, speak up for your child's needs, and take the lead at IEP meetings.We also discussed common misunderstandings about IEPs and how parents can reduce or eliminate confusion. Shelley helps parents define the IEP and what it means for their child. She also assists you in getting your concerns addressed. This episode is a must-listen if you have a child with special needs or know someone who does. Listen now to discover tips and strategies to navigate the IEP process so your child can get the education they deserve. Two Key TakeawaysGet everything in writing (10:15)When your child is having a meltdown(16:49)Utilize special needs support groups on Facebook and elsewhere (18:36)Connect with Shelley: www.shelleykenow.com | Instagram: @shelleykenowiepGrab a copy of her book Those Who "Can't..." TeachBio: I am a wife of 30 years, mom for 22 years, trained human to a chihuahua for 13 years, special educator for 30 years, author, Master IEP Coach®, speaker/presenter, and livestream host of #nolimits and cohost on Friday with Fran. (Cont'd)Don't parent alone. Connect with other moms at SoloMoms! Connect. RSVP for our next meetup here.Watch SoloMoms! Talk on YouTube @solomomstalktvConnect with me on Instagram: @jrosemarie1Don't parent alone. Connect with other solo moms. RSVP for our next meetup.This podcast is hosted by Captivate, try it yourself for free. Disclosure: This post contains affiliate links including Amazon Associates affiliate links. This means if you make a purchase after following one of these links I may get a small commission. There's no extra cost to you.Mentioned in this episode:SoloMoms! Talk Connect MeetUpSoloMoms! Talk Connect is a private meetup group that connects solo moms globally. This group provides a welcoming and supportive environment for single mothers to connect and share their experiences. SoloMoms! Talk Connect is the ideal place to find encouragement and camaraderie, whether it's discussing the joys and challenges of parenting on your own or simply enjoying the company of others in a similar situation. Join now to become a part of a strong, inspiring community of solo moms!This podcast uses the following third-party services for analysis: Podcorn - https://podcorn.com/privacy

Transition planning is a process to help students with an Individualized Education Program (IEP) decide what they want to do after high school and then helps them figure out how to get there. The purpose is to help teens prepare to be independent young adults.Today on the Sped Prep Academy Podcast, Heather Gehrke from SPED with Heather Gehrke and I chat about the best way to facilitate the transition meetings successfully.Listen in as we discuss:What exactly a transition meeting isWhen should transition meetings be heldStrategies for successfully transitioning a student from one placement to anotherIf  the student should have a part in the transition process and if so, howTips  for teachers to help alleviate the fears parents have when transitioning their child to a new building?Heather has been teaching for 22 years in both elementary and secondary. She has taught resource room and worked as a behavior interventionist but has spent the majority of her career in self-contained, especially at the middle school level. She is also currently the main trainer for her district around IEPs and the IEP process. She has started her own business to provide educational coaching for other teachers, particularly secondary teachers focusing on functional academics and how to create goals and experiences that prepare students for life outside of school. She is also Master IEP Coach ®️Mentioned in the Episode:Impact Statement BundleResources for Transition:Transition Planning for IEPsConnect with Heather:SPED with Heather WebsiteInstagramFacebookFollow JenniferInstagramTPT

To have the best experience during their school life and the support they need to learn, children with ADHD need accommodations that are customized to their specific needs. In this episode, Jeffrey Katz, PhD, talks about comorbid learning disabilities, the difference between a Section 504 plan and an Individualized Education Program (IEP) plan, and the different roles that a child's healthcare team, school, educators, and parents play in implementing them.

To have the best experience during their school life and the support they need to learn, children with ADHD need accommodations that are customized to their specific needs. In this episode, Jeffrey Katz, PhD, talks about comorbid learning disabilities, the difference between a Section 504 plan and an Individualized Education Program (IEP) plan, and the different roles that a child's healthcare team, school, educators, and parents play in implementing them.

Transition planning is a process to help students with an Individualized Education Program (IEP) decide what they want to do after high school. Join us for this episode where Gail Lott, EdD with the Colorado Department of Education, reviews common questions about the Transition Plan to help youth, families, and professionals be better prepared!Timestamps:3:22 – Transition Plan Timeline4:09 – Purpose of a Transition Plan9:30 - IEP, 504, & Transition Plans14:35 - Advocating for a Transition Plan16:13 – Making the most of the Transition Plan ServicesAbout this series:This multi-part series, Episodes 62-66, reviews what happens when a young adult with a developmental disability (DD) turns 18 and can you and your young adult prepare for the transition into adulthood. It can be daunting to begin that planning, but it doesn't have to be! There are plenty of resources and professionals out there to help you figure out how to navigate the educational transition plan, prepare for higher education or employment, help you get the right Home and Community-Based services, answer questions about guardianship and finances, and MUCH MORE!This work was made possible through support from Arc Thrift Stores, Autism Society of Colorado, Colorado Access, Colorado Developmental Disabilities Council, Developmental Pathways, Firefly Autism, Rocky Mountain Civitan Club, and The Arc of Aurora.

In this episode, we explore how your child's evaluation informs the structure of their Individualized Education Program (IEP) and the educational decisions you make for them. I explain the two requirements that must be met for your child to qualify for an IEP, share examples of learning goals and services, and highlight some red flags that you should look out for during these conversations. After it's determined that your child has a Specific Learning Disability (SLD), the first decision that needs to be made is whether your child qualifies for a 504 or an IEP. I get into the nuances between the two options and dive into the IEP process. I detail what should be included in your child's IEP and what kind of conversations you can expect to have with the specialists at your child's school. Listen in to learn more about how to set your child up for success with a goal-oriented and bespoke IEP. Listen to the episode on Apple Podcasts, Spotify, Stitcher, or on your favorite podcast platform. Topics Covered: Why more goals do not make for a stronger IEP What to do there is a wide divide between what the school is offering and what you want for your child The two most commonly-known and respected Orton-Gillingham approaches What terms and qualifications to look out for in your child's IEP Resources Mentioned: Want more information about what an evaluation should include? Check out our Evaluation Checklist! Connect: Visit my website Sign up for my newsletter Follow me on Instagram Join me on Facebook Download my FREE guide: Dyslexia Defined

See video at: https://www.yourparenthelp.com/podcast_0241   In a recent episode, Diagnosing Dyslexia, we discussed whose role it is to diagnose dyslexia and whose role it is to educate those with dyslexia.     This week, we're talking about how to get the process of getting your kid help in public school started!   Request an evaluation Write out a request for an evaluation.  I recommend emailing your request to as many relevant people as you can, as well as walking the letter into the office and asking the office staff to date stamp it and give you a copy back.   What to include in your request Start your request with something along the lines of: “I request my child be evaluated to determine eligibility for an IEP (and/or 504 plan).” (see below for more on 504 v IEP)   Now list out your areas of concern.  The best phrase to use here is “areas of suspected disability include:” and then list out all of your suspicions.  The most common qualifying disabilities are: Other Health Impairment (ADHD falls under this); Specific Learning Disability (dyslexia, dysgraphia, and dyscalculia fall under this); and Speech or Language Impairment.  If you suspect a specific learning disability, I would suggest including a request that your child be assessed “in all areas of processing”, or include specific concerns (ex: “Sara has difficulty following directions, copying from the board, and keeping track of where she is in a book.  She also often seems distracted.”)  Listing out those concerns, even without the name of the area of suspected disability gives the description of an area of suspected disability that the school needs to consider in their assessment plan.   You may also want to include any family history of learning difficulties, any official medical diagnoses your child has, and specific examples of how these areas of concern show up (ex: “just yesterday we were reading together and….”   Individualized Education Program (IEP) versus Section 504 Plan If you want your child to get services, ask for an IEP.  In some areas, a Section 504 Plan (or 504) will include services, but this is not the case in many places.  IEPs also have goals that are being worked on through the services and tracked to determine if the services or accommodations should be adjusted.   I would recommend requesting an IEP unless you know that your child is performing at grade level, is able to learn in the general education environment without any direct services, and just needs a few accommodations (such as shortened assignments or extended time on assignments) for them to be fully successful.     Timelines Timelines vary by state, so check your state's laws on timelines for IEPs.  504s do not have specific timelines (another big reason I recommend asking for an IEP).     In California (and most states, from what I've gathered), states must respond to a written request for an IEP within 15 days.  This is 15 calendar days, not business days.  The timelines only stop for school breaks of more than 5 days.   A school can respond to a request for an evaluation by providing an assessment plan or by providing a “Prior Written Notice” informing you of why they are denying your request.  In most cases, the school will provide the assessment plan, especially if your letter lays out areas of suspected disability.  Some schools may ask you to meet, try interventions first, and rescind your request in the meantime.   Once you sign and return the assessment plan, the school has 60 days to assess your child to determine eligibility for an IEP.  Within 60 days, the assessment must be complete, and you should have met to determine if your child qualifies for an IEP.  If your child qualifies for an IEP, the school has 30 days to meet to generate an IEP.  In many school districts, the two meetings are combined and a child is on an IEP within the 60 days.   You can request an advance copy of the assessment reports so that you have time to go over it.  However, I recommend only doing this if you have knowledge of these reports or if you have someone to go over them with you, as the school's explanation is often an important part of understanding the report. (Reach out to me Kimberlynn@DecodingLearningDifferences.com if you want help understanding your child's assessment reports)   Takeaway You know your child best.  If you believe your child needs additional help or support in some way, ask for it.  See Difficult Parents, My Take Once your child qualifies for an IEP, the next step is to be involved in creating an IEP that adequately provides for the needs of your child.  Again, reach out (Kimberlynn@DecodingLearningDifferences.com) for help!

The Present Levels of Academic Achievement and Functional Performance Statement (PLAAFP, or “present levels”) is a key part of your child's Individualized Education Program (IEP). 

In this 2 part series, Kyle dives into the Individualized Education Program (IEP). In this second part, he goes into the goals and objectives that the IEP team creates. He also shares information on choosing supports and accommodations, placement options for a student, and he even gives some insider tips that will help you as a major part of the IEP team. If you have a child with an IEP or you think that there is a possibility that your kid could receive an IEP, you need to listen to this episode!Follow us @rechargedfamily on Instragram, Twitter, and YouTube. Please consider subscribing on YouTube, as it will allow us to get more content and resources out to the families and educators who need it.You can learn about all of the content and resources within the RechargED Family Network by going to https://www.rechargedfamily.com/ . There you will find out about all the ways that the network attempts to help educators and families so that they can better support the kids in their lives.Do you feel like you need some support, resources, or information to help your struggling child and your family. Text Kyle at 302-492-5117 or send him a direct message on social media @rechargedfamily (Instagram or Twitter), and gather the help that you need through Holding On To Learning LLC services. It's a donation only service and you only pay what you can afford, if you can afford it. If your family does not have the means to donate, there will be no charge for the service. There's no catch! Holding On To Learning just wants to help.Interested in providing some feedback or ideas for upcoming episodes? Send Kyle an email at rechargedcommunity@gmail.com—--------------------------------------------------------------Although these original sounds for the show have been shortened in length, the songs utilized are: Peppy Pepe by Kevin MacLeodLink: https://incompetech.filmmusic.io/song/4205-peppy-pepeLicense: https://filmmusic.io/standard-license Danger Storm by Kevin MacLeodLink: https://filmmusic.io/song/4985-danger-stormLicense: https://filmmusic.io/standard-license

In this 2 part series, Kyle dives into the Individualized Education Program (IEP). In this first part, he shares information about who is involved with the meetings, how the IEP team gathers data, how the goals are chosen, and more. If you have a child with an IEP or have a child that may need an IEP at some point, you will want to listen to this episode as well as the second part of the series, when Kyle goes further into the goals, supports, and accommodations.Follow us @rechargedfamily on Instragram, Twitter, and YouTube. Please consider subscribing on YouTube, as it will allow us to get more content and resources out to the families and educators who need it.You can learn about all of the content and resources within the RechargED Family Network by going to https://www.rechargedfamily.com/ . There you will find out about all the ways that the network attempts to help educators and families so that they can better support the kids in their lives.Do you feel like you need some support, resources, or information to help your struggling child and your family. Text Kyle at 302-492-5117 or send him a direct message on social media @rechargedfamily (Instagram or Twitter), and gather the help that you need through Holding On To Learning LLC services. It's a donation only service and you only pay what you can afford, if you can afford it. If your family does not have the means to donate, there will be no charge for the service. There's no catch! Holding On To Learning just wants to help.Interested in providing some feedback or ideas for upcoming episodes? Send Kyle an email at rechargedcommunity@gmail.com—--------------------------------------------------------------Although these original sounds for the show have been shortened in length, the songs utilized are: Peppy Pepe by Kevin MacLeodLink: https://incompetech.filmmusic.io/song/4205-peppy-pepeLicense: https://filmmusic.io/standard-license Danger Storm by Kevin MacLeodLink: https://filmmusic.io/song/4985-danger-stormLicense: https://filmmusic.io/standard-license

Are you a parent to an autistic child, a child with ADHD, or a child with a disability? If so, this show is for you. Learn everything you need to know about IEPs, from an IEP expert, and go into your next IEP meeting empowered with the knowledge needed to better navigate the system. This episode with help you ensure your child has access to the support and accommodations needed for them to succeed in their educational journey. Guest Bio: Shelley Kenow is a wife of 30 years, a mom for 22 years, a trained human to a Chihuahua for 13 years, a special educator for 30-plus years, author, Education Consultant, and live streamer for #nolimits and Friday with Fran, provider of professional development for school districts, and Master IEP Coach®. An Individualized Education Program (IEP) is to prepare an individual child for further education, employment, and independent living...whatever that looks like for each individual. Shelley believes we know who we are, but not who we will be. These are the two driving factors in her approach to working with families and schools.  Connect with Shelley Kenow: All of Shelley's information is found athttps://www.shelleykenow.com/ (shelleykenow.com) Host Bio: Rob Gorski is a single Dad to three amazing autistic boys as well as Found and CEO of The Autism Dad, LLC. Multiple award-winning blogger, podcaster, content creator, digital marketer, social media influencer, and respected public figure for well over a decade. Connect with Rob Gorski: https://listen.theautismdad.com/episode/listen.theautismdad.com (Official Podcast Homepage) https://theautismdad.com/ (Official Blog) https://www.reddit.com/r/The_Autism_Dad_Pod/ (Podcast Discussion) https://www.reddit.com/r/Autism_Parenting/ (Autism Parenting Support Forum) Mentioned in this episode: Just two Dads Podcast Shawn Francis and Brian Altounian host "Just two Dads." A weekly conversation with two dads about raising children with special needs. Listen, every Wednesday at 12PM PST. Find them on Facebook and anywhere you get your podcasts. https://theautismdad.captivate.fm/justtwodads (Just two Dads Podcast) Happy Ladders Happy Ladders is Parent-Led Early Autism Therapy that empowers you, the parent, to teach your toddler essential developmental skills through play. Studies have shown that the parent-led model is highly effective while eliminating frustration over long wait lists, or the worry about losing precious developmental time. All without the disruption of people coming into your home Happy Ladders includes activities that target 150+ essential developmental skills every toddler needs as well as assessments in 4 different developmental areas. There's also an exclusive community of parents just like you, and professional coaching to ensure success for both you and your toddler. To learn more, get a free trial, and take advantage of an exclusive, limited-time offer for my listeners, visit happyladders.com. Use the code "theautismdad" at checkout to save 50% off the monthly membership. Plus get a free one-on-one session as well as access to the Tantrums and Meltdowns mini-course. This is a limited-time offer so act now. https://theautismdad.captivate.fm/happyladders (Visit Happy Ladders)

instructional planning includes not only planning what students will learn but how they will learn it. Planning should include both short-term goals and long-term goals, and for students with exceptionalities, should address the goals on their Individualized Education Program (IEP). Price, K. M., & Nelson, K. L. (2018). Planning effective instruction: Diversity responsive methods and management. Cengage Learning. Kozak, S., & Martin‐Chang, S. (2019). Preservice teacher knowledge, print exposure, and planning for instruction. Reading Research Quarterly, 54(3), 323-338. Cosgrove, D. F. (2019). Collaborative Planning for Instruction. Supervision Modules to Support Educators in Collaborative Teaching: Helping to Support & Maintain Consistent Practice in the Field, 177.

Dana is married with three children, the youngest born with significant hearing loss.  Listen as she shares her story of walking through the process of trusting God through doctor appointments, surgeries, and establishing an Individualized Education Program (IEP) for her son as he started school.   If you have a friend or coworker who has a child with special needs, this episode is for you as it gives you a glimpse into how you can support them on their journey with child.  If you are a parent of a child of special needs, we believe this episode will be an encouragement for you from one special needs parent to another.   If you're a woman who lives in the Hampton Roads area, feel free to check out Dana's Zumba Fit n' Faith Bible Study at Grace Bible Church Thursday mornings at 10am.  She'd love to meet you!   Do YOU have a question you'd like answered?  Do YOU want to be a guest on the podcast?  Do YOU have an idea for who should be a guest?  Email us at theparentclub@gracebible.church.  We want to be FOR you!   Enjoy and check out our free resources! https://gracebible.church/nextgenresources

  Now that the Fall 2021 half of the regular school year has come to an end and all the students on my caseload are on Winter Break, I'm taking advantage of the break from back-to-back Individualized Education Program (IEP) meetings to reflect on the most serious issues I've had to deal with so far during this first half of the current school year.   While I've had to deal with a lot of different challenges, it is the impact that the lack of appropriate services during shutdown, from March of 2020 to August or September of 2021, that has hit hardest. It's been the absolute most hardest on my students with intensive behavioral services in their IEPs who have suffered the most regression and lost educational benefits. School districts all over Southern California, and likely elsewhere throughout the State and beyond, refused to provide in-person services to children on IEPs who required them in order to continue learning during shutdown.   This was in spite of explicit changes to State law that mandated in-person services for those special education students who needed it and compensatory education for any special education students who lost educational benefits during shutdown. Not only were in-person services denied, compensatory services are still being denied as school districts act like their students' regression has nothing to do with the fact that the districts failed to provide in-person services to these children during shutdown.   What was done instead? Aides employed originally to provide direct, in-person support to these students in the classroom setting were put on Zoom, Google Meets, Microsoft Teams, or whatever else platform their employers were using for distance learning as remote participants. How in the Hell an aide on Zoom was supposed to provide the supports necessary to facilitate the student's participation in online learning via Zoom was anyone's guess. It consistently failed to work.   Further, even though the new laws clearly made it an option, only one of my students' districts hired a non-public agency (NPA) to provide in-person behavioral support services in the student's home during distance learning so the student's behaviors could not be permitted to allow him to escape/avoid the instruction. Instead, they rewarded his participation and prompted him to return to task when his attention wandered, so he was able to make excellent academic progress during distance learning.   What he wasn't able to work on was his social skills with peers and adults in normal everyday settings. When he returned to on-campus learning, his classroom behaviors became increasingly challenging and the behaviors of the other students in the class became escalated in response. It eventually got so bad that the other students in his non-public school (NPS) classroom assaulted his NPA behavior aide because they blamed her for keeping him in their class. He triggered them that badly.   We ultimately changed his placement right before Winter Break started and a due process case for the involved district's utter failure to offer or deliver a Free and Appropriate Public Education (FAPE) for the last two years is now pending. Settlement is entirely possible, which I can't discuss in detail, and the IEP team has come up with a strategy to hopefully salvage his education for the moment, but this is a student who is able to meet academic standards in spite of his grossly impaired social skills.   Our concern is that he will graduate with a diploma and get arrested the next day for acting out in public. His behavioral needs have been exacerbated by shutdown because he didn't get any instruction or practice in behaving in socially appropriate ways when in-person with peers or adults at school. In part, this was because the NPS he had attended had a “philosophy” that failed to conform with the evidence-based scientifically valid practices of the NPA that was providing his behavioral interventions.   As such, NPS staff regularly failed to abide by the Behavioral Intervention Plan (BIP) in the student's IEP, much to the frustration of the NPA experts who had designed it and much to the danger of the Behavioral Intervention Implementation (BII) staff who was assaulted by my student's classmates because he made them so upset. Rather than work collaboratively with the experts hired to address his behaviors using methods proven to work by science, the NPS staff would engage in ad hoc interventions based on whatever ideas popped into their science-denying minds in the given moment, none of which worked.   Most of the students in the NPS had mental and emotional health needs, many of which arising from past trauma, but our student had autism and just didn't know how to read the room. It was dubious as an appropriate placement from the outset, but the ecological factors of the on-campus setting weren't a problem during distance learning.   It wasn't until our student, who not only has autism, but also ADHD, started attending on-campus, which required him to be in transport between home and school for a total of five hours per day, and then attempt to behave in a socially appropriate manner among other students with serious mental and emotional health needs, that things really fell apart. He might as well have been put into a rocking chair in a room full of long-tailed cats.   The harm was inevitable. And, as always, he's being blamed and vilified while no one from his school district offers something appropriate to his needs. We're hoping the interim placement he has for now will benefit him more than where he's been, but it's still less than ideal. It may take a judge to figure it all out.   I've had two other students on my caseload face expulsion just within the last few weeks. One student's case just recently settled after the involved school district attempted to assert that behaviors that were clearly associated with the student's disabilities somehow magically were not, during a Manifestation Determination (MD) IEP meeting.   The only way for a parent to appeal an MD IEP meeting outcome is to file for due process. Because the student is facing expulsion, the hearing is automatically expedited. This gives parents very little time to prepare for hearing, much less find adequate representation.   I was able to refer this family to an attorney right away who was able to handle the MD appeal via due process. We were lucky to find a really good attorney who could take the case right away and handle it. Most of my attorney colleagues are overwhelmed with the volume of cases they are getting, right now. The violations are everywhere, evidently, and this failure to provide in-person services during shutdown when they truly were needed seems to be a recurring theme.   This case settled because we were able to move quickly through the process and find a good attorney who could handle going to an expedited hearing if necessary or otherwise negotiate an appropriate settlement. Not everybody is having that same experience, these days. This family was lucky. The violations in this student's case were pretty egregious and the attorney was able to convince the involved school district that it wasn't worth going to hearing.   My other student facing expulsion still awaits a decision from school site administration as to whether the principal should just let the IEP team effect a change in placement for special education reasons rather than subject this student to expulsion proceedings. Again, the involved school district tried to claim that the student's disability had nothing to do with the behaviors, which was simply ridiculous.   The student already had behavioral interventions built into his IEP to address the very kinds of behaviors for which he was in trouble. He had a history of escalating to the most outlandish behaviors he could think of to come right up to the line and just barely cross it enough to get himself kicked out of school to avoid the instruction. He hated it that much.   He had transitioned to his current placement in a Special Day Class (SDC) for special education students with behavioral challenges from a special school where all the students had behavioral challenges at the start of the 2019-20 school year and had been largely successful for most of that school year, until the shutdown started in March 2020. During that time, his targeted behaviors of work refusals and avoiding the classroom setting altogether were entirely reinforced by being stuck at home on the computer while the aides from his SDC were also in their own homes using their district's online meeting platform.   There was no one in his home trained in the interventions that were necessary to compel his compliance with teacher directions. There was no one who could make him even login. He had a baby sister at home and his mother was not about to have him triggered into angry outbursts in the home by trying to convince him to participate in the instruction with a baby in the house. Further, his mother was medically fragile and required multiple surgeries throughout the shutdown and afterwards. She was in no position to handle the angry outburst of a frustrated teenager with no impulse control due to ADHD struggling with the work because of a co-morbid learning disability.   We have a complaint pending before one of his school district's regulatory agencies in response to its mishandling of his behavioral needs to date. He is now pending expulsion for a behavior we're fairly convinced he engaged in so as to be kicked out of school. We don't believe he ever had any intent to hurt anyone, but he did enough wrong for someone who doesn't understand the function of his behaviors to think he might pose a credible threat. Law enforcement determined he posed no threat. It appears that district personnel may have exaggerated the severity of the behavior on purpose to justify expulsion.   All that said, the expulsion case may be dismissed if the district agrees to simply let the IEP team refer this student back to his previous placement at the special school. It was successful in preparing him for his transition to a comprehensive high school placement before shutdown; it should be able to return him to that state and help him transition back, again, with success. We also have a ton of new assessments pending to figure out what the most appropriate IEP for him should be, going forward.   This situation may deescalate before it has time to turn into a full kerfuffle. If we can all just agree to work together to address this student's serious behavioral regression through the IEP process and avoid the expulsion process altogether, particularly given that this district is being looked at very closely by one of its regulators right now for failing to adequately support this student thus far, already, we can implement a solution that will eliminate the parent's need to pursue accountability.   The goal isn't to nail the school district's hide to the wall; the goal is to get the student appropriately served as quickly as possible. Nailing hides to walls should only take place if it's absolutely necessary to get a student appropriately served as quickly as possible. It's a last resort option.   I have yet another student whose case is pending settlement, hopefully. It would be foolish on the part of his school district to allow it to go to hearing. I can't discuss much about it while it's pending settlement, but suffice it to say his school district totally blew it by failing to provide in-person behavioral services and supports during shutdown.   He has a host of learning challenges including partial vision loss, severe autism, intellectual disability, a seizure disorder, extremely limited communication skills, and self-injurious behaviors that frequently result in property damage in his home. His windows now have Plexiglas® panes and the dry wall in his home has been replaced so often, his family has lost count. He has made frequent trips to the emergency room and urgent care for medical treatment after hurting himself during an outburst. He has hurt his petite mother by accident.   He's now a young adult who is still eligible for special education and he's had these behavioral challenges his entire life. He's been a student of the same school district his entire public education career. It's not like they don't know what he needs. Before shutdown, he received intensive 1:1 and 2:1 behavioral supports throughout the school day to keep him safe and engaged in the instruction. He got none of that at home during shutdown.   His mother was left to be his 1:1 aide support during distance learning over a computer while his actual aide support staff stared back at him from the screen from their own homes. He was immediately triggered into violent outbursts because he didn't understand why he wasn't at school with these people instead of looking at them on a computer screen. His participation in distance learning had to stop immediately for his own safety and that of his mother. It's been a struggle ever since to get an offer of appropriate services in his IEP as a prospective matter of FAPE, much less with respect to all of the compensatory remedies he's due.   This student's case has been referred to a different attorney than the one mentioned above, but also an amazingly talented and smart one. Because settlement terms are still being discussed, I can't speak much further to the matter, but I think the point is made that this is happening way too much. We've got too many kids who didn't get what they needed during shutdown who are now owed compensatory remedies and they have until March 2022 to file for due process on their claims.   Special education attorneys who represent families are working at capacity with respect to their caseloads. That said, there have now been enough cases litigated and settled since the increase in claims began that openings are starting to come on many caseloads. Others are bogged down by appeals, which are largely occurring in the federal District Courts.   Some attorneys are having an easier time these days than others, just depending on whether they get good judges at the due process level, or have to work the appeals system before they get to someone willing to take the time to really listen to the arguments and examine the evidence relative to the rule of law and applicable science. That's always the chance that attorneys take with these cases, and it's not fun to work the appeals, I promise you.   I've provided paralegal support on cases all the way up to the 9th Circuit Court of Appeals, and there is nothing more tedious than a Table of Uncontroverted Facts, because there are always facts that become controverted between the parties. The back-and-forth between the parties about what facts were agreed to, which ones were disputed, and all the references to the evidence and testimony on the existing record from the original due process case and previous appeal to the District Court that supposedly supported each party's asserted facts, became one of the most exhausting exercises I've ever engaged in as professional. I have ADHD – Inattentive Type, myself, so trust me when I say it was grueling.   Litigation should always be the very last resort to solving a special education problem, but these days it's been necessary. For those of you finding yourselves in similar circumstances, I'd like to share a decision from the California Office of Administrative Hearings (OAH).   I downloaded the PDF of this decision just in case it ever gets taken down in the future, and have uploaded it to our site. Click here to download the PDF of this due process decision from California in which the Administrative Law Judge (ALJ) found in favor of a student who was deprived of educationally necessary in-person behavior services during shutdown, if the link to the OAH site doesn't work. In this case, the ALJ ordered compensatory services as remedies to the student.   If this decision can help you argue for resolution to your own child's lost educational benefits during shutdown, whether via due process or just a sensible discussion with your school district's representatives, it will have served its purpose as a persuasive authority on the subject. If you find it necessary to hire an attorney to file for due process over shutdown-related deprivation of educational benefits, be sure to share this authority with your attorney. They may have very well already seen it, but if you can relate the facts of your own child's case to the facts of this due process case linked to here, you will help bring your attorney up to speed regarding your child's claims, so you can timely file your case before March 2022.   You may also choose to use this decision to support your arguments as you advocate for your own child in the IEP process as a parent. If you share this decision with your school district's IEP team members and relate the facts of your child's situation to the similar facts in this due process case, presuming your child's case follows a similar pattern of a denial of behavioral services from his/her IEP during shutdown, your school district may be compelled to work with you rather than have you lawyer up and then have to deal with the costs of a legal action.   Parents' attorneys' fees and costs can be recovered from the offending school districts as a condition of settlement or upon prevailing in due process or appeal. School districts are smart to work things out through Informal Dispute Resolution (IDR) Agreements or Confidential Settlement Agreements, if they can. The costs of due process and any subsequent litigation are far too great for taxpayers to fund when those dollars could be spent on educating children, instead. Spending education dollars on fights over the deprivation of educational benefits just adds insult to injury, honestly.   The evidence is increasingly making clear that far-right politics have way too much influence on public education at various levels of government, from local to state to federal education agencies. This is how public service was infiltrated at its weakest point. Extremists would get elected by an uniformed or misinformed electorate, then hire their cronies to work for them within their agencies, undermining the efficacy of local government while mishandling the finances in order to “prove” that government doesn't work while arguing for increased local control and reduced regulatory oversight.   Then they pay themselves more than they'd ever earn in the private sector where job performance matters as they slash resources to those expected to actually deliver on the agency's mandates who work beneath them. This is the climate in which special education violations occur. This is why public agencies defy the regulations to the detriment to some of our most vulnerable children, many of whom coming from low-income households whose parents are often at a loss as to how to fight back. Most parents won't do anything because they don't know what to do and don't realize how badly their children are being hurt in the long run.   If you are a parent whose child did not get appropriate services during shutdown, and who has regressed and may require compensatory services to be brought back to where he/she should be in school, right now, you're not alone. Whether you negotiate resolution on your own with you local education agency or hire someone to help you, know that many other parents have already started to fight this same fight before you, and some really helpful decisions are coming out of the various venues that can help bolster the arguments you and/or your representatives make on behalf of your child.   I hope this helps you put your own child's situation into perspective and gives you some ideas on how to go forward in the most constructive and least adversarial way possible. I can only imagine the other families' stories that out there similar to the ones I've described and the case captured by the decision linked to above. All of you are in my heart and I'm praying for you all.

This episode is part 1 of a 3 part IEP vs 504 series about Special Education Services. This episode reviews:-What an Individualized Education Program (IEP) and 504 are;-The differences between an IEP and 504 plan; and-Future planning.This 3-part recorded vodcast/podcast series helps you understand the basics about IEPs, 504s, how to navigate common challenges, build solutions, and also features the perspective of a special education lawyer. Receiving a free and appropriate education is not only possible for children with disabilities; it is their right!This series is also available in video, watch the full series here: https://thinkchange.training/special-education-services-iep-vs-504-plans/

For teens with learning and thinking differences, thinking about life after high school can be daunting. If your child has an Individualized Education Program (IEP), however, the school is required to help them plan for the future.

Equipping a neurodivergent kid for the adult world can be a challenge. Amanda Morin from Understood.org talks with Emily Kircher-Morris about some of the things you wish someone had told you about that transition. You can download a free excerpt of her new book, Adulting Made Easy: Things Someone Should Have Told You About Getting Your Grown-Up Act Together, on the episode 81 page at www.neurodiversitypodcast.com. ABOUT THE GUEST - Amanda Morin worked as a classroom teacher and as an early intervention specialist for 10 years. She has been working as an education writer since 2007 and played an integral role in launching Understood.org in 2014. As an educator and parent of kids with learning issues, she has been an active member of numerous Individualized Education Program (IEP) teams and believes strongly in the importance of educators partnering with families. Morin received a bachelor’s degree in education from the University of Maine and special education advocacy training from the Council of Parent Attorneys and Advocates. She is the author of five books. You can support the podcast and receive subscriber-only benefits at www.patreon.com/neurodiversity. The Neurodiversity Podcast is available on Facebook and Instagram, and on Twitter @NeurodiversePod. For more information go to www.NeurodiversityPodcast.com

In this episode, Spencer talks with high school history teacher Billy Lieberknecht (he/him) about why he initially resisted becoming a teacher, how he brings self-awareness of his identity into his teaching practice, and why COVID-19 disproportionately impacts students like his. Billy has been working in Bay Area public schools since 2008. He began his teaching career in Oakland Unified School District as a Resource Specialist, as part of the Teach For America program. He then went on to earn his Masters in Education, where he focused on the Individualized Education Program (IEP) meeting process as a way to foster self-determination for students. Prior to his current role, Billy has held a number of roles in schools and education, including coaching new teachers, partnering with teacher training and credentialing programs, and working as a founding teacher at an East Oakland middle school. He joined his current school community in 2015 as a US History and AP US History teacher. He also serves as the Department Lead, Network Course Facilitator, and member of the Instructional Leadership Team. Billy believes in an approach to education that explores authentic inquiry, emphasizes literacy and critical pedagogy, and is built upon co-learning through academic discourse. He loves his school community and is incredibly grateful for the passion, energy, and commitment he sees from all of his students. Billy grew up as the child of two career public school teachers in San Diego, CA, and earned undergraduate degrees in Psychology and Political Science from UCSD. When not working, he enjoys spending time with his family and his dog, Olive, living in the beautiful city of Richmond, hiking, cooking, woodworking, and tending to a backyard garden full of vegetables, chickens, and flowers. You can connect with Billy in the Careeriosity LinkedIn Group: https://www.linkedin.com/groups/13924312/. Episode music by Wataboi. To learn more about Careeriosity, visit https://careeriosity.wixsite.com/podcast. --- Support this podcast: https://podcasters.spotify.com/pod/show/careeriositypodcast/support

Updated 12:06 p.m. Milwaukee Public Schools is required by the state to resume in-person instruction for some students with disabilities, starting in early February. The Department of Public Instruction sent three letters to MPS, in October, December and January, ordering the district to resume in-person services and education for certain students with disabilities. In the first letter , dated Oct. 16, State Superintendent Carolyn Stanford Taylor explained that federal and state special education laws still apply during the pandemic. "Under the Individuals with Disabilities Education Act (IDEA) ... school districts must provide each eligible student with a free appropriate public education by providing specially designed instruction and related services, as determined and documented by the student's Individualized Education Program (IEP) team," Stanford Taylor wrote. Stanford Taylor said some students with disabilities are not able to receive a "free appropriate public education"

Photo Credit: Matthew Cipican   I'm pained to open with the platitude that these are unprecedented times. We all already know that and belaboring it for the purpose of a proper opening paragraph seems to belittle the magnitude of the moment.   The truth is that I've been having a hard time coming up with the right place to start the next conversation on this blog. I had developed a publishing schedule for Making Special Education Actually Work just before the pandemic hit and the schools in California, where we are headquartered, shut down.   All of that went out the window the moment the shutdown started and I've since published some bits about how to respond to the situation based on what was known at the time of each publication, but how things have continued to play out, or not, from one school district to the next has been nothing short of pandemonium. Some of my kids have done so much better with distance learning that they never want to leave their houses again. Others have regressed so greatly since the shutdown started that it's going to take years to undo the damage that has been done and catch them up to the degree its possible to do so.   Each kid, as a unique individual learner, has experienced the shutdown differently, but all of them are experiencing the same procedural violation at the hands of their Local Education Agencies (LEAs): Failure to implement the Individualized Education Program (IEP) as written. Or, framed in the language of the regulations, failure of the education rendered to conform with each student's respective IEP.   In California, the State has already assumed that compensatory remedy will be due to most, if not all, of its special education students because of the shutdown. None of the laws changed. There are permissible, though narrow caveats, in the law that provide for extenuating circumstances.   While the implementing regulations of the Individuals with Disabilities Education Act (IDEA) mandate the application of evidence-based science to the design and delivery of special education on a child-by-child basis, it is only to the degree that the application of the science is practicable. LEAs bear the burden of proving that the delivery of a special education service is not practicable before denying it and giving notice of such via a Prior Written Notice (PWN).   The real dispute, it seems, is over what is realistically practicable given the circumstances, but that first requires us to operationally define what we mean by practicable, and that's a problem. There is no legal authority or professional standard for what defines "practicable" within the context of 34 CFR Sec. 300.320(a)(4).   I know this because the operational definition of "practicable" was one of the burning questions I had when I went back to graduate school in 2011 and had answered by the time I graduated in 2013. The truth is that there is no operational definition in the scientific literature or the case law as to what is meant by the term, "practicable."   Even Perry Zirkel was stymied by this question and ultimately concluded that most courts interpreted the definition of "practicability" as something to be left to the discretion of local education agencies - meaning, really, top administrators and board members, who are all politicians - get to decide what is and is not practicable as a matter of local governance. In those LEAs, "practicable" just means "if the LEA wants to."   This, of course, neglects the fact that 34 CFR Secs. 300.320-300.324 vests the authority in IEP teams, which include the parents, to make determinations as to what is educationally necessary and, therefore, the obligation of the LEA to provide to each given special education student. If that authority is vested in the IEP team, then no one from the LEA on the IEP team should have to go get the approval or permission of a superior outside of the IEP meeting, particularly when that superior has no direct knowledge of the student's unique needs or the IEP team's discussions about them. Whether or not something is practicable should be an IEP team decision, not an internal policy issue, yet the research that has been done suggests its a call to be made by top administrators, not individual IEP teams that include the students' parents.   Further, 34 CFR Sec. 300.321(a)(4)(iii) mandates that each IEP team include at least one LEA representative who is "knowledgeable about the availability of resources of the public agency." Usually, this is an upper-level administrator from the main office who not only knows what resources the LEA has, but has also been granted the authority to commit the LEA's resources to a student's IEP. This can come in the form of committing existing resources to the IEP as well as procuring those materials and services that are not already available through the LEA.   I've been in IEP meetings during which such an administrator fills out and submits online requisitions for use of existing assets, as well as online purchases and purchase orders through their LEA's internal automated workflow system, during IEP meetings as the team agrees to things that are needed but not already on hand. It's not that uncommon and it goes a long way towards doing it right the first time.   Again, there should be no going to someone else outside of the IEP process for permission or approval. In one fairly recent meeting I attended, the school district's administrator on the IEP team shared her screen with the rest of us so we could all look at our options on Amazon together as an IEP team and make the purchasing decision right there. Then, "click," it was ordered and the student had his accommodations the next day. Easy peasy.   The law does not provide for the IEP team's authority to be displaced by or shifted to an uninvolved third party. If no one on the IEP team from the LEA knows whether the LEA already has the necessary resources available or will need to purchase stuff it doesn't already have, it's not a real IEP team.   Because these decisions are IEP team decisions, and not the decisions of removed administrators who are motivated by factors other than the individual needs of each special education student, deferring to top administrators to determine what is or is not "practicable," opens the door for a litany of procedural and substantive errors that will quickly create due process claims against the LEA. It behooves no one for LEAs to play this game, but plenty of them do.   Competent people have no motivation to do sketchy stuff and lie about it, so when you encounter this kind of behavior, it's because you're dealing with people who don't know what else to do and/or are crooked through and through. What we are all now going through as a nation under the current presidential administration is a reflection of the crap I've been dealing with for nearly 30 years in special education local governance. None of this is new to me, it's just now happening on a national scale. Maybe everybody outside of the special education community will finally believe me about this crap, now.   More often than not, what is deemed by an LEA as not being practicable is likely better framed as being something for which the LEA is simply not willing to expend the necessary funds. While it is unlawful under the IDEA to use fiscal considerations to determine the contents of a student's IEP, it happens all the time. The language of IEPs are often deliberately kept vague and weak so that they are difficult to enforce or so that it is otherwise difficult to say that the education rendered failed to conform with the IEP.   I'm seeing this happen in a way with 1:1 behavioral aide support services, right now. I've got families barely holding it together, stuck at home with their severely impacted children who have serious behavioral challenges arising from their disabilities. They'd give anything for in-home 1:1 behavioral services, right now.   And, that's the thing: they should already be getting it under the existing laws. On August 24, 2020, (the day before this post), the California Office of Administrative Hearings, which tries special education due process cases within the State, issued an order making clear that students who require in-person services in order to access and benefit from their educations, including during distance learning, must receive such services according to medically acceptable safety procedures regarding COVID-19.   Behavioral services are medically and educationally necessary, the California Department of Education (CDE) has advised that in-home services during the shutdown may be necessary in order for LEAs to comply with their IDEA requirements under the law, and, now, OAH has ordered a school district to provide in-home services as a matter of stay-put during the shutdown. This is huge! This settles the argument once and for all.   I know of at least one student who is currently getting in-home behavioral services through his health insurance, which is the only reason he was able to participate in distance learning during the last half of the Spring 2020 semester. The same agency currently serving this student through his health insurance had previously served him as a Non-Public Agency (NPA) under his IEP in the public school setting. Same people, different funding source, different willingness to send personnel to his house for in-home, 1:1 behavioral aide services.   His school district has offered to provide an aide online during distance learning, like somehow that's going to produce the same educationally substantive outcome of getting him to engage in the online instruction in the first place and remain engaged throughout each lesson. The boy needs an in-person 1:1 aide in order to access the instruction at all. How is he supposed to access online aide support when he needs in-person aide support to access any kind of online services?   And, he's one of many students on my caseload with similar needs; he's just the only one I know of currently living the experience of having the in-person 1:1 aide support during shutdown and being met with educational success because of it. Everybody else is asserting the need for it, but not getting it, and due process cases are popping up everywhere now, including among my students for whom I never thought litigation would realistically come to fruition.   The legal authorities favor special education students on this issue, and school districts in California are now having to weigh the risk of litigation from unionized employees against the risk of litigation from parents of students with special education needs as this whole debacle clatters forward in the absence of unified leadership across the State's public education system. Many districts are still clinging to outdated paint-by-numbers procedures and fill-in-the-blank on standardized documents and forms, aiming for procedural compliance without thought to the substantive considerations ... like providing 1:1 aide support via Zoom to a student who needs in-person support in order to access instruction via Zoom in the first place.   It's like they think conforming with the IEP in any way complies with procedure, even if it entirely fails to meet the instructional purpose it's supposed to serve from a substantive standpoint. The real tragedy, here, is that these paint-by-numbers bureaucrats don't understand how to act according to the substantive needs of the student; they just want to know which form they are supposed to use.   This significant subset of the public workforce may have memorized many of the procedures for the job and can usually find the right form to use, but don't ask them to actually engage in deductive reasoning, creative problem-solving, troubleshooting, or solution-seeking. They simply can't. They don't think that way. And, the human resources department didn't recruit for people who can think for themselves on purpose.   The middle management jobs require drones who respond to authoritarian hierarchies of leadership and do not question the orders they are given, if the system is going to function according to its bigoted design. And, that is how it has been functioning for the last few decades following the passage of federal civil rights laws, including disability-related laws that first started passing in the early 1970s, up through the Americans with Disabilities Act (ADA) in 1990.   Those laws were necessary because the public education system, among others, was actively discriminating against children with disabilities, including denying them even enrollment. The public education system was already discriminating against students with disabilities or the laws would not have become necessary.   When the laws passed and the public education system was ordered to comply, those individuals who had been philosophically opposed to accommodating learners with disabilities were still employed by the public education system, by and large. They didn't all leave. Many stayed and have been sabotaging it from within this entire time. And, they recruit people who are too incompetent to realize they're being used and/or too afraid of losing their jobs to dare question what is really going on, so they can maintain positions of authority and control according to their own fascist belief systems rather than their mandates under the law.   One of the most powerful things to come out of the current state of affairs in this country is the cracks in the publicly funded systems that people like me have been squawking about to no avail for decades, but which can no longer be denied by the masses. As we move forward to rebuild a better America in the wake of the destruction currently happening all around us perpetrated by people with way more authority than they can responsibly handle, it is painfully obvious that we have a disturbingly large swath of the adult population that "pass" as competent adults but who actually are not.   These individuals occupy a great many niches of society, including in the public sector. Their approach to leadership, when they are allowed into offices that require more of them than what they possess, is destructive. It can ruin a child's future through educational malpractice at the local level or fan the flames of a global pandemic and domestic terrorism at the national level until it ravages the entire nation.   These individuals place cronyism over science because they are not smart enough for the science and, frankly, they're not smart enough to cover the tracks of their cronyism. They have simply had the power of money behind them and those without money have had to tolerate their malarkey as a matter of survival. But, now that tolerance doesn't even achieve survival for those without, so they aren't motivated to tolerate the malarkey anymore. Look out Marie; here comes the guillotine.   Society has finally had its fill of incompetent bullies acting like they are better than the rest of us to the detriment of us all and for no other reason than to stroke their own egos and line their own pockets. We have become aware that they are too dimwitted to realize the harm in what they are doing and too selfish to have any sense of compassion or empathy for the people they hurt.   These individuals are emotionally still children, trapped in their bodies for decades without maturing, thinking their chronological age and changing external appearance are all of what earns them respect as adults, and often unable to fully engage in adult-level problem-solving and critical thinking tasks, but able to develop academic and/or professional skills that can otherwise allow them to "pass" as competent.   These are high-functioning individuals with significant impairments in judgment who engage in intuitive rather than deductive reasoning. Intuitive reasoning is age-typical in young children. It's indicative of an impairment in adulthood. It co-occurs with egocentric thought, in which the individual is incapable of engaging in perspective-taking and appreciating the experiences and viewpoints of others.   An egocentric person is the center of their own personal universe. Everyone else is just an object in orbit around them who may or may not serve a useful purpose at times and is only accessed when the egocentric person thinks an individual is useful.   The egocentric person recognizes his/her/their own agency - that is, the ability to act upon the world to produce intentional outcomes - but they struggle to appreciate the agency of others. They tend to only perceive other people relative to their own thoughts and feelings and fail to consider that other people have their own thoughts and feelings that are each different from one person to the next.   Egocentric people tend to assume that whatever they are thinking and feeling is what everybody else is also thinking and feeling, and/or that everyone else's decisions are made with the egocentric person in mind. The egocentric person struggles with perspective-taking, which requires that they first understand the agency of others and that everyone is preoccupied with their own thoughts and feelings, not making the egocentric person the focus of their every decision.   Errors of omission and thoughtless, inconsiderate acts by others are perceived by egocentric people as deliberate efforts to cause harm or offense to the egocentric person. Because egocentric people assume that whatever they want and need is automatically understood by everyone else, which is because they assume everyone else is thinking and feeling the same things they are, if everyone else fails to deliver according to an egocentric person's expectations, the egocentric person attempts to force the desired response to present itself.   Because they lack the emotional intelligence to navigate many types of complex situations involving other people, whatever cognitive abilities they may actually have don't do them much good. They make errors in judgment when it comes to how they interact with other people; how well they can do math, design a building, or research historical biographies just doesn't matter in that moment.   When people like this become employed within the public sector and have to make policy decisions, they are incapable of putting themselves into the shoes of their constituents and engaging in legitimate representation and advocacy for services that meet the of needs of those they have been hired to serve. Because of their egocentrism, the job is a means to a self-serving end. Also because of their social/emotional developmental impairments, their ability to actually engage in adult-level problem-solving as required by their positions is equally limited.   Because they can't actually meet the performance requirements of the job, they find ways to socially engineer their ways to the top, including taking credit for the accomplishments of their subordinates while sycophantically leeching onto the coattails of those who have grifted their way up the food chain before them. They all keep each other's dirty little secrets about not actually being able to do their jobs and abusing their positions of authority to the benefit of the highest bidder, be the currency money, power, or both.   Eventually, an emperor emerges from the mix, some traveling salesmen weave him a in invisible robe from gold thread that, allegedly, can only be seen by competent people, and, as he's parading down the street in this magical garment, a child points out that he's actually just a naked guy played for a fool by a couple of con artists who have since skipped town with a fortune in gold thread. I'm paraphrasing the parable, here, of course.   The problem is that a public institution can become such a hopelessly dysfunctional system that it's really better to take it down the way the Attorney General (AG) of the State of New York is trying to take down the National Rifle Association (NRA), right now. When the corruption runs as deep in a public agency as New York's AG asserts is the case with the NRA, it's better to scrap everything and start over with all new people and a new method of operating that conforms to the appropriate standards.   Sometimes the well becomes so hopelessly poisoned that it's just time to dig a new well. I think America is at that crossroad in a very broad and general sense. We are at the tipping point of a crisis of conscience.   Who do we want to be? The cronyistic incompetents who stab each other in the back over superficial slights, engage in power grabs like reality TV show contestants, and are utterly detached from and incapable of living up to the responsibilities of the job? Or, the hard-working, methodical, responsible adults who understand and are humbled by the responsibilities before us, know that our efforts to do things right will pay off in the long run but we're going to have to struggle in the short term to clean up the messes we've collectively made?   So many people who came before us fought and died so that we could have the freedoms and legal tools to save our democracy, right now. I have been fighting this fight since the 1990s, but I have also lived the reason for this fight as a twice exceptional student who was never identified for any kind of services or accommodations for my processing disorder when I was a K-12 student. During the 1970s and 1980s, when Section 504 and what is now known as the IDEA were new, they were not being implemented by the overwhelming majority of public schools in the United States at the time, and certainly not in Louisiana and Arkansas, where I grew up.   I was briefly put on Ritalin in my early elementary years. But, who wasn't, back then? I was later diagnosed with "minimal brain dysfunction" in junior high as the result of a quest for a reason why I couldn't walk in heels (there was great social pressure on females in the Deep South at the time to wear pumps with everything, including jeans). I had to do physical therapy to stretch out my hamstrings and heel cords from all the years of toe-walking I'd done (which, by the way, toe-walking can be a neurological soft sign of autism).   My vestibular sense and my proprioception were jacked. My reflexes were/are abnormal. I can distinctly remember having visual processing issues that made it such that my brain couldn't piece together what I was looking at to make a picture of the world that made any sense. Abstract shapes would slowly resolve into a singular whole that then made sense, but I can remember having to wait for that visual resolution to occur at the brain level before I could start understanding what was happening around me. My eyes could see, but there was lag time between when I looked at something unfamiliar and my brain was able to put the shapes together in a cohesive way that I could understand. My last recollection of that happening to me was around 8 or 9 years old. I can remember it happening a lot prior to then.   I also had very bad vision, so it could have been that my brain didn't get the requisite practice at piecing together the parts of what I saw into a cohesive whole until I got glasses and could actually see everything clearly. I don't have ADHD; I have ADH - Oooh, shiny! I also have mild hearing loss due to a condition that runs in my family. My dad and many of my cousins have hearing aids. I haven't gotten to that point, yet, but it's coming, eventually and that's okay. Worse things could happen; hearing aides don't ruffle my feathers in the least. I'm just not spending the money until I have to.   The point is that I had a mixed bag of processing issues as a kid that was somewhat offset by my processing speed, but not enough to make me academically successful. I know what it's like to have my potential wasted by people who don't understand my needs as a developing child. The adults in my life cared, but were at a loss as to what to do because the science just wasn't that good or well known at the time, and certainly not where I grew up. They couldn't begin to abide by the relatively new civil rights and special education regulations; the science behind it was way beyond them. They didn't know any of that.   But, that was a long time ago. We don't have those same excuses, now. Adults like me who used to be those struggling students decades ago are everywhere now in public education advocacy, rights, and reform efforts. We know first hand why it's so important for the public education system to engage in person-centered planning for every student, not just those identified as having something "wrong" with them.   We also understand why it is so important to identify those who do have exceptional needs, and meet those needs, so these students have equal access to learning as that given to their peers without exceptional needs. We understand why it is so important to address the disabilities of our twice-exceptional students while simultaneously nurturing their gifts. Last year, Kodi Lee brought the point home to the lay public, which had not had any similar prior exposure to twice-exceptional people, and certainly not one so impactful.   No matter how impaired someone may present, the public learned to never assume that such a person's presentation accurately captures all of who that person is. Kodi humbles people in the kindest, most innocent, and inadvertent way, which is what makes him so powerful. He isn't trying to ram a message down anyone's throat. His existence is the message; he lives it for the rest of us to observe and copy.   Kodi is a powerful living metaphor to not judge a book by its cover, which has been a recurring lesson born over the last few years of these talent competitions happening around the globe that he simply drove home with an exclamation point. The cultural norms surrounding public opinion of people with disabilities have tipped strongly in the direction of inclusion by the display of capability and superior abilities by contestants with a wide variety of impairments in these competitions.   Leave it to the entertainment industry to be the agent of change. If we live in a shallow culture in which life imitates art, then art should model appropriate behavior, such as inclusion. I'll say this for Simon Cowell: he made inclusion marketable and profitable by allowing talented people to be defined by their acomplishments rather than their limitations. At the end of the video clip of Kodi Lee's first audition for America's Got Talent, after winning the Golden Buzzer, the judge who had awarded it to him, Gabrielle Union, told him straight to his face, "You just changed the world!" and she wasn't lying.   This is part of the brave new world that is to come as we rebuild our public education system to meet the needs of today's students in the 21st Century, including the flexibility to rapidly adapt to changing lifestyles, national emergencies, job market demands, and advancing technologies. All of these things will continue to collectively alter how we teach and manage the teaching process according to best practices, and continue to engage in ongoing research to continually improve those processes and their supporting administrative procedures.   Which circles us back around to the issue of stay-put and the recent stay-put order from OAH, linked to above. While the order is limited to California, it is germane to a federal district court case being tried in the Central District of California in which the plaintiffs, which include parents of children with extreme special needs who are not getting the 1:1 in-person services required by their IEPs, are suing the State over school shutdowns and attempting to get a federal court injunction that allows school districts to decide whether to reopen or not.   Not surprisingly, the case originates out of Orange County, California, which has a large extreme right population relative to the rest of the State and is, not coincidentally, also a COVID-19 hotspot within the State. COVID deniers abound and are having a deleterious impact on local governing decisions as they impact public health. For a lawsuit disputing the legality of school shutdowns over a legitimate public health crisis to emerge from this climate is not exactly a shock.   Not also surprising is the rampant special education violations and related scandals that have plagued Orange County for decades. Egocentrism is confused with personal civil liberties, and the welfare of others is beyond comprehension, resulting in extremist beliefs and behaviors. It is not shocking to me that school board members who have been actively violating special education and civil rights law convinced a bunch of parents who they were actively screwing over to join them in a federal lawsuit against the State to force the schools to reopen in order for their kids to access services.   If you read the plaintiffs' complaint compared to the legal authorities I've already cited previously in this post, it's plainly evident that these people don't know what they are doing. I spoke with the State's lead attorney on the case last week and shared the arguments I've now presented in this post with her.   While the judge has yet to decide the case, and, in fact, today is the filing deadline on briefs regarding the exhaustion requirements under the IDEA and the California Department of Justice (CADOJ) is on it, the nature of the questions the judge asked the parties to brief in his last minute order inclines me to believe that once those questions have been answered, we'll have a federal district court decision on the matter that will apply to every school district in California.   The CADOJ's arguments must naturally rely in part on the arguments I've asserted herein. The federal district court judge will likely defer to the OAH stay-put order that was just issued yesterday, given that OAH has the authority to try special education cases and is, therefore, authoritative on how the law applies to the rights of special education students, special education students must exhaust their due process rights through OAH before filing in federal court (generally speaking), and it is proper for the federal court to defer to OAH's judgment, which will mirror the arguments I've been asserting this whole time and which CADOJ will also be asserting. They are aware of yesterday's stay-put order, as well, just in time to meet their filing deadline.   Things are about to get a whole lot more okay for a lot of kids on my caseload. Whether their LEAs capitulate and provide the services or we end up going to hearing with the right kinds of legal authorities backing us up, either way, the rule of law is working slowly but surely and the application of the peer-reviewed research to the delivery of special education, now that reform is unavoidable, is about to enjoy a new era of advancement in the education of all students, not just our students with the most demanding needs.   It's always darkest before the dawn. An extinction burst of escalated behaviors always comes before a maladaptive behavior finally becomes extinct. We are riding out one heck of an extinction burst on the part of incompetent people whose cronyism and transactional relationships have defined their realities and ours, and who cannot function in a more advanced, emotionally intelligent society that is moving increasingly towards meritocracy in which actual ability and earned achievements promote social status. Hucksterism has become obsolete. The Patriarchy is now rightly seen as a pack of egocentric ghoulish caricatures, not as dignified elites worthy of worship by everyone else.   These moments will pass and we will have the power to make something new and better once we get to the other side. This latest stay-put order and, hopefully, the upcoming federal court decision, are incredible first steps in the right direction.

Social norms, diverse personalities, and power dynamics, are some of the most valuable lessons of childhood. When children better understand bullies and how to stand up to them, they also better understand themselves. Amanda Morin joins Emily to talk about diverse personalities and power dynamics, and helping neurodiverse kids understand bullying, on episode 62. About the guest - Amanda Morin worked as a classroom teacher and as an early intervention specialist for 10 years. She has been working as an education writer since 2007 and played an integral role in launching Understood.org in 2014. As an educator and parent of kids with learning issues, she has been an active member of numerous Individualized Education Program (IEP) teams and believes strongly in the importance of educators partnering with families. Morin received a bachelor’s degree in education from the University of Maine and special education advocacy training from the Council of Parent Attorneys and Advocates. She is the author of four books, including What Is Empathy: A Bullying Storybook for Kids. You can support the podcast and receive subscriber-only benefits at www.patreon.com/mindmatters. The Mind Matters podcast is available on Facebook and Instagram at Mind Matters Podcast, and on Twitter @MindMattersPod. For more information go to www.MindMattersPodcast.com. Thank you for caring about kids. Copyright © 2019 Morris Creative Services LLC. All rights reserved.

The Individualized Education Program (IEP) process. ~ed.gov ~idea.ed.gov

The world of special education can be overwhelming for families—especially right now, as families are navigating learning from home. Perhaps you see your child struggling with their school work, but you’re not sure if they qualify, or would even benefit from support services. Maybe your child is in an Individualized Education Program (IEP) and you’re worried about how to make sure they receive adequate services during school shutdowns. We talked with expert Debra Jennings, from the Statewide Parent Education Network (SPAN), to address these concerns and more. Resources: Check out PTA’s Our Children magazine article 10 Ways Children with Language Disorders Can Maintain Connection During Coronavirus. The Center for Parent Information & Resources Library is a searchable database that will help families navigate the special education and early intervention systems. The organization has also curated a collection of resources related to COVID-19 for families of children with disabilities.   Families can connect with the Center for Parent Information & Resources to find a Parent Center their state and community Follow @parentcenterhub on Twitter for even more resources and information Was this episode helpful to you and your family? Share your thoughts with us via social media @NationalPTA and by using #BackpackNotes. Be sure to visit NotesFromTheBackpack.com for more resources from this episode.   

  Every state has its own rules and regulations regarding charter school organization, configuration, and authorization. In California, charter schools are public schools that take Average Daily Attendance (ADA) dollars away from the school districts their students would otherwise attend. It is unlawful for charter schools in California to charge tuition to their students for this reason.   Like all other public schools in California, charters are obligated to abide by the same standards of compliance as any traditional local education agency (LEA) with respect to civil rights and special education law. While charters often like to think of themselves as "schools without rules," that really isn't true.   The truth is that some regulations are made easier for charter schools in California, while others are exactly the same as those that school districts are required to follow. The problem is that a lot of charter operators and their contracted vendors either don't know that, or they know it but don't care.   Understanding the charter rules for a single state, much less all states and territories, is confusing enough. Recognizing the abuse of those rules can be even harder for parents of students with special needs who require accommodations as a matter of civil rights, which can include an Individualized Education Program (IEP). In my experience, trying to enforce procedure in California's charter school universe usually ends in inter-agency political backstabbing and lawsuits.   To understand charter school compliance versus the climate of charter school politics in California, one needs examples. The one that most recently prompted my return to this issue was recently covered by The Camarillo Acorn in its February 7, 2020 article, "Online charter school faces laundry list of violations."   Online charter schools are even more challenged to comply with education law than brick-and-mortar charter schools. That said, for the chartering LEA in this particular case, Pleasant Valley School District (PVSD), to squawk about a lack of legal compliance on the part of the school to which it issued a charter, that being Peak Prep Pleasant Valley, is a grievous instance of the pot calling the kettle "black."    I can imagine Peak Prep's violations must be pretty egregious for PVSD to make a fuss about them in the media, and there is truly a fuss to be made as you can see from the article. But, the reality is that the Doctrine of Unclean Hands, at least as I understand it as a lay person, may preclude PVSD from saying a whole lot, which is possibly why it's addressing this situation in the media rather than a courtroom. So basically, black pots throwing stones at black kettles in glass houses, to mix metaphors.   I've had four cases from my advocacy caseload in the last couple of school years that have required due process filings, and three of them have been in PVSD. I have an active caseload that averages 20 students throughout the State, mostly in Southern California, at any given time.  These are raw statistics; take them for what you will.  But, to think these amoral jamokes are concerned about anything with this charter situation other than going down with the ship is foolish.   Read the article and you'll see there isn't a single, solitary concern expressed by PVSD for the welfare of students, parents, and community members. The only sentiment expressed is on behalf of allegedly overworked and underpaid district administrators who don't have time to clean up messes made by their charters. Not that imposing on district personnel to do what a granted charter requires of the charter school's staff is okay, but I get the same arguments from PVSD in response to asking it to give a kid with disabilities a Free and Appropriate Public Education (FAPE).    This district gets itself into enough trouble on its own. A visibly non-compliant charter that won't get its act together, for which the district is ultimately responsible as the chartering LEA, can only shine a stronger spotlight of scrutiny upon the chartering district. In California, the chartering LEA is ultimately responsible for the conduct of its chartered entities.   In special education in California, if you have to file a compliance complaint or due process request for a charter school student, you have to name the complaint against the chartering LEA, not the actual charter school. This is because the LEA is ultimately responsible for the charter school's procedural compliance with special education law and providing FAPE to its special education students, regardless of how the charter school configures its special education services.   In California, when it comes to special education, charters can either be "schools of the district" for the purposes of special education, in which case the chartering LEA delivers all special education, or charters can be "LEAs" for the purpose of special education and take care of it themselves. Even if they organize themselves as LEAs for the purposes of special education, there is supposed to be oversight by the chartering LEA to make sure its obligations are met, but I've never seen that happen proactively. It's always a knee-jerk fit of hysterics on the part of the chartering LEA that had no idea what the charter school people were doing until a complaint came over the transom.   Based on the sordid history of charters in California thus far, I'd think that any school board reviewing a charter application that claims to organize the school as an LEA for the purposes of special education would exercise ten times the scrutiny as it would if the charter application sought to remain a school of the district for special education purposes. In my experience, the charters organized as LEAs for special education are only organized that way to keep the eyes of their chartering LEA out of their business.   Organizing the charter as an LEA for the purposes of special education is, in my experience, an effort to reduce oversight, not increase compliance. I've heard more than one charter operator claim over the years that they didn't want to be taken down by a non-compliant school district's special education department, so they chose to do it themselves, but then they have fewer resources than their chartering LEAs and can't actually deliver.   These are the charters that tell parents to take their kids with special needs back to their districts of residence instead of ponying up the resources to actually deliver on functioning as an LEA for the purposes of special education. Nothing prevents a charter from going to its chartering LEA and saying, "We have a unique situation and need your help," to address unusually demanding special education services, such as full-time nursing support for a medically fragile student, for example, but I've never seen a charter organized as an LEA for special education purposes do anything of the sort.   When you as a parent are jumping ship to a charter school because your kid with special needs is already getting shafted by your district of residence, this really doesn't help you out. Parents changing schools to avoid having to litigate their children's special education cases often find themselves tumbling over the edge of the frying pan and falling into a blazing fire. It's usually a lateral move at best, and a downgrade at worst. See our previous post, "Parents Who 'School-Hop' Risk Making Things Worse," for more on that.   However, PVSD seems to be the one shining the light on Peak Prep, here, which in my experience, usually means there is a fair amount of misdirection going on. By acting as the accuser, PVSD is diverting eyes away from its initial decision to charter Peak Prep in the first place. The last thing any school district wants, including this one, is an official inquiry into how they conduct their business, so when a charter draws this kind of attention, it's usually not good for the LEA that issued the charter.   But, it's not like Peak Prep's organizers' questionable history was unknown or that the quality of the charter application wasn't apparent at the time it was made. To quote PVSD's superintendent, "... the cast of characters is not new by any stretch .... The same group has done this before. They should and do know better." I say the same thing to myself every time I help an attorney draft language for a due processing pleading against PVSD on behalf of a child with disabilities.   The District's hypocrisy, here, is absolutely wretch-worthy, for sure, but this whole public display over proper education agency conduct is critically informative, and voters should be paying close attention to it. While the PVSD/Peak Prep situation is just one more log on the blazing fire of charter school politics in California, it's also a loud message for voters in Camarillo who are looking at the school board and wondering what it thought it could gain for the local community by chartering an online charter school in the current charter climate. Based on the behaviors of other districts, chartering online schools is about generating charter fees from students in other communities, not improving the options for local families.     There are two directions in which this story takes my mind, both of which are relevant and equal in importance. First, there is the litigation of the charter school wars that played out in the Santa Clarita Valley a couple of years ago. But, also, there is a privately owned outfit based out of the San Diego area that claims to help charter schools comply with special education law. In my experience, that's not actually what they do. When we start getting into the history of this issue, you will see San Diego come back up again later in this discussion.   First, I have to point out what happened in the Santa Clarita Valley, citing the publicly available evidence, but also sharing some first-hand information. That matter involved Acton-Agua Dulce Unified School District (AADUSD) as the chartering LEA and Albert Einstein Academy for Letters, Arts, and Sciences (AEALAS) as the charter school, which has no website because it went out of business due to fiscal insolvency at the end of the 2017-18 school year.   During the period of the Santa Clarita Valley charter school debacle, one of the students on my caseload was an AEALAS student, and nothing in the articles I can find online will ever come close to describing the hell that student and his family went through. All of the articles online are about fiscal mismanagement, which aren't untrue, but none of them speak to the horrific special education violations that were going on. We had to involve an attorney who, over several years, had to file for due process against AADUSD for AEALAS's improper conduct on multiple occasions.   The Santa Clarita Valley story is revealing and opens up many lines of inquiry for voters of all stripes. These issues affect the lives of our children, families, communities, and public education officials throughout the State. One of the most informative articles I've seen on that whole mess is, "How a tiny California school district sparked calls for a charter crackdown," by CalMatters.org.   Rather than belabor all of it here, I encourage you to read the article. The infographic it includes is incredibly helpful. While it doesn't go into details about the special education issues per se, they aren't left ignored. The charter's inadequacies with respect to special education planning briefly identified in the article played out into absolute travesties in real life, before AEALAS ultimately closed down.   For example, none of the articles mention the AEALAS official who drank too much at his place of worship one night early during the school's first year, and basically told everyone there, most of whom were AEALAS charter school families, that our student's special education program was going to bankrupt the charter school and close its doors in the first year. This prompted the other charter parents from the same place of worship to send anonymous hate mail (signed with simply "Albert Einstein parents") to our student's family telling them they should pull out so his special education program wouldn't cost all their kids their charter school. So, way to go, religious people, for scapegoating a handicapped child to cover corrupt charter administrative fiscal mismanagement.   Clearly, no one had explained to the drunken administrator's constituents that categorical special education dollars can only be spent on special education costs, and none of that money could be spent on general education students in the first place. Our kid came with extra money above and beyond the ADA dollars that all students bring to a charter or LEA on a per-pupil basis, specifically to defray his special education costs.   What was really happening was that AEALAS was financially mismanaged from the start. That's why it couldn't get chartered by the six districts and two county offices of education to which it had applied before AADUSD granted it a charter. So they targeted a kid with costlier than normal special education needs, blamed the lack of funding on him, and sicced a pack of misinformed, emotionally underdeveloped adults on him and his family. It was an act of misdirection to make the charter's supporters think AEALAS was otherwise financially solvent all but for our student's special education program, when the evidence is pretty clear that it never was financially solvent at all.   Our anti-bullying efforts had to start with the adults at AEALAS, not the students. A non-public agency (NPA) bowed out early on and refused to do further business with AEALAS because the assistant principal at that time refused to abide by the scientifically designed behavior plan created for our student by the NPA, preferring instead to tackle him to the ground and scream in his face (our student was 7 at the time). He then attempted to treat the NPA's professional staffs in much the same way when they tried to get the charter to use positive behavioral intervention strategies, instead.   After the NPA's Board Certified Behavior Analysts (BCBAs) tried to explain the science of what they were trying to do, the assistant principal became verbally abusive of them and physically threatening. He scared the crap out of them, actually. They took the matter to their NPA's ethics committee, which wrote a letter withdrawing from service on the basis of AEALAS's ethics violations, of which the NPA refused to be a part. I've never seen anything like it before or since in my entire career.   The real issue was cost. An NPA-designed and -implemented behavior program isn't cheap, though it's a heck of a lot cheaper than a lawsuit, and the taxpayers had already funded it. AEALAS was just woefully fiscally mismanaged; it was all about playing games with taxpayer monies provided for the purpose of educating children - a point that keeps getting lost in all the inter-agency infighting that's going on.   Also helpful, and linked-to in the CalMatters.org article, is a report published by the California State Auditor in October 2017, in which the players in the Santa Clarita mess featured prominently, titled, "Charter Schools: Some School Districts Improperly Authorized and Inadequately Monitored Out‑of‑District Charter Schools." I mean, they don't even wait until the opening summary of their report; they call it all out in the title.   You would think that other school districts in the State would have taken better notice of these developments and the outcomes they've produced. Maybe, however, that's one compelling reason why PVSD is reacting so strongly, now. If so, I have to give PVSD some credit for dealing with the situation within less than a year of issuing the charter, even if it does add to the smarmy politics of the issue.   These things, among many others, need to be sorted in public education. Ideally, PVSD wouldn't have issued a charter to an outfit capable of performing this poorly in the first place, but second best is admitting your mistake before it's too far gone, which PVSD appears to be doing, now.   Secondly are my concerns about the bad things creeping out the San Diego area with respect to charter school non-compliance with special education law. These charter violations place chartering LEAs in violation, whether the LEAs realize it or not.   In the PVSD/Peak Prep matter, one of the players in the current matter from the charter school was previously employed by another charter school that was shut down last year following charges filed against the owners of its parent organization, A3 Education, for pocketing $50M in taxpayer funds by the San Diego district attorney's office. For more information on that, see "How an alleged charter school conspiracy netted $50 million."   And, here's where it gets super creepy/interesting, depending upon your point of view. If you look on the Peak Prep website, it opens up by telling you that enrollment is closed. I would imagine so, because another page on the site lists all of the schools shut down by the court-appointed Receiver following the A3 lawsuit.   Now, supposedly, Peak Prep has nothing to do with A3, which is the company busted in the $50M charter scam. But, the Peak Prep Pleasant Valley principal, Shalen Bishop, is listed as the principal of University Prep, which is one of the schools listed as closed on the Peak Prep site. It and the other schools listed are A3 schools.   So, if that case isn't related to Peak Prep, why is that information on their site? That creates a link between shenanigans in the San Diego area to what's happening in PVSD. This supports PVSD's superintendent's previously quoted statement about this particular "cast of characters" having done this before and knowing better.   But, it gets richer. Also in the San Diego area is a privately owned company called Special Education Assistance and Technical Support (SEATS). SEATS doesn't have a website. The closest thing I could find was the LinkedIn profile for the wife of the husband/wife team that own and operate SEATS. There are also some job listing sites that come up when you do a search for SEATS, indicating that the agency is looking to hire resource specialists and speech-language pathologists.   But applicants be warned, SEATS reportedly does not cover travel time or mileage to dispatch their special education staffs all over Kingdom Come to serve students in independent studies and online charters. Even if a school is virtual, if a special education student of such a school still needs 1:1 specialist support to participate in instruction, or otherwise needs specialist services in person, the law requires the school to meet the needs of the child, not expect the child to warp themselves to fit the charter school's pedagogy. The whole point of special education is to individualize the program to meet the unique needs of the student.   SEATS has a reputation for making special education service decisions on the basis of how much they are willing to spend rather than individual student need. They also have a reputation of short-paying their vendors and speaking to them disrespectfully in IEP meetings and/or screaming at them outside of the meetings if they dare to recommend anything SEATS hadn't already approved for expenditure in advance of the meeting.   Needless to say, none of SEATS's employees are in a union of any kind. It's also not a coincidence that the teachers' unions in California are backing current efforts in Sacramento to take on this whole charter mess. Most of the charters in California, virtual or otherwise, do not have unionized certificated personnel, which has contributed to high turnover rates and disclosures among professionals about what they have been experiencing.   In the course of developing this post, I spoke with a colleague still employed by a virtual charter and she's just waiting for the State to come after her employer. All of the virtual charters are apparently starting to freak out because of all the accountability that is now coming their way. While she needs a job, she is also morally outraged by what she sees on a daily basis.   The stress of working for this charter is affecting her health and she has no union to turn to, but she also recently had to take her local school district to due process on behalf of her own child with special needs and it's not like they're going to hire her to work for them, after that. I've received similar feedback regarding work-related stress from former contractors of SEATS over the years that mirror what my colleague at the virtual charter was expressing to me the other day.   SEATS alleges to help charter schools comply with the special education regulatory requirements, but I've seen them mostly help charter schools try to dodge the special education regulatory requirements. SEATS personnel have been alleged to tell families that the charter school they chose cannot support their children's special education needs because they don't offer "those" kinds of services, so the families need to go back to their regular school districts.   The owners of SEATS once emailed me while they were on a cruise to tell me that the charter school in the case we were discussing didn't have the money to pay for the services we were requesting. Forget that the charter was paying SEATS to make sure they were provided.   As best as I understand it, SEATS basically tells its charter school clients, "Give us your entire special education budget for the year, and we'll make sure you don't get in trouble." However, the owners pay themselves out of that money, they have multiple charter clients, and they go on a whole lot of trips and cruises while kids with disabilities go without special education services that SEATS is supposed to provide, but "can't" because their charter clients don't have the money to pay for them.   From what I've seen, it's not that SEATS is trying to keep charter schools from making mistakes; it's that SEATS is participating in and profiting from the same charter money scams that are going on all over the State to hide mistakes, if not outright corruption, from authorities. They simply occupy the special education niche within this whole shameful legislative disaster.   One of the other charter systems being scrutinized, now, is the Inspire chain of charter schools. I had a student on my caseload a year or two ago who was an Inspire student. His online/independent study program was chartered by none other than AADUSD. Inspire also has programs chartered in the San Diego area, where the A3 $50M matter was tried. Now Inspire is under scrutiny for, among other things, lack of transparency, and I'm not the least bit surprised.   Like most of my other special education students accessing in-home instruction through independent study and/or online instruction, my Inspire student's situation wasn't about school of choice. The brick-and-mortar setting wasn't accessible to this student because of his disabilities, making his living room the Least Restrictive Environment (LRE) in which he could receive and benefit from instruction. He had previously been in an independent study charter that used SEATS for special education and, when that didn't work out, they went to Inspire.   When things get so extreme that instruction in the home is the only way for a student to access education in a regular school district, you get a doctor's note stating that it's medically inadvisable for the student to attend a regular school and the IEP placement can be changed to home/hospital. The only placement more restrictive is a 24/7 residential facility with a school on its grounds. But, because every kid's living room is the general education classroom in an online or independent study program, it's not considered restrictive at all.   Because the general education "classroom" and special education "classroom" are the same thing in an online or independent study program, trying to write an IEP for a kid in such a program is generally a nightmare of technicalities and questions of procedure. Then there are the fights over where special education and related services will be provided.   Even though school districts will hire staffs to provide in-home services as needed to facilitate access to instruction, almost every online and independent study program I've ever encountered refuses to send anyone to the home for any special education purpose other than assessment, and even then, sometimes not. So, even if you've got a kid whose disabilities make it impossible to get them to participate in instruction and they need in-home BCBA support to overcome that behavioral challenge, most independent and online charters won't even think of sending over a BCBA or will only do it upon threat of complaints or litigation.   These online and independent study programs will try to get IEP services pushed out into the community rather than into the student's home, which mostly has to do with the insurance costs and the related liability of sending teachers and specialists into people's homes. They'll try to make the parents drive their kids to meet teachers and specialists in the community when these kids are only in home instruction because getting them out of the house is often so hard. One of my past clients would drive to the next town over with their kid to accommodate the fact that SEATS wouldn't pay their special education teacher mileage or time to drive to their community.   Instead of individualizing the instruction, online and independent study schools tend to use their pedagogy as their excuse for not tailoring the IEP to the individual student, as required by law. So, the bottom line to all of this is that parents of children with special needs in California need to think long and hard about whether a charter school is appropriate for those children, particularly an online or independent study charter.   It's not that charter schools, even the online and independent study ones, in theory, are a bad idea. It's that they are improperly regulated in California, so they are becoming something other than what they were intended to be. In no small part, this is because certain elements out there don't want their kids going to school with "those other kids," and are trying to twist the charter system into a system of segregation.   Whoever happens to be "other" relative to the parents practicing such bigotry and teaching it to their kids, with the help of the dysfunctional charter system for profit, depends on the parents. Sometimes it's racism. Sometimes it's religious extremism. Other times it's socio-economic classism. Sometimes it's people who don't want to be criminally prosecuted for not sending their kids to school and couldn't possibly care any less than they already do about education.   There are enough people out there who don't want to abide by public education's true intent and will try to twist the system to fit their ill-intentions to do obvious harm. Such has been the case with charter schools in California, which is finally prompting a louder call for more appropriate regulations. The concern for many is all kinds of vendors profiting from the existing dysfunctional system without delivering actual educational outcomes, which circles us around back to SEATS.   The situation with Peak Prep Pleasant Valley speaks to the running concerns I've had for years about how SEATS is funded. PVSD is asserting that Peak Prep violated the California Education Code and the State's labor laws by giving away its control of "hiring and termination decisions" to a third party contractor, called Educational Staffing Services (ESS). It is further asserting that Peak Prep "engaged in fiscal mismanagement" by giving over its administrative operations to yet another 3rd party contractor, Accel Schools, which is owned by the same guy who signed the contract between Peak Prep and ESS as ESS's CEO.   According to PVSD, Peak Prep gave Accel control of its funds and failed to complete requested financial documents. PVSD can't see how Peak Prep is using its funds because its operating budget is "obscured by a lump sum payment in exchange for the program services, all delivered by Accel." This is, to the best of my understanding, the same model as how SEATS gets funded.   Like Peak Prep giving its money to Accel in a lump sum, which then shows up in its budget as a single line item with no detail on how that money was spent, SEATS's clients are giving it lump sums that represent their entire special education budgets for the school year. I have to wonder just how many details they are sharing with their charters and how many of those details the charters are sharing with their chartering LEAs about where that money is going. I have reason to suspect that it's paying for cruises rather than special education services.   To be fair to vendors and contractors who serve charter schools in California, it's honest to say that the laws are a mess and even the most well-intended vendor is at risk of getting into trouble over finances just because of how poorly regulated charter schools are in California. Rabbi Mark Blazer, who spearheaded the failed AEALAS endeavor in the Santa Clarita Valley, was quick to point out "bad charter policy" in California, and he's not wrong that California's charter policies are bad.   It's just that most of the charters out there, in my experience, see the bad policies and weak regulations as exploitable opportunities for profit. The children and families horribly affected by their actions are just collateral damage, not the intended targets. Students are just a means to a financial end to these people. The harm done is all the same regardless of intent, and it's far-reaching.   A whole bunch of very crooked people have now stolen way too many taxpayer dollars in California that were invested by the public into education. California has created a charter school system that is more about moving money around, mostly into the pockets of the wrong people, than educating students. While Betsy De Vos may find that acceptable, most Californians - heck, most Americans - do not.   A system like this entices the least savory people on the planet to parasitically attach themselves to it wherever there is an exposed spot, such as the loophole-laden charter laws in California, and suck the system dry before it realizes how much it has hemorrhaged. The cases making it to media make that clear. The chief perpetrator in the $50M A3 scandal is an Australian national.   The unspeakable number of dollars spent on litigation, whether its families suing to get special education services or school districts suing each other over ADA dollars, takes funding out of the classroom and creates overworked and underpaid certificated personnel. This is a voter issue that isn't getting enough attention, but with the election coming up later this year, Californians will have the chance to hold the State and their local school boards accountable and elect or re-elect officials who will clean up these messes in a timely, responsible way.

Math can pose a challenge for students with visual impairment and blindness due its visual and abstract nature. This episode we are going to learn about math aids that can be used not only during instruction for students but on the state assements. (There are no affiliate links listed below.)Points to remember:Accommodations provided to students with disabilities as part of the instructional and assessment process should allow equal opportunity to access the assessments in the Virginia Assessment ProgramAccommodations used on the state assessments must be documented in the student’s Individualized Education Program (IEP) or 504 Plan and used in daily instruction.ImportanceMath aids can help our VI students with understanding the same information that their sighted peers have.If you know your students can use these during instruction, and SOL that is helpful!Number LinesAPH tactile number line- A number line may be blank or printed with whole numbers. AbacusColored Shapes- Colored shapes are blank and may be two- or three-dimensional. Graph paper - Graph paper with or without a coordinate plane may be used.

What access technology is available for state testing.Remember assistive technology device’ means any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability.”*Accommodations, including assistive technology devices, provided to students with disabilities as part of the instructional and assessment process should allow equal opportunity to access the assessments in the Virginia Assessment Program.*Assistive technology accommodations used on statewide assessments must be documented in the student’s Individualized Education Program (IEP) or 504 Plan and used in daily instruction*This makes me upset when they spring use of Whiteboard at the last minute because the school forgot to order a large print Visual aids A student with a visual impairment may use an interactive/electronic whiteboard or data projector to project the test onto a large surface (projection screen, dry erase board, or wall) for magnification purposes only.Interactive/Electronic whiteboard; Data projector Paper and OnlineVisual AidsCCTV (closed circuit television) Electronic magnificationA student with a visual impairment may use a CCTV or electronic magnifier to enlarge a paper test form. PaperVisual aidsColor overlay Tinted screen Screen Magnifier A student with a visual impairment or processing disability may use only one blank color overlay, tinted screen or screen magnifier.Paper or OnlineResponse Devices Word processor, Word processor with speech-to-textA student with a visual impairment who does not use braille, as well as students who have an orthopedic impairment, a specific learning disability, or other disability that interferes with the composing process or prevents them from composing their response within the online test, may use a word processor or word processor with speech-to-text capabilities to complete the short-paper component of the SOL Writing test. Paper and online writingResponse DevicesBraille writer or brailler Blind and vision-impaired students may use a braille writer or brailler to complete the short-paper component of the SOL Writing test or to record responses to multiple-choice SOL test questions.Braille PaperWhat CAN’T BE UsedUse of software or applications on a device concurrently running TestNav for online SOL test administration. Use of any Internet-capable device during testing to access software or applications other than TestNav (some CCTV can access the internet and take pictures)ReviewWe discussed the visual aids and response devices. It is good to be mindful of what is available for your kiddos. Subscribe and leave a commentJoin my squad! Follow me on Instagram, YouTube and websiteLinks are below *This information is available at the Department of Education http://doe.virginia.gov/testing/participation/ Please, share this epoxide out with your fellow TVIs and #tvitalkswithmichelleFollow me on Instagram @therealauntmichelle

The U.S. Department of Education guidelines on the Individualized Education Program (IEP) process

Image credit: Alan Levine   One of the situations I commonly encounter in working with students with special needs and their families in the public education system is a phenomenon that I've come to refer to as "school-hopping." Sometimes, parents who do not understand why their children are struggling assume that the problem is with the school, and, very often, there is a problem at school. But, quite often, the real issue is that the school is responding poorly to a disability-related need experienced by the student, so it's not just that there is something wrong at the school, there's something wrong with how it is responding to a special need that requires unique accommodations.   Put another way, there are two problems to resolve: 1) how to address the student's unique needs in an educationally appropriate and legally compliant way, and 2) how to address the internal problems at the school that are preventing this from happening. Parents will sometimes jump from a charter school to a district-run independent study program to a home-school group to a ... you name it ... trying to find the right fit for their child.   The problem with doing that is, unless a parent knows what specifically to ask any school to do for their child, they're just rolling the dice with every school change and hoping this one will finally be the one that fits. The whole purpose of special education is to impose structure on how education is tailored to each individual student. That way, it shouldn't matter so much where they are so long as the supports and services described by the student's individualized program are being delivered in that setting.   The guidance to the school site personnel as to how to do this comes in the form of a legally enforceable document called an Individualized Education Program (IEP). An IEP is created by a team of individuals described by federal law (34 CFR Sec. 300.321) according to specific criteria, also described by federal law (34 CFR Sec. 300.324). What the IEP says it what the responsible public education agency must do for the student for whom it is written.   It doesn't matter how many times a student with special needs changes schools if the IEP that follows them is garbage. Even when a student changes to an entirely different public education agency, the incoming IEP is what informs the new school team as to how to support the newly incoming student with special needs. If the IEP does not describe appropriate supports and services, then the new school is legally obligated to implement the garbage that the IEP describes, instead.   My point, here, is that changing schools under these kinds of conditions tends to just make things worse. Every school change means at least some part of a kid's file, if not the whole thing, gets lost in transit between one public education agency and the next. Assessment reports and old IEPs disappear from the record with frequent moves and school changes, so those items aren't there to inform a records review like they normally would as part of a new assessment conducted by a new education agency.   That makes it very hard for the new school to know where to begin with a new student with special needs. The parents are hoping the new school will somehow magically fix everything but each successive new school gets put further and further at a disadvantage as to where to even begin every time a new change in schools happens and records have to be shuffled around again.   I have yet to figure out why so many people start at the end rather than the beginning when it comes to individualized student planning. Placement - that is, the type of classroom setting(s) in which a special education student receives instruction - is determined by the IEP team as the last matter of properly conducted IEP planning for very important, logical reasons. There are a whole lot of other decisions that have to be made, first, before a placement determination can be made.   IEPs start out with identifying a student's present levels of performance, which seek to answer the questions, "What can the student already do?" and "What does the student still need to be taught relative to the grade-level standards and/or developmental norms?" On the basis of the answers to those two questions, goals are written that target measurable, annual outcomes.   The goals describe what the IEP is supposed to make happen. Until you know that, you don't know what all you need to actually educate the student.   For this reason, the IEP team next determines what services are necessary to see the goals met. On the basis of the frequency, duration, and location of the services necessary to meet the goals, in combination with the student's right to experience the least amount of segregation away from the general education population as possible, educational placement is then determined.   Parents who school-hop interfere with how the federally mandated process is supposed to work, usually without realizing the harm they are doing. Until the IEP describes goals in each area of unique student learning need in meaningfully measurable ways, it doesn't matter where the student goes to school; following a bad IEP in a new, good setting will still go wrong.   That said, I've seen plenty of situations where changing schools, even moving to entirely new school districts, has saved a kid's life. The challenge, though, was to get the IEP as good as we could get it before the student changed schools so the new, receiving school had something worth implementing once the student started attending there.   And, in California, where I do most of my work, whether a special education student moves during the school year or summer break has bearing on what is enforceable in terms of a transfer IEP. This added layer of complexity, which isn't the same in all the other States, makes the timing of everything that much more imperative when it comes to changing to a different school district or charter school. Parents who school-hop in California can do even more harm than they realize because of the odd State laws about transfer IEPs.   What's often more heartbreaking are families that are school-hopping because their child has never been offered an IEP and when they've asked about it, they've been shot down by school personnel who insist that their child would never qualify. In reality, it can be the case that the school personnel are just waiting for the family to pick up and move the student, again, at which point whether or not the student needs an IEP won't be that particular school's problem, anymore. There are unfortunately those in public education who will facilitate eliminating a problem rather than solving it, even if it comes at the expense of a child.   Parents who school-hop can call unnecessary attention to themselves as easily exploited by school staffs who would rather see them move along to the next school than stick around and insist that the current school do its job. At some point, school-hopping parents have to figure out that the school-hopping isn't working and, instead, they need to stand in one spot, dig in their heels, and get a decent IEP from whatever agency is responsible right at that moment. That might mean filing a lawsuit just to get an initial assessment, but if that's what it takes, that's what it takes.   Without a legally enforceable IEP document that describes something worth enforcing, no placement can be made to work. Federal law mandates that the education rendered to a special education student be in conformity with that student's IEP (34 CFR Sec. 300.17). If the IEP is garbage, then the school is legally obligated to implement the garbage until such time as the IEP can be made more appropriate.   As a parent, your number one objective when it comes to advocating for your child with special needs is to make sure that the services and supports provided are actually appropriate to your child's needs. Just having a document that says "IEP" at the top of it doesn't magically bestow educational benefits onto anybody. The contents of the document matter and, as a parent, you need to know how to look out for language in an IEP that could undermine your child and any exclusions of language that are important to meeting your child's needs from the IEP. More harm can be done by what is left out of an IEP than what is put into it.   Once you understand why placement is the last decision that should be made by an IEP team, you can understand why changing placement when things aren't going right doesn't always make sense. Unless you've got an amazing IEP and the people at the school site just aren't implementing it as written, there's a really good chance your problem is with the plan more than the placement.   Plans of any kind fail for only one of two reasons: 1) design flaws, or 2) implementation failures. Design flaws can sometimes only be identified when you try to implement the plan and something goes wrong. If you never implement the plan according to its design, you'll never know if the design was flawed or not because you weren't following it in the first place. If the design is great, but no one is following it, what's the point?   This analysis of plan success and failure came to me by way of my training in Applied Behavioral Analysis (ABA), which, by the way, is a science, not a treatment methodology. There are a lot of ABA-based treatment programs out there, but those programs are not what actual ABA is. They are based on ABA, some with more scientific rigor than others. The actual science of ABA can be applied to anything that behaves, including animals, plants, and computers.   From the absolute, parsimonious perspective of ABA as a science, everything is based on objectively identified behaviors, only, which are framed in quantifiable terms and rendered into emotionally neutral pieces of data. Further, not only is data taken on how the individual responds to efforts at changing its behaviors, data is taken on the fidelity with which those implementing the plan are actually adhering to it.   Taking data on the fidelity of the implementation of the program design is one of the most critical pieces of the science that often gets left out of school-based ABA-type programs. It's my assumption that this is for political and/or preemptive legal defense purposes because no school district that I know of wants data taken on the degree to which their staffs are actually adhering to any part of the IEP.   That's way too much accountability on the record and way too much risk of it capturing somebody doing it wrong that could then be used to prove a denial of a Free and Appropriate Public Education (FAPE) in hearing by the parents and achieve an order for compensatory education to make up for the lost instruction. Even though the science is abundantly clear that ABA data collection methods, when followed according to the science, are the most accurate, reliable, and valid data collected in the public education system for special education students (Drasgow, Yell, & Robinson, 2001; Kimball, 2002; Yell & Drasgow, 2000), I have yet to see that degree of scientific rigor applied to any part of a student's IEP in the public schools, whether it's through their measurable annual goals or any behavior plans that their IEP might contain.   As parents, your primary goal has to be the quality of the IEP's design because, if it doesn't describe what your child actually needs, it doesn't matter where you try to implement it and no placement will just magically fall in love with your child and imbue them with knowledge through emotional osmosis. Hope is not a strategy. Pursuing a scientifically informed, legally compliant IEP is a strategy that gives you way more likelihood of having a meaningful say in the quality of your child's education, regardless of where they attend school.   References:   Drasgow, E., Yell, M.L., & Robinson, T.R. (2001). Developing legally correct and educationally appropriate IEPs. Remedial and Special Education 22(6), 359-373. doi: 10.1177/074193250102200606 Kimball, J. (2002). Behavior-analytic instruction for children with autism: Philosophy matters. Focus on Autism and Other Developmental Disabilities, 17(2), 66-75. https://doi.org/10.1177%2F10883576020170020101 Yell, M. & Drasgow, E. (2000). Litigating a free appropriate public education: The Lovaas hearings and cases. The Journal of Special Education, 33(4), 205-214. doi: 10.1177/002246690003300403

Special education services can make a huge difference in the educational experience of a twice-exceptional child. On episode 32, author and education writer Amanda Morin joins us to discuss some of the services available and share best practices for parents and counselors to effectively advocate on behalf of 2e kids. About the guest - Amanda Morin worked as a classroom teacher and as an early intervention specialist for 10 years. She has been working as an education writer since 2007 and played an integral role in launching Understood.org in 2014. As an educator and also as a parent of kids with learning issues, she has been an active member of numerous Individualized Education Program (IEP) teams and believes strongly in the importance of educators partnering with families. Morin received a bachelor’s degree in education from the University of Maine and special education advocacy training from the Council of Parent Attorneys and Advocates. She is the author of three books, including The Everything Parent’s Guide to Special Education. Host Emily Kircher-Morris has dual Masters degrees in Counseling and Education, is a Licensed Professional Counselor, and specializes in the area of giftedness throughout the lifespan. She founded the non-profit organization The Gifted Support Network, is the owner of Unlimited Potential Counseling & Education Center, and is the mother of three gifted children.

Get my 5 Tips To Address Implicit Bias Within Ourselves and Others About Rosalinda Larios Rosalinda Larios is a Joint Doctoral Candidate in Special Education at the UCLA and Cal State LA.  She has a Masters in Multicultural/Multilingual Special Education and taught at the K-12 level for nine years. As a special education teacher, she quickly saw that families who did not have command of the English language and the American educational system were more likely to miss out on resources for their children.  Her research interests include making the Individualized Education Program (IEP) meetings accessible to culturally and linguistically diverse families and improving the quality of education for students through culturally responsive teaching practices. About Andrea Zetlin, Ed.D. Andrea Zetlin Ed.D. is a Professor Emerita in the Division of Special Education and Counseling at California State University, Los Angeles. Her research interests include developing strategies which address barriers to student learning, developing effective models for school-university-community partnerships to improve outcomes for high-risk students, and identifying and supporting the educational needs of children and youth in foster care.  She also works with schools to enhance the teaching practices of general and special education teachers to effectively instruct all students in inclusive classroom settings.  Dr. Zetlin has authored over 100 book chapters, journal articles, books, and other professional publications. Show Highlights Some of the challenges bi-lingual families have in IEP meetings Having interpreters in IEP meetings The school’s role in providing an environment in which families feel comfortable in IEP meetings Consideration of the Critical Race Theory in IEP meetings? Strategies that culturally and linguistically diverse families can do to prepare and be aware of their rights in IEP meetings Student led IEP meetings Counterstories and how can they be used to improve the IEP meeting experiences of bi-lingual families Connect with Rosalinda and Andrea rlarios6@calstatela.edu azetlin@exchange.calstatela.edu Additional Resources Bilingual and Monolingual Parents’ Counterstories of the Individualized Education Program (IEP) Meeting I’m Determined Connect with me on Twitter @sheldoneakins www.sheldoneakins.com

Take Full Advantage of Transition Services: Enhancing Opportunities for Success - Meet Kylee Jungbauer (Transcript Provided) Kylee Jungbauer is a rehabilitation counselor at state services for the blind. Her concentration is transition age students. We talked to Kylie about what services they provide for students.  Transitioning from high school to college and to the workplace. State services for the blind has a Transition Unit that facilitates a path for students, providing guidance and opportunities for success. From assessments to training, the transition Team offers as much or as little help as needed while promoting self advocacy and independence along the way. Kylee talks about the importance of Summer Programs and how the Transition Team provides opportunities with employment, career exploration and access to training on the tools that will help bring about a successful transition.   Full Transcript Below   Check out below for a list of Summer opportunities and programs.   Check out your State Services by searching the Services Directory on the AFB.org web site.   State Services for the Blind of Minnesota We offer tools and training for employment and for helping seniors remain independent and active. As Minnesota’s accessible reading source we also transcribe books and other materials into alternative formats, including audio and braille. We assist Minnesotans who are blind, DeafBlind, losing vision, or who have another disability that makes it difficult to read print. I hope you find what you need here. We've also created a Tips for Using Our New Website page. If you’d like to apply for services, learn more, or have more questions, just give us a call. You’ll find contact information for all of our offices on our contact page, or you can call our main office at 651-539-2300.   2018 Summer Opportunities for Teens Learning skills related to blindness, low vision, and DeafBlindness The programs listed below are of varying lengths during the summer. They offer training in independent living and job readiness skills. The program descriptions that follow are taken from each organization’s website. If you’d like to pursue any of these opportunities, please speak with your SSB counselor:   BLIND Incorporated  (Blindness: Learning in New Dimensions) offers an 8-week Post-secondary, Readiness, Empowerment Program (PREP) designed to prepare students for academic, employment, and social success.  The PREP curriculum is designed to empower blind youth with the alternative techniques of blindness they will need to be successful in the college and the career fields they choose, and to give them the confidence and belief in themselves they need to find and keep a job. Additionally there are three one-week summer programs focusing on independent living, post-secondary success, and navigating the world of work.      Career Ventures, Inc . offers resources in: Job Seeking Skills training, Volunteer opportunities, Paid-work experiences, Job Shadows, Internships (on a case by case basis), Job Placement, and Job Coaching. Contact Wendy DeVore at wdevore@careerventuresinc.com for more information.   Courage Kenny SHARE Program  is a resource that provides people of all ages and abilities the opportunity to achieve physical and emotional fitness - and just have some fun. SHARE is a service of Courage Kenny Rehabilitation Institute, part of Allina Health, but our list of services includes those offered by other organizations. It's a one-stop shop for activity listings and registration details in Minnesota and western Wisconsin.    Duluth Center for Vision Loss  offers summer camps designed to sharpen skills needed for success, including Workforce Readiness, College Readiness, Self-advocacy, Mobility, Technology, Independent living, and much more. Students will learn core workforce readiness and adjustment to blindness skills.  They will also be given the opportunity to socialize with peers from across the state and to participate in a wide array of recreational activities. The Lighthouse Transition Program is built on the understanding that “now is the time” that youth need to be developing certain core skills that are essential for their future    Helen Keller National Center  offers programs to students who are DeafBlind which enable each person who is deaf-blind to live and work in his or her community of choice. HKNC offers individualized evaluation and training which will assist students in achieving their own definition of success. The emphasis for the student in the program is to participate in learning opportunities which will lead to successful employment and a full, enriched and independent life in the community. The philosophy of the Center is one of self-determination for all.   Minnesota State Academy for the Blind  (MSAB) offers Summer School programming for elementary, Middle school and high school age students.  Elementary School programs focus on elementary level academics as well as individual goals identified in student IEP’s. Middle and High school students will participate in activities encompassing the three areas of transition (postsecondary, employment, and independent living).  National Federation of the Blind offers of variety of local and national opportunities. The NFB BELL Academy is designed to provide intensive Braille instruction to blind and low-vision children during the summer months. EQ is a week-long learning opportunity that gets blind students excited about STEM by offering hands-on learning experiences. Visit www.nfb.org and www.nfbmn.org for more information.    Stone Arch Employment Solutions, Inc. Email Cori Giles at cori.giles@comcast.net for information.   Summer Transition Program (STP) provides experiences to address the specific transition needs of students who are Blind, Visually impaired or DeafBlind. STP complements each student’s core curriculum at their local school by providing individualized opportunities in the three transition areas identified in their Individualized Education Program (IEP). These unique transition activities, as part of the Expanded Core Curriculum, give each student the opportunity to increase independence in their school, home, community and work environments. Dates for 2018 are June 13-25.  Email Julie Kochevar at julie.kochevar@ahschools.us for information.   Thank you for listening. You can follow us on Twitter @BlindAbilities On the web at www.BlindAbilities.com Send us an email Get the Free Blind Abilities App on the App Store.   Transcript   Take Full Advantage of Transition Services: Enhancing Opportunities for Success - Meet Kylee Jungbauer (Transcript Provided) Kylee: State Services for the Blind can be included in on that plan but then we will also have an employment plan for the students as well. Jeff: Kylee Jungbauer, Rehabilitation Counselor for Transition Age Students. Kylee: We like to keep our students busy during the summer, that's what I tell all of my students so yep, if you're working with us we expect that you're working your plan and obtain that job goal. Jeff: Voices from the success stories of transition age students. Student 1: State Services for the Blind played a role in helping me figure out, for one thing what I wanted to do after high school, and then where I wanted to go to college, and then also they assisted me with helping me find a job. Student 2: Training in stuff relating to technology and all your use of computers and phones, what's the best way that works for you. Student 3: So I was very lucky to have an IEP team that was familiar with working with a blind student. Jeff: Learn about the transition unit at State Services for the Blind. Kylee: I think another way a parent can be involved is just to have that expectation of their student that they will work, and have that expectation that okay yes, they need to learn how to cook, how to do their own laundry, how to clean because the parents aren't gonna be around forever right. Jeff: Kylee is part of a team at State Services for the Blind in their transition unit. Be sure to contact your State Services and find out what their transition team can do for you, and for more podcasts with the blindness perspective, check us out on the web at www.blindabilities.com, on Twitter at Blind Abilities, and download the free Blind Abilities app from the app store, that's two words, Blind Abilities. Kylee: But I think more importantly, is taking a step back and saying, okay, do you have the skills to actually go to college, do you have you know, the advocacy skills, do you have the technology skills, do you have the technology that you actually need? Jeff: Kylee Jungbauer. Kylee: Yep. Jeff: Is that right? Kylee: Yep, yep. Jeff: Welcome to Blind Abilities, I'm Jeff Thompson. Transitioning from high school to college to the workplace, it's a journey that most of us have taken, or some of us are looking forward to, and we'll be talking to Kylee Jungbauer. She's a transition counselor at State Services for the Blind. Kylee is going to talk about the services that you can receive to enhance your opportunities whether in college or gaining employment in the workplace. She's going to talk about the transition unit at State Services which will help you navigate your transition journey and make available all the resources, training, and skills, and confidence that you'll need for the journey. Kylee welcome to Blind Abilities how are you doing? Kylee: I'm great, how are you? Jeff: I'm doing good thank you. I really appreciate you taking the time to come down to the studios to share with us what you do for clients of State Services for the Blind. Kylee: Yes of course. Jeff: So Kylee, what is the transition unit at State Services for the Blind? Kylee: We work with youth about 14 to all the way up to 24, so college students as well, and we help them move through their transition from high school to either college or high school to just starting off with their first couple of jobs, we look at what their job goal is, or if they don't have a job goal, bringing them to that, with looking at different interest, inventories, or getting different work experiences so they can try different jobs and see what they really like. Jeff: When you say 14 to 24, so 14 you're talking about students who are in high school? Kylee: Correct yep, so when they're in high school we work with in conjunction with their schools and their TBVI's to supplement what they're already getting or maybe give suggestions, expose them to some different technology, and things that maybe they aren't getting in their school. Some schools provide a lot of adjustment to blindness training, and some schools do little, so we like to supplement especially during the summer when they're out of school. Jeff: And why is that? Kylee: Just to get them prepared for life, like I said transitioning out of education, you know high school, a lot of the services are provided for them, they aren't really having to advocate hopefully too hard for those services versus when they're an adult, they're kind of on their own and they have to learn how to do those things and advocate either in college or in their first jobs. Jeff: And what kind of options are there for the summer? Kylee: We have a lot of summer programming that some of it we provide, a lot of it the various vendors provides anywhere from more social to adjustment to blindness training, where, you know learning Braille, learning orientation mobility skills, a lot of Technology in Duluth, since it's so far away they have some online courses where you can work with them remotely I guess from anywhere in within Minnesota, so there's a lot of different options. Jeff: When you were talking about the TVI's teachers for the visually impaired, you're talking about the district teachers? Kylee: I don't know if they're considered district teachers or not but the district's hire them, yeah the schools provide that service. Jeff: And that's where they start their individual educational plan. Kylee: Yep yep, the TBVI's, they're included in it, the students will also have a case manager that kind of runs the whole thing and makes sure that the goals that are written on the education plan are being obtained or maintained or changed as needed, and State Services for the Blind can be included in on that plan but then we will also have an employment plan for the students as well with their job goal, or if there isn't a job goal then we, we just put something generic while we're exploring different careers. Jeff: So they actually have a simultaneous education plan segueing into a employment plan? Kylee: Correct yep, they'll have an education plan and an employment plan at the same time up until graduation of course, and then it will just be an employment plan with State Services for the Blind, and that will bring them through either their first job or college. Jeff: Well that's a good segue. Kylee: Yeah. Jeff: How does State Services or the transition work with the districts or the Department of Education in Minnesota? Kylee: We like to be invited to all of the IEP meetings so please invite us, that doesn't always happen, just because sometimes they get thrown together really last minute and as long as the parent and the student can make it they kind of just go on with it but, it's good for us to be there so we can see what the school is providing and maybe advocate for more, maybe make suggestions, or see where we can supplement in during this school year, you know sometimes students have time on weekends or after school, or especially during the summer time when they're on break. We like to keep our students busy during the summer that's what I tell all of my students, so yep if you're working with us we expect that you're working your plan and obtain that job goal throughout the school year and then especially during the summer when you're on break and you have that extra time, Jeff: Are there internship programs available to transition-age students in the summer? Kylee: Yes definitely we can work with a vendor but we also have our work opportunity navigator, Tou Yang, and he works with a lot of the students that I'm working with to get them internships, paid summer jobs, if they're interested in working during the school year that's great too, or doing Job Shadows so they can check out different jobs. Some students have this career goal, they know they want to do it but they haven't really talked to somebody who's in the work field actually doing that job, and they may find that oh it looks like it's a lot more data entry and paperwork versus client contact and so maybe they don't want to do that, or maybe they want to be a photographer but they don't want to have to figure out their own taxes or anything like that, so they'll look into working for a company versus going out on their own. So different things that they just don't know because they haven't had that experience. Jeff: Experience that will help them formulate their career goals. Kylee: Right exactly, yep so each career goal on our end has to be looked at, explored, and we have to determine if it's feasible, so if we have a student who wants to be a dolphin trainer for instance but doesn't want to leave Minnesota, that's probably not going to be something that SSB will support just because once they graduate you know, they won't be able to find a job here in Minnesota, so yep. Jeff: Maybe moose training or something but not dolphin training. Kylee: Yes. [Whoosh Sound Effect] Jeff: So if someone wants to explore a career, is there a resource here to help them do that? Kylee: Yep work with Tou, and also we've got a couple different websites that we can either send to our students or sit with them and work one-on-one with them to do some exploration that way, and hopefully the student are getting that in their school as well, hopefully. Jeff: So Tou, you say he's the employment navigator, he actually contacts companies, works with companies to know what they want and educate them on what to expect probably, and then brings people in for opportunities? Kylee: Yep, yep he has a background in working and doing job placement for other companies in the past so he has those employer connections which is great as well, but yep he brings students out to look at people out doing the actual job that they may be interested in so they can see the intricacies of it and still interested in that after learning the ins and outs or if maybe it's not for them and they want to explore other options. Jeff: So Kylee, how do parents get involved, do you have contact with parents of transition students? Kylee: Definitely, parents can be as involved as they want to be of course if their student is a minor, they have to be there for any signing of documentation, but after that they can be as involved as they want to be, kind of feel that out with both the student and the parents. Sometimes I just meet with my students one-on-one during the school day or whatever is convenient for them, but sometimes the parents want to be there, sometimes I can send an email to the parents after a meeting just giving them a recap. If I'm sending internship opportunities or things that need to be filled out with the student and maybe the student isn't the most responsive, I'll just CC the parents on the email just to make sure that everybody saw that it needs to be sent back. But I think another way that parents can be involved is just to have that expectation of their student that they will work, and have that expectation that, okay yes they need to learn how to cook, how to do their own laundry, how to clean, because the parents aren't gonna be around forever right, and they also hopefully won't be following their student to college, so if they need those skills just like any other person. But on the flip side of that, we understand that for a college student, or college bound student it is normal for them not to have those skills. I think college bound students kind of figure out how to do their own laundry once they show up and they dye a white shirt red for the first time and then they're like, okay maybe I need to figure this out, so that's totally normal but I think yeah, for parents to have that expectation that their students work and most people I know had to have a summer job so they could pay for their gas, pay for their the clothes that they want, or the new phone, or you know what have you, so yeah just having that expectation that their student will go on in transition just like any other visual person, so yeah. Jeff: You brought up a good point about you know, the parents are probably their first advocate that they have coming along in life, and there's comes a point in that transition process where a student has to start considering taking over that advocacy, advocating for themselves, like when they don't get a book on time that they can't always depend on their TBI or disability services, they get to a point where they start to have take responsibility for laundry like you said, all that stuff. Kylee: Yep yep, we have a whole Student Handbook that we go through and it has expectations of you know all the documentation that we need before semester starts, but I think more importantly is taking a step back and saying, okay do you have the skills to actually go to college, do you have you know the advocacy skills, do you have the technology skills, do you have the technology that you actually need, the knowledge of the different apps, you know to get your books online, right now it's Jesse that's working with all of our students, but getting our transition tech involved and they come in for a tech assessment to see what they have right now and what they'll need with both technology and technology training. So I have a student right now we're getting her tech package in but also we're planning for the training that she'll need in preparation for going off to college because surprisingly, her typing skills aren't that great, so that's something she knows she really needs to work on because all of those papers that she's gonna be writing, she's gonna need those skills, yeah super exciting, skills that you'll need right. [Whoosh Sound Effect] Jeff: I've seen reports where like colleges said that people are coming in and they're not prepared, and I've also seen where people come in but they end up being like a week or two behind because they're just trying to use this new technology that they don't understand yet and you have to be able to hit the ground running when you enter college. Kylee: Right yes, I talk a lot about that you know, college is high school times ten, you know you don't have a whole week to learn about one chapter in a book, and then have a test on it maybe a week later, it's like five chapters in one week, so you have, yeah right exactly, you have to be able to hit the ground running. So making sure that they're connected with the disability services at their college and they know the ins and outs of how they ask for accommodations, if they need extra time with test taking, anything like that, knowing how to get all that stuff before they go into college. I talked to my students about how some teachers are fabulous with accommodations and some just don't want to deal with it, or they haven't really had to deal with it in the past, so having those advocacy skills are huge. Jeff: Yeah I always suggested when I went in, I learned right away that, send in an email to each teacher, each professor, six weeks in advance if you get that opportunity, to start setting up that communications, and get that underway, rather than trying to set something, because everyone's busy that first week. Kylee: Definitely yeah. I know when I went off to college for the first time, I was terrified to talk to any of my professors, but you don't have that you know option when you need accommodations, you just have to go for it, and feel you know, be comfortable, or maybe you don't have to be comfortable with it, but you have to be able to at least do it, so yeah having those skills is huge. Jeff: Yeah and it does get more comfortable, and as long as you do get comfortable with it, it just puts it back, you just move forward from there. Kylee: Right exactly. Jeff: What words of advice for someone who is transitioning from high school to college to the workplace? Kylee: I would say make sure that you have all of your technology training down, your orientation and mobility, make sure that you're comfortable with that. I think a lot of students are comfortable in their school settings, so some that have some vision may not even use their cane, but I think it's important when you're out in public especially when you're learning new locations to have those orientation mobility skills down, because yeah you will need them. Advocacy skills as well because you need to be able to talk to your employer and let them know what you need and feel comfortable with that, yeah it's very important. Jeff: Yeah because most colleges aren't that one building school. Kylee: Exactly yep, and a lot of the students that I work with we offer orientation mobility skills, multiple semesters so they can learn their new path, you know each time. After a student's been on campus for a couple of years they pretty much know the layout but, I have no problem each semester bringing in orientation mobility, you, just right away so they feel comfortable with where they're going. Jeff: Well that's great, Kylee how does someone get in contact with State Services for the Blind for the first time? Kylee: The best way to do it is to contact, if you're in the metro to contact our St. Paul office, and they will get you connected with Meredith Larsen, and Meredith does all of our orientation and intakes, and orientation is provided twice a month at different times, so you can come in, learn about all of our services and decide if this is the right program for you. If so then she'll meet with you one-on-one and do an intake and have you sign an application at that point and that kind of, your signing saying yes I'm dedicated to this program, and then from there you'll start working with a counselor. If your you're in the metro it'll be either me or Ashlyn, and if you're in Greater Minnesota there's different counselors out in those areas that also work with our transition youth. Jeff: That's perfect, well Kylee, once again thank you so much for taking the time out of your day to come down to the studios here and sharing with us, believe me it's been a wealth of information, so thank you very much. Kylee: Yep, thank you. Jeff: It was a real pleasure talking to Kylee and be sure to check out the show notes where you can find out how to contact State Services for the Blind, and you can find the summer programs that are listed, and some job opportunities you could have for helping out at the summer programs, and to contact State Services in your state be sure to check out AFB.org where they have resources where you can find the services offered in your state. This podcast is produced in part by State Services for the Blind, live, learn, work, and play. [Music] And a big thanks goes out to Chi Chow for his beautiful music, and that's LChiChow on Twitter. Thank You Chi Chow. Once again, thanks for listening, we hope you enjoyed, and until next time, bye-bye. [Music] [Multiple voices] When we share what we see through each other's eyes, we can then begin to bridge the Gap between the limited expectations and the realities of Blind Abilities. For more podcast with the blindness perspective, check us out on the web at www.blindabilities.com, on twitter at BlindAbilities, download our app from the app store, Blind Abilities, that's two words, or send us an email at info@blindabilities.com, thanks for listening.

The Individualized Education Program (IEP) is the key document, roadmap, etc. for a child securing special education services. Rich and I talk about the IEP and what important aspects you should know and understand as a parent or caregiver.

The Present Levels of Academic Achievement and Functional Performance (PLAAFP) provides the foundation for the entire Individualized Education Program (IEP). This presentation focuses on the essential components of a solid PLAAFP. Using examples and straightforward steps, participants will gain an understanding of how the PLAAFP is used to design specially designed instruction to meet the critically, prioritized needs of students with disabilities.

This session will introduce participants to the use of weekly progress monitoring for developing report of progress. Participants will discuss progress monitoring procedures and the use of curriculum-based measure. This presentation focuses on utilizing outcome and baseline data, along with weekly progress monitoring, to calculate the rate of improvement for students with disabilities. Examples will be provided for documenting report of progress on the Individualized Education Program (IEP).

Will a student’s Individualized Education Program (IEP) or 504 Accommodation Plan take precedence over provisions of Proposition 227?  What if an IEP or 540 Accommodation Plan clearly states that no standardized tests are to be given? Click below for the Netcast...

Cable in the Classroom is pleased to present via podcast [MP3, 55MB], the November 15, 2005 edition of the U.S. Department of Education's Education News Parents Can Use.This program showcases successful inclusion programs in schools, profiles research-based, early identification and intervention initiatives to identify academic and behavioral problems in young children, and addresses questions such as:How is NCLB helping ensure the academic progress of children with disabilities?What are the key provisions of the reauthorized IDEA legislation and does it impact those involved with the special education process?What do parents need to know about early intervention for children suspected of having a disability and what challenges do these students and their families face?How have schools made it easier for parents to navigate the system as they create an Individualized Education Program (IEP) for their student with a disability?How can students with disabilities be successfully integrated into general education classrooms?What is Positive Behavior Supports and what difference is it making in schools?For more information about this program, please see the U.S. Department of Education's show notes.Listeners may also be interested in the Winter 2005 edition of Cable in the Classroom's Threshold (produced in partnership with the Council for Exceptional Children) and in the January 2005 edition of Cable in the Classroom Magazine - both editions of which focused on innovations in educating students with disabilities.Technorati tags: Parents, News, NCLB, US Department of Education, public domain, special education, IDEA, IEP, positive behavioral support, CIC, Cable in the Classroom