Wow...it seems like this year just started and here we are 2 days before our Christmas Break! It's moving right along!
In my readings I recently came across a VERY interesting and important case that has worked it's way through the 9th Circuit dealing with RTI.
M.M. v. Lafayette School Dist, 767 F.3d 842 (9th Cir. 2014) addressed the omission of RTI graphs in review of records when determining a child's need for special education. In this instance, the court held that even though the child's initial evaluation had used RTI data, there was a violation of IDEA due to the failure of the District to provide RTI information (including test results) to the parents.
The court stated the District should have informed the parents of the assessments that were being performed for their child during the RTI process whether or not these instruments were used in making the determination of eligibility. This error was viewed as having prevented the parents the opportunity to provide meaningful participation in due process (including IEP development) and therefore was a denial of FAPE.
"Failure to Share RTI Data With Parents Is Held an IDEA Procedural Violation." Special Education Law Update (Jan. 2015): 1, 11. Print
I know that many times RTI has been in process for many months prior to reaching the level of special education referral. Please share this information with your RTI teams. The issues of consent and disclosure of information are highly litigated areas of special education. We want to be sure our parents are 100% aware of every decision that is made regarding their child so that they can make informed decisions regarding education.
Lack of communication between RTI and Special Education teams and between the school and parents can create difficult situations and mistrust. The decision making process should always be transparent with collaboration from all stakeholders (including parents).
If you have any questions regarding this or any other issue, please give me a shout.
Have a very Merry Christmas and a restful break.
Thursday, December 18, 2014
Monday, November 3, 2014
What not to say...
Today I'd like to talk with you about what not to say to parents. Occasionally I come across a significant misunderstanding and hurt feelings/upset parents because a teacher may have said something off hand with no ill intent that just struck the parent wrong. This can be a hard thing and a long road to overcome. Just keep these tips in mind when talking to parents and I think a lot of these misunderstandings can be avoided.
1. "I/we don't have time to do ____". Parents are not interested in excuses. Not having time is never going to be an acceptable reason to not perform a modification or intervention. If this is something you think the child truly needs and you really feel you do not have time, approach your direct supervisor and ask how to handle the situation. Perhaps an extra planning period here or there, or the help of a colleague will be available to ease the time constraint. Whatever is needed, I feel we can work it out, but don't dismiss a helpful suggestion based strictly on perceived time constraints.
2. "We don't make that modification in that way in this District." -Oh but we do! We are required under the law to perform modifications exactly as they are written. We do not make blanket determinations about how to implement a modification based on the preferences or conveniences of our staff. Modifications, as the rest of the IEP, are INDIVIDUALIZED to meet the specific needs of the student.
3. "Your child CAN do the work, they just WON'T." -We always need to make the assumption that the student is providing us with their best effort. We know from the research that some disabilities present in such a manner that work habits may appear inconsistent. Parents are already upset and frustrated. Playing the blame game will not build the necessary bridges so that we can work together. Ask the parents what they feel the problem is, then listen...Parents are a great resource.
4. "If we reduce time/don't place, your child is going to sink like a rock." Yikes! We have to stay positive. These are huge decisions that can not be undertaken lightly. Put yourself in the parent's position. They are doing what they feel is right for their child. We don't ever need to use scare tactics to coerce parents into making the decisions we want. Stay supportive and let the parents know we are ready to jump back in whenever they give us the word.
5. "We have already written the IEP, all you have to do is sign." When we enter the committee meeting with a pre-written IEP, everyone needs to know it is just a draft. I usually write DRAFT in huge letters across the top. Let the parents know their input is VITAL in the process. Make sure the input they have is meaningful. Again, parents are a great resource!!!
6. "We already tried that. It didn't work." -If you are shooting down a parent's idea, be sure to back it up with data. Show the amount of time you tried the modification/intervention and give good hard numbers to demonstrate your reasoning. Most parents are reasonable, but "because we say so" is not a good enough answer...tell the parents WHY.
7. "I don't know what's on the IEP.", "We put this on all the IEP's", "The IEP is the same as last year." All these statements lead to the same place...the IEP isn't important. Nothing could be further from the truth. The creation of the IEP is an intense process which should involve all members of the committee. The IEP which results is the document that drives the student's education program. Therefore there is nothing routine about this process or the end result. Always let the parents know in precise language the IEP is vitally important and unique to their child.
Most of all-stay positive. The number one complaint I hear from parents is that we appear to be blaming their child. Make sure parents know we are a team and that we will continue to work with them until we figure it out (whatever it is). I always tell parents-special education is a PROCESS. We know it won't be perfect the first go around. Our commitment is to keep trying and never give up until we get it right.
You are all doing such important work! Keep it up! Let me know if you need me!
1. "I/we don't have time to do ____". Parents are not interested in excuses. Not having time is never going to be an acceptable reason to not perform a modification or intervention. If this is something you think the child truly needs and you really feel you do not have time, approach your direct supervisor and ask how to handle the situation. Perhaps an extra planning period here or there, or the help of a colleague will be available to ease the time constraint. Whatever is needed, I feel we can work it out, but don't dismiss a helpful suggestion based strictly on perceived time constraints.
2. "We don't make that modification in that way in this District." -Oh but we do! We are required under the law to perform modifications exactly as they are written. We do not make blanket determinations about how to implement a modification based on the preferences or conveniences of our staff. Modifications, as the rest of the IEP, are INDIVIDUALIZED to meet the specific needs of the student.
3. "Your child CAN do the work, they just WON'T." -We always need to make the assumption that the student is providing us with their best effort. We know from the research that some disabilities present in such a manner that work habits may appear inconsistent. Parents are already upset and frustrated. Playing the blame game will not build the necessary bridges so that we can work together. Ask the parents what they feel the problem is, then listen...Parents are a great resource.
4. "If we reduce time/don't place, your child is going to sink like a rock." Yikes! We have to stay positive. These are huge decisions that can not be undertaken lightly. Put yourself in the parent's position. They are doing what they feel is right for their child. We don't ever need to use scare tactics to coerce parents into making the decisions we want. Stay supportive and let the parents know we are ready to jump back in whenever they give us the word.
5. "We have already written the IEP, all you have to do is sign." When we enter the committee meeting with a pre-written IEP, everyone needs to know it is just a draft. I usually write DRAFT in huge letters across the top. Let the parents know their input is VITAL in the process. Make sure the input they have is meaningful. Again, parents are a great resource!!!
6. "We already tried that. It didn't work." -If you are shooting down a parent's idea, be sure to back it up with data. Show the amount of time you tried the modification/intervention and give good hard numbers to demonstrate your reasoning. Most parents are reasonable, but "because we say so" is not a good enough answer...tell the parents WHY.
7. "I don't know what's on the IEP.", "We put this on all the IEP's", "The IEP is the same as last year." All these statements lead to the same place...the IEP isn't important. Nothing could be further from the truth. The creation of the IEP is an intense process which should involve all members of the committee. The IEP which results is the document that drives the student's education program. Therefore there is nothing routine about this process or the end result. Always let the parents know in precise language the IEP is vitally important and unique to their child.
Most of all-stay positive. The number one complaint I hear from parents is that we appear to be blaming their child. Make sure parents know we are a team and that we will continue to work with them until we figure it out (whatever it is). I always tell parents-special education is a PROCESS. We know it won't be perfect the first go around. Our commitment is to keep trying and never give up until we get it right.
You are all doing such important work! Keep it up! Let me know if you need me!
Thursday, October 2, 2014
New school year!
Well, I must say this has been one of the busiest starts to a school year I have seen yet! I hope everyone is settling in and having a great first 9 weeks!
I have been checking folders, and am available for any due process questions you may have. I have noticed our goals and objectives on the standards based IEP's still need some work (generally).
Remember these points when writing goals and PLOPs:
1. Each goal, PLOP and impact statement is linked to a Common Core Standard. The exclusions to this rule would be functional goals and articulation goals. They are the only ones that do not have to be tied to a standard.
2. Each PLOP is written specifically for the individual standard. For example, if your goal is for reading fluency, there should be no information in the PLOP or impact statement that does not deal directly with the child's performance in fluency. Sometimes I see the PLOP and impact copied and pasted from one goal to the next. This is not appropriate.
3. The impact statement is not a restatement of the disability. Please be sure to share with the reader HOW the disability impacts the specific goal. If the child is OHI for ADHD, discuss how the executive functioning deficit impacts the child's fluency. Check the evaluation report for information that may be helpful.
4. Be sure that you have done pre and post-testing. This information is invaluable when creating goals and discussing growth/weaknesses.
I'd also like to make sure each of you has reviewed the state department's revised policy on restraint/seclusion. I sent this to you in an email a couple of weeks ago. If you don't have this information, please let me know and I will get it to you again. Review the information and get back to me with any questions you may have.
Thanks! Have a great weekend.
Thursday, June 12, 2014
Transition
Westside has had a very hard week. We lost a beloved staff member far too soon. Please keep them in your prayers.
Today I want to drop a few notes about transition.
For the high school folks, if you feel like you need transition training, please let me know. We can get with Bonnie Boaz and set something up. Transition is a difficult animal...everyone needs a refresher now and then!
Don't forget about the website www.nsttac.org This website offers tools for staying in compliance with Indicator 13 and for writing effective Transition Plans.
Remember to have transition goals for each of your students with a transition plan. These goals can start out less specific when students are younger but should progressively become more and more target to specific skills the student needs in order to accomplish life goals.
Be sure to create linkages in your IEP to what is actually going on in the classroom. Activities such as budgeting, banking skills, resume writing, career research, etc... can be listed in the transition plan. Remember to list the school as an active party in each activity to which we commit.
If anyone has any questions about this or any other topic, please let me know. I appreciate you all so much!
Today I want to drop a few notes about transition.
For the high school folks, if you feel like you need transition training, please let me know. We can get with Bonnie Boaz and set something up. Transition is a difficult animal...everyone needs a refresher now and then!
Don't forget about the website www.nsttac.org This website offers tools for staying in compliance with Indicator 13 and for writing effective Transition Plans.
Remember to have transition goals for each of your students with a transition plan. These goals can start out less specific when students are younger but should progressively become more and more target to specific skills the student needs in order to accomplish life goals.
Be sure to create linkages in your IEP to what is actually going on in the classroom. Activities such as budgeting, banking skills, resume writing, career research, etc... can be listed in the transition plan. Remember to list the school as an active party in each activity to which we commit.
If anyone has any questions about this or any other topic, please let me know. I appreciate you all so much!
Thursday, June 5, 2014
PLOP
Hello All!
These past few weeks I have spent a great deal of time looking at folders...Annual Reviews and IEP's...
Overall, I am very pleased with the amount of thoughtful information you guys are putting into these documents.
The Standards Based Goals, Student Profile and PLOP are just very difficult items. Today I want to talk with you a little about the PLOP. This is an incredibly important area of the IEP. It's meant to be crafted specifically for the standard for which you are writing the goal. Information about the Present Level is to be directed for that standard alone. So, for instance, if your standard is one for reading fluency, you would not include math or written expression data.
The present level of performance needs to be determined accurately for each goal, not only so we know exactly what the student can and cannot do related to the goal, but also for the purpose of justifying the goal's placement in the IEP. In essence, the PLOP is the foundation for the IEP.
A description of the data sources for information in the PLOP must be included. Please remember, these data sources do not have to be standardized tests. When determining which data sources to document, it would be much more appropriate to use a Classroom Based Assessment, Pre or Post testing or classroom observations/checklists (recent data) than 3 year old standardized assessment data. Just be sure to list the source and describe a synopsis of the data.
Also included in the PLOP is an impact statement. This statement needs to tell the reader how the child's disability effects the standard for the goal. If the child is ADHD, how do his specific issues impact the child's achievement in reading fluency? Answers for many of these questions can be found in the evaluation report. If you have specific questions when writing IEP's feel free to ask Nichole or me. We will be glad to help in any way we can.
Below is a link to state department training for Standards based IEPs. Copy and paste into your address bar. I hope you will find this helpful!
https://arksped.k12.ar.us/CurriculumAndAssessment/StandardsBasedIEPs.html
I know you guys may get frustrated with all my sticky notes, but I really am here to help. I hope this post cleared up some of the questions you have had regarding PLOP, if not just give me a shout if you need me!
These past few weeks I have spent a great deal of time looking at folders...Annual Reviews and IEP's...
Overall, I am very pleased with the amount of thoughtful information you guys are putting into these documents.
The Standards Based Goals, Student Profile and PLOP are just very difficult items. Today I want to talk with you a little about the PLOP. This is an incredibly important area of the IEP. It's meant to be crafted specifically for the standard for which you are writing the goal. Information about the Present Level is to be directed for that standard alone. So, for instance, if your standard is one for reading fluency, you would not include math or written expression data.
The present level of performance needs to be determined accurately for each goal, not only so we know exactly what the student can and cannot do related to the goal, but also for the purpose of justifying the goal's placement in the IEP. In essence, the PLOP is the foundation for the IEP.
A description of the data sources for information in the PLOP must be included. Please remember, these data sources do not have to be standardized tests. When determining which data sources to document, it would be much more appropriate to use a Classroom Based Assessment, Pre or Post testing or classroom observations/checklists (recent data) than 3 year old standardized assessment data. Just be sure to list the source and describe a synopsis of the data.
Also included in the PLOP is an impact statement. This statement needs to tell the reader how the child's disability effects the standard for the goal. If the child is ADHD, how do his specific issues impact the child's achievement in reading fluency? Answers for many of these questions can be found in the evaluation report. If you have specific questions when writing IEP's feel free to ask Nichole or me. We will be glad to help in any way we can.
Below is a link to state department training for Standards based IEPs. Copy and paste into your address bar. I hope you will find this helpful!
https://arksped.k12.ar.us/CurriculumAndAssessment/StandardsBasedIEPs.html
I know you guys may get frustrated with all my sticky notes, but I really am here to help. I hope this post cleared up some of the questions you have had regarding PLOP, if not just give me a shout if you need me!
Wednesday, May 14, 2014
crazy times....
I am so sorry it has been so long since my last blog. Times are crazy and the end of the year is approaching SO quickly. I hope you are all doing well with Annual Reviews. Remember if you need me, please let me know.
Discipline has been an issue everywhere! It seems like every day is a full moon. If any issues arise, please keep me in the loop. I'd like to be at any meetings that may result in suspension, expulsion or shortened school day. We need to always make sure we are providing all the services we need to be and that we are following the steps to the T. I'm always here for you guys-you don't have to go at it alone!
I wanted to make you all aware of some professional development that is coming up. We will be providing Behavior Tools training at Westside's SEC in the Middle School building on July 14. I'd love it if you all could come. This was a very valuable training! If you can't make it that day, but are interested, maybe we can see about adding an additional day. I'd like for each of you to go through it since behavior is becoming such a huge issue in our field.
I have some other PD days I'd like to add, but I would like to have your opinion on what you think would be most beneficial. Some would be: Direct Instruction, PRT, and data collection. If there is something else you would be interested in, please let me know and I'll try my best.
Please let me know what you think! and I also sent out a survey today about Due Process Paperwork resources. I'm anxious to know where you guys are on this issue, so get it back to me ASAP.
Today I wanted to also send you a note about differentiation. I am hearing frustration from a lot of regular education teachers regarding this. They are struggling to find a balance-how to differentiate, but not give the grade away. They are concerned that differentiating-especially for students on the lower end of the continuum may be perceived as "watering down" the curriculum.
I've been reading The Differentiated Classroom: Responding to the Needs of All Learners, by Carol Ann Tomlinson. It's a great resource that offers lots of real classroom examples. What I'm learning is that students need to be taking a much more active role in learning. To get them to do this, we need to find new and innovative ways to motivate students, including providing choices of activities and projects. When we can do this, learning seems to be more permanent and generalizes better to other areas. Encourage resistant teachers to start slow. Have them pick an area that they feel comfortable dipping their toe in the water. When they see the success it brings, maybe they will be more enthusiastic about continuing.
In differentiation, we need to keep our eye on the prize! Student learning is the goal.
If there is anything I can do to help you consult with your teachers, please let me know!
Have a great rest of the week.
Discipline has been an issue everywhere! It seems like every day is a full moon. If any issues arise, please keep me in the loop. I'd like to be at any meetings that may result in suspension, expulsion or shortened school day. We need to always make sure we are providing all the services we need to be and that we are following the steps to the T. I'm always here for you guys-you don't have to go at it alone!
I wanted to make you all aware of some professional development that is coming up. We will be providing Behavior Tools training at Westside's SEC in the Middle School building on July 14. I'd love it if you all could come. This was a very valuable training! If you can't make it that day, but are interested, maybe we can see about adding an additional day. I'd like for each of you to go through it since behavior is becoming such a huge issue in our field.
I have some other PD days I'd like to add, but I would like to have your opinion on what you think would be most beneficial. Some would be: Direct Instruction, PRT, and data collection. If there is something else you would be interested in, please let me know and I'll try my best.
Please let me know what you think! and I also sent out a survey today about Due Process Paperwork resources. I'm anxious to know where you guys are on this issue, so get it back to me ASAP.
Today I wanted to also send you a note about differentiation. I am hearing frustration from a lot of regular education teachers regarding this. They are struggling to find a balance-how to differentiate, but not give the grade away. They are concerned that differentiating-especially for students on the lower end of the continuum may be perceived as "watering down" the curriculum.
I've been reading The Differentiated Classroom: Responding to the Needs of All Learners, by Carol Ann Tomlinson. It's a great resource that offers lots of real classroom examples. What I'm learning is that students need to be taking a much more active role in learning. To get them to do this, we need to find new and innovative ways to motivate students, including providing choices of activities and projects. When we can do this, learning seems to be more permanent and generalizes better to other areas. Encourage resistant teachers to start slow. Have them pick an area that they feel comfortable dipping their toe in the water. When they see the success it brings, maybe they will be more enthusiastic about continuing.
In differentiation, we need to keep our eye on the prize! Student learning is the goal.
If there is anything I can do to help you consult with your teachers, please let me know!
Have a great rest of the week.
Monday, February 10, 2014
Measurement
Lots of times when I walk into a classroom or look at an IEP, I know I am thinking the same thing many of you think...this is great! It's amazing, thoughtful planning, it's beautiful implementation, wonderful, inspiring teaching and yet...where is it all going? ...and how will we know when we get there?
The answer to these questions lies in the data...the all important, ever elusive, so hard to take and track data. I think data collection and analysis is the one thing I see missing everywhere I go. I learned in school the same thing you all did. Data should DRIVE INSTRUCTION. That sounds so smart, and I can see how that should be the way it works, but man is it ever hard to implement.
Taking data is the single most important thing you can do each day and it is the single hardest thing to do. How many times have you said, "Wait Johnny, can you stop trying to hurt you neighbor, I need to document the antecedent to this behavior..." NEVER! But we will never be able to see the patterns and get ahead of the behavior if we don't track it.
Data analysis is the second most important thing you can do during the day and the second hardest :)
Once we have the beautiful data graphs (that I know you all have) we can then see if our teaching techniques are working, if our behavior plan is appropriate, if we are ready to move on, if we need to take a step back. We can discuss intelligently with parents, administrators and peers WHY we are making the changes we are making and where exactly we think our program is going.
I'm not talking about grades here. I'm talking about measurement of specific skills, behavior, academic, social, adaptive, etc...
Recently, I came across a pinterest post I LOVE. It discusses the importance of data collection and gives a few quick tips (I love the masking tape idea) for data collection on the run. I'm including the link to this post. Just highlight the post and paste it in your web address line. Also, the author of this blog, Christine Reeve, is a behavior analyst and has many wonderful ideas. You may want to use her site as a resource for your classroom. I'm pretty sure she is a genius!
http://www.bloglovin.com/frame?post=1610249983&blog=5668075&link=aHR0cDovL3d3dy5hdXRpc21jbGFzc3Jvb21uZXdzLmNvbS8yMDEzLzA5LzMtdG9vbHMtZm9yLWRhdGEtY29sbGVjdGlvbi1nZXR0aW5nLmh0bWw&frame_type=fb
As always, if you have questions or comments, please let me know! I'm always happy to hear from you guys!
The answer to these questions lies in the data...the all important, ever elusive, so hard to take and track data. I think data collection and analysis is the one thing I see missing everywhere I go. I learned in school the same thing you all did. Data should DRIVE INSTRUCTION. That sounds so smart, and I can see how that should be the way it works, but man is it ever hard to implement.
Taking data is the single most important thing you can do each day and it is the single hardest thing to do. How many times have you said, "Wait Johnny, can you stop trying to hurt you neighbor, I need to document the antecedent to this behavior..." NEVER! But we will never be able to see the patterns and get ahead of the behavior if we don't track it.
Data analysis is the second most important thing you can do during the day and the second hardest :)
Once we have the beautiful data graphs (that I know you all have) we can then see if our teaching techniques are working, if our behavior plan is appropriate, if we are ready to move on, if we need to take a step back. We can discuss intelligently with parents, administrators and peers WHY we are making the changes we are making and where exactly we think our program is going.
I'm not talking about grades here. I'm talking about measurement of specific skills, behavior, academic, social, adaptive, etc...
Recently, I came across a pinterest post I LOVE. It discusses the importance of data collection and gives a few quick tips (I love the masking tape idea) for data collection on the run. I'm including the link to this post. Just highlight the post and paste it in your web address line. Also, the author of this blog, Christine Reeve, is a behavior analyst and has many wonderful ideas. You may want to use her site as a resource for your classroom. I'm pretty sure she is a genius!
http://www.bloglovin.com/frame?post=1610249983&blog=5668075&link=aHR0cDovL3d3dy5hdXRpc21jbGFzc3Jvb21uZXdzLmNvbS8yMDEzLzA5LzMtdG9vbHMtZm9yLWRhdGEtY29sbGVjdGlvbi1nZXR0aW5nLmh0bWw&frame_type=fb
As always, if you have questions or comments, please let me know! I'm always happy to hear from you guys!
Wednesday, January 15, 2014
Executive Functioning
Hey guys
I have been thinking a lot lately about our kiddos with executive functioning issues. As many of you know I struggle with these issues myself, so they really touch my heart. Those of you that are gifted in this area just don't understand what it is like to constantly lose things, forget things and just plain zone out! It's rough...and I know in turn, we who do these things are rough on you! lol
In studying and searching, I came across a great resource. Onion Mountain Technology, Inc.
Go check out their Organization Problems Inventory. It helps to tease out the differences in Sequential Organization Problems, Prioritization Organization Problems, Spatial Organization Problems, Categorical (semantic) Organization Problems and Attention Organization Problems.
The more we know about what is specifically impacting our students, the better we will be able to address it.
I hope this link is useful for you!
http://www.onionmountaintech.com/files/Organization%20Inventory.pdf
Have an awesome afternoon!
carla k
I have been thinking a lot lately about our kiddos with executive functioning issues. As many of you know I struggle with these issues myself, so they really touch my heart. Those of you that are gifted in this area just don't understand what it is like to constantly lose things, forget things and just plain zone out! It's rough...and I know in turn, we who do these things are rough on you! lol
In studying and searching, I came across a great resource. Onion Mountain Technology, Inc.
Go check out their Organization Problems Inventory. It helps to tease out the differences in Sequential Organization Problems, Prioritization Organization Problems, Spatial Organization Problems, Categorical (semantic) Organization Problems and Attention Organization Problems.
The more we know about what is specifically impacting our students, the better we will be able to address it.
I hope this link is useful for you!
http://www.onionmountaintech.com/files/Organization%20Inventory.pdf
Have an awesome afternoon!
carla k
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