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To Know Your Rights, You'll Have To Understand Your Procedural Safeguards

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FIRST & FOREMOST MUST read is your Procedural Safeguards. To help you understand it, watch this series (PA). Can't fight the fight if you don't know your rights. More information here (PA): Special Education Community Resources (pa.gov)

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Share your videos with friends, family, and the world

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The more you understand your rights, the better you can prepare for your IEP meetings. Not everything you research is brought to the IEP team's attention. Other than request for the IEP Draft if offered in your state, write and share your Parental Input BEFORE and After-IEP Meeting Notes AFTER each IEP Meeting. If not, how else do you prepare, participate, and document? Yes, do this even when you have an advocate. Yes, there's a template for this. I don't use the template to a T but I list all things worth documenting and discussing. Serves as an effective tracking tool, too!

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How to Write IEP Parent Concerns.

I'm going to wag my finger at you-from this day forward, you do a Parent Concerns Letter for your IEP. Every.single.time. No more "Well I didn't know..." or "I didn't think I had to do one each time..." Now you know. Do one. This is one of the most under-utilized portions of the IEP process-the parent concerns letter.

It is YOUR right to submit one and have your letter, in its entirety, included in the IEP. As a parent, it is also your duty to your child-this is their time, their voice, their opportunity to be heard in the IEP.

Where is the Parent Concerns Letter mentioned in IDEA?

Ah, so glad you asked. Actually, IDEA itself does not mention the Parent Concerns Letter. However, it mentions parent participation many times. And, whenever IDEA is reauthorized, the committee that wrote the laws sends out a long explanation addendum. It's basically a guidance piece on "what we mean by this"as far as how IDEA was written. In writing statutes and laws, you cannot explain every little detail as part of the law.

If you wish to see the one for IDEA, you can find it here. Be forewarned, it's 307 pages! But take a look at this little gem found on page 140.

So, here you go, a snippet:

The Importance of IEP Parent Concerns

First, let's understand why you need to do this every time you go through the IEP process.

Remember, that IEPs are based on need. They are needs-driven, not diagnosis driven. Your child gets IEP evaluations to determine areas of need. IEP Goals are then drawn up based upon those needs. The strategies and services that your child receives are based upon the goals, which are based upon the needs. No speech needs identified? Then no speech goals, therefore no speech services. Make sense?

ALL of your child's areas of need are listed (or should be) in the Present Levels section of the IEP. It is the Present Levels section (also known as PLOP or PLAAP) that drives.

Do you know what else is in the Present Levels section of the IEP? Parent concerns. {please note: This is for PA. Check your state's form to see where the Parent Concerns go.}

Get it? Your parent concerns will help drive the goals and services. It is your right to submit this. It MUST be included.

How long can the Parental Concerns Letter be?

They can be as long as they need to be. I just heard from a Mom on Saturday that her district told her that it had to be 200 words or less. No, that is not the case. They may have a computer program that limits that section to just 200 words, but they will have to find a workaround for that. They need to figure out something else because it can be as long as it needs to be. Keep in mind, again, if it would get to the level of Due Process, you want to appear reasonable. So don't send in a 37-page document either. Be clear and concise, but list what you want to list.

When do I send the Parent Concerns letter?

There are two main occasions when you would write a parent concerns letter.

1. When you are RSVP'ing to the invitation to the annual IEP meeting.

2. When you have concerns and wish to request an IEP meeting.

I recommend that you send it in when you are RSVP'ing to the meeting. "Yes, I can make that meeting time. Here is the list of Parent Concerns that I have, that I wish to discuss."

Or, "I have some concerns and would like to request an IEP meeting to discuss them."

Remember, it's a lot to think about a whole year when you sit down to write one letter. Make sure you are using the IEP organizer to stay on top of things all year long.

You also would use this format if you are requesting an IEP meeting.

What is most important is that ALL of your parent concerns are included, in their entirety, in the IEP. What section is less important than their inclusion.

What to include in your Parent Concerns Letter for your IEP.

Everything that needs to be there. Remember, this will drive goals and services. What are your main concerns about your child? Be concise, be thorough. Stay child focused. For example, do not say something like "The teacher is absent all the time." Instead, use "I am concerned that with my son's difficulties with transitions, the constantly changing staff does not allow him to progress." Don't point out staff faults, just what affects your child.

Ideas of what to include:

areas of need that the school identified, that you agree with

areas of need not identified, that you wish to include or ask for an eval

strategies that are working

strategies that are not working

behavior concerns

food/medical concerns

what you want to ask for

what data you have (summarize) to support these asks

How to Write Parent Concerns for an IEP.

1. Do two. Type it up on your computer and send it via email. At the top of the letter, put something like "I will also send in a signed hard copy of this letter for my child's files. However, I wanted you to have an electronic copy so that you can just copy and paste it into the Parent Concerns section of the IEP." That makes it crystal clear to them that this is your Parent Concerns Letter and that you expect to see it, in its entirety, in the IEP.

2. No "Gotcha!" or surprises. You have nothing to gain by waiting until the IEP meeting to surprise them with a request for a 1:1 aide or an out of district placement. If you have the data now, bring it up. "Also, at this meeting, I wish to discuss whether or not the team feels that my son's needs can be met at this placement. Please ensure that there is an LEA present at this meeting who has the ability to make this decision, should that be what the team decides."

3. Use a bullet-pointed list. I find it easiest to do a bullet-point list. That format helps me keep track of my thoughts and easier to track during the meeting, if each item got discussed.

4. Use one of the templates below. I often get asked for a template, but mine is simple. "Dear IEP team leader, I am looking forward to our upcoming IEP meeting. Here are the parent concerns I wish to discuss with the team. I am sending it to you in electronic format so that you can just copy and paste it into the Parent Concerns portion of the IEP. Here they are: (and I just bullet point list them)."

Parent Input Form for IEP

Some schools have a standard form or document that they send to parents to gather their parent input. It may be called a parent input form for IEP or IEP parent input form. IDEA does not address this.

My school sends one out. Yes, I fill it out. I also do a letter. The form may be a good template to address areas you may have not thought of. But you are not limited to only their form. It might make their work easier. The form may be what your school is used to doing. But there is no "we can only accept parent concerns if they are on this form."

Understanding and Using the PWN.

Ok, so jumping ahead a bit. You sent in your parental concerns. You had an IEP meeting and now you are presented with a NOREP/PWN. (Pennsylvania calls the PWN a NOREP) Here is a blank NOREP: NOREP notice of recommended education placement

You need to know how to use a PWN, so please read this link.

These are your options when you receive the PWN/NOREP after the IEP meeting.

Deem it as incomplete, send it back to them with "And please include XYZ which was also discussed at the meeting." This hopefully isn't necessary if you've done your After IEP Meeting letter.

Agree with it. Check yes.

Disagree. Choose one of the options. List your reasons why in a Parent Letter of Attachment.

Check to agree and do a "yes, but..." letter. This is to create a paper trail. You're giving the district a chance to get it right this time, but documenting and leaving the door open for future actions.

The Yes, but.... letter is just that. "Dear School, I am agreeing with the IEP as it is written so as not to further delay my child receiving services. However, I expect to see progress in XYZ areas by {time frame} or I will ask the team to reconvene and discuss other options, such as...."

PWN and Parent Letter of Attachment

When you do your parent letter of attachment, make sure it is ON the signature page of the NOREP. Sometimes, they get "lost" when done as an attachment.

What I do:

type of my concerns on my computer and print.

Photocopy my concerns on to the signature page of the NOREP, then sign it.

Then it can't get lost without them losing the NOREP.

So you will need to be concise because at most, you'll have the back (blank) page of the NOREP and maybe a half page on the signature side. You can also hand write your parent letter of attachment on to the NOREP, I've seen that done lots too.

I hope this helps.

IEP Parent Concerns-Examples.

Here are some examples if you need to borrow some wording and phrases.
Author's note: A reminder that NOREP is a term we use here in PA. Other states and IDEA refer to it as PWN (Prior Written Notice) or may have their own state specific term. For us, it is the document that you get that seals the deal, when you agree or disagree to the IEP, placement and all the services.

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How To Write a Parent Concerns Letter for your IEP that Gets Noticed | Templates

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The Parent Concerns portion of the IEP is arguably the MOST IMPORTANT part of the IEP. Learn how to write a parent concerns letter that gets noticed, and more importantly, gets results. Includes Parent Letter templates and examples.

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One Place, Two Missions:

1. Get Out of Homework Hell

2. IEP Process, Interrupt It

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LearningPerspective, LLC has one vision and two missions to support that vision: Get Out of Homework Hell and IEP Process, Interrupt It!

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Since age 4, my daughter has been faced with tremendous doubt and discrimination throughout her life simply because she was born with down syndrome. With limited time, one video a month showcases her capabilities. Having deeply touched many lives, including her own, this endeavor has led to sharing strategies for all learners to succeed in learning. When there's a will, there's a way!

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$2 to $5 per product or service was set because I understand financial hardship first hand. Free items with $0 pricing allows for donations if you've like to show your support. Any and all of your support is appreciated as I try my best to financially provide for my family. Donations will go towards purchase of our Winter items.

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You'll sense and see that. When there are differing opinions and even opposing viewpoints, there is not one that is absolutely correct in entirety.

I'm not an expert. If you're looking for someone with all the correct answers or a 'professional advocate', that's not me.

I'm a strong advocate for my daughter with much success. This is a live journey. There'll be mistakes from yours truly. And, we'll experience growing pains together.

My daughter is Alice Somsanith. She was born with Down syndrome and is blossoming beyond boundaries.

Let's get into Homework Heaven and through the IEP process empowered with empathy.

Journey with us. You can. We hope you will!

Sincerely,
Mimi Somsanith

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LearningPerspective, LLC has one vision and two missions to support that vision. LP LLC's vision is for all parents to be empowered through empathy in their educational support to their children in their homes and in their schools.LearningPerspective...

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Type in your task! And, see this free tool chunk it down into step-by-step instructions. Try it for homework assignments too. Cool huh? For example:

1-type "how to solve a math word problem" in the [Add New Item] line

2-click on [Break Down Item] icon once or again until it's chunked down enough

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Please provide credentials to synchronize your ToDo list across devices. There are no accounts, your username must simply be unique. We recommend taking a backup with before activating sync on new devices. How does this work?

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Does your child have a comprehensive GenEd curriculum reference 'cheat sheet' that s/he could access during all Math lessons at school throughout the entire school year? When individual visuals could be a challenge for schools to provide on a consistent basis, this helps. This also supports poor working memory.

-Grade 3: Math Reminder Sheet G3-pdf

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An entire grade's MATH concepts on one cheat sheet! Do you have one? Your child needs one.This would be helpful for teachers to distribute to all students at the start of each school year. Until that happens, you can download this pdf for your c...

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Word Problem Schema Based Instruction - Project STAIR 

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My daughter wasn't able to SEE the data in order to solve addition/subtraction word math problems until she used the Whole-Part-Part graphic organizer. I'll revisit this as she requires other graphics to solve other types on word math problems. It explains why not to use key words and provides other strategies for K-8 students. This was an eye-opener for me and useful for consistent use in school because there's too many strategies to flip flop over for a child requiring effective consistency. Ever wonder how to help your child in math? Watch one video and you'll realize its effectiveness.

-More research on SBI: IRIS | Page 6: Schema Instruction (vanderbilt.edu)

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Share your videos with friends, family, and the world

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I'm not directly recommending this website but sharing because it's crucial information to know. Positive language yields positive results and builds positive perspectives.

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It's Science. Dropping negative language improves child behaviour.

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We tend to underestimate how negative language impacts children. Find out why it is a less effective form of discipline and powerful alternatives.

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Read if interested on gaining a deeper understanding on mathematics.

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Does your child have a REFERENCE SHEET that s/he could access during all ELA/Reading lessons at school throughout the entire school year? This could also help with speech therapy. Request for the double sided sheet to be laminated and a copy for home. Schools support at-home learning that reinforces GenEd curriculum by providing these requests and other resources.

-Grade 3: ELA Reminder Sheet G3-pdf

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payhip.com needs to review the security of your connection before proceeding.

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No affiliations to this organization. Just sharing some useful information.

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5 Ways to Support Students Who Struggle With Reading Comprehension

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These strategies can help students who are able to decode well but have difficulty understanding what they read—and they’re beneficial for all students.

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Important To Read: In PA, PWN is the NOREP. A written letter request (for evaluations or anything to add to the IEP) requires school to respond in writing as part of procedure. A documented denial becomes supported data in your advocacy. If your child was denied a service or changes to the IEP, did you submit a written letter request?

-Another recommended read on PWN: Prior Written Notice PWN: The little known game-changer in the IEP process. (adayinourshoes.com)

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Free Advocacy training by PEAL (PA): PEAL Advocacy Academy IEP (English) – The PEAL Center

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PEAL Advocacy Academy IEP (English) – The PEAL Center

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Recommended Read: Know Your Rights To Advocate For Your Child in Special Education. After understanding your Procedural Safeguards, read this to be further educated on your rights.

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YES, there is indeed FREE ADVOCACY for families navigating Special Education. Professionals may have limited time but exceptional expertise. Always find one you are comfortable working with. The sooner, the better because no single parent can successfully navigate special education without support. I actually need more than one advocate because of how complicated it is to successfully navigate my daughter's IEP. My best to all parents!

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Find Your Parent Center | Center for Parent Information and Resources

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The people who work on the CPIR are not just advocates by profession—everyone on our team has a personal stake in the disability community as a parent, sibling, spouse, or otherwise.

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From Working Memory to Self Monitoring, It's All Here!

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Want more?

1. Here's 75 Student Examples: Executive Functioning Skills List: 75 Student Examples (adayinourshoes.com)

2. Types of tests for executive function challenges (understood.org)

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by Friends of A Day in our Shoes

Executive Functioning seems to be one of the most common issues facing students with disabilities and a common difficulty even with adults in society today. Yet there seems to be very little understanding of executive functioning amongst teachers or how to provide functional strategies in the classroom. Without assistance, if a child has executive functioning gaps, it will permeate all of their other school work. After all, if they cannot manage time or homework assignments, that means all homework assignments. (I think it's important to note that while students with learning disabilities often have executive functioning deficits...a child without a diagnosed learning disability or an IEP can still be struggling. Moms-you can implement some of these strategies at home to help your kids. ~Lisa)

SEE ALSO: What is Executive Functioning? and 500 SDIs for your IEP (includes many for EF)

Here is what Executive Functioning affects in the classroom:

making plans

keeping track of time

keeping track of more than one thing at once

meaningfully including past knowledge in discussions

engaging in group dynamics

evaluating ideas

reflecting on our work

changing our minds and making mid-course and corrections while thinking, reading and writing

finishing work on time

asking for help

waiting to speak until we're called on

seeking more information when we need it.

Problems with executive functioning may be manifested when a student:

has difficulty planning a project

has trouble comprehending how much time a project will take to complete

struggles to tell a story (verbally or in writing); has trouble communicating details in an organized, sequential manner

has difficulty with the mental strategies involved in memorization and retrieving information from memory

has trouble initiating activities or tasks, or generating ideas independently

has difficulty retaining information while doing something with it; e.g., remembering a phone number while dialing.

A few models of classroom-based EF strategy instruction are available, including the Kansas intervention model, Benchmark model, and Drive to Thrive, according to Meltzer in her book, Executive Function in Education. All of these models share common principles:
* Strategy instruction should be directly linked to the curriculum.
* The strategies should be taught explicitly, including teacher modeling and extensive practice.
* Strategies should be taught in a structured, systematic way.
* Strategy instruction should address students' motivation and effort.

Strategies for Success with Executive Functioning issues

Here are a few strategies that you may want to place in your student' s IEP (use as SDI) :

General strategies for Executive Function Disorder

Use of visual-organizers for a step-by-step approach-i.e. use of a white board with color markers

Use tools like iPads,watches with timers, and laptops.

Use and prepare visual schedules, review several times a day.

Ask for large print, written directions with oral instructions whenever possible.

When shifts in schedules and activities, plan for transitions.

Managing time for students with Executive Functioning Deficits

Create "to do" lists/checklists with estimated times.

Break long assignments into chunks and assign time frames for completing each chunk.

Use a hand-held for reminders on projects,assignments, meetings such as iTouch, Blackberry, iPhone, etc.

Use a large, easy-to-read, erasable color-coded calendar for projects, long-term assignments, meetings, events, activities, chores, etc.

Use a "date stamp" for materials received on dates and also due on dates

Managing space and materials for students with Executive Functioning Deficits

Keep an organized work space.

Hang a white board/magnetic to create visual for student with simple list for weekly assignments/projects-use magnets to hang papers due

Minimize clutter.

Ask for extra text books for home use-keep in work areas.

Have separate work areas with complete sets of supplies for different activities/subjects.

Schedule a weekly time to clean and organize the work space.

Managing work with Executive Function Disorder

Modify tests- can be overwhelming and stressful-need extra time and quiet space-break-down(chunk) into parts to do at a time

Modify assignments and projects-chunk-use highlighters to emphasize important parts-visual organizers to create timelines

Use a "homework system" where student finds most helpful-i.e. assignment book and checked at home and then at school by staff in morning with all homework

Use of computers or technology as much as possible for visual and ease of completing work

Teachers providing as much information with visuals on white board and with copies of notes for students

Reading-ebooks, kindle, iPad, and use of any visual and auditory form of books for comprehension

Vocabulary-iPad,iTouch, iPhone, or other handhelds for apps that have vocabulary practice

list of apps for Executive Functioning gaps

Author's Note: This is an older post, it was just updated with new links and resources.

Filed Under: Tagged With: School age programs and services (IEPs and 504s) apps for Executive Functioning, ebooks, Executive Functioning IEP, Kansas intervention model, strategies for executive functioning

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Implementing Executive Functioning strategies in your IEP

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Executive Functioning seems to be one of the most common issues facing students with disabilities and a common difficulty even with adults in society today. Yet there seems to be very little understanding of executive functioning amongst teachers or how to provide functional strategies in the classroom.

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Looking back, since the beginning of this school year, what has been effective for your child? And, what was not effective for your child or the IEP team? Not everything we think of could work actually works because we could only know so much about a child and only so much could be implemented into a school setting. For those strategies that ARE EFFECTIVE, what better way than to document, organize, and share them with the team? A must watch video!

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Your Child Binder For School Support - IEP Student's Most Useful Tool All Year Round

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Yes, price is still $5.

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Please click the link to complete this form.

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How To Introduce YOUR CHILD To A New Teacher 

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It's data. It's documentation. It's a reference tool to refer back to throughout the school year! Here are other ways to introduce your child to your IEP Team. Your teachers and those supporting your child would also be grateful for these:

1. Child Profile: OnePageChildProfile-Docx

2. The Child Binder, Exclusively Here Not Yet Posted on YouTube: https://youtu.be/G6xgOeF2Z5E

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How To Introduce YOUR CHILD To A New Teacher At The Beginning Of A School Year

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Free Email to stay on top of topics of Homework and IEP twice a month. Click here or on the funny email GIF to sign up.

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Turn data collection into an experience with Typeform. Create beautiful online forms, surveys, quizzes, and so much more. Try it for FREE.

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10 Top Reading Programs. Most of which your school won't share with you so start here to learn about them here. And, here: 20 Common Reading Intervention Programs for Schools (+how to get one on your IEP) (adayinourshoes.com)

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There are many teaching methods that can help struggling readers. The best ones for kids with dyslexia use an Orton-Gillingham approach. But teachers and specialists may use other methods to supplement their main instruction. Learn about these commonly used programs.

Orton-Gillingham

The Orton-Gillingham approach is the "gold standard" for teaching reading to kids with dyslexia. It focuses at the word level by teaching the connections between letters and sounds. Orton-Gillingham also uses what's called a multisensory approach. It taps into sight, sound, movement and touch to help kids link language to words. Students learn the rules and patterns behind why and how letters make the sounds they do. Orton-Gillingham is the basis for a number of other reading programs. These programs are mostly used by special education teachers.

Reading Mastery

Reading Mastery is very systematic. It starts by teaching word sounds and what the corresponding letters and words look like. Next, kids learn to read passages. Then they build vocabulary while increasing their understanding of what they read. Students are grouped by reading level. Reading Mastery is often used by general and special education teachers as a complement to other programs. It may also be used on its own. Teachers tend to use one of two versions. Reading Mastery Classic is for grades K-3 and Reading Mastery Plus is taught in grades K-6.

Read Naturally

Read Naturally aims to improve reading fluency and understanding in kids and adults. It uses texts, audio CDs and computer software. Usually students listen to a story and then read the same text aloud. The program tracks progress carefully. Students work at their own level and move through the program at their own rate. Usually they work independently. Read Naturally is most often used as an add-on to the main program being used in the general education classroom.

READ 180

READ 180 is for struggling readers in grades 3-12. It involves teacher instruction, working on a computer and reading alone. Kids also listen to someone read aloud and then read the same text. The program includes workbooks, books for reading alone, audiobooks and software that tracks student progress. It's most often used by reading specialists to give extra support.

Project Read

Project Read is used in a classroom or group. The program emphasizes instruction by the teacher. Lessons move from letter-sounds to words, sentences and stories. Project Read has three strands: listening, understanding and writing. All three strands are taught at all grade levels, though the emphasis differs by grade. The program is sometimes used in general education classrooms where many students are struggling. In schools where most kids are on track, the program is often used by special education teachers or reading specialists to give extra support.

Voyager Passport

The Voyager programs are most often used by reading specialists in addition to the general education reading program. Voyager Passport is a small-group program for grades K-5. It includes letter-sound understanding, sight words and vocabulary. Voyager Passport Reading Journeys is for teens who struggle with reading. The program is taught in a group using science and social studies topics. There is also a Voyager Universal Literacy System. This is a K-3 curriculum that includes a program for struggling readers.

Read, Write and Type!

Read, Write and Type! Learning System is a software program to teach beginning reading skills, emphasizing writing. The program was developed for 6- to 9-year-olds who are beginning to read, and for struggling students. The main goal is to help students become aware of the 40 English phonemes, or word sounds, and to associate each with a finger stroke on the keyboard. Read, Write and Type! is often used as a supplement to other reading programs.

LANGUAGE!

LANGUAGE! is for struggling learners in grades 3-12 who score below the 40th percentile on standardized tests. It is most often used by special education teachers. The curriculum uses a six-step format for each lesson. The first step is word-sound awareness. The second step is word recognition and spelling. Then comes vocabulary and then grammar. Listening and reading comprehension come next. Writing is the last step. There is also a version of this program that is specifically designed for English language learners.

Read Well

Read Well is for K-3 students. The program teaches word-sound awareness. It also works on vocabulary and comprehension. Teachers begin by modeling what to do. They then gradually decrease their support until eventually students are asked to do the reading task by themselves. The program includes activities for the whole class as well as small-group lessons. Read Well is often used in the general education classroom.

Fast ForWord

Fast ForWord is a computer-based program that focuses on the link between spoken language and written words. The software aims to help kids master reading by improving things like memory, processing speed and attention. But the impact the program reports to have on these skills isn't widely accepted. Nor is its impact on improving reading. Fast ForWord is used by clinicians and specialists.

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10 Methods for Teaching Reading That Help Struggling Readers

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There are many teaching methods that can help struggling readers, including children with dyslexia. Learn about the Orton-Gillingham approach and other other methods to supplement your main classroom instruction.

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Don’t IEP Alone Academy-Lifelong Benefits

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MOST RECOMMENDED: If you asked, "what is one thing, the best thing, I could do to advocate for my child (right now)?" my response would be TAKE THIS COURSE at your leisure. Just as you won't be able to find a more comprehensive list of IEP Goals and information on all things IEP, you won't be able to find a more comprehensive self-advocacy training on IEP/504. Freebies are endless but the course will enable you to effectively use them. A tool you don't know how to use is a useless tool. I didn't have the money at the time, but after I took the course, I have no regrets and didn't need other courses even though I still tried some. I wouldn't have the success I'm having without THIS. Thank you Lisa Lightner!

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Don’t IEP Alone - Don’t IEP Alone Full Course Catalog

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Learn how to determine what your child needs and how to ask for it.A Lifetime of Advocacy Skills for what

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In order for inclusion to happen, many parents will have to first understand and argue for LRE. These links aren't for parents who believe their child(ren) are more successful in Life Skills or self-contained. If you are advocating for your child(ren) to be included in General Education, read links above and below:

1. Questions and Answers on Least Restrictive Environment (LRE) Requirements of the IDEA - Wrightslaw

2. Least Restrictive Environment (LRE) and Educational Placement for Students with Individualized Education Programs (pa.gov)

3. Sec. 300.114 LRE requirements - Individuals with Disabilities Education Act

4. Read OSERS Policy Guidance on Free Appropriate Public Education (FAPE) (PDF). You can learn the significance on OSERS in Don't IEP Alone - Don't IEP Alone Full Course Catalog (heightsplatform.com).

5. Questions and Answers (Q&A) on U. S. Supreme Court Case Decision Endrew F. v. Douglas County School District Re-1 - Individuals with Disabilities Education Act

6. Endrew F. Case Decided: Supreme Court rules on how much benefit IEPs must provide (understood.org)

7. On Inclusion: https://www.wrightslaw.com/info/lre.incls.rsrch.whitbread.htm

8. On Inclusion: 20 Examples of Inclusion in the Classroom (adayinourshoes.com)

9. On Presumed Competence: What is Presume Competence? (and How to Get Your IEP Team on Board!) (adayinourshoes.com)

10. On Parent Participation: Understanding Parent Participation in Special Education - GenParenting

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Being able to de-escalate and defuse situations with kids and young adults is an extremely helpful skill. Kids and young adults who become emotionally overwhelmed or irritated in a situation may begin to express their emotions in aggressive or violent ways. Some examples of these behaviors might include aggressive posturing, yelling, throwing items, swearing, and making threats. Quite often, without training, these situations become a power struggle between the young adult and the teacher. These power struggles only make the situation worse, though.

The best way to handle these types of behaviors is to de-escalate the situation as soon as possible. It's very important to recognize that this does not mean letting the student get away with the behavior. Instead, de-escalation focuses on helping the student return their emotions back to a normal level. It is critical that the student is calm for a period of time before behavior and expectations are discussed again.

Kids and young adults with oppositional defiant disorder (ODD), attention deficit hyperactivity disorder (ADHD), anxiety, and trauma are just some examples of those who need these strategies utilized to be successful.

If you need further training and support in this area, consider the De-Escalation Strategies Guide that includes extensive training materials, information on Oppositional Defiant Disorder, proactive strategies, reference lists, and a quick-guide to store in a spot for use on the fly.

Also, remember to download the free printable list of over 50 de-escalation strategies. They are ideal to keep on a board by your desk, in the team room, or in a binder to bring to student support meetings. Let me add that they are not only for teachers. Parents, counselors, and administrators could use them, too!
Here are over 50 strategies and phrases you can use when de-escalating a situation:

1. Act calm even if you're not.

2. Say, "Let's talk about this later".

3. Use humor to lighten to mood.

4. Lower your voice.

5. Give a choice.

6. Walk away.

7. Ask, "What would help you right now?"

8. Change the subject to a positive one.

9. Give personal space.

10. Say, "I see where you are coming from."

11. Distract with a positive photo of something they like.

12. Show that you are listening.

13. Remove the audience.

14. Say, "I want to help you."

15. Talk about something they like.

16. Make a joke.

17. Encourage the person.

18. Remind them of something amazing they did.

19. Say, "You can do this."

20. Call another adult for help.

21. Say, "Let's call... I think they can help."

22. Be willing to find a solution.

23. Offer to change the way you are doing something.

24. Re-state what the person is saying.

25. Validate their thoughts.

26. Avoid over-reacting.

27. Use active listening.

28. Offer a solution.

29. Let the person talk without interrupting.

30. Say, "I see your point."

31. Offer to take a walk with the person.

32. Clarify expectations.

33. Remind them of something they love.

34. Apologize for something you did wrong or the way it was taken.

35. Invite them to do a preferred activity.

36. Ask if they can explain more about how they're feeling.

37. Try to understand the person's perspective.

38. Slow yourself down to avoid getting worked up.

39. Say, "So, you're upset because... right?"

40. Don't say "calm down".

41. Show empathy.

42. Encourage the person to use a coping strategy.

43. Don't take items or personal property away from them.

44. Encourage the person to take a walk or get a drink.

45. Give the person an "out" (i.e. letting them go to another room or walking away).

46. Ask, "Would it help if... ?"

47. Keep escape routes open to the door.

48. Coach the person with positive remarks.

49. Acknowledge where you agree with the person.

50. Remind the person, "You're not in trouble".

51. Tell the person, "I'm here for you."

52. Say, "Talk to me," and listen.

53. Tell the person to take a minute to themselves.

54. Ignore the behavior if it's minor.

55. Distract by saying, "Hey, let's go..."

56. Be respectful in your tone.

57. "Do what works" in the moment.

58. Spend time debriefing after the incident to identify ways to improve.

59. Ask them to draw a picture of what happened.

60. Avoid needing to get the last word.

61. Just give wait time.

If you love this topic, read my post on 13 ways to avoid power struggles with kids and young adults!

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Being able to de-escalate and defuse situations with kids and young adults is an extremely helpful skill. Kids and young adults who become emotionally overwhelmed or irritated in a situation may begin to express their emotions in aggressive or violent ways. Some examples of these behaviors might inc

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What To Do When a Student Refuses to Work

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Throughout my years teaching middle school, I have had the experience of seeing many “work refusals”. These are the situations when kids, for a variety of reasons, just refuse to start the work you give them. They might shut down and rest their head on their desk or lash out in anger, shouting about

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Take A SEAT. Know the Four Functions of Behavior in 3 Minutes.

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The ABC (Antecendent, Behavior, Consequence) in ABA (Applied Behavior Analysis)

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Expert in areas of reading, executive functioning and learning disabilities.

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A few months back, I wrote a post that absolutely blew up my Instagram feed. Of all the posts I've written, it didn't surprise me that it was the one that broke the internet. It's the kind of story that keeps me going every day, that reminds me that a child's success is directly proportional to our willingness to not give up.

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Children working on an assignment in a classroom setting

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Planning is the first step in my 4-step therapy framework for improving executive functioning.

Planning as a therapy method is working together with the child to create a plan for the activities we're doing in therapy or the activities the child will encounter outside of the classroom.

The skill of planning is the ability to create a plan that works for you.

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Tera Sumpter's latest insights on executive functioning

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Common instruction to parents, even from paid advocates, is "write a letter request" but how to word it? Here's how. You can thank Lisa Lightner and take the Don't IEP Alone - Don't IEP Alone Course . And, you're welcome.

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25 Free IEP Letter Templates for any IEP Situation

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Inside: Get 25 free IEP letter templates, including my e-book ‘How to Ask your IEP Team for just about Anything.’ If you’re in this for

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12 Options for Parents if Your School is Not Following the IEP

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Per IDEA: Sec. 300.323 When IEPs must be in effect - Individuals with Disabilities Education Act

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You met, you documented, you collected data and have an IEP that you feel hopeful about. Then, it's not being followed.

It's a common parent complaint. Your school, teacher or IEP team is not following the IEP. In non-compliance. Whatever the reason, your IEP is not being followed.

Here are some steps that you can take and I've sort of listed them in order of how you should proceed, though some may overlap.

For the purposes of this post, I am assuming that the IEP is appropriate and sufficient.

I have written 100s of posts addressing how to get a sufficient IEP.

My school is not following the IEP!

Again, I wrote these steps thinking incrementally. I would start with the first one and work my way through the list until the situation was resolved.

Legal Consequences of not following an IEP

Here's where I get to be the wet blanket. Please don't get your hopes up about this. The legal consequences of not following an IEP are a slap on the wrist at best. Some sanctions that schools may face include:

Owing you (the family) a compensatory education fund or compensatory services for services that are not provide. In most instances, this will require that you file for IEP due process, so it's no small feat to get this.

Most state compliance complaints are a nothing-burger. The state agency may issue a reprimand, tell them to "do better" and may order staff training.

If you file an Office of Civil Rights complaint, the complaint is investigated and determined to be in your favor, the most common remedy is "training" for school personnel.

A teacher or therapist may be reprimanded professionally by her supervisor.

A school or individual person may receive a public reprimand from the Deparment of Education.

If the Office of Civil Rights finds in your favor, usually the most they will do is order the school to hold training for staff.

This is tough to swallow, particularly if your situation is egregious. But please don't dwell on it. Life isn't always fair.

Screams of "But she wasn't following the IEP, that's ILLEGAL!" is not going to do anything except get everyone more emotional. It's incredibly frustrating, but there is very little repercussion for schools who do not follow IEPs.

All the more reason parents need to become more involved in citizen lobbying for our kids. The system is quite broken.

Can a teacher be fired for not following an IEP?

Sure. That's going to depend on the contract that the school district has with the teachers' union, the personnel policy and a lot more.

It's not something you can seek as a parent, unless it's a particularly horrific case that involves abuse or something. I'm not in the practice of advising parents to fight battles they cannot win, so I would not advise you to pursue this in most situations.

Can I sue a school for not following the IEP?

No, not really. If you were to file a lawsuit, most judges will throw out the case if you have not gone through Due Process first.

You can file for Due Process for the school district or LEA not providing FAPE. Due process is a costly process-both financially and emotionally. I'm not saying it's not warranted in many situations, but parents definitely need to do a cost/benefit analysis on this.

Our court system does not want to be bogged down with IEP disputes, which is why the Due Process system was set up. Most of the time, people who work in the field-from both sides of the IEP table, do not use the phrase "sue" when it comes to due process.

Can you sue a teacher for not following an IEP?

Not usually. And again, it's not by philosophy to advise parents to fight battles they cannot win. In 99.9% of cases, this is a battle you cannot win.

Focus on what you can do, and what your real options are, for teachers who are not following an IEP.

What to do for IEP non-compliance.

1. Make sure you are documenting everything. Make sure that everything is clearly defined in the IEP as far as the number of hours, minutes, when, where, who, etc. If he is to be pulled out of class for tests, they may say, "He's not asking so we weren't doing it." Ok, so add in a self-advocacy IEP goal. But in the meantime, it is the staff's responsibility to prompt him to leave. I've seen a lot of IEPs that state things like, "Jacob will have access to the resource room for testing." That's vague. And when asked, how do you prove that he didn't have access? Reword it to "Teacher will prompt Jacob to go to the resource room for testing."

2. Keep your communication factual and professional. Be specific. "Today he said he had an algebra test. Per his IEP he is to go to a quiet room to do testing, but that has not been happening." Stay child focused. Word your sentences carefully. Instead of finger-pointing and saying, "You are not doing this and this and this," keep it focused on what the student is or is not receiving. "Per his IEP, he is to be receiving A, B and C and he reports that this has not been happening."

3. Request IEP meeting if necessary. If the documentation alone does not prompt them to follow the IEP, it's time to request a meeting. Submit a parent concerns letter for the IEP meeting and state all of your concerns. At this IEP meeting, I wish to discuss....my son says he has not been receiving...and I want to see what we can do to make this happen consistently." Bring all your documentation to the meeting.

4. Find an advocate. At this point in the process, parents are angry and frustrated. Your child may be regressing, he might be getting repeatedly suspended. At best, they are stagnating because they are not receiving services. Find an advocate to attend with you for a more objective set of eyes and more people on Team You.

5. Call your state Protection and Advocacy group for Disabilities. These groups are horribly underfunded and their efficacy varies greatly. But, you don't know until you try. Call and ask them if they have special education advocates. If not, ask them if you know where you can find one. Ask them about the state complaint process. Ask what they can do to assist you.

6. Find a support/parent group for your child's disability. Whether it be your local Arc or Decoding Dyslexia or whoever. Poke around online and find a local group. There is strength in numbers. You might find new ideas, validation (which can be worth a lot!) or enough people to start a class action suit.

7. File a state complaint. I have filed state "Professional educator misconduct complaints" before in my state. Note that this is pretty extreme and should be for extreme measures. Different states offer different kinds of complaints.

8. Call your state's Department of Education. A simple internet search will get you this information. Call them, tell your story, ask what suggestions they have.

9. Call the Office of Civil Rights-file a complaint. If your child is in a protected class (disability, minority) ask yourself these questions: Is he being treated differently than his non-disabled peers? Is he being denied FAPE (Free and Appropriate Education, as defined by IDEA)? Do I think he/she is being discriminated against based on race or disability? Then file a complaint!

10. Hire an attorney. You've been working at this, it's still not being followed and your child is regressing. Find a special education attorney and ask about comp ed-compensatory education.

11. Call your politicians. Look online for your state legislature. See who chairs various committees (like education) and who represents you. Call or stop in your local office and tell your story, ask what they can do. It may be nothing more than an email or phone call, but might be enough.

12. Path of least resistance. I don't judge. Not everyone can fight every fight. Not everyone has as much fight in them as the next guy. Sometimes you just want it over. You never know what another parent is going through-divorce, family deaths, illness, job loss. It happens. And you might just not have the mental energy to fight IEP battles right now. Some other choices are: moving to a different district, homeschooling, paying privately for a private school or outside services. Lots of choices out there, you have to do what is right for you and your family right now. And don't let the naysayers get you.

Weigh all the options, make your decisions and sleep well, my friend. Remember, the IEP lifestyle is a marathon, not a sprint. We're all in this for the long haul.

Final thoughts: I never, ever recommend that parents contact the media for solutions or to expose a problem. Not everyone in society thinks the way we think or views it from our shoes. I've seen stories backfire and the child is viewed as a troublemaker, the parents viewed as entitled whiners and so on.

You never know how someone is going to view this and they make take the school's side and say, "Heck yeah! Expel that kid!" If you do talk with the media, be very specific and careful before it prints or airs. It can be life changing and not necessarily in a good way.

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Is Your IEP Not Being Followed? 12 Options for Parents if Your School is Not Following the IEP

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Is Your IEP not being followed? Or maybe it is the teacher who is in non-compliance. What are the legal consequences of not following an IEP? Action steps for parents.

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Do you require a daily communications log in order to have conversations with your child about school? Download and edit this accordingly. Yes, have 'daily communications log' written into the IEP.

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How is school for your child each day? It's difficult to ascertain any specific struggles from classwork to social interactions especially when your child has speech & language, expressive & receptive, delays like mine. This Daily Communications...

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FLASH CARDS are effective, especially used in spaced repetition, for learning new concepts and takes only minutes reviewing taught concepts. Download this for your child to practice irregular verbs and/or edit it with your own concepts your child is currently learning.

-There are other flashcards on other concepts available as well such as FlashCards-Prefix-PPTX and LifeCycles-slides

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Free "I CAN ASK" Social Story. Any donations received will go towards the purchase of our Winter items.

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Donate any amount to Learning Perspective.Download this I CAN ASK social story in mp4 video format.Watch with you child. Read with your child.Let your child try and re-read independently or watch this link to read along with Ally, age 8:I CAN ASK Rea...

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Customize your own (specific) story (or social story) with Q&A for your child(ren) or students. Sometimes, practicing repeatedly using the same story is necessary to develop and improve a child's comprehension. Oftentimes, a child doesn't have the opportunity to re-read, re-listen, and re-practice enough with the same story. Here's their chance!

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YES, YOU CAN create your own Q&A for stories. Download this short story Q&A template to use today!

Copy and paste your short story, from school, online research or elsewhere, into the story section at the top of the slides. Type over the correct and incorrect answers at the bottom of the slides. When your child clicks on the correct or incorrect answer, it'll direct them to select another answer if incorrect and to the next question if correct.

Create a different slide for each story. Repetitive practice on the same story allows information processing that is often rushed or skipped because many stories are once and done.

Though this template can be used as a test, it's more for building confidence and story comprehension especially for those stories that require multiple practice attempts.

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YES, YOU CAN create your own Q&A for stories. Download this short story Q&A template to use today!Copy and paste your short story, from school, online research or elsewhere, into the story section at the top of the slides. Type over the correct and i...

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(PA) Though FamilyWorx is not local to me, I admire a truly safe space and supports they provide for parents from self-advocacy to self-care. They even created this collection of resources on education (with me in mind). Wish I could find or create something similar in my area. Until then, I appreciate this group's kindness. And, you can too!

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Children born with down syndrome may have hypotonia which requires more incontinence supplies over their lifetime. Yes, these supplies can be covered by Medicaid for needs during menstrual cycles too.

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Insurance Covered Medical Supplies | J&B Medical

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J&B Medical offers an extensive assortment of Insurance Covered Medical Supplies to improve the quality of life for our members.

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PA - Free Hair Cuts For Boys With Autism

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They made an exception and provided free hair cuts for me and my daughter. More than a foot long of our hair were cut off. Yes, it's been that long. Cutting hair for kids who don't sit completely still requires skill (that came with a constant smile for us). Thank you, Ronald!

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Join us in making a difference for Ausome Cutz Inc.

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I'm grateful to all subscribers who follow my daughter and our journey. Here's one recent comment that touched me: "I like almost your all video, i learn step by step, because i have a girls with down syndrom too.. thank you for sharing, its very useful for me"

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LearningPerspective, formerly One Mom’s Perspective, channel shares creative effective methods to motivate and engage in academic learning and adaptive skills process. My daughter born with Down Syndrome is my inspiration. 2 types of videos are posted: 1) long video showing an in-depth process of an achievement. 2) short video demonstrating an effective and useful approach. You can pay it forward by sharing this Channel with others who may be curious, interested, or benefit from these and future videos. Time and money are luxuries for a single parent with a child with special needs like me. One video will be posted on the 1st of each month because I’m producing the videos all by myself. I appreciate your continued support in the meantime. Thank you.

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This is one of LP's more popular videos being viewed since Sept. I'll post it here for your convenience. When viewers are interested means there's a need. Watch and share with any young girls or their parents. This introduction social story was created by a behaviorist and edited by me. It's also a read aloud by a 9 year old in a unrushed, sweet voice.

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Puberty Social Story For Girls - Read Aloud

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Turn data collection into an experience with Typeform. Create beautiful online forms, surveys, quizzes, and so much more. Try it for FREE.

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