The Individualized Education Plan IEP What It Means For Your Child May 7, 2011

1. The Individualized Education Plan (IEP) & What It Means For Your Child May 7, 2011

2. ABOUT YOUR PRESENTER Ann Siegel, Education Team Manager Advocate for students with disabilities for over fifteen years. Juris Doctor from Nova Southeastern University, Shepard Broad Law Center. Former Guardian Ad Litem and Senior Attorney at Legal Aid Service of Broward County. Returned to Disability Rights Florida (formerly the Advocacy Center for Persons with Disabilities, Inc.) in January 2009 as Education Team Manager. Member of the Florida Bar and is admitted to practice in the U.S. District Courts for the Southern, Middle and Northern Districts as well as in the 11th Circuit Court of Appeal. 2

3. DISABILITY RIGHTS FLORIDA Disability Rights Florida is the designated protection and advocacy system for individuals with disabilities in the State of Florida. Disability Rights Florida has authority and responsibility under eight federal grants. Established in 1987, Disability Rights Florida is a statewide, not-for-profit corporation. 3

4. OUR MISSION To advance the quality of life, dignity, equality, self-determination, and freedom of choice of persons with disabilities through collaboration, education, advocacy, as well as legal and legislative strategies. 4

5. HOW TO REQUEST SERVICES 800-342-0823 We will gather information Review your request Provide follow-up information and referral Discuss other possible services Web Site www.DisabilityRightsFlorida.org Visit the Contact Tab Use an Online Form to Request Services 5

6. TO LEARN MORE Visit www.DisabilityRightsFlorida.org Access resources on many disability topics See our latest news Sign up for our Electronic Newsletter Follow Disability Rights Florida on Facebook and Twitter Read our Annual Report Request a publication Attend a workshop or outreach event 6

7. TRAINING AGENDA What is an IEP? Preparing for your IEP meeting. Breaking down important sections of the IEP. When you disagree with your IEP team. Tips for a successful meeting. Being your child�s advocate. 7

8. PROBLEM SOLVING PROCESS Step1: Problem Definition Step 2: Problem Analysis Step 3: Generate Solutions Step 4: Analyze Solutions Step 5: Select Solutions Step 6: Next Step 8

9. WHAT IS AN INDIVIUALIZED EDUCATION PLAN (IEP)? An IEP is a written document of the educational services designed to meet a child�s individual unique needs. Every child with a disability who receives special education and related services under the Individuals with Disabilities Education Act (IDEA) must have an IEP. 9

10. PURPOSE OF AN IEP To set reasonable and measurable learning and functional goals for the child which can be measured over time. To state the services that the local education agency (i.e., school) will provide for the child. 10

11. IMPORTANT SECTIONS OF THE IEP In an IEP meeting you and the school-based IEP team will review the following sections of the IEP and how they relate to your child: Introductions Procedural Safeguards Present Levels of Academic Achievement and Functional Performance Evaluations Deficiencies, Goals, Short-term Objectives Accommodations/Modifications 11

12. SECTIONS OF THE IEP Placement in the Least Restrictive Environment (LRE) Discussion of Assistive Technology Related Services Service Delivery Options Transition Extended School Year (ESY) Signatures of Attendees Review of IEP Notes and/or Meeting Minutes Receive a copy of the IEP prior to leaving the meeting 12

13. PREPARING FOR YOUR CHILD�S IEP MEETING Review and familiarize yourself with your child�s IEP Review and become familiar with your Procedural Safeguards (http://www.fldoe.org/ese/pdf/procedural.pdf) Prior notice section is important for families Think about your goals for your child�s long-term future and your child�s personal goals Provide your IEP team with YOUR meeting agenda before your IEP meeting Ask your team if they have prepared a DRAFT IEP and request a copy of it prior to the meeting Ask for any evaluations and/or data that will be reviewed by the team prior to the meeting 13

14. PREPARING FOR YOUR CHILD�S IEP MEETING (CONTINUED) Make a list of what your child can do, likes to do, and needs to learn to do. Make a list of types of assistance/help your child needs in order to keep him/her in the general education classroom. Review any evaluations/records prior to the IEP meeting, and take them with you to the meeting. Get input from your child. What does he/she need help with? If appropriate, have your child attend his/her IEP meeting. 14

15. STARTING YOUR IEP MEETING If anyone is going to leave the meeting before it is over, he/she need to state that up front and get your written permission. At annual IEP Meetings, make sure that last year�s progress and goals are reviewed before starting on new ones. If your child isn�t making progress ask WHY!!!! 15 You may need to reschedule some time where he/she can be there or allow them to review his/her sections of the IEP first. You may need to reschedule some time where he/she can be there or allow them to review his/her sections of the IEP first.

16. BREAKING DOWN EACH SECTION OF THE INDIVIDUAL EDUCATIONPLAN (IEP) 16

17. WHAT ARE PROCEDURAL SAFEGUARDS? Families are entitled to information about their rights under the Individuals with Disabilities Education Act (IDEA). These rights, or procedural safeguards, are intended to ensure that families have the opportunity to be a partner in the educational decisions made regarding their children. Link to the procedural safeguards through the Florida Department of Education. http://www.fldoe.org/ese/pdf/procedural.pdf 17

18. PROCEDURAL SAFEGUARDS Procedural safeguards should be made available to you, at least one time per school year, AND a copy must also be given to you: Upon initial referral or your request for an evaluation. In accordance with the discipline procedures when a change in placement occurs. Upon receipt of the first State complaint in a school year. Upon the receipt of the first request for a due process hearing in a school year. Upon your request to receive a copy. 18

19. NEEDS VERSUS DIAGNOSIS Develop an understanding of how the disability affects your child. Services should be based on a child�s needs. Placement should be based on needs not disability. Disability is only a label. 19

20. ASSESSING A STUDENT�S NEEDS The following information assists the school in developing an accurate educational profile that will assist in IEPs, interventions, placement development, and progress monitoring: Social history Age of child Proper educational assessments Academics Cognitive Behavior Environmental factors Medical review RTi 20

21. PURPOSE OF EVALUATIONS To determine if the child is a �child with a disability,� as defined by IDEA; To gather research based on information that will help determine the child�s educational needs; and To guide the decision-making process regarding appropriate educational programming and placement for the child. 21 Evaluations assist with program eligibility, placement and services. Evaluations assist with program eligibility, placement and services.

22. PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE Is a combination of all information relevant to the student�s educational performance. It should be fair and unbiased information based on a variety of factual sources. It should identify the sources of information, the strengths of the student, how the disability affects the student, and the priority educational needs of the student. Parental input. 22

23. PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE: PURPOSE There must be a direct relationship between the Present Levels of Academic Achievement and Functional Performance statement and other parts of the IEP. Should address areas of concern and/or problems in a particular area. Should create a baseline of information that identifies how the student is currently functioning. Should allow parents to track their child�s educational progress. 23

24. PRESENT LEVELS OF ACADEMIC ACHIEVEMENT AND FUNCTIONAL PERFORMANCE : FORMAT Present Levels of Academic Achievement and Functional Performance should include the following starter phrases to ensure the appropriate information is documented: Effects of the disability Priority educational need 24

25. PRESENT LEVELS OF EDUCATIONAL PERFORMANCE: SAMPLE Based on: Information provided by teachers, parents, and student, past IEPs, and reevaluation results indicating that the student is maintaining satisfactory grades in all classes. The student is social, is a hard worker, completes all class and homework and is involved in an after school club on campus and a sports team in the community. The student talks out an average of 15 times in a 50-minute class period. Last school year, the student used behavior reminder cards in classes as a supplementary aid. Effects of the disability: The student has a hard time staying on task and interrupts others and self. Priority educational need: Is to decrease the number of times the student talks out. 25

26. GOALS AND SHORT TERM OBJECTIVES Each IEP is required to have a statement of measurable annual goals, including benchmarks or short-term objectives related to meeting the student�s needs. These goals and objectives are how the IEP team determines progress and success over time throughout the curriculum. 26

27. ANNUAL GOALS A measurable annual goal is an individualized, specific statement of what the student needs to learn and how it will be demonstrated. The intent of the annual goal is to move the student toward greater involvement and progress in the general curriculum. 27

28. EFFECTIVE ANNUAL GOALS Should include the following elements: Conditions, Behavior, and Measures EXAMPLE: Given a writing topic, the student will write a three-paragraph essay with at least five supporting sentences in each paragraph and no punctuation errors 85% of the time. 28

29. SHORT-TERM OBJECTIVES AND BENCHMARKS Short-term objectives are intermediate steps that the student will take to reach the measurable annual goal. As an alternative to short-term objectives, IEP teams may develop periodic measures, which can be thought of as describing the amount of progress the child is expected to achieve at certain points during the year. 29

30. SHORT-TERM OBJECTIVES AND BENCHMARKS In the past, benchmarks or short-term objectives were required elements in every child�s IEP. In 2004, IDEA made amendments to this requirement. Benchmarks or short-term objectives are required only for children with disabilities who take alternate assessments aligned to alternate achievement standards. Alternate assessments based on alternate academic achievement standards are intended for children with the most significant cognitive disabilities. Benchmarks indicate the interim steps a child will take to reach an annual goal. 30

31. IDEA AND SHORT-TERM OBJECTIVES AND BENCHMARKS IDEA requirements for this component of the IEP. For children with disabilities who take alternate assessments aligned to alternate achievement standards, a description of benchmarks or short-term objectives� 34 C.F.R. �300.320(a)(2)(ii). States can still choose to use benchmarks with other children, the Department of Education has left this matter up to local discretion, since the intention of benchmarks and objectives are to assist parents in monitoring their child�s progress. 31

32. EXAMPLE 32

33. SMART IEP GOALS ARE� Specific Measurable Action Words Realistic and Relevant Time Limited 33

34. ACCOMMODATIONS V. MODIFICATIONS Accommodations: adjustments to curriculum presentation that does not interfere with the Sunshine State Standards. Modifications: adjustments to curriculum presentation that do substantially change the requirements to meet the Sunshine State Standards. 34

35. TYPES OF ACCOMMODATIONS 5 general areas Instructional methods and materials Assignments and classroom assessments Time demands and schedules Learning environment Use of special communication systems 35

36. EXAMPLES OF ACCOMMODATIONS Classroom Accommodations Highlight important points in the text Provide study worksheets Assign a note-taker Allow student to use a computer Provide a tutor Use audio versions of material to enhance work & learning Use advance organizers (i.e., agenda) Provide oral and visual cues Use task analysis (i.e., checklist) Tape record class lectures Test Accommodations Testing in a quite place for students who are easily distracted Extended time on test Different test formats Allow students to read answers out loud Allow for multiple choice format 36 Not an exhaustive list of accommodations, these are just some that can be used. Not an exhaustive list of accommodations, these are just some that can be used.

37. LEAST RESTRICTIVE ENVIRONMENT (LRE) The team should address a section on the IEP that is referred to as �extent of non-participation�, also known as LRE. IDEA places great emphasis on educating children with disabilities, with their typical peers when appropriate. If the IEP team determines a child needs to be educated outside of the regular class, have less involvement in the general curriculum, and/or less participation in extracurricular or nonacademic activities, the IEP team must explain why. 37

38. LEAST RESTRICTIVE ENVIRONMENT (LRE) To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are nondisabled. 34C.F.R.�300.114 (2)(i) This is also know as �INCLUSION�. 38

39. WHAT IS ASSISTIVE TECHNOLOGY? (AT) An 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. The term does not include a medical device that is surgically implanted, or the replacement of that device. 34 C.F.R. �300.5. 39

40. Section 1003.575, Florida Statutes (amended ) If an individual education plan team makes a recommendation in accordance with State Board of Education rule for a student with a disability, as defined in s. 1003.01(3), to receive an assistive technology assessment, that assessment must be completed within 60 school days after the team�s recommendation. 40 To insure a smooth transition the following agencies are part of this interagency agreement. The Florida Infants and Toddlers Early Intervention Program in the Division of Children�s Medical Services of the Department of Health. (2) The Division of Blind Services, the Bureau of Exceptional Education and Student Services, and the Division of Vocational Rehabilitation of the Department of Education. (3) The Voluntary Prekindergarten Education Program administered by the Department of Education and the Agency for Workforce Innovation. To insure a smooth transition the following agencies are part of this interagency agreement. The Florida Infants and Toddlers Early Intervention Program in the Division of Children�s Medical Services of the Department of Health. (2) The Division of Blind Services, the Bureau of Exceptional Education and Student Services, and the Division of Vocational Rehabilitation of the Department of Education. (3) The Voluntary Prekindergarten Education Program administered by the Department of Education and the Agency for Workforce Innovation.

41. WHAT ARE AT DEVICES? Augmentative communication devices, including talking computers. Assistive listening devices, including hearing aids, personal FM listening systems, closed-caption TVs and teletype machines (TDOS). Specially-adapted learning games, toys and recreation equipment. Computer-assisted instruction, drawing software. Electronic tools (scanners with speech synthesizers, tape recorders, word processors). 41

42. WHAT ARE AT DEVICES? (continued) Curriculum and textbook adaptations (e.g., audio format, large print format, Braille). Adaptation of the learning environment, such as special desks, modified learning stations, computer touch screens or different computer keyboards. Adaptive mobility devices for drivers' education. Orthotics such as hand braces to facilitate writing skills. 42

43. RELATED SERVICES Services a child with a disability needs in order to benefit from special education. 43

44. RELATED SERVICES Services can include the following: Speech Therapy Occupational Therapy Physical Therapy Audiology Services Psychological Services Recreation, including therapeutic recreation Counseling Services, including rehabilitation counseling Orientation and Mobility Service Medical Services for diagnostic or evaluation purposes Nursing Services School Health Services Social Work Services in schools Parent Counseling and Training Transportation 44

45. HOW DO YOU KNOW WHAT RELATED SERVICES A CHILD NEEDS? Ask yourself the following questions: What does my child need to be involved and progress in the general curriculum (that is, the curriculum used by non-disabled students)? What does my child need to participate in extracurricular and other nonacademic activities? What does my child need to be educated and participate with other children with disabilities and non-disabled children? 45

46. SERVICE DELIVERY OPTIONS IDEA requires IEP teams to determine when services are to begin and end. Typically this runs though one academic school year. This section is important for families to understand because it is where schools MUST outline the services a child with a disability will receive. This should include when, where, how often, how long the services will be. 46

47. SERVICE DELIVERY OPTIONS It is not uncommon for families to hear at IEP meetings that schools are not required to indicate how long services will be or when services will take place. This is incorrect and families should refer school staff to the following federal regulation: The IEP must include: The projected date for the beginning of the services and modifications described in paragraph (a)(4) of this section, and the anticipated frequency, location, and duration of those services and modifications. 34 C.F.R. �300.320(a)(7). 47

48. SERVICE DELIVERY OPTIONS: EXAMPLES What your IEP should say!!! Example: Child will receive speech services for 60 minutes, two times a week, in the general education classroom beginning August 1 � June 10th. What districts often write!!! Example: Child will receive speech services for 60 minutes a week. 48 Note: If districts are resistant to writing down a duration/frequency of services in the IEP, teams can write this information in the PLOP or in the conference notes. Note: If districts are resistant to writing down a duration/frequency of services in the IEP, teams can write this information in the PLOP or in the conference notes.

49. KEY DISCIPLINE POINTS Key discipline points: IDEA requires that a mental illness or behavior disorder MUST interfere with a child�s learning and is to be addressed by the school system only to the extent that it interferes with the child�s learning. �Learning� is defined as academic, behavioral, and social/emotional progress in a school setting as compared to his regular education peers. Needs of the child outside of the school setting are not the responsibility of the LEA. 49

50. DISCIPLINE School may make unilateral change in placement: For 10 school days or less for students who violate code of conduct. For 11 or more school days for violations of code of conduct IF NOT a manifestation. For 45 days or less for weapons, drugs or infliction of serious bodily injury. 50

51. SUSPENSION AND FAPE Rule of thumb The number of days of suspensions reaches over ten, then it will be considered a change in placement. When this happens a variety of steps must take place � Manifestation determination/IEP/FBA/BIP. If a student�s IEP or behavior intervention plan addresses a particular behavior, it generally would be inappropriate to utilize some other response, such as suspension, to that behavior. 51

52. SPECIAL CIRCUMSTANCES School personnel may remove a student to an interim alternative educational setting for not more than 45 school days without regard to whether the behavior is determined to be a manifestation of the child�s disability, in cases where a student Carries or possesses a weapon at school or school function. Knowingly possesses or uses illegal drugs or sells at school or school function. Has inflicted serious bodily injury upon another person at school or school function. 52

53. MANIFESTATION OF THE DISABILITY Manifestation Determination means: Was the resulting behavior significantly related to the student�s disability (not label)? Was this behavior adequately addressed through an IEP or Behavior Intervention Plan? Would you expect a student with this disability, in these circumstances and under the supervision provided, commit the behavior? 53

54. FUNCTIONAL BEHAVIORAL ASSESSMENT AND POSITIVE INTERVENTION - A PROCESS Identifying goals of intervention. FBA: Gathering information (data). Developing hypotheses. Designing behavioral intervention plans. Implementing, monitoring, and evaluating outcomes. 54

55. BEHAVIOR INTERVENTION PLAN (BIP) Practical, workable, reasonable. Specifics: time, duration, setting, roles . Buy-in from persons implementing plan. Activities should target student needs identified from FBA. Determine what is reinforcing to student. 55

56. TRANSITION SERVICES IDEA requires that beginning no later than a student's 16th birthday (and younger, if appropriate), the IEP must include transition services and/or plans designed to help the student prepare for secondary education and/or life after high school. In Florida, in order to ensure quality transition planning and services, IEP Teams shall begin the process of identifying transition services beginning no later than age fourteen (14), so that needed postsecondary goals may be identified and in place by age sixteen (16). The IEP team must develop measurable goals for the student that are focused on the students future interest and abilities. This can include goals for postsecondary education and/or community supports and services. 56

57. TIPS FOR AN EFFECTIVE TRANSITION PLAN Include your child whenever possible during this planning process. Tap into other resources that specialize in secondary education and/or community supports and services (i.e., Vocational Rehabilitation). Ensure that agencies are invited to your child�s IEP meeting beginning at age 14. Encourage a functional vocational assessment to occur as early as 12-14 years old to determine interest skills and abilities. 57

58. TRANSITION SERVICES AND IDEA �(a) Transition services means a coordinated set of activities for a child with a disability that� (1) Is designed to be within a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child�s movement from school to post-school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation.��34 C.F.R. �300.43 � �� 58

59. TRANSITION SERVICES AND IDEA (continued) (2) Is based on the individual child�s needs, taking into account the child�s strengths, preferences, and interests; and includes� ����� �� (i) Instruction; ��� �� (ii) Related services; (iii) Community experiences; ����� �� (iv) The development of employment and other post- school adult living objectives; and ��� �� (v) If appropriate, acquisition of daily living skills and provision of a functional vocational evaluation. ����� �� (b) Transition services for children with disabilities may be special education, if provided as specially designed instruction, or a related service, if required to assist a child with a disability to benefit from special education. 59

60. EXTENDED SCHOOL YEAR (ESY) (a)(1) Each public agency must ensure that extended school year services are available as necessary to provide FAPE (free and appropriate public education) consistent with paragraph (a)(2) of this section. (2) Extended school year services must be provided only if a child�s IEP team determines, on an individual basis, in accordance with �300.320 through �300.324, that the services are necessary for the provisions of FAPE to the child. 34 C.F.R. � 300.106 60

61. ESY continued ESY decisions consider the following factors: Will the student regress or lose ability in a critical life skill related to his or her IEP goals if ESY services are not provided? Is the student at a crucial stage in mastering a critical life skill, when a lapse in services would substantially harm the child�s chances of learning that skill? Is the nature or severity of the student�s disability such that the student will not receive a reasonable level of benefit from his or her educational program during the regular school year if ESY services are not provided? Are there extenuating circumstances that make it unlikely that the student will receive a free appropriate public education without ESY services? 61

62. SIGNATURE ON THE IEP Your signature is only required for the initial IEP in order to initiate ESE services. After the initial IEP is developed your signature only indicates that you were present at the IEP meeting. If you don�t agree with the outcome of your child�s IEP you should sign the IEP and indicate what section(s) of the IEP you are not in agreement with. 62

63. Tips To Follow When You Disagree With Your IEP Team and Strategies For aSuccessful Meeting 63

64. WHEN YOU DISAGREE If you feel that there will be a dispute at the IEP meeting, prior to the meeting, you should request a recording of the meeting. Advise the IEP team that you do not think the IEP is appropriate. Use facts to support your position. You can sign the IEP but state (next to your signature) that you do not agree. Follow up with a letter and re-state your position. 64

65. FIVE STEPS TO GETTING AROUND DISAGREEMENT Step 1: Clarify: Ask questions. Step 2: See other�s points of view: Understand where others are coming from. Step 3: Find Common Ground: What points do you agree on. Step 4: Add Information: Give more information that might help clarify. Step 5: State Your Position Clearly: Be sure what you want is clear. 65

66. TIPS FOR A SUCCESSFUL MEETING Share your vision for your child for this school year. Have a positive attitude - even if you disagree. Stay on task and focused. Tape record the meeting or have someone with you take notes. Inform your school in advance of your intent to tape record the meeting. Avoid bringing up issues that happened in the past. Ask that the minutes be read out loud prior to the meeting ending. Request a copy of the notes and IEP prior to leaving the meeting. Avoid personal attacks. 66

67. REMEMBER THESE STRATEGIES�. Ask for a copy of the school�s Code of Conduct. Do not believe that the professionals on your child�s IEP team are the only experts. Parents are experts and know their children best. Put all requests in writing to your child�s school. This allows you to keep a paper trail. If it is not written down it didn�t happen. 67 Remind parents that Code of conduct must be in alignment with IDEA and federal laws. Remind parents that Code of conduct must be in alignment with IDEA and federal laws.

68. REMEMBER THESE STRATEGIES�. Request evaluations that support the need for related services, rather than just requesting the services. Families do not have to agree with the school�s evaluations. Right to request an Independent Educational Evaluation (IEE). Parents are entitled to have assessment information explained to them before the IEP meeting. Parents can request a copy of the evaluation prior to the meeting. 68

69. REMEMBER THESE STRATEGIES�. Do not accept goals that don�t appear to be attainable and are not measurable. Without this it is difficult to determine if your child has made progress throughout the school year. Do not allow placement decisions to be made before goals and objectives are written. Ensures the child will be placed in the Least Restrictive Environment. The IEP/services drives placement not the disability. Do not allow the IEP team to rush the meeting. If issues have not been fully addressed, then request that another meeting be scheduled. Ask a lot of questions. Informed decisions cannot be made when parents are not familiar with terminology used by educators. 69

70. THE MEETING IS OVER: WHAT�S NEXT??? Ensuring Follow -Through After the IEP Has Been Developed: Document everything! If it is not in writing, it�s your word against theirs. Ensure that each team member has received a copy of the IEP ( 34 C.F.R. � 300.323 (d) (1)). Communicate regularly with your child�s teacher. Request quarterly meetings. Review your child�s school work. Stay up-to-date with changes in the law and rules. Maintain a notebook / file with school documentation. Visit your child�s classrooms. 70

71. Being Your Child�s Advocate 71

72. COMMON MISTAKES PARENTS MAKE  Not understanding how your child�s disability affects them in the school environment. Not keeping your emotions under control. Not documenting conversations, events, and /or issues in writing. Attending an IEP meeting ready to fight. Taking the �all or nothing� approach. Micro-managing the details of the IEP. Focusing on minor procedural missteps by the school. Trusting that the school /district knows everything. 72

73. RESOURCES FOR ADVOCATES Better Individualized Education Plans (IEPs): How to Develop Legally Correct and Educationally Useful IEPs. By B. Bateman/M. Linden. The Complete IEP Guide: How to Advocate for Your Special Education Child. By Lawrence Siegel. Wrightslaw: Special Education Law. By Peter and Pam Wright (Harbor House Law Press). Wrightslaw: From Emotions to Advocacy. By Peter and Pam Wright (Harbor House Law Press). Getting to Yes: Negotiating Agreement without Giving in. Author: Roger Fisher and William Ury. 73

74. UNDERSTANDING THE CHAIN OF COMMAND 74

75. TIPS FOR WORKING WITH YOUR CHILD�S SCHOOL Share information about your child. Know Key players in your district. Stay connected and attend ALL meetings. Seek a win- win situation for your child. Stay involved and trained. Develop a collaboration with the school. Become a strong advocate. Know the law: knowledge = power. Know the lingo. Become familiar with school policies and procedures. Know the rules of the game. 75 Know the lingo = know the terminology used at your child�s meeting Know the Rules of the Game = know your rights for mediation, due process, state complaint, etc�. Know the lingo = know the terminology used at your child�s meeting Know the Rules of the Game = know your rights for mediation, due process, state complaint, etc�.

76. ADVOCACY INVOLVES . . . Being organized. Being prepared. Being focused on the individual. Being clear on the issues. Being an effective communicator. Being a problem solver. Being a negotiator. Being aware of the rules. Being confident and in control. 76

77. THE IMPORTANCE OF STAYING ORGANIZED AND KEEPING GOOD RECORDS Develop a record-keeping system. Keep copies of everything. Keep a journal. Create a paper trail. Request that copies of your correspondence be placed in your child�s cum file. Bring records to meetings. Write an outline or script to follow at meetings. 77 Remind parents that when they are creating a paper trail that their correspondence be civil. Remind parents that when they are creating a paper trail that their correspondence be civil.

78. USING PERSUASIVE COMMUNICATION Keep your emotions out of it. Know the other person. Listen to the other person. Develop a relationship. Be specific. Compromise Don�t attack their position, look behind it. Don�t defend your ideas, invite criticism and advise. Ask questions and pause. 5 Why(?) questions. 78 Emotions - leave them out of it - they put the focus on YOU, not your child Know the other person - people only understand things in terms of their experience - you have to get within their experience. Make their agenda theirs! So in doing so you must . . . Listen - communication is a 2 ay process. If you try to get your ideas across to others without paying attention to what they are saying to you - you�ve lost the effort. Listening will establish respect and give you clues into info you need. Aha! People have to make their own decisions - use questioning techniques that lead them subtly down the path of their own undoing. Ex: Young boy in elementary school; district proposing to transfer to center school because �they�ve tried everything and nothing works�; gentle questioning about specific techniques (�so what did you do when he did this?� �So you believe he did this to escape?�)brought out that CBA believed �behavior� function was to escape and also that their response was to put in time out so they were reinforcing his behavior & making it worse!!!!! (�Oh! So you believe he does this to escape something and then you put him in time out. Does he escape from it in Time Out?� Oh! So you are actually reinforcing the escape behavior!�) Relationship - develop one of trust. Act respectfully, command respect, be trustworthy. People will be more likely to listen to you. Make is personal. Be specific: Ex �Brian goes ballistic every week.� vs �twice a week, usually after lunch, Brian scrams, pushes over desks, and run from the room when asked to complete a math assignment.�Emotions - leave them out of it - they put the focus on YOU, not your child Know the other person - people only understand things in terms of their experience - you have to get within their experience. Make their agenda theirs! So in doing so you must . . . Listen - communication is a 2 ay process. If you try to get your ideas across to others without paying attention to what they are saying to you - you�ve lost the effort. Listening will establish respect and give you clues into info you need. Aha! People have to make their own decisions - use questioning techniques that lead them subtly down the path of their own undoing. Ex: Young boy in elementary school; district proposing to transfer to center school because �they�ve tried everything and nothing works�; gentle questioning about specific techniques (�so what did you do when he did this?� �So you believe he did this to escape?�)brought out that CBA believed �behavior� function was to escape and also that their response was to put in time out so they were reinforcing his behavior & making it worse!!!!! (�Oh! So you believe he does this to escape something and then you put him in time out. Does he escape from it in Time Out?� Oh! So you are actually reinforcing the escape behavior!�) Relationship - develop one of trust. Act respectfully, command respect, be trustworthy. People will be more likely to listen to you. Make is personal. Be specific: Ex �Brian goes ballistic every week.� vs �twice a week, usually after lunch, Brian scrams, pushes over desks, and run from the room when asked to complete a math assignment.�

79. YOUR EMOTIONS: KEEP YOUR COOL Remain confident . Keep the focus on your child. Keep emotions out of it. Be a problem solver. No one wins when you act out of anger. Stay calm and determined to reach your goals. Anger allows us to lose sight of our essential purpose. 79

80. FOCUS ON THE STUDENT 80

81. THE ULTIMATE GOAL Equal access to education Equal access to community Equal access to quality of life Independence 81

82. 82