I have been reading a lot lately about getting your child organized for the start of this very unusual school year. Most of what I read is good information. Having a calendar, using a white board, setting up an at-home school room with supplies at the ready, an elaborate folder system, timers etc. are all wonderful suggestions.

The trouble with most everything we, as adults and educators, suggest is that they are things that work for us. Or, at the very least, what works the best for organized people and perhaps people who make organization systems. What works for me is not necessarily what works for you. Have you ever tried to empty someone else’s dishwasher and put things away? The most organized kitchen becomes a minefield of seemingly strange decision making!

In all this planning and suggesting I rarely see the one most important part of creating an effective organizational system for anyone in any setting. The key to an effective organizational system is to ASK THE PERSON WHO IS GOING TO USE IT WHAT THEY WANT OR WILL USE.

What you might think is if I ask my son/daughter what they want or will use, they don’t know - that’s the problem. Yes, that may be part of the problem, however, your beautiful system is what makes sense to you. A workable system has to be what makes sense, and is user friendly to the USER - namely your child.

Start with what your child thinks works for them. If they say they don’t know, help them brainstorm ideas by looking at what they like to do and how they organize that. You may need to play detective.  There is organization in everything; it is sometimes just very hard to see.

Time spent creating an accessible system, based on your child’s needs, is the place to start. Notice I said start. Organization takes work and adjustment. You have to remain involved in getting a workable system, designed by your child, to work efficiently.  Instead of a Trapper Keeper it may be a small spiral in the back pocket.

The simpler the better. Do not give up or worse give in and become the eternal organizer for your child. Time spent in creating a system together, modifying as necessary and supporting your child’s growth towards independence will be well rewarded.

Need to review what you have in place, or get ideas based on your child’s current needs?  Reach out today - message or call for a 15 minute free consultation.

In speaking with a new client the other day I was reminded that we sometimes get confused with ‘school speak’. Just like any industry we use language in a specific way. When it comes to IEP’s and 504’s it is important to be clear.

So to clarify the difference between an Accommodation and a Modification, here is the easiest way to remember. We accommodate the learner - access becomes easier. We modify the curriculum - what is learned can be changed.

We Accommodate The Learner. What does the learner, your student, need to make learning and the demonstration of that learning accessible? What needs to be learned is not changed. More time, a different mode of assessment, smaller workload (same amount of learned material), utilization of technology, etc. all are accommodations. A ramp, an elevator, a quiet work space all are accommodations. The list is virtually endless and never changes the learning outcome.

Accommodations are on both IEP’s and 504’s.

We Modify The Material. What we expect a child to learn, the pace of the learning including the depth of the learning all are modifications to the actual learning expectation. Sometimes modifications, because of the scope and depth of the change need to be presented in a different setting. Modifications can be minimal to so extreme that diplomas - the guarantee of learning - are not awarded.

Modifications to academics are only available on an IEP.

Changing what is learned - Modification. Providing support to a child so they can learn (what everyone else is learning) - Accommodation.

We accommodate and support the learner. We modify and change the material.

Have a question or concern - reach out - message or call for a 15 minute free consult.

That is the 180 day question. With no more information than most of you have, I believe strongly that school as it was in the past, will not be in our immediate future.

The ‘traditional’ way of preparing for the new school year will not play a significant role in getting ready for THIS year. Get ready we must. How we do that successfully for our children, ourselves and our families will take some figuring out.

So here is strategy #1.

Begin now to implement a home schedule that can blend seamlessly into the start of school. Traditionally, there is a ‘last of summer’ flurry of activity and then a dramatic change in schedule. Without a clear idea of when or what it will look like you should take the opportunity to gradually implement changes now that will more effortlessly blend into the fall.

You may want to:

● Establish parameters around meals, leisure activities and sleep time that can flex easily into a complex schedule.
● Structure free time now so that taking away preferred activities is not ‘because of school’
● Create ‘classroom space’ , with your child’s input, that is functional and fits your child’s and your needs. A rolling cart, with supplies, that can be put into a closet at the end of the ‘school day’ helps to separate home from school.
● Make an extra meal whenever possible to stock the freezer
● Enlist a support network

Strategy #2 CREATING A SUPPORT NETWORK FOR REMOTE LEARNING

To paraphrase a terrific children’s book. School this year is looking kind of CLOUDY WITH A WHOLE LOT OF CHAOS. Now is the time to do what all schools have been doing since closing their doors for the 2019 -2020 year.

Plan, Plan, Revise and Plan again.

The first part of the plan is to get together with your neighbors and strategize. If you are fortunate enough to live in a setting that has several children of school age, you have a terrific support network built in. A support network that includes you as one of several support people.

We are all familiar with the tagline - we are all in this together. Make that ‘Together’ work for you. At this point you have already experienced the remote learning concept. You know the pitfalls and needs. Act on them now.

So the challenge today is as follows:

1. Get in touch with other families on your street, or in close proximity, in your neighborhood to discuss what type of needs you have if children do not return to the brick and mortar school.
2. Listen and list - make no judgements.
3. Take your list and think about what type of support you can give. Be creative.

Here is a sample:

● Rotating parents to do read alouds on Zoom
● Having 1 or 2 other children in your home (socially distanced) during instruction on alternate days.
● Providing snacks/dinner for the ‘home classroom’ that day
● Set up a neighborhood lending library in your garage.
● Make Physical Education a neighborhood activity - obstacle course, jumping jack challenge, etc.
● Utilize zoom for study and book groups.

A note to schools. Instead of the usual way of making class rosters - group kids by location.  Support the neighborhood by creating neighborhood classrooms.

What ideas do you have? Share them below in the comments.

​Have a question or concern - reach out - message or call for a 15 minute free consult.

Anticipating and attending your child’s IEP meeting can be stressful. When it is the first time you are sitting down with the school team to review your child’s evaluation and determine whether your child is eligible for IEP service - it can be overwhelming.

The best way to handle your nerves and make sure you understand what is being said is to ask questions. You do not have to know anything about the process, education or even desired outcome. All you need to know is that you want to make an informed decision on how to best meet your child’s needs.

Often parents want to tell the school team what they want done for their child without really understanding what the school team is offering. Fear sometimes takes over and with it, listening goes out the window.

Walking into a meeting with a specific agenda can derail the process by eliminating the possibility of dialogue. Asking questions makes dialogue happen. Dialogue invites joint planning. Joint planning brings ultimate success.

What questions? Here is a brief sample - in no particular order of importance.

• Where will this take place? (this school, another school, gen ed classroom, resource rm.)
• How many children will be in the class? (is it a separate setting or in the reg. classroom)
• Why does she need to have this? (is this support only given this way)
  
• How is that different from what is happening for him now?
• Will this be every day?
• Who will she be with? (Are all the children in need of special services like you child)
  
• May I see the classroom before I say yes?
• Why are you suggesting this and not that? (whatever you thought you would get)
  
• What happens if I do not sign for this?
• What else can you do now to support learning? (are there other ways to have support) Will she be with her friends?
  
• I am not clear, please describe this more completely.
  

Keep relations cordial while not agreeing to anything that you do not want to happen for your child. You want to show strength of purpose and a willingness to work towards a learning plan for your child that meets their needs. Asking questions is the best way to get there especially when you and the school seem miles apart. 

Have a need? Do reach out today.