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Mid-Year Progress Report/IEP Check In

2/19/2020

Based on some client requests I am excited to offer this new service to parents of children with current IEPs: the Mid-Year Progress Report/IEP Check-In.

The Mid-Year Progress Report/IEP Check-In is for all parents of students who have current IEPs and are unsure if the usual statement of 'making adequate progress' is really telling them in what manner and how far their child is progressing - academically, socially, emotionally and behaviorally.

Perhaps, you just want a 2nd set of experienced eyes on what is going on. The Mid-Year
Progress Report/IEP is for you. If you haven’t worked with me in the past this is a terrific time to experience educational advocacy that goes beyond the law and into the classroom.

Not sure what to ask or what it all means? The Mid-Year Progress Report/IEP Check-In will not only help you understand how our child is currently performing. It will also give you ideas on how to more effectively ask questions that give you specific 'measurable' answers.

Your $150.00 investment in the Mid-Year Progress Report/IEP Check-In will include:
Review of current evaluations, assessment data and IEP. (100 pages total)
Visual graphing of data provided.
Written report highlighting areas of positive and negative impacts.
Suggested modifications and enhancements to current supports.
Next steps for continued progress.

Now is the time to get clarity on what is happening, or not happening for your child. Waiting until the annual review to discuss your concerns is too late. The school year moves fast. We are half way through. Now is the time to ask and act.

Reach out today. Let's work together to make this school year the most rewarding for your child.

Kathi Wilson MA, MEd.
KSW Educational Concepts
http://www.ksweducationalconcepts.com
facebook.com/ksweducationalconcepts
215-932-1702
Educational Advocacy today for a lifetime of tomorrows.

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Tips on How to Help Your Child Develop Executive Functioning Skills Before They Get to School

2/12/2020

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- Tips from Two Great Educators Mary Ellen and Gail

At its most basic level executive functioning is positive decision making, self-control and managing your surroundings. Here are some tips for early learners.

Give your child the opportunity for unsupervised play.

Have a play date or meet other parents in the park, step back and let the children work out their differences. Allow them to set up a game, decide who is in charge, make up the rules. Do not rush to fix things or have your child ‘say sorry’.

A friend telling them they don’t want to play any more is much more effective than you saying be nice and apologize. This is problem solving 101.

Give them responsibilities.

As soon as your child is able to understand what you are saying, teach them responsibility for their things. Notice I said teach what you want and how it is to look. This is an important step in the process. Once you have successfully taught the skill you can expect it. Do not fall victim to just saying ‘clean up’ and then be disappointed that it is not done to your expectations.

When the job is complete tell them, ‘I noticed how nicely you................’. Try not to say ‘I really like ..................’ (which is what we are prone to say). This is a subtle but important distinction. The first is about their competency and the second is about pleasing someone else. Being competent is skill building not emotionally based performance.

Give them old fashioned chores.

Chores are something children do because this is where they live. It may have no direct impact or importance to them yet they are actions that support family success.. Taking out the garbage, sweeping the floor or setting the table all help the household run smoother. Teach the skill and hold out the expectation of success.

This helps your child understand that whatever group they are a part of it is their responsibility to do what is necessary to make it run smoothly - even if they do not think it is important.

Let them experience the outcomes of their actions.

If a friend tells your child they do not want to play with them because of something they did let them experience the disappointment. It will allow you to discuss what happened and what they could have done differently.

If you want to reward positive behavior with money or treats go ahead and do that as long as you withhold the reward for not doing something.

One of the best reward systems is your time and attention. Offer extra time together to play a game, craft, cook etc. Help your child link the job well done to more freedom and the opportunity to do something they enjoy. It’s all in the teaching!

Have a question? Reach out today. Waiting is never the best course of action.

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Don't Say That - Say This

2/5/2020

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The next time you are at an IEP/504 meeting or any conference at school, you would be wise to watch how you say things. How you ask for something or respond to something that is said by a staff member can radically change what happens for your child.

I know you aren’t going to do anything (anyway, about this, etc.).

I hear this in one form or another, more often than I can say. As a parent you need to expect the school to address your concerns for your child. Saying ‘I know you won’t do anything………….’ comes from frustration or fear and it opens the door to that exact response.

When the concern is new, state your need to have the school address it now in a brief statement with no excuses. Something like: ‘Every day when Kathi comes home from school she tries to do the math homework and does not know how to solve the problems. What is going on in class?’ Then listen. Ask follow up questions with the expectation of something new being done to help your child.

Listen to the answer and continue to ask questions.

For problems that have persisted over time say something like this. ‘In the past I (we) have tried to have this addressed however nothing has (been done, been included, been successful, etc.) up until now. We need to revisit this concern again and come up with a plan of action.’

This approach tells the school you consider this an ongoing concern, you are serious about getting assistance for your child in this area, and you expect the school to work with you and address this challenge for your child. Remember, what YOU say goes a long way towards what ends up being done to support your child.

Have a concern? Ask a growth minded question? Reach out today.

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Create Realistic Goals on an IEP

2/2/2020

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At a meeting the other day the teachers wanted to write a goal for a student who has extreme difficulty staying on task. He is capable of doing quality work yet needs a lot of ‘prompts’ to stay with it. This is true even in a small 2 teachers to 6 student classroom environment.

The teacher’s wanted to write the goal with 6 prompts. One of the parents felt that was extreme and unnecessary. They compared their business work expectation of employees to the how their child should behave, in class, now. This is not a valid comparison.

An employee is hired with the belief they are able to do the work. This is not the expectation for children. School is a teaching environment. The teachers explained that based on what was currently happening in the classroom 6 prompts would be an improvement for their child. Even with discussion the parent would not accept the higher number.

The goal was written with 2 prompts. Here is the very important take away. IEP goals are annual goals. They should be meaningful and realistic. With support they should be attainable for your child. They should not be too easy, nor should they be so difficult as to reflect the ideal.

IEP’s can be opened multiple times a year. Goal’s are like stair steps. They are designed to move your child along a continuum of success. Do not be afraid of what your child ‘looks like’ based on a well written goal. If your child’s progress report indicates they are not making adequate progress to meet a goal. Ask for a meeting to find out what is happening and what needs to be done to make it happen.

Not sure what to do or how to put all the information together in a meaningful way? Reach out today.

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Mid-Year Progress Report/IEP Check In

Tips on How to Help Your Child Develop Executive Functioning Skills Before They Get to School

Don't Say That - Say This

Create Realistic Goals on an IEP

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