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These Things may be Masking How Your Child is Really Doing in School

12/5/2019

Education today is moving in the direction of the ‘do over’ or ‘delayed penalty’ system. What I mean by that is when your child has the ability to improve their grades by doing work a 2nd time or having extended opportunities. Examples of this include turning in work late, taking tests over, taking tests home to make corrections, etc. How successful they look in school may be masked.

What happens when these types of systems are automatically put into place is that your child appears to be more successful than their current performance is indicating. While this may feel positive and supportive it becomes a concern if your child is truly struggling.

As I have said many times, in order for your child to receive support through an Individualized Education Plan (IEP) or be given accommodations as provided in a 504 they must present as having a need in the school setting.

However, it is important for you to understand that the school is not required to even begin support prior to evaluation if the need is not upfront and measurable (ie. grades).

Work that is assigned to the whole class with an expected due date for completion is what you need your child evaluated on. It sometimes feels like a ‘win’ to have a failing grade, based on your child’s performance, raised to a passing grade when late work is accepted and given equal or almost equal credit.

If the late work is a once and done occurrence - illness, travel, just forgot, etc. - it is a win. However, if it becomes the way school is happening for your child, it is masking the need.

If you believe your child’s grades are inflated due to a ‘do over’ or ‘late penalty’ system you need to ask to have your child’s grades computed based on what they would have received if they were not allowed to redo, retest, resubmit. NOTE: If this is the way grades are computed for everyone that is fine. You are asking that your child’s performance is looked at based on what they are actually doing. The report card should reflect the school’s policy.

I realize this may sound harsh or scary, yet in reality, it is the only way to make a case for the need of support. Looking successful is not the same as being successful. Do not mistake one for the other.

If your child is struggling with learning, the only way to effectively address this is through changing instruction and creating timely goals. Inflating grades to make it look as if learning has taken place is not in your child’s best interest. Make sure what is happening for your child is in their best interest.

If you’re not sure what is happening or if you are concerned that this is happening, please reach out today.

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College on the Horizon? Start Checking into it Now!

11/18/2019

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Recently a client of mine informed me that her daughter, who is taking college courses while in high school, was running into several roadblocks when it came to getting her high school accommodations provided at college through her 504.

A few years ago, at a workshop given by several attorneys, the 504 move from high school to college was described as a relatively easy transfer. While accommodations can be delivered, there is a process that students need to follow in order to get them in place beyond providing the high school 504. From what I have learned this also applies to high school IEP’s.

My client shared what she has learned thus far and I have begun investigating myself.

Here are some suggestions for what you can do to make the transition easier.

1. Start with a short list of colleges you think your child might want to consider and call the admissions office and academic support office if they have one. Here are some questions you may want to ask:

Do you need a new evaluation report or (how recent a report) citing the disability/diagnosis?
When does the school need to be informed that a student has a disability and will need disability services?
Does having a disability factor into acceptance?

The college will most likely do a needs assessment after the documentation/verification of the disability was received.

2. Food allergies present another level of need that requires you to ask specific questions.

What facilities/supports are in place for a student with food allergies?
Are the special dietary facilities available on weekends and holidays?

3. If your child has environmental allergies, you should ask about that too.

What facilities are available for students with environmental allergies?

As I learn more I will share. If you would like to share something that we can all benefit from, please reach out.

Of course if you have a question please contact me as soon as possible. The one thing we are all sure of is that you never want to wait until it is too late to do what is necessary.

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Educational Advocate for your Child

10/24/2019

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Are you thinking about having an advocate at your child’s next IEP or 504 meeting? Make sure you are bringing someone with knowledge and expertise as an educator in the school setting. IEP’s (and 504’s) are so much more than beautifully written goals and objectives.

A great IEP is a delivery model whose success hinges on when, where and how that delivery occurs. While the goals of an IEP are based on your child’s needs, as they relate to their disability and performance, how the IEP is implemented is not often part of the discussion.

If the person you bring with you to an IEP meeting has no direct instructional experience in a school, they most likely will not be able to advocate for meaningful implementation of those agreed upon supports, accommodations and modifications.

You are the expert on how an identified disability affects your child at home and in daily life. No one knows your child better than you do, when they are with you. However, a great IEP is not about your child when they are with you. It is about meeting their needs, as they present in school - now!

The diagnostician knows about your child’s disability and how it may possibly play out in your child’s life. However, we need to remember that children are more than their diagnosis. A great IEP addresses your child’s specific needs as presented in school. It is not about getting everything a child with your child’s disability gets. It is about meeting your child’s specific needs in school - now!

Advocacy for the change of and/or the delivery of an effective IEP is much more than knowing the law. The law is what the captain of the Titanic saw above the surface of the water. It is the have-to’s not how-to’s. “Knowing the law” does not make something that is required for your child’s success happen in a meaningful and productive manner. An effective, deliverable IEP is not about the law. It is about meeting your child’s specific needs in school - now!

As an educator who has sat on the school side of the IEP table, I understand how IEP's are implemented. I know the tough questions to ask and what systems need to be put in place to ensure that the plan not only sounds good but actually delivers on the intent of the plan.

It is a waste of your time, money, and more importantly, your child’s time to have an advocate sitting at an IEP meeting that has never worked on the school side of the table. Your advocate needs to listen like a teacher, ask questions like a teacher and support the whole team in putting into place better teaching and supports that serve to grow your child into competency - now and for the future.

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How to Use a Calendar for Someone with ADD/ADHD

10/21/2019

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I have ADD. Have I said this before? If I did, I do not remember, it’s my ADD. Anyway, I am confused with what week it is. I like to blame my confusion on my flexible schedule however, if I am completely honest, it has always been this way for me. Even when I am looking at my calendar I get confused. This week, next week and the week after, lose their meaning because I am not looking in the right place.

I have begun marking the week with a large paper clip attached ribbon (the visual catches my eye). Now, when I glance at my calendar I know exactly what week it is and how to set my priorities. This makes planning so much easier and more accurate. This simple act started me thinking about the children with ADD/ADHD. The leap-frogging ADD brain in action!

Children and adults with ADD/ADHD work best when what they need to do is interesting to them, urgent and time bound. Sometimes the interest alone is not enough to get us down to work, produce something and complete it.

As an educator and advocate, I have often been involved in IEP/504 conversations about the use of a calendar to support students. Making sure the student is using a calendar, entering the due dates for projects, setting up partial due dates, color-coding by subject, even having the calendar signed by the parent and the teacher are all great ideas, yet they rarely have a huge Impact.

Putting an activity or obligation on the calendar without a visual starting date does not create the sense of time and urgency that drives the ADD/ADHD brain. The passage of time is something we do not pay attention to.

The one thing we never discussed is marking on the calendar the CURRENT WEEK and DAY the assignment is given in relation to the DUE DATE/COMPLETION DATE which is different from the TURN IN DATE.

Notice I am using the phrase TURN IN DATE as the final date to be noted on the calendar I have made this change for two reasons. 1)The assignment needs to be COMPLETED prior to the TURN IN DATE. 2) Turning in the assignment is the Final Step in the process.

This is a deliberate change on my part because of the overwhelming need for children to TURN IN their work. I will write more about this loss of executive functioning skills at a future time. For now, this is about setting up and having your child utilize their calendar.

4 Step Visual Planning Calendar:

1. START DATE is the day the assignment is given
2. Partial Project completion dates (on their IEP/504 or created by you at home)
3. DUE DATE/COMPLETION DATE for the day the work needs to be finished
4. TURN IN DATE (should be seen over and over again) is the day the work is to be handed in!

These small visual touchpoints serve to support the development of needed executive functioning skills while continuing to reinforce the time/urgency aspect of getting things done that is needed by your child.

If at all possible, make 2 versions of the calendar. One for your student to have with them and another large one that is easily referred to at home. It should be in a central place where a quick visual scan, along with changes, can be done easily.

Sometimes it is the smallest change that can have the biggest impact.

Do you have a question or need? Reach out! I would love to answer your questions and in doing so, I often get my best ideas on how to help so many others. Share your concern today and let’s get to problem solving!

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These Things may be Masking How Your Child is Really Doing in School

College on the Horizon? Start Checking into it Now!

Educational Advocate for your Child

How to Use a Calendar for Someone with ADD/ADHD

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