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Response to Intervention and Multi Tiered System of Support vs. IEP

10/14/2019

A word about Response to Intervention (RTI) or the Multi Tiered System of Support (MTSS) and how it differs from an Individualized Education Plan (IEP).

Many parents reach out to me concerned that the school does not want to evaluate their child for a learning disability but instead wants to provide support through RTI or MTSS. They feel that the school does not take what is happening, or not happening, for their child seriously enough. Often times the parents express it as the school does not want to help.

RTI and MTSS are first line support systems that schools are mandated to implement when a child is not performing up to grade level standards. The tiered system describes what those interventions look like and how they are to be implemented and monitored. Each tier is time bound and growth is to be monitored for the student's success.

In a 3 Tier system, Tier 1 is the general education classroom curriculum. Tier 2 are those small groups of students that work, in the classroom directly with the teacher. (Think of the horseshoe table with a teacher sitting with the students.) Tier 3 is more intensive, often with non-classroom materials, a different instructor and weekly assessment. Tier 3 is where growth has to be demonstrated, or not, before a child is referred for an evaluation.

The belief driving RTI/MTSS is that with focused instruction, in the area that is missing, a child can catch their peers. This is a growth model at the core. Something instructional has been missed. If we can determine what that is and work on it repeatedly the student will make progress to the extent that they will be able to learn as originally hoped.

The RTI/MTSS construct says instruction, when improved, will eliminate the need for something beyond general education.

An IEP is a vital document to support learning for students that have an identified disability. The IEP may require a unique way of teaching, instruction may take place in a different setting/classroom/school, a longer learning time that is reflected in personalized learning goals, etc.

The IEP construct says this is not a gap in instruction but rather a need for something beyond general education to support learning. The goal of the IEP is to meet a student’s needs with specialized learning and supports for as long as necessary to attain success.

What is imperative is that your child gets what they need, when they need it, to make their education appropriate and meaningful for them to be all they can be now and in the future.

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An Active Child: Do's and Dont's

10/7/2019

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Do you have an ‘active’ student at home or in your classroom? Here are some easy tips for helping them to do their best at school and at home.

(Some of these tips do not need an IEP, some do.)

1. Give them multiple workspaces. Active children benefit from the ability to move around. Some children like to stand while they work. My son actually stood at the window sill. Others like to cocoon under their desks or in a corner. The point is to let them find, and even change, their place where they work. The outcome is getting the work done.

2. Limit the amount of busywork they have to do. If a child has demonstrated that they know the material eliminate the extra practice work once the concept has been mastered.

3. Keep them moving with a purpose! Errands and chores are the active child’s best friends. Often times they lack self-esteem and social awareness so being helpful is one of the best ways to alleviate those issues.

4. Have a group of ‘high-fliers’ in your classroom? Let them do a class newspaper, grade level newspaper, put up/take down bulletin boards or read to younger children.

5. Never use recess as a tool for modifying behavior. Recess is a necessary part of the day for the active child.

6. Never assign silent lunch. It is demeaning, demoralizing and negative.

7. Give them time after school to move around before starting homework. Utilize the above tips about workspace and movement. Keep elementary children near you but try not to sit with them as they do their work.

8. Incorporate movement and rhythm into learning. Whenever possible, have your child stand up and move while learning something new.

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The 6 Major Differences between an IEP and a 504 Plan

9/30/2019

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Many parents, and sometimes educators confuse 504 plans with an IEP (Individualized Education Plan). Both of these documents support children in the school setting but they do vastly different things.

Here are the 6 MAJOR differences at a glance.

Individualized Education Plan (IEP) - Addresses Academic Learning and Needs

The IEP is developed for children who meet eligibility criteria in one or more of the disability categories and are in need of specially designed instruction.
The IEP is a school based document that addresses curriculum needs and supports.
The IEP can significantly change academic content and amount of learning upon which your child will be assessed.
The IEP can and may significantly change the location of where the instruction takes place.
The IEP can and may include other support services (OT, PT and behavior support) beyond academic needs.
Accountability for the IEP is held through school based processes.

504 Plan - Addresses Access to what is offered in school.

The 504 Plan does not require a medical diagnosis. It does require a determination of impairment with substantial limitation to one or more major life activities.
The 504 Plan is based on Civil Rights Law providing equitable access to all opportunities in the school setting. Equal access under the law.
The 504 Plan can not change academic content, what is assessed, the location of instruction or the expected learning outcome.
The 504 Plan may change the amount of work that is required to demonstrate proficiency.
The 504 Plan does not provide additional support services (OT, PT). However, behavior support should still be included if necessary.
Accountability for a 504 Plan is filed through the Office of Civil Rights.

Let’s look at each of these differences in more detail.

The IEP is a school based document that develops unique learning goals and outcomes that are specific to your child’s needs. It clearly outlines how that learning will be measured and communicated to you. It dictates where, through what instructional modalities, and how much a child will be expected to learn.

The IEP can also include the services of therapists (Speech, OT, PT) as your child’s needs dictate. These support services can range from consultative to a full time learning environment in a separate setting or in some cases a different school than the school a non-disabled peer would attend.

The IEP is developed annually allowing for the increase, decrease or elimination of services completely. Parents must be included on the team that makes and agrees to all aspects of the IEP.

The IEP, in a nutshell, can change what, where and how learning takes place. It is a powerful educational construct that can modify a child’s learning goals significantly.

The 504 Plan is, in essence, a Civil Rights Document whose failure to deliver is handled through the Office of Civil Rights.

The 504 Plan is a document that ensures your child’s civil rights to access all opportunities in the school setting. It does not change, modify or eliminate the standard learning outcomes for a child.

The 504 Plan covers all facets of school life including extracurricular activities and sports.

The 504 Plan is developed annually based on need by persons knowledgeable about the student but does not have to include parents.

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Organization for Your Child with ADD/ADHD... Who Decides?

9/24/2019

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Want your ADD/ADHD child to finally get organized? Ask them what they need! They may not know yet but I can guarantee you it is not what you think will work for them - particularly if you do not also have ADD/ADHD.

Post-it notes and various lists are not the ‘love language’ of people, like me, who have ADD. A short list in the bathroom for morning and bedtime routine is a quick check. However, lists for school just look like more school work. What makes absolute sense to other folks becomes a blur of stuff that ADDers have a difficult time tracking.

Organization for the ADD brain must be Simple, Repeatable, Accessible and Quick. It also helps if it has an element of visibility. The less thinking about the process makes the system more workable.

Here are 8 ideas that have been successful for the children I work with as an educator, counselor and advocate. Some are paper/pencil and other tech friendly.

Establish a bedtime that reflects when your child is tired. I can not stress this enough. Lack of activity plus the ‘demand’ of going to sleep makes an ADD/ADHD brain more active. Lying in bed until sleep comes is counterproductive. Let your child listen to something they are already very familiar with. Keep the volume very low so the brain is distracted but not terribly interested. I still lull myself to sleep this way. If you use the computer for this, turn the screen off. No comedy as laughter wakes you right up. Nothing with commercials - they get louder and can have peppy music.
Clean out the backpack with your child EVERY DAY. Discuss what stays home and what goes back to school.
Repack the backpack together. Have your child repack the bag, telling you what they will do with each item. This needs to be done the night before, not the morning of.
Color code everything related to one subject. Notebooks, folders, book covers, etc. all need to be the same color for one subject. This easy system eliminates your child’s having to think about what to take to class or take home. For example, everything science-related is red then goes to class and comes home for homework.
Take Home and Take to School Folders. These should be taped to your child’s desk(s). One quick look, by you, or the teacher(s) insures the materials are on the way to where they should be going.
Take a photo of assignments that are written on the board - phone or computer.
Call, email, and text a classmate for the assignment. This is something your child needs to do. If they are young you certainly should assist them but it’s important they do the asking.
Have one homework folder that is turned into one teacher at the start of the day. The idea is to get the homework handed in. Homework on the computer? Make the screen saver HAND IN THE ASSIGNMENT!

I am going out on a limb here and much of what we say is a lack of executive functioning in our students. This is a demand for our young children to do things their brains are not yet able to manage. Many of our youngest children have multiple teachers for academic subjects. Regardless of how cohesive a team of teachers are they do not do everything the same way, at the same time. Handing in homework is a classic problem as teachers ask for it at different times and in different ways.

What is the link between the doing and realizing success? The child with ADD/ADHD often does not see the connection between doing any of the above and overall success. Help them to see that. Whether it is having more time for choice activities at the end of the day, a small monetary reward for success, or the best option, success in school (grades), make the link repeatedly for your child.

One last tip... for school-based accommodations you may need to open your child’s IEP/504. If you’re unsure of how to approach this, please contact me at kswilson2358@gmail.com

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Response to Intervention and Multi Tiered System of Support vs. IEP

An Active Child: Do's and Dont's

The 6 Major Differences between an IEP and a 504 Plan

Organization for Your Child with ADD/ADHD... Who Decides?

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