Where to start with an IEP

Present Levels-  This is the most overlooked part of the IEP.  This part not only shows the students highlights, but also what they need to work on. 

Student Highlights- This should show how a student functions in a positive way in the classroom.  Do they come in prepared?  Are they happy when they enter a certain class?  There could be many things that are under this section.  This should be a very positive section of the IEP and should not be negative at all.

How the disability affects the student?-  This is the section that will hopefully be across all curriculum areas.  If it defers from class to class then there might be an issue and the parents or teachers should question it.  If it is the same across every class this will help the student achieve their goals faster.

Questions let me know?

https://www.youtube.com/watch?v=MYNqOF8PXsU

Special Olympics

Please help my school raise funds for Special Olympics!  Just donate $1 only will help so many!  If you cannot donate please share! Just copy and paste the link in your browser.
http://www.kintera.org/faf/search/searchTeamPart.asp?ievent=1114525&lis=1&kntae1114525=802D201B996B41F195709C5EE0ED7184&team=6227763

ALT-MSA

Overview    The federal No Child Left Behind Act (NCLB) of 2001 requires that all students be assessed and that students receive an individual score in reading and mathematics in grades 3-8 and a high school grade. The Individuals with Disabilities Education Act (IDEA) 1997, also requires that states provide an “alternate assessment” when implementing statewide accountability systems. An alternate assessment is an assessment designed for students with significant cognitive disabilities who are unable to participate in a regular assessment, even when accommodations are provided.  In Focus 2013 ALT-MSA Handbook Students with disabilities in grades 3-8 and 10 must participate in either MSA or ALT-MSA. The decision for which assessment is appropriate for an individual student is made by each student’s IEP team. In Maryland, students with disabilities participate in either the Maryland School Assessment (MSA) in reading, mathematics and science (with or without accommodations, as appropriate) or in the Alternate Maryland School Assessment (ALT-MSA), as determined by the student's Individualized Education Program (IEP) Team. The MSA is administered to students in grades 3-8 and 10 and tests students' attainment of grade level objectives in reading and mathematics. In addition, the Alt-MSA measures a student's attainment of science Mastery Objecitves in grades 5, 8 and 10. Students with significant cognitive disabilities who cannot participate in the MSA and the MSA/Science, even with accommodations participate in ALT-MSA. ALT-MSA assesses student attainment of their instructional level reading, mathematics and science mastery objectives that are aligned with grade level Maryland Content Standards. ALT-MSA Participation Guidelines The Alt-MSA participation criteria are described below: Alt-MSA participation criteria. Students with disabilities in grades 3-8 and 10 must participate in either MSA or Alt-MSA. The decision for which assessment is appropriate for an individual student is made by each student's IEP Team. A student with a significant cognitive disability will participate in Alt-MSA if he or she meets each of the following criteria: The student is learning (at emerging, readiness, or functional literacy levels) extended Maryland reading and extended Maryland mathematics content standards objectives. AND The student requires explicit and ongoing instruction in functional skills. AND The student requires extensive and substantial modification (e.g., reduced complexity of objectives and learning materials, and more time to learn) of general education curriculum. The curriculum differs significantly from that of their non-disabled peers. They learn different objectives, may use different materials, and may participate in different learning activities. AND The student requires intensive instruction and may require extensive supports, including physical prompts, to learn, apply, and transfer or generalize knowledge and skills to multiple settings. AND The student requires extensive support to perform and participate meaningfully and productively in daily activities in school, home, community, and work environments. AND The student cannot participate in the MSA even with accommodations. Students not meeting the criteria above will participate in the MSA, with or without accommodations, as appropriate, based on their IEP.  http://marylandpublicschools.org/MSDE/testing/alt_msa/

Behavioral IEP GOAL

"blank" will identify and manage feelings (i.e., anxiety, stress, frustration) on a weekly basis with 4/5 trial frequency as measured by teacher observation and student reports.
GOAL
"blank" will ask an adult for help or move away to take a break and process his feelings.
Objective 2
"blank" will distinguish between a factual interactions and personal perceptions and misperceptions.
Objective 3
"blank" will make a plan to address concerns/frustrations/anxiety with counselor/teacher or case manager.
Objective 4
"blank" will use strategies to follow plan to deal with peer difficulties or frustrations in the classroom. -Suggested strategies of removing himself from upsetting environment, deep breathing activities, visual relaxation and social stories.

What is a human reader?

That is pretty simple it is someone who will read to the student everything that they are assigned to do.  For example some students have "human reader for tests and quizzes."  This means that the students have a human reader for the tests and quizzes, but in the classroom they read on their own.  Then you have the students that have human reader for everything, some teachers will try to push the students to try and read, but it is extremely difficult.

As always please let me know if you would like me to write about anything?

What is Extended Time?

Many Special Education students have extended time as a accommodation.  This helps with students that have ADD, Autism or just have a hard time or frustrating time getting started on a certain subject.  There are pretty much two types of extended time.

1. Percentage extended time- This is when a student will receive 15%, 20% or 50% more time on a test or quiz, when compared to a student that does not have an IEP.  
2. Unlimited time-  Now I know what you are thinking, how would a student ever finish?  This is limited to the student must be putting some sort of effort into finishing the test.

As always let me know if you would like me to post anything.

What is scribing?

I am going to start a couple of blog entries about certain classroom accommodations, how they work, what different types there are and does your child need them?  Now I may use some words that are not politically correct, but I am just using simple terms.

1. Full Scribe-  This is were the students cannot write at all.  These students may have a handicap or are mentally incapable of writing and listening to the teacher at the same time.  These students usually get teacher notes or have a one on one assistant.  These students will sometime record the lecture with a tape recorder to help them later when they read the student notes.
2. Half Scribe-  This is when the students might have a fill in the blank notes, to help them start to take notes, but have to take very little on their own.  Now these students will of course receive teacher notes to compare what they have written down.
3. Partial Scribe-  This is when the students are capable of writing, but they have a hard time reading what they wrote.  These students then of course receive a copy of the student notes.
4. Scribe Pen- This is a writing device that records the teacher while the student is taking notes, so if they take slow notes they can go back to when they fell behind.

Let me know how helpful or what else you would like to know about.

Early Detection with Autism

Early detection is hug in life whether it has to deal with learning disabilities, disease or illnesses.  The earlier you can catch it the better of the individual will be able to deal with it and be successful.  Science and technology have come such a long way to help these individuals to lead a normal life.

Now when it comes to dealing with early detection in Autism, as of right now there is no way to tell if a baby has Autism.  Usually, the earliest detection age is between 2 and 3.  Now obviously there are detections later in life and the student usually often struggles academically and socially.

Students with Autism often have a hard time socially and if the students parents are able to detect this learning disability early, this will go a long way in helping the student socially.

My child might have shown signs of a learning disorder over the summer. What should I do? IEP

Sometimes systems of a learning disorder can show up later in a child's life.  Sometimes when a child is home from school in the summer parents may notice something is a little off when it comes to their child performing a task or completing a assignment.  So, a parent may suspect that their child has a disability, what do they do?  The first thing a parent should do is look up their child's symptoms.  This will educate the parent and help them narrow it down to what disability their child may be showing.

The next thing the parent should do is contact their child's grade special education teacher.  Usually schools either have a special education teacher for each grade or a head special education teacher at their child's school.  The special education teacher will most likely observe the student when they come back to school to see if they are showing and characteristics of a learning disability.  If the child is showing characteristics of a disability they there should be screening meeting set up, where further testing will be proposed or the special education team will not recommend further testing.

This is just the beginning phase of the IEP process.

As always if you would like to suggest a topic please do so.

Having Anxiety ove the first day of school and how to handle it.

Whether your child is starting a new grade or going into middle or high school, some of these students/parents might have some serious anxiety over the start of school.  So, what can we do to relieve some of this anxiety?

1. Visit the school in the summer.
2. Walk the students schedule several times.
3. Have a personal meeting with the teachers.
4. Meet with the students case manager to go over the students triggers.
5. Have the student check in at lunch to assure them they are okay.
6. Communicate with the students case manager on the progress during the day.
7. If the student is a very sensitive student meet with the principle so the student has a familiar face. 

The more familiar the student can be with their environment the better their first day will be.

As always let me know if you would like a topic to discuss????

Special Olympics Autism

I have been involved in the Special Olympics for several years now and it is one of the most amazing originations out there.  I work with what is called Unified Sports and it takes students without disabilities and pairs them up with students with disabilities with sports such as Bocce, Tennis and Track.  This allows the students to meet new people and interact with people they may never have met before.  These students become instant friends and recognize them in the hallways, invite them to their lunch table or become friends on facebook.  I have truly seen students come out of their shell in interact as they never have before.  This also teaches the students how to work hard and about teamwork which is huge if these students want to join the workforce eventually.  Sports teaches student with and without disabilities a whole lot and should not be passed up by anybody.

As allows leave feedback on what you would like to see in future posts?

Goodwill creating jobs, not the right way, but trying

I was watching 60 minutes  the other night and they were investigating Goodwill corporation.  60 minutes was ripping apart Goodwill for not paying their employees with disabilities at least minimum wage.  Now by no means do I agree that these workers should be paid below minimum wage, but what about these other businesses that are not hiring those with disabilities?  At least Goodwill is teaching them a trade and providing them some financial means at the job.  This is by no means slave labor, these workers are sorting clothes running a register with another employee close by or putting clothes on a rack.  What about the GAP or Burger King just to name a few hiring those with disabilities?  Why isnt 60 minutes investigating these companies that are not even hiring those with disabilities?  Again I do think that these employees should be paid minimum wage, but at least Goodwill provides jobs for those with disabilities.

Autism, Girlfriends/Boyfriends, video games

I think that student that have Autism should be encouraged to have a significant other.  These students have the same needs and wants as any other student.  The dates that the students go on could all be practice and might help the student come out of their social shell.  Now some students may not want anything to do with the opposite sex, then the other options are to get them involved in another social activity.

Now some parents think that a student playing video games are wasting their time.  With video games nowadays there is communication whether orally or typing.  Why not use this communication as a learning skill?  This way the teenager is playing something they like, while working on social skills.  I think this is really the wave of the future.

Whether it is boyfriend, girlfriend, social clubs it is important for your children to get involved.

FAPE, parental rights

I had a request by a viewer to talk about if they do not think their child is receiving the appropriate schooling at their current school.  It all goes back to Free Appropriate Public Education, this a federal law as far as I am concerned.  Now the following is according to Maryland, but there should be somewhat similar to your state. 

PARENTAL UNILATERAL PLACEMENT OF CHILDREN IN PRIVATE 
SCHOOLS AT PUBLIC EXPENSE


Public agency made a free appropriate public education (FAPE) available and
the parent chose to place their child in a private school.
IDEA does not require a public agency to pay for the cost of education, including special education
and related services, of a child with a disability at a private school if the public agency made a free
appropriate public education (FAPE) available and the parents chose to place their child in a private
school. However, the public agency shall include the child in the population of children placed in
private schools by their parents, in accordance with the federal regulations. Disagreements between
the parents and the public agency regarding the availability of FAPE and financial responsibility are
subject to due process complaint procedures under IDEA. Please refer to “Resolving
Disagreements” for more specific information.Parental Rights - Maryland Procedural Safeguards Notice - Infants and Toddlers/Preschool Special Education and Special Education
Revised January 2010_FINAL
Effective February 1, 2010
15
If a child with a disability had previously received special education and related services under the
authority of a public agency, and the parents enroll their child in a private preschool, elementary, or
secondary school without the consent or referral of the public agency, an ALJ or a court, may
require the public agency to reimburse parents for the cost of that enrollment if an ALJ or a court
finds that the public agency had not made FAPE available to the child in a timely manner prior to
that enrollment, and that the private placement is appropriate.  An ALJ or a court may find your
parental placement to be appropriate even if it does not meet the State standards that apply to
education provided by public agencies


Limitation on Reimbursement:
Reimbursement may be reduced or denied by an ALJ or a court if:
• At the most recent IEP team meeting parents attended prior to removing their child from the
public school, parents did not inform the IEP team that they were rejecting the placement
proposed by the public agency to provide FAPE, including stating their concerns and their
intent to enroll their child in a private school at public expense; or
• At least ten (10) business days (including any business days that occur on a holiday) prior to
the parents removal of their child from the public school, parents did not give the public
agency written notice of their intent to remove their child, including their concerns regarding
their child’s public placement; or
• If prior to the parents removal of their child from the public school, the public agency
informed the parents, through the prior written notice requirements of its intent to evaluate
their child (including a statement of the purpose of the evaluation that was appropriate and
reasonable), but the parents did not make their child available for the evaluation; or
• Upon a judicial finding of unreasonableness with respect to the parents actions.
Notwithstanding the notice requirements described above, the cost of reimbursement:
• Shall not be reduced or denied for the parents failure to provide such notice, if:
o The public agency prevented the parents from providing notice,
o The parents had not received written notice, under the IDEA notice requirements
described above,
o Compliance with the notice requirements would likely result in physical harm to the
child, and
• May, at the discretion of a court or an ALJ, not be reduced or denied for failure to provide
such notice if:
o The parents are not literate and cannot write in English, or
o Compliance with the notice as described above would likely result in serious emotional
harm to the child.


RESOLVING DISAGREEMENTS
The following procedures describe the processes available to parents and public agencies for
resolving disagreements regarding a child's early intervention or special education program
and related services.  These options include mediation, State complaint, and due process
complaint.
Mediation:
Mediation is a process that may be used to resolve disagreements between the parents of a child
with a disability and the public agency responsible for the education of the child.
An employee of the Office of Administrative Hearings (OAH) who is qualified and trained in
effective mediation techniques conducts the mediation.  The individual selected by OAH will not
have a personal or professional conflict of interest.
• Mediation is at no cost to the parent or public agency responsible for the child's early
intervention or education, including the cost of a meeting with parents to encourage
mediation.
• A request for mediation is made to the public agency responsible for the early intervention
or education of the child and the OAH. To assist parents with filing a request for mediation a
form is available from the public agency and on the MSDE website at
www.marylandpublicschools.org.  For further assistance, contact the public agency’s Parental Rights - Maryland Procedural Safeguards Notice - Infants and Toddlers/Preschool Special Education.


 Parents or the public agency may be accompanied and advised by counsel during mediation.
• A mediation session will generally occur within 20 days of the receipt of a written request at
a location convenient to parents and the public agency.
• Mediation sessions are closed proceedings. Discussions that occur during mediation must be
confidential and cannot be used as evidence in any subsequent due process hearing or civil
action.  Parents or the public agency may be asked to sign a confidentiality pledge before the
start of the mediation.
• An agreement reached by the parties in the mediation must be set forth in a written
agreement that is enforceable in any State Court that has the authority to hear this type of
case or in a federal district court.
• A public agency may not use mediation to deny or delay the parent’s right to a hearing on
the parent's due process complain

http://www.marylandpublicschools.org/NR/rdonlyres/D182E222-D84B-43D8-BB81-6F4C4F7E05F6/22796/MarylandProceduralSafeguardsNotice_updatedjanuary2.pdf

Motivating A Special Needs Student

If you are in the field of education you have heard it a million times "Why do I have to learn this?", "When am I ever going to use this?"  This is just the tip of the iceberg when it comes to reasons why regular education students do not want to do their work.  Then you have a student with Autism who lacks motivation and really does not see a purpose in some subjects.  This is where you have to be ready and give them real reasons as to why they might need certain subjects.  Here is a list of some counter arguments.

1. Math (Balance a check book, how much you might need to save up for an Xbox, in order to live on your own, advance their career, for computer programs.)
2. English (To be able to communicate, to find new words to ask a girl or boy out, to go to college, to speak intelligently.)
3. History (To know what not to do again, further your education, to compete on jeopardy.)

This is just a small does of what you may counter the students argument with.

As always please leave suggestions for future post. 

Helicopter Parenting Part 2

Great Article

http://www.huffingtonpost.com/jennifer-mendelsohn/car-seat-safety_b_2830955.html

helicopter parents

There are believe it or not positive and negatives to helicopter parents.  Now by no means are these parents the best, but I just wanted to try and cover both sides and look for comments.
Positives

• At least these parents try to come and look like they care, these parents could just not show up at all.  
• They are also at least trying to do what they think is best for their child, even though they may not know what is best.  

Negatives

• The parents do not really know their child or their needs.  
• The parents are also not there when the child really needs them.
• The parents may not know the student as well as the teacher does.
• The child needs their parents there 24/7 not when their is just an emergency.

These are just a couple of positives and negatives, but if a child has a disability the worst thing in the world may be a helicopter parent.

Please leave feedback and you suggestions. 

Is there a thing such as to much improvement? appeal, parental rights.

I received recently a comment about how a parent is worried that their child might show to much improvement.  As a teacher and special educator I do not think that their is such a thing as to much improvement.  We are never going to create a perfect student no matter how much we improve.  The key is once they accomplished one academic goal, we then shift our focus to the other ones or we work on behavioral goals.  It is important to always to keep moving forward and if you are not getting the answers you want then appeal the IEP decision.

At every IEP meeting parents should receive a "Parental Rights Packet."  In this packet it goes over all of the rights you have as a parent and if you are not happy with the decisions that are made at the IEP meeting, then you have the right to appeal, just like you would at a courthouse trial, when a verdict is reached that you do not like.  It is important that every parent is educated on their rights and what they need to do if they feel their child is not getting the IEP they deserve.  

http://www.specialeducationadvisor.com/top-ten-parental-rights-in-special-education/

As always please leave feedback and helpful hints about future posts.

People with Autism are truly amazing

http://www.youtube.com/watch?v=filK9gZw4rA

Early Detection, difficult

From my experience as an education and someone who works with children with disabilities daily, those that have been diagnosed with Autism and early age definitely have a head start in achievement throughout their life.  If you are able to know that your child has Autism or another learning disability then you stop forcing them to learn how every other student would, but the reality is that they cannot learn that way.  They must have a different educational plan, because they learn differently and that is a fact.  Those that go without know if they have a disability are forced to try and learn just like everyone else and that is not fair thus does not benefit the child in anyway.  If you suspect your child has a disability follow the steps, early detection is key to success.

As a parent, you never want to believe that your precious bundle has a problem. But when it comes to autism, catching it early–ideally by the age of eighteen months–makes a huge difference. The younger your child, the greater the impact of treatment on symptoms of autism. But no matter your child's age, don't lose hope. Treatment can reduce the disorder's effects and help your child learn, grow, and thrive.

http://www.helpguide.org/mental/autism_signs_symptoms.htm