Resolutions .... Sometimes Yes, Sometimes Hmmmm

 

TO RESOLVE OR NOT TO RESOLVE

There are tons of influencers out there who are very focused on the benefits of New Year’s resolutions – and a growing batch who say that making a promise to yourself that you break by January 4th is one of the most stressful and unproductive things that a person can do. Somewhere in between is where you need to figure out what works for you, and forget about whether it’s “right” or “wrong” from the world’s perspective!

The one thing that a new year does give you is at least a sense that things “could be” different – more progress, more money, more time (oh wouldn’t that be wonderful!). However, when the clock tips over to 2024, we still have the same old stress, baggage and unresolved issues we had in 2023. Combine that with a history of not being heard and your kids not receiving the support or services that you were certain they needed, and the stress feels compounded. We can work on that together 🙂

BIG THINGS CAN COME IN SMALL PACKAGES
In an attempt to give you a gentle shove in the right direction, I’d like to offer 3, just 3, doable steps that could have some really great impacts. 

– Look, REALLY Look – I talk to parents every day that never miss their child’s IEP meeting, but when I ask them what’s it in, or how the goals are implemented, they have no idea. Take this time before the second half of the year starts and READ the IEP, page by page. There will be parts you agree with, and there will be parts that you don’t. You will find things that you don’t remember talking about at the meeting, and you might find things that you adamantly oppose. That document is the legal contract that you have with your school. It is important, and it gives you tons of power – IF you know how to use it.

– Start with 3 – From your review of the IEP, make a list of 3 things that you want to change or accomplish, along with possible solutions. If you’re not sure what 3 to pick, talk to a friend, fellow mom or dad of a child with a disability, advocate or spouse. These could be things like increasing inclusive education by 90 minutes per day, obtaining language therapy for another session per week, ensuring that the reading curriculum is actually showing progress on assessments and not just based upon someone’s opinion, etc. You want to stay focused on manageable requests so you don’t get overwhelmed in the process. 

– Talk to the Mirror – 90% of communication is through body language, but we hardly ever take the time to actually look at our body in preparation for one of the most important events that exist for kids with disabilities – the IEP meeting. Take that list you created, find a nice quiet space that has a mirror (bathrooms are great for this) and talk to the mirror like you plan to talk to the person running your IEP meeting. You might need to do this several times over several days. If your previous experience is that the people at your meeting talk too fast, or over you, tell them in advance that you have something to say and want to have the floor before they respond. – Oh, and don’t forget to put this stuff in the Parent Input section of the IEP.

Hopefully I gave you a taste of 3 very doable, yet uber important, ideas on how you can start off 2024 on a better foot than you left 2023!

If you need help, reach out. 

You might find some helpful info and video content on my website’s blog page. 

Wishing you a 2024 of good times, family joy, great progress and even greater sleep 🙂

Warmest,
Stacey

Not All Accommodations Are Allowed on Standardized Testing

 Each year when you have your child’s annual IEP meeting, there’s a place that you need to sign that you understand that not all accommodations that your child might have on their IEP are allowable during standardized testing. Did you know that? This reminds me of Procedural Safeguards. Every year you sign a paper that says that you understand your Procedural Safeguards, but quite often when I ask a parent about that, they tell me that they didn’t sign it, when in reality, they did. It is extremely important that you know and understand what you are signing during these meetings.

Accommodations Not Allowed for Statewide Testing

Standardized testing is meant to see how children measure up against the so-called “norm”. Most of us within the disability community despise that thought because we realize, probably better than most, that everyone is different, and everyone has a different learning style and a different pace at which they learn. So, while this testing may seem ridiculous, it is the tool that the system uses to measure progress, or lack thereof. While most children with disabilities receive special education, at some level, they are often the same ones that score below expectations of children at their grade level, and this is not simply because they have a disability. Oftentimes it’s related to subpar instruction that they receive and how their abilities are not equally considered with their disabilities. There’s a saying that children should be taught in the way that they learn, but sadly, that doesn’t seem to be the predominant experience by children with special needs

If you want to see a list of accommodations that are allowed, you can go to this link. For this week’s informational e-mail, I wanted to share some of the things that are NOT allowed on standardized tests because I have actually seen quite a few children lately whose schools don’t even seem aware of the non-allowable accommodations. This means that parents cannot solely depend upon their schools to implement what’s found in the IEP and need to gain as much info as possible to keep a step ahead.

When a student uses an accommodation that is not allowed, the test results may be declared invalid by the state if it is found out (FDOE, 2017a; 2017b). Examples include the following:

• Oral presentation by a test administrator or text-to-speech for passages in statewide standardized assessments reading and writing items
• Signed presentation for passages in statewide standardized assessments reading and writing items
• Use of devices to check spelling or grammar
• Use of a calculator for computation in grades 3-6 statewide standardized assessments in mathematics
• Use of multiplication charts or tables
• Use of manipulative materials except when approved for use with braille materials
• Use of assistive devices that violate the purpose of the test
• Unlimited time to complete a test session
• Peer assistance

This list is not all inclusive, but it focuses on the ones that tend to get people into trouble if they’re not aware of them. These are allowed within the classroom setting during teaching times, but are not allowable on standardized testing. In a nutshell, when a student is taking a reading test, they have to read the passage. The point of that assessment is to determine if the student can actually read the words and figure out what those words mean. No one can read the passage to the child as an allowable accommodation. That is why it is so vitally important that children learn how to read. To be clear, children don’t learn how to read in order to take a test. Children learn how to read so they can gain information from the written word. If that is not happening with your child – if they are not learning how to read – contact your school and ask for the literacy coach to conduct a reading assessment to determine why they’re not reading and to make recommendations for a curriculum that best meets their learning style.

One More Thing

There is something called a Unique Accommodation. According to the Dept of Education, Students with severe deficits in decoding that result in “nonreaders” as defined by the FLDOE as:
▪ Based on the child’s response to already attempted services and accommodations.
▪ Documented evidence, after exhausting all less intense services, that the student can only demonstrate their reading and writing knowledge with this unique accommodation. The successful use of this unique accommodation must be shown in the classroom prior to being considered for use on any state assessment.

The Eligibility Requirements Are:

• Documented severe deficit in decoding
• Current IEP
• Evidence-based intervention in Tier 1 and Tier 2 DAILY instruction to access printed text
• Data to support the student’s effective use of a reader, audio recordings or text to speech through a reading accommodation assessment
• Shows proficient scores in daily instruction (formative and summative assessments) when the audible accommodation is used

This “unique” accommodation might sound good, but it’s not to be considered until after every effort has been put forth to help your child learn to read for themselves.

I hope this has been helpful. Please share with others who may benefit from this type of information.

A Dozen Red Flags of a Hot Mess IEP Meeting :o

For many parents, the annual IEP meeting is something that incites a great sense of overwhelm, frustration and doom. This is probably one of the reasons that tons of parents don’t even show up. Most of you might find this really hard to believe (because you’re passionately involved in your child’s education), but it’s true, there are schools where less than 25% of the families attend the annual IEP meeting ☹

This not only has a negative effect on their own child’s education, but it impacts other families as well. Think about it… If you are the only parent asking for paraprofessional support so that your child can be successfully included in a regular classroom, that could be the reason they look at you like you’re a crazy person as they tell you that, “Nobody gets that here.” When we ALL show up, systemic change is possible.

 

LOOK OUT!

There are some things to watch out for when it comes to IEP meetings. Being familiar with these in advance will help you recognize what’s possible and how to circumvent certain issues BEFORE they pop up:

 

-          The school calls to set the annual meeting within 3-5 days of the due date. This generally means that they nearly forgot all about you and are scrambling to get it done, OR they typically wing-it and don’t put much thought or emphasis into planning in advance.

-          If you’re in a school district that gives parents a draft of the IEP a week before the meeting, and it’s nowhere to be found, this is cause for concern.

-          The goals in the IEP, or worse yet, the Present Level of Performance, has another student’s name in it. This means that it’s a copy and paste and that the plan isn’t as “individualized” as you might think.

-          The Present Level of Performance only includes testing data from the assessment that they MUST do for all students – state standardized tests. But tests that actually show how your child thinks or what they CAN do are not included.

-          You get to the meeting, and they inform you that they have 30 minutes to get an annual IEP done when this is the first time you’re seeing any information on current assessments or the proposed goals.

-          Before you get to the meeting, the person who runs your IEP meetings tells you that the services will remain as is. That’s called Predetermination and is not permitted in IEP meetings. Do NOT let this happen.  Your input is required under federal law.

-          Goals are generic and you’re not really sure what will be measured to determine if the goal has been mastered. This could be like, “Johnny will know how to make new friends in a year’s time.”

-          There are missing members of the IEP team, or they breeze in and out while the meeting is taking place. The IEP team has 5 required members – for ALL IEP teams (parent/student, general education teacher, special education teacher, local education agency representative, evaluation specialist)

-          You ask for data supporting the claims of the IEP, and team members look at one another as though to say, “You have that information, right?”

-          The same goals appear on your IEP year after year. Students are covered by a law that says that they should make meaningful progress, which is different for each kid, but “meaningful” is not what the supreme court refers to as “de minimis”, which is an ever-so-slight improvement.

-          No one seems to have any answers when you ask, “What else can be done to help my son learn how to read?” (or other areas of learning)

-          Every IEP meeting should include discussion about inclusive education, no matter who your child is and what their needs are. After all, the goal of special education in general is to give kids what they need SO THAT they can be more prepared for a regular education environment. Waiting for the child to change who they are is NOT the answer. It’s the system that needs to change to accommodate the needs of the child. Some kids are included all day, some for just a portion, but the goal for all kids is to move in the direction of the least restrictive environment. Don’t let anyone tell you otherwise.

 

Remember that the IEP is a federally enforced document that gives you and your child protections like nothing else can. If it’s not written, it’s as if it wasn’t discussed, so don’t just talk about it… document it. A great way to do that is to utilize the Parent Input section, which is HUGELY important. Here is where you want to document what your concerns are, what you think your child needs and what you’re providing outside of the school setting. Oftentimes, when a parent puts their concerns and requests in this section, it motivates the rest of the team to get more creative in securing the education that your child deserves. 

Need some guidance?  https://staceyhoaglund.com/

Recognizing And Responding To Anxiety In Children With Special Needs

 Although most of us don’t need hard-core evidence on the topic, Dr Lawrence Fung from Stanford Medicine states, “Anxiety is a very common co-occurring condition in the neurodiverse community. About 20 to 30% of male adults on the spectrum have anxiety disorder. Females with autism spectrum condition have even higher rates of anxiety. The prevalence of anxiety is up to 40% in females on the spectrum. In some clinics the prevalence of anxiety in patients on the spectrum is even higher (up to 80 or 90%).”

While this study was specifically focused on autism, we know that people who learn and process the world in a different way than most, experience higher levels of anxiety. After all, why wouldn’t they? Everywhere we go we hear that anxiety is off the chain! Sometimes we forget that kids with disabilities deal with the same crazy world as the rest of us, but oftentimes without the knowledge of why things happen the way they do, which could make the world a whole lot scarier.

Signs of Anxiety

When we consider what would be noticeable in the average person who’s experiencing anxiety, we might see:

• Recurring fears and worries
• Irritability
• Trouble concentrating
• Strong desire for sameness (sometimes to an obsessive degree)
• Extreme self-consciousness or sensitivity to criticism
• Withdrawal from social activity
• Avoidance of difficult or new situations
• Chronic complaints about stomachaches or headaches
• Drop in grades or school refusal
• Repeatedly seeking reassurance
• Sleep problems

Sound familiar? I am guessing your answer is, “Yes.” If we know that the average person is experiencing these things, imagine what a child who cannot express themselves must be feeling. It is important, however, to separate behavior that’s part of typical child development from an anxiety issue, such as a 2-year-old having a tantrum when their parents go to work or when there’s an unexpected loud noise. Not feeling well also needs to be ruled out before assuming your child is dealing with an anxiety issue. A quick trip to your pediatrician is a good first step.

Take the ABC Path

When a behavior analyst starts to consider the development of a positive behavior intervention plan, the first thing they do is look for the antecedent/behavior/consequence, or ABC. If you can identify what is causing the anxiety by looking at the antecedent, or the thing that came before the expression of anxiety, this should help you create the interventions that will help your particular child. In the same manner that not all kids like the same foods, not all strategies are gonna work for everyone. Sometimes a trial-and-error process is required.

Some of the things that could very easily cause, or grow, anxiety in children with disabilities are their need for sameness, poor communication skills, inability to process information at the rate that the teacher is delivering the instruction, fine motor skills that are not yet adequate enough to get paper-pencil tasks done, deficits in understanding socially appropriate behaviors and how to engage with other children in a way that is expected. With all those barriers in place, how could they not have anxiety?

Where to begin…..

The good news is that there are strategies that can be implemented in both the home and the school to help reduce the feelings that lead to anxiety. Start by identifying activities that bring a sense of relaxation or calm. Chances are good that you yourself already use some of these when you get stressed out in traffic, or during IEP meetings 😮 Practice these coping strategies together when you and your child are calm, so you’ll be familiar with them when anxiety strikes. You do NOT want to push your child to breathe deeply when they are in a full-blown episode of anxiety. Here are some things you can try:

• Model the behavior you wish to see – if you’re stressed out, your child is HIGHLY likely to be the same.
• Grab some headphones to block out sounds or listen to music.
• Use less words at a quieter tone and more visuals than usual. How many of us turn the car radio off when we are in a dangerous driving situation? There’s a reason for that.
• Go for a walk (down the hallway or around the block)

• Count up or count down.
• Teach emotions. There’s a great program called Little Spot that I see working well with kids, and no, I don’t make any money by recommending it. Lol
• Squeeze a stress ball or therapy putty (OTs are great with regard to self-regulation strategies)
• Give hugs, cuddles or a weighted blanket or vest.
• Think about a favorite thing or place.
• Draw.

• Use social stories for anything that you think they might not be sure of. These are especially helpful when there are changes in routine (ideally before the change takes place).
• Identify and label a “safe space” or “quiet area” where they can catch a break but be sure to build in parameters (amount of time they spend there), or it could easily be used as an escape.

• Teach deep breathing. For some of us, closing our eyes during deep breathing makes this a 3-pointer. And if your kids can visualize a place they love to spend time, even better!
• EXERCISE. I’m a huge proponent of this one. I don’t know how I would function without my gym time. When my son was young, 10 jumping jacks would be all he would need to regroup his focus, reduce his stress, and get his juices flowing again.
• Role-play any or all of the above. Carve out time each day, or even once a week, to practice ways to reduce anxiety and deal with the stressors of everyday life.

Here’s a BONUS – We know that kids who spend more time on tech have higher levels of anxiety. Research tells us that it causes reduced attention spans, decreased patience, less social development, public judgement and compare and despair via social media, and insomnia, each of which can easily increase irritability and anxiety. If you’ve got a child who loves to watch the same videos over and over again, be mindful that they can become very obsessive (play-rewind-play-rewind), which in itself can cause increased anxiety. Monitor your child’s use of technology and ensure that there is an equal dose of outdoor play each day.

No one wants to suffer through bouts of anxiety, but in today’s world, it’s difficult to escape. However, with some sound strategies and loving support, we can all learn to deal with some of the hurdles that lie before us.