Category: Q and A

Hey Educators!

Guess what? As a special education advocate, I am not the enemy. What I am is a former public educator who has been in your shoes. I taught 5th grade for 12 years and I was good at it. I received numerous awards during my time in the classroom, including South Dakota Teacher of the Year. I also have my Master’s Degree in Education. Yet with all these accolades and degree’s, I can tell you I failed so many students. I began my educational career with exactly one class in special education on my resume. ONE! After 12 years of teaching, it was still ONE. I had no training in Dyslexia, no training in Autism, no training in emotional problems, no training in ODD, no training in Downs Syndrome; yet I was expected to sit at that IEP table and contribute. I was expected to execute that IEP like I knew what I was doing. I read books, took Love and Logic classes, and did what I could but deep down I knew I was out of my depth with some of my students. They needed more. They needed experts in their area of need. I knew those kids deserved better.

I am ashamed to admit, understanding these differently abled people and how they learned was not at the top of my to do list. I regret this every single day. This is one of the big reasons I chose advocacy, I chose to complete two and half years of training with national organizations like COPAA and ISEA. I chose to learn about Orton-Gillingham. I chose to rely on experts in OT or ABA therapy because they know better. I realized when kids were having meltdowns, throwing things, threatening others, I had NO IDEA how to respond in a way that could truly help them. When I had students who still could not read or write effectively after all my whole language strategies, I had NO IDEA they needed something more structured. As an educator, I hated it. I hated I could not help these kids. I hated they left my classroom missing some valuable tools. I hated no one was helping when I was saying over and over, “Something is off. This child needs more. This child needs something different.” To be clear, saying these statements should not make anyone the enemy, not even me, the child’s advocate. Saying this makes me an advocate who believes in the power of public education. It makes me an advocate who believes in teachers and believes the system can work. It makes me someone who is flexible and willing to try new things. It makes me someone willing to learn and admit they need help. It does not make me your enemy.

Somehow, last year advocacy became the enemy of public educators across the nation. I even felt those effects here in South Dakota. Out of all the teams I worked with last year I can only cite two who were kind, understanding, and open to the presence of an advocate. That is sad. I found myself in IEP meetings shocked at some people’s reaction to my presence. The anger, the condescending tones, the gaslighting; it was awful. I was sworn at, yelled at and accused of terrible things. This is unacceptable behavior in public education and therefore deserves the reminder again, I am not the enemy.

The true enemy is being closed off to a family’s requests, not being open to new ideas, and not allowing yourself to be open to discussion and compromise. I may hold you to a high standard, I may ask more of you for the sake of a child, I may write down what is being said for a clear record moving forward, I may ask hard questions, and I may even challenge status quo. This does not make me your enemy. This makes me the kind of teammate you want to work with, the kind of teammate who is open to new ideas, who puts children ahead of everything and everyone else, and who will do her best to help that child learn, regulate, and have written in their plan anything else they need. I know it is YOUR classroom, YOUR school, YOUR day to day with this child. If the child gets what they need, if they can find that success, the child will be better for it and so will YOUR classroom. As the school year begins, if I am at your IEP meeting know I will continue to speak up for the best interest of the child. The only thing I ask in return is to remember, I am not the enemy.

Back to School!

It is AUGUST! My goodness this summer flew by! I spent the time off from advocacy reshaping and reclaiming the mission of my business. Something I rediscovered is my love for coaching parents through this process. I had one coaching session that reminded me how much families really do need help. This awesome, kind, loving Mom had been pushed to her limit. She felt lost, powerless, and in over her head. In 2 hours, we were able to identify what was causing all the strife and create a solid plan to communicate the needs of her child in a more effective way. I loved hearing the optimism in her voice again! This is when I realized families don’t need someone to go into their meetings and yell or be demanding; they don’t need threats or vague promises. They need a trusted guide. They need someone outside the system to offer them support and knowledge. They need someone to help them trust their gut and give them the language to express all their thoughts and emotions about their child’s progress.

With this renewed outlook, we will be shifting some of our services for the coming school year. We are going to focus more on coaching families, sharing our skill set, and helping parents become empowered, equal participants at the IEP table. We will still attend IEP meetings and offer our advocacy services but only AFTER some specific steps have been taken.

In order to attend an IEP meeting, we will need to meet with you and your child. Together, we will create a plan to start helping you communicate in a way teachers and administrators will understand. We need to review ALL documentation and set realistic, reasonable goals. This must be done FIRST. You will be amazed how effective you can be with the right educational language and written responses. Remember, my goal is to put myself out of a job. I want you to have all the tools and confidence you need to communicate effectively with the school team. Now is the time! Do not wait until everyone is stressed and busy and your child is failing. Intervene early and intervene often. I look forward to a year of inspiring! www.inspire1learning.com, 605-431-3318, inspire1learning@gmail.com

Positives from the 2020-2021 school year

The BIG positive message from the 2020-2021 school year is persistence pays off! I worked with many families who were persistent (and somewhat relentless) in getting their children help. Some had documented requests dating back 7 years! I am excited to tell these success stories and to demonstrate how advocates, families, and schools can work together.

First, I want to focus on the families who have children with Dyslexia. Some needed full advocacy support, while others only needed some basic training. Either way, the work was worth it! These students were tested in elementary school and they did not qualify. (Scores were not low enough, achievement was not low enough, but the parents also learned they were not specific enough.) These three families learned the importance of being specific when you suspect your child has a learning disability. Detail, in writing, exactly what you see at home and school. They gave concrete examples and some even submitted audio/video recordings of their children reading. This kind of evidence makes a difference! They also had the advantage of working with awesome school teams. School psychologists, administrators, and teachers who really listened and were there to help. I was profoundly grateful to come along side these families to coach, advocate, and support them through the process. All three qualified for IEP’s. This is a huge celebration because now they have extra-help available to them through different classes, specialized instruction with an Orton Gillingham approved program, assistance from paraprofessionals, technology tools, and other accommodations that will help them unlock their potential. I am so excited to see what their future holds!

Some of the families I had the opportunity to assist were looking for basic guidance. They knew they could handle the meeting, but wanted to be fully informed about the IEP/504 process. I love doing this! We had a few zoom meetings where I explained everything about 504’s and IEP’s. I also gave them a list of questions to ask specific to the needs of their child and important steps to follow. They did beautifully and obtained appropriate services for their children! This made me take a second look at the power of coaching and the need to EMPOWER parents. Look for more of this strategy in the future.

Next, I had the opportunity to help two children transfer to buildings where there were more resources and staff trained in their specific area of disability. These two situations were urgent and filled with emotion. I was honored to be the one to calm the waters, remind the families to stay logical and give as much evidence as possible to help the powers that be make the decision we were requesting. In the end, they were transferred, and it all worked out for the better. These kids are thriving!

Unfortunately, advocacy does not always go smoothly. I did help one family this year, who were in a particularly stressful and difficult situation. It involved the awful practice of seclusion and restraint. Without disclosing too many details, we knew the school was not prepared or trained to offer the proper supports and interventions for their child. We advocated for 6 months and were successful in all our requests with the help of an attorney. This family not only prevailed for their child but for all other differently abled children. (There is far more to this case but for the privacy of all involved I am trying to be as vague as possible.) I am relieved to report the child is doing well and I look forward to checking in on them in the future. With their new plan, I am sure I will hear about all the wonderful things they are accomplishing.

Finally, my last update is about three young people all poised to leave high school. The families knew they were just not ready to take on the real-world, so our advocacy efforts were spent on preparing for the future. One of these young people is in an amazing program for the next two years where they will receive on the job training, soft-skills, and practice independent living. They even got to start this summer doing some job shadowing and participating in a transition group. The other two are also practicing soft-skills and life-skills within the school setting. Both are getting ready to take their driver’s exams and have their first summer jobs. I cannot imagine where these three would be without these amazing learning opportunities and the advocacy efforts their parents committed to on their behalf. These students are even learning the important skill of self-advocacy! I am proud of them!

In the end, when I reflect on my role in all this change, I realized my task was simple. I helped families shape, verbalize, a document their concerns, requests, and insights about their child. They were the ones who did it all! I just offered guidance and support. I am completely humbled to be a small part of their journey. Across the State of South Dakota, parents are learning about their rights and how to obtain reasonable/appropriate services for their child. I can hear those winds of change building!
Call me to talk about how we can shift these winds your way! 605-431-3318

*Disclaimer: this post contains information about cases that took place in various districts across the State of South Dakota and across multiple grade levels. No specific district is mentioned nor should be inferred from any of the information listed above.

What do we value?

Part of the work I do to remain positive and professional is focus on value systems. Knowing what I value about education, families, children, and the special education process is imperative. Some districts misinterpret the intention of advocates and our role in the process. Having a clear value system to refer to can help. Clearly defining
values can also help keep the focus on what your child needs to succeed in school. My value system defines my expectations at an IEP table and guides my own behavior. Here is my list:

I value children and putting their needs first.
I value meeting those needs with a plan.
I value that ALL children can learn.
I value inclusion.
I value differentiation.
I value equality.
I value the concept that “one size does not fit all”.
I value early interventions.
I value creative solutions and outside the box thinking.
I value collaboration.
I value flexibility.
I value honesty and integrity.
I value truth.
I value data, information, and learning.
I value training.
I value specific, detailed plans that are put in writing.
I value parent, child, and teacher input.
I value preparing children for the future.
I value asking questions.
(Yes, even the hard ones no one wants to answer.)
I value documentation.
I value second opinions.
(Yes, second opinions are ok! Really, they are!)
I value professionalism.
I value leaving plans a little better, a little more detailed than I found them.
I value families speaking their truth, their opinions, and
being respected.
I value open communication.
I value learning from mistakes.
I value determination and follow through.
I value optimism.
I value the rights afforded to families under IDEA and Section 504.

What do you value? Maybe we have some shared values that can help unite us in a common goal to create an appropriate and individualized plan for a child. It’s a beautiful concept!
www.inspire1learning.com
605-431-3318
inspire1learning@gmail.com

You have an IEP…. Now What?

The IEP meeting is over and months of planning, meetings, doctor’s appointments, e-mails, and phone calls have culminated into this one moment; helping your child receive an individualized education plan. It’s a great deal to take in and process. IEP meetings are long and filled with overwhelming procedures. However, having an IEP is a step in the right direction! Many families think, I have an IEP and now everything will be better. It’s NOT MAGIC! It is a start on a journey! The accommodations, interventions, and modifications your child needs are now in writing in a legal document. Here are 5 things you need to do to stay on course:

1. Create a file or binder organizing all your paperwork. It will be important to keep track of everything that happens in an IEP meeting and being organized is the first step.

2. Understand whenever you contact the school about your child or their plan you need to document it. Write down the date, who you talk with, and the method of communication. Also, include the topic of conversation. It is best to always contact teachers or administrators in writing. If problems arise, you have a well-established record of your attempts to communicate. From here on out the best policy is document, document, document.

3. E-mail all your child’s teachers. Introduce yourself, be friendly and welcome them to the team. This is your first line of defense if your child is not meeting their goals. Teachers will keep you informed, but you may have to reach out on a consistent basis to stay that way.

4. Ask the school what specific strategies they are using. Keep an open mind of things you might be able to implement at home. If you have specific things you are doing that work already, be sure to share those with your child’s teacher.

5. Understand your rights. Let me say that again, “UNDERSTAND YOUR RIGHTS!” Some of the most basic ones are important to know. You have the right to call an IEP meeting at anytime to review your child’s progress or make changes. You have the right to get them re-evaluated once a year if you like. You have the right to put things in writing. You have rights! Know them and use them!

https://doe.sd.gov/sped/documents/parentalright.pdf

The IEP process is a journey. It changes depending on whose involved, how your child is progressing, and planning for what is next. You know your child best! I am always available for an overview or advice. 605-431-3318 www.inspire1learning.com

You’ve got questions, I’ve got answers!

I posted an “ask me anything” challenge on Facebook and you did not disappoint. I am always available and can be contacted through my website wwww.inspire1learning.com or Facebook. Here is what I received:

How do you get a 504 plan?
A 504 plan is all about access. It guarantees equal access to an education. Think of it as leveling the playing field. So, if a child has ADHD, Dyslexia, Anxiety, Diabetes, ect… the question becomes what do they need to access their education? What kind of accommodations will help them succeed? It is a disability that affects a major life activity. All you need to do is write a letter to the school (teacher and principal) and request a 504 plan. If they deny you, call me! It’s the equivalent of denying someone their civil right to an education. Remember, Grades are not an indicator of a disability. The parent/educator guide to 504, provided by the federal government, clearly states students may still need equal access to the general curriculum even if they have good grades.

How do you get an IEP?
This differs greatly from a 504. You don’t “get” an IEP. You are found eligible for an individualized education plan. This means your child will receive specialized instruction. They will have annual goals, accommodations, and a clear plan on how they will make progress. The first step is putting a request into writing that you suspect your child has a disability. This includes social emotional needs, academics, attention, and many others. There are 13 categories under which your child could qualify. Once you have written a letter stating the specifics of what kind of disability you suspect, the school will start the evaluation process. They will then hold an eligibility meeting to determine if your child has qualified. Then there will be the IEP meeting to develop the plan. Remember, your meaningful participation is guaranteed throughout the entire process. If you are just sitting across everyone at a table and not contributing, you may need to call an advocate to help you. It should never be a situation where you just sit, listen, and sign. Contribute! You know your child best!

What does an advocate cost?
We charge $75.00 per hour. However, we let you dictate how in depth we get. Some families opt for a quick 2-hour review. Other families feel better knowing we are with you every step of the way. If it is an initial IEP and evaluation, you can expect we will spend more time with you. We want to make sure you understand the process, the implications of testing results, and that we have a clear understanding of what you want for your child. If an IEP is already in place the time will consist of reviewing the plan, meeting with you to get your input, and attending the IEP meeting. We document concerns, communicate with the IEP team, and do our best to be the voice of your child.

Are IEP meetings longer when you are involved?
Absolutely! This is a good thing. You do not want to be rushed when it comes to your child’s educational needs. You want to have a complete understanding of what your child is learning and how they are learning. This takes time! Under IDEA, you are guaranteed meaningful participation. I believe “meaningful” means allowing more time to ask questions and sharing your ideas and knowledge. There are no time requirements for IEP meetings listed in IDEA. Of course, we want to be respectful of the school’s time but if you need another meeting to guarantee that meaningful participation, then so be it.

Can’t you just give me some quick advice?
We could, but each child is unique, and each plan is individualized. What works for one child may not work for another. That is why it is so important to see the evaluation results, input from teachers, your input, and their current plan. I need to have a clear picture of the child including strengths, weaknesses, and learning style. Many times, I will even ask to meet with your child to get their take on school.

Does having an advocate make the IEP team angry?
Sometimes. Unfortunately, advocacy has gotten the reputation of being adversarial. Too many, untrained advocates are quick to threaten lawsuits, state complaints, or due process. I will exhaust every effort before recommending any of these steps. I will negotiate, compromise, ask questions, and come up with creative solutions.
Some teams also take it is a sign that we do not trust them. This is not the case at all! I know teams are overworked and have large caseloads. I know they are bound by funding, staffing, and time constraints. I am not. I am free to look at the plan for the possibilities of what it can be and how it can help the child. It’s exciting to see the possibilities! I like to keep the focus on the child and create a plan that is unique and individualized to meet their needs. I find, once the meeting gets going, the team realizes I am not there to tear anyone down, I am not there to judge, I am not there to threaten, I am simply there to help families understand the process. I am there to ask for what we believe the child needs to succeed in school. I am there so families do not feel so alone and isolated. I am there to represent the interests of the child. I even make it a point to smile, make small talk, and try to break the ice. It is important to build trust and build relationships with people. I would be a terrible advocate if my goal were to fight and argue in every meeting. How would that help the child? How would I build any kind of mutual respect with the team?

How do you handle conflict?
Conflict is going to happen. It is a fact. However, conflict does not mean I become unprofessional. Conflict is simply a disagreement and adults have disagreements all the time. I do my best to stay calm, polite, and respectful. It is not personal. The school represents one perspective and I represent another. I stay objective, share my knowledge why I think my request is appropriate. Sometimes the team agrees, sometimes they do not. That is ok. I will advise you accordingly. I might say to let a request go; we have a good plan. I might say to enact your procedural safeguards and contact a lawyer. It depends on the child and the request. (In two years of advocacy I have only referred a family to a lawyer once. That shows negotiation can work!)

Do you only work in Rapid City?
I work all over the state of South Dakota thanks to technology. I can zoom into any meeting in any location. I can email you what you need to self-advocate. I can email or call schools. There is a great deal I can do even though I may be hours away from you. However, I do not work in other states. Although IDEA is federal law, state requirements vary. I am only familiar with the laws, policies, and procedures of the state of South Dakota and IDEA. I am not a lawyer, I am not a psychologist, I can only advise you based on my training through the Council of Parents Attorneys and Advocates (COPAA), my experiences as a teacher, and my history in advocacy.

Back to school plan

Hello! Many districts are already back in school and some are starting next week. This is the time to get yourself organized. Here are a few tips that can help make this year run smoother in all the chaos with covid.

1. Document anything you have noticed with your child being home for such a long period of time. Think about: What changes did you see? What went well? What was not working for them? Did you notice any new triggers? Have you noticed any avoidance behaviors? Did you notice any new strengths? Did they start any new medication, therapies, or activities?

2. Talk with your child about their up and coming school year. Ask them: What do you want your teachers to know about you? How do you think you learn best? What would you like to see more of? How can we support you as a team? How can we help you find success this year?

3. Set goals with your child. Create a small, short-term goal to help them get through the beginning of the year. This can be weekly, monthly, or by semester. These goals can be academic, social, emotional, or something personal. Help them devise a plan to achieve them. We are setting our children up for success, so make sure it is attainable.

4. Review last years paperwork. Did they make progress on their IEP goals? If not, why? How is that going to be addressed this school year? How is the 504 going to be implemented if we move to full online learning? How do behavior plans need to be adjusted to reflect the different models of learning? (This is the bulk of what advocates do, there are a multitude of questions you have the right to ask. You also have the right to receive a detailed answer.)

5. Contact the school in writing. I cannot stress this enough! All contact must be in writing, especially when you are making a request that will help your child obtain the free and public education they are entitled to under federal law. Of course in this letter, be friendly and welcoming; set the “team” like attitude. Share the information you collected in steps 1-3 and the questions you formed in step 4. This will not only start a strong paper trail in case problems arise but it will also make sure everyone is on the same page for what we want the school year to hold for your child.

If any of this seems overwhelming, hiring an advocate can help. We can spend a short amount of time looking over your paperwork and offering insight into what all those evaluations, plans, and goals actually mean. We can take all of this information and craft a letter for you. We can simply listen to your insights, frustrations, fears, and offer comfort and an ally. We hope all of this information helps you start the school year off in confidence!