1 Family Guide to Working with Schools
2 Welcome, Agenda and HousekeepingFor Reference: Introduction Your name Your position/role with your organization Your connection to the subject matter Any other personal details you wish to share that will help participants feel comfortable Introduce others as appropriate Agenda Review and distribute if appropriate Housekeeping Restrooms Drinks or snacks Breaks
3 Checking In! What is your purpose for attending this training today?For Reference: Opportunity to get a feel for your audience Who’s in the room? What questions do they have? What are their goals? What expertise is in the room? Often helps to write this down on a white board or flip chart for reference throughout the training.
4 Foundations of Educational AdvocacyWhere to get started For Reference: Fourth chapter of workbook Where to get started linked to:
5 What is an Advocate Advocate A supporter, an ally, or someone who stands up for another who maybe can’t do it alone. For Reference: The role of an Educational Advocate, is defined as: “A supporter, an ally, or someone who stands up for another who maybe can’t do it alone.” An advocate informs and educates. They take action in support or against an issue, make something happen, seek to support someone or something, or bring people together to make change. Most people, at some point in their lives, have had someone who have encouraged or supported them. Having someone stand with us can help us succeed in life. An Educational Advocate is anyone who is actively involved in a child’s education. You do not need special training to be an Education Advocate, just the willingness to speak on behalf of your child and to work in partnership with the school and teachers. Students succeed when families and schools partner together for the student. A little advocacy goes a long way in helping a student succeed. However, if you are unable to get your child what they need, seek help by contacting other parents, local parent groups, Treehouse Educational Advocates or the State Office of the Education Ombuds toll-free at: (866)
6 Types of Knowledge Soft Skills Including communication and relationship building Hard Skills Including rights, responsibilities, systems and rule/laws For Reference:
7 Soft Skills- Components for Good CommunicationActively listen & make eye contact Be positive & do not blame Give a genuine compliment Ask for clarification Ask for their input or perspective Stay calm and clarify next steps Seek to understand the importance Find common ground Bring someone with you For Reference: Instead, we can help remove these barriers and open communication by doing the following: Actively listen by making eye contact and repeating back what you heard Be positive and do not blame Identify an opportunity to give a genuine compliment Ask for clarification why something must be a certain way Ask for their input or perspective Stay calm and clarify next steps in a calm, fair manner Seek to understand why the issue is so important to them Find common ground and alignment on the goal Bring someone with you who can step in to speak calmly on your behalf if you start getting too emotional
8 Partnering with Schools - Barriers to CommunicationNot listening Criticizing Name calling Creating power struggles Giving orders or being rigid Minimizing the issue Arguing Becoming overly emotional Engaging in aggressive behavior For Reference: Communicating with the school system can also be frustrating. Some barriers that interfere with your desire to advocate for your child when you are communicating with the school include: Not Listening Criticizing Name Calling Power Struggles Giving Orders or being rigid Threatening or being aggressive (voice, body language) Minimizing the issue Arguing Becoming overly emotional Facilitator (do): Share example of interaction with school principal that challenged you by insinuating that the school might not accept your child for enrollment, your reaction to the principal, and what the result was. Share how you could have handled the situation differently.
9 Partnering with Schools – Effective Communication StrategiesBe clear & accurate Simplify & use small sentences Be relevant & fair Always listen & do not interrupt Ask many questions Be aware of your body language For Reference: Now that we have identified what not to do and things we can do instead, we can get more specific about communication strategies that will help us be more effective. Be very clear & accurate as you speak. Simplify your points. Use small sentences. Be very concise in what you are saying. Don’t use run on sentences; get right to the point. Only include statements that are relevant and fair. Don’t bring up non-related issues or make personal remarks about the other person. Listen. Always listen to what is being said. Do not interrupt--Let thoughts and statements be completed before commenting on what was being said to you. Make sure the person or people who are speaking know you are listening. There are three main skills for listening: Attending. Giving your physical attention to another person. Following. Make sure you are engaged by using eye contact, un-intrusive gestures (such as nodding, saying okay or asking very infrequent questions). Reflecting. Paraphrasing, reflect back using the feelings by being empathetic. Ask many questions. Do not make any assumptions. If you are not sure, ask for clarification. Be aware of your body language. Body language is a non-verbal communication that can be interpreted by others in a positive or negative means. Body language can indicate that you are or are not listening.
10 Family Involvement For Reference:
11 Family Involvement Research shows when families are involved, students achieve. When families and schools work together, students succeed. For Reference: What is Family Involvement in Education? Family Involvement means the active participation by families, caregivers and legal guardians in their children’s school lives. Family involvement must be done in partnership with teachers and other school staff. Every parent or family member has different skills, experiences, and life circumstances, so we all have different ways to participate, support, and enrich education for our children.
12 Family Involvement Three Basic Elements Become an Educational AdvocatePartner with Schools Support Learning at Home For Reference: Families also have educational rights which is a federal law known as: FERPA: Family Educational Rights & Privacy Act Which says: Parents can view all educational records Parents can request corrections to records School needs permission to share student information with anyone else The Washington Public Records Act also enables you to request and review most documents produced by the school or district. You may also request: To receive and discuss report cards and any academic concerns with the teacher Your child’s cumulative file and its contents To be informed in a timely manner if disciplinary sanctions occur
13 Student Rights A student has a basic right to an equal education opportunity and cannot be denied an education without due process of law. For Reference: Washington law defines what “basic education” is to be provided to all students. The state provides funds to meet this definition. A school district cannot take away a student’s right to education without providing him or her with an opportunity to dispute the removal from school, and must have a substantial reason to justify a permanent or indefinite removal from school. A student has a basic right to an equal educational opportunity and cannot be denied an education without due process of law. For additional information on Student Rights, please see the Family Guide to Working with Schools (pages 11-12).
14 Student ResponsibilitiesAttend school and be on time for classes Follow school rules Show respect to students and school staff For Reference: Washington law defines what “basic education” is to be provided to all students. The state provides funds to meet this definition. A school district cannot take away a student’s right to education without providing him or her with an opportunity to dispute the removal from school, and must have a substantial reason to justify a permanent or indefinite removal from school. A student has a basic right to an equal educational opportunity and cannot be denied an education without due process of law. For additional information on Student Rights, please see the Family Guide to Working with Schools (pages 11-12).
15 Student ResponsibilitiesNo drugs, tobacco or alcohol on school grounds No weapons on school property, or to and from school No participation in gangs/gang related activity on school grounds For Reference: Washington law defines what “basic education” is to be provided to all students. The state provides funds to meet this definition. A school district cannot take away a student’s right to education without providing him or her with an opportunity to dispute the removal from school, and must have a substantial reason to justify a permanent or indefinite removal from school. A student has a basic right to an equal educational opportunity and cannot be denied an education without due process of law. For additional information on Student Rights, please see the Family Guide to Working with Schools (pages 11-12).
16 Family Rights To be includedReceive information about youth’s progress Read youth’s file held in the school Informed in a timely manner when disciplinary sanctions are imposed For Reference: Families also have educational rights which is a federal law known as: FERPA: Family Educational Rights & Privacy Act Which says: Parents can view all educational records Parents can request corrections to records School needs permission to share student information with anyone else The Washington Public Records Act also enables you to request and review most documents produced by the school or district. You may also request: To receive and discuss report cards and any academic concerns with the teacher Your child’s cumulative file and its contents To be informed in a timely manner if disciplinary sanctions occur
17 Family Rights FERPA-Family Educational Rights & Privacy ActParents can view all educational record. Can request for corrections to records. School needs permission to share student information with anyone else. For Reference: Families also have educational rights which is a federal law known as: FERPA: Family Educational Rights & Privacy Act Which says: Parents can view all educational records Parents can request corrections to records School needs permission to share student information with anyone else The Washington Public Records Act also enables you to request and review most documents produced by the school or district. You may also request: To receive and discuss report cards and any academic concerns with the teacher Your child’s cumulative file and its contents To be informed in a timely manner if disciplinary sanctions occur
18 Family ResponsibilitiesStudents attend school everyday Students are dressed appropriately Students are equipped with appropriate supplies and materials Regular Monitoring For Reference: Families also have educational rights which is a federal law known as: FERPA: Family Educational Rights & Privacy Act Which says: Parents can view all educational records Parents can request corrections to records School needs permission to share student information with anyone else The Washington Public Records Act also enables you to request and review most documents produced by the school or district. You may also request: To receive and discuss report cards and any academic concerns with the teacher Your child’s cumulative file and its contents To be informed in a timely manner if disciplinary sanctions occur
19 Understanding the Public School SystemFor Reference: Third chapter in workbook
20 Role of Public Schools WA Basic Educational ActRead, write, & communicate effectively Know & apply core concepts of math, sciences, civics, history, geography, arts, health, & fitness Think analytically, logically, creatively, & problem solve Understand the importance of school work & how it impacts future opportunities For Reference: Education is a basic right in the state of Washington. The goals for students of each school district: Read with comprehension, write with skill, and communicate effectively and responsibly in a variety of ways and settings; Know and apply the core concepts and principles of mathematics; social, physical and life sciences; civics and history; geography; arts; and health and fitness; Think analytically, logically, creatively, and be able to integrate experience and knowledge to form reasoned judgments and solve problems; Understand the importance of work and how performance, effort, and decisions directly affect future career and educational opportunities.
21 Public School System Laws are created in OlympiaSchool districts carry them out School districts vary Laws are aimed at the norm Individuals are unique Caregivers and family are often the expert on the child For Reference:
22 Structure of Public School SystemSchool Board Superintendent School Principal School Teachers School Staff For Reference:
23 Partnering with Schools – What You Can DoOffice of the Superintendent of Public Instruction (OSPI) cited six relationship builders: Positive Parenting Communicating Volunteering Supporting Learning at Home Decision Making Collaborating For Reference: Office of the Superintendent of Public Instruction cited research that indicates six types of involvement that result in the strongest relationships with school staff. These include: Positive Parenting Communicating Volunteering Supporting Learning at Home Decision Making Collaborating For additional information on ways to get involved see the resource entitled, 25 ways for Schools to Involve Parents.
24 Partnering with Schools – What Schools Can DoIf school receives Title 1 funds it must provide Family Involvement Programs that: Accommodate family circumstances Provide choices Validate family culture and values Provide strategies to support learning at home Offer language translation services For Reference: Title I, Part A is a federal program that provides financial assistance to local educational agencies and public schools with high numbers or high percentages of poor children to help ensure that all children meet challenging state academic standards. Title I, Part A is a formula grants program for "improving the academic achievement of the disadvantaged." Title I, Part A is administered by the U.S. Department of Education's Office of Elementary and Secondary Education. OSPI is the state educational agency through which the financial assistance is distributed to Washington state's local education agencies (LEAs) and public schools. (Title I, Part A also includes resources for private schools.) The Learning Assistance Program (LAP) is Washington's state-funded program that provides additional academic support to eligible students. LAP funds are available to support programs in grades K-12 in reading, writing, and mathematics, and in readiness for those subjects. OSPI oversees the distribution of over $286 million to Washington state schools through Title I, Part A and the Learning Assistance Program.
25 Partnering with Schools – Ways to Get InvolvedIf school receives Title 1 funds it must provide Family Involvement Programs that: PTA/PTO S.E.P.A.C. - Special Education Parent Advisory Council Attending school activities Share special interest Sports For Reference: PTA - WA State Parent Teacher Association - PTO - Parent-Teacher Organization - S.E.P.A.C. - Special Education Parent Advisory Council - Information and support for Parents, Advocates, and Anyone who Works with Students with Special Needs. District Specific
26 Partnering with Schools – Effective Parent/Teacher ConferencesYou know your children Involve the child Be Prepared You are a VALUED and IMPORTANT part of the team For Reference: Review the Sample Resource: Your Child’s Progress, This resource can help parents identify grade-level learning standards. Distribute and discuss the “Parent-Teacher Conference Planner” handout. Discuss effective Parent-Teacher conferences
27 Partnering with Schools – Effective Parent/Teacher ConferencesPreparing for the Meeting Be prepared and Organized Stay calm and take breaks as needed Write down questions beforehand Stay focused on Goals/Tasks Take notes Re-cap the meeting Follow-up in a timely manner For Reference: Discuss ways caregivers can prepare for parent-teacher conferences or any type of school meeting. Think about questions beforehand Talk to the child Organize an Education Notebook
28 Supporting Learning Inside SchoolStudents should create one goal at a time. Each goal should have tangible steps to help the student improve in their goal area. Students should be given visible access to their goals on a daily basis. Goals should be academic in nature. For Reference: It is also important to support learning inside school. Am example of a best practice model is: Students should create one goal at a time. More than one goals gets forgotten by students and teachers. Teachers are often tempted to create goals for students in all subject areas. Goal process is about quality, not quantity. Each goal should have tangible steps to help the student improve in their goal area. Steps such as “try harder” or “read more” do nothing to support kids. Quality goals offer 3 to 4 different strategies or ideas that students can use to improve, but no more. Students should be given visible access to their goals on a daily basis. Post the goals on their desk, in a folder, or any place the student can see them on a daily basis. Remember students will care about them only as much as you do. Goals should be academic in nature. There are many needs for students to have behavior goals, but this should be in addition to a well-thought-out academic goal.
29 Support Learning Outside of SchoolRole models, in and out of home Homework space Routine around homework Generalizing learning Find outside support services Physical Well-being For Reference: Discuss ways for caregivers to support learning outside of school and provide practical examples. Tip: For homework help: The website has videos demonstrating how to solve math problems and discuss other subjects as well, science, social studies, etc.
30 Educational Issues For Reference:Give a brief overview of the topics to be covered in this section. Enrollment Attendance Bullying Discipline Special Education Services Reminder, Special Education Services a workshop we offer
31 Enrollment Education is a right in Washington StateThe Washington Constitution states that an ample education is the state’s paramount duty. It is the state’s highest, most important duty to provide a system of public education for students of school age. See WA. CONST. Art.9, § 1 & 2. For Reference: Discuss education rights THE 3 MOST IMPORTANT THINGS TO REMEMBER ABOUT ENROLLMENT 1. Children have the right to attend public school in the district where they live, even if they are homeless, have just moved to the area, or will live in the area for only a short time 2. Schools must make prompt decisions regarding enrollment 3. Schools may make exceptions to their usual rules or take other special steps needed to provide equal educational opportunities to out-of-home care students
32 Enrollment Homeless children and youth means: Individuals who lack a fixed, regular, and adequate nighttime residence. Specifically includes children who are ‘awaiting foster care placement’ For Reference: WHAT IS NEEDED TO ENROLL MY CHILD IN SCHOOL? Your child should be enrolled as soon as possible and several basic steps are required to accomplish this. Contact the school district office or local school to pick up an “enrollment packet” containing necessary forms, etc. For a first-time enrollment in Washington public schools, the school district may request a copy of a student’s birth certificate. If a student has previously been enrolled in another school district in the state, the district will ask for the names of prior school districts, information about the student’s disciplinary history, special educational needs, and any health conditions Proof of immunization is required before beginning school. The definition adopted by OSPI (March 2012) identifies “awaiting foster care” as the period of time between the initial placement of the child or youth into state care and the 30-day shelter care hearing.
33 Attendance Children age 8-17 must attend school Exceptions:Other educational setting 16 with job, emancipation or parental permission Physically/mentally unable to attend Temporarily excused with permission For Reference: Discuss attendance/truancy issues and The Becca Bill. Exceptions: Private, home school or other programs
34 McKinney-Vento Homeless Education Act Policy Statement“Each state educational agency shall ensure that each child of a homeless individual and each homeless youth has equal access to the same free, appropriate public education, including a public preschool education, as provided to other children and youths.” For Reference: Discuss McKinney-Vento. 5 MOST IMPORTANT ASPECTS OF MCKINNEY-VENTO 1. School Access 2. School Stability 3. Support for Academic Success 4. Child-centered, best interest decision-making 5. Critical role of local liaison
35 The Becca Bill The purpose of the bill is to “empower parents to help their children when they have run away or when their child’s substance abuse or mental health problems place them in serious danger of harming themselves or others. For Reference: Specific rules the school must follow: Inform in writing Conference Truancy court Communication Develop a plan with child, school and home Look at alternative solutions
36 Bullying is repeated negative behavior toward a less powerful person.Addressing Bullying Bullying is repeated negative behavior toward a less powerful person. For Reference: Discuss bullying and distribute “Stop Bullying Now: Tips for Parents of Bullied Children” handout. Discuss Tips for Cyber Bullying sample resource and direct caregivers to the website for more info. Hitting, name-calling, shunning, and shaming are all forms of bullying. Spreading rumors, gossiping and making threats online are also forms of bullying. As of 2011 all school districts must have Anti-Bullying policy.
37 Bad News on Both Sides Take this seriously:Physical and emotional harm Low self-esteem, Stress, anxiety, depression, suicide 1:4 elementary bullies will have a criminal record by the age of 30 Rejection, low-self esteem For Reference: Discuss bullying and distribute “Stop Bullying Now: Tips for Parents of Bullied Children” handout. Discuss Tips for Cyber Bullying sample resource and direct caregivers to the website for more info. Hitting, name-calling, shunning, and shaming are all forms of bullying. Spreading rumors, gossiping and making threats online are also forms of bullying. As of 2011 all school districts must have Anti-Bullying policy.
38 Family Risk Factors for BulliesHome life may include: A lack of warmth and involvement Overly-permissive A lack of supervision by parents Harsh, physical discipline A model for bullying behavior For Reference: Bullying is violence and often leads to violent behavior as the grow up. From the Stop Bullying Now website: Family risk factors for bullying Children who bully are more likely than their nonbullying peers to live in homes where there is: A lack of warmth and involvement on the part of parents; Overly-permissive parenting (including a lack of limits for children's behavior); A lack of supervision by parents; Harsh, physical discipline; and A model for bullying behavior.
39 Signs of Bullying Your child may have: Visible bruises or injuriesAct differently Irregular/non-typical eating, sleeping patterns Reduced/avoidance of enjoyment Change in affect or mood For Reference: Bullying is violence and often leads to violent behavior as the grow up. From the Stop Bullying Now website: Family risk factors for bullying Children who bully are more likely than their nonbullying peers to live in homes where there is: A lack of warmth and involvement on the part of parents; Overly-permissive parenting (including a lack of limits for children's behavior); A lack of supervision by parents; Harsh, physical discipline; and A model for bullying behavior.
40 Strategies to Avoid Bullying SituationsEncourage your child to: Tell an adult Use a Buddy System Walk away Practice confidence For Reference: Bullying is violence and often leads to violent behavior as the grow up. From the Stop Bullying Now website: Family risk factors for bullying Children who bully are more likely than their nonbullying peers to live in homes where there is: A lack of warmth and involvement on the part of parents; Overly-permissive parenting (including a lack of limits for children's behavior); A lack of supervision by parents; Harsh, physical discipline; and A model for bullying behavior.
41 Behavior and DisciplineFor Reference: From the Treehouse website:
42 The best intervention is an early intervention!Be Responsive Look for Solutions Be Open Minded Seek to Understand For Reference: Long-term suspension means the student is removed from school for a period of more than 10 consecutive school days.
43 Types of Discipline Short-term suspension Long-term suspensionExpulsion Emergency expulsion For Reference: We previously stated that a student receiving special education can’t be punished for behavior resulting from his or her disability. However, that doesn’t mean the school cannot take action if the student violates a code of student conduct or otherwise creates a serious discipline problem. We’re going to define the types of suspension or expulsion the school may apply and then discuss the steps that need to occur before that action may be taken. You should become familiar with these types of suspensions and expulsions: Short-term suspension Long-term suspension Expulsion Emergency expulsion We are now going to discuss suspension and expulsion issues and processes Informal discipline – meeting with principal, call home, parent pick up In School Suspension – also known as ISS Long-term suspension means the student is removed from school for a period of more than 10 consecutive school days.
44 Short-Term Suspension10 school days or less K- 4th grade 15 school days or less 5th and up For Reference: Short-Term Suspension - A suspension for ten school days or less. The school must give the student and caregiver an oral or written notice describing: The alleged bad behavior The school district rule that was broken An explanation of the facts showing that the bad behavior really happened An explanation of the corrective action or discipline that the school district wants to impose If the suspension is going to last more than one calendar day, the district must provide written and/or oral notice to the student’s family.
45 Long-Term Suspension More than 10 days 5th grade and up For Reference:The nature and circumstance of the rule violation must warrant a long-term suspension. This means that the discipline must be appropriate for the bad behavior. The school must first try other ways to address the behavior, unless the rule violation is “exceptional misconduct.” Exceptional misconduct is a category of bad behavior that can be disciplined more harshly. Examples of Exceptional Misconduct from the School Board: Selling or possessing illegal drugs Assault or threats of violence Firearms and dangerous weapon possession Robbery, theft, or burglary Gang activity
46 Types of Expulsion Expulsion Emergency ExpulsionAn exclusion from school for an indefinite period of time Emergency Expulsion An immediate removal from the school for an indefinite period of time when there is a good reason to believe that the student is unsafe to him/herself or others. For Reference: What is an expulsion? An expulsion is an exclusion from school for an indefinite period of time. An expulsion can also include a denial of admission to or entry onto property owned, leased, rented, or controlled by a school district. What is an emergency expulsion? An emergency expulsion is an immediate removal from the school for an indefinite period of time when there is a good reason to believe that the student is unsafe to him/herself or others. There are specific rules the school must follow in these cases as well.
47 What is the Process? Written notice to you and your childThe notice must be delivered in person or by certified mail Be in the predominant language of your family Describe the things your child is supposed to have done wrong Identify the rule that was broken Describe the discipline Explain the right to a hearing For Reference: You have provided some good ideas and here is the recommendation for steps to take if your student does get into trouble: Contact the teacher or school counselor and ask what happened and what the outcome was. Explore if the incident was a one-time event, or if there is a pattern developing. Also ask the teacher to tell you if any further incidents occur. Let your child explain what happened and how they felt. Listen carefully for insights about the behavior. Share story of youth being disruptive in class.
48 Disciplinary SanctionsWritten Notice Progressive Commensurate For Reference: You have provided some good ideas and here is the recommendation for steps to take if your student does get into trouble: Contact the teacher or school counselor and ask what happened and what the outcome was. Explore if the incident was a one-time event, or if there is a pattern developing. Also ask the teacher to tell you if any further incidents occur. Let your child explain what happened and how they felt. Listen carefully for insights about the behavior. Share story of youth being disruptive in class.
49 Discipline & SuspensionsIf your child gets into trouble: Allow your child explain what happened Contact the teacher or school counselor Explore if one-time incident or a pattern For Reference: You have provided some good ideas and here is the recommendation for steps to take if your student does get into trouble: Contact the teacher or school counselor and ask what happened and what the outcome was. Explore if the incident was a one-time event, or if there is a pattern developing. Also ask the teacher to tell you if any further incidents occur. Let your child explain what happened and how they felt. Listen carefully for insights about the behavior. Share story of youth being disruptive in class.
50 Discipline & SuspensionsResolving Conflict: Advocate so people will listen Be organized Stay calm and positive See the other side Use the right language Stay flexible Keep records For Reference: Discuss the fundamentals of how to resolve conflicts with school. Do you have a positive outcome of a conflict you had with the school? Advocate so people will listen Be organized. Prepare to discuss the problem by making a list of questions or points to bring up. Know what’s most important and keep the conversation on track. Stay calm. Take a deep breath. Focus on the problem, not the person. Talk about facts and be clear. Don’t attack. Be positive. Even if you’re not satisfied with the situation, let people know you appreciate their work to resolve the problem. See the other side. Try to fully understand the other person’s view of the situation and solutions they might propose. Ask questions about anything that is unclear. Use the right language. Say “I believe,” “I feel,” or “We can” rather than “You should.” Try “I understand that money is limited ...” or “I know that you have a lot of priorities to balance ...” Use the word “and” instead of “but.” Stay flexible. Recognize that problems can be solved in more than one way. Be open to creative solutions. Keep records. Save copies of letters, completed forms, and other written materials. Keep dated notes about who you talked to, what was said, and the results of that communication.
51 Discipline & Suspensions – Special Ed ConsiderationsManifestation Determination: Was the behavior related to youth’s disability? Was it a failure of the district to implement and follow the IEP? For Reference: Long-term suspensions and expulsions are considered to be a change of placement. Since a disabled student many not be punished for behavior related to his or her disability, a manifestation determination meeting requires the school and IEP team to answer the question: Was the student’s behavior related to his or her disability? The manifestation determination meeting must take place within 10 school days after the suspension or expulsion decision is made. The school district, the parent, and the other relevant members of the IEP team must meet and decide whether the behavior was related to the disability. If it is determined that there is a direct and substantial relationship between the disability and the behavior, the student must be allowed to return to the education placement that he or she attended prior to the disciplinary removal, unless both the parents and the district agree otherwise. If it is determined that there is no relationship between the disability and the behavior, then the normal disciplinary procedures can be applied and the student can be suspended or expelled. A special education student can be suspended for up to ten days in a school year without receiving services during the period of disciplinary exclusion. However, if a student receives a pattern of short-term suspensions that over time exceed ten school days in a school year, a Manifestation Determination Meeting must be held to address whether the behavior was related to the student’s disability and the same process outlined above takes place. At the manifestation determination meeting, the team considers whether the student’s behavior is related to his or her disability.
52 Beyond the Basics For Reference: Special Education Early LearningPost-Secondary
53 Beyond the Basics Special Education Early Learning Post-SecondaryFor Reference: Long-term suspensions and expulsions are considered to be a change of placement. Since a disabled student many not be punished for behavior related to his or her disability, a manifestation determination meeting requires the school and IEP team to answer the question: Was the student’s behavior related to his or her disability? The manifestation determination meeting must take place within 10 school days after the suspension or expulsion decision is made. The school district, the parent, and the other relevant members of the IEP team must meet and decide whether the behavior was related to the disability. If it is determined that there is a direct and substantial relationship between the disability and the behavior, the student must be allowed to return to the education placement that he or she attended prior to the disciplinary removal, unless both the parents and the district agree otherwise. If it is determined that there is no relationship between the disability and the behavior, then the normal disciplinary procedures can be applied and the student can be suspended or expelled. A special education student can be suspended for up to ten days in a school year without receiving services during the period of disciplinary exclusion. However, if a student receives a pattern of short-term suspensions that over time exceed ten school days in a school year, a Manifestation Determination Meeting must be held to address whether the behavior was related to the student’s disability and the same process outlined above takes place. At the manifestation determination meeting, the team considers whether the student’s behavior is related to his or her disability.
54 Individuals with Disabilities Education Improvement Act – IDEiA 2004The Individuals with Disabilities Education Improvement Act is a federal law enacted to ensure students with disabilities receive meaningful educations from birth through 12th grade. Increased focus on accountability and improvement outcomes Emphasizing reading, early intervention and research-based instruction Qualified Special Education Teachers For Reference: Discuss Special Education Services and direct participants to OSPI, Wrights law, and Special Education Advisory Council (SEAC). Remind parents we offer a special education workshop, but in this workshop, we are only going to introduce special education. WHAT IS IDEiA? Individuals with Disabilities Education Improvement Act is a federal law is to ensure children with disabilities receive an appropriate education. It requires: Every school district to identify, locate and evaluate children who may be in need of special education. Once a child is identified and located, the school district must find him or her eligible for special education through an evaluation and IEP process before specific programs and services can be provided. Your child’s school district must conduct the initial evaluation to determine whether your child is eligible for special education
55 Individuals with Disabilities Education Improvement Act – IDEiA 2004Frequently used terms FAPE: Free Appropriate Public Education LRE: Least Restrictive Environment Disability: An impairment that interferes with a student’s ability to learn For Reference: FAPE is an educational program that is individualized to a specific child, designed to meet that child’s unique needs. It provides access to the general curriculum, meets the grade-level standards established by the state, and ensures the child receives educational benefit at no cost to you. Individual to a specific child Designed to meet unique needs Access to general curriculum Meets grade-level standards Educational Benefit at No cost
56 Student Population All StudentsStudents w/ Disabilities and DO NOT need Special Services Students Eligible for 504 Plans Students Eligible for IEPs For Reference: A student with a disability under IDEA will also have some kind of impairment in one or more major life activities. However, the reverse is not necessarily true. A student with a major life impairment may not need or qualify for special education. For example, a child with cerebral palsy (a medical diagnosis which is related to IDEA) is likely to have difficulty walking (a major life activity under Section 504). He or she might require braces, crutches, or a wheelchair. The child might also have difficulty speaking, writing, or caring for himself. On the other hand, a child who is blind would need accommodations under Section 504 – perhaps braille textbooks or audio textbooks, a keyboard in lieu of handwriting, and possibly assistance in getting from one place to another. The student might not have any other problem affecting learning, and wouldn’t need an IEP. One way to think about the relationship between the two laws is to think of eligible students as groups within groups. Within the group of all students, there is a group who need accommodations under Section 504. Within that group is a smaller group who is eligible for protection under IDEA. They may need accommodations AND a customized education plan. In other words, all students eligible under IDEA are also eligible under Section 504. But not every student eligible under Section 504 is also eligible under IDEA.
57 Section 504 vs. IDEiA IDEiA 504 IEP customized education planAccommodations for regular classroom participation For Reference: To be sure you understand the difference, an IEP is provided under IDEA. IEP provide individually designed instruction for a particular student. A 504 plan provides accommodations to the student can participate in the regular classroom activities. Give an example of a student with ADHD to compare/contrast when you would use an IEP or a 504 plan. IEP addresses youth bouncing off the walls while 504 would for example dictate that they shouldn’t be placed by a window to minimize distraction.
58 Special Educational 3 Key PointsA problem that interferes ability to learn Has a right to instruction that is specially designed to meet his or her needs Strict timelines and requirements For Reference: A problem that interferes with a child or youth’s ability to learn may be considered a disability under the law. Every child and youth with a disability that affects learning has a right to instruction that is specially designed to meet his or her needs, in a school environment that is as much like a regular classroom as possible. There are strict timelines and requirements that school districts must follow in providing students with special education services.
59 What if I Suspect? The district may evaluate:Health (physical and mental) Vision Hearing Social and emotional health General Intelligence Academic performance Communication, speech and language Motor abilities For Reference: What if I suspect my child has a disability? If you suspect that your child has a disability, he or she should be referred for special education or 504 evaluations. A referral must be made in writing. This simple written request can be called a focus of concern or referral, the school district has the duty to consider the request for special education or 504 services. The evaluation must be done at no cost to the student or family.
60 Early Learning You are their first teacher… For Reference:Discuss Early Learning, including ten simple ways to encourage learning and direct participants to Washington State Department of Early Learning (ESIT). Early childhood generally applies to children from the time of their birth through entering kindergarten. There is a strong connection between the development a child undergoes early in life and the level of success that the child will experience later in life.
61 Childhood DevelopmentIf you have concerns… Doctor evaluations Family Resource Counselor Public Health agency School district For Reference: Basically if a child’s development is looking about 25% behind, you need to make a referral. What this would look like is a 4 month old not doing three month old things; an 8 month old not doing 6 month things, a 12 month old not doing 8 month things. 25% is a good marker for people to be thinking about what a delay looks like as opposed to the age ranges in which skills typically develop.
62 Postsecondary Planning5 Important Things to Remember Start early Set goals and make a plan Take college entry tests and classes required for admission Research financial aid and other scholarships Have HIGH EXPECTATIONS! For Reference: Discuss Post-secondary Education and direct caregivers to OSPI or independence.wa.gov for caregivers of foster youth. Start early Set some goals and make a plan Take college entry tests and classes required for admission Research financial aid and other scholarships
63 College & Career What is your youth interested in?2 year community colleges 4 year colleges and universities Vocational and Career programs Job Corps For Reference: Discuss Post-secondary Education and direct caregivers to OSPI or independence.wa.gov for caregivers of foster youth. Start early Set some goals and make a plan Take college entry tests and classes required for admission Research financial aid and other scholarships
64 Resources Treehouse: (206) 767-7000 www.treehouseforkids.orgEd Advocacy: The Office of the Education Ombuds: (866) Office of Superintendent of Public Instruction: (360) Team Child: