Parent Tip for this rainy week!
The phone rings and you see ______ School Calling.
Deep Sigh. "Hello, Mrs. So&So? Your son's behavior is terrible (again) today and I'm sorry, you must come pick him up from school!"
Long silence.
This is when most parents do the dance - confused what is going on at school, frustrated, scrambling to leave work, wondering if you will lose your job after the 5th time receiving this same phone call, and panic you are not doing enough to help your child who is obviously struggling at school. When you receive this call, it is time to start saying, "Thank you so much for calling and letting me know his IEP is obviously not meeting his needs and I would like to request the following things: I would like a FBA (Functional Behavior Assessment) to figure out the cause of the problem behaviors, I would like a BCBA to do a classroom observation in order to develop proper goals and behavior interventions, an IEP meeting convening the team to discuss his needs and address these behaviors affecting his day, and I want to implement a BIP (Behavior Intervention Plan) based on the FBA. These are the dates and times I am available, please let me know when you can convene the team for this meeting so we can work collaboratively and help my son! And, as always, I will follow up this conversation with a written letter, as well!" (*email works great, parents - always send your communications in writing - written, or it didn't happen!*)
Happy Friday!
School has begun, and hopefully students are acclimating to their new classroom, teachers, and friends. But, you still have a nagging feeling about last year and your IEP. One misconception about special education is that its purpose is to help students (with a disability) who are only "failing." This is untrue! Your child qualifies and services are provided when his or her disability adversely affects his or her education performance, and this is not purely academics! Emotional...social...behavioral issues all play a part of the student's preparation for post-secondary education, employment and independent living. (See MA: 603 CMR §28.02(17); (See Federal: 34 CFR §300.320).
(17) Progress effectively in the general education program shall mean to make documented growth in the acquisition of knowledge and skills, including social/emotional development, within the general education program, with or without accommodations, according to chronological age and developmental expectations, the individual educational potential of the student, and the learning standards set forth in the Massachusetts Curriculum Frameworks and the curriculum of the district. The general education program includes preschool and early childhood programs offered by the district, academic and non-academic offerings of the district, and vocational programs and activities.
Also important to note: the last sentence! Your child's "life of the school" also includes, "programs offered by the district, academic and non-academic offerings of the district, and vocational programs and activities." More on this subject in a later blog post! DM me with any questions and I am happy to assist you!