Increase Parent Satisfaction with the IEP Process

September 1st, 2012  

Take these steps to increase parent satisfaction with IEP process

A recent study found that about 70 percent of parents of students with disabilities are satisfied with the IEP process. The study also identified two groups of parents that reported less satisfaction with the IEP process: parents of students with behavioral challenges and economically disadvantaged. Parents of students with challenging behaviors generally are frustrated with the IEP process when they don’t see dramatic improvement in their child’s behavior. Economically disadvantaged parents may have difficulty finding time to attend IEP meetings or understanding the IEP process. Here are some tips from special ed administrators:

1. Accommodate parents’ busy schedules. Get creative—break up one long meeting into several shorter meetings, suggest a conference call, or propose meeting before the school day starts.

2. Accommodate parents with language barriers. Contact your program coordinator if you think an interpreter is needed at the IEP meeting. Provide a copy of the Notice of Procedural Safeguards and any PWNs in their primary language.

3. Be upfront about how long it may take to modify difficult behavior.  Discuss as a team the problem behaviors to address first, which should be the most disruptive or dangerous behaviors. This way, parents know what the district is focusing on and won’t expect all of the child’s problem behaviors to improve at the same time. Assure parents that you will monitor the student for incremental progress and changes in behavior and notify them of such changes. Explain that the team will reconvene if the child does not respond to interventions after one grading period.

4. Explain IEP process in simple terms.  Language barriers or unfamiliarity with special education can make it difficult for parents to understand complex special ed terminology and acronyms. It is imperative that parents believe there is a staff member who will help them to understand the IEP process. They should be aware of what they should never leave an IEP meeting without and what they should look for in their child’s IEP.

Source: Special Ed Connection®. Copyright 2012 by LRP Publications, P.O. Box 24668, West Palm Beach, FL 33416-4668. All rights reserved. For more information on this or other products published by LRP Publications, please call 1-800-341-7874 or visit our website at www.shoplrp.com/special_ed.html

Strategies for Returning to School After a Break

January 1st, 2012  

(from www.Sandbox-Learning.com)

The transition from a break back to school can be difficult for children.  Professionals and parents can make the return easier with a few simple strategies.

 1. Review Classroom Rules and School Policies – One of the first things to do when children return to school is to review all of the classroom and school rules.  Time spent focusing on classroom structure and schedules can reduce problems later.  Remind children of expectations for how to treat classmates, complete work, and follow schedules.  Remind children of any reward system and let them know where rules are posted and who to ask if there are questions about the rules.

2.  Introduce Any Changes – Clearly explain any changes that have happened since the break.  Examples are staff changes, schedule changes, or even room arrangements that may surprise children.  Be sure to indicate how the change affects them.  Introducing changes helps prepare children and reduce stress related to new situations.

3. Let Children Play a Role – Children can help review the rules by participating in activities.  For example, they can help create a new rules poster by writing or drawing examples of how to follow the rules.  Another activity is to assign a rule or school policy to small groups of students and have them write and perform a short play about it.  By participating in the process children are reviewing and taking ownership in the rules.

4.  Review and Reinforce Repeatedly – Children can be very excited to see friends and be back in school.  Be sure to set time aside to review rules repeatedly the first few days back after a break.  Children may need extra reminders in written or picture format if they have a hard time remembering specific rules.  When children are doing a good job completing work, following a schedule, or acting appropriately, reinforce their behavior.  Clearly indicate what they did correctly so they can continue the behavior.  For example, “James, I like the way you remembered to raise your hand to get my attention.”

5. Keep Everyone Informed – Parents and professionals should make each other aware of changes in settings so children have consistent support and understanding across environments.  Professionals should send a set of classroom and school rules home for parents to review with children and prepare them for returning from break.  Parents also should be aware of any significant school policy changes or classroom changes.  Parents should keep professionals informed of any significant changes at home such as health issues, sleeping changes, or family difficulties that may affect how the child performs in school.  Information sharing can ensure children have the understanding and support they need between environments.

Don’t be fooled! These strategies are not just for use with elementary students. Some of the easiest behaviors to prevent come from the misperception that a middle or high school student knows a routine or an expectation that they don’t actually know!

 

 

Ponder This…

October 2nd, 2011  

The way we communicate can create lots of opportunities for students to problem solve and think.

Consider the following examples:

“Line up” vs. “It’s time for recess!”

“Pick up your pencil” vs. “Oops!”

“Go get your backpack” vs. “I think you forgot something.”

Notice the difference between the two. The first requires compliance, a great skill, no doubt, but limiting. The second requires the student to figure out what the problem is and also the solution. This builds competence and independence, two things we want for all students!

“Spotlight the Problem, Not the Solution” –

— Lauren Wilson