#LDchat Archive
Understood holds this weekly Twitter chat that aims to keep the momentum going and raise awareness of learning and attention issues. Follow along with hashtag #LDCHAT and follow users @understoodchats & @understoodorg. Experts will be available to answer your questions and concerns and share resources from Understood.org.
Wednesday August 10, 2016
Welcome to today’s LD Chat! This is Dan with the Understood team with .
Cohosting today’s chat is advocate Debra Isaacs Schafer ().
We’ll be discussing how to get the most out of the process.
Delighted to be here. Thanks for inviting me...
All of my tweets over the next half hour or so will be devoted to with
We’ll be giving away special prize packs! Follow us and keep an eye on your DMs to see if you’ve won.
Hi from Ontario. Happy to be here to talk IEP's and
Morning all. Beautiful warm day here in Oklahoma.
Thanks so much for joining, Tracy!
Hi Tiffany! It's always great having you.
Hi Paget! Thanks for joining today!
We’ll use a Q1, Q2… format for questions. Please use the A1, A2… format for answers.
Hi all, nice to see you here!
Hello to everyone as well. Thanks for joining us today...
And be sure to use with all your tweets as we prepare for !
First question coming up...
Glad to join in to hear about and support this important topic! https://t.co/6fSsIcZkgq
We’ll be discussing how to get the most out of the process.
Thanks for joining! Where are you tweeting from?
My first Excited to learn!
So glad you can join us today, Jennifer!
Q1. In order to be an effective advocate for her or his child, what must a parent know about the process?
A1 - Parents are equal participants in the process; leave emotions at the door; IEPs are fluid (not 1x and done).
we're a Connecticut quasi-public agency supporting educators & families, especially on special education.
A1: And...parents must hold school accountable for the implementation of their child's IEP. And partner w/ their teachers.
A1. That they have a voice and MUST come to the table. No exceptions.
A1. Build good relationships with staff
A1: One more point -- IEPs are more than academics.
A1: know u r the captain of the team. Your voice for your child is the most important 1
Yes partnership is critical. As I say parents write 1/2 the story.
A1: have a list of goals or dreams u have for your child regardless of age
A1. Keep an organized binder of all documents
Actually...they write more than 1/2. Why? Because parents know their children best.
Yes I am working in that with my parent group today.
A1. Get a good handle on the IEP lingo!
A1 parents & educators must know that Parent has an equal voice at the table. Educator may need to help parents learn the process
A1 if you don't have room on a page add a page. Goal and support more important that paper space.
A1: Parents must be informed about special ed process, & meaningfully involved in decision making processes.
Q2. If a child’s behavior impedes his/others’ learning, what does a parent need to know and what should the include?
I always wish educators could help in this area-We could make a handout w important educational "terms" being used
Yes! https://t.co/jufV2ba8yv
A1 parents & educators must know that Parent has an equal voice at the table. Educator may need to help parents learn the process
Yes, should be a given - literally!
A2: Several things: Request a Functional Behavioral Assessment (FBA); Develop a crisis intervention plan...
I'm going to bring this up at our back to school meetings
A2. That behaviour is not the story. It's what's underneath the behaviour we have to uncover.
A2. The school should create a positive behavior support plan and include it in the IEP
A2: Ensure there are IEP baselines for behaviors & measurable behavior goals. Behavior as important as academics in IEPs.
A2. Behavioral modifications must be part of and parents must support at home. Consistency is key!
A1: Parents have the right to participate fully in these meetings. Ask questions. Dispute points.
For parents who don't know what to look for, they should highlight parts of the they'd like clarified. https://t.co/5KCOwiyfWW
I always wish educators could help in this area-We could make a handout w important educational "terms" being used
definitely a positive beh. plan. What does the child respond to in a positive way & what r triggers for frustration
Agreed, which means school *must* detail the interventions at school & school must concur with home interventions.
A2. The law says children shouldn’t be disciplined for behavior caused by or related to their disabilities
A2: Agreed, which means the IEP must include behavioral "triggers" - in detail.
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it is so important to build a positive environment 4 all children & build respect & responsibility thru practice
Q3. What key terms should parents become familiar with as they work with the team, and what do they mean?
Have you ever used Responsive Classroom?
Hi . Second Starbucks stop of the day (all the for this -er.
A3: It's an "alphabet soup" of terms. Some of importance: FAPE (Free & Appropriate Public Education); PLOP (Present Levels...)
A3 (Cont)...of Performance; LRE (Least Restrictive Environment); & LEA (Local Education Rep = person able to commit $$$).
A3. Parents must have a clear understanding of the difference between accommodations and modifications
A3. Again, FBA and BIP = Functional Behavior Assessment and Behavior Intervention Plan
Absolutely. Huge difference and accommodation is the term used for both. Incorrect.
A3. LRE = Least Restrictive Environment - kids should be educated alongside gen ed peers as much as possible
PLOP is new to me. Thanks.
Yes! The process is overwhelming for many parents and these 2 terms are often confused.
My pleasure. It means where the child is functioning today. PLOP and baselines are critically important.
A3: Extended school year services or ESY: Receiving additional education services outside of usual school year.
Last question coming up...
Q4. How can parents judge the effectiveness of their child’s , and what can they do if they have concerns?
A3: great question to ask the educators is: What does a typical day of instruction look like 4 academics & behavior
A3: Inclusion, Positive Behavior Support, Conflict Resolution, IEP Document Language, Accommodations, Transition
indeed... ideally there's a tiered system of support in place.
A4: Data, data, data. Baselines must be present. Is there sustained progress or regression.
A4 (cont). Secure an independent evaluation if concerns continue. Reconvene your team (never 1x/year).
A4. Hopefully consistent teacher-to-home communication will alert parents to any issues with effectiveness
A3 (cont): Bring up this with all involved in the IEP meetings/process. You may be the only one who does.
A4. Make sure they're getting regular IEP progress reports in addition to regular report cards
Yes, however that "binder" of "Johnny did well today" is worthless. Tells parents virtually nothing.
I think an important detail to add to this is it can change daily on how that child is feeling
Q: How to plan for transition to middle school with regards to IEP? Any suggestions? Triennial coming up
A4. Stay in contact with their child's case manager - develop a relationship
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A4. If parents feel there are issues, they must circle-back w/ school & specialists. Ongoing dialogue is essential for success
Yes, yet the reality is that the parent/s *are* the case managers.
4 my children w behavior goals I still use a daily notebook or if families r open to it a text on their child's day.
Agreed. What does a good day even mean?
Any final comments before we wrap up?
