Back After All of these Months?

When one looks at the ESE page of the SDHC, follows the links, one would find:



SCHOOL DISTRICT OF HILLSBOROUGH COUNTY, FLORIDA
EXCEPTIONAL STUDENT EDUCATION


THE EXCEPTIONAL COMMUNICATOR
Exceptional News for Exceptional People

August 2006
September 2006
October 2006
November/December 2006
January 2007
February/March 2007
April/May 2007

No Exceptional News after April/May 2007 for Exceptional People?

^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^

HILLSBOROUGH COUNTY PUBLIC SCHOOLS
EXCEPTIONAL STUDENT EDUCATION

THE ESE ADMINISTRATIVE COMMUNICATOR
Exceptional News for Exceptional Administrators


Fall 2006Issue 9
Winter 2006 - 2007 Issue 10
Spring 2007 Issue 11
Summer 2007 Issue 12

No Exceptional News after Summer 2007 for the Administrators?

^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^

SCHOOL DISTRICT OF HILLSBOROUGH COUNTY, FLORIDA
EXCEPTIONAL STUDENT EDUCATION


THE PARENT PRESS
A newsletter for parents of students in Exceptional Student Education Programs


February 2006
April 2006
June 2006
July 2006
August 2006
November 2006
January 2007
June 2007
December 2007

After a few months of no news, there is now new news for Parents.

Why just this one instead of the others? Follow up will come on this later.


A very positive publication. One who reads this would get the impression that there is a very strong support system for SDHC ESE kids, the staff that works with them and for the parents of the ESE kids.


In the opening article, there are thanks for the kind words about the electronic communication. One could wonder if these kind words were the catalyst needed to restart these publications.

Later in the publication, it speaks to parents needing to be collaborative and positive. There is also a form to fill out to nominate someone who is Excellent in Action. A comment is made that honest compliments are our most valued possession.

For all of those people (students, parents, teachers, support staff and administrators) involved in the trenches of ESE issues, who deal with lack of resources, purposeful delays of evaluations, ESE placements of administrative convenience instead of disability needs of the student, lack of positive behavioral supports for students, teachers and administrators, the ever present abuse by those in power who woefully lack a correct understanding of the system's legal responsibilities under IDEA and a host of other issues, one can see how honest compliments would be valued more than an honest perception of reality.

The rationalization that a lot of hard work goes in to maintaining an image of positiveness is no comfort to those students, parents and teachers who struggle with reality.

Ignorance Abounds

I will be gone for two weeks. Not sure how often I will be able to access online. In a way, I will miss it. In a way, I will be glad to get away from hearing stories of ignorance. It amazes me when those who should know the law, don't. It amazes me when they abuse their power through their ignorance.

Let's talk about evaluations and re-evaluations. At the risk of doing what I think the District does, I am going to choose parts of IDEA to paint a picture. For the one's that use their power, they should know the whole of IDEA so that they understand how it all works together.



§300.304 Evaluation procedures.
(b) Conduct of evaluation
(2) Not use any single measure or assessment as the sole criterion for determining whether a child is a child with a
disability and for determining an appropriate educational program for the child; and
(c) Other evaluation procedures
(4) The child is assessed in all areas related to the suspected disability, including, if appropriate, health, vision, hearing,
social and emotional status, general intelligence, academic performance, communicative status, and motor abilities;
(6) In evaluating each child with a disability under §§300.304 through 300.306, the evaluation is sufficiently comprehensive to identify all of the child’s special education and related services needs, whether or not commonly linked
to the disability category in which the child has been classified.


This is the part where some professionals use their arrogance with their ignorance:

§300.303 Reevaluations.
(a) General. A public agency must ensure that a reevaluation of each child with a disability is conducted in accordance with
§§300.304 through 300.311--
(2) If the child’s parent or teacher requests a reevaluation.

For discussion sake, lets say we have a student who has already been declared eligible for ESE and has a "disability category" (label). Has never had an occupational therapy evaluation. The parent has reasonable cause, along with the neurologist, that the kid needs an OT evaluation. The Doctor sent a note for the school saying as much.

So, having read all of this, what appears to be a reasonable outcome if the child's parent requests a reevaluation in this area of suspected disability that is not commonly linked to the disability category? Repeatedly asks. And, according to what I was told, was given a real hard time and told she (parent) was getting wrong advice.


If you were in this type of situation, how would you handle it?

I think this one may be resolved because someone finally read something. It is almost impossible for "normal parents" to overcome ignorance and arrogance. I am sick of hearing about isolated incidents. What is the outcome with all of the moms who don't have someone to help them get the professionals to read the rules?

Myths and Co-optation

In late 1996, when I realized that common sense and normal interactions with many of the people-in-power within the public school system did not work, I sought assistance from other sources. One of these happened to be a book.

"You, Your Child, and Special Education" - A Guide to Making the System Work by
Barbara Coyne Cutler

It made a lot of sense as I connected to the issues that were outlined. Parents like me are found everywhere. What I liked about the book was how she conceptualized "the system" and "parents". For instance, she conceptualized some "myths". She stated "they are effective in keeping a smokescreen around the human and everyday limitations and imperfections of the people who work for school systems, and, to the extent that they silence or confuse parents, they provide security to "threatened" school personnel. However, the myths do not really benefit anyone, - children, parents, or even school personnel." pg 16

She wrote about "myths about educators". They include:
"Educators are super experts in their field"
"Educators are totally objective"
"Educators are free agents"

And then she says this: "Professionals caught in the super expert myth try to maintain the appearance of knowing all out of fear that otherwise parents or colleagues will question their competence. Furthermore, the need to appear super competent may become more imperative if school budgets are tightened and more people vie for fewer permanent school positions. School personnel may feel financially and professionally threatened if they confess they do not have all the educational answers at their fingertips." pg 30-31.

Having said all of that, Cutler goes on to outline ineffective ways to deal with the system. The one I choose to point out is what she calls "co-optation". While she talks primarily about parents, I can't help but think this same strategy works for "disgruntled" school employees also.

While reading some of the local blogs, I can't help but wonder if these strategies will be used to rein in the ones who are vocalizing issues.

Once members of this group grow weary from struggling, they become grateful for kind words and special relationships. "Some schools are experts at recognizing these parents and do just enough to keep them in an ingratiating posture: a few kind words.. a little threat... . Be careful of the teacher or administrator who tells you that you are not like the other parents(because you are so understanding and realistic), who shares his or her problems with you, who is always in when you call, and who is unusually prompt about returning your calls. "

"Co-optation is a hard pattern to change because the seduction... is gradual, even insidious, process during which you have may occasions to develop the habit of supporting and sympathizing with the school person."

In an earlier post I asked this question - how do some people sleep at night?

Maybe the answer is somewhere in myths and co-optation.

Do HCPS LEA Rep's know they have (and should take) Authority?

I keep checking for updated information on this website. It says to.


But every once in a while someone asks this question - What is an LEA rep?


This website titled LEA Questions and Answers gives some information:
SCHOOL DISTRICT OF HILLSBOROUGH COUNTY, FLORIDA
EXCEPTIONAL STUDENT EDUCATION

Q: Who can sign as LEA?
A: At school sites, the only school-based personnel who may act and sign as the "LEA" representatives are ESE teachers. The LEA is an ESE teacher who is not serving the child. An ESE teacher is a teacher who is assigned as an ESE teacher. (Guidance counselors, even if they have ESE certification, are not assigned as ESE teachers, therefore, are not to sign as LEA.)
District level ESE personnel (ESE Supervisors, Coordinators, ART's, and Staffing Specialists) when in attendance at meetings can sign as the LEA.

I can't argue with that, although it sounds bizarre.

This is another, perhaps more professional, definition of LEA Rep:

§300.321 (a)(4) A representative of the public agency who--
(i) Is qualified to provide, or supervise the provision of, specially designed instruction to meet the unique needs of
children with disabilities;
(ii) Is knowledgeable about the general education curriculum; and
(iii) Is knowledgeable about the availability of resources of the public agency.

And here is the discussion that verifies the LEA Rep's Authority and "who can sign":

Comment: Many commenter's
recommended that the regulations
require the IEP Team to include a
representative of the public agency who
has the authority to commit resources.
One commenter stated that the failure of
this individual to attend an IEP Team
meeting lengthens the decision-making
process, delays services, and removes
parents from equal participation in an
IEP Team meeting.
Discussion: Section 300.321(a)(4)
incorporates the language in section
614(d)(1)(B)(iv) of the Act and requires
the IEP Team to include a representative
of the public agency who is qualified to
provide or supervise the provision of
specially designed instruction to meet
the unique needs of children with
disabilities; is knowledgeable about the
general education curriculum; and is
knowledgeable about the availability of
LEA resources.
A public agency may determine
which specific staff member will serve
as the agency representative in a
particular IEP Team meeting, so long as
the individual meets these
requirements. It is important, however,
that the agency representative have the
authority to commit agency resources
and be able to ensure that whatever
services are described in the IEP will
actually be provided. However, we do
not need to regulate in the manner
suggested, as the public agency will be
bound by the IEP that is developed at an
IEP Team meeting.
Changes: None.

So, next time you see one, just ask the average Special Ed teacher or the others mentioned if she/he knew she/he, when signing as an LEA rep, that she/he had the authority and responsibility to commit agency resources, such as
assistive technology or
occupational therapy or physical therapy or
speech therapy all right here in HCDS?

or
dyslexia accomodations or
the inexhaustible list of related services and supports that are available to professional special education teachers.

I know there are a few who know the rules real well. They always show up if I go to an IEP meeting.

In the mean time, a lot people will agree with the commenter:

"One commenter stated that the failure of
this individual to attend an IEP Team
meeting lengthens the decision-making
process, delays services, and removes
parents from equal participation in an
IEP Team meeting."

Ignorance of the law and delay of services can save a lot of money. And a parent who is able to be an informed and equal participant can be a real pain in the ass.

Note from FDOE

The wheels of professional education grind on:


MEMORANDUM

TO: District Superintendents

FROM: Bambi J. Lockman

DATE: November 9, 2007

SUBJECT: Florida Alternate Assessment

As you are aware, we have just completed the field test for the new Florida Alternate Assessment for students with significant cognitive disabilities. We thank you for your participation and the valuable feedback you and your staff have provided. This field test was conducted with 4500 randomly selected students from across the state. Results will be used to evaluate individual items and determine if they will continue to be a part of the assessment. Your teachers are completing an online survey to identify the strengths and weaknesses of the assessment administration process. We have also had the opportunity to observe administration of the assessment and to talk with teachers about ways in which the assessment could be improved.

On our conference call this week, you questioned why we could not continue to use the FAAR with modifications to the participatory level. There are two reasons why we have pursued a statewide assessment:
• The FAAR was aligned to the Sunshine State Standards for Special Diploma. The revisions to the Sunshine State Standards have incorporated access points for students with significant cognitive disabilities. The new assessment is aligned with the access points.
• Our stakeholders have encouraged the use of a valid and reliable common assessment statewide.

The two major concerns we have heard from around the state are the amount of time required to prepare materials for the assessment and the length of time to administer the assessment. Based on these concerns:
• We are working with our development contractor, Measured Progress, and our administration contractor, Piedra Data Services, to reformat the auxiliary materials so that preparation time is significantly reduced and administration is less cumbersome.

District Superintendents
November 9, 2007
Page Two


• During the latter part of this month, guidance and recommendations will be sought from the Technical Advisory Committee and the Alternate Assessment Advisory Committee on the number of items needed for the operational test and the impact on reliability and validity if the number of items are reduced.

We will also be seeking guidance from these committees regarding:
• The feasibility and impact of extending the administration window in the event that making any recommended changes delays test administration
• Standard setting for performance levels
• How the alternate assessment should be used in the calculation of AYP

Once guidance from these advisory committees has been considered, we will be making final decisions and proceeding with revisions. New teacher administration manuals and training will be provided if needed.

Thank you for your support in this effort and be assured we will continue to keep you informed of our progress. If you have questions regarding this information, please contact me at (850) 245.0475 or via e-mail at Bambi.Lockman@fldoe.org or Karen Denbroeder at (850) 245.0475 or via e-mail at Karen.Denbroeder@fldoe.org.

BJL/kd

cc: Exceptional Student Education Directors
State Advisory Committee for the Education of Exceptional Students

Why not use a hammer and chisel on a stone tablet?

Northoftampa: 'I'll be his legs,' dad says

I hope this article does not paint the whole picture. But my experience tells me it does. I hope my fears are wrong, but I have seen it too many times. Prove me wrong when I think this student is not accessing his curriculum appropriately according to IDEA and research based practices.

This sentence bothers me. "In kindergarten at Symmes (any)Elementary School, he writes his name with a pencil between two fingers that's guided by his chin." It bothers me because it appears that writing his name with a pencil is a goal. It bothers me that there are a lot of windows of educational opportunities that will open and close while he is spending time writing his name.

I offer as evidence that my assessment has merit, even in this snapshot of an article, the following. He can play video games effectively. This should be part of his intellectual assessment along with whatever "professional evaluations" he has been given. If he can play a video football game, look at all of the variables he must attend to, process the information and then generate a calculated response. There is an extreme amount of education potential there.

My other offer of evidence is that he in kindergarten at the age of six. I hope that because of his physical disabilities there are not low educational expectations. He is already behind. And if his education is going to have to wait for his body, he is going to get further behind. Why is it important for him to use a pencil?

I offer research based information:

Augmentative Communication and Assistive Technology Users… -(ramdom google search, but this is common in all of the literature about low expectations)

excerpts:
"How are the attitudes and expectations of the people in the
environment likely to affect the student's performance?"

"• Barriers
– Low expectations for becoming literate
– Often assumed AAC users do understand as
much as their peers
– Low expectations for academic achievement"

There are legal responsibilites of the State Edcuational Agency (SEA) and the Local Educational Agency (LEA) to provide a free and appropriate public education.

Findings and Purposes (Section 1400) is the first section of IDEA.
Section 1400: Findings & Purposes
(H) supporting the development and use of technology, including assistive technology devices and assistive technology services, to maximize accessibility for children with disabilities.

This wording is new in IDEA 2004.

This is an excerpt from a legal case:
Assistive Technology

"In developing a student's IEP, the district is required to " . . . consider whether the child requires assistive technology devices and services." 20 U.S.C. Sec 1414(d). (p. Wrightslaw

Several witnesses testified that Kevin should have been assessed for and given AT. Despite this requirement to consider AT, "the District did not 'consider' let alone provide Kevin with AT." Kevin's case manager "was not even familiar with what constituted AT.'

The Court wrote, "After reviewing Kevin's IEPs and the above testimony, this Court finds that the District failed to consider or provide Kevin with AT in violation of the IDEA.""

******
This site provides a lot of help and research based information: ATEN
They have more than just a Blackhawk.

Read the links about the laws.

Find out if the District can borrow technology to see how it works.


For people who want to be on the cutting edge of education, this link is a good place to start: FCTD

Selective Behavioral Education

As I read and hear media reports about sex and violence in our school systems, I usually see a follow up report on how our parents are failing in their responsibilities to properly train their children. The assumption is made that along with the responsibility of having a child, the necessary skills should be in existence too.

Public school systems take on responsibilities of training students to drive a car and how to have sex, but when it comes to weapons, drugs and alcohol, it is hands off. Even an object that is not normally considered a weapon suddenly becomes one if there is implied intent with it, such as chicken wings and fingers with the word "pow".

Behavior crosses all areas of education. Behavior is needed to demonstrate what goes on in the brain. Try demonstrating anything without a behavior. If you ever watch someone run a computer with "eye control" or similar "switch", you may gain an understanding of how much we take behavior for granted. I have witnessed many people who have mental capabilities no one would know without an unusual method that replaces the behavior of writing or speaking. Yet, usually because of the advocacy of their parent(s), they have technology to behave in a manner that appropriately demonstrates their knowledge.

The educational system is full of behavioral plans. We see them everyday. We see them in science labs, literary classes, math classes, art classes, extra curricular programs, drivers ed classes, wellness programs and sports, to name a few. Behavioral plans are everywhere.

Our education system puts a lot of money into every one of these behavior plans. The school systems are judged in how well these behaviors are performed. We take for granted that the behaviors taught in the classroom are performed in high stakes testing. Until it comes to special ed students. Or parenting.

I frequently question how and why our public school systems take on some behavioral responsibilities. But they not only do it, they actively seek these responsibilities with the belief that it is for the common good.

If it has been determined that inadequate parenting skills are the root of low performing schools, then it would seem appropriate that the public school system take on the responsibility of training all students to be behave as responsible parents.


What Are the School's Obligations to a Child with Severe Emotional & Behavior Problems?
by Pete Wright, Esq.


Good Diagnostics Before Solutions

Coming up with the correct solution may require additional testing to narrow down, diagnose, and set up a treatment plan. It is hard work, but this is what it takes to change a child, not just pass the child on to someone else so he becomes their problem.


"Shift to the medical model: Assume that you are a medical doctor. You are treating a patient for a cold. Several weeks have passed but your patient's cold hasn't gotten better. Instead, the patient continues to complain, is listless, the cough has worsened. Now, the patient is wheezing. Do you continue with the same treatment? Do you prescribe more cough medicine? Do you do a more thorough diagnostic workup? Do you think the patient coughing willfully? Do you decide that the patient is "choosing" to cough? Do you blame the patient when the situation spirals out of control?"

***********

In this presentation, a cartoon character practices waiting for the bus. To be good at it.


The Old Way and the New Way

Funny But True

In a Gotta duh Reed This

Activism or Advocacy?

Yesterday I wrote about misunderstandings a lot of people have about disabilities. This ignorance becomes critical when it has authority and power behind it. When this happens, it is an abuse of power.

The link is to a blog that is hosted by a real professional special education teacher. The post I am linking to has a lot of dynamics in it. Basically, the teacher blogger read a post (by original poster) on another blog, recognized incorrect information and responded to it with correct information.

The recipient of the new correct information (the original poster) was appreciative of the new correct information, and qualified her ignorance by having only been there nine months and her wrong information came from a 2005 article.

Tiny Bouts of Activism

What got my attention was when the original poster said she would forward the new information to her department director for further follow up. I then became curious about what system was the original poster in.

What I wanted to see was how much power and authority these decision makers had regarding the information on cerebral palsy and the role they played with the person with CP. I googled the original phrase and found the original source. Nova University


I found the original article on page 28. It is a typical article in awe of what a person with a disability can do. I first experienced this "awe" over 20 years ago. Since that time, across the United States and in Australia, I have witnessed people with disabilities doing things that are surprising.

I have learned that the "awe" comes from our ignorance and low expectations. If parents and educators understood the dynamics about their kid's specific disability from day one, understood the educational implications of the specific disability in regards to how each kid can learn in their unique, individualized way, all of our kids would have these amazing outcomes.

Understanding a disability is more than just knowing a label. Effective evaluations, done by professionals, should include the educational implications that are specific to each child.

Department directors should be up to date on the latest diagnostic and best practice teaching modalities so that they ensure that teachers are up to date.

Specialized Instruction is a service, not a place.

It is certainly an interesting world we live in.

I just spent from 8:00 to 5:30, yesterday and today, as a volunteer with six others, in an adjacent county with 22 parents who want to be involved in their child's education. They want to share with the teachers of their children the knowledge they have for what works for their child to learn behavioral, academic, social and emotional goals. They want answers to how to effectively communicate with the school personnel to bring about effective education for their child. They want to learn about the rights afforded to them under IDEA.

They want to teach their children as much as possible to be as independent as possible. These parents know that when the parent dies, the best advocate these children have will die. These parents know that when the parent dies that at best their child will be able to maintain the quality of life that child has, no matter what the age.

They face barriers. I have experienced these barriers. Throughout the two day intensive presentation of the actual meaning and intent of IDEA, Section 504, FERPA and suggested strategies on how to deal with "the system", there were the anecdotal stories that were shared amongst the group from each one there. I have heard these stories for 11 years or more. I have experienced most of them.

These are parents who are trying. They want to be involved, but are pushed away. Educating children with disabilities takes people who understand how the specific disability effects each and every part of the student's behavioral, academic, social and emotional (BASE) needs. Understanding how to educate children with disabilities is more than just an evaluation that identifies a label. True educators need to know more than just a label such as SLD or TMH or Autism Spectrum to name a few. To think that every kid that has the same eligibility label is the same, learns the same, behaves the same, has the same emotional framework and the same social abilities is ignorant at best. True educators need to know what the actually disability is within the label. That is a hard concept for some people to get, even to those who are supposed to know by virtue of their title and have the authority and power that goes with their title.

The thinking that special education is separate from regular education is wrong in many ways. All special education kids are within the realm of regular education. But all regular education kids are not within the realm of special education.

Special education is a service, not a place.

The purpose of special education parallels the purpose of elementary and secondary education as a whole: to prepare children to lead productive lives as citizens and members of the community. Students who have disabilities often need special education services to develop skills for participating in the community as productive and contributing citizens and taxpayers.


I was surfing the web and found the below information about the state of Florida.

If one were to go to each school in Hillsborough County, I wonder what the real answers are to this checklist, for all kids:

CHECKLIST FOR IMPROVING PARENTAL INVOLVEMENT
1. There is a place in the building for parents to gather informally.
2. The office has a friendly, informal atmosphere.
3. Parents are viewed by school staff as an asset.
4. Efforts are made to involve culturally diverse parents.
5. Communication between teachers and parents is effective.
6. The atmosphere in the school is not bureaucratic.
7. There are clearly defined policies regarding parental involvement
in this school.
8. There is a schoolwide homework policy in place.
9. There is an inservice program for staff that addresses parental
involvement.
10. School staff are aware of cultural and language barriers.
11. Training programs for parents are available.
12. Parents are truly empowered to make decisions in this school.
13. Families are a priority in this school.
14. The businesses in the community are involved in the school.
15. Community involvement is evident in this school.
16. Parents are asked about their children’s thinking and behavior.
17. Parents routinely work in classrooms with children on learning
activities.
18. Parents in this community advocate for children’s rights.
19. Parents are promptly notified about problems with their children.




Click here:



For more information contact the Florida Department
of Education, Office of School Improvement:
(850) 487-1023, SC 277-1023 or
http://www.firn.edu/doe/doehome.htm

Support Coming Our Way - will it be too late?

This is coming to my area.
Hopefully it will be effective in it's mission.

I am a little sceptical if it is still going to be dependent on the State Educational Agency (SEA) to provide support for Technical Assistance (TA) to the Districts. The report states that SEA's do not provide TA very well and define some reasons. What is there to influence a change and to expect anything different?

It is encouraging to see that the report recognizes the disconnect between regular and special education. This new ambition says they will address this issue, as it is a hindrance: "a major finding was that the “…deep attitudinal and philosophical barriers that exist between general and special education will continue to hinder technical assistance activities if they are not addressed by both policymakers and practitioners”.

These "deep attitudinal and philosophical barriers" takes on many forms.

We need to deny that there's anything "special" about being disabled, so we can stop getting "special treatment" instead of justice -John R. Woodward,


According to the report, "Capacity is needed at both State and district levels to sustain the implementation of evidence-based practices." Ignorance along with arrogance does not make a good setting when it comes to education. Understanding "special education" teaching techniques would benefit education across the board.

This understanding will be dependent on how well supports are dedicated.
"Currently, research (Fixsen, Naoom, Blasé, Friedman, & Wallace, 2005) and exemplars of the implementation of evidence-based programs and practices funded by the Department of Education, such as positive behavior supports (PBS) (Barrett, 2006) and Reading First (U.S. Department of Education, 2006), suggest that if a district or school is to effectively implement a research-based program or practice with fidelity, a number of core implementation components must be in place (e.g., ongoing consultation and coaching, regular evaluation of staff performance, data-based decision making).

Time will tell.

Crying Over Spilt Milk - How Does one Know?

Some of us have heard these sayings:
No use crying over spilt milk.
A stitch in time saves nine.
A rolling stone carries no moss.

The abstract interpretation of these statements do not come easy to some of us. They don't even pass the concrete interpretation of some of us.

Try it out on your friends.

See what happens when you ask someone who is cognitively challanged. Try to explain the abstract meaning to them, and then ask them again. See if they can explain it the same way you did.

Maybe we can come up with a question about suspensions.

Perhaps "a suspension a day keeps the kids away".


Hillsborough: Suspension without rules

Shut Up about What you Saw or We Will Send You Home

"The students have a degree of mental retardation and may exhibit judgment problems, Cobbe said."

Read complete article here.

I want to address the issue of the girl student. We now know she was telling the truth, and according to one source she "witnessed something".

The term "behavior is a form of communication" is a bane of those who care for special education kids. Parents intuitively somehow learn to sense when things are wrong. Some teachers do also. They try to interpret behaviors as best they can.

The kids, and I am speaking in wide generalities here, by definition have difficulty with processing information in and generating information out. For those who cannot adequately verbally communicate, it shows in their behavior. It is our fault that we cannot understand what they are trying to communicate. Not their's. They are dealing with the cards they were dealt.

I was once told by a teacher that my son, who is profoundly deaf and visually impaired (legally blind), could "hear more than he lets on". The profoundness of the hidden meaning to that statement will stay with me forever. While my son "senses" things that, according to medical diagnostics he should not be able to, for the teacher to conceptualize that he purposely conceals his ability to hear boggles my mind. It is basically saying that he not only can hear, but he has the ability to purposefully hide it for his gain.

I often hear statements that kids with disabilities are "excused" because of their disability. I want to stand on the highest mountain and yell "it is not an excuse, but it is a reason"! I don't want my kid to act like he sometimes does. He has to be trained differently.

In my case we are talking physical attributes that are more easily identified. In the above case, try having this same discussion about kids who have "judgement problems" and specific learning disabilities that are cognitive. One can easily do medical diagnostics on the eyes and ears. Try doing that with a thought process. Yet the concept is the same. Because there is a wire lose in the way they process, they have to be trained differently. Hence, "special education". It is a reason, not an excuse.

Now to my point. I don't know what the girl saw. But just for the sake of the argument, suppose your child, who is at the same developmental level of the above child, witnessed something that was disturbing. How would your child convey it? What if your child did not have all of the words to describe what they saw? And if you told them to shut up about it, how would they work it out in their mind?

Ticket to Ride

While perusing Section 504 issues that I wrote about on my adjacent blog, I came across this article.

Time will tell if it hits home soon.

Is it Legal to Send Special Ed Kids Home Early? - Wrightslaw

More on Sex

For more comments on how sex abuse is rationalized in our schools click here

It's more than just sex.

http://www.edweek.org/ew/articles/2007/10/24/09ap-abuse.h27.html?tmp=753846500

Another teacher was arrested for having sex with a student. Right here. In Hillsborough County.

It is time to take notice of this national phenonemon.

Please read this entire article.


It's more than just sex when it comes to Teachers and students.

It's about abuse of power.

It's getting worse:
(Following its own, six-month investigation in 1998, Education Week published a three-part series, “A Trust Betrayed,” that documented the national scope of sexual misconduct involving students and school employees. That series, based in part on a database of nearly 250 cases drawn from published accounts, was updated with further research in 2003.)

It's being ignored:

"The findings draw obvious comparisons to sex-abuse scandals in other institutions, among them the Roman Catholic Church. A review by America’s Catholic bishops found that about 4,400 of 110,000 priests were accused of molesting minors from 1950 through 2002.

Clergy abuse is part of the national consciousness after a string of highly publicized cases. But until now, there’s been little broad public awareness of the extent of educator abuse. Beyond the horror of individual crimes, the larger shame is that the institutions that govern education have only sporadically addressed a problem that’s been apparent for years."



It is rationalized:

"The nation’s two major teachers’ unions, the American Federation of Teachers and the National Education Association, each denounced sexual abuse while emphasizing that educators’ rights also must be taken into account.

In case after case the AP examined, accusations of inappropriate behavior were dismissed. One girl in Mansfield, Ohio, complained about a sexual assault by teacher Donald Coots and got expelled. It was only when a second girl, years later, brought a similar complaint against the same teacher that he was punished."

"School officials fear public embarrassment as much as the perpetrators do, Ms. Shakeshaft says. They want to avoid the fallout from going up against a popular teacher. They also don’t want to get sued by teachers or victims, and they don’t want to face a challenge from a strong union."

It is so well recognized it has it's own name:

"Too often, problem teachers are allowed to leave quietly. That can mean future abuse for another student and another school district.

“They might deal with it internally, suspending the person or having the person move on. So their license is never investigated,” says Charol Shakeshaft, a leading expert in teacher sex abuse who heads the educational leadership department at Virginia Commonwealth University.

It’s a dynamic so common it has its own nicknames—“passing the trash” or the “mobile molester.”

In the AP report, it states that the victim's ''symptoms" show up later in life. They can not have a "normal" relationship because of the conflicting emotions. Teachers having sex with students is more than just sex.

As time has gone by, I will post this one again.

In case any one wonders what the big deal is, it has to do with control of information. A few years ago, it became necessary for the District to increase the flow of information to the employees and parents. My perception at the time was that a lot of money was put into the process because special ed advocates were providing information to parents, and some employees, that threatened the status-quo of how the District gave out information. Money was put into hiring the Liaisons. Money was put into making sure that parents called the Liaisons instead of advocates.

While it is true that the Federal rules mentions something along the lines that the State has an affirmative responsibility to provide correct information to parents, the timing of the increased efforts were noted.

Now there isn't as much overt advocate activity like there used to be. So, I wonder if there is less need to put money into providing correct information to parents.

They are now one more month behind. But who is counting? Am I the only one that looks? Does anyone care?

****************************************************
on the HCDS Special Education Website:

"Watch your school mail for each monthly issue of"The Exceptional Communicator"

and the quarterly issues of"The ESE Administrative Communicator"Exceptional News for Exceptional People.

Also check out the "Parent Press" and"Parent E-Press Brief"
Newsletters for parents of students in Exceptional Student Education Programs

*******************

This one is up to date - maybe dropping by to attend the Advisory Council meeting would be a fun thing to do soon.

and the"Support for Families Calendar"to keep you connected to what's happening in the community. (click the titles to view links to online versions and supplements

Obfuscate and Cavalier - A Curtain? Shield?

I posted the below from the Tribune on my PRO on HCDS blog. Obfuscate and cavalier are unusual words to be seen together very often.

It took me from 1990 to 1996 before I started to analyze the repeated occurrences effecting me to conceptualize those two words about HCDS. When it was obvious to all that something was wrong, the focus on what was wrong was never the issue. Many many times in many different settings. Rather the focus was placed on a myriad of other areas, frequently me. Many times I felt that for "them" to fix the problem would admit (from them) that there was a problem. Therefore, the "fix" couldn't happen right away or until I was no longer there to see the fix.

My concerns about the special education issues in HCDS are not about me. It isn't because I am a malcontent. It isn't because I will never be satisfied. It isn't because I am an isolated incident. It isn't because I carry a broad brush. My kid is out of the system.

It is because the issues are real for the kids, the parents and the teachers. I just spent Saturday at a conference about special education. There were hundreds of isolated incidents, malcontents and broad brushes. It was not just parents. By a show of hands, I only saw two administrators. Even if there were more administrators there, it would still be a low number compared to the ones that were there because they are looking for answers to problems. According to the administrator that I heard spoke, there are a lot of good things happening in the world of special education.

I hope all of those things reported on are not undone by obfuscation and being cavalier. I hope that everyone, including teachers and supervisors, have the ability to speak up about their concerns when it comes to the rights of children with disabilities. I know, it's about all of the kids. If I had been at a science conference, I wonder if I would have heard "We are here for all of the children, and our support for the science department goes right along with our support for all of the students here in our District".

What is the cost to the District if the kids, the parents and the teachers do not trust the District?


*****************************


Click here: Shooting Case Raises Questions About District's Credibility Tribune says: "Instead of treating parents' questions with respect, they obfuscate or cavalierly dismiss them. "


I have been using the words "obfuscate" and "cavalier" to describe the HCDS since 1996.

*****************


Shooting Case Raises Questions About District's Credibility The Tampa Tribune Published: September 30, 2007 Video: Shooting Raises Questions For Parents If Hillsborough County public school officials want parents to trust them with their children, they need to be responsive and honest. But in Temple Terrace, where many parents are worried about the safety of the area's high school, straight answers are hard to come by. And this seems characteristic of a school district that all too often appears obsessed with avoiding blame and minimizing problems. Consider the town hall meeting inTemple Terrace earlier this month. School leaders brushed off valid questions about student safety, telling parents the area's schools are merely the victims of bad publicity and misperceptions. The handling of the shooting death of King High School student Dalshon Walton during an after-school fight was particularly revealing. It has been nearly two years since the shooting, yet it continues to be a flashpoint for parents with safety concerns because the district has been so eager to dismiss this tragic event as irrelevant. Officials have insisted Walton's death had nothing to do with the school because it occurred just off campus and the shooter wasn't a King student. That remains King Principal Carla Bruning's stance. But investigators and prosecutors have amassed a voluminous file of documents and testimony that shows otherwise. And district officials who maintain there was no connection between the shooting and the school either are ignoring facts or are in denial. We dug into the case, which is detailed in thousands of pages of public documents at the Hillsborough County State Attorney's office. We found strong evidence that Walton died as a result of a dispute between King students, which started in the school days earlier over a minor insult and erupted into the brawl at the McDonalds. Testimony and investigators' reports say Otis Lorenzo Neal, who has since pleaded guilty to second-degree murder, was summoned to the fight by a relative who was a King student involved in that ongoing quarrel. In disturbing - but uncorroborated - testimony, a female King student said she saw the boy who brought Neal into the fight with a gun at school the same day. Hillsborough County Sheriff's Deputy Nathaniel Johnson, who is assigned to King, also testified he met with the same boy and his mother earlier that day because she was concerned trouble was brewing. Defying his mother and the deputy, the boy ended up at McDonald's. The fight clearly was a case of a school dispute spilling onto private property. Yet when asked why the school has always denied a connection, Bruning said she never knew the facts. Bruning says she was never briefed on the case and she never asked the details. Sheriff's Major Harold Winsett, who oversees the school resource officer program, says that's not true - Bruning was told by the school deputy the extent to which King students were involved. Even the school district's head of security, Dave Friedberg, says he has long known the facts of the case and that he and Bruning jointly made improvements in the school in response to those facts. Friedberg says school officials may have said the shooting was not 'related' or 'connected' to King because incidents not on school property are not considered school-related. But Friedberg says he also understands parents would have a broader interpretation. 'Is it school related? No,' Friedberg said. 'Does it involve us? Yes.' Friedberg, though, was not the one tasked with responding to the public about this incident. The school officials who did played word games. Their conduct makes the district look as if it intended to mislead people. This undermines school officials' credibility and takes some shine from what appear to be laudable safety improvements at King. The school has undergone security upgrades, adding a fence, surveillance equipment and an armed security officer. The school's annual crime stats show there were just three fights at the school last year, compared to the 58 that occurred in the 2005-06 school year. Yet school officials didn't come to the Temple Terrace town hall meeting armed with such facts, perhaps because that would have required them to acknowledge violence had been a concern. Reasonable parents will understand that bad things happen despite educators' best efforts. And there is no evidence the school was in any way negligent in the shooting. Yet being defensive seems to be school leaders' natural reflex. We've seen it in the way they've dealt with parents who have questioned the elementary math curriculum; in how they've handled parents who objected to abrupt boundary changes and now in how they answer questions about school safety. Instead of treating parents' questions with respect, they obfuscate or cavalierly dismiss them. At the town hall meeting, a King student who says he was at the fight animatedly talked about running when he heard the shots. Bruning heartily laughed at his account. But parents take such matters seriously. And when it comes to their children's safety, they want, and deserve, the unvarnished truth. To see video of a King High School student talk about safety at his school, go to TBO.com. Click on Tampa Tribune and then Opinion."

FYI - 900 lunches ordered sounds like a lot of people

Paying it forward:


Friends,

This is your last reminder (yeah!) that SPARC 2007 is only three days away!!! If you are one of the many who pre-registered, we’ll see you shortly before 8:00am.

For those who waited and procrastinated, we’ll see you bright and early at 7:00am! Registration doors will open at 7:00am….. you may still register the day of the conference. There will be plenty of room to attend the conference, but there may not be conference bags, shirts or lunches. The day of registration form is on the website, so you can print the form, and bring it with you to save yourself some time. www.standadvocates.org

We ordered a total of 900 lunches from Capogna’s Dugout of Clearwater! (Spaghetti w/meat sauce (or butter sauce), salad & dressing, bread and a drink.)

Pre-registrants are guaranteed their bag, shirt, and lunch. The day of registrants will be on a first come – first serve basis until they are gone.

Dr. Barbara Bateman, Educator-Advocate-Author will begin her Keynote address promptly at 8:00am. Followed by Mrs. MaryEllen Elia, Hillsborough County Superintendent. The first breakout session will begin promptly at 9:00am!!!

There will be plenty of time to visit the over 150 exhibitors, sign up for a 15 minute IEP Review, and network among friends and new friends. The IEP Review sign up sheets will be at the STAND display and in the cafeteria available beginning at 7:45am…. Don’t forget to sign up early as there are only 64 spaces available.

We will have Wrightslaw books on sale for $25.00 each….. and Barbara Bateman’s three books on sale for $30.00 each. STAND Bracelets will be available at the price of 2 for $5.00. All of these can be found at the STAND display/exhibit.

There will be plenty of parking. Attendees will park across the street in the Pinellas Park High School Parking lot. There will be a Pinellas Park Police officer on duty to assure your safety crossing the street. Volunteers park on the West side of the school, and Exhibitors and Presenters on the East side of the school.

Remember to leave the kids at home today, come and enjoy a day of fun, learning, networking and winning one of the MANY door prizes we have to offer.

See you Saturday!!!

Melissa & Kim

Public Administrative Placement vs. Private Profitability

Another isolated incident and broad brush attack. The incident's keep happening and the brush isn't wide enough.

It's all about the money and ignorance on how to educate kids. No wonder the good teachers are leaving the public school system- their hard work is undone by an ignorance.


Click here: The News-Press, news-press.com, Education, Lee’s special ed program fails girl, and family

"Andrea Barrett would wake up at 4:30 every morning. She'd bathe, put on a golf shirt and slacks, and pour herself a bowl of cereal with milk.After breakfast, she'd make lunch, slathering peanut butter and jelly on bread that had the crust cut off.Then, she would wait up to an hour for the bus to come to take her Villas Elementary.
Andrea loved school. It's where her friends were and where she learned basic math, including simple multiplication and division, how to read at a second-grade level, and expanded her American Sign Language vocabulary.Now the 11-year-old south Fort Myers girl has a panic attack at the mere mention of the word school.
Andrea is autistic. She has trouble seeing and can barely hear. She communicates through sign language.

Her outlook on school changed after she was taken out of a class for autistic children and placed in another class all day, without her parents knowing or consenting, in violation of federal law. A Villas employee conceded in the minutes of a meeting held with Andrea's parents that the school was "out of compliance" with her education plan.When the class change happened, Andrea began having serious problems. She withdrew from her family and friends, stopped eating, and no longer bathed, brushed her teeth or dressed herself for school. As a result, her parents, Rebecca and Patrick Barrett, have been unable to hold down full-time jobs. "

****************************************************************

Click here: Business: Private company turns a profit with special education students

"ESA schools offer instruction for students with many kinds of disabilities, from mental retardation to high-functioning autism. One of its rapidly growing programs helps high school special-education graduates who want college degrees.
"The idea was that there are a lot of young adults with learning disabilities, and the expectation wasn't there that they were going to go to college," Claypool said. "And it should have been, because they're often quite bright"

"We are the Experts" equals "We are the ones in Control"

There is a cost to arrogance that is boistered by ignorance.


My son's first three years in the HCDS were great. The problems started when we switched schools in 1990. As the year progressed, I experienced a few of the below, I just didn't know it. As the months went by, and meeting after meeting (increasing in both number of attendees and distance from my house) brought no results, we brought in a real expert on my kid's disability from Florida State University. This real expert spent two days observing my kid at school. This real expert then wrote a very comprehensive report. She included many anecdotal incidents to explain what should be changed. We were so excited because here was a professional saying what we had been trying to say, but we were never "understood".

As the people at FSU were not used to the culture of HCDS, they sent us a copy of the report also. (It is a common practice for schools to influence independent evaluations and control what information parents receive.) I did not know then what I know now, but the HCDS people were quite surprised when they gave us their copy of the report and we told them we already had a copy. Had I known then what I know now, I would have compared the two reports to see if anything had been changed. As the IEP team go through the report, I kept seeing that the "team" is not incorporating the recommendations of the report into the IEP. At some point I finally confront this. The answer was "well these are just recommendations, we don't have to do them.".

The last time I looked, the same person who said that is still in the same position now as she was then.

How many times do we hear in an IEP meeting :"well, that is the recommendation of the District's evaluation and it is a consensus of the IEP team that we......." while the parent is still trying to argue the information. It is interesting how the phrase "consensus of the IEP team" has so much more power than "The IEP Team, of which the parent is an integral member, is responsible for determining the services that are necessary for the child to receive FAPE." Spare me the interpretation that the District is ultimately responsible for the decision of FAPE. While I understand that premise under the law, if that is the mindset of the "district IEP Team", then why not say it out loud in the meeting and say "we (the District) recognize that you (the parent) are an integral member of the IEP team, but we are exercising our right to enforce FAPE, so it really doesn't matter what you or your independent evaluations say."


Mistakes People Make - School Districts by Robert K. Crabtree, Esq. Print this page Anything a school system does that undermines parents' trust creates a climate that is costly in dollars, time, peace of mind, and the quality and success of services given to the child. Here are the most significant school system mistakes, according to persons at every level of the system: 1. Refusing to let parents or parents' experts see programs, either within or outside of the school system. When school systems tightly restrict the parents' access to their own programs, the parents wonder what they are hiding and assume the worst; when they refuse to clear the way for parents to see an outside program, the parents will assume that the grass is greener over there; 2. Failing or refusing to communicate and actively coordinate with outside experts working with the child, such as the child's therapist or a tutor; 3. Ignoring reports from independent evaluators; failing to speak to those evaluators to clarify ambiguous information or recommendations; failing to add the evaluator's recommendations to the IEP when reasonable; 4. Failing to respond to parents in writing or at a meeting when a problem arises; 5. Taking a patronizing and/or antagonistic and/or insulting attitude toward parents; personalizing issues between school and parents; attempting to blame parents for their children's educational failures rather than looking for solutions (school system professionals need to treat parents with respect even if those parents are insulting and belligerent themselves); 6. Sweating the small stuff (e.g., spending twenty minutes at a team meeting arguing about whether the meeting can be tape-recorded); 7. Failing to observe procedural timelines and notice requirements (e.g., scheduling timely meetings, getting evaluations to the parents before the team meeting, notifying the parents who will attend the meeting, providing clear written explanations of parent rights); 8. Writing careless and sloppy IEPs. Parents, evaluators, and hearing officers all look first at the extent to which the written IEP reflects a thorough and logically coherent view of the child, the goals and objectives for that child's program, and a clear and understandable description of what will be provided, how, by whom, and when; and how the child's program will be evaluated; 9. Failing to implement an IEP and, worse, trying to cover up that failure; 10. Failing to modify an IEP that is not working and waiting, instead, for the program - and the child - to collapse; 11. Failing to provide additional or different services as a way to avoid having to make more restrictive (and expensive) outside placements; 12. Failing to call in expert consultants from outside the school system with good reputations among both school and parent communities who can help develop or monitor a program for a child with unusual needs; 13. Losing contact with families who have placed their child unilaterally. Some school systems forget or ignore their continuing responsibility to evaluate, review, and propose IEPs for children when they are attending outside placements at their parents' expense; 14. Botching the required procedures around suspension or expulsion of students with identified or suspected special education needs (e.g., failing to convene the team, failing to make a manifestation determination, failing to re-examine the IEP to see if services are appropriate and have actually been provided, failure to provide FAPE to suspended or expelled students with special education needs; 15. Failing to ensure that non-special education administrators - particularly building principals - are fully informed about and are following the required special education policies and procedures. http://www.fetaweb.com/02/mistakes.school.crabtree.htm

When a Supervisor Becomes An Advocate

3 Consultant: Schools Short On Nurses

2 Click here: New Strategies For School Health Care

1 School Nurses Alarmed Over Shrinking Staff, Rising Needs

"Luis, the district's general director for student support and federal programs, said Monday morning that there is a health professional at every school. On Tuesday morning, he produced a list showing at least one person's name beside each school. Luis said the list was valid as of last week, although subject to change.
The first name The Tampa Tribune checked out was Tanski. The list shows her as the sole health care provider assigned to the South County Career Center.
"I don't even know where that is," Tanski said Tuesday. Her assigned schools are Dowdell Middle and Clair-Mel and Palm River elementary schools, with Summerfield Elementary added this year, she said.
Gallogly said late Wednesday that the list remains "fluid" and is being revised. Tanski's name was listed next to the career center as a "placeholder." There is a nurse at the school, Gallogly said, but she teaches there and is not employed by her department.
The health assistant listed for Riverview High School is Shelly Olsson, who Gallogly confirmed has been doing paperwork and compiling records in her office until this week. She has worked as a health assistant and will work in that capacity to fill in where needed, Gallogly said.
"They're placeholders," Gallogly said of the assignments that don't match what nurses said is reality. "The list is probably 96 percent accurate."

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I must say that in the last 16 years I do not recall so many critical stories regarding the HCDS. The stories have been there, but it seemed the slant always favored the District. Maybe it's just me.

We now have a publicly made line drawn in the sand. I can only assume that the person that is challenging the system is doing so because she is no longer an employee. Hopefully someone will track the future employment status of the two current employees that have now been shown to publicly challenge the District's information.

What is interesting to me is the apparent advocacy that is now being demonstrated by the Supervisor of Health Services. It seems she is willing to come out and say that what is going on is not right. It seems that the reduced numbers of nurses may have something to do with the way the concerns of those on the line are not being respected.

As a self appointed Concierge for the Motel Special Ed, it would be most interesting to see a similar inquiry into the status of the many different areas that have supervisors in the HCDS Special Education Division.

As an example, let's revisit some documented statistics:

"According to a HCDS state complaint dated July 18th, 2005, “82% of the students surveyed by the state had not received the amount of OT services as stated on their 2004-05 IEP. 64% of the students had not received the amount of PT services required by their 2004-05 IEPs." The report states: "The student records reviewed by the Bureau indicated a systemic violation regarding the provision of OT and PT services to students with disabilities during the 2004-05 school years.”http://www.standadvocates.org/2005_OT-PT_State_Complaint_Response.doc, "

As a result of the findings, the District developed a committee to address the issues. The members included district personnel and parents. Sub-committees were set up, including the apparent obligatory sub committee of teacher retention and recruitment. Month's of meetings and documentation. At the end, there was a unanimous recommendation made, despite voiced disagreements by some, mostly parents. This was the second committee I had the priviledge of attending where it appeared that the outcome was pre-determined, despite the input of the parents.

Apparently, since it had not happened before, the parent's that were able to make a complaint that stuck were able to bring about some type of action for the District to supposedly address the problem. While people are snooping around about the nurses, maybe some one could find out how many OT/PT's there are really (not a check box answer) available for the number of kids that are supposed to get the servicies.

But why would parents be involved in the District's operations. If there is a problem, such as documented above, one would think that the people responsible for Supervising their area would be jumping up and down with data that shows there is a problem and demanding responsible support from the District that has a national reputation. Apparently that is not how it works.

Years ago an Administrator made it clear to me that the District did not need policing. I always wonder if the many different Supervisors within the Special Education Division of HCDS aren't jumping up and down about their lack of resources is because there is no police to go to.

How Much Does A Pilot License Cost?

Click here: Dangerously Irrelevant: Why is staff development so bad?

"We have known for a long time (decades!) about what constitutes effective staff development. As the latest version of the National Staff Development Council Standards for Staff Development notes, effective staff development has small groups of educators working together over time in professional learning communities; is based on principles of effective adult learning; and deepens educators’ content knowledge.Yet what does staff development look like in most school districts? Typically it involves three or four one-shot “sit and get” (or “spray and pray”) sessions spread across the year, each on a different topic than the one before, that are attended by most or all educators in the organization. A “one size fits all” model is used, meaning that there is relatively little differentiation between, say, music teachers and math teachers and industrial arts teachers. Sometimes schools spice it up a bit and have a buffet day where educators can pick from multiple choices throughout the day, much like a professional conference."

and from the comment section, I chose this:

"The one area that has frustrated me as a consultant is that there is little to no funding to provide executive coaching services to principals. If a principal needs help, they often can't speak up or they are admitting weakness"

I posted the above to say this:

As those who should know the rules, transition plans (school to post school) can start as early as the age of 14. I was aware that the common practice in HCDS was to wait until the last two years of the student's stay, and that out of these last two years, "work training" was usually no more than half a year per year out of the last two. (It always amazes me how the system on one hand thinks special ed kids can assimilate and internalize knowledge with a brief exposure (don't let 'em see the test protocol, it will give them an unfair advantage) and on the other hand lower the bar of expectations so that making 4 months progress in a year is considered success).

One could understand the difficulties that arose when I insisted on my son obtaining work experience starting at the age of 15.

While there is so much information that should be provided leading up to the following point, suffice it to say that my son became involved in a "pilot program" in HCDS. He was one of three students in the program. The District paid money for an outside consultant to demonstrate how to set up "school to work" situations for even the most "challanged" students. I thought it was a great program and it provided support and guidance to my son's team.

The program consisted of 3 teams for each of the students. My understanding was that the information and strategies of the "pilot program", once developed, would be shared to others and become integrated within the system. In one of the early meetings one of the teachers of one of the teams said" Why am I here? I have a bunch of student's in my class room that need me - I don't have time for this."

I am sure it baffles the administrators that know how much my son received from HCDS to hear me be critical about the system. My previous post Click here: PRO on HCPS: A Piece of the Dysfunctional Puzzle speaks to the difficulty of challanging a mindset as opposed to what is perceived as an isolated incident. An illustration of this may be revealed by a comment another teacher made to me one day. She said to me "it is unfair that your son get's more than the other students in the class."

I recently heard that the "pilot program" and the systems that were in place at the school my son was at the time are no longer there. As far as I can tell, the key players of the successful program are gone from the school. Some have "moved up the ladder", one to be an Area Director and one was recently seen speaking at the school board meeting, and some transferred out.

I can only assume that when the next parent comes along that insists on following the rules, another "pilot program" will be invested in.

One of those "adversary" groups I talk about

www.standadvocates.org

STAND-Pinellas Accessing Resources Conference
3 Days and counting!!! You have until Sunday, September 16, 2007 to register on-line for $25.00 to attend SPARC 2007!!!!

This is your final chance to be part of one of the best conferences this year! If you pre-register before September 16th, you don’t need to show up until 8:00am! We have folks driving in from Jacksonville, Tallahassee down to Cape Coral and Boynton Beach… this conference is well worth the drive!!!!

Dr. Barbara Bateman (google her name and read about her!!! She is awesome.) will begin at 8:00am, MaryEllen Elia will begin at 8:40am, and the first breakout session begins sharply at 9:00am! Exhibitor hall will be open at 8:00am.

There will be a hot lunch catered by Capogna’s Dugout of Clearwater, while Cindy Bania of Pinellas Co. Schools speaks to the group.

Three more breakout sessions in the afternoon, followed by over 50 door prizes that will be given away that day!!!!! The Exhibitor Hall will be open until 3:00pm!!!

Don’t forget to sign up that morning for a one on one IEP review with STAND Board members and/or Pinellas County Administrators.

Check out the website for who can earn component points, trade days, and CEU’s!!!!! This conference is for families, grandparents, social workers, counselors, teachers, therapists, principals, support coordinators! There will be something for everyone in one place for one day only!!!!

Please forward this e-mail to all your contacts….. after Sunday the 16th, you will be registering at the door that morning beginning at 7:00am for $35.00! Bags, shirts, and lunches will be on a first come – first serve basis. We are only ordering a number of extra lunches… when they are gone, they are gone!!!!

Go to www.standadvocates.org today and register!!!!

Low Expectations vs Presumption of Entitlement

Click here: YouTube - Patrick Henry Hughes - Inspirational Story

This is a short video about a kid who is doing things because his parents and teachers did not accept what seemed so real to every one else. Pay attention to the infant picture and ask yourself what are your expectations.

It is not just me that talks about low expectations. It is written by congress in the IDEA re-authorizations and has been referred to as the "soft bigotry" towards people with a disability.

"Avoid Methodology Disputes
From Pete: Excellent strategy! If the parent insists that the school use a specific method, this insures that the school will NEVER use this method, come hell or high water. If a particular method needs to be used, I have the outside expert make this recommendation, not the parent.
From Pam: This is the power of "school culture." Many school personnel believe that because parents are emotionally attached to their children, they cannot be knowledgeable about the educational services their children need. According to a study of 5,000 school psychological evaluations, most school personnel believe that children's learning and behavior problems are due to family and child factors, and have absolutely nothing to do with inadequately trained teachers, improper curriculum, and over-crowded classrooms. Read article"

http://www.wrightslaw.com/info/ieps.tactics.session.htm

A Missed Point By Any Other Name is Still a Missed Point

Dot 1 Click here: Motel Special Ed: Voucher Fraud - Imagine that

"Fraud is wrong. They were given money by the state to provide a service. The money was to pay for the services they were to provide. But they took the money and used it for something else. In other words, they accepted the money but did not provide the service.

I wonder if the fact that it was a voucher program is why they were arrested."


Dot 2 Click here: Motel Special Ed: Old news is still bad news, but how many know it?

"According to a HCDS state complaint dated July 18th, 2005, “82% of the students surveyed by the state had not received the amount of OT services as stated on their 2004-05 IEP. 64% of the students had not received the amount of PT services required by their 2004-05 IEPs." The report states: "The student records reviewed by the Bureau indicated a systemic violation regarding the provision of OT and PT services to students with disabilities during the 2004-05 school years.”

"What Happened to the money?" .......

Dot 3-Click here: Motel Special Ed: A Teacher who knows the reality.

...."what choice does a teacher have when they know ......... is incorrect based on the needs of the child?"


....."In the same above case, what choice does the teacher have when the parent is or becomes knowledgeable about the issues of....."

"Does the teacher have more of an ethical dilemma for one of the two scenarios, or is the ethical dilemma the same for both, or is there no ethical dilemma at all?"


Connecting the dots. Are we retaining teachers by providing them an honest work environment or are we driving them away because we are clever in ways we save money?

Read my related post on Click here: PRO on HCPS: Sacred Cows and Unwritten SP&P's.

Keeping it Real

I watched with interest the recent Board meeting and how there was consternation about effective communication not reaching out to the intended target. I realize this is a large District and it is difficult to get information out to everyone, and that the laws or policies change frequently. In anticipation of an answer that it was due to the summer break and availability of staff etc. , I noted that there were issues for months or quarters last year that didn't happen this year.


"Watch your school mail for each monthly issue of"The Exceptional Communicator"and the

quarterly issues of"The ESE Administrative Communicator"Exceptional News for Exceptional People.

Also check out the "Parent Press" and

"Parent E-Press Brief" Newsletters for parents of students in Exceptional Student Education Programs and the

"Support for Families Calendar"to keep you connected to what's happening in the community. (click the titles to view links to online versions and supplements)

Old news is still bad news, but how many know it?

A post on "The Gradebook" prompts me to post it here:

"According to a HCDS state complaint dated July 18th, 2005, “82% of the students surveyed by the state had not received the amount of OT services as stated on their 2004-05 IEP. 64% of the students had not received the amount of PT services required by their 2004-05 IEPs." The report states: "The student records reviewed by the Bureau indicated a systemic violation regarding the provision of OT and PT services to students with disabilities during the 2004-05 school years.”
http://www.standadvocates.org/2005_OT-PT_State_Complaint_Response.doc

For those who read my posts and think I am hopelessly lost from any sense of realism, this may open some eyes and ears. For those who want to rationalize this one away as an isolated incident, tell that to those kids that did not get the services that the District signed on the dotted line to provide and received the money from the state per the matrix of service.Which brings me to the questions that are never asked and never answered in these proven cases.

What happened to the money?

In light of the recent events regarding pay raises (or slight increase, depending on what the real numbers) and huge bonuses, we can only speculate.
For those who are interested, it is one thing to believe something, and another thing to prove it. If I had to prove there is gravity, I would be lost, no matter how strongly I believe it. In order to prove a state complaint, it takes diligent effort to get provable information, a somewhat arduous task when there is one entity that controls the paperwork. Therefore to one who understands the game, these statistics are staggering.
Parents are the true isolated entities when it comes to these type of tactics by Districts. Teachers and special ed specialist have more opportunity to expose these types of actions only if they are adequately trained in the full concept of IDEA, as opposed to how to "fill out the MO-12, the front page of the IEP, the PLOPS, the goals and adjectives, just check the assistive technology box and Fla school for the deaf and blind to indicate these areas were discussed, the LRE form, the ESY form and make sure the parent signs. Along with the obligatory "things to not say to limit District liability" (see Aug. 14 post).
One more thing - I have yet to hear a response to anyone finding the definition of "educationally relevant" within IDEA or anywhere else. Trust me, the CERT is a gimmick. There is not supposed to be a "double eligibility" standard once one is under IDEA. "If the IEP team decides the need, then the student can get the supports or related services". The CERT is a shell game played on parents. Prove me wrong.

A Teacher who knows the reality.

Click here: http://blogs.tampabay.com/schools/files/reality_check.doc

http://blogs.tampabay.com/schools/2007/03/more_than_300_m.html

These comments are obviously made by someone who sees the big picture and the detail. She is right about the legal ramifications for Districts that do not follow the law of IDEA. Teachers are between a rock and a hard place when ESE parent's learn of their rights, and then learn how to seek enforcement of them. Most parents do not know them (their rights). Most parents only learn them after they have been lied to and deceived to the point they become angry and look for relief.

LRE decisions that are not based on the individual needs of the child but rather on the availability of teachers or class size are referred to as "administrative convenience" placements. Those who understand the game know what I am talking about. As long as the parent does not actionably object to the placement, life goes on.

In the case of an ESE student that is incorrectly placed based on "administrative convenience", what choice does a teacher have when they know the placement is incorrect based on the needs of the child?

In the same above case, what choice does the teacher have when the parent is or becomes knowledgeable about the issues of LRE and the parent learns to present present levels of performance, evaluation data along with educational implications, anecdotal information that supports the correct LRE, individualized goals and objectives, identifies the need for specific supports and related services necessary for the student to receive FAPE, and, most importantly, puts this all in written form for accountability purposes?

Does the teacher have more of an ethical dilemma for one of the two scenarios, or is the ethical dilemma the same for both, or is there no ethical dilemma at all?

What is the truth - the school reports or the parent and their actions taken?

Click here: Northoftampa: North of Tampa: Hormones, transition, peer pressure and more cause discipline problems

If Mrs. Perkins had the written documentation of her story, complete with letters to the teacher, Principal, etc, along with the written incident reports (dare I ask if they exist), there may have been a different degree of accountability.
I will say it before any one else does - this is not a broad brush attack nor an isolated incident. What about the kid that could not stand up but was charged with seven counts of battery against a school person? He could not stand up or move, so how close were the school people?The real issue is the disdain that some "professionals" have for the ones they have power over.

As long as "paper compliance" is the focus instead of "moral and ethical compliance", we will reap what we sow.

"Worse than numbers"
While a majority of discipline incidents are in the double digits across the board for middle schools, a majority of north Tampa schools -- elementary through high school -- report zero bullying incidents.
"That's just crazy," says Brendale Perkins, a two-time PTA president who pulled her son Justin out of one such school three years ago because of what she described as relentless bullying.
Perkins says her son, who is medically disabled, was shoved around by boys who took his lunch and his money. Unlike many middle-schoolers, Justin complained to a teacher. But things did not improve, and Justin became angry and violent at home.
Perkins took the matter up with the administrators. Eventually, she says, five boys were suspended. But after they returned to school, a teacher sent one to the restroom with Justin. Brendale says the youth shoved Justin into a stall and wouldn't let him leave.
Perkins immediately transferred Justin to a private school. Because of his medical problems, he is now homeschooled.
Told that the school now reports zero bullying, she said, "That's ridiculous. There are going to be conflicts there."

One Reason How a Special Ed Motel is different than a Regular Hotel.

In a nutshell, one recognizes parental involvement - one does not.

Page 6:
“Our opinion holds in essence that the Constitution does not afford parents a substantive due process or privacy right to control through the federal courts the information that public schools make available to their children. What information schools provide is a matter for the school boards, not the courts, to decide.” 9th Circuit Court
http://www.ca9.uscourts.gov/ca9/newopinions.nsf/966A73E8103317D888257170007C7F87/$file/0356499.pdf?openelement

In the below statement you will find: “Educators and families must boil down broad adequacy goals into a personalized and individualized plan for a specific student. “


This can be confusing to administrators who are used to not having parents involved in what information the schools provide. In special ed, it is not the arena of “when the door is closed, it is solely the teacher’s or district personnel's domain.”

The below speaks to the word "adequate" , the word used in the Fla. State Constitution, melded with IDEA.


“…
Several other state supreme courts adopted the seven criteria set forth in Rose as requirements under their state constitutions.[44] These courts held that a constitutionally adequate education is not a minimal education. The New Hampshire Supreme Court stated in Claremont v. Governor (Claremont II):
Given the complexities of our society today, the State's constitutional duty extends beyond mere reading, writing, and arithmetic. It also includes broad educational opportunities needed in today's society to prepare citizens for their role as participants and as potential competitors in today's marketplace of ideas. A constitutionally adequate public education is not a static concept removed from the demands of an evolving world. It is not the needs of the few but the critical requirements of the many that it must address. Mere competence in the basics--reading, writing, and arithmetic--is insufficient in the waning days of the twentieth century to insure that this State's public school students are fully integrated into the world around them. A broad exposure to the social, economic, scientific, technological, and political realities of today's society is essential for our students to compete, contribute, and flourish in the twenty-first century.[45]
When states properly incorporate these constitutional requirements into the definition of FAPE, students with disabilities are entitled to more than just a "basic floor of opportunity" or "some educational benefit." These students are entitled to receive an education that allows for meaningful participation in a democratic society, and competition for post-secondary education and employment opportunities.[46]
The IDEA requires incorporation of broad educational adequacy goals set forth in court decisions into Individual Educational Programs (IEPs) that meet the unique needs of each disabled student. Each student with a disability, as defined by the IDEA, is entitled to an IEP under the IDEA.[47] The IEP must be tailored to meet the unique needs of the student.[48] The IEP is the cornerstone of FAPE. Courts look at whether an IEP is appropriate when assessing whether a school district has provided FAPE.[49]
Aligning IEPs with the state's constitutional requirements regarding an adequate education presents challenges for school officials and parents. Educators and families must boil down broad adequacy goals into a personalized and individualized plan for a specific student. An IEP must contain specific goals and objectives to meet the student's unique needs, and must describe the special education and related services the school will provide so the student may meet these goals and objectives.[50]
Reexamining Rowley: A New Focus in Special Education Law by Scott F. Johnson, Esq.[1]
http://www.harborhouselaw.com/articles/rowley.reexamine.johnson.htm

Voucher Fraud - Imagine that

Click here: Printer Friendly Version
Sister's Found Guilty in Fraud Case : Abuse of the McKay Scholarship.

Fraud is wrong. They were given money by the state to provide a service. The money was to pay for the services they were to provide. But they took the money and used it for something else. In other words, they accepted the money but did not provide the service.

I wonder if the fact that it was a voucher program is why they were arrested.

The Training of Coded Language - Another Brush,Another Incident, but keeping out of legal jeopardy

I spoke of the coded language that is taught in IDEA training meetings. I have spoken about obfuscation of the law by those who should know. The following is straight from a publication that is developed by the District for the District.


http://www1.sdhc.k12.fl.us/~ese.dept/communicators/ESEComm1104.pdf

From : THE EXCEPTIONAL COMMUNICATOR November-December, 2004 Vol. 4 No. 4


WHAT NOT TO SAY AT IEP MEETINGS !
When parents make requests at IEP meetings there are some things that you shouldn't say in
response; using these phrases could place the district in legal jeopardy if the parent files for
due process later on:
 We can’t do… - We don’t believe…
 No student gets more than…  It would cost too much to…
 It would take too much...  We don’t do…
 We never do…  We only do…
Instead, show that you’re listening by asking:
Where did you hear about that ?
 Which IEP goals do you see that addressing ?
 Do you have data on that ? Can you get us information?
 Have we described what we’re doing in the program we’re using ?

This speaks volumes to one who understands the game. I don't care who wrote it. But it is pretty clear that the focus is on protecting the system -gate keeping if you will.
It also clearly says to "show you are listening by asking...." as to "show you are listening by answering the question or addressing the issue".

If one honestly looks at these feigned "listening strategies" it is no wonder that the special education realm is frustrating for all. I continually hear about teacher retention and the teacher shortage in special ed. Dealing with students and parents is a hell of task. But dealing with a system that "shows you are listening" does not work.

$56 Million is a lot of money

Click here: Rocky Mountain News - Denver and Colorado's reliable source for breaking news, sports and entertainment: Education


While the state is complaining that some Districts are charging for "in between class time", the state owes this bill:


"For example, Jefferson County is owed $56 million of state and federal money for services to handicapped students ".

No wonder administrators dodge parents who advocate for what the law says.

ALL ROOMS ARE THE SAME (ask at desk if luxury suites are available )

Yesterday, I vented. Over the years, I have been told many things from others as they express their thoughts about me as a father in relationship to one of my children. Most of these comments are positive, a few of them negative. I don't hear those same expressions about my relationship with my other children. My belief is that the absence of these expressions about my 'normal' kids is how society accepts the status-quo of kids growing up and becoming adults and that there is a wide range of expected and accepted paths that they can go.

The positive comments come mostly from people who have known me a while. I know the positive comments and the commenter are meant to express appreciation for the circumstances. The negative comments have been few and from "professionals".

After my rant yesterday, I spent some time thinking about what is in me that I choose to have such feelings. Maybe it has something to do with the path that my son must go and the fact that this path does not fit in the "wide range of expected and accepted paths" for the majority of people.

One of the positive comments that I have heard numerous times is that "God chose you to take care of his little angel". I will never forget the day a very well meaning person said that to me and I had the insolence to reject it. That was over fifteen years ago. Not sure if I knew the above Eagles' song then or not.

One of the negative comments that sticks out in this context is when a reporter asked me how I "felt about the perception of many that parents in your situation think the world owes them". I will never forget my reaction. What I said was something to the effect that if she and I had not been introduced in the manner that we were, I would tell her to get the hell out of my house right now. I gave deference to her position - the insinuation and implications of the word "many" to this day haunts me. That conversation happened around 11 years ago.

I have spoken about compulsory school attendance and school choice here and on other blogs. I have previously posted the contents of the "Wilted lettuce, Rotten tomatoes" missive and the implications of same. I spoke of the lack of control I have in choosing my children's strength and weaknesses in my profile.

I am coming to this. My son and I are fine with our path. It is when we are forced in to situations that are not good and then told we have to accept it because we are who we are just does not fit well.