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