Putting Advice to Work

Several months ago, your blogger was featured in a webinar from ADDitude (the magazine folks who also have an informative website) on "Determining if Your ADHD/LD Child Needs an IEP or a 504 Plan and How To Go About Getting It." Like any presentation, especially those not in front of a live audience, it wasn't clear to whether the information provided would actually be put to use by parents.

So, it was good to receive an email last week from a mom who wrote,

"I wanted to take a minute to thank you. I have an 8th grader finishing up middle school and heading to high school next year. He has been struggling since elementary school. In 7th grade I was finally able to establish a 504 plan for him. Two years later, his grades continue to slide and he goes up and down. They give him extra help in reading, then he does well and they pull him out of the extra help classes. It’s a vicious cycle. I have been pushing for reading and writing help since September.

"In October I listened to your Attitude Webinar on IEP and 504 and what to ask for. I stuck to my basic points: ADHD qualifies a student for an IEP [an Individualized Education Program] under OHI [the category of Other Health Impaired]. After several meetings and finally getting the school board involved, they tested him again and agreed that his reading and writing were seriously deficient. The school has agreed to the IEP and he started in the facilitated reading and writing classes the day following our meeting...

"It was that key piece of lingo …“IEP qualifies under OHI” discussion you talked about in the webinar that I needed. I followed your advice to stay calm, listen, be nice, state what you want and stick to a few key points. It’s interesting, I do this all day in my “day” job, but when it comes to your kids, your emotions get in the way. I decided I was going to strategically approach it like I would negotiate anything else and it worked! THANK YOU."

This mom was right on target that we need to take the skills we use in the workplace and other aspects of our lives and put them to use with our children. It is very difficult to stay calm and focused when dealing with your child's school and the more your child is struggling, the more difficult it is to use your skills to help

them. That is why the respected special education attorney Pete Wright, who runs the Wrightslaw website with his wife Pam, titled his basic primer for parents, From Emotions to Advocacy. This is why I always suggest a few key points to parents attending an IEP or other significant meeting about their child:

• Don't go in alone. Bring at least one person with you who will stay calm and focused and help you to do the same. You have the right to bring anyone you want with you - a spouse, a friend, an advocate, but if you plan to bring an attorney you should let the school know so they have the choice of having their attorney present. Otherwise, they may require the meeting to be rescheduled so their attorney can attend. This is one reason why most attorneys don't generally attend IEP meetings.
• Take notes. If you can't focus or participate while taking notes, have someone with you (who can be the person mentioned above) who can do this for you. 
• For formal meetings, like those of the IEP team, ask for a copy of the attendance sheet that will passed around. Chances are you won't use it for anything, but it sends a signal that you are making a formal record of the meeting in case you need to appeal the decisions reached. 
• Come in with a list of the issues you want to address. Just like the most effective shopping trips start with a good list, you will be shopping for services and supports for your child. While you might learn things or hear ideas that will change your mind about items on your list, at least you won't forget to raise important points.
• Don't be pressured to agree to anything or to sign anything at the meeting. While services under an IEP will not begin until you sign off on them, taking a few days to consider things is perfectly reasonable and will allow you time to think about what your child really needs. 

And, as the mom who wrote the note mentioned, "stay calm, be nice, state what you want and stick to a few key points." 

Questions for the College Bound

Whether you are a graduating senior who already knows where you will be attending school next year, a high school junior who is starting to get serious about the college application process, or a younger student or a parent who has questions and concerns about college, there are a few things to consider that might not be on your radar.

Retention Rate
You probably would not want to take a job in a company where most people quit after the first few months. You might rightly be concerned that there was something about that company that was problematic. In the same way, it is important to ask about the retention rate at any college you are seriously considering. How many students come back for their sophomore years after their first year? How many continue on to complete their junior and senior years as well? While some top universities have almost a 100 percent retention rate, others lose up to a third or more of their students from freshman to sophomore years. The reasons for this can vary and can include economic, social, and academic readiness factors, although some research has demonstrated that lack of retention may not have anything to do with whether students have learning disabilities.

What a low retention rate should do is prompt careful questioning about why students don't return and to weigh these factors into your own equation of what is important in a college. Is the school too isolated or does it empty out on weekends, leaving out of town students with little to do? Are the course offerings too sparse? Are there limited opportunities for research or advanced work for serious students? Is it a bit too much of a party school for you or your student? While it is always possible to transfer to another school, checking out your college choice carefully may enable you to avoid this process.

Time to Graduate
The four year college degree is not always a four year process. According to a Time analysis of U.S. Education Department figures, four year completion rates for a B.A. or B.S. degree can be as low as 30 to 40 percent, with the lowest rates in public colleges. There can be many reasons for this -- and most students do finish within six years of matriculating. But difficulty registering for courses needed for their major or switching to a different major and thus needing additional courses are two prime reasons for these numbers. Given the extraordinary expense of college, with no discount given if you can't get into the specific course you need, students and their families should give considerable thought to what majors are available and what percent of students are able to register for their first choice of classes. Note that many schools permit students registered with the Office of Disability Services to have priority registration, which can be huge benefit and can also allow students to select professors whose teaching style will best align with their learning needs.

Requirements
This is a subject we have written about before and is explored at some length in my book, Life After High School: A Guide for Students with Disabilities and Their Families, but it is still an area that trips up some students. Colleges almost always have two kinds of requirements: high school courses they require to admit a student and the courses students are required to complete to graduate. If you or your student has a particular area of difficulty, such as a language based learning disability that makes it extremely difficult to learn a foreign language, or a math disability that makes completing a math requirement just about impossible, it is crucial to be aware of the requirements of your chosen college. Your high school may have waived or modified certain courses because of your learning disabilities, and the college may have admitted you because not all majors require a foreign language or a math sequence. But, depending on what course of study you choose, you may find yourself required to take courses in which you are not able to succeed. Keeping this issue in mind can avoid this problem.

Drop Everything and Read

Tomorrow, April 12th, is Drop Everything and Read Day, an annual celebration of the joys of reading. The date of this event was chosen to coincide with the birthday of beloved children's author Beverly Cleary, who featured D.E.A.R.in her book Ramona Quimby, Age 8.

Sponsored by groups including the National Education Association (NEA) and the National Parent Teacher Association (PTA), D.E.A.R. has expanded to a month of activities intended to support teachers and parents in instilling the joys of reading in children -- and in taking time for their own reading as well. There is a web page with resources to help parents and teachers encourage reading. As one teacher notes, when writing about how she uses silent reading in her classroom, "The authors of children's literature and their books kids love can tame even the wildest of students, can motivate even when following a tough act like lunch, and can be a teacher's best friend."

Whether it is part of a regular classroom activity, a program at your local library, or a bedtime ritual you share with your kids, setting aside a regular time to drop everything and read -- or be read to (preferably with a cuddle, for young children) can build a love of reading that can enrich children's lives forever.

News You Can Use

Our electronic mailbox is full of useful information on a wide array of topics, ranging from an analysis of upcoming changes to the SAT exam to worthwhile charities that are helping students who learn differently. Here are our top picks:

• Inspirica, which provides one-on-one tutoring and test preparation in New York, Boston, and Philadelphia, has created a presentation entitled A Glimpse into Upcoming Changes and Recent Update: SAT-ACT, which explores the reasons behind the newly announced changes to the high stakes exams taken by essentially every college bound student. 

• Prompted by the interest of her own daughter, who has an autism spectrum disorder and a fascination with American Girl® dolls, a Westchester, New York mom has created a re-sale shop for these historical dolls and their extensive books and accessories, with the nonprofit mission of developing job skills and employment opportunities for young women with autism spectrum disorders. They welcome donations of gently used American Girl®merchandise. Call Marjorie Madfis at 914-428-1258 for more information.

• Resources for Children with Special Needs, a New York nonprofit, now has a You-Tube channel with presentations on topics including how to choose a summer camp, how to prepare for a successful IEP meeting, and how to organize your documents to better advocate for your child. Some of the selections are available in Spanish.

• Active Minds, a national nonprofit dedicated to utilizing the student voice to raise mental health awareness among college students, is one of the sponsors of Stress Less Week, April 20-26 - when college students are coming to the end of their year and can face particular stress and anxiety. The purpose of this event is to spread awareness about stress and anxiety disorders and create a supportive environment, where students can speak up about their difficulties and receive support from the campus community.

If your school, nonprofit, or organization has a new program, publication, or upcoming event that would be of interest to our readers, please let us know, so we can include it in a future listing.

Photo: Michael Coghlan/Flickr

This Friday, April 11th, Dr. Paul Yellin will be the Keynote Speaker at a forum titled Silent Crisis: The Impact of Chronic Stress and Trauma on Early Childhood Learning and Development. His presentation will look at a number of important considerations in the emotional, cognitive, and behavioral development of children under stress from the environment in which they live.

Starting with the famous "marshmallow experiment" and its follow-ups, he will look at how children's impulses are shaped by whether they have - or don't have - a reliable, trusted adult in their lives. He will discuss how early language skills are acquired and the importance of exposure to language in this process. He will then proceed to look at how the developing brain is impacted by stress, using images of brains in different circumstances to clarify his examples. 

Dr. Yellin will then speak about  neuroplasticity - rewiring our brains - to see how this ability is part of resilience, the ability to bounce back, recover, and ultimately overcome adversity. When children have a "turnaround" person in their lives, they are often able to succeed even if their early development was fraught with stress and lacked the language input and emotional support that is optimal for brain development. 

This event, with other speakers including Aletha Maybank, MD, MPH, Assistant Commissioner of the Brooklyn  Public Health Office of the NYC Department of Health; Evelyn K. Blanck, LCSW, from the NY Center for Child Development and Renee Wilson-Simmons, Dr.PH, Director of the National Center for Children in Poverty, is co-sponsored by Healthy Start Brooklyn, Central Harlem Healthy Start, and Columbia University Mailman School of Public Health Downstate New York Healthy Start, in collaboration with the Northern Manhattan Perinatal Partnership.

The forum will be held at the Oberia Dempsey Mult-Service Center, 127 West 127th Street in Manhattan and admission is free and open to the public. It begins at 9 a.m.

Poetry Month Revisited

April is National Poetry Month and last year at this time we ran a series of blogs on all kinds of poetic forms, from the acrostic to the villanelle. You can find the full series of poetry blogs, all written by Yellin Center Learning Specialist and top-notch blogger Beth Guadagni, by searching "poetry" in our blog labels on the right hand side of this page.

However, we did want to at least mention this month long event and share suggestions for ways you, your students, and your family can celebrate this wonderful form of literature.

The website of the Academy of American Poets has suggestions for poetic activities for every day of the month. And for those who don't know offhand just how many days that includes, try reciting the poem, "Thirty days hath September...", which had its origins in the 16th century or earlier.

If  you are a budding poet with social media leanings, you can participate in a Twitter poetry contest sponsored by National Public Radio. Have fun!

Do you know the poem about this flower?

photo credit: Martin Ramsden 
 

The Changing Nature of High School

A number of recent articles on how high school education is changing seem to all respond to the same set of observations: too many students graduate from high school unprepared for college or the workplace, and the current national economy is less than hospitable to these high school graduates.

Several innovations -- both locally and nationally -- are attempting to address this situation. Here in New York, a new diploma credential, designed for regular and special education students who will be graduating with a Regents (academic) or local diploma,  is the Career and Technical Education Endorsement. As described by the New York State Department of Education, this credential requires coursework that combines career and technical education, as well as academic components, and may be jointly developed and taught by an academic subject teacher and/or a career and technical education teacher. It also requires that the student satisfactorily complete a "technical assessment." This assessment can be developed by a particular industry (such as the exam necessary for a student to obtain certification as an Emergency Medical Technician) or, if no specific assessment is available, can be developed by the school district in conjunction with local businesses or professional organizations. Such an assessment should include: written examination(s), student project(s) and student demonstration(s) of technical skills to measure proficiency.

Another approach to integrating high school academics and career readiness is happening in several communities on Long Island, where school  districts are setting up technical and career programs in individual schools, rather than send their students out to a regional program at a BOCES (Board of Cooperative Educational Services, which serves a number of regional school districts) campus. There are both budgetary and practical reasons for this trend. As noted in Newsday, reduced State funding to BOCES has increased districts' costs of participation and some districts find it cheaper to keep their students in their own building. In addition, integrating technical and career training with academics is easier when all courses take place in the same building.

On a national level, there is a program known as P-Tech - Pathways in Technology Early College High School, originally developed by IBM to provide a strong education in STEM skills (science, technology, engineering, and math) to students in inner city schools. These students graduate from high school in six years, instead of four, and emerge with both a high school diploma and a two year associate's degree, as well as the promise of a good-paying job. There is an excellent description of these programs and the positive impact they are having on their students (called "innovators" at some schools) in Time magazine, which is also available in a printer-friendly version.