Spring Break and Annual IEP Information

Spring Break is a good time to get ready for IEP time. I know for me it is a time to start figuring out which student's I need to have for Extended School Year (ESY). What makes it difficult is that all my parents want me to have their child for the 5 weeks in the summer. But with 18 students and counting I just can't do that many students in a 3 hour setting, and I don't have a classroom big enough to accommodate that many children.

     So what I keep in mind is: Which of my student's have I just received into my program that is way behind on skills? :Which of my students need to stay do to regression? So high or low functioning is not what I use to consister for ESY. I have recently received 3 new students that have never been in a school setting with limited resources so I already know I will have these 3 kiddos. That only leaves 5 more slots, so I look over my students that have not quite yet met some of the IEP goals, those that are still struggling with a skill, and those I know who have to remain on a strict schedule to make it through a day. 

     But as for a parent Spring Break should be a time where you go over the IEP and Progress reports. Start writing down questions and goals that you feel should be address with your child's teacher and therapist. I love when my parents come in with a notebook and has outside information that they have read and wants me to consister. Because they might have gotten new information from outside therapy session that we need to incorporate into the child's IEP. Private Therapist seem to get more training than Public School Teachers, and Therapist ( more available funds).  So bring in that information. You don't always have to have the IEP all done in one day either. I love it when mine are but it is not set in stone. I have no problem going back to my computer and write in goals that a parent or outside therapist as suggested. The information is to get a good IEP that all related service providers are all working to benefit the child.

     If you think you might have problems with the child's teacher about goals or opinions you have for your child's IEP, you can call and have the Special Education director, or Autism Coordinator (which ever title you school district has) to set in on your meeting. But I would tell you to call several days in advance. I have had parent's call me and ask me to set it up for my Special Education Director to attend  and I usually have to do it at least a week or two prior to the meeting. So just remember when you get your notification letter look and see what people have been invited to attend.. If a person that you need to speak with isn't list; call and schedule those people to attend the IEP meeting. You can call the teacher or which ever means of communication that you have with the teacher, but I would tell you not to do it the day of the meeting because it probably won't happen due to scheduling. So get prepared as soon as the Notification of IEP meeting arrives.

   So have a "Great Spring Break". Hope this information is helpful. If I can help you in anyway just leave a Post.

Home to School Connections

I was recently told by a parent that the hardest thing about leaving their child at school was not knowing if their child would be treated fairly. I think that is any parents fear not just a fear of a parent with a nonverbal child with autism. I am one of those teacher's of children with autism that will be the parents first experiences into a school. I have to build that bond with the parent very quickly. I usually try to do that on our first meeting.
One of the biggest mistakes that I have seen teachers do is treat the parent like they no nothing about autism and that their child is not any different than any other child with autism. WRONG!! This child is the only child with autism that belongs to them.
Building home to school Connection:
Step 1: At the IEP meeting help the parent understand the process of the IEP; most of my parents have never been to an IEP and do not understand all the language that we use. So remember to try to stop and ask them if they understood what was just read to them. Also this might be the first time they are hearing that their child exhibits characteristics of Autism. Be mindful of their feelings.
Step 2: Be prepared with handout on Autism. Bring all class information to the meeting; classroom handbook, child information forms, transportation and volunteer forms. I try to give them all my information about my classroom and answer any questions that they might have. These forms are what they will fill out and bring back on the first day of class or on the day they come for class visit or tour of school.
Step 3: Classroom tour. After the meeting or have the parent schedule a time to come by and visit classroom. I like to have them come to visit when they have more time to visit and they can bring the child. This is a good time to make your picture of the student to use to label his/her desk and cubby.
At this time it helps you get a feel for the parent child relationship and you can start building your bond with the child and parent. I love to show my room and my class off to parents. Usually if the parent has scheduled a classroom visit they will bring back any paper work they have filled out and it gives me a chance to ask questions about some of the things on the child information sheet. I do give my parents my email and school phone number. I used to give my cell phone number to parents but sometimes that can become a problem if you have a parent that becomes upset with you. ( I have been down the road at time or two) So try to keep it professional and not personal with your families. Some times I know that is hard to do with some of our wonderful families.
Step 4: Open Door policy: I have an "Open Door" policy. I ask the parents to come by any time to see how things are going. But I don't want them to volunteer for the first month that I have their child. I want the student to get comfortable with class schedule, procedures, and staff. I know now you are asking how is that " Open Door"? My door is always open for the parent to drop by and visit but they have to be prepared to not stay longer than 20 minutes and even if the child becomes upset with parent is visiting we still are in control of the student's behavior not the parent at this time.
Step 5: Daily sheets: I make a daily check off sheet that I communicate with parents. My parents know exactly what their child has done through out the day. I tell them what they ate, how many task, what things we attended outside of classroom( assembly, fire drills, library, etc..) toilet times, and if I need to speak to them. Parents need to know these things; due to the fact we have students that toileting, eating, and behavior issues.
Step 6: Weekly home task. I send home parent involvement task. I usually send home a small booklet for my parents to do with child on the weekend. It is related to what I have taught the week of the task going home.