FEATURE FRIDAY - What a perfect way to spend a snowy day - reading Dr. Shanker`s book "Self-Reg" on how to understand the "why" behind a child`s behavior and to help them learn self-regulation, as their challenges can often be misinterpreted as purely behavioral issues rather than stress responses. I have sat in many meetings where school providers and teachers tell parents their child shows a lack of motivation, they are lazy, or even that they don`t try hard enough. I wondered why they are not looking at the "WHY" behind a student`s behavior - whether inattentive, reserved, or very vocal and aggressive? Dr. Shanker explains the ways we can help children calm themselves and how to bring a rational brain back online. When we understand these underlying stress responses, we can transform how we support our students. There is no bad kid, and we must look at all avenues to help them succeed.

#selfreg #lookattheway #thereisnobadkid #kids1stadvocacy #readthisbook #stuartshanker #featurefriday

MYTH MONDAY - It is a common misconception that students can EITHER qualify for a 504 OR an IEP - but not both. In reality, some students may benefit from and qualify for both plans simultaneously, as each serves a distinct purpose in supporting student success.

In practice, most students who qualify for an IEP don`t also have a 504 plan because the IEP already provides more extensive support and legal protections. However, no law prevents a student from having both. Some students might have both plans to ensure comprehensive coverage of their needs, particularly if they have multiple disabilities or conditions requiring different types of support.

I work with a few families whose children have both a 504 and IEP.

HOW? Regarding the IEP, students must be found eligible for needing specialized instruction - services that work on specific skills related to their disability. Regarding the 504, students must be found eligible for needing accommodations around a physical or mental impairment that limits a major life activity. These are activities such as walking, breathing, or learning, to name a few.

WHY? When students have both a disability and a medical condition, this sets them up for assistance with both. One student qualified for an IEP under Serious Emotional Disability (SED) due to extreme anxiety. She also qualified for a 504 due to the migraines she was getting in relation to her anxiety. The IEP provided specialized instruction to learn skills around emotional regulation. The 504 provided accommodations for her migraines, such as receiving paper copies of assignments so that she did not have to look at the jarring light of a computer screen.

Another example is a student who qualified for an IEP under Autism Spectrum Disorder (ASD) and Other Health Impairment (OHI). He also qualified for a 504 due to a feeding impairment. He needed appropriate accommodations to thrive at school, which included leaving class 10 minutes early to go to lunch so he could focus on eating.

Remember, it`s all based on individual need, and sometimes, these situations are best kept separate in their own plan.

MAINTENANCE MONDAY:
Did you know that school breaks can affect how well your child maintains their learning skills? That`s why checking your child`s progress right before and after breaks is so important! When teachers measure your child`s skills around fall, winter, and spring break, they can:

✳️See if your child kept up their learning during the break
✳️Figure out how quickly they get back to their previous skill level
✳️Use this information to plan the best support for your child

This information is very helpful when deciding if your child might benefit from extended learning opportunities over the summer (Extended School Year/ESY). Think of it like taking photos of your growing child - these progress "snapshots" help us see how your child is doing and make sure they`re getting the right support at the right time to meet that annual trajectory.

Don`t hesitate to give your child`s school team a friendly nudge about their progress monitoring plans.

#progressiskey #extendedschoolyear #regression #recoupment #winterbreak #kids1stadvocacy #diveintodata

What a milestone year!

From collaborating with 48 school teams to advocating alongside 50 families, each step brought us closer to educational equity in Colorado and neighboring states. My work centered on transforming special education delivery through robust accountability systems, bridging achievement gaps, and expanding critical support services.

Teams embraced innovative thinking to customize approaches for each student`s unique needs. We created sustainable, consistent support systems by identifying successful strategies utilized by outside providers and implementing them within schools. This systematic approach across multiple districts ensured schools moved beyond promises to deliver reliable, high-quality services to every student who needed them.

A big thank you to all of my families for trusting me to lead the way and embracing your parental voice.

#kids1stadvocacy #2024impact

ATTENTION ALL WITCHES, WIZARDS, MAGICAL FOLK, AND MAYBE A FEW MUGGLES!

By order of personal necessity (and approval from the Department of Magical Self-Care), I shall be taking leave to attend to matters of rest and rejuvenation. Much like Professor Dumbledore occasionally retreats to contemplate in his Pensieve, I, too, must take time to restore my magical energies.

I will be temporarily disappearing through Platform 9¾ through January 6, 2025. Like the Phoenix rising from its ashes, I shall return renewed and refreshed in 2025, ready to face whatever new adventures await.

Mischief Managed!

P.S. - Any attempts to contact me via Howler will be redirected to Peeves.