The fundamental rights of all children in education must be safeguarded. Kids 1st Advocacy stands against proposals to eliminate or reduce the Department of Education`s role, as such actions would jeopardize student welfare. Federal supervision is essential to guarantee that students with disabilities receive equitable educational opportunities, including specialized teaching methods and necessary support services for their development.

The Department requires qualified staff to properly implement and interpret statutory requirements. Under IDEA, the Education Secretary holds key responsibilities for monitoring, providing technical guidance, and ensuring states meet their obligations to deliver appropriate, free education to students with disabilities.

Disabilities are an inherent part of human diversity. Students with disabilities deserve meaningful educational experiences, preferably integrated with non-disabled peers when suitable. Our educational system must embrace all learners, providing individualized instruction and support services that help students with disabilities reach their full potential. Parental involvement remains crucial in educational planning and decision-making.

We maintain strong support for protecting students` civil rights, with the Office for Civil Rights playing a vital role in this mission. Many constituents have expressed concern about Executive Orders and legislative proposals aimed at dismantling the Department of Education or restricting curriculum. It`s important to note that under our democratic system, Executive Orders cannot override existing federal or state laws, nor can they supersede statutes that delegate policy authority to states.

MYTH MONDAY—The statement, "Parents can only receive progress reports once a semester," is a myth. Once a semester is the bare minimum.

IDEA 300.320(a)(3)(ii) states, "When periodic reports on the progress the child is making toward meeting the annual goals (such as through the use of quarterly or other periodic reports, concurrent with the issuance of report cards) will be provided."

If you look at your child`s IEP goals under the heading "Annual Goals" (may be different state-to-state), you will see a statement about progress reports right below. The timing of these reports will vary depending on your agreement with the school team. While report cards reflect performance in general education classes, progress reports specifically address your child`s advancement toward IEP goals. Though these reports often align with report card schedules—typically quarterly or by trimester—you can advocate for more frequent progress reporting if needed.

For new goals especially, consider requesting more frequent progress monitoring to ensure your student is making progress and has the proper supports in place. Waiting an entire semester only to learn your child has made no progress—or worse, regressed—is a difficult situation that can be avoided with more frequent monitoring.

Remember: Progress monitoring frequency is based on your child`s needs, not school convenience.

#mythmonday #progressreports #Dontdothebareminimum #kids1stadvocacy

Black History Month plays several vital roles in education. February marks dedicated time and focus for teaching the comprehensive contributions of Black Americans to our nation`s development, scientific progress, cultural achievements, and social advancement - stories that have often been overlooked or minimized in traditional curricula.
The observance helps students understand how Black Americans have shaped virtually every aspect of society - from agriculture and architecture to music, literature, technology, and civil rights. For instance, learning about inventors like George Washington Carver and Dr. Patricia Bath, writers like Toni Morrison and James Baldwin, or civil rights leaders like Fannie Lou Hamer alongside Martin Luther King Jr. provides a richer understanding of American innovation and progress.
Beyond historical figures, Black History Month creates opportunities to explore complex topics like systemic racism, segregation, and the ongoing struggle for equality in a structured educational context. This helps students develop critical thinking skills and understand how historical events and policies continue to influence present-day society.
The month also serves to inspire students of all backgrounds. For Black students specifically, seeing themselves represented in historical achievements can foster pride and ambition. For non-Black students, it builds cross-cultural understanding and helps dismantle prejudices through education.
Black history is an integral part of American history that deserves attention throughout the year. The designated month serves as a focused celebration while encouraging deeper integration of Black history into the standard curriculum.

FEATURE FRIDAY - Earlier this month, former Education Secretary Cardona`s call to eliminate restraint and seclusion practices in schools continued to resonate as the Department of Justice launched an investigation into related complaints at Douglas County School District (DCSD). Justice Department investigators from the Civil Rights Division visited Colorado last week to examine allegations of discrimination and improper use of restraint and seclusion against students with disabilities, along with reports of harassment based on race, national origin, and religion. Unfortunately, Colorado law still allows seclusion and restraint in schools in emergency situations.

The Department of Education`s guidance, issued during Cardona`s tenure through a Dear Colleague Letter to Governors, Chief State School Officers, School Administrators, and Early Childhood Program directors, emphasized the harmful impact of restraint and seclusion practices. Data shows these methods affected over 50,000 public school students during the 2020-2021 academic year. As stated in the letter, "The use of restraint and seclusion practices is inconsistent with our shared goal to ensure every child is treated with dignity and free from abuse."

The Department expressed particular concern about the continued use of these practices despite their proven ineffectiveness in managing student behavior or reducing learning disruptions. The guidance commended states and districts that have already eliminated seclusion. It restricted the use of restraint while directing educators to resources for implementing evidence-based, proactive behavioral strategies that promote inclusion, safety, and belonging.

To address these concerns at the federal level, COPAA is working to reintroduce the Keeping All Students Safe Act (KASSA) in the 119th Congress. This bill establishes federal standards to protect students from inappropriate restraint and seclusion practices in schools. The Justice Department`s investigation into DCSD underscores the urgent need for such legislative action and highlights the federal government`s commitment to protecting students` civil rights in educational settings.

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.