The end of the school year presents an extraordinary rush to the finish line; it feels like being on a treadmill for endless hours, and then, by surprise, the last few minutes before the machine shuts down, you take notice and surprised that it’s almost over.
As a result. teachers, parents, and administrators are working from this perspective: Summer is here; school year 21-22 is almost behind us.
We all see the end of the school year through our own lens and experiences. For me, it’s a matter of the “last minute” rush to the end with non stop meetings and loose ends coming to a close. In the advocacy game, we often see Evaluations which seemed to go on forever come to fruition, Functional Behavior plans wrapping up in preparation for the hope found in next year, or watching the frayed ends simply fall apart at the seams through disciplinary suspensions and behavior melt-downs.
However it plays out, there’s always a strange belief that “Next year will be different”. But then again, how will this happen if the system never really changes for I tend to see the special education process like square pegs in round holes; helping the system adapt and creating a fit, in contrast to having the student fit the system. But that’s another story for another blog.
Nevertheless, the guiding principle called “Push comes to Shove” surfaces during weeks like this: I observed this unfold in a manner of ways this week:
FUNCTIONAL BEHAVIOR ASSESSMENT: Following months of IEP meetings with little progress demonstrated, we asked the district for an Independent Education Evaluation (IEE) to develop an FBA thru the lens of a clinical practitioner; someone on the outside looking in; one who could make specific recommendations addressing dysfunctional and dysregulated behaviors. impacting learning. And after another three months of negotiation, scheduling, and road blocks, the FBA is finally complete with solid recommendations for the IEP Team in preparation for next year. Trust me on this, it was not a walk in the park to get this done: For everyone had to push beyond their comfort zones and work within the context of relentless pursuit. But it got done.
And now we have a plan for “the next year”. However, when we met with the IEP team, once the IEE documents were competed over three weeks ago, the district stance was “procedural”: We only addressed the prospect of a Re-Evaluation and the conversation never addressed the IEE recommendations themselves. So what we are left with is the following: A “35 school day evaluation period”, which bleeds in the Fall 22 school year, and no amendments to the IEP till then. So we have to push back a bit and call for an IEP meeting before the beginning of the school year. At that meeting, we will propose how elements of the IEE can be immediately implemented without having to wait for a re-evaluation to materialize: Pushing back on a system that wants to do things “the way our district policies and practices guide us”.
GETTING THE IEP TO STATE THE OBVIOUS: Another end of the year event is the process where we are trying to assure that the most current IEP reflects the modifications, accommodations, and services which are working well. Since people tend to experience a lapse of memory over the summer or staffing changes, documentation and a well written IEP, minimize confusion when the team returns in the Fall. Wthin education advocacy, we strive for detailed “Prior Written Notices” [agreements from the IEP], well written “Present Levels of Performances” [statements highlighting progress reporting] and clearly written goals within the IEP; these elements allow us to maintain accountability within a process that at times feels “loosey – goosey”. Following endless emails and requests to meet, one of my clients celebrated a victory for the Case Manager highlighted within the IEP in three locations: “*** requires 1:1 direct adult support to access learning in all settings”. For this is clear. And provides next year’s teacher and the IEP team direction when they approach staffing, no matter what budget excuses are presented. In contrast, previous IEP documents highlighted “additional support will be provided as needed.” There’s a difference, for we all know what ” requires 1:1 direct adult supervision to access learning in all settings means”.
GOAL SETTING: Over the years, the latest goal design model within WA schools tends to lean into “less is more” while parents often share with me; “Is that all we have?” Another push and pull dynamic. This week I attended an IEP where the IEP for a 7 year old with Autism eligibility highlighted 4-5 goals within each of the following areas: Communication, Adaptive, Cognitive Reading, Cognitive Writing, and Social Behavior. What was so impressive was that the team had total buy-in into the process for staff members were the ones who designed the IEP in this format. There was no question about the specific direction guided by the IEP. Yes, there is a lot there but that’s the point that most parents bring to the table: “We just want to see progress made and the goals define this progress.” In most cases, we tend to push against the “less is more” set of goal setting practices, but in this circumstance, the IEP Team embraced the goal setting process. Awesome.
PLACEMENT: Sometimes, the best placement for a student is outside of the configuration of the “neighborhood school”. Especially when there are complex issues that require the supports and experiences of outside clinicians and teachers who specialize in these areas. This is most often the case when behavior is an issue. For example, I often read IEP plans with related goals facilitated by teachers and staff who don’t have the expertise and resources to truly address the concerns head-on. This often presents itself within the context of “Social Emotional” supports; for the human condition at the “clinically significant” level often requires clinically trained staff. Sure, good intentions are a part of the instructional process, but truly, our most challenging students, especially those with deep trauma, require more intensive supports addressing behavior. That’s where a “more restrictive placement” is often the most appropriate setting. For example, earlier this week, one of the most complex kids on my watch-list, was placed at a non public agency private school; a specialty school that integrates therapy with small group instruction. From a financial perspective, this is likely a $85,000 a year proposition; something that most people cannot afford. But fortunately, this placement was agreed upon by the IEP Team and the child will begin the new program within a week of our meeting. And sometimes, it happens like this. Then again, for every one of these situations, I attend endless meetings where we are just trying to access “accommodations” or additional para-educator support and the push-back goes on forever. Again, relentless is a good thing for the system is designed to exhaust most who push-back against the prevailing process. And in some situations, like the one mentioned, placement was a true collaborative process; what a welcome occurrence.
As we move into Summer, I encourage all parties within the Special Education arena to reflect, refresh, and rejuvenate for next year will be here very soon and the promise of 2022-2023 looks as complex (or more) than school year 21-22 ever was; for there will be more square pegs than ever before: It’s the way it goes.
For support or someone to share your concerns with … call Larry @ 206 914 0975