PARENT INVOLVEMENT ~ I CARE ABOUT MY CHILD'S EDUCATION!

PARENT INVOLVEMENT has become more like a cat & mouse game of "EMAIL TAG" with teachers and the District ESE Department!!! Not what I had in mind for being an "involved parent" this year for my daughter's first year in Middle School at all! 

If my child is not what a teacher 'went to school to teach'.....then maybe some teachers chose the wrong profession! I thought teachers went into the teaching profession to TEACH? Diversity is the real world, students are not all the same, just as teachers are not all the same. Students do not all learn the same either. If everyone was the same, how boring would our world be then? 

I just want to know what my child did in school that day and when she comes home with nothing to show what she did in most or all of her 7 classes that day....well, that CONCERNS ME GREATLY!! I am an involved and concerned parent everyday, not just when I feel like it!

Some teachers do a fabulous job of sending home and providing actual classwork my child did while in their classrooms that day. There are some teachers that have made it perfectly clear they are not enjoying having my child in their class and have also made it perfectly clear they are not wanting my PARENT INVOLVEMENT as well......I would love to say to those teachers; GET OVER IT!! 

I am an INVOLVED PARENT with my child's education everyday! Studies show when parents are involved, the student does better in school. My child is a GOOD STUDENT and I am a GOOD PARENT by being and staying involved and on top of my child's daily school work is me being INVOLVED IN MY CHILD'S EDUCATION!

How is your school year going so far? 

Here are just a few snippets of what I found on the internet pertaining why it's important and good that PARENTS are INVOLVED with their child's Education.

"It's not the only factor, but studies show that at every socioeconomic level, children with involved parents perform better in school."

"Involved doesn't just mean helping out with bake sales. Engaged parents make sure that their children don't miss school unnecessarily and that they arrive on time. They read with them, help them master their alphabet and math facts, and essentially back up what the teacher's doing when the student is home." 

"It starts with school leaders making it a point to seek out parents, to treat them as respected partners in their children's education, and if necessary, groom some of them to recruit their peers. It can't just be lip service. Everyone from principal to teachers to kitchen staff must go the extra mile and find clever ways to encourage and reward involvement."
http://www.cleveland.com/bernstein/index.ssf/2012/11/parental_involvement_in_educat.html

What Every Parent Should Know

"Researchers have been studying the effects parent attitudes and actions have on their children's academic success for more than 30 years. The results have been consistent. Anne Henderson and Nancy Berla summed it up in their book A New Generation of Evidence: The Family Is Critical to Student Achievement, which reviewed the existing research: "When parents are involved in their children's education at home, they do better in school. And when parents are involved in school, children go farther in school and the schools they go to are better."
http://www.ptotoday.com/pto-today-articles/article/399-involvement-matters-what-to-tell-parents

IEP Meetings and Changes to the IEP

Individualized Education Program (IEP), 
Team Meetings and Changes to the IEP


U.S. Department of Education, Office of Special Education 
IDEA Regulations
INDIVIDUALIZED EDUCATION PROGRAM (IEP) TEAM MEETINGS AND CHANGES TO THE IEP
(See also Individualized Education Program (IEP) and Secondary Transition)


The reauthorized Individuals with Disabilities Education Act (IDEA) was signed into law on Dec. 3, 2004, by President George W. Bush. The provisions of the act became effective on July 1, 2005, with the exception of some of the elements pertaining to the definition of a “highly qualified teacher” that took effect upon the signing of the act. The final regulations were published on Aug. 14, 2006. This is one in a series of documents, prepared by the Office of Special Education and Rehabilitative Services (OSERS) in the U.S. Department of Education that covers a variety of high-interest topics and brings together the regulatory requirements related to those topics to support constituents in preparing to implement the new regulations.1 This document addresses significant changes in final regulatory requirements from preexisting regulations regarding IEP Team meetings and changes to the IEP. 


IDEA Regulations


1. Identify the members of the IEP Team.


The public agency must ensure that the IEP Team for each child with a disability includes:
• The parents of the child;
• Not less than one regular education teacher of the child (if the child is, or may be, participating in the regular education environment);
• Not less than one special education teacher of the child, or where appropriate, not less than one special education provider of the child;
• A representative of the public agency (who has certain specific knowledge and qualifications);
• An individual who can interpret the instructional implications of evaluation results and who may also be one of the other listed members;
• At the discretion of the parent or the agency, other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate; and
• Whenever appropriate, the child with a disability.


In accordance with 34 CFR 300.321(a)(7), the public agency must invite a child with a disability to attend the child’s IEP Team meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals under 34 CFR 300.320(b).
[34 CFR 300.321(a) and (b)(1)] [20 U.S.C. 1414(d)(1)(B)]


2. Identify instances when an IEP Team member may not need to attend. 


A member of the IEP Team described in 34 CFR 300.321(a)(2) through (a)(5) is not required to attend an IEP Team meeting, in whole or in part, if the parent of a child with a disability and the public agency agree, in writing, that the attendance of the member is not necessary because the member's area of the curriculum or related services is not being modified or discussed in the meeting.


A member of the IEP Team described in 34 CFR 300.321(a)(2) through (a)(5) may be excused from attending an IEP Team meeting, in whole or in part, when the meeting involves a modification to or discussion of the member's area of the curriculum or related services, if:
• The parent, in writing, and the public agency consent to the excusal; and
• The member submits, in writing to the parent and the IEP Team, input into the development of the IEP prior to the meeting.
[34 CFR 300.321(e)] [20 U.S.C. 1414(d)(1)(C)]


3. Provide for inviting representatives from the Part C system.


In the case of a child who was previously served under Part C of the IDEA, an invitation to the initial IEP Team meeting must, at the request of the parent, be sent to the Part C service coordinator or other representatives of the Part C system to assist with the smooth transition of services.
[34 CFR 300.321(f)] [20 U.S.C. 1414(d)(1)(D)]


4. Require that the notice inform parents of other IEP Team participants.


The notice required under 34 CFR 300.322(a)(1) (regarding an IEP meeting), among other things, must inform the parents of the provisions in 34 CFR 300.321(a)(6) and (c) (relating to the participation of other individuals on the IEP Team who have knowledge or special expertise about the child), and 34 CFR 300.321(f) (relating to the participation of the Part C service coordinator or other representatives of the Part C system at the initial IEP Team meeting for a child previously served under Part C of the IDEA).
[34 CFR 300.322(b)(1)] 


5. Revise requirements for when transition content must be included in an IEP meeting notice.


For a child with a disability beginning not later than the first IEP to be in effect when the child turns 16, or younger if determined appropriate by the IEP Team, the notice required under 34 CFR 300.322(a)(1) (regarding an IEP meeting), among other things, must:
• Indicate that a purpose of the meeting will be the consideration of the postsecondary goals and transition services for the child, in accordance with 34 CFR 300.320(b) and that the agency will invite the student; and
• Identify any other agency that will be invited to send a representative.
[34 CFR 300.322(b)(2)] 


6. Set forth provisions regarding consideration of Individualized Family Services Plans (IFSPs) for children aged three through five.


In the case of a child with a disability aged three through five (or, at the discretion of the State educational agency (SEA), a two-year-old child with a disability who will turn age three during the school year), the IEP Team must consider an IFSP that contains the IFSP content (including the natural environments statement) described in section 636(d) of the IDEA and its implementing regulations (including an educational component that promotes school readiness and incorporates pre-literacy, language, and numeracy skills for children with IFSPs under 34 CFR 300.323 who are at least three years of age), and that is developed in accordance with the IEP procedures under Part B. 


The IFSP may serve as the IEP of the child, if using the IFSP as the IEP is consistent with State policy and agreed to by the agency and the child’s parents.


In implementing these IFSP provisions, the public agency must provide to the child’s parents, a detailed explanation of the differences between an IFSP and an IEP. If the parents choose an IFSP, the public agency must obtain written informed consent from the parents.
[34 CFR 300.323(b)] [20 U.S.C. 1414(d)(2)(B)]


7. Require that the IEP be accessible to teachers and others responsible for its implementation. 


Each public agency must ensure that:
• The child’s IEP is accessible to each regular education teacher, special education teacher, related services provider, and any other service provider who is responsible for its implementation; and
• Each teacher and provider described in this provision, is informed of his or her specific responsibilities related to implementing the child’s IEP and the specific accommodations, modifications, and supports that must be provided for the child in accordance with the IEP.
[34 CFR 300.323(d)] 


8. Address the IEP for a student who transfers to a different school district in the state. 


If a child with a disability (who had an IEP that was in effect in a previous public agency in the same State) transfers to a new public agency in the same State, and enrolls in a new school within the same school year, the new public agency (in consultation with the parents) must provide a free appropriate public education (FAPE) to the child (including services comparable to those described in the child’s IEP from the previous public agency), until the new public agency either adopts the child’s IEP from the previous public agency, or develops, adopts, and implements a new IEP that meets the applicable requirements in 34 CFR 300.320 through 300.324.
[34 CFR 300.323(e)] [20 U.S.C. 1414(d)(2)(C)(i)(I)]


9. Address the IEP for a student who transfers from another state.


If a child with a disability (who had an IEP that was in effect in a previous public agency in another State) transfers to a public agency in a new State, and enrolls in a new school within the same school year, the new public agency (in consultation with the parents) must provide the child with FAPE (including services comparable to those described in the child’s IEP from the previous public agency), until the new public agency conducts an evaluation pursuant to 34 CFR 300.304 through 300.306 (if determined to be necessary by the new public agency) and develops, adopts, and implements a new IEP, if appropriate, that meets the applicable requirements in 34 CFR 300.320 through 300.324.
[34 CFR 300.323(f)] [20 U.S.C. 1414(d)(2)(C)(i)(II)]


10. Address transmittal of records for students who transfer.


To facilitate the transition for a child described in 34 CFR 300.323(e) and (f) (who transfers within the State or from another State), the new public agency in which the child enrolls must take reasonable steps to promptly obtain the child’s records, including the IEP and supporting documents and any other records relating to the provision of special education or related services to the child, from the previous public agency in which the child was enrolled, pursuant to 34 CFR 99.31(a)(2) (Family Education Rights and Privacy Act (FERPA)) and the previous public agency in which the child was enrolled must take reasonable steps to promptly respond to the request from the new public agency.
[34 CFR 300.323(g)] [20 U.S.C. 1414(d)(2)(C)(ii)]


11. Add a new provision for AMENDING the IEP without another meeting. 


In making changes to a child’s IEP after the annual IEP Team meeting for a school year, the parent of a child with a disability and the public agency may agree not to convene an IEP Team meeting for the purposes of making those changes, and instead may develop a written document to amend or modify the child’s current IEP. 


If changes are made to the child’s IEP in accordance with 34 CFR 300.324(a)(4)(i), the public agency must ensure that the child’s IEP Team is informed of those changes.
[34 CFR 300.324(a)(4)] [20 U.S.C. 1414(d)(3)(D)]


Changes to the IEP may be made either by the entire IEP Team at an IEP Team meeting, or as provided in 34 CFR 300.324(a)(4), by amending the IEP rather than by redrafting the entire IEP. Upon request, a parent must be provided with a revised copy of the IEP with the amendments incorporated.
[34 CFR 300.324(a)(6)] [20 U.S.C. 1414(d)(3)(F)]


12. Encourage consolidation of IEP meetings. 


To the extent possible, the public agency must encourage the consolidation of reevaluation meetings for the child and other IEP Team meetings for the child.
[34 CFR 300.324(a)(5)] [20 U.S.C. 1414(d)(3)(E)]


13. Provide for the review and, as appropriate, revision of the IEP.


Each public agency must ensure that, the IEP Team reviews the child’s IEP periodically, but not less than annually, to determine whether the annual goals for the child are being achieved and revises the IEP, as appropriate, to address:
• Any lack of expected progress toward the annual goals and in the general education curriculum, if appropriate;
• The results of any reevaluation;
• Information about the child provided to, or by, the parents, as described under 34 CFR 300.305(a)(2) (related to evaluations and reevaluations);
• The child’s anticipated needs; or
• Other matters.


In conducting a review of the child’s IEP, the IEP Team must consider the special factors described in 34 CFR 300.324(a)(2) (development of the IEP).


A regular education teacher of the child, as a member of the IEP Team, must, consistent with 34 CFR 300.324(a)(3) (participation of regular teacher in development of the IEP), participate in the review and revision of the IEP of the child.
[34 CFR 300.324(b)] [20 U.S.C. 1414(d)(4)]


14. Authorize alternative means of meeting participation.


When conducting IEP Team meetings and placement meetings pursuant to subparts D and E of Part 300, and carrying out administrative matters under section 615 of the IDEA (such as scheduling, exchange of witness lists, and status conferences), the parent of a child with a disability and a public agency may agree to use alternative means of meeting participation, such as video conferences and conference calls.
[34 CFR 300.328] [20 U.S.C. 1414(f)]


1 Topics in this series include: Alignment With the No Child Left Behind (NCLB) Act; Changes in Initial Evaluation and Reevaluation; Children Enrolled by Their Parents in Private Schools; Discipline; Disproportionality and Overidentification; Early Intervening Services; Highly Qualified Teachers; Identification of Specific Learning Disabilities; Individualized Education Program (IEP) Team Meetings and Changes to the IEP; Individualized Education Program (IEP); Local Funding; Monitoring, Technical Assistance and Enforcement; National Instructional Materials Accessibility Standard (NIMAS); Part C Amendments in IDEA 2004; Part C Option: Age 3 to Kindergarten Age; Procedural Safeguards: Surrogates, Notice and Consent; Procedural Safeguards: Mediation; Procedural Safeguards: Resolution Meetings and Due Process Hearings; Secondary Transition; State Complaint Procedures; State Funding; and Statewide and Districtwide Assessments. Documents are available on the IDEA Web site at: http://IDEA.ed.gov.


http://idea.ed.gov/explore/view/p/%2Croot%2Cdynamic%2CTopicalBrief%2C9%2C

Bloom Where You Are Planted: Why We Chose Public School by Sarah Reimers

Bloom Where You Are Planted: Why We Chose Public School by Sarah Reimers

This blog post is exactly what we ALL should be open to....and that is to BLOOM WHERE YOU ARE PLANTED! Please click the highlighted underlined link to a wonderful blog posting above by Sarah Reimers. 


What are you doing to help your child's neighborhood school? As a mother raising a daughter with Down syndrome and a son with ADHD, I have had to advocate on many levels and for many different things over the years at their little Elementary School ~ Stephen Foster Elementary. I have been a volunteer parent at that same little school for almost 11 years now. I have seen over the years many volunteers come and go and one who has been our star parent volunteer and her son is now in High School. Parents at this school are not volunteering like they used to in years past. I pray parents at Stephen Foster Elementary School will BLOOM WHERE THEY ARE PLANTED and put in some volunteer service hours to help the teachers and staff at this sweet little school with some amazing teachers! 


This is my last year at this wonderful little school off Riverland Road in Fort Lauderdale. In a few short weeks my daughter will be graduating and going onto Middle School and my son will be a Junior in High school next year. I will miss this little elementary school they both were provided a solid foundation to their education. I pray parents will step up to the plate and get involved and do all they can to help support this school, volunteers are needed to help the entire school! Fundraising and getting the community to support this school is very much needed. All students in any school where parents are taking the time to volunteer will benefit from the efforts of those that are willing to put in some volunteer hours. It's about EVERY CHILD at all our Public Schools that need parents to volunteer and help with fundraising!


Are you BLOOMING WHERE YOU ARE PLANTED?


Get involved in your child's education by volunteering when you can!

Some Broward schools unwelcoming, parents say

http://www.sun-sentinel.com/news/education/fl-broward-unfriendly-schools-20111103,0,2339843.story

By Cara Fitzpatrick, Sun Sentinel

10:44 p.m. EDT, November 3, 2011

Public schools in Broward County are losing too many parents at the door.

Parents, one of the biggest keys to student success, say the unfriendly atmosphere at some schools makes them feel unwelcome and unwanted.

"There's no 'Hello,' no 'How are you,'" said Genny Lingard, a mother of two in Hallandale Beach.

Many parents echoed those sentiments at a series of recent public forums hosted by the Broward School District to learn what it's doing right — and wrong — when it comes to engaging parents. The final forum is scheduled for 7 p.m. Nov. 10 at Coconut Creek High School. 

CLICK THE LINK AT THE TOP FOR FULL STORY from Cara Fitzpatrick, Sun Sentinel Nov.3rd, 2011

Your Schools ESE PARENT REPS.....WHO R THEY?

ESE Parent Reps at your schools are an important link to communication between the individual schools, the iZones, your Area and ultimately the District Level. 


ESE Parent Reps are encouraged and needed to attend the Broward Ese Advisory 1st Wed. of the month meetings. 
            ~ Next one is Wed.Nov.3rd,2011~6:30PM ~


ESE ADVISORY COUNCIL MEETINGS are Held 1st Wednesday of each month at PiPER HiGH School 
Media Center starting at 6:30PM. Please tell others and 
Share-A-Ride and make it a Parents Night Out in the process.


Find out if your individual schools ESE Parent Rep has a Child with a Disability or if their Child is GIFTED. There SHOULD be one of each. It is important your schools ESE Parent Rep should be encouraging all ESE Parents to attend any and all things ESE specifically....and especially making sure the monthly ESE Advisory meeting INFORMATION is being sent out to the ESE Families on your campus, so they KNOW about the monthly meetings and ESE Information from those meetings. 


ESE Parent Reps should be encouraged to begin working closely with school SAF Chairs for local district, state and federal changes to education and being able to Start the Parental Engagement Process at the 1st level of being an Involved Parent Volunteering at your Child's School! 


Make plans to attend the next Broward Ese Advisory meeting on: WED. NOV.2nd @6:30PM-9PM Piper High Community School Media - Library. www.browardeseadvisory.com
click underlined above will take you directly to the BROWARD ESE ADVISORY Website. 



"See...easy!" 

                     ....my daughter says! 

Shhh! School ADVISORY FORUMS~Why are they soo QUIET? "Parent Involvment"

School Advisory Forums aka SAF ~ Why are they sooo QUIET? "Parent Involvment"


How can we have PARENTAL INVOLVEMENT today when the BASIC PARENTAL INVOLVEMENT LINKAGE between our Children's Home School and the Area of the County they live in and the different PARENT LED Advisory Councils are NOT Working Together for the Common Goal of providing "WHO" these Parents Are at our Individual Schools?


When a parent asks, "Who is my SAF Chair person?" at their school and administration or the principal doesn't give that parent an answer, because they say they don't know or they will find out and get back the them about it. After several emails coming from the parent asking again and again sometimes 2 and 3 times and never being provided with the SAF persons name and contact information. Still the parent that WANTS TO GET INVOLVED or IS ALREADY  INVOLVED is many times not being provided with any contact information on "Who is the SAF person at my school?" 


WHAT IS THE BIG SECRET about this SAF STUFF??


At individual schools Parents are not always notified of upcoming school happenings, like the PTA/PTO, SAC, SAF meetings. Parents have to almost get lucky they saw something or many times it's another parent they hear things from. Notification of the different Area meetings and the different Programs and District meetings are not usually talked about or encouraged to get involved in from our neighborhood schools. Why is that?  For the most part parents are being provided minimal time to receive upcoming meeting times & location information. 


What is needed is some form of WHAT'S GOING ON in our District to allow parents a way to pick and choose from all the meetings. Maybe this is already in place, via many different avenues and the media. At our Child's schools do ALL parents have access to information, so they can at least be provided the ability to Choose to attend upcoming, meetings, trainings and fun events. 


Where is our one stop shop for Information via a Public Schools NEWS channel for Parents? I know we have BEACON TV...but do ALL Parents know what it is? ...or have access to it? If not, then how else are we providing information to parents? 


Parents today are feeling more and more that our schools are off limits to Parents. Drop em off at the door and parents don't cross the line......during the day our Children belong to the 'educational system"......Parent Involvement ends there.....they bring them to school and can't go on school grounds anymore.


How can there ever be parent involvement when the entire school system doesn't welcome us? The FEW of us that are still out there everyday trying to create and do right by all of us.....are FED UP! I'm FED UP with the Nonsense that goes on so often around here!


I WANT US ALL TO TAKE OUR SCHOOLS BACK! 
GET INVOLVED IN EDUCATION & STAY INVOLVED!
Our Future Generation Depend on Us to Get Involved Today!


 It's about our COMMUNITY 
~ Our Schools ARE THE COMMUNITY! 

Pledge for Parental Involvement

Pledge for Parental Involvement

I pledge to support my child's education
to the best of my ability.
I will have high expectations for my child
to succeed in school and in life.
I will make my child's education a priority,
and model positive actions and attitudes.
I will partner with my child's school
to ensure I am informed and involved
in all aspects of my child's education,
and I will be an active advocate
for my child's education.
I understand that education is the key
to success, and will do everything I can
to nurture my child's ability to learn.

*November is Parental Involvement Month
I received this saying at a Title I Parent Training

Parent Training & IEP Workshop ~ Basic Areas of an IEP Document.

Please join me for a Parent Training & IEP Workshop  ~ To go over the basic areas of an IEP document.

Wed. evening  JUNE 30th, 2010

7PM - 9PM at Kids S.P.O.T. in the Oakwood Plaza. Hollywood, FL

*North of Sheridan St. across the street from the Oakwood Plaza Movies http://www.kidsspotrehab.com/

There is a $10 Training fee

RSVP 5PM 6/29/10 to: nancy.harris@dsadvocate.com

FREE BOOK to those that arrive ON TIME!

Bring your IEP's with you! Meet others and learn new advocacy skills!

Carpool & bring a friend!

*Please Pass This Info To Others That Would Be Interested -Thanks!

BRING YOUR IEP'S WITH YOU!!

Will go over the importance of all the different areas of the IEP Document and why each area is important.

FREE BOOK for those that arrive on time!
RSVP RSVP RSVP

IDEA says about Assistive Technology & English Language Learners

The laws and rules relating to the use of assistive technology for meeting the educational needs of students with disabilities, parental consent REVOKE (new!), and services for English language learners (ELLs) with disabilities.

Assistive technology, Section 300.24(a)(2)(v) of Title 34 of the Code of Federal Regulations (the “yellow book”), the IEP Team must “consider whether the child needs assistive technology devices and services.” Additional related sections of Title 34 CFR are 300.105(a), 300.105(b), 300.113, 300.5, and 300.6. Additionally, Florida State Board of Education Rule 6A-6.03028(3)(g)(10), Florida Administrative Code (F.A.C.) (the “red book”), states that in IEP development, review, and revision the IEP Team shall consider “whether the student requires assistive technology devices and services. On a case-by-case basis, the use of school-purchased assistive technology devices in a student’s home or in other settings is required if the IEP Team determines that the student needs access to those devices in order to receive a free appropriate public education…”

For ELLs with disabilities, 6A-6.03028(3)(g)(10), F.A.C., states that the IEP Team shall consider “in the case of a student with limited English proficiency, the language needs of the student as those needs relate to the student’s IEP.”

In regards to parental consent, section 300.300 of Title 34 CFR describes the procedures school districts must follow in obtaining parental consent for evaluations. Note that in some cases parental consent may not be required (e.g. if the district has made “reasonable efforts” to obtain consent or if the parent has “failed to respond,” or for certain tests or evaluations that are administered to all students). Note also that a district may use dispute resolution procedures to obtain parental consent in some cases. See also state regulation Rule 6A-6.0331.

Below are direct links to the federal and state regulations:

Title 34 CFR (“yellow book”)  ~ IDEA
http://idea.ed.gov/download/finalregulations.pdf

Florida Rules (“red book”)
http://www.fldoe.org/ese/pdf/1b-stats.pdf

Parent Involvement Survey ~ Fill it out!

Parent/Family Involvement

The Central Area Advisory Council is working to strengthen partnerships between schools and families in order to increase student performance in school. In order to do so, we must collect as much data as possible regarding the involvement of parents of diverse backgrounds and the schools their children attend.

The purpose of this survey is to get your opinion on how well the schools have met your family's and children's needs since parent/family involvement directly impacts your student's achievement. There is no right or wrong answer; we are only interested in your opinions. The survey is anonymous and you may answer any or all questions. Even if you partially complete the survey, please click the “done” button at the end after it thanks you for completing this survey in order to have your responses tabulated.

Please share this link with as many parents as possible in your schools and encourage them to complete this parent/family involvement survey. The findings of this survey will be analyzed and used to enhance parent/family involvement in our Broward County public schools.
http://www.surveymonkey.com/s/parentinvolvement

Thank you,
Laurie Rich Levinson
Central Area Advisory Chair