School lunch outside on the picnic table

Mom surprised me the other day at school and had lunch with me outside on the picnic tables at school. It was such a pretty day with a nice breeze! With all the budget cuts in our school district my mom thought it would be a good idea for me to wear my ART CLUB T-shirt to remind everyone that ART is important to me and my friends! Please keep Art, Music and PE in my school because my friends and I love music, painting, drawing, being creative and I absolutely love going to PE because Ms. Carter is one of my favorite teachers at my school. With all the budget cuts happening at my school and in my school district I am going to miss out on learning THE FUN STUFF!

INCLUSION or EXCLUSION

The word inclusion from the dictionary means: to belong or part of. At school I think most of us would want to 'belong and be part of'.....but today, yup still today there is thinking out there that some people shouldn't belong or be part of, it's called exclusion, discrimination and segregation.

I have been part of many IEP teams in several Florida counties, my home is Broward County and I have to say I am witnessing what seems like a real push to segragate our children with Down syndrome from the general education classrooms and making parents feel like their Child has to go only  into special education classrooms or what is commonly known as the cluster classrooms instead of allowing them to be educated side-by-side their neighborhood friends and be taught in the general education classrooms with the support and services they would need to be successful. What I am seeing on a more regular basis is an increase in discrimination towards certain individuals, in particular our little 3 years olds with Down syndrome that are transitioning into what is called the Part B services (Dept of Education) with providing all the different educational options for our children with Down syndrome specifically. Busing children with disabilities to miles away from their neighborhood schools is still common practice today!

Today those with Down syndrome are being EXCLUDED from attending their neighborhood schools and in not being allowed to be educated in regular classrooms more and more! They are being pushed into or pulled out to leave and go to special education classrooms that are filled only with students that have a disability! Full Inclusion is not the first option on the minds of the educational professionals that are evaluating our Children and the certainly not the principals running our schools! There are some principals and schools that are doing a fantastic job of including students with disabilities, but the majority of our society still does not allow 'those kids' to go to all classes with everyone else!

I am sadden to know that there is still such discrimination happening in our county and in our world. There are many schools that don't even let those with disabilities use the front door of our Public schools....they use the back or a side entrance on another side of the school building!! Many time where the garbage dumpsters are located and the big garbage trucks come to pick up the school garbage! Yes the same door that was created for taking out the garbage!

WHY IS THIS DISCRIMINATION & SEGREGATION STILL HAPPENING TODAY?? I SEE IT WITH MY OWN EYES RIGHT HERE IN BROWARD COUNTY FLORIDA TODAY IN 2010!

WHY ARE OUR SCHOOLS HIDING PEOPLE WITH DISABILITIES AND MAKING THEM HAVE TO USE THE BACK OR SIDE DOORS?

WHY ARE PARENTS ALLOWING THEIR CHILDREN TO BE TREATED WITH SUCH DISRESPECT BY MAKING THEM HAVE TO USE A DIFFERENT DOOR THAN THE REST OF THE STUDENTS! STAND UP PARENTS AND DON'T ALLOW SUCH DISCRIMINATION AGAINST YOUR PRECIOUS CHILD! THIS IS ONE REASON WHY IT CONTINUES!

ROSA PARKS MADE A STAND ON WHAT SHE BELIEVED TO BE RIGHT! SHE PAVED THE WAY FOR MANY! DO THIS FOR YOUR OWN CHILD!

Professionals and Experts

There sure can be a good many PROFESSIONALS sitting around the tables of IEP meetings, but parents are the EXPERTS not the professionals when discussing issues and concerns about their Child. Where do the professional therapist get their knowledge? They attend several years of college, they read alot and study for a good many exams to pass a State exam. By choosing to become a
therapist to work with certain types of people, like Speech, Physical or Occupational Therapist, they devote their lives to provide a service to help others...a noble profession to choose for sure! Therapist could help babies, or young school age children or adults that have maybe had a stroke and need help relearning basic life skills to be independent again. No matter what the age of the 'clientele' these professional therapist choose to work with exclusively, they want to help that person gain delayed or lost skills and see them make progress no matter what.

Today I was part of an IEP team meeting discussing how to help this little girl learn how to write basic shapes, letters, numbers and to even be able to draw simple stick people etc....she is 6 years old and is unable to write independently on her own unless she is tracing prewritten words and letters or by an adult assisting her with hand over hand to trace. As a professional therapist do you think at 6 years old this little girl should be able to at least write her first name? I know there are many factors and of course it depends on the specific disability and absolutely the expectations that we as professionals and experts place on individuals, especially certain groups of individuals with particular kinds of disabilities.

When I am advocating to get the support this little girl needed, I was provided the little girls writing journal that all little Kindergartners do all year long...to learn to write letters, draw pictures and to create little sentences or short stories. Do you know that this little girl has only done her best to create what to any mom and dad would say are her masterpieces....even though they may look like 'baby drawings' to most that see it. I was able to flip thru a year years worth of hard work this little girl created in her journal. It is and was very obvious to everyone that saw her journal at that IEP table, that she needs extensive help to learn how to write, draw and create words. But do you know that the PROFESSIONAL only recommended the absolute minimal amount of time to help her gain or learn writing skills! It was her professional opinion that she didn't need a minute more. I find this type of professional advice to not be what they know in their heart to be why they originally spent all their time in college to learn such a noble career. How can therapist make their professional opinions
pertaining to how much weekly help a client will need to gain and
learn new skills if they don't spend enough time with them to really help them? I am appauled at how unprofessional some of our professionals have become when they make professional recommendations for the amount of therapy service times for our children that are in severe need of help to gain and learn skills.

I think because they work for the school district they are only allowed to make certain recommendations and no more...less yes...but no more than a certain DISTRICT LEVEL ADMINISTRATOR INSTRUCTED amount per student in our Broward County School system. Is this right? Absolutely not! Will it change? Can it change? How can we help make a change to the way Broward Schools provides certain therapies for students? By letting others know what
has happened to you when trying to get the help your Child needs to be successful with writing, talking, walking, fine and gross motor skills. By making sure you have resonable goals written into your IEP document to substanciate the need for the support.

Write or call your State Department of Education and tell them your story! Make sure you have data to show what your Child is or isn't doing if you are trying to get a particular support or service. Here is the main phone number to our Floida Department of Education, ESE department - (850) 245-0477 and here is the main FDOE phone number also - (850) 245-0505 FEEL FREE TO CALL YOUR STATE DEPARTMENT OF EDUCATION IF YOU FEEL YOUR CHILD'S RIGHTS ARE BEING DENIED! This is just one way to have your voice heard and to help make more positive changes in our school districts for our Children! Let your voice be heard!

Being your Child's Advocate is a life long journey that we as parents
and families are the EXPERTS, not the professionals when discussing issues and concerns about your Child. Parents.....YOU ARE THE EXPERTS on what your Child needs and it is up to you to help the PROFESSIONALS have HIGHER STANDARDS and to expect LOTS of progress in a years worth, not just a little isolated goal here and there but to have BIG GOALS AND TO HAVE BIG DREAMS FOR WHAT YOUR CHIlD CAN AND WILL BE ABLE TO ACCOMPLISH! An annual IEP is written to be for a years time...make it worth it!

IEP after IEP after IEP.....HOW'S IT REALLY GOING IN BROWARD?

So many IEP's being held the last few weeks of school...I find it absolutely amazing that so many IEP meetings get scheduled at 'crunch time' just before the school year ends. I also it find it amazing how many of them are for our Children with Down syndrome....and my goodness what if parents are trying to be active participants in constructing their Child's IEP by making sure their PARENT INPUT is written into the 4 different domains! There must be a new push to try to make sure our parents words and concerns or issues are only allowed to be inserted in just the beginning section of the IEP document, the PARENT INPUT section. Where is it written to say that parents are NOT ALLOWED to provide anymore written words or parent input anywhere else on that wonderful IEP document?


This seems to be the new PUSH for our district here in Broward County that I have come across on a number of occassions...and that is to NOT ALLOW PARENTS the right to be active participants in creating the IEP document, throughout the entire document and that includes anywhere on the IEP document where needed!


So many of the pre-written up IEP DRAFTS have only the SCHOOL staff's side of the PLP=Present Level of Preformance of that child. I would think that the parents percpective would be a vital piece of information that the school would want to know about!...again...it seems our district is trying to do something that certainly does NOT MAKE SENSE...won't be the first time!


What is with that  DRAFT too....being all set up and ready to go before our IEP meetings have ever been held? The supports and services all done...PLACEMENT DECISSIONS being done by...'who' ahead of the meeting?...hmmmm...this seems to be our school principals and our districts way of controlling our IEP meetings and placement decisions and certainly where and what type of supports our Children need. Is inclusion encouraged for our little kiddo's with Down syndrome....ABSOLUTLY NOT!!! Seems Broward County Schools would rather encourage parents to file for a Due Process instead of allowing parents to be active and involved decision makers for their Child's educational needs! I think this is about not wanting to have our Children in General education classrooms anymore! There seems to be a bigger push to exclude and segregate our Children from the General school population with their non-ESE classmates!


Parents, if you haven't attended a parent training near you, it's time to start educating yourselves on how to become a confident advocate for the things you believe in! If I hear that 'there is no funding' one more time..........is it ALL about funding or is about taking away what can be funded because there IS FUNDING for our Children?


The "I" seems to have been taken out of the Educational Plan more and more!!

GOOD CAUSE PROMOTION

This is a must read for every parent that has a Child receiving ESE supports and services....you have a say in all this too!
http://www.broward.k12.fl.us/dpc/DPC%2010-11/Scheduling.10.11/ELEMENTARY/GOOD%20CAUSE%20PROMOTION%20CODES%206.5.09.pdf

Helping others in need...from Haiti (HOST FAMILY)

Our family was BLESSED & HONORED just for doing a small 'good deed' for this family! We absolutely would do this again...being a HOST FAMILY was truly an honor!

To see this little guys progress and to learn about others that need our prayers see their website. Also to know more about becoming a HOST FAMILY visit the blog of The Medical Advocacy Team http://www.medicaladvocacyteam.com/

NEW BOOK TO OWN!!! Wrightslaw: All About IEPs

Wrightslaw: All About IEPs by Peter W. D. Wright & Pamela Darr Wright; Sandra Webb O'Connor
http://www.wrightslaw.com/bks/aaiep/index.htm#order

If you purchase just one book this year to help you in understanding the whole IEP process....any book by Peter and Pamela Wright gets my highest recommendation! This is their newest released IEP book! Order one today, order a couple as gifts for your friends!

Wrightslaw: Peter and Pam Wright are the most respected Special Ed Advocates in the country! If you haven't attended one of their weekend BOOTCAMPS or heard them speak at a conference...you are really missing simply the best training that all parents dealing with Special Education MUST ATTEND at least one. I have attended 4 already and can honestly say, I learned all I know from Pete Wright!!

Thank you Pete and Pam for the tremondous help you continually provide to parents and families across the country!

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

SP&P Guide ~ State & Federal IDEA Law *LINKS*

**ESE Policies and Procedures (SP&P) Listed by DISTRICT in a handy-dandy-drop-down-list!! What a concept!!! This is my personal baby for the past 4-5 years to get our State Dept. of Ed to do....to create a DROP DOWN LIST OF ALL the districts SP&P Guides! Whoo whooo...advocacy DOES PAY OFF!! Be sure to print one out and put it into a 3-ring binder...this is an invaluable tool!! Enjoy!



ESE Policies and Proceedures
http://www.fldoe.org/ese/ppd.asp

Section 1003.57(1)(d), Florida Statutes (F.S.), requires that district school boards submit to the Department of Education (DOE) proposed procedures for the provision of special instruction and services for exceptional students once every three years. Approval of this document by DOE is required by Rule 6A-6.03411, Florida Administrative Code (F.A.C.), as a prerequisite for district’s use of weighted cost factors under the Florida Education Finance Program (FEFP). This document also serves as the basis for the identification, evaluation, eligibility determination, and placement of students to receive exceptional education services, and is a component of the district’s application for funds available under the Individuals with Disabilities Education Act (IDEA).

IMPORTANT STUFF to be a GREAT ADVOCATE!

Florida ESE documents!

IMPORTANT FLORIDA ESE STATE DOCUMENTS
http://www.fldoe.org/ese/ppd.asp

FLORIDA'S RED BOOK ~ ESE RULES
http://www.fldoe.org/ese/pdf/1b-stats.pdf

FEDERAL IDEA LAW - it's the Federal law!!!
http://idea.ed.gov/

ALL OF THESE LINKS WILL HELP YOU KNOW FOR A FACT WHAT THE RULES OF SPECIAL EDUCATION ARE.....IF YOU GET TO KNOW THESE DOCUMENTS THAT ARE POSTED TO OUR STATE DEPARTMENT OF EDUCATIONS WEBSITES....YOU WILL CERTAINLY BE A CONFIDENT ADVOCATE AND KNOW WHAT YOUR RIGHTS ARE TO SUPPORTS AND SERVICES TO SPECIAL EDUCATION! PLEASE TAKE THE TIME TO KNOW ALL OF THESE, DOWNLOAD AND MAKE THEM INTO YOUR VERY OWN 3-RING BINDERS. CALL YOUR LOCAL SCHOOL DISTRICTS AND THEY CAN PROVIDE YOU A COPY IF YOU DON'T HAVE ACCESS TO A COMPUTER TO PRINT THEM OUT.

ENJOY YOUR JOURNEY TO BECOMING AN INFORMED AND KNOWLEDGABLE ADVOCATE FOR YOUR CHILD, THEY NEED YOU TO KNOW THIS IN ORDER TO HELP THEM BE SUCCESSFUL IN SCHOOL AND BEYOND!

I LOVE THIS STUFF! .....learn to like it yourself! 'o)

Want to know how your school district did with ON-SITE monitoring & compliance?

Want to know how your school district did with ON-SITE monitoring?
Monitoring Reports - Listed by School District
http://www.fldoe.org/ese/mon-home.asp

Here is another wonderful booklet provided by our Florida Department of Education that explains policy and proceedures on monitoring our schools. Compliance Manual (PDF, 1MB)
ESE Compliance Self-Assessment: Processes and Procedures Manual 2009-2010 http://www.fldoe.org/ese/pdf/m-compli.pdf

Torin on "The Doctors" show....perfect DS message!!

This video of 2 year old Torin has a wonderful message! I love what his school teacher asked his classmates to do at the end of the year!

Florida: Transforming Education through Rich Digital Content

Florida: Transforming Education through Rich Digital Content

This is something pretty special! Check this out! Click on the highlighted words above for a direct link.

SP&P Guides for ALL Districts in Florida

SP&P Guides for all districts in Florida (click here)http://www.fldoe.org/ese/ppd.asp
ESE Policies and Procedures (SP&P)


Section 1003.57(1)(d), Florida Statutes (F.S.), requires that district school boards submit to the Department of Education (DOE) proposed procedures for the provision of special instruction and services for exceptional students once every three years. Approval of this document by DOE is required by Rule 6A-6.03411, Florida Administrative Code (F.A.C.), as a prerequisite for district’s use of weighted cost factors under the Florida Education Finance Program (FEFP). This document also serves as the basis for the identification, evaluation, eligibility determination, and placement of students to receive exceptional education services, and is a component of the district’s application for funds available under the Individuals with Disabilities Education Act (IDEA).
 
 
*This 'drop-down list' is my personal little advocacy project for the past almost 5 years!! I have been advocating to get this particular 'drop-down list' in place for  y e a r s....and so glad to see it is finally here for everyone to be able to access so e a s i l y! It looks like its been here all along...nope...seemed our State Department of Education needed a 'persistently pushy parent advocate' to keep telling them and keep telling them...that this is something that parents need to be able to get their hands on EASILY! It seemed that for the most part if I directed a parent that was seeking help or advice I would recommend to them that they needed to contact their local ESE Department and request a copy of their districts SP and P Guide, only to have someone on the phone that would say they didn't know what one was or who to ask to get one or better yet...some in our local ESE Department people that answered the phones would ask my parents, "Why do you need one?" WHY DO WE NEED AN SP&P???  BECAUSE WE DO!!!  It's a public document, yet it seems to be one of the hardest 'public documents' for parents of special needs children to get our hands on a copy! Do you believe this? It's true...becoming an advocate for your Child is WORK!

The SP&P Guide is your guide to 'the rules of the game' that are in place to help you know as a parent and also as a teacher to know exactly what the State ESE and Federal Special Education Laws are for your State and your particular school district.
 
The Federal Law is IDEA...the State ESE Rules used to be put into what is commonly referred to as the 'RED BOOK'....but now with everyone saying something about the 'budget cuts'....now the Florida RED BOOK is no longer being published, so now you can get it online. I will post the link to our State RED BOOK as well. Then there is the local SP&P Guides and that includes the State and Federal Rules as well as any local 'extra' thing each district agrees upon that needs to be done in order for a student to be identified or to receive ESE Supports and Services.

Make sure you put your SP&P Guide link on your DESKTOP or in your FAVORITES so you have easy access to it!

Everyone.....ENJOY the NEW FDOE SP&P "drop-down' button that allows you to be able pin point your school disticts SP&P Guide! YOUR ADVOCACY EFFORTS DO PAY OFF AND HELPS SO MANY OTHER FAMILIES!

Call our Governor's office and tell him to VETO SB6!!

Florida Governor Charlie Crist

Office of Governor Charlie Crist
State of Florida
The Capitol
400 S. Monroe St.
Tallahassee, FL 32399-0001

Citizen Services Hotline:
(850) 488-4441
Executive Office of the Governor Switchboard: (850) 488-7146
Office hours are 8AM-5PM EST

NO MORE RESTRAINT & SECLUSION PERIOD!

PASS THIS ON TO EVERYONE THAT HAS A CHILD WITH DISABILITIES THAT ATTENDS A PUBLIC SCHOOL. PARENTS, TEACHERS, PRINCIPALS, PARA PROFESSIONALS...EVERYONE THAT CARES ABOUT 'CHILDREN'....REMEMBER THEY ARE CHILDREN FIRST...THAT GO TO SCHOOL TO GET AN EDUCATION...THEY ARE OUR CHILDREN THAT WE ENTRUST YOU WITH AT SCHOOL, THEY ARE NOT CRIMINALS!

...end of the school year already??

I can't believe it!! The end of this year school year is almost here! How did it get to be the first day back from Spring Break already? Did you have your ESY IEP or interim IEP to make sure everything is going well for your child before this school comes to a close? Do you need to follow up on some things? Do you need to do some classroom observations or view your child's school files before this school year is over with? Haven't ever done anything like that before? Maybe it's time to do something new or for the first time this school year before the school year ends. Yes it can feel uncomfortable to do things we don't do everyday, but if it's to help you understand your Child's school day, classes or the entire educational environment and all the options available to your Child to help him or her to be successful, then it's worth it!

As a parent raising a Child that requires a constant more vigilent monitoring of their educational set up, it's important as a parent to keep an eye on several things that have to do with making sure you have made the right decisions pertaining to special education supports and services for your Child. Are you clear in knowing how things are really going at school? Do you need to look at records or do an observation during a particular time of the school day? Anything you may have a concern about...now is the time to start setting up those types of appointments...before the school year comes to a close.

The IEP to decide if your son or daughter will be attending or taking ESY (Extended School Year) should have been done before April 1st. Do you completely understand exactly what ESY is and what it's all about? It doesn't always have to be a 'brick n mortar' school, it can be as simple as a home packet or a computer program. It's all part of the INDIVIDUALIZED Education document.

Plan ahead and use the time that is left of this school year wisely. Set up your appointments to observe, or view records or have that interim IEP you have been putting off. Your Child needs you...to speak up on their behalf. Learn all you can about your Child's school, about their programs and teachers and how things are going and how things can be better for next school year. Start thinking about next year NOW! If things didn't turn out as you thought they would this school year, now is the time to start thinking about how things need to be for next year.

Homework: Read your PROCEEDURAL SAFEGUARDS - know what this important document says!

Virtual Learning Connections

Ever considered doing VIRTUAL SCHOOLING? Here is a GREAT RESOURCE BLOG from the National Connections Academy website.
Virtual school can be provided FULL TIME for Elementary students or with PRIVATE PAYING take just a couple of classes.
Click on the words below to go directly to Virtual Learning Connections BLOG....enjoy!
Virtual Learning Connections

Kelle Hampton Touches World With Story of Down Syndrome

Beautiful story...beautiful photography....beautiful children....perfect new baby...with Down syndrome! Take a peek and enjoy this beautiful blog by Kelle Hampton as she invites the world to see, know and feel the feelings and emotions as she learns of the news that her baby has Down syndrome. Click on the words below to go directly to Kelle's blog. Subscribe to her blog and ENJOY!!

Blogger Kelle Hampton Touches World With Story of Down Syndrome - ParentDish

321 Bike 4 DS New LOGO

 

321 Bike 4 DS New LOGO
by Mark Harris

Finally have our NEW LOGO for our Annual Membership Drive and Fundraiser 321 Bike 4 DS Event being held on 3.21.10 WORLD DOWN SYNDROME AWARENESS DAY.
*3 of the 21st Chromosome is Down syndrome!

321 BIKE 4 DS
DEBUT FUNDRAISER EVENT this year will be held at:
Heritage Park across from DUCK POND on Peters Rd. & Fig Tree Lane Plantation, Florida
$1.50 per person for Park entrance.
Annual Membership drive ~fees are:
Family membership- $20 per year
Single membership- $10 per year.
Pizza Soda Chips & Special CAKE- $5 fundraiser donation
Decorated Bike Contest + Food- $5 fundraiser donation

This is our FIRST ANNUAL PODS Angels ~ A Support Group for Down syndrome 321 Bike 4 DS Annual Membership Drive and Fundraiser Event.

Our mission is to raise awareness on World Down Syndrome Day about Down syndrome and partner with community supports and resources like Bike Safety Awareness, Parent Support groups, Disability & Advocacy Training Resources, Inclusion Awareness and its benefits at home, school and community by participating in different community programs and clubs like the 4H, Girl Scouts and Boy Scouts of America, Project Stable and many other community programs.

Mark your calendars and plan to attend! Bring the family and invite some friends. Come out and be supportive of your friends and neighbors who are raising children with Down syndrome and other developmental disabilities.

Bring your BIKES/TRIKES/TANDEMS/RECUMBENT/STROLLERS/WHEELCHAIRS/ANYTHING WITH WHEELS and participate in what we are calling our 321 Bike 4 DS DECORATED BIKE CONTEST!

WHAT TO BRING:
Bring to the park for our BIKE DECORATION Party all your fancy bike decoration items as this will be one of things families will be doing together. Bring your own roll of scotch tape, pom-poms, streamers, decorative ribbons, pack of playing cards and close pins, just about anything you can think of to decorate your 'wheels' for our FUNDRAISER DECORATED BIKE CONTEST!

*If you have surplus art supplies that could be used as BIKE DECORATIONS & ITEMS TO SHARE ~ ANY DONATED BIKE DECORATION ITEMS will be greatly appreciated!

Vendors this year so far will be:
BUDDY BIKE - Tandem demonstrations and bike rides
Antique Fire Truck - will be providing rides
TRIKE SHOPPE, LLC - Trike and information on Recumbent Tandem Custom Bikes
Plantation Police Department - Bike Safety Awareness
(free give-away items)
Know someone that would like to participate that promotes fitness and bicycling? Tell them to contact us!

RSVP via email if you are making plans to attend at:
podsangels@bellsouth.net


See you on Sunday March 21st, 2010
Heritage Park across from Duck Pond in Plantation
on the corner of Peters Rd. & Fig Tree Lane

Volunteer opportunities available
Any Donations of ICE, Food & Drink items accepted.

Thank you & See you on 3.21.10!

Nancy Harris
Executive Director & Founder
Mary Pringle
President
PODS Angels ~ A Support Group for Down syndrome
(954) 612-2997
www.podsangels.org
podsangels@bellsouth.net
SWFL PODS Angels Parent Group is a 501(c)(3)Non Profit

Katie: Laptops and Webcams and SMART Boards – Oh My!

From CEC Newsletter:

February 26, 2010
Katie: Laptops and Webcams and SMART Boards – Oh My!
I remember being in grade school and getting that coveted computer time. Twenty minutes to sit in front of a big, bulky, black-and-white screened machine that was noisy and slow. We would play Oregon Trail, using the keyboard to move our digitized covered wagon (or at least that’s what it was supposed to look like) across the screen. I was enthralled by this technology and loved when I earned the time to use it.
My, how times have changed! Young children are now surrounded by technology, and they know how to use it. Gaming systems, MP3 Players, CD players, computers—and how many kids do you see walking around with cell phones?! Meanwhile, I fondly remember my own cassette tape player and thought I was so cool in eighth grade with my pager.

My preschoolers are able to manage this technology with ease, even upon their first introduction to it. This was evident last week when we brought in a digital camera and laptop with a webcam for the kiddos to use (I know, what were we thinking?). The children did remarkably well—right away they picked up on how to aim the camera while looking at the screen and push the button to snap a shot of a friend. (I wouldn’t say they will be having a gallery showing anytime soon, but some people might see free expression in the heads chopped off of every picture.)

To continue reading visit the CEC Blog - "Katie: Laptops and Webcams and SMART Boards – Oh My!" » http://cecblog.typepad.com/cec/2010/02/katie-laptops-and-webcams-and-smart-boards-oh-my.html

"Reality 101" blog makes an excellent course supplement
Teaching an introductory special-education course? Consider sharing CEC's "Reality 101" blog with your students. As newly minted special-education teachers, CEC's bloggers detail what it's like to be new to the field as they explore topics such as IEPs, lesson plans, parent relationships and more. Follow their stories and offer comments at Reality 101 for New Teachers.

....shhhhh it's FCAT TESTING!

Not a mouse was stirring not even a squeek was heard in the halls of our schools.....shhhhhhh it's FCAT testing time!

No homework night for everyone! Make sure everyone gets plenty of rest and eats a good breakfast says the phone link message across FCAT land...

I have an 8th grader and a 4th grader, both don't 'test well' as the past will tell. They can only do what they can do ~ the rest is all about where the dice lie in the end. They will be relieved to know it will be over and done with till this time again next year. Take a deep breath and breath in and R E L A X and do the best you can!

Here's to all the FCAT Floridians...GOD BLESS every last one of you and your teachers that have taught you well. Let's pray for our school children and their teachers, administrators and grounds keepers and let's not forget the wonderful lunch ladies that are there everyday with warm and hot food for our kiddo's! Eveyone is a part of my child's success!

Thank you!

Ever requested to view your child's school records?

I highly recommend parents take the time each school year to make an appointment to go into the school and view your child's entire school records and complete file. This is not something that feels comfortable to do the first or 2nd time, but once you have done this a few times it gets easier to do after that.

Feeling confident in requesting to view records is an important step in learning to be a better advocate for your son or daughter. Knowing that you have a right to request and view your child's records is empowing to know you can do this important advocacy skill. Parents need to feel comfortable in being able to do this, it takes time to feel confortable doing something we never thought we needed to do.

What will you be looking for when you do set up an appointment to view records? You may find a number of things; tests and quizzes you may not have gotten copies of. Test or assessments you weren't even aware were done and the results. Sample class work that shows how well or how not so well your child is or is not progressing in school. Records of when things were done or completed. IEP documents, Psychological reports, Assistive Technolgy, Physical and Occupational Therapy Tech Assist papers and things pertaining to supports and services. All copies of report cards and parent teacher notes...there will be so many pieces of paper you won't believe how much!

There also is a sheet of paper that documents who and why someone was viewing your Child's school records. If this looks like it hasn't been used correctly or at all, don't be afraid to ask someone about it. Anytime someone views those files, they are suppose to 'sign in'.

You can request for copies of anything in your Child's file, if its just a few copies of things the schools are usually pretty good about not charging for just a few copies....but if you are requesting copies of a good number of the papers...the school does have a right to charge a minimum fee for coping. Be prepared to be charged for copies if you are requesting alot of pages from your Child's school file.

How much time is needed to view records? All depends on how big the file is, how much time is being scheduled to assist the parent during this time and depends on what you are looking for, but I don't believe there is any time limit or cap on being able to view records.

When was the last time you took a moment to view your Child's complete school file and educational records? It makes good sense to do this once a year or every two years. It makes better sense that you do this when you are having particular issues or concerns pertaining to our Child's education.

Leave a comment to this post and let me know of your experiences when you have done a records request and wanted to view records. Was it a positive experience? Were you charged for copies, if so how much. Were you rushed when viewing records? Looking forward to hearing from some of you.

What is with only 1 HOUR IEP meetings these days???

What is with only 1 HOUR IEP meetings these days??? Are these people kidding??!?! Guess it's a new 'district wide move'(Broward County Florida) Geezzzz!!!.....will have to work on this one! Even on the best days this is too short!! What can you honestly get done in an hour?? Yes it's true! Across the board many many parents are being told 1 and 2 HOUR TIME appointments for IEP meetings!!

In one hour we can say hello, go around the table and get each others names..read a little and WRAP IT UP & LEAVE we will see you next week...or next month!!...It's really getting crazy all this ESE Stuff !!! Unbelievable stuff!!

It's about creating a quality LEGAL IEP document for our Children! One hour...paleezzz! If anyone knows that's about enough time to get set up at the table with all our stuff, for those that have been sitting there for shhhhh...... the 'pre-meeting' to get some of them to 'scooch over or MOVE' a little so parents can be able to even sit up at the IEP TABLE and to have some table space ourselves, to say hello around the table, laugh a little with everyone after we first get there. The one hour can be taken up with 'greetings and setting the tone' of the meeting!

PARENTS have a right to have it take as long as it takes to finish a quality document. Absolutely teachers are being taken from their classrooms to attend IEP meetings, there are plenty of quality Substitute teachers out there that can teach for the day. Parents do not get paid for attending these meetings and they don't do them everyday like everyone else sitting at the table. Parents are intimidated most of the time and SCARED and not always sure with what the whole IEP process actually is.

To have just a 1 or 2 hour IEP meeting is NOT right..period! My average IEP meeting is 4 hours and at times longer to finish up the most important portion of the entire IEP...supports and services and let's not forget placement discussion and options! The part that almost ALL meetings love to RUSH us on!! I am done being silent about how it really is for parents! The IEP process is about CHILDREN receiving an education!

Parents let me hear from you! Is this happening for you and are you being RUSHED at the most important part of the IEP process for services, supports and placement?

Collaboration & Communication between Parents & Teachers

Collaboration & Communication with those that work with and teach my daughter is a major plus for her education if there is honest open communication on a regular basis.

To be able to have face-to-face conversations is even better but when that isn't possible because of being a bus rider, then phone calls (yeah right...not happening) and emails are the next best thing to everyone being able to communicate on a regular basis.

I find it odd that some teachers will have no problem being real and communicating with me where other teachers are so not going to allow any type of just simple conversations on a regular basis, no matter by email or picking up the phone and having a quick conversation. Seems to be this unspoken rule or fear of working with parents that want to be involved in their Child's education by daily, weekly, monthly collaboration & communication home. It places such a strain & a feel of tension on both the teachers and parents when being friendly is all it really takes to be able work together as a team for the success of their student and my Child.

Why is it this way? Why are some teachers more willing to provide open, friendly, honest, free-flowing, easy going conversations on a regular basis. We hear the buzz words of PARENT INVOLVEMENT, but what does that really mean to a teacher today? What does it mean to parents?

I know I am not the only parent that has a Child with Special Learning Needs attending our Public School System that feels this way. I hear and work with many parents that tell me this on a daily basis. Parents only want to know what is happening in their Child's classroom, our Children can't always communicate what they really did during school. It is imperative that parents and teachers talk or email on a regular basis, especially if the Child has a disability that impairs their Speech and Language abilities.

Working together with parents that want to help and be involved should be embraced not feared or ignored. Parents after all are the Child's life time teacher and know the Child best! We always hear people say, "Parents you are your Child's first teachers"...if people really believe that, than why are many teachers not wanting to work with the parents more? Especially the parents that want to help the teachers teach our Children.

There needs to be a new attitude going on with our teachers towards parents that just want to be helpful. I'm sure many teachers reading this would say the same thing about their being a new attitude with the parents that 'don't really care' or are not involved in their Child's education. We all know there are probably way more parents out there that are not actively involved in their Children's education as they should be, but what about the parents that are? Teachers, let your guard down and open up to the parents that are concerned for their Child's education.

We talk of parent involvement, it needs to start with teachers being willing and taking action to being more receptive to the parents help by having regular 'chats'. Parents are not out to tell teachers how to do their jobs as some teachers may believe, that is a misconception. Parents have known their Child the longest and know them best and absolutely what makes them tick.

Where do you fit in with all of this? Are you a parent or a teacher? How do see yourself in the way you communicate with your teacher or with the parents? Do you need to maybe be a little more honest with how you work together or does it all not really matter to you? Parents, do you need to take a more active roll in helping your Child's education, do you put it all on the teachers to 'teach' your Child? Teachers, are you open to the suggestions of what parents may have and bring to the table? Do you not really care what parents suggest or want? Are you providing a regular way to have communication with your students parents, especially those students with extra learning challenges?

Do the right thing and start now being more open to suggestions with regular communication and working together as a team for students. Collaborating on things that will help ALL students be more successful in school and with their academic progress.

"The only thing that is constant is change - Let it start with me"

Feb. 20th, 2010

Spelling City.com

Spelling City helps teach spelling words and lists.
Great FREE tool for teaching, playing games and testing spelling words.

Suppose a Child Needs.............

Suppose a child needs a specific supplementary aid or service that’s typically provided in separate environments, not in the regular education classroom? Does this mean that the needed supplementary aid or service doesn’t have to be provided? Or that the child’s placement may then be somewhere other than the regular educational environment?

No, to both questions. As mentioned above, the public agency is responsible for providing the supplementary aids and services that the IEP team determines the child needs and lists in the child’s IEP in order to enable the child to be educated in regular education settings with nondisabled children to the maximum extent appropriate. The fact that supplementary aids and services often play a decisive role in whether or not the child can be satisfactorily educated in the regular educational environment makes it all the more important that the public agency meet its responsibility to provide them. If the IEP team has determined that the child can be satisfactorily educated in the regular classroom with the support of a given supplementary aid or service, those aids or services must be specified in the child’s IEP and must be provided to the child.
(71 Fed Reg. 46588)

http://www.nichcy.org/EducateChildren/IEP/Pages/supplementary.aspx?PrintMode=true (copy & paste into a new search window or click on the "Suppose a Child Needs.........." above, it will take you directly the link where this information came from.

Be sure to SIGN UP for NICHCY Newsletters to stay informed and on top of IDEA and other disability related information! Great organization!

Down syndrome....look at how beautiful they are!!

The book GIFTS ~ Mothers Reflect on How Children with Down Syndrome Have Enriched Their Lives

http://www.youtube.com/watch?v=AS8VFHgSDDA






This project will introduce the world to a remarkable group of people. People living full lives, learning and achieving at an extraordinary level, contributing positively to society. People with Down syndrome. Because they wear their diagnosis on their faces, they are often prejudged, even ostracized. A beautifully crafted coffee table book of nearly 40 portraits and first person and family accounts entitled i have a voice, showcases their potential and humanity to open minds and change lives.

http://www.youtube.com/watch?v=XPM3QGERFo8







This is an up coming Traveling Gallery, promoting Down syndrome awareness. Portrait photography by renown photographer Thomas Balsamo. A coffee table book is soon to follow designed by legendary Advertising Agency Bagby & Company. This film promotes awareness and the organization that brought this project to life, GiGi's Playhouse, a National Down Syndrome Awareness, non-for-profit organization. For more information, go to www.gigisplayhouse.org. All photographic images on this film are Copyright(c)2008 by Thomas Balsamo. This film Copyright(c)2008 by Mark Phillip Raff

http://www.youtube.com/watch?v=t_0K-gPlyb0

The unborn Baby ~ High Tech Photographs

The Unborn Baby - High Tech Photographs / Pro-life Anti-Abortion Video. Photos courtesy of Priests For Life. Pachabel's Cannon music from the Music Bakery. Video from rosaryfilms of Secret of the Rosary.

http://www.youtube.com/watch?v=Ejm9KjnMHV4

I'm Down With You

I'm Down With You
www.imdownwithyou.com

Disabled get chance to recover benefits

Disabled get chance to recover benefits - click to read entire article

This is a good article about the MEDWAIVER.

Don't know much about the medwaiver? Go to http://www.myflorida.com/ and look
up the MEDWAIVER also see the CDC+ and iBudget program.

APD is the Agency for Persons with disabilities. Contact your local APD office and request an INTAKE PACKET to get signed up on the STATE MEDWAIVER PROGRAM. It is a 'several year...quiet a few years' of waiting to get on the MEDWAIVER aka THE WAITLIST.

Contact me if you need help getting the intake and signed up for this! I will be
glad to help you!

Special-Ed Funds Redirected.....of course!!

EDUCATION
JANUARY 6, 2010

Special-Ed Funds Redirected

School Districts Shift Millions of Dollars to General Needs After Getting Stimulus Cash

By ANNE MARIE CHAKER

Florida's Broward County Public Schools saved as many as 900 jobs this school year. Nevada's Clark County School District just added more math and tutoring programs. And in Connecticut's Bloomfield Public Schools, eight elementary- and middle-school teachers were spared from layoffs.

These cash-strapped districts covered the costs using a boost in funding intended for special education, drawing an outcry from parents and advocates of special-needs children.

Jason Henry for The Wall Street Journal

Students near Boyd H. Anderson High School in Lauderdale Lakes, Fla., Monday. The school is part of the Broward County district, which shifted funds to save jobs.

A provision in federal law allows some school districts to spend millions of dollars of special-education money elsewhere, and a government report indicates many more districts plan to take advantage of the provision.

School administrators say shifting the money allows them to save jobs and valuable programs that benefit a wide range of students.

"We absolutely need this," said James Notter, superintendent of the Broward County Public Schools, the sixth-largest district in the country. He said the provision is "an absolute salvation for us," because the $32 million reduced from the local budget for special education allows him to save between 600 and 900 jobs that would likely have disappeared this school year.

The budget for Broward County's Exceptional Student Education program grew to $503.7 million this school year, $50 million of which comes from the extra stimulus funding for special-needs students. That makes current-year levels 10% higher than a year ago.

A new report by the Government Accountability Office, which surveyed a "nationally representative sample" of school districts, says that about 44% of them plan to use the provision that allows them to shift funds.

But supporters of special education say special-needs students are being shortchanged. The biggest rub: To shift the funds, schools must show they have met certain criteria, which may include graduation and drop-out rates of special-education students. To allow more districts to qualify, some states are ignoring or lowering the standards.

"This is a slap in the face," said Candace Cortiella, director of the Advocacy Institute, a Washington, D.C.-area nonprofit that advises students with disabilities. "This is historic funding that could have had a huge impact with [special-education] students, and states and districts have instead chosen to minimize the amount of good."

At the heart of the debate is a provision in the Individuals with Disabilities Education Act, or IDEA, a version of a statute originally enacted in 1975. The provision says that in years in which there is an increase in federal funding for special-needs students, districts already meeting certain standards can choose to reduce their local spending on special education by as much as 50% of the federal-funding increase -- and, in turn, divert the freed-up money to other uses.

In past years, increases, if any, in IDEA funding were generally small, so the provision -- intended to give districts some flexibility -- wasn't used much. But the Obama administration's economic-stimulus plan boosted IDEA funding by an unprecedented $11.3 billion over this school year and the next -- roughly equal to the total amount states received a year ago.

Use of the provision to redirect funds has prompted a letter from Education Secretary Arne Duncan urging states to refrain from relaxing their requirements to allow more districts to take advantage of the provision.

At the same time, state education officials say many of their districts are struggling to keep their heads above water. "I do have great respect for Secretary Duncan, but I felt we were left with no choice," said Heidi Atkins Lieberman, Missouri's assistant commissioner in charge of special education. Missouri says it will temporarily suspend tracking graduation and drop-out rates of special-education students so that more districts can take advantage of the flexibility provision. Michigan and Illinois have taken similar steps.

There aren't immediate consequences: Through next school year, districts using the provision will continue to enjoy increased special-education funding, thanks to the stimulus. But newly lowered local-funding levels will become the new threshold districts are required to maintain to keep receiving federal funds, which is likely to result in lower local special-education spending.

Mark Halpert, president of the Learning Disabilities Association of Florida, said that is a reason he spoke up at a recent meeting against Broward County reducing its local special-education budget to save jobs. He said he would have liked to see the funds spark "new and innovative programs" for special education.

Mr. Notter, of the Broward County schools, said federal stimulus funds still allowed him to add programs to the special-education department, such as teacher-training workshops and school-to-community transition programs for students that he said were much needed -- and are likely to continue well into the future.

While aware that the funding shifts could pressure local special-education funding in the years ahead, the current budget situation is so dire, Mr. Notter says, that he is in a position of trying to rescue what he can for the current school year. "It's about getting to the next day," he said.

Write to Anne Marie Chaker at anne-marie.chaker@wsj.com

http://online.wsj.com/article/SB126274303415617219.html#articleTabs%3Darticle
Click above to read from the Wall Street Journal website

Home-schooling over the 2 week break...

Holiday break means a different schedule without setting the alarm clock so early! Sleeping in an hour or even two later is GOOD FOR YOU when you can get it! With so many things to do just for the Holidays and Family time, its easy to forget to keep our kiddo's on somewhat of a schedule.

Computer programs that continue to keep the focus on READING and phonics is important!

Here are a few favorite 'stay-at-home' and learn to read sites:
Scholastics great phonics program called: Headsprout at http://www.headsprout.com/
For keeping up with spelling words and word lists: Spelling City at http://www.spellingcity.com/
If you have a few favorites sites, please email to see them listed here: nancy.harris@dsadvocate.com

Have a great Holiday Vacation and enjoy Family and Friend time during this Christmas Season and Happy New Year!

Nancy Harris
DS Advocate
http://www.ds-advocate.com/
nancy.harris@dsadvocate.com

Tell the Board of Education it is DISCRIMINATION....

Tell the Board of Education it is DISCRIMINATION to deny alternative


Posted by: "Rosemary N. Palmer" floridalawlady@gmail.com askthelawlady

Fri Dec 18, 2009 11:40 am (PST)





Please forward this email as widely as possible, asking your friends and

friends of those who oppose discrimination to write the Board of Education

in opposition to excluding alternative schools from the same accountability

as other schools.



https://www.flrules.org/gateway/readFile.asp?sid=2&tid=8045585&type=1&File=6A-1.099811.htm



FLDOE has just announced its differential accountability rule, which is set

for public hearing January 19, 2010 in Tampa (unknown time and place,

contact lynn.abbott@fldoe.org). The rule sets out what schools where

students aren't learning have to do to fix it. The rule excludes

alternative schools, including special education day schools, second chance

schools which are disproportionately populated by students of color and

students with disabilities, whether or not identified under IDEA or 504, who

have typically been sent there because school districts have failed to

provide research proven interventions in less restrictive environments, and

similar schools, from full accountability when they continue to fail

students . (See

http://info.fldoe.org/docushare/dsweb/Get/Document-5588/dps-2009-215.pdf )



Apparently school districts have argued that the populations are too fragile

and and too mobile for school districts to be required to close them when

they cannot fix the problems after 1 year in Intervene status (which follows

multiple years in prevent and correct status --- most of the ESE schools are

now in Correct or Correct II status throughout the state).



However we know that students with disabilities whether or not identified

and students of color ought to be equally entitled to the benefits of

differentiated accountability. After years of knowing that such schools do

not implement research proven interventions with fidelity and do not produce

results (not to mention assigning personnel to such schools after they have

failed in some way in non-alternative schools), we all know that school

districts will NOT have any incentive to fix the problems until they know

that they must implement interventions that actually educate in those

schools too, and they are subject to ultimate sanctions of disbanding the

schools if they cannot find a way to successfully educated the students

there assigned, just like other schools are. Indeed, exempting alternative

schools gives districts additional incentives to throw away students with

disabilities rather than educate them, and also continues practices of using

more restrictive environments that clearly don't work any way, which are

also in violation of the law..



I say that students with disabilities (and students of color to the extent

that they are disproportionately represented in alternative schools) deserve

to be in schools that teach. Let's tell FLDOE and the Florida Board of

Education that passing a rule exempting alternative schools from Intervenor

status is discrimination, pure and simple.



Dr. Eric J. Smith Commissioner of Education Commissioner@fldoe.org

Office of the Commissioner Turlington Building, Suite 1514

325 West Gaines Street

Tallahassee, Florida 32399

*Phone:* (850) 245-0505

*Fax:* (850) 245-9667



STATE BOARD of EDUCATION

(850) 245-9661

325 W. Gaines Street

Suite 1520

Tallahassee, Florida 32399



T. WILLARD FAIR, Chairman

President and Chief Executive Officer of the Urban League of Greater Miami,

Inc.



PETER BOULWARE, Vice president of Legacy Toyota, Tallahassee FL

DR. AKSHAY DESAI, President, CEO and Chairman of Universal Health Care, St.

Petersburg, FL

ROBERTO MARTÍNEZ , Colson, Hicks, Eidson, Coral Gables FL

JOHN R. PADGET , Key West FL

KATHLEEN SHANAHAN, CEO WRSCompass,

LINDA K. TAYLOR, Ft. Myers, FL



Thank you for your help. It will take us all writing and calling to make a

difference.



--

Rosemary N. Palmer

Attorney at Law

FBN 070904 UBN 005004

5260 Pimlico Drive

Tallahassee FL 32309

floridalawlady@gmail.com

850 668 9203

STEP BY STEP DAYCARE a Collier day care shut down - INVESTIGATION


Posted: Dec 18, 2009 6:32 PM EST

COLLIER COUNTY: A Collier County day care center shut down abruptly tonight and parents weren't told why. But NBC2 uncovered the school is closing because of a criminal investigation against one of the school's employees.

A board member with Step by Step Day Care said criminal complaint was just filed Thursday. While he wouldn't tell who it was filed against or what sparked the investigation, he said the center is closed indefinitely and parents will have to find another school for child care. Friday, parents walked out of the doors clinging to their children and wondering what caused the child care center to close with no warning. "Everyone was crying, upset and everyone was blind sighted. I guess the teachers aren't getting paid," said parent Victoria Ingram. Ingram's daughter is enrolled in the VPK program. She says she noticed that something at the day care wasn't quite right last week. "Last week there was a police officer here as I was leaving with my daughter," she said.

Step by Step board member Clay Cone said the board decided to close down the school because they could no longer afford to operate. That's leaving parents like Ingram with few options for child care and now she says she's struggling to explain this to their kids. "No one has given me any information. My child goes here and I haven't told her yet. "It's going to be an emotional strain for my child," she said.

Step by Step board members say there is a criminal investigation surrounding the center's closing. They say the investigation is financial in nature and is lodged against one of the school's longtime employees. But that information isn't enough for Ingram because her child's education has been put on hold. "I just want to know what's going on. I trusted them with my child all day long," she said.

Board members say they will have a meeting at the school Monday night at 5:30 to answer parent questions and help find alternative day care and child therapy classes. They also say board members of the Naples Wine Festival, who donated more than $300,000 to the school last year, will also try to help place the students.

By Travell Eiland

http://www.abc-7.com/global/story.asp?s=11702303

ESE ~ Tools for behaviors?.....

Have you ever attended a DOG TRAINING CLASS? Have you ever tried to get a dog to do a new trick? Keep tasty little dog treats or something yummy in your pocket and reward your dog quickly with a little treat when they do 'the trick' or what you are trying to get them to learn...this is what I obseved in an ESE CLUSTER CLASSROOM the other day!

Is this really the correct way to get CHILDREN to behave and do well in school and do what the teacher wants? Yup...this is how this particular teacher was helping her young students behave well during calendar math time! I was appauled to see this in action! It was amazing to me to know that here I was actually observing how this Special Ed teacher with a degree to teach Special Education in our schools was reaching into one of her 2 front pockets of her sweater/jacket and using GOLDFISH CRACKERS to reward or NOT reward her beautiful students! She even went as far as to make sure she did NOT give a goldfish cracker reward to a particular student and made sure all the other students received a tiny goldfish cracker!...she was showing "him" he can't have one till he stops moving from "his spot" on the carpet. He kept moving to the corner spot up front closer to her and up against the filing cabinet, so he could use the corner of the wall to lean up against. Teacher was going over the calendar, weather and telling time yet it really seemed to be more about keeping him in the same spot and NOT MOVING, not about teaching. He is an active little boy and also has hypotonia, which I am sure not many teachers fully understand how hypotonia affects the body of the child with this condition.

I was greeted in the front office by the school principal, she was professional in the way she greeted me and shook my hand....but the PINK CROCKS she was wearing on her feet surprised me as her choice of professional dress. Never have I met a principal that is in charge of a school wear flip flops or PINK CROCKS to work! She was going to be taking me to where I was to do my observations and she would be staying with me throughout the entire observation time.

We started my observation time when he was visiting the regular kindergarten classroom during their calendar math and weather time first thing in the morning. He was sitting on the corner edge of the carpet near the classroom door, like he just came in and wasn't able to mingle or be amongst all the other students, but was able to just sit 'just on the edge'....with a woman sitting directly behind him monitoring his every move and action. She had a baggie full of CHEETOS she gave him for 'behaving well'. He was quiet and didn't move from his place, his head was down most during most of this time as he touched his shoes with his crossed legs. He was never called on or even LOOKED at by this teacher or his classmates. The other students interacted with one another and actively answered the questions the teacher was asking of her class about the calendar day and date, the time and the weather. One student was in a rocking chair next to the chart the teacher was using. This student was the one that was allowed to 'pick which students were called on to answer the questions' the teacher was asking. He was behaving himself sitting so nicely on the carpet during this time, but he wasn't really 'part of' the class at this time either, he kept to himself and had his head down most of the time and didn't participate with the lesson....he just seemed to be listening to everything and doing what the others were doing.

The class then stood up and went to go stand behind their desk and chairs to do some physical activity. He or his Para/Aide didn't seem to know where to go to do this activity so they just went to the front of the class to an 'open empty area'...was this his spot or did he even have his own desk area and chair in this classroom? It didn't seem so during this time of observation, by the way the Para/Aide or this student didn't know where to go stand.

He was happy to be in this classroom, but at the same time, there didn't seem to be anyone that was friendly with him or seemed to 'notice' him other than the fact that the little girl next to him seemed to be 'waiting for him to touch her' and she was ready to tattle on him for touching her! I could see it on the faces of some of the students that they were NOT to interact with him or talk to him...he was an outsider visiting this classroom. The teacher pretty much never made any eye contact with him or ever engaged with any kind of teaching with him. She let the Para/Aide work with him, since the Para/Aide had the baggie full of Cheetos to give to him, so he would 'do what he was suppose to do' and behave well. He was being ignored by this wonderful General Education Kindergarten teacher and was being provided Cheetos as his training treat to help him with behaving properly in this classroom. (I wonder if these food treats are listed anywhere on his IEP that he just has to have in order to BEHAVE....) INCLUSION WAS NOT HAPPENING WITH HIM in this Gen. Ed Kindergarten classroom!....HE WAS A VISITOR to this classroom and was being 'trained with CHEETOS' at every opportunity, just to get him to do what the adult watching over him wanted him to do!

I was not happy with how they were not providing INCLUSION for him in a Gen. Ed Kindergarten classroom...even though he obviosously seemed happy being in this classroom! The teacher never looked at him or seemed to notice he was there, allowing him to visit her classroom was ok, but to have to 'teach him' was not something she was doing.....he was invisable to her....the Para/Aide was only with him to prevent him from touching others or moving from where 'they wanted him' to be. Is it possible this Kindergarten teacher told her students to also not notice or interact with him?...because no one talked to him or acted like he was even there...the entire time he was being INCLUDED.....so sad to see first hand!

I was there to observe BENSON in several of his 'classroom changes' and saw so much in the very short time I was on that campus! The ESE Specialist told the mom the day she enrolled him that they are an INCLUSIVE SCHOOL and that her son would be attending a General Education Kindergarten classroom first thing in the morning for circle time. Mom asked me to schedule an observation to go see what exactly was going on at her sons school, because she hadn't been able to even SEE ANY OF HER SONS CLASSROOMS in the 2 months he had been attending his new school....communication coming home wasn't the best either!. Mom just wanted to know how he was being included in a REGULAR KINDERGARTEN CLASS but wasn't able to have any communication with his teachers to help her know more about the fact everyone was saying: that 'he was doing so well'....she wanted to see and know more than what they were 'telling her'....she needed to have someone else do the observation for her.

It took about 5 weeks of phone calls and emails back and forth with the ESE Specialist in trying to set up an observation time, the day he was enrolled we told them we would like to be able to come for an observation about 2 weeks after he has some time to 'get settled into' his new school. After mom had several conversations trying to set up an observation time, I started emailing the ESE Specialist and then I was beng told I was only allowed just a 1/2 hour of observation at the most, that is was according the the BTU=Broward Teachers Union policy. This is what that ESE Specialist provided me in one of her emails as THE POLICY this school principal was going by, please note there was no policy number or where this was coming from other than the BTU! I had to ask her during a phone call WHERE this policy came from or was written, I had to do my own research on the Broward Schools main website to see exactly what this entire BTU policy was and said and not go by what she was choosing to send over to me in an email. Here is what was provided to me in her email:

"Observations of an employee's class by persons other than school system personnel shall be allowed only after consent has been granted by the principal or his/her designee, notification to the employee, and proper security clearance has been granted. The visitation shall be scheduled no sooner than two (2) workdays after notification, except in extenuating circumstances as determined by the affected principal. Such observations shall be no longer than one (1) hour in length. Upon request, a building administrator shall be present in the employee’s classroom during the entire observation period."

This entire time of my trying (about 5 weeks) to set up a day-date-time for an observation, mom had still not been able to see any of her son's classrooms or get to know her son's teachers or the male Para/Aide that was usually taking him into the 'regular Kindergarten class' for his INCLUSION TIME first thing in the morning. Mom was being barred from getting to know or have any real communication her son's teachers or to see any of his classrooms!

Is this how all principals in charge of our public schools and districts treat the NON-DISABLED STUDENTS and their parents? I don't think so...but have a young 5 year old student with Down syndrome that has communication delays. His mom that just wants to make sure she had made the right decision to have her son attend this oh so wonderful fully inclusive elementary school, yet don't let that parent see his classrooms or get to know his teachers!! THIS IS NOT RIGHT OR ACCEPTABLE TODAY! This mom has a right to SEE HER SON'S CLASSROOMS....ALL OF THEM....AND MEET AND GET TO KNOW HIS TEACHERS! She also has a right to have regular communication with each of his teachers....since his speech isn't clear and not everyone understands what he is saying, he communicates by gestures and some signs, sounds and of course facial expressions.

I am hoping by blogging about the real life experiences of what parents go thru in trying to make sure their child is being treated fairly and is attending the classrooms and being provided what the ESE Specialist SAID on the day this boy was enrolled...is really being carried out, but with all the 'cat & mouse' games and 'dragging their feet' in providing just a simple observation day-date-time to be able to see what his school day really looks like, sends up a RED FLAG! This school NEEDS IMMEDIATE TRAINING ON POSITIVE INCLUSIVE PRACTICES.....there was nothing positive about him being included at this school. The teachers and the Para/Aides also need some training on how to help TEACH the child and not use FOOD TREATS so much!

Mom is fed up with the games being played....her sons education for Kindergarten is being wasted on or in a program that does not 'feel right' anymore. Mom knew the day she was enrolling him....that they were painting a picture that wasn't true! With so much nonsense to go thru just to set up an 'observation day'....speaks volumes!

Mom..........THANK YOU for allowing me to share your story, you and I both know your son is not the only one out there in the same situation!

Please post a reply to this post if you or someone you know can relate to this small snippet of an 'observation day'.....would love to hear what you have to say! (Click the COMMENT word in white)
DS Advocate

FINALLY!!!....Observation is scheduled!!...took.....how long???

....Monday....FiNaLLy!!!....it took so long to arrange an observation to see how BENSON is doing in his wonderful "inclusive" program at the elementary school he attends...

Did you know that it is up to the Prinipals to make or break a good observation on 'their campus?" Also did you know that it is written in the BROWARD TEACHERS UNION (BTU) policy detailing just HOW LONG a teacher has to allow anyone into their classroom that is NOT a school board employee? Did you also know that according to the BTU you can only observe for 30 MINUTES!!...and another 30 MINUTES to have a discussion with that teacher about what you observed!...How much do you really think anyone will really be able to observe in a very short 30 minutes of a 6 HOUR SCHOOL DAY?

I am going into BENSON'S school on Monday 12/7/09 to finally do an observation of how well he is being INCLUDED in his different classroom settings....all the wonderful 'things that were told to mom' on day she was enrolling him into that school.....mom has asked me to go do 'the observation' for her to see how her son is doing in school. Remember....this little guy can't really TELL his mom how school was for the day....his communication skills are hard to understand and mom says there isn't really any real communication coming home in his backpack to help her understand how his school day went for the day......she hasn't ever had an opportunity to even see any of his classrooms since he started attending school there 7 weeks AFTER the school year started.

I will post how the observation went....stay tuned.....

Can I observe my sons classroom and meet all his teachers?

Told at the meeting that at 'our school' we do this and we do that....we believe in inclusion for ALL students. I wanted to fall over when hearing this, almost sounded too good to be true. Could it really be that at least one school in Broward County really does do things right? Mom was skeptical, with every right to be so....she wants to see her son be happy in a classroom where he will grow and be happy.

.....but when we asked if we could see the classroom after our meeting...there was a look I won't forget....I want to believe this school is going to 'do the right thing' for this little kiddo, and that they really do provide inclusion for ALL. Not the 'be good and earn' gen. ed time, but really do provide lots of opportunity for all students to spend time in a regular education classroom.

It's been 20 days since his first day of school and mom still hasn't been able to see her son's Special Ed classroom or even meet his General Education teachers in the Gen. Ed classrooms we were told he is suppose to be part of everyday. Mom has yet to get any notes home letting her know what and how her son is doing while under their care. Mom wants to SEE and meet her son's teachers....all of them. She needs to SEE what her sons classrooms look like and have an opportunity to meet and have a little conversation with ALL of his teachers....that's not asking much...I think most parents absolutely would want to know WHERE their Childs classroom is and WHO their teacher/s are! What is wrong with this picture IF mom is not able to meet, talk, see for herself exactly where her son is during his entire school day? Open house happens at every school, parents attend to meet and greet their Childs teachers and see their classrooms...but how does that happen when her son started school SIX WEEKS after the beginning of the school year?

Do we really believe this school is providing inclusion for ALL students? I don't know, they certainly aren't providing inclusion of the parent wanting to just meet her sons teachers and to see all of the classrooms he participates in. As the parent advocate I have sent out my email requesting an ALL DAY observation to see how 'things really are' going for him throughout his entire school day. I haven't heard back from the ESE Specialist or the ESE Teacher that works with him all day. I am hoping 'they are doing the right thing' for this little guy....and I pray they open their doors for this mom...she has a right to know what her sons classroom LOOKS LIKE and she has a right to MEET ALL HIS TEACHERS and know exactly what his daily schedule really is. If none of these things happen...I would say there is some deception going on.....but would that surprise any of us...really?

What will mom do?....what would you do if you were in her shoes?

We just want to OBSERVE his educational environment....mom wants to make sure her son is happy and progresses, since so much time was wasted and he didn't get to start school till 6 weeks AFTER school started for the entire County!

This school needs to 'do the right thing'...and be parent friendly and allow this mom access to her sons teachers and let her see how he is doing being included in the general ed. Kindergarten classrooms.

If you have a comment to this posting...please post it and let's hear from you and your experiences pertaining to OBSERVING your Child's classroom/s.

"It's an IEP Team Decision"......ever hear that?

Ever heard this before? "It's an IEP Team Decision"... What does it really mean? When you are at your Child's IEP meeting, have you ever heard this said before? Yes parents are part of the IEP team, it's good when you speak up and provide your input, concerns and suggestions....but when it comes to  having the document really say exactly what your input or your suggestions are, it's like a knockdown drag out fight to get the simplest of support or service actually written in. Even the SUPPORT & TRAINING FOR PERSONNEL piece of the document...egads those working closest to and with our Child, should be "required" to receive some training!...how do we parents ever know if teachers and para professionals have actually been trained? We never do! Where does it say specifically that they actually have to 'be trained' and by what date?...usually....this too shall become nothing on that IEP document...it's a legal document right?

I can not believe how the majority of IEP team members are usually on the 'opposing team' to what the parent is advocating for. There is no "IEP team decision"...it's a district wide decision many times ESPECIALLY when it comes to PLACEMENT of our Children with certain 'eligibilities' into a certain type of classroom environment!...only to hear repeated like it's the mantra 'they all chat' while brushing their teeth in the morning before going off to attend yet another one of 'those meetings' with one of 'those parents'....they get paid for attending these IEP 'team' meetings day in and day out! These meetings don't give them diarrhea like it does the mom's of those Children! Parents are STRESSED OUT and fighting hard to have their Child provided a good classroom with good supports to help them be successful! Parents know best, but are never really heard and often times their suggestions or concerns are not really 'taken into consideration'......usually shot down at every corner they turn...every real concern or support the parent suggest many times falls on deaf ears of the entire IEP team!

The majority of our 'school society', and that means teachers, principals and especially district administrators and staff, schoolboard members and Superintendents even....still do not really believe our Children with disabilities should be 'allowed' to be taught in a GENERAL EDUCATION CLASSROOM with their friends that live in the same neighborhood! I am sickened by the uneducated and outdated way of thinking that so many running our schools have today in 2009!

They call themselves professionals and say it "at us" in a degrading sort of way...during our IEP meetings, as a way to talk down to parents! Because 'they have' this or that degree in Speech and Language Pathology ~ THEY ARE THE PROFESSIONALS!!! Of all people that should understand the most about fine motor delays in speech and language and communication....some of the so called 'most educated' from a BOOK...have NOT-A-CLUE what it means to provide a support or service to a Child that needs it the most! (They have been instructed from their 'higher ups' on what to say and provide!..do not go over!!! Everyone wants to keep their job and that paycheck coming in!) Most times the highest degreed IEP 'team members' are the very ones that have no idea what it's like to really help a Child be all they can be! Mainly because they don't believe certain individuals will ever really amount to much....they went to school to get that degree for?...for what? To deny the very support or service they could provide to help a young mind learn skills they struggle with, so they can be better at it in the long run..for life!

Why do people go for the Professional degrees they have, to work with Children with disabilities in the first place? IMHO: To make money OFF the delays and disabilities of the very students they don't 'really believe in'? I think our Children with Disabilities are a COMMODITY...seen only as a means to earn a living off of them! If this is not true to some degree...why are the professionals providing MINIMAL support across the board and only giving out a one size fits all service, no matter how hard it is to understand a person 'communicate' or 'write'.....needing OT-Occupational Therapy...or how funny they may walk because of certain genetic conditions...if they can stand up and walk and they ''can navigate the school campus''...what more do we want from those professionals during the school day?

I see too many IEP 'teams' act as though they haven't a clue about doing the right thing in providing WHAT THE CHILD NEEDS and only go by what 'they are instructed' to carry out by the end of that IEP 'team' meeting...us against them....who's gonna win.....well certainly not the Child!! Two opposing teams...certainly not all on the same team, but out to deny!!

It's been a stressful day of advocating for the rights a Child to be educated in a General Education Classroom today. Trying to secure the needed supports and services so the Child can be successful....I am up against 'the district'.....THE DISTRICT wants this student where they WANT THAT STUDENT and that's the bottom line! THEY WANT TO SEPARATE and put this Child in of 'those cluster classrooms' without ever once providing an opportunity or chance to attend a regular general education classroom with all the supports and services to be successful...why???...because for one..."it's an IEP Team Decision"!! and THE TEAM believe that Child "NEEDS" that type of most restrictive setting! Do they even care what the parent wants and knows their Child needs? NO THEY DO NOT CARE WHAT THE PARENT WANTS FOR THEIR CHILD!!.....The Professionals...THEY HAVEN'T A CLUE!!.....many times they aren't even a parent.....and of course they aren't raising a Child with Down syndrome or Autism or any number of unique learning challenges...how could they possible know what we know....we didn't get our EXPERT KNOWLEDGE from attending college....we shed our blood for these Children!!!

Our 'school society' is pushing our Children with Down syndrome especially, away and into SEPARATED and out of sight SPECIAL classrooms...usually in a portable or a back classroom, away away away from the general population! Oh let's not forget they will "INCLUDE THEM" during lunch and recess and specials!...might get lucky and get an entire 15 minutes of GEN.ED time during a REGULAR KINDERGARTEN CLASS CIRCLE TIME!...15 WHOLE MINUTES!!!....and that's ONLY if the Child BEHAVES for those 15 minutes!! Oh assuring the student would get ALL THE SUPPORT he needs!!...We should be grateful we have such caring and knowledgable professionals making Individual Education Plan Placement decisions for our Children! We are GRATEFUL!

I will wake up again tomorrow to fight the good fight all over again....certainly not making a regular paycheck doing it either! I am trying to contribute financially to our family expenses, but am I doing these 'advocacy fights' for the money....for the most part no! I work for FREE much of the time! I do this with a passion because I believe in the Children that need us the most! I believe in their futures and their abilities to do great and wonderful things...so I fight for them! They can't.....many times their parents can't.....but everyone is learning. I see myself as a coach to parents! I love what I do, I love the little kiddo's I am speaking up for, I believe in their futures and I believe in their RIGHTS TO AN EDUCATION! I am a parent to a Child with Down syndrome, all of my friends have a Child with Down syndrome or Autism or Prader Wili or CP or any number of things...these Children are NORMAL to me and my friends...they are our Children!

I hope...when it's all said and done at the end of the day, everyone that sits in on an IEP team meeting...that they can honestly say....they spoke up and supported the parents hopes and dreams for their Child. That they believed in that Child and did the right thing. What would you want if it was YOUR CHILD we were talking about? You would want the IEP team, to do the right thing! You would want your Child going to 'regular' classes....like everyone else!

I know more than anything, bottom line...everyone wants to keep their jobs and they have their instructions to carry out from their 'bosses'....it is so obvious that it's a district wide 'thing'....nothing is going to change unless those running the entire school district open their minds to 'doing the right thing'!!!

Elections for Schoolboard members when those come up....get to know who you will be voting for! Do we need schoolboard members that still call our Children MONGOLOIDS?! I think not!

Subject: Benson still not in school yet

From: BENSON'S MOM
Sent: Wed., Sept. 30, 2009 3:50 PM
To: nancy.harris@dsadvocate.com
Subject: Benson still not in school yet

Hi Nancy
I would like to express my frustration to you regarding this ridiculous time Benson is out of school, because seems that the county doesn't care. He is the one that suppose be in kindergarten and what I see is people from broward county schools acting like kindergartners and try to blame you and you are the only person that is trying to help us from their nonsense, like she say, he say, I have a date for his meeting, no I don't have a date, when I called Ms. Bennett most of the time I hear she is busy or in a meeting, what is that? Where are the professionals they should see that this is not right.

I am not asking for anything that they don't know that is what the law specific says A CHILD SHOULD BE IN THE LESS RESTRICT ENVIRONMENT. I know they have a lot schools to deal with, but it has been 5 almost 6 weeks that Benson is out of school and nobody cares.

When he was at Ann Storck Preschool and I question the reason for him to be in summer school extended year, they told me he could not be without school for this long period of time, that he would only benefit from that, they tell me how important was for him to be that extra month in school so he would be ready for kindergarten and bla, bla, bla, and now it is ok for him to sit at home without any "professional instruction?" That is another reason I am fed up with special programs, they just talk and say how important and beautiful the program is. Do you want to know how many times I go to any of those special schools and my son was sitting there by himself without any activity? why? they don't care, the kid can't tell the parents anyways right? Once when I questioned them they told me he didn't want to participate on the activity, ok so where was the professional that he deeply need as it says in the IEP to use their knowledge, and get him involved. What any of the regular kindergarten can't offer him more than a special cluster could? What services and care does Benson need that can not be achieved in a regular kindergarten? I been asking this question in those IEP meetings since he starts and nobody can answer me. After a while I realize this is the way it works: well the kid doesn't want to participate for whatever reason so leave him alone there doing something else. There is no effort from anyone at all.

Where is the one on one they talk about when they first meet you? Where are the experienced with our special kids? Where is the beauty of those programs? I don't need a babysitter Benson, I want a place for my son to learn, to have good role models, a place where he feels comfortable staying and I feel comfortable leaving him. Not a place where I see him everyday losing good skills, getting odd behaviors, being sad and withdrawn.

And for people to say they have very busy schedules to make a meeting to put him in school it is nonsense, they are just postpone and denying his rights to do and be a little kid in a regular kindergarten school and for me this is discrimination. Thank you Nancy for helping me, you have my permission to put this on your blog about my son.

The MONGOLOID word was used today!!

Today I made so many phone calls on BENSON'S behalf. I called this person and that person. This area person and her secretary only to be told to call this person and then always to be told by so many nice secretaries that the person I wanted to talk to... "SHE'S IN A MEETING"!! I would say I called about 10 different Broward County school district people today and every single one of them was, "IN A MEETING"! Gosh maybe I need to find out where this meeting is so I can be there to talk to all of them in the same room!

I was finally able to speak to one of our schoolboard members for the Area that over sees all of the Nova schools. She apparently was out of her meeting and able to take my call. I introduced myself and told her I was advocating for BENSON. She was aware of BENSON and what mom was trying to do.

In the few minutes of talking on the phone with her, she used the word, MONGOLOID and I just couldn't believe I just heard this professional woman say that word. I actually gasped and quickly said to her, "You did not just use that word!!??" She had a non-chelant attitude about her using that word, and commented on how she had recently had a discussion with someone else about the correct term to use today. She also went on to provide me with her age as the excuse for using it saying that's the term they used when she was growing up. I was jolted by her brazen lacsidaisical attitude or that it even really mattered.....!! Do you believe this?

I know this word was used alot back in the 60's....but this is almost 2010, that's pretty much 50 YEARS AGO!! The word mongoloid is JUST NOT USED TODAY LIKE IT WAS USED BACK IN 1960! I do not buy her answer that it has to do with 'her age' and what "THEY" were called....unless she is 80 years old and showing signs of dementia! She MUST be using this terminology on a regular basis if she could so coldly use it in a telephone conversation with me within 5-10 minutes of meeting me on the phone! She knew what she was saying! I will make sure she doen't get my vote or my friends vote next time re-elections come up!

This is an ELECTED Schoolboard member that is a highly paid professional that is suppose to represent many school age families here in Broward! I told her that her age is not a good enough reason not to use the acceptable terminology when referring to an entire group of unique individuals. I told her, "you wouldn't call a person a '_igger' just because that word was used alot back in her day would you!??" I went on to tell her, "...it doesn't make her sound very professional by continuing to use that word either...!" We also chatted about PEOPLE FIRST LANGUAGE and the current politically correct way when speaking about an individual or group of individuals, such as: Children with Down syndrome, or a young man WITH Down syndrome, not a Down syndrome Child or a Downs kid.....She said, "it's hard to remember that all the time!!"....WHAT IS SHE SAYING?? That she doesn't care how she sounds or what word to use...like it doesn't matter!?

I was absolutely shocked to hear this word even being used today, especially when SHE KNOWS I was calling her about little 5 year old BENSON and why he wasn't being allowed to attend Kindergarten at the very school mom signed him up at....remember, BENSON WON THE NOVA LOTTERY! Now they (all sorts of district personnel) are trying to say he is NOT registered at any Broward County school! Mom registered him at Nova Eisenhower Elementary school, but for some unknown, untold reason...now several district people are saying he is NOT registered at any school in all of Broward County! How can that be, when she had the paperwork and information to attend the Kindergarten Round-Up? Something smells like a rat.......

I am stunned that this word is still being used by any American in the year 2009 as a descriptive of a person having Down syndrome. I am even more disgusted that a professional who claims to be serving the best interest of our children, PROFESSIONALLY can't remember how to use PEOPLE FIRST LANGUAGE and we VOTED for her to be one of our schoolboard members? RE-ELECTIONS folks...remember who your schoolboard members are and do they really represent YOU?

She doesn't want to know what my Facebook friends had to say about a schoolboard member using that word today!!

MONGOLOID.......is that a good name or word to use today? You tell me what you think....................I know it's an outdated word and used much like the word retard or retarded.......used by a schoolboard member? Something just isn't right here.....