We have made it no secret that we have been less than impressed with the Special, Education services that Mystic Valley offers. While we believe that the Special Education teachers per se are not the problem (although they could take on a more collaborative approach to teaching by working WITH the classroom teachers rather than independently), we do feel that the department is incredibly lacking due to the lack of leadership on the part of Kathy Kinnon. We have seen their IEP's and find them lacking in substance and in addressing each childs individual needs (too many of their IEP's state the same goals and objectives regardless of the child). Since we know that parents are left to the information that is provided to them by Kathy Kinnon (and Chris Finn when they question or challenge their childs progression and need to be reminded that 'they have other options and MVRCS isn't for everyone'), we thought we'd provide some insight from a well-educated, experienced individual with real Special Education knowledge. We hope this helps parents who are in the process of updating their childs IEP and/or those who do not feel that their childs IEP is adequate. Remember, you may request an additional meeting to address IEP's at any time should you have concerns or do not feel as though your child is progressing under their current IEP.

From WrightsLaw: http://www.wrightslaw.com/info/goals.lesson.heitin.htm

Writing IEP Goals

by Ruth Heitin, Ph.D., Educational Consultant

Creating an IEP with a team of people who are all there to design a good educational program for one unique child can be a pleasure. It can also be very productive. When the whole team has the same level of understanding about IEPs, it is even better. Sounds like crazy talk? Just ask those who have seen it happen. The big winner here is the child.

A Lesson in Writing IEP Goals
An IEP is good educational programming. Good IEPs set the standard for good education. Each part of the IEP addresses an important part of educational planning. The IEP team focuses on the unique educational needs of an individual student. The goals reflect the child’s needs. Designing well-formed goals is an important part of writing an IEP.

“How do I find examples of good IEP goals?”

Marie, the mother who asked this question, had attended several IEP meetings for her child. She did not think the goals the IEP team proposed were good. Yet, she didn’t know what good IEP goals look like.

If you are a teacher, you may have the same questions. Good IEPs set the standard for good teaching. Each part of the IEP addresses an important part of educational planning.

IEP goals must be individualized. Rather than relying on sample goals, you need to learn how to write IEP goals that meet the unique needs of a particular child.

Goals
We all set goals for ourselves, whether we are aware of it or not. Our goals can be as simple as getting to work on time. They can be as complex as budgeting our expenses. We know what we need to do, and we set out to do it.

An IEP goal is not unlike a personal goal. With an IEP goal, we create an educational program for a child with special needs. An IEP goal describes what we hope the child will achieve, or the intended outcome of instruction.

The outcome is stated as an action we expect to see. Goals must be measured in an objective way. We have to be able to see the action or count it or score it. When we state goals clearly as actions, measuring progress comes naturally from the goal. A goal must establish a criterion for acceptable mastery.

In short, when we write instructional goals we have to know what the child needs to learn and what action we want to see. We have to measure progress toward the goal. Finally, we set a level of mastery that we expect.

We use standardized tests and informal assessments to measure a child’s progress toward the goals. We can do tallies or checklists or give tests specific to the action we seek. Anyone who looks at the measurement should be able to understand it. And, all those who review the measurement should be able to come to the same conclusion.

Learning how to write individualized IEP goals is an important first step in developing your child’s IEP. IEP goals should also be SMART and based on good educational practice.

SMART IEP goals are:
Specific
Measurable
Use Action words
Realistic
Time-limited

Educational research will help you identify essential skills in the core academic subjects of reading, writing, and math. When you know the sequence of skills for a subject, you will know how skills build on each other. You can identify gaps in skills – skills that your child hasn’t mastered and needs to learn.

Think about how children learn math. A child learns how to add and subtract. Then he is ready to learn how to multiply and divide.

Before you can develop measurable IEP goals, the child’s skills must be measured objectively. Objective data about a child’s skills are the baselines for goals. This data also should show progress, or lack of it, when measured over time.

We tend to use the terms “goal” and “objective” to mean the same thing. In IEPs, there is a distinction between them. We write annual goals. Objectives are the short-term steps to reach goals.

Reading
In 2000, the report of experts on the National Reading Panel explained the research in reading. This included more than 10,000 research studies. All this information helped form a better understanding of reading and what works in teaching (see www.nationalreadingpanel.org/publications/researchread.htm). The findings from the research changed reading instruction forever. In 2001, Congress passed No Child Left Behind (see www.wrightslaw.com/nclb). The results of the research were included there, too.

Reading instruction requires explicit, intensive, and systematic instruction in the five necessary components of reading instruction:

Phonemic Awareness - the ability to hear and sequence sounds in spoken words.
Phonics - the relationship between the letters of written language and the sounds of spoken language.
Fluency - the ability to read text accurately and quickly.
Vocabulary - the words students must know to communicate effectively.
Comprehension - the ability to understand and gain meaning from what has been read.

Learning to read requires a child to learn specific skills in sequence. Children who have difficulty learning to read have deficiencies in phonemic awareness skills. A child with weak phonemic awareness skills will have difficulty learning phonics skills. This child will not be a fluent reader. If the child does not master phonics and fluency, he will not be able to master vocabulary and reading comprehension.

One young teacher made a banner to illustrate the sequence of reading skills. This came from the specialized program she was using. As students learned a skill, she would advance them down the banner. This made it easy for her to write specific reading goals.

Math
After children master math operations skills (adding, subtracting, multiplying and dividing), they learn how to use reasoning to solve word problems.

One of my clients, Jane, had this math goal in her IEP:

Jane will use problem solving strategies to solve 2 step word problems with + and – (0 – 999) and x and division (0 – 12) on 3/4 trials.

This is NOT a good IEP goal. Why not?
The intended outcome might have been for Jane to solve two-part word problems. But this goal says she needs to learn to use problem-solving strategies. The goal does not state whether she will be able to solve problems. Worse, this goal includes all math operations (adding, subtracting, multiplying and dividing), making the goal overly broad.

Jane’s math goal is not SMART. It is not specific or measurable. It does not use action words, and is not realistic or time-limited.

How can we revise this goal to make it SMART?

According to Jane’s IEP, using objects helps her to solve problems. A better goal for Jane might be:

Using real money, Jane will be able to show how much money she has after she receives two weeks of allowance, and how much money she will have left after she buys one object, with 75 percent accuracy measured twice weekly each quarter.

Now, the goal meets the five criteria for a SMART IEP goal.

Writing
Achievement in written language requires many skills. Mechanics help make thoughts clear. Word usage and sentence structure help make the writing interesting. Good thought expression sends the desired message.

In Jane’s IEP, her writing goal read:

Jane needs to write a paragraph, with a topic sentence and at least 4 detail sentences, on one given topic using her editing checklist measured twice monthly.

So, if Jane writes that paragraph, has she achieved that goal?

By the way it was written, the intended outcome is that Jane only “needs” to write a paragraph to meet the goal.

A better writing goal for Jane is:

Jane will write and edit a five-sentence paragraph that addresses a given subject twice a month. Each paragraph will include a topic sentence, at least four details and a conclusion. She will earn a score of 75 percent or higher on a writing rubric for each writing assignment. There will be at least four writing assignments per quarter.

Tip: Rubrics are useful scoring tools that measure a child’s progress. A writing rubric includes the criteria and standards used to assess a child’s performance on writing assignments.

The revised goal is specific and measurable. It uses action words, is realistic, and time-limited. The revised goal is SMART!

Our Information, Plus

 

We received some very negative responses to our last posting regarding the handling of both the lottery and waitlist at MVRCS. We noticed that while few took issue with the information we provided regarding the last lottery, many did take offense with the naming of individuals. We feel that our readers need to know that we do wrestle with idea of naming names and try to avoid doing so when possible. We do not wish to destroy anyone or cause harm to innocent individuals. The problem arises though when we have information to share that involves certain individuals. If we are too vague, we are accused of not being well informed. Alternatively if we name the individuals, we are accused of going too far. Additionally, we have to be sure that what we are posting does not put our sources in danger of being discovered or identified through specific information. Many times we have more specific information than we share but feel that it would jeopardize our position. It is a very fine line that we walk and we apologize if we have offended anyone.

A perfect example would be that of the re-admission of two of the Assistant Directors family members. When we were vague and just said that we knew it had happened, we were accused of not knowing what we were talking about. At the same time, when we did name the Assistant Director specifically (without mentioning the student’s names), others accused us of slander and libel. The fact is that the information is accurate and the incident did occur. We feel that as this is in violation of the laws that govern the school, that it should be addressed. If this were the only violation we were aware of we may not feel that it would be worth addressing. Unfortunately, that is not the case.

We have received an incredible amount of information from parents and teachers (both current and former) who have shared with us numerous documented examples of the school not following the laws that govern it. Initially this was dumb founding to us as we couldn’t imagine the school risking their charter by not following the laws. At first we thought that the Department of Education hadn’t been informed of their infractions. Unfortunately we found that many parents and teachers had contacted the Department of Education (we have copies of letters and emails). As we’ve commented before, we are disappointed in how the DOE has handled issues pertaining to MVRCS.

We must say that the laws make it difficult for parents and teachers to file complaints as they must first present the complaint to the Board. Many parents of MVRCS are hesitant to openly file a complaint with the Board out of fear of retaliation. It has recently been pointed out to us that the law reads “A parent, guardian, or other individuals or groups who believe that a charter school has violated or is violating any provision of M.G.L. c. 71, § 89, or 603 CMR 1.00 may file a complaint with the charter school's board of trustees.” This means that a parent does not need to identify themselves but could request an outsider to file the complaint. Additionally (and we feel even more important), the law states that “A parent, guardian, or other individuals or groups who believe that a charter school has violated or is violating any state or federal law or regulation regarding special education may file a complaint directly with the Department.” This means that should a parent have an issue pertaining to Special Education (which we think is a major concern at MVRCS), they no longer have to first present their issue to the Board of Trustees but can file their complaint directly with the Department of Education. For parents of Special Education learners, if your child is not receiving the services they are entitled to and/or your IEP meetings are not held according to law (including the timelines for receiving documents), then we suggest you file your complaint directly with the Department of Education.

MVRCS Evaluations - Every Wonder....? Wonder No More!

As a parent have you ever wondered what and how the teachers of MVRCS are evaluated? We've been able to obtain a copy of the evaluation form the school uses to assess the teacher and staff performance. We found a number of their objectives to be interesting and thought provoking. Our biggest concern is that while the issue of handling behavioral students is mentioned (c. Individual student behavior management plans are implemented correctly), nowhere is it mentioned about teachers correctly implementing IEP goals and objectives or working/communicating with the Special Education staff concerning students with learning disabilities. To us, this shows how little thought and importance students with learning disabilities are given by the Board and/or Administration. Also note how  nothing is mentioned concerning the well being of students, positive communications with parents, and/or effectiveness with individual students.
We also felt that the lack of focus on any sort of professional responsibilities' (that you would typically see in a school evaluation form) such as understanding their legal and moral responsibilities, ability to convey knowledge of their subject matter, takes initiative both in and out of the classroom, use of professional judgement to ensure success of all students, works actively to involve parents in child's school life, use of resources to ensure student success both in and out of classroom, overall well being of students. No mention of knowledge (even general) about Special Ed issue knowledge or No Child Left Behind knowledge. The list could go on but so much is missing and too much focus is given to the success of the school rather than to ensure the success of the students.
Our comments are in red.

1.       Student Achievement & Instructional Implementation (35%)

a.       Students attain targets for lesson progress and mastery test scores (generally, student scores are within the allowable range unless there are relevant extenuating circumstances).
      The reason most 'student scores are within the allowable range) is because the students are grouped according to ability level. The unfortunate aspect is that if a 5th grader is working at a 3rd grade level, they will be placed within a group of similar students. The students will, for the most part, achieve passing or acceptable grades. The issue is that not only are they NOT working at grade level but parents are given the false impression that their child is doing well in school. MVRCS has been known to retain these students for failing to achieve a passing score on MCAS even when the child has earned A's and B's throughout the year. Of course part of this is systematic elimination.

b.      Students’ scores improve on independent standardized tests and other independent assessments.

c.       Students achieve targeted performance in other subjects on available measures.

d.      Individual faculty member implements all curricula (e.g. attaining 90% correct student responses, demonstrating strong lesson presentation skills, using appropriate correction procedures, monitoring of students’ independent work in class, ,and using of appropriate signals).

e.      Individual faculty member effectively implements other curricula, assessments, parent progress reports, and report cards developed, or selected, by the Mystic Valley Regional Charter School, and appropriately assigns homework and corrects papers.
      Within this category it seems as though too much focus is given to testing and assessment rather than ensuring that students learn (not always the same thing). This reminds us of the situation with the Robert Hughes Charter School where the teachers were instructed to coach or guide students during MCAS testing to ensure high scores for the school. 

2.       Promotion of Positive School Image (10%)

a.       Individual faculty member contributes to a measure impact on enrollment (e.g. increased enrollment is linked to parent satisfaction with individual faculty member, or conversely, word-of-mouth, and/or independent marketing student attrition is caused by dissatisfaction with the individual faculty member)
      This doesn't even seem as though it should fall within a teachers evaluation. The focus should be on the students, NOT the school. If they are so concerned about student attrition then why are they not concerned with the dissatisfaction of many special education (or diverse learners) students who leave as a result of a less than impressive Special Education Department and the leadership of that department. We wonder how Kathy Kinnon scores within this category.

3.       Classroom/Behavior Management (20%)

a.       Faculty member demonstrates the effective use of time, smooth transitions between activities, effective room arrangements, appropriate movement, clear expectations for student conduct, a greater frequency of praising students to correcting them, use of the School’s character curriculum vocabulary, effective and appropriate use of reward systems, proper referrals to the School Director’s office, and fairness and consistency in recognizing negative behavior and imposing consequences/restitution.
      Our course fairness and consistency in recognziing negative behavior and imposing consequences/restitution for those un-Kinnected students.

b.      Students demonstrate instructional/task focus and appropriate character virtues in the classroom, as well as appropriate conduct in the halls, restrooms, play areas, and other non-classroom environments.

c.       Individual student behavior management plans are implemented correctly. 
      Again, no mention of IEP's for learning disabilities. This is very alarming to us. 

4.       Performance of Duties (15%)

a.       Individual faculty member faithfully, diligently, and effectively implements the policies and procedures of the Mystic Valley Regional Charter School, demonstrating a strong work ethic and a positive attitude. The individual is punctual and meets other basic organizational expectations, including organizing student extracurricular activities and fulfilling such assigned duties as morning monitoring, dismissal monitoring, bus monitoring, and recess monitoring.

5.       Interpersonal Skills (10%)

a.       Individual faculty member works well with other School staff, contributes to the development of a collegial work culture, participates in informal professional development discussions, shares expertise with colleagues, and participates in team planning meetings.
      As long as it doesn't touch upon any of the topics covered in the next category, 'Professionalism'. 

6.       Professionalism (10%)

a.       Individual faculty member shows an understanding of professional behavior in the areas listed below:

                                                               i.      Communication with the Leadership Team. The individual faculty member directs communication about a conflict, issue, concern, or problem to the members of the Leadership Team of the Lead Teacher. The individual faculty member does not discuss any of the above with colleagues that are not directly involved with the issue in question. The individual faculty member does not discuss any of the above issues with parents. 
                                    It continues to amaze us that staff members are not permitted to discuss any 'conflicts, issues, concerns, or problems' with student's to their parents. Why is so much focus paid to these types of issues? How does this impact the learning of the students?

                                                             ii.      Discussion of Salary, Performance Based Raises or any other Compensation. The individual faculty member directs any and all communication concerning any of the topics listed above with the members of the Leadership Team. The individual faculty member does not, under any circumstances, discuss any issues related to compensation with other members of the faculty, staff, or parents.  
                                    Again, they will be terminated if it is discovered that a discussion was had. We do know that they talk about such things but no one ever dares admit to it out of fear of being terminated. We heard of one 'Kinnected' individual who scored originally well below 60 in their initial evaluation yet over the years slowly improved 2 points per year but is still under the acceptable mark. YET IS STILL EMPLOYED THERE!

                                                            iii.    Discussion of Confidential Information regarding students. The individual faculty member directs communication of confidential information regarding students to members of the Leadership or Education Teams. The individual faculty member does not discuss confidential information regarding students with other members of the faculty, staff or parents.  
                                    One staff member has told us that although this should be common practice, it is not. Also, the reason this is included is not for the protection of the students but rather to limit teachers coming to similar conclusions and joining forces when issues arise regarding students.

NonDiscrimination Laws, Specifically Retaliation.....

 We find this law incredibly useful and feel that all parents of students with any type of learning disabilities will as well as their children are covered under this law. Of specific interest to us (and we think should be to Neil Kinnon, Kathy Kinnon, and the Administration) is the portion directly related to retaliation against individuals who seek to provide information or encouragement to those protected under this law. MVRCS has been known to threaten and/or retaliate against individuals, teachers, and staff who attempt to provide guidance or assistance to parents who find themselves unsure of what to do next in effectively advocating for their child(ren). Teachers and staff members take note of this law and how it impacts how many of you are required to direct parents. Many parents have been subjected to harassment towards themselves and/or their children after attempting to advocate for their children. The 'systematic elimination' that the school is so well known for practicing would be considered as coercion and/or retaliation. We know of one teacher who was written up for making a suggestion to a parent that they seek private tutoring that focused on a particular methodology (other than that of the school). The schools actions were not only illegal according to this law but unethical and very much not in the best of the student (which should always be their main focus first and foremost). We suggest that everyone dealing with any student with a learning disability familiarize themselves with this law. We also suggest that parents with children who have behavioral issues who feel they are being railroaded also familiarize themselves with it.

From NonDiscrimination and Retaliation Law

TITLE 28 - JUDICIAL ADMINISTRATION

CHAPTER I - DEPARTMENT OF JUSTICE

PART 36 - NONDISCRIMINATION ON THE BASIS OF DISABILITY BY PUBLIC ACCOMMODATIONS AND IN COMMERCIAL FACILITIES

subpart b - GENERAL REQUIREMENTS

36.206 - Retaliation or coercion.

  (a) No private or public entity shall discriminate against any individual because that individual has opposed any act or practice made unlawful by this part, or because that individual made a charge, testified, assisted, or participated in any manner in an investigation, proceeding, or hearing under the Act or this part.

  (b) No private or public entity shall coerce, intimidate, threaten, or interfere with any individual in the exercise or enjoyment of, or on account of his or her having exercised or enjoyed, or on account of his or her having aided or encouraged any other individual in the exercise or enjoyment of, any right granted or protected by the Act or this part.
  (c) Illustrations of conduct prohibited by this section include, but are not limited to:

(1) Coercing an individual to deny or limit the benefits, services, or advantages to which he or she is entitled under the Act or this part;

(2) Threatening, intimidating, or interfering with an individual with a disability who is seeking to obtain or use the goods, services, facilities, privileges, advantages, or accommodations of a public accommodation;

(3) Intimidating or threatening any person because that person is assisting or encouraging an individual or group entitled to claim the rights granted or protected by the Act or this part to exercise those rights; or

(4) Retaliating against any person because that person has participated in any investigation or action to enforce the Act or this part.

A Readers Comment Highlighted II

Every once in a while a reader will post something under an older post that we feel is worth sharing. This readers comments were posted under 'Special Education Issues at MVRCS (Special Education Issues at MVRCS Posting). We know that this gentleman isn't the only one to have a child facing these same issues at MVRCS and want others to know that they are not alone. Unfortunately we feel the need to warn the writer and others that MVRCS does not take lightly to being challenged nor would they welcome parents joining forces. It is a well known (and frequently experienced) fact that those who dare challenge the Board or Administration (especially in regards to Special Education issues which we believe are many) are subjected to various retaliation tactics. Children of these parents are often times retained and/or subjected to increased disciplinary actions (i.e. card changes, office visits, detentions) that make their existence there miserable. We must admit that Paul also makes some very valid points. We also suggest that any parent with a child with any diverse learning needs (be it a learning disability, ADD, ADHD, etc) know Special Education laws and enlist the assistance of an attorney or advocate when dealing with MVRCS regarding their child's education. Check out our list of Educational Advocates and Attorneys HERE.

Anonymous said...

I have a son with ADHD at MVRCS. In my opinion they are trying to railroad him out of the school. They do absolutely nothing to help him. They take pride in giving him detention after detention, never trying anything new to help him avoid detentions. It appears they take greet pride in punishing students. What is it that MMVRCS actually does to help students ? Not much. They can take a B student and give him/her twenty extra days of school a year and maybe they become a B+ student. Is that such a great accomplishment ? Not in my eyes. The true test is what they do, or don't do with kids like my son with ADHD. The answer is that they do nothing, and they are prod of it. We don't need these statements to be anonymous. We should stand together and have our voice heard. HHope to here from others iin the same position. Paul

From Referral to IEP - A Timeline

We have heard time and time again from parents that they have been working with Kathy Kinnon and/or Special Education department for extensive periods of time in trying to determine if their child requires Special Education Services.  A few parents have mentioned that they felt as though the process is extensive and can take up to a year. This is NOT the case. Interestingly enough the Department of Elementary and Secondary Education have made mention within their visit reports of the school taking too much time to complete the process from referral to IEP. Many parents may not be aware that according to special education laws that the school is only permitted so much time between referral of a student to the convening of a team meeting. We’re providing some guidelines to help parents who may not be aware of the laws governing special education. We have much more information that we are happy to provide to parents with specific questions (especially regarding having outside evaluations completed, which we highly recommend). Most importantly, if you do not feel good about the IEP or the evaluation, don't just accept it! 

***PARENTS SHOULD RECEIVE A CONSENT FORM WITHIN 5 SCHOOL DAYS FROM THE TIME A REFERRAL IS SUBMITTED***

*** AN IEP MEETING SHOULD BE HELD WITHIN 45 SCHOOL DAYS FROM WHEN A PARENT SIGNS AND SUBMITS A CONSENT FORM***

The Special Education Process from Referral to IEP (information taken from DESE website)

1.      The Referral Process:

a.       Once a student has been referred for an evaluation by either a parent, teacher, or other professional, parents must be notified within 5 SCHOOL DAYS of the referral.

                                                              i.      Forms must meet certain requirements under state and federal law but mainly to seek parent consent for the evaluation to take place and allow parents the opportunity to meet with school officials to answer any questions, the reason for the referral, provide additional input, and what the evaluation will consist of.

2.      Evaluation Process:

a.       Once parents have signed the consent form and WITHIN 30 SCHOOL DAYS the school shall evaluate the child. The evaluation should:

                                                              i.      All assessments must be conducted by ‘appropriately credentialed and trained specialists’ per the DESE.

                                                            ii.      An evaluation should include all assessments that are related to the students suspected disability including:

1.      History of progress within general curriculum with input from teachers (we’d stress with both current and past year teachers for both background and perspective,

2.      Attention skills,

3.      Participation behaviors,

4.      Communication skills.

5.      Social relations with groups, peers and adults

                                                          iii.      Also to be included within this evaluation is a “narrative description” of the students potential, both academically and developmentally.

b.      Optional Assessments:

                                                              i.      A health assessment if a medical problem may limit the student’s success within an academic setting and/or academic successes.

                                                            ii.      Psychological assessment by a licensed school psychologist, licensed psychologist, or licensed educational psychologist, including an individual psychological examination.

                                                          iii.      A home assessment that may be conducted by a nurse, psychologist, social worker, guidance or adjustment counselor, or teacher and includes information on pertinent family history and home situation and may include a home visit, with the agreement of a parent.

c.       Assessment Reports and Results:

                                                              i.      A report shall be completed and submitted in writing what assessments were conducted, the results, and “shall define in detail and in educationally relevant and common terms, the student's needs, offering explicit (i.e. VERY SPECIFIC, DETAILED) means of meeting them.

                                                            ii.      Parents may request a copy of the summaries of assessments that are to be completed PRIOR to any discussion by the Team. These reports shall also be provided to parents at LEAST TWO DAYS IN ADVANCE of Team discussion.

3.      Development of the IEP:

a.       Convening the Team: WITHING 45 SCHOOL WORKING DAYS AFTER RECEIPT OF A PARENT’S WRITTEN CONSENT to an initial evaluation or reevaluation, the school district shall:

                                                              i.      Provide an evaluation;

                                                            ii.      Convene a Team meeting

                                                          iii.      Determine if student requires special education services

                                                          iv.      Develop and IEP in accordance with state and federal laws (if deemed necessary)

                                                            v.      Provide parents with 2 copies of the proposed IEP and proposed placement

4.      Contents of an IEP:

a.       An IEP (Individualized Education Plan) is used for students who require special education services and is developed as a direct result of the evaluation and assessments that have been approved by the parents and conducted by the school.

                                                              i.      IEP’s describe what services and related services an individual student requires.

                                                            ii.      While developing a student’s IEP, the school shall consider the curriculum and standards of the school and develop and incorporate instructional methods that will allow student to progress effectively (i.e. identify what accommodations the student requires to succeed within the classroom)

b.      A few side notes on IEP’s:

                                                              i.       An IEP is a sort of road map of the student’s learning. Be sure that a starting point is identified (what the student can do now, reading level, comprehension issues, fluency, etc. and where the student will be and when).

                                                            ii.      DO NOT WAIT FOR A 1 YEAR FOLLOW UP MEETING, SET IT FOR 3 MONTHS TO ENSURE YOUR CHILD HAS PROGRESSED.

If You Have Questions about Your Child’s Reading - Ask…

If You Have Questions about Your Child’s Reading - Ask…

If You Have Questions about Your Child’s Reading - Ask…

12/23/10
by Wrightslaw

If you have a child who is  receiving “special education” reading instruction, you need information to participate in writing an appropriate IEP. This information could also help when you work with your child at home.
Find what questions to ask and a user-friendly form to record your answers.

Questions about Overall Reading Progress

• Do you need accurate information about your child’s current reading level and what she is able to do?
• Where does she need to improve?
• Is there a difference between reading and understanding?
• What can you and your child’s teacher do to improve weak areas?

Questions about Word Recognition, Sounds, and Fluency in Reading

• Has your child ever been tested for language and sound awareness?
• Do you know what strategies your child’s teacher is using to help her recognize words and work through difficult sounds?

1. Do you have questions about reading comprehension and what you can do to help your child understand what she reads?
2. Do you know what your child’s other teachers are doing to meet her reading, writing, spelling needs?
You will also find a form to use when you ask questions  about Writing, Spelling, and Testing.

• What impact does my child’s reading ability have on his spelling?
• How is my son’s writing affected by his reading abilities?
• Will my child be able to pass the state’s End-of-Grade test in reading?
(Be sure to ask this as some MVRCS students are reading below grade level and their instruction/texts are below grade level. If they are unable to pass the MCAS for their grade level, often times the Administration will require the student be retained - EVEN if the child has had high grades all year. Be very careful with this!)

Parents, educational consultants, teachers, professors from University of North Carolina at Chapel Hill and Charlotte, and staff from the Exceptional Children’s Assistance Center compiled these questions regarding reading progress.
They also created a simple, easy to use form for Questions Parents Can Ask…About Reading Improvement. We’ve posted these forms on a Parent Resource page on the Fetaweb.com.
Use these questions to help you gather information about your child’s reading skills and progress when you speak to your child’s teacher or education specialist.
If you receive an answer you do not understand, ask to have it explained thoroughly.
Questions to Ask
http://www.fetaweb.com/read.questions.htm
Find more information here: Reading at Wrightslaw
http://www.wrightslaw.com/info/read.index.htm

Back to the BIG Issues at Hand

Our past few posts have taken us a bit off track and we feel that it is once again time to reiterate not only our dedication to MVRCS but to also restate the major issues and concerns that led to the creation of this blog. Many have accused us of being 'haters' of the school but nothing could be further from the truth. In September the Robert Hughes Academy Charter School in Springfield, MA was scheduled to close as a result of "mismanagement and misgovernance issues" (Hughes Charter School Must Close) after the Board of Education voted 11-0 to revoke their charter. That is exactly what we are trying to prevent through the use of this blog as a communication  vehicle> Our intent is to keep parents informed about issues and concerns that could potentially result in MVRCS facing the same type of voting situation. Yes, we could remain silent as the Board and Administration hopes that ALL parents will (and their attempts to encourage the same by limiting the information and involvement of parents) but we believe that their bad acts will eventually catch up to them and the children will ultimately suffer.Please let us know if you believe we overlooked additional issues or concerns.

A quick overview of the potentially damaging examples include:

Violation of Waitlist and Lottery Regulations

1. Relatives being re-admitted/receiving preferential treatment:
1. Finn's relatives being re-admitted;
2. Gennetti's relatives being re-admitted;
3. Questions regarding residency requirements;
4. Questions regarding children of staff circumventing the lottery and waitlist process.
2. The DESE requesting a copy of the lottery results and waitlist from last year.
3. The demographics of the school that include a high percentage of non-minorities and lack of non-english speaking students.

        Code of Ethics and Code of Conduct Violations

1. Hiring of relatives, friends and associates:
1. Difference in treatment, expectations, and pay;
2. Question of qualifications of some;
2. Duty of Care and Loyalty
1. Neill Kinnon serving on the Board and as City Councilor with the two 'agencies' doing business together;
2. prohibits them from doing anything that would allow them to profit personally or indirectly because of their position.
1. A trustee who seeks special privileges in school admission or other educational benefits for a member of his or her family violates the duty of loyalty to the charter school board;
2. conflict of interest law generally prohibits Board members from taking advantage of their position to gain improper benefits for themselves, their relatives, their associates, or their friends;
3. This restriction also applies to current Board members who have a contract with an agency separate from the school and who wish to enter into a contract with the school through that agency. (? Would the City of Malden be considered an ‘Agency’ and ‘City Councilor’ have a contract with them?);
4. Must avoid conduct that creates a reasonable impression that they are likely to act, or fail to act, because of undue influence by any person.

          Special Education Issues:

1. Kathy Kinnon’s qualifications, relationship to Neil Kinnon, and questions of work hours and responsibilities;
1. Concern regarding parents who wish to appeal IEP's and/or decisions made by Kathy Kinnon being decided by a relative.
2. Question of lacking IEP’s that fail to identify students current abilities and goal (as per 2007 DESE report);
3. Concern regarding support and communication between classroom teachers/IA's and Special Ed teachers;
1. Do all staff who work with children on IEP's receive a copy of their IEP before begin to work with student.

          Questions regarding school finances:

1. Question of whether the school is following laws governing contractors and bidding requirements;
2. Question of differences in financial records of Annual Reports v. financial records found on DESE website.

          Violations of Charter School Laws and Regulations:

1. Open Meeting/ Executive Session Violations;
2. Obtaining Meeting Minutes for Executive Sessions.

IEP Laws That Govern Meetings and IEP Development ~~~Know Before You Go!

(All of the links plus others found within this posting can be located http://www.doe.mass.edu/sped/parents.html)

We have heard some disturbing stories regarding the handling of IEP meetings at MVRCS from both parents and teachers. One reader recently posted a comment about Kathy Kinnon not permitting a parent to have a friend, relative or associate attend the meeting with them. This is very much in violation of the laws and should not have occurred (see IDEA regulations @ **). We have also heard from parents who went through the effort and expense of having their child independently evaluated only to be told that the school would not implement any of the evaluators recommendations or necessary services ('That is how we do it here, you knew that when you enrolled your child here" - another violation). The school has been cited by the DESE of not meeting the required time lines regarding referrals, evaluations and meetings. One of the instances we are most concerned with is the lack of communication, collaboration, and support between classroom teachers and special education staff. It would appear that the school is not prompt in providing the required support and documents (specifically IEP's) to new teachers or teachers who are re-assigned. Unfortunately, because not all specialist and teachers have experience or formal education in teaching, they may not appreciate what an IEP is or it's importance. To assist parents in ensuring their children receive the services and accommodations needed to succeed, we have (and will continue to add to it as we come across other issues) copied the laws that govern the violations we have heard of.  Please be sure to contact us with other issues or concerns that you may have knowledge of. 

NOTE: IF YOU ARE NOT SATISFIED WITH YOUR CHILD'S PROGRESS OR HAVE ADDITIONAL QUESTIONS, BY LAW YOU ARE ENTITLED TO SCHEDULE A REVIEW OR MEETING (AND POSSIBLY HAVE YOUR CHILD RE-EVALUATED) AT ANY TIME. YOU ARE NOT RESTRICTED TO ONCE A YEAR BUT RATHER THEY MUST OCCUR AT LEAST ONCE PER YEAR. Should you desire a new meeting or to discuss your child's progress, we suggest contacting Kathy Kinnon directly either by phone at 781 388-0222 x3821 or email at Kathy Kinnon's Email.

Should you encounter resistance or have additional questions regarding information you have been given, you should contact 

1. Joel Krakow at (781) 338-3747or email him at compliance@doe.mass.edu

2. Contact us and we will provide you the name of our contact at the DESE.

We can not stress enough, have an advocate or attorney represent you if possible (see the new links page with non-profit advocates and legal agencies), but at the very least, TAPE THE MEETING, PRINT OUT THIS PAGE, and BE PREPARED USING THE QUESTIONS & WORKSHEETS WE ARE GATHERING. (See statistics regarding appeals at the end of this post)

 Mass Laws and Regulations - 603

Reading, Spelling, & Writing ~ Upcoming IEP Meeting? You MUST Ask These Questions!

This is a copy of a publication from the Wrights Law website that is incredibly useful for parents preparing for an upcoming IEP meeting, especially for those parents with children who struggle with reading, spelling and writing. The questions provided within this (and it's counterpart, Reading) are crucial and will allow parents to focus on the issues and ask the 'right' questions. The best thing a parent can do (other than obtain an advocate or attorney) is to educate themselves and have a list of questions or topics they feel must be addressed to their child's success. We also recommend tape recording all meetings for future reference and to ensure no misunderstandings regarding your conversation or expectations. 
It was recently pointed out to us by a former staff member that the school does not do much independent writing and what they do write, little is done towards the craft of writing (specifically editing and revising). We have not heard of a writing program that the school uses although we have heard rumors that they may be working with a writing program vendor in the future. We respectfully request that all parents push this initiative as writing skills are developed through practice and this impacts all of our students.
Again, any edits or comments that were added by us have been placed in italics as this document is originally from Wrights Law.

Parents of children with disabilities who are receiving “special education” reading
instruction need information to participate in writing the IEP (Individualized Education Program) and in working with their children at home. When speaking with your child’s teacher(s) or education specialist, use the following questions to help you gather the information you need. And remember if you do not understand something, ask to have it explained thoroughly.

If You Have Questions about Spelling, ask . . .
1. What impact does my child’s reading ability have on his spelling?

2. How do you blend reading, writing and repeated practice activities in the classroom to help my child become a better speller?

Reading Related ~ Upcoming IEP Meeting? You MUST Ask These Questions!

For Parents going into an IEP meeting, here are some incredibly useful questions to ask during the meeting, Be sure to record the answers as you may want to refer back to them at future meetings. This too came from Wrights Law at Reading Related Questions You MUST ASK. This is one of the BEST tools parents can arm themselves with other than an advocate or attorney. Any additions or changes to this form will appear in italics as this document is a resource of Wrights Law.

Parents of children with disabilities who are receiving “special education” reading
instruction need information to participate in writing the IEP (Individualized Education Program) and in working with their children at home. When speaking with your child’s teacher(s) or education specialist, use the following questions to help you gather the information you need in the boxes provided. And remember if you do not understand something, ask to have it explained thoroughly.

                    If you have questions about your child’s overall reading progress, ask…

1. What is my child’s grade level in reading? What does that mean she can do?
2. Where does she need to improve?  
(Specifically phonics, decoding, vocabulary, comprehension,  or fluency)
3. Is there a difference between how well my child reads individual words and
how well she understands what she reads? If so, what can we do to improve
the weaker areas? (Specifically decoding v. comprehension)
4. Are you using a specific program to teach my child? If so, what skills does this
program teach? (The school uses Direct Instruction as their methodology but ask what specific book they are using, lesson, and grade level of book. What Reading Recovery or Intervention Reading program are they using?)

About Reading Improvement Questions Parents Can Ask…

A GREAT Resource for Parents on What Makes an IEP Effective

This article is incredibly useful for parents of special education students at MVRCS. We suggest having your childs IEP nearby for comparision (you should have received one at your last meeting but Kathy Kinnon would be able to provide you with a copy) as you read through this.

FAPE.org is also an excellent resource for Parents. Another useful article on how to tell if your child is making progress can be found at: http://www.pacer.org/parent/php/PHP-c78.pdf . The main index can be found here: http://www.fape.org/pubs/index.html.

“Facts-on-Hand” is an easy to read series on special education and the Individuals with Disabilities Education Act (IDEA).