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!

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.

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

Another Must Read (and Re-Read) Resource to Prepare for IEP Meetings

“If you’re not sure where you’re going, you’re liable to end up someplace else. If you don’t know where you’re going, the best made maps won’t help you get there.”  —Robert Mager, psychologist, writer, educator

We have seen a few IEP's from MVRCS and, as we've mentioned previously, have consulted with individuals who have many years within education and exceptional credentials. The feedback was less than positive, with a few of them being alarming. That being said, while we would welcome the departure of Kathy Kinnon as the Special Education Direction, we don't see that happening. The 'fix' to this issue is to educate our parents of students who are receiving services so that at the very least, parents can document the progress of their children. Many parents find the IEP and special education, services dance incredibly challenging, frustrating, and upsetting. It is difficult to know what you don't know and even more upsetting to find out too late that you didn't know something that mattered. We have come to the conclusion that education is the key, that is educating the parents on how to ensure their child receives the education they are entitled to and deserve. With that as a new mission and purpose to our blog, we will be giving much attention and information that deals specifically with advocating for your children.

 IDEA 2004 requires your child’s IEP to include:
a statement of the child’s present levels of academic achievement and functional 
performance, including how the child’s disability affects the child’s involvement
and progress in the general education curriculum . . . [and] a statement of measurable annual goals, including academic and functional goals, designed to meet the child’s needs that result from the child’s disability to enable the child to be involved in and make progress in the general education curriculum; and . . . meet each of the child’s other educational needs that result from the child’s disability. 

Sounds confusing, right?

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…