Parent Advisory Council
RECAP OF:
A Conversation with
Pali’s Special Education Professionals
&
Formation of a Parent Support Group
On January 28, 2010
Guest Speakers:
Marcia Haskin, Interim Principal
Mary Bush, Director of Student Support Services
Grant Smith, Department Chair
Sonja Luchini, Parent and Chair of the L.A. Unified Special Education Community Advisory Council (CAC)
Special Education Teachers:
Vejas Anaya, Brooks Walker and Steve Yusi are Resource Specialists. Nancy Simon is a Special Day Program Teacher (Remedial Reading, U.S. and World History) and Dan Kelly is a Special Day Program teacher who works with students with developmental disabilities.
How do we create home-school partnerships to help our students with special needs?
Communication is the key. Identify your student’s case carrier and establish contact. Begin a dialogue via e-mail and let your case carrier know your student’s specific issues. We are here to help your child navigate through their educational programs and we need your input to do so.
Grant Smith, Department Chair, sets up group e-mails for students on his caseload with all teachers, parent and student so everyone is informed as to how he/she is progressing. E-mails are usually answered within 24 – 48 hours, however, if you do not get a response within that time frame, either send another e-mail or call and leave a message. Be sure to leave several times for us to call you back.
While most of the teachers agreed that e-mail was the best form of communication, Steve Yusi identified himself as a “telephone person.” He would prefer that parents call him at (310) 230-7232 and leave a message including the best time to call back. In the event that you do not already know, he will inform you who your student’s case carrier is.
Steve Yusi emphasized the need for the student to have plenty of sleep (get to bed by 10 pm). He has nutrition bars and water available for his students, but asks the parents to insure that their student eats properly.
Please be sure to notify your case carrier if there has been any change of circumstances in your family environment. Are there any family issues – death, separation, divorce, and loss that may be impacting your child’s ability to focus on schoolwork? Also, if your student forgot to take his or her medication that day, it is important to notify us.
Grant Smith shared that the Pali Planner is a tool that they use in working with your students. All assignments, due dates, quiz and test dates are entered and the RSP whose class our child is in reviews it. For students for whom this is not enough support, an accommodation can be developed so that each teacher checks the assignment book and initials it. This is our assurance that the teacher has seen the planner and the student has been informed of what is expected of him or her. Dan Kelly emphasized that it is the nature of a teenager to have no real sense of priority. It is up to the partnership of the teacher and the parent to remind and train the student.
Vejas Anaya suggested that it is best for the parent to get to know the teacher early in the semester. It is helpful to establish the relationship early so that the teacher is aware of the student’s needs.
What is the role of the parent in the Individual Education Process (IEP)?
Parents are the experts. Teachers are the support. Parents know what makes their students tick – what rewards motivate them.
Sonja Luchini suggested writing a “Dear Teacher” letter at the beginning of the school year, explaining your student’s needs, strengths, etc. You should attach pages of the IEP that discuss the student’s accommodations and individual needs. It establishes a good rapport with the teacher.
The IEP is a team effort. The student should be present at meetings, together with the teacher and parent. During that time, a plan will be developed, including health issues, strengths, weaknesses and any other special issues that need to be addressed. The parent is the important member of the team because they have to consent to the plan before it can be implemented. It is about your student’s success.
Grant Smith noted that the IEP meeting is only a part of the process. The process is fluid and progresses throughout the school year.
Mary Bush emphasized that the student needs to be involved in the IEP meetings. In high school, the student must understand what they need so they can develop the self-advocacy skills they will need. Additionally, parents should know that all IEP’s and Section 504 Plans are distributed to general education teachers at the beginning of each semester after the class change period so we can be sure the right teachers receive the student’s IEP.
Brooks Walker told the group that they should keep notes of their student’s performance outside of school, monitoring any changes that may not be apparent to the teacher. Dan Kelly noted that if a parent sees something on the IEP that doesn’t make sense, the parent should question it.
Sonja Luchini suggested that parents should suggest to the general education teachers ways to do assignments. Usually the parent is the one who has the best handle on how their child learns and if the parent has a method that works well for the student, they should share it with the teacher. Most teachers welcome the input, as it can often help other students as well. Anything that makes the students life less stressful is valued.
Grant Smith shared that on the first day of his Resource Class, he has the student open their agenda page and copy their IEP rights and goals into the book so they can have it handy at all times. The end goal is, by 12th grade, the student becomes their own case worker.
What are some successful strategies parents can employ to assist in the completion of homework assignments and test studying?
Vejas Anaya said that there is some uniformity among resource teachers, e.g. use of Pali Planners that makes the student aware of what is expected and creates accountability. However, each student is unique with their own special needs. Teachers want to hear from parents what rewards work.
Nancy Simon added that the 9th grade is a very important year. Students are changing from middle school to high school. There are many adjustments. This will be their first partnership. In the 11th grade, there is another transition, and at that point, they will be readying for college. They will need to have developed self-advocacy skills.
Dan Kelly suggested that a “Family Calendar” is a good idea. All dates for the entire family are entered in one place. It creates a great model for the student.
Grant Smith mentioned that if your student is an audio learner, books-on-tape are a good resource. If the student is visual, white boards are useful. Visual aids at home and in the classroom are very helpful.
Mary Bush added that books-on-tape is an accommodation that may be discussed at the IEP. Books on Tape are not appropriate for most students as they require much additional time and independent reading is usually the best option as reading increases fluency and reading vocabulary.
Make sure your student brings their Pali I.D. card to school every day. They will need it for any library and computer usage on campus.
Dan Kelly suggested a book Content Literacy. The book contains secondary literacy strategies that can be very helpful. Mary Bush suggested that the parent contact the teacher regarding the best approach for organizing thoughts and written work. The case carriers are also a helpful resource.
Sonja Luchini spoke to the group and discussed her desire to start a support group on campus: Friends of Exceptional Children, a support group for families of disabled students. She handed out fliers and a group survey. She can be contacted at sluch20@aol.com.
General topics and Comments from the floor:
Teacher e-mail address and other contact information can be accessed at the Pali High website www.palihigh.org
An Individualized Education Plan, commonly referred to as an IEP, is regulated by the Individuals with Disabilities Education Act (IDEA). This is a federal law designed to assist children who qualify to make progress in their education setting.
A Section 504 plan refers to Section 504 of the Rehabilitation Act and the Americans with Disabilities Act, which specifies that an individual with a disability that impacts a major life activity is eligible for reasonable accommodations to allow them equal access. A Section 504 plan, in the school setting, identifies reasonable accommodations to allow a student access to the curriculum and/ or physical facilities on campus.
The 504 Plans at Pali are administered by Dr. Karen Perkins <kperkins@palihigh.org>.
If you are new to Pali and your child has either an IEP or Section 504 plan, please let your child’s teachers know prior to your student’s first day to ensure accommodations / services are in place and provide a copy of the plan to Mary Bush upon notification that you have been accepted to Pali.
A parent of a special needs student suggested that it was a good idea to bring the records in the summer before school starts; print out goal pages to give to each teacher; be proactive as interaction in the beginning is critical.
Incoming 9th graders should be given some time to adjust to the new setting and expectations of high school. It is very common for students to take 5 – 10 weeks to adjust to the high school culture and, as such, they may struggle in the beginning. 9th graders work in PODs and teachers are able to monitor students more closely than in higher grades.
College applications for students with special needs depend upon the college. Check with the individual college’s Students with Disabilities Office for information.
The College Center on campus is a great resource. Contact them at palicollege@aol.com
How can we get extended time for SAT tests?
· Complete accommodation form available at the College Center (two pages to be completed by parent, two pages by Mary Bush).
· Go to www.collegeboard.com or the website for the ACT for more information about eligibility requirements.
Parent shared that pressures of SAT may be overwhelming for special needs student. Consideration should be given to student attending a community college for two years, and then transferring to a UC school. No testing is required.
Special education placements and services available on site at Pali for students who qualify for services:
Special day programs for students with more severe disabilities requiring an alternate curriculum in a smaller class setting.
Related services for special education students who qualify include a speech pathologist, occupational therapist, transition teacher, adapted physical education teacher, LRE counselors, teacher for the visually impaired, teacher for students with orthopedic impairment, and teacher for student who have hearing impairments.
Students who no longer require special education supports and services may still be eligible for a Section 504 plan to continue needed accommodations in the general education setting. Students are no longer eligible for special education services when they have earned a high school diploma or reach the age of 22.
Next Meeting:
Thursday, February 25, 2009 – 6:30 to 8:00 p.m.
“Summer Programs for Students”
