Category: Parent Involvement

Posted on

Make it Make Sense!

A few nights ago, I was sitting with my son while he read out loud to me. He is in first grade, so he is still trying to figure out words, sounds, and rules of the English language. He really is a great reader, and he’s catching on quickly, but with so many rules and exceptions to those rules, he’s had some frustrating moments. 

On this night in particular, he was reading a sentence that had the word ‘clean’ in it. His initial pronunciation was something along the lines of “clihaahn”. When he couldn’t figure it out on his own, I stepped in to help him. I told him how to correctly pronounce the word, then explained that when there is an ‘e’ and an ‘a’ next to each other, it will make an ‘eee’ sound. … and then we got to the next page, where there was the word ‘great’ waiting for us, and the little lesson I’d just given him was no longer valid for this new word. Imagine his confusion when I had to explain that sometimes the ‘e’ and the ‘a’ make a different sound together. 

Take, for instance, the following words: clean, great, heart, early, and head. All contain the ‘ea’ digraph… and none of them sound the same! Or take into consideration through, though, tough, cough, and bough. Again, same letter combination, but all pronounced differently. Make it make sense!! 

Not only do we have digraphs that make different sounds, we also have homophones— words that sound the same, but are spelled differently and have different meanings! Sheesh! As if it wasn’t complicated enough already. Trying to keep it all straight is enough to drive a grown person crazy. Thinking about this is flashing me back to my teaching days when the core curriculum required me to teach a certain set of homophones to each grade level. Let me tell you: teaching seventh graders to understand the difference between capitol and capital, principle and principal, there, they’re, and their, and allowed and aloud was quite the task! I found myself coming up with all sorts of creative ways to help them remember the difference between words. 

As someone who has been speaking and reading the English language for a while now, I feel like I have a pretty good grasp on how to pronounce most words. My brain has been programmed and wired to be able to read a word, determine which sound(s) the letter combinations will make, and pronounce the word, all in a matter of fractions of a second. It’s really quite remarkable that our brains can do what they do! Honestly, it’s so automatic that I really don’t even think about the process of figuring out how to pronounce a word anymore. That is, until I’m sitting with my kids while they read, and then I am reminded of just how complex our language is. 

I’m reminded that I, too, was once in the position of not knowing which ‘ea’ words made a long ‘e’ sound, which made a long ‘a’ sound, and which made a ‘eh’ sound. I once struggled to make sense of the letters and words on the pages in front of me, too, and that’s okay. It’s in the struggle of learning that we make sense of things and train our minds to remember the rules and parameters of our language. 

Every time I’m in a position of helping someone learn how to read, I am reminded just how tricky it can be. These reminders have prompted me to be a little more patient and kind. So when I want to loudly exclaim, “Gahhh! Don’t you know that read and great don’t sound the same and don’t rhyme, but phony and bologna do?!”, I tell myself that learning this language is hard, and it’s going to take practice and time for new learners to figure it all out. It’s a slow process, but one that is undeniably worth every single bit of effort, time, and mistake along the way, for teaching someone to read is setting them up for a lifetime of success.

Posted on

Homework Isn’t Just Worksheets

We can all agree that there are pros and cons to giving kids homework, and that it really should only be given if it’s meaningful. Reading, for example, is homework I’m never mad about. Building reading skills is crucial for life long success, and the more kids do it, the better they will be at it. Sending home a coloring page, however, doesn’t seem as meaningful to me. Fun? Sure. But a good use of precious after-school time? Not so much. 

I saw a social media post the other day that got me thinking about things that aren’t assigned as homework, but maybe should be. Skills that are important for every day life, people skills, and problem solving skills. Grading them would be subjective, and participation and effort would matter more than the outcome, but what is learned/gained would set kids up for long term success beyond the walls of the classroom. 

How would something like this be assigned and evaluated? I suppose it depends on the skill being practiced. Perhaps teachers can create a “menu” of possible skills for students to choose from. Maybe some teachers would want to assign everyone in the class the same task to work on. Some might even want to create “task groups” where small groups of students are all given a certain task and can help each other and cheer each other on. Evaluation might look like parents signing a log, pictures, written reflection, or some other tangible or observable result of the student’s practice. 

What kinds of things would be assigned? I think this depends on your students’ needs and situations. Obviously, a high school teacher is going to assign some things that are geared more toward older kids, such as learning to balance a bank account, whereas a kindergarten teacher might assign something like learning to tie shoes. 

Here’s a few ideas to get you started:

  • Learning to balance a bank account
  • Learning to make a phone call and set an appointment or order food— not everything has to be done through an app
  • Going to the store to make a purchase— selecting your items, conversing with a cashier, and sticking to a budget are great skills
  • Cooking a simple meal (with adult supervision)
  • Spending time outside— fresh air does wonders for both the body and mind
  • Doing a puzzle or playing a board game with at least one other person— teamwork, cooperation, and good sportsmanship are essential
  • Sitting down to eat a meal as a family— a great chance to have good conversations
  • Helping with household chores— those skills are needed!
  • Helping people
  • Learning how to write a letter, address an envelope, and send it in the mail
  • Go to the library, get a library card, and check out some books
  • Free play— giving kids unstructured play time is SO important for their imaginations
  • If possible, learning how to maintain a yard
  • Learning how to give and receive compliments
  • When it’s an appropriate age, learning to ask someone out on a date, face-to-face
  • Finding a good sleep routine
  • Screen-free time— it’s good for so many reasons
  • Spending time at a retirement or assisted living facility— the older generation can teach us so much
  • Meditation 

Some might argue that parents should be incorporating these skills into their family’s routines and lives, but not all family situations allow for things like this, and unfortunately, not all parents are supportive and involved in their children’s lives. 

And yes, teachers already do so much, using their days to teach core subjects. But I don’t know of a single teacher that wouldn’t mind devoting at least a little bit of time to helping their students build skills that will set them up for life long success. 

Regardless of where you stand regarding these things being assigned as homework, I’m sure we can all agree that the rising generation needs support, guidance, and encouragement as they navigate life and learn essential skills. 

What else would you add to the list above?

Posted on

Reading: Worth the Fight

We’re just over a week into the new school year, and one of my kids has already pushed back over required reading time. For the past several years, his teachers have set a required time for reading every night, ranging from 20-30 minutes. As an avid reader and former teacher, I’ve obviously been on board with these daily reading requirements. It’s a no-brainer for me. 

This year, however, his teacher won’t be assigning a specific amount of time or number of pages to read each night. Instead, students have a chart on their school computers where they can log any minutes they read, though it’s not a requirement or an assignment. Naturally, my son took that to mean, “I can read for even just one minute and put that in my log!” Fourth graders, right?! You can imagine his dismay when I told him that even though his teacher wasn’t going to assign reading time, my husband and I were. Despite his nightly protests, we have held strong to this boundary, and most nights, after his 30 minutes are up, he asks if he can read just a little bit more— and who am I to say no to that?!

You might wonder why I choose to pick this battle. After all, it would be much easier to give up the fight and not have to listen to the whining and protesting every night. I’d probably even gain “cool mom” status with my son if I didn’t have him read. But honestly, I am not out to win “cool mom” status, and pushing through the whining is 100% worth it to me. 

You see, I’ve encountered so many teenagers who struggle to read. Kids who really are very smart and capable, but just are not where they “should” be in regards to reading. Kids who are terrified to read out loud in front of their peers because they are not confident in their reading abilities. One way to combat this is to have kids read regularly— even a short 15 minutes a day can make a world of a difference in reading ability. 

Reading goes so far beyond opening a book and following along. It opens doorways to many other skills! Reading increases vocabulary, improves writing skills, boosts confidence, encourages imagination, and increases knowledge, among other benefits. Reading is a life long skill. I know not everyone will continue to pick up a novel and read as adults, but the foundational skills gained through reading in the younger years are vital. Even on days I don’t pick up a book to read for fun, I am still reading things all day long— a menu at a restaurant, a recipe as I cook dinner, the labels on food at the store, road signs, texts, social media posts, and so on. The ability to read is one that cannot be put on the back burner. 

In order for young kids to become better readers, they must keep reading. If someone wanted to be a better football player, they would continue to play football. The same goes for reading. It is simply a skill that must not be ignored. I might even go as far as to say that reading is one of the most important skills that can be learned. It is, after all, something that is used in every other subject they will learn. It is a skill that they will use no matter what career path they use. 

So the next time your child or one of your students complains about reading time, remind them that you are actually helping them— Helping them become better readers, writers, thinkers, and doers, because reading is the key to opening doors to the future.

Posted on

Get to Know Your Children’s Teachers!

It’s wild to think that a new school year will be starting soon. Some have already started their new year! With the new year comes new teacher assignments, and a great opportunity to get to know those teachers! 

As a teacher, I always appreciated when parents or students took the time to think of me— it was so nice to be acknowledged! Now, as a parent, I do my best to let my kids’ teachers know that I appreciate them and their hard work. Rather than just picking a random treat at the grocery store, I always like to know exactly what they like. I also like to make sure I get something they like, want, or need to avoid food allergies or purchasing something they don’t have use for. 

When we go to back to school night, I often will take a little “welcome back to school” gift— a can of cleaning wipes, box of tissues, or something similar with a “getting to know you” survey attached. The survey can be filled out at the teacher’s convenience then sent home with your child. 

I thought I’d share the survey I give to teachers so you can get to know the wonderful people who will be teaching your kids this coming year! Just click on the “Download” button below and print off a copy of the survey. I’ve included both a color and a black and white option to fit all printing needs. 

**Printable is free, but please do not sell, re-post, or claim as your own.**

All About My TeacherDownload
Posted on

Parents and Special Education Services, A Series: Part 4

When considering individuals who receive SPED services, it’s important to note that not all disabilities are visible, and that disabilities come in all shapes and sizes. Another aspect to take into consideration is that people with disabilities can be any age. It doesn’t matter the age, gender, shape, or size of the disability: the fact of the matter is that people with disabilities have the right to be respected and treated fairly. When a student has an Individualized Education Plan (IEP), teachers are legally expected to uphold the terms of that plan, and are required to provide necessary accommodations for their students who have an IEP.

Today’s parent interview is with Bobbie, who has a son with an IEP who is in high school. He is an active, smart young man who has a learning disability. His disability isn’t physically visible, and many people do not even know that learning can be difficult for him. All of his teachers are made aware of his disability and are given a copy of the accommodations he is allowed to receive. Unfortunately, he has had a teacher who did not do their best to uphold the terms of his IEP, which led to frustration for both Bobbie and her son.

Please tell me a little about your child who is receiving Special\Education services. (Age, grade, etc.) 

My child is 15 years old and will be a sophomore this school year. He received his IEP when he was 6 years old in first grade.

What kind of services does your child receive? (general education withpull out services for speech/math/reading, etc., behavior unit, mild-moderate life skills class, etc.) 

My child is currently receiving his services in a co-taught general education math and ELA classroom. When he was in elementary school it was pull out services for reading and math.

What has been the most difficult thing about navigating the SPED world in schools? 

I feel that Elementary school teachers helped with IEPs way better than most secondary school teachers. Many of the secondary teachers, especially those who teach subjects like science and social studies do not follow a student’s IEP accommodations as well as they should. I even had a 9th grade science teacher attend the IEP, and he failed to follow the accommodation of hard copy of notes provided, because he said they could be downloaded from his website, but we were never able to find where to access, and his response was always “they are on my website.” His website was not organized in a way to find anything UNLESS you knew the exact title of his lesson. No dates were provided. This “accommodation” in  his eyes was being met, but was met with a task that was far harder than just making the notes for my child. So I think the most difficult thing is getting secondary teachers to follow ALL of the accommodations needed, and to provide them in a way that makes their learning experience easier and not harder. 

As a parent, what has been the most rewarding or positive thing about working with SPED services in schools?

I have felt like my voice is heard in the meetings, and that my opinion to help my child matters. I feel like when I reach out to his SPED file holder, I get a response and help with my child. 

How do you feel other students and teachers respond to and interact with your child? Do you feel like there is a good amount of inclusiveness at your child’s school? 

Most people do not know that my child has an IEP. I do feel that some teachers do everything they can to help my child find success, but as mentioned above, there are some who do not make their educational needs easier, but rather make it harder for them to access the content.  My child was able to maintain straight A’s in his classes, but it wasn’t from the help of his science teacher especially. He knew my child was reading 4 grade level below, and did nothing to help him. 

As a parent, what are some ways you advocate for your child to make sure they are in the least restrictive environment and receiving the services they need and deserve? 

As a parent, I make sure that all of the teachers know that my child has an IEP and what accommodations have worked the very best for my child in the past. I let them know that I am available to meet, or talk with them to make sure that my child can learn best in their classrooms. I am also a teacher, so I understand and know how important communication with teachers are to ensure that my child’s needs are being met. 

If you could tell one (or two or more) thing(s) to people who don’t have much experience with working with children with disabilities ofany kind and severity, what would you tell them? 

Children with learning disabilities can do what their peers are doing with enough supports/ accommodations. They can also be students with straight A’s who work extremely hard to learn the content. They are kids who just want others to see them as they would see any other child. They have the ability to love others and to be amazing friends to those around them.

Thank you, Bobbie! I can only imagine how difficult it would be to have a teacher who didn’t do their best to accommodate the needs of students receiving SPED services. I’m impressed with her son’s determination and hard work to succeed despite the lack of help from a teacher. Way to go!

This post is part of a series of posts of interviews with parents who have a child who receives special education services. You can find previous posts here, here, and here.

Posted on

Parents and Special Education Services, A Series: Part 3

So often when we think of special education, we only think about the individuals with the disability. In reality, however, there are many more people involved in the education and advocacy for these individuals. Part of that team includes the parents and caregivers of those with disabilities. For the past couple of weeks, I have been interviewing parents and sharing their experiences with the SPED system. You can find previous posts here and here.

Today’s post is from an interview with Marina, a former second grade teacher and mom to an adorable boy who has been diagnosed with Williams Syndrome. Let’s see what she has to say!

Please tell me a little about your child who is receiving Special Education services. (Age, grade, etc.)

K. just turned 5 and will be attending kindergarten in the fall. He has attended 2 years of SPED preschool in our district and was with early intervention before that. 

What kind of services does your child receive? (general education with pull out services for speech/math/reading, etc., behavior unit, mild-moderate life skills class, etc.)

K. will be in the least restrictive special class for kindergarten. It is called a Core Integrated Class. It is full time with a special ed teacher, smaller class size, and 2-3 paraprofessionals. In addition to academic support he also receives speech therapy, occupational therapy, and physical therapy through the district during school. 

What has been the most difficult thing about navigating the SPED world in schools?

The most difficult thing about navigating the SPED world in schools has been knowing the right questions to ask in order to receive the best services and make the best placement decisions. There is a lot of lingo in the SPED world that makes sense to those who work in it for their job but as a parent it has to be simplified and clarified which I have really had to ask for. The services are of course there but no one is a better advocate for your child than you are so it is crucial to ask all of the questions to stay informed of all of your options. 

As a parent, what has been the most rewarding or positive thing about working with SPED services in schools?

The most rewarding part about working with various SPED services has been getting to watch the progress. I have been able to see how hard the whole team (teachers, aides, therapists, families) works together. Everyone celebrates the smallest progress and I truly believe that’s how the bigger goals are accomplished. 

As a parent, what has been the most rewarding or positive thing about working with SPED services in schools?

Our experience so far has been nothing but amazing as far as teacher and student interactions. Teachers in other classes know who K. is and say hi to him often which makes his day. I wouldn’t say they haven’t been inclusive but I do think that is difficult at a preschool age. I am excited for him to experience more inclusivity this fall as that is one goal of the structure of his upcoming placement. 

As a parent, what are some ways you advocate for your child to make sure they are in the least restrictive environment and receiving the services they need and deserve?

As a parent I recognize I am my child’s biggest advocate. I also recognize that there is a lot of emotion also tied to my child. I recently found a parent consultant and she helped be another set of eyes and ears. She was truly amazing. She and I met before the IEP meeting and discussed current goals, future goals, questions, concerns, and options. She attended the IEP meeting with me, took notes, and made sure I was feeling good about all of the decisions being made as well as got all of my questions answered. I involved myself as much as I could. Volunteered, helped with class parties, attended parent teacher conferences, asked for progress notes, worked on goals at home, etc. it is so much easier to advocate when you’re very involved. 

If you could tell one (or two or more) thing(s) to people who don’t have much experience with working with children with disabilities of any kind and severity, what would you tell them?

Find someone you can trust that does have experience and ask questions. For teachers, aides, educators: have compassion and patience not only for the child but the parents and families. It can be really overwhelming trying to navigate the SPED world on top of everything else that comes with having a child with special needs. Be an advocate, challenge the student appropriately and celebrate the small wins daily. To the parents: If you don’t feel good about something, speak up. Ask to see the data and have the data explained to you in a way you understand. I would highly recommend seeing if there is a parent consultant/advocate in your area. They are on your team and a good person to lean on. 

Thanks, Marina! I really appreciated her perspective, and loved that she was able to find a parent consultant to help her as she navigates the SPED world and making sure her son is getting the best care possible.

Next week, we will hear from a parent who has a child on an IEP in high school– I’m excited to hear her words of wisdom!

Posted on

Parents and Special Education Services: A Series, Part 2

Last week, I started what will be a series of posts of interviews with parents who have children in Special Education. You can find the first post here. Our next interview is with McKenzie, who has a darling six year old boy who is receiving SPED services. Like me, McKenzie is also a former teacher who was familiar with SPED from a teacher’s perspective, and had to learn how to see it from a parent’s perspective. Let’s see what she had to say!

Please tell me a little about your child who is receiving Special Education services. (Age, grade, etc.)

E. is 6 years old. He just finished kindergarten this year and was on an IEP starting in preschool. He is on the IEP mainly for speech therapy, but also receives OT for a sensory processing disorder. He is also in the process of an autism diagnosis. 

What kind of services does your child receive? (general education with pull out services for speech/math/reading, etc., behavior unit, mild-moderate life skills class, etc.)

E. does OT in school as well as Speech Therapy. He is in the GenEd class the rest of the time. 

What has been the most difficult thing about navigating the SPED world in schools?

I wasn’t prepared for the emotional toll as a mom. I have a BS in Elementary Education and know the ins and outs of SPED and IEPs and this whole SPED world, but I knew it from a teacher’s perspective. I wasn’t as prepared to enter it as a parent, and it was emotional seeing it from that perspective. 

As a parent, what has been the most rewarding or positive thing about working with SPED services in schools?

Watching E. improve and thrive in school has been incredible. We were extremely worried about sending him to public school and considered home schooling him, but watching him meet his goals on his IEP over time felt very rewarding. Working with the SPED team has also been incredibly rewarding because of the community and support they provide (more on that in the next q). 

How do you feel other students and teachers respond to and interact with your child? Do you feel like there is a good amount of inclusiveness at your child’s school?

The outpouring of love and support from everyone on his IEP team has been incredible! His speech teacher, his OT, the principal, the GenEd teacher, even the PE teacher and the secretaries… literally EVERYONE he interacts with has his best interests in mind and they all have wanted to rally together to give E. the best school experience possible. 

As far as other students, they are too young to even register that there are small things that set E. apart from everyone else. I do worry about how the students will start treating him in later grades when they see him wearing his noise cancelling headphones often, playing with fidgets constantly, and being able to walk out of the classroom for a break whenever he wants (per his IEP).

As a parent, what are some ways you advocate for your child to make sure they are in the least restrictive environment and receiving the services they need and deserve?

Right now, I’m not having to do much in the school to advocate for E. In fact, I think the teachers are advocating for him TO ME instead! I was nonchalant about getting him tested for autism because I’ve had so much push back from medical professionals to the point of one doctor saying flat out “He doesn’t have autism and you’re wasting your time trying to get him a diagnosis.” So I stopped pursuing it. But at an IEP meeting, they convinced me that I needed to push for it more and listed all of the ways an autism diagnosis could help him day to day and in the long run. Now we are back to working on an autism diagnosis with a new team of doctors, so that’s where I’ve spent all of my time advocating! 

If you could tell one (or two or more) thing(s) to people who don’t have much experience with working with children with disabilities of any kind and severity, what would you tell them?

That these kids are not bad, even though they sometimes may come across as that. Their brains are just working differently than yours, and that’s not something to be punished or looked down on, it’s something that needs tolerance, understanding, and love. And you’ll get much further with these kids acting out of tolerance, understanding, and love than you will any other way. 

Thank you, McKenzie! Thank you for reminding us that kids in SPED need our love and understanding!