How Teachers Support Students’ Unique Learning Talents

I work primarily with kindergarten through 2^nd grade students. Each student I work with has unique talents, skills, and needs to remediate or nurture. When working with over 20 students in a classroom, I must focus on creating curriculum for the greater good of the student population based on the grade-level common core standards mandated by California. Then I must adapt my curriculum to meet the needs of highly challenged students as well as gifted and talented students. When working with second grade students after the COVID school shutdowns, a few students are still emerging at the first-grade level in their reading and math skills while others are performing at the 4 through 5^th grade levels.

Literacy Skill Development at Different Proficiency Levels

When working with reading groups, I have to help beginning readers learn their sight-based words and provide them with readers and activities that reinforce reading comprehension while looking at pictures and using phonics to lean the sounds of letter combinations. The focus is to learn phonics while also learning how to comprehend stories at a basic level by asking prediction, story content sequencing, and reading understanding questions. I also have students illustrate with simple words the big ideas in the stories.

Students who are reading at the second-grade level can sound out words correctly and are learning how to sustain their reading skills with more complex comprehension questions. They can summarize what they read and are able to apply their reading comprehension to everyday and new learning situations. Their vocabulary is expanding as they use the context in a story to define the meaning of new vocabulary words.

Several second-grade students can read 4^th through 6^th grade level books. They have mastered reading the Harry Potter series as well as the Babysitters-Club series. Many graphic novels are highly sophisticated and students love the illustrations as they learn to read longer length multi-chapter novels. When students can read at this level, they are able to evaluate, analyze, and apply what they have read to other situations and learn to write evaluative book reports.

Math Skill Development at Different Proficiency Levels

As I work with math skill development for challenged students, I have them learn their basic addition and subtractions skills while using math manipulatives. I encourage them to practice basic addition and subtraction math facts with flash cards and math games at home.

Students at second grade level are learning to solve addition and subtraction 2 and 3 digit numbers without and with renaming when using various strategies including number bonding, use of number lines, writing a math story, and writing the solution in standard form or expanded form. They are also learning about measurement, geometry, graphing, and basic fractions.

When working with several advanced students, I first complete the daily assignment with them. Then they will tutor students requesting help with the daily assignment. I also prepare advanced work problems for them to solve along with third grade advanced problems. They love being challenged. I started with 5 advanced students and now have half the class challenging themselves with advanced math problems.

Putting It All Together

As I challenge more students with advanced work, I had several advanced readers research and write about rattlesnake bite antidotes. Others studied snow crystals and created detailed illustrations about the composition of snow crystals while writing a factual story about how snow crystals formed. We have written and researched opinion stories about ideal pets. For black history month, our students are learning about how Ruby Bridges entered a school with no other white students initially joining her. The students will write an opinion story about how they would feel if no other students would join them in class to learn because of the color of their skin or because of another prejudice against them. As the students expand their research, problem-solving, and critical thinking skills, I am impressed with their growing leadership and compassion for their classmates. They are becoming supportive cheerleaders and tutors for their classmates as they expand their knowledge and leadership skills.

What is Response to Intervention Education?

If you look inside any general education classroom, chances are good that you’d see different students struggling for different reasons. It can be hard for a teacher to tell right away which students are struggling or why. Simply put, Response to Intervention (RTI) is a framework for implementing proactive data-driven decision-making. It provides teachers with better, more timely information about students to improve student learning and performance.

An Effective Prevention Model

RTI is not just a model for special education classrooms. It is increasingly an early identification and prevention model that helps schools and districts nationwide broaden the range of interventions available in general education. RTI also ensures that the curriculum truly meets the needs of all students. With the appropriate processes in place, RTI can help schools identify students at risk for poor learning outcomes. It monitors their progress and provides evidence‐based interventions early on – when students first exhibit signs of learning problems. The nature and intensity of such interventions can be continually adjusted depending on each student’s responsiveness.

Teachers Provide the Interventions

Teachers can provide targeted teaching — called interventions — to help struggling students catch up. A big part of the RTI process involves closely monitoring student progress—that way the school can see which students need more academic support. RTI isn’t a specific program or type of teaching. It’s a proactive approach. RTI measures students’ skills and uses this data to decide which interventions to use.

Response to Intervention Components

Below are key components of RTI.

• Early Identification of Learning Issues: RTI helps in the early identification of students who may be facing academic challenges. By monitoring students’ progress regularly, educators can identify difficulties and intervene promptly, preventing further academic setbacks.
• Individualized Support: RTI emphasizes providing individualized support based on a student’s specific needs. This tailored approach allows educators to address the unique learning styles and requirements of each child, helping them progress at their own pace.
• Prevention of Academic Failure: The primary goal of RTI is to prevent academic failure. By intervening early and providing targeted support, educators can help students catch up to their peers, reducing the likelihood of long-term academic struggles.
• Data-Driven Decision Making: RTI relies on data and ongoing assessment to guide instructional decisions. This data-driven approach allows educators to make informed choices about the most effective interventions for each student, ensuring that efforts are targeted and efficient.
• Collaboration between Teachers and Parents: RTI promotes collaboration between teachers and parents. Parents are integral members of the intervention team and are kept informed about their child’s progress, the interventions being used, and how they can support their child at home.
• Inclusive Education: RTI fosters an inclusive education environment by recognizing and addressing diverse learning needs. It helps create a supportive atmosphere where all students, regardless of their initial skill levels, have the opportunity to succeed.
• Reducing Special Education Referrals: RTI can help reduce the number of unnecessary referrals to special education by providing early and targeted interventions. This ensures that students receive appropriate support within the general education setting, reducing the need for more restrictive environments.

Student Achievement Data Produces Results!

In many states, RTI or intervention data is needed as part of the body of evidence to qualify for special education services as a student with a learning disability. Many states also have READ plans to support students reading below grade level. RTI ensures teachers are completing interventions and using the data to close reading gaps. If you don’t know if your child is receiving classroom-based interventions, ask your teacher. The teacher can also provide you with your child’s supporting achievement data.

Understanding Parent Participation in Special Education

As part of this series, I wrote about the special education law IDEA. One of the key principles of IDEA is “parent participation.” Parent participation, as outlined in IDEA, refers to the active involvement of parents of children with disabilities in the special education process. The law recognizes that parents are essential partners in their child’s education and aims to ensure that they have a meaningful role in decision-making and planning for their child’s education. Here are some key aspects of parent participation under IDEA:

Informed Consent

Your informed consent is required before the school can conduct evaluations or provide special education services to your child. This means you have the right to be fully informed about any proposed actions and their implications before you agree to them. Take the time to ask questions, seek clarification, and voice your concerns. Your active engagement ensures that decisions about your child’s education are made collaboratively and with your child’s best interests in mind. This also means that you have the right to revoke your consent at any point in time. It is best to do this in writing.

Individualized Education Program (IEP) Meetings

IDEA emphasizes that you, as a parent, are an essential member of your child’s educational team. One of the key ways you participate is through the Individualized Education Program (IEP). The IEP is a written plan that outlines your child’s learning goals, the services they will receive, and any necessary accommodations or modifications. Your input is crucial during IEP meetings as you know your child best. This means receiving a copy of your child’s evaluation report or draft IEP prior to the meeting with an appropriate amount of time to review the information begin shared. (My team sends all reports home at least three business days before the scheduled meeting.)

Access to Information

IDEA guarantees your right to access relevant information about your child’s education. This includes evaluation results, progress reports, and explanations of the available services and supports. Being informed helps you to understand your child’s progress, advocate for their needs, and make well-informed decisions together with the school team.

Dispute Resolution

The law includes provisions for resolving disputes between parents and schools regarding their child’s special education. You have the right to participate in mediation or due process hearings to resolve conflicts with the school district. Remember that open and respectful communication is key to finding solutions that benefit your child’s education.

Parent Training and Information Centers

IDEA supports the establishment of Parent Training and Information Centers in each state. These centers offer parents information, training, and resources to help them understand their rights and effectively participate in the special education process. Information can be found on your state Department of Education website, search for special education and you can find the information there. If not call them.

Conclusion

Your participation under IDEA is more than just attending meetings; it’s about actively engaging in your child’s education, collaborating with educators, and advocating for their needs. Your insights as a parent are invaluable in creating an effective and individualized education plan for your child with a disability. Remember, you are not alone on this journey, by working together, your child’s IEP team can create an inclusive and supportive educational environment that empowers your child to thrive.

What Are Your Special Education Rights?

At every IEP meeting I hold, I ask parents if they wish a copy of their Parent Rights and Procedural Sfeguards. Mind you this is in addition to the electronic copy I send when the meeting is scheduled.

Why you ask? The answer is special education Parent Rights and Procedural Safeguards are essential components of the Individuals with Disabilities Education Act (IDEA), a federal law in the United States that ensures that children with disabilities have access to a free appropriate public education (FAPE). These rights and safeguards are designed to protect the interests of parents and their children with disabilities during the special education process. Have you read yours? If not ask your school for a copy or go to your state’s Department of Education website to search for your Parent Rights. It should pop up.

The Key Details

Parental Consent

Special education starts with parental consent. If your child is suspected of having a disability that interferes with their learning, parents must provide written consent (in their primary language) before any evaluation can take place. This consent is the foundation of a partnership between educators and parents to identify and address the unique needs of the child. This ensures that parents are actively involved in the decision-making process for their child’s education.

Evaluation and Eligibility

Once consent is given, the school district conducts a comprehensive evaluation to determine your child’s eligibility for special education services. As educators, we rely on various assessments, observations, and input from parents to build a complete picture of the child’s strengths and challenges. Collaborating with you during this process helps the team gain valuable insights into your child’s experiences outside the classroom and an understanding of what your concerns are.

You have the right to request an evaluation if you suspect your child has a disability that affects their educational performance. The school district must conduct a comprehensive assessment to determine the child’s eligibility for special education services. (more on this is coming in a blog post)

Individualized Education Program

Once your child has been found eligible for special education, an Individualized Education Program (IEP) is developed. The IEP is a legally binding document that outlines the child’s unique needs, educational goals, and the services and accommodations the school will provide to help the child succeed. This IEP can be taken anywhere (e.g. a different state or district) and it will be honored.

This personalized document outlines your child’s unique learning goals, the support and services the school needs to provide, and the methods to measure their progress. You play a key role in IEP meetings, where their input and aspirations for your child are vital in shaping the plan. As educators, we value these collaborative discussions to create meaningful learning experiences that cater to each child’s specific needs. If you have any questions or concerns, ask IEP meeting participants.

Participation in IEP Meetings

You are the primary advocate for their child! Special education Parent Rights and Safeguards are there to ensure your input and concerns in the decision-making process are heard. The right to participate in IEP meetings, provide consent, and receive prior written notice ensure that parents’ voices are heard and respected. Your participation must be meaningful and if you need an interpreter to participate in this process the school district must provide one. The interpreter also needs to be from outside the school agency to prevent any missed communication.

Prior Written Notice

Schools must provide you with written notice before proposing or refusing any changes to your child’s educational placement, services, or evaluations. This notice includes an explanation of why the school is proposing or refusing the action. In most cases you will receive it after having your IEP meeting or after information was provided.

Effective communication between educators and parents is essential in fostering a strong parent-teacher partnership. Schools must provide parents with prior written notice before proposing or denying any changes to the child’s educational placement, services, or evaluations. Transparent communication ensures that parents are well-informed and active participants in their child’s educational journey.

Confidentiality of Records

You have the right to access your child’s educational records and the assurance that their child’s information will be kept confidential. You are trusting educators with sensitive information about your child’s educational needs. The school and the school district must honor this trust by ensuring the confidentiality of records. Respecting the privacy of families builds a foundation of trust, leading to more open communication and collaboration.

This means that the individuals who work with your child know what they need to know. Your child’s IEP Snapshot will be shared with his classroom teacher and special education teachers. If your child has a Behavior Plan and rides the bus, then the bus driver would be given a copy of the Plan. This ensures that everyone who works with your child knows what they need to access an environment and be successful. It’s the case manager and administration’s responsibility to ensure confidentiality is maintained.

A note: An IEP Snapshot only contains IEP goals, services, accommodations and modifications, and testing needs. Other items that IEP teams also share include Behavior Plans, Communication, and Vision Plans. These are included in IDEA as this information is needed for teachers to do their part as members of your child’s IEP team.

Independent Educational Evaluation (IEE)

If you disagree with the school’s evaluation, you have the right to request an IEE at the school district’s expense. An IEE is conducted by a qualified professional who is not employed by the school district. Your request must be approved by the school district and your request must be in writing.

Mediation and Due Process

Though school teams aim for harmony, disputes arise. If there is a dispute between you and the school district, the option is to use mediation or pursue a due process hearing. Mediation is a voluntary process that allows both parties to resolve disputes with the help of a neutral mediator. Due process involves a formal legal hearing to resolve disputes related to the child’s education. Your state’s Department of Education website can provide you with specific information about this process.

Some states offer facilitated meetings. Facilitation is an option for using an impartial third party to promote effective communication and assist the IEP team in developing an IEP based on the student’s needs. State-sponsored facilitation is a voluntary process; both the parent and the district need to agree to facilitation. This may be harder to find on your state’s Department of Education website, so you may need to call.

It’s important for you to understand these Rights and Procedural Safeguards to advocate for your child. These Rights and Procedural Safeguards vary slightly from state to state, so it’s essential to review the specific regulations in the state where the child attends school. You can contact their local school district or state Department of Education for more information about special education rights and procedural safeguards in their area.

You can also get a fresh copy from them if you can’t find a copy.

What Are the 6 Principles of IDEA?

One of the most important aspects of special education is understanding the law. It’s big. It doesn’t make sense, but it’s the cornerstone of everything I do as a professional. It doesn’t matter which state you live in or which district your school is in these 6 principles are EVERYTHING! (Don’t worry I’ll share more on these later, and give you more details.)

The 6 Principles of IDEA are what school districts are held accountable for funding. They must adhere to these principles and concepts or risk losing funding. And knowing these core special education concepts helps you as a parent with a child with a disability. If you have IEP issues and are having trouble defining them, chances are that issue will fit into one of these 6 buckets. First, a little background.

What is IDEA?

IDEA is the Individuals with Disabilities Education Act. It was enacted in 1975 and was re-authorized in 1990 and 2004. Ideally, it is supposed to be updated as appropriate every 10 years, but you can see that doesn’t happen. IDEA was authorized by the federal government to ensure that all children with disabilities are provided with “equality of [educational] opportunity, full participation, independent living, and economic self-sufficiency.” Meaning an IEP is to prepare a child for further education, employment, and independent living.

To get special education services for a child, you have to follow a legal process. The most important law for this process is the Individuals with Disabilities Education Act (IDEA).  It gives rights and protections to kids with disabilities. It covers them from birth through high school graduation or age 21 (whichever comes first). Parents and legal guardians also have rights under the law.

The IEP process should exhibit all of these principles. Trouble starts when something is left out. Everything from an IEP fits into one of these principles.

Of course, there often is an overlap of issues. For example, if a team does not include your parent concerns on the IEP or does not provide you with Prior Written Notice (PWN), you could correctly claim one or all of the following:

1. Your child was denied a Free Appropriate Public Education (FAPE).
2. You weren’t allowed meaningful parent participation.
3. They didn’t put your concerns on a PWN.

The purpose of an IEP is to prepare a child for further education, employment, and independent living. This is IDEA law.

Free Appropriate Public Education

Under the IDEA, every child with a disability is entitled to a Free Appropriate Public Education (FAPE). The IDEA emphasizes special education and related services, which should be designed to meet a child’s “unique needs and prepare them for further education, employment, and independent living.”

The courts have held that the IDEA requires schools to prepare Individualized Education Plans, which provide “meaningful educational benefit” to children with disabilities. The “meaningful educational benefit” requirement includes a focus on raised student expectations, appropriate progress, and transition into postsecondary education and independent living.

Public schools and local school boards are responsible for ensuring that every child with a disability receives a FAPE.

Appropriate Evaluation

The Law requires that schools conduct “appropriate evaluations” of students who are suspected of having a disability. An appropriate evaluation must be implemented by a team of knowledgeable and trained evaluators, must utilize sound evaluation materials and procedures, and must be administered on a non-discriminatory basis. If your primary language is not English than the team must use evaluations that take this into account.

An appropriate evaluation must determine and make recommendations regarding a child’s eligibility for special education services in a timely manner. This means evaluations should be specific to the concerns surrounding the suspected disability.  Evaluations should not be the cookie-cutter approach where everyone gets the same set of assessments.

To receive FAPE, each child needs the appropriate evaluations. Your child is entitled to the appropriate evaluations to determine if there is a disability as defined under IDEA.

Individualized Education Plan

The Individualized Education Plan (IEP) was established by the IDEA to help ensure every child’s access to a Free Appropriate Public Education. The IEP is a written document, developed and drafted by an IEP team, which is based on the evaluation information to address the student’s strengths and needs.

Under the IDEA, an IEP must include information regarding a student’s present levels of educational performance, annual goals, services and supplementary aids to be received, and a detailed explanation of instances where your child is not participating in the general classroom and why.

An IEP is also required to include information regarding consistent reporting on student progress as well as “transition” to adult life. Finally, it is required that an IEP account for the planning concerns of all stakeholders including you and your child, the strengths of a particular child, and the specific “academic, developmental, and functional needs” of the child.

The plan that your child receives must be individualized to their needs.

Least Restrictive Environment

Under the IDEA, a student is guaranteed placement in the Least Restrictive Environment (LRE) possible. Therefore, the IEP team must explore a number of alternatives for enabling your child to participate in the general education classroom. These may include classroom modifications, supplemental aids, and services, andalternative instructional methods, etc.

LRE is a concept that was decided by a Supreme Court case affecting Special Education. The main point of LRE is this: “You must be educated in the least restrictive environment to the maximum extent possible, and you cannot use budget issues as an excuse not to do it.”

If an IEP team determines that your child’s needs are such that they can’t be addressed in the general education classroom, then the team must make responsible efforts to determine the LRE for that student outside of the general classroom.

Parent Participation

IDEA itself spends a lot of time addressing parent participation. It is your right, as well as your responsibility, to participate in the IEP process. Under this provision, state educational agencies and schools must ensure that the parents of a child with a disability are members of any group that makes decisions regarding the placement and LRE of that child.

You have the right to equal and meaningful participation in this process and are entitled to notification of a planned evaluation, access to planning and evaluation materials, and involvement in all meetings regarding your child’s placement. IDEA explicitly establishes your role as an equal participant and decision-maker.

Procedural Safeguards

The law establishes procedural safeguards to help parents and students enforce and understand their rights under federal law. The primary purpose of this requirement is twofold: safeguards protect your access to information pertaining to placement and transition planning, and procedures are put in place to resolve disagreements between you and schools regarding the placement of a student. For your own peace of mind, you want to read them before you need them.

Under the IDEA procedural safeguards, you have a right to review all educational records pertaining to your child, receive notice prior to meetings about your child’s evaluation, placement, or identification, and to obtain an Independent Educational Evaluation (IEE) for consideration at such meetings.

If disagreements arise, you have the right to request mediation or due process hearings with state-level education agencies, and beyond that may appeal the decision in a state or federal court.

Look for more specific information in the coming weeks about each one of these very important points from IDEA. This law encompasses of everything within special education. Do you have additional questions or want me to share a specific topic send me an email at: alison.whiteley@toad-allyexceptionallearners.com