Director's Update
What's Going On on the World Special Education
Participating in Your Child’s IEP Meeting
Parent participation in the IEP process is required as part of the federal IDEA regulation and for very good reason. Parent and caregiver participation in IEP meetings is shown to have positive outcomes, including improved grades, attendance, and long-term outcomes. But for parents, it can often feel like a confusing and daunting task. Parents often share that they don’t know what to expect and don’t always know how to advocate for what they feel is necessary for their child. Here are a few tips for knowing what to expect at an IEP meeting and effectively participating in the process.
What to Expect
Evaluation meeting:
The purpose of an evaluation meeting is to review updated evaluation data and determine whether a student is eligible (or continues to be eligible in the case of a reevaluation) for special education services. Most often, the meeting will start by reviewing the evaluations, and then the teachers will report on classroom performance. The Team will use that information to answer the questions outlined on the state’s evaluation flow chart. The answers to these questions will help the team determine if a student is eligible for special education. The last question on the flowchart is whether the parents/caregivers are satisfied with the school’s evaluations.
Strategies for effective participation:
Review the evaluations and other relevant information (grades, classroom assessments, etc.) ahead of time
Jot down notes and thoughts for things you’d like to talk about at the meeting
Annual Review:
An annual review meeting is held each year to review the IEP and update annual goals. Typically, the meeting starts by hearing about the student’s progress within the school setting. Parents will be asked to share their concerns and any items they would like to see addressed in the coming year. The Team will proceed through the IEP, discussing the student’s vision, present levels of performance, accommodations, annual goals, and services needed to achieve those goals. There are also some required considerations, including whether a student is vulnerable to bullying. While schools cannot pre-determine what will go into the final proposed IEP, schools will come to the meeting with ideas and thoughts to discuss. Likewise, parents are encouraged to come prepared with things they think need to be included, changed, or removed.
Strategies for effective participation:
Review the last IEP and progress reports
Make notes about things that have gone well over the past year and things that have been a struggle
Consider sharing concerns with the school ahead of time. This will help the school-based members of the Team come prepared with ideas to address your concerns.
Involve your child!
While it is required for schools to invite children ages 14 or over to an IEP meeting, even very young children can be involved in the process. Ask simple questions such as “What is something that’s really helpful that happens at school?” If you could change one thing about school, what would it be? What are you really good at in school? What’s something that’s hard for you?”
School Responsibility:
The responsibility of the school district is to consider current information, including student progress, student assessment data, classroom performance, and parent input, and use that information to develop an IEP. By providing input ahead of time, your child’s Team is more equipped to develop a proposal that considers all those factors.
During a Meeting:
Take notes about what is being discussed, and as the meeting progresses, keep a list of questions, suggestions, or requests. This can help you feel less overwhelmed and can help you engage in the process.
Ask questions! If you don’t know what an acronym or term means or you are confused about something that is said, please ask questions. Oftentimes simple questions clarify things and, in turn, prevent frustration and disagreements.
After a Meeting:
Review documents provided to you at the meeting and review any notes you took. If you have remaining questions, reach out to your child’s liaison or the Program Administrator for your child.
Once you receive the proposed IEP, review and sign it promptly. Parents have 30 calendar days to consider a proposal. Even if you are rejecting, it’s important to do that quickly so that we can get started working together to resolve the disagreement.
Disagreements:
Sometimes disagreements happen. That is okay. There are a number of free resources that can help Teams resolve disagreements.
https://www.mass.gov/mediation-at-the-bsea
Assume Positive Intent:
Special Education is hard work. No one gets into Special Education for any other reason than they enjoy and are passionate about supporting students with diverse needs. Your children’s teachers and providers have chosen to work with children with the most complex and sometimes challenging needs. These professionals have dedicated their careers to helping children with disabilities. Assume that these staff are making a proposal or recommendation that they believe is in your child’s best interest and is reasonably calculated to support your child to make progress in light of their unique needs. If you don’t agree, that’s okay, and is your right as a parent/caregiver. But by assuming positive intent on the part of the school, it can help teams remain focused on what is most important- the child.
Wraparound Services
~ Marianne Vines
Wraparound Services are coordinated services that incorporate the natural support systems of clients, along with various agency personnel and community representatives, to address children’s dynamic needs. Natural supports include family members, extended family, other caregivers, teachers, physicians, and others. The “wraparound” label refers to the fact that services are intended to wrap around the child in a way that supports him in all aspects of his life. In this system, members of the child’s natural support group and agency professionals come together to form a treatment team that will communicate and works to help the child to overcome problematic mental health or behavioral issues.
The best option for students with severe emotional disorders, developmental disabilities, and autism is to provide wraparound services. The purpose of wrap-around services is to prevent out-of-home placements for students. Research has found wraparound services to be more effective, family-friendly, and cost-effective than residential placements. They are meant to strengthen family variables in their natural environment.
The system of services can be confusing. I’ll do my best to highlight a few services that may be available for your family, along with how to apply for services. In this edition, I will focus on the MassHealth Children's Behavioral Initiative and Behavioral Health Services for Children and Adolescents.
MassHealth Children's Behavioral Health Initiative (CBHI)
MassHealth Children's Behavioral Health Initiative (CBHI) offers home and community-based behavioral health services to MassHealth enrolled children and youth under the age of 21.
The attached brochure describes the home and community based services that are offer which include Mobile Crisis Intervention, Intensive Care Coordination, Outpatient Therapy, In-home Therapy, In-home Behavioral Services, Therapeutic Mentors, Family Support and Training. They also offer ABA service for children with Autism and Youth Substance-Use Services.
To qualify for MassHealth:
MassHealth Standard- Income based. 150% of Federal Poverty Level. For a family of four, that is $36,372
MassHealth CommonHealth- There is no income limit for CommonHealth. The benefits are similar to MassHealth Standard for disabled children who do not qualify for MassHealth Standard. If your child has an IEP, they have an identified disability and could qualify for these services despite your income level.
To learn more about CBHI services, visit https://www.mass.gov/service-details/cbhi-for-families
Private Insurance- Behavioral Health Services for Children and Adolescents (BHCA)
An additional resource for families is https://handholdma.org It's a family-friendly website for parents of school-aged children who are worried about their children's mental health.
To learn more about BHCA, visit https://massairc.org/behavioral-health-insurance-for-children-and-adolescents/#page-content
Insurance Resource Center for Autism and Behavioral Health
Insurance Resource Center for Autism and Behavioral Health
UMASS Chan Medical School – Eunice Kennedy Shriver Center
774-455-4056 AIRC@umassmed.edu
“Lunch and Learn”
Via Zoom, 2nd & 4th Thursdays of Each Month
12:00 PM – 12:30 PM
Free to attend! Registration required. Spanish translation is available. All presentations will be recorded and posted on the Insurance Resource Center for Autism and Behavioral Health website.
Upcoming for November
November 10th: How Insurance Affects IEPs
Sibling Support- November 3rd
Please see the attached flyer for information on how to register.
Special Education Parent Advisory Council (SEPAC)
November 3, 2022 @ 7pm Learn about Section 504 Plans (Zoom)
Please join us as Bedford hosts the Federation for Children with Special Needs as they present on section 504 plans. Learn how 504 plans help provide support to students with disabilities. Registration Link: https://fcsn-org.zoom.us/meeting/register/tZUod--qrT8iH9R4eMS7bLCi66vw60ol4DJx
November 9, 2022 @ 8pm Bedford SEPAC Parent & Caregiver Night Out
Red Heat Tavern Bedford. Come meet and chat with other parents and caregivers of Bedford children receiving special education services! Appetizers to be provided.
Please join us for updates and to discuss this years programming. Zoom to come 2 weeks prior.