Back To School Back To Edition!School Edition!
August 2024 August 2024
FROM THE EXECUTIVE DIRECTOR
Hello friends,
As we release this “back to school” issue, I can’t help thinking about that Staples back to school commercial of the parents kicking up their heels singing “It’s the most wonderful time of the year…”
I imagine for some of you it is. And, well, for others, it means worry, struggles, days calling in to work. We realize that “school” looks different for different kids. Those different experiences can be isolating for parents and caregivers. Just this morning I was discussing with a friend how different parenting looks for us than what we ever imagined. This is hard, isn’t it? We’ll do our best at PPAL to support you through it. After all, we’re doing it too.
In the meantime, one of the most important things I’ve learned during this journey is to embrace those glimmers of fun, of peace, of hope. What glimmer of summer fun, peace, or hope can you embrace? One is all you need. Ride that wave as long as you possibly can. Then look hard for the next one. I promise you, it’s there.
Good luck with the “school” transitions. You’ve got this!
Be well, Que le vaya bien,
August Workshops.........................................................................
September Workshops.................................................................
Caregiver Support Groups...........................................................
LGBTQIA+ Caregiver Support Group..........................................
Navigating School Avoidance......................................................
Question of the Month Results...................................... Back To School Tips from the PPAL Team.................................
Special Education Placements in Massachusetts................... Youth
CONNECT WITH US!
AUGUST WORKSHOPS
CLICK ON A TITLE FOR MORE INFO!
or visit http://ppal.net/events/
Conceptos Básicos de Justicia Juvenil: Justicia Juvenil 101
Thursday, 8/15/24, 5:00 - 6:30 PM
Moving To Young Adult Life: Transition Planning And Post Secondary Options
Wednesday, 8/21/24, 6:00 - 7:30 PM
Juvenile Justice Basics: Juvenile Justice 101
Thursday, 8/22/24, 5:00 - 6:30 PM
What to Know, What to Expect: Juvenile Justice 102
Wednesday, 8/28/24, 5:00 - 6:30 pm
Qué Saber, Qué Esperar: Justicia Juvenil 102
Thursday, 8/29/24, 5:00 - 6:30 pm
CONNECT WITH US!
SEPTEMBER WORKSHOPS
CLICK ON A TITLE FOR MORE INFO!
or visit http://ppal.net/events/
Conceptos Básicos de Justicia Juvenil: Justicia
Juvenil 101
Thursday, 9/5/24, 12:00 - 1:30 pm
Juvenile Justice Basics: Juvenile Justice 101
Tuesday, 9/10/24, 12:30-2:00 PM
Employment Basics for Parents of Young Adults
Tuesday, 9/10/24, 6:00 - 8:00 PM
Serie En Español de Salud Mental
Miercoles, 9/10/24-10/1/24, 6:00 - 8:00 PM
Moving To Young Adult Life: Transition Planning And Post Secondary Options
Tuesday, 9/17/24, 6:00 - 8:00 pm
Qué Saber, Qué Esperar: Justicia Juvenil 102
Thursday, 9/19/24, 12:00 - 1:30 PM
Active Parenting Ages 5-12
Tuesdays, 9/24/24-11/12/24, 7:00 PM
What to Know, What to Expect: Juvenile Justice 102
Tuesday, 9/24/24. 12:30-2:00
PPAL
Parent/Caregiver Support
For More information go to PPAL NET
Are you navigating the mental or behavioral health systems for a child, teen, or young adult?
Request 1:1 peer support!
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WEDNESDAY
MONDAY
Virtual: Grupo de Apoyo Hispanol
10:00 AM - 12:00 PM
Virtual: Parents Raising LGBTQIA+ Children
6:00 PM - 8:00 PM
Hybrid: Parenting Young Adults - Looking to the Future 5:00 PM - 7:00 PM
THURSDAY
TUESDAY
Hybrid: Caregiver Connections
5:00 PM - 7:00 PM
FREEServices. Noinsurance required. Do you need help navigating and advocating in the school system for a loved one with mental or behavioral health needs?
Book an Ask The Advocate Appointment parentsupportgroup@ppal net
Virtual: Relax & Connect 11:30 AM - 1:30 PM FRIDAY
Virtual: Parenting Young Adults - Looking to the Future
6:00 PM - 8:00 PM
Virtual: Grandparents Lunch and Learn 2nd Thursday 12:00 - 2:00 PM
Virtual: Grandparents Connections 4th Thursday 6:30 - 8:30 PM
Virtual: Parent Support Group 6:00 - 8:00 PM
Parenting Power UP 12:00 PM - 2:00 PM
Navigating School Avoidance
It was almost midnight on a school night, and my 13-year-old was still up, wailing. For the past few weeks, he’d been sobbing himself to sleep almost every weeknight, despairing at the thought of attending school in the morning. The next day, he’d be exhausted and difficult to wake up on time. Some days we just couldn’t budge him. Other days he’d be ready just in time to miss his ride, and need me to drive him to his therapeutic school. Once he was at school, I’d get 2-3 calls over the course of the day, from a teacher and my (usually crying) son, so that I could talk to him and help him regulate - or come pick him up early. At home, he became increasingly hard on himself, calling himself “stupid” for not succeeding at his previous school, or “worthless” for “not accomplishing anything” in a day. In short, my child was depressed, anxious, and struggling desperately - and at the center of all this was his difficulty attending school.
School Avoidance can present in a variety of different ways, and not all of them look like my son’s experience. Some kids struggle to get to school at all, or show up late regularly; others struggle to stay the whole day and end up in the nurse’s office or getting picked up early. Some students can attend school but have trouble engaging in lessons or with their classmates, standing alone on the sidelines of the classroom. Others can’t do or turn in homework (for a while my younger child did their homework every night, but never gave it to their teacher); avoid social interactions, certain classes/teachers/classmates, or tests and presentations; or engage in disruptive behavior in or outside of school.
However it appears, school avoidance has a common factor: it happens when a child is not able to attend school or stay in school, or exhibits significant behaviors that are related to not attending or staying at school, for reasons other than medical problems. School avoidant kids avoid school because it’s too hard - too hard academically, emotionally, or socially. In other words, it’s not that they won’t go to school; they can’t manage school because they don’t have one or more of the skills necessary to succeed there. Getting them back to school isn’t about breaking through stubbornness or getting your child to obey. It’s about getting them the support and teaching them the skills that they need to safely navigate the school day.
So how do we go about managing school avoidance? Some steps include connecting with your child, working with your child’s school, and seeking outside treatment. For more information, sign up for PPAL’s school avoidance training, “My child won’t go to schoolwhat now?”
Connect As A Caregiver
One of your first steps toward addressing school avoidance is to connect with your child. Patiently and lovingly seek the “why” behind school avoidance - the reason or reasons your child is struggling to attend school. It might be because they have an undiagnosed learning disability and struggle to keep up in school, or because they aren’t included socially by their peers. There are many possible causes (see the included chart for a few), but regardless of the reason, you need to figure out the problem before you can work towards a solution.
Another crucial step you can take as a caregiver is to put your child’s mental health first. Avoiding school tends to bring relief in the short term, but in the long term, it has a negative impact on your child’s mood, day to day functioning, self-esteem, and more. The antidote? Spend quality time with your child. Don’t make staying home too fun (you don’t want to reward your child for missing school), but just because you’re not taking your child to a trampoline park doesn’t mean you can’t engage with them. Talk to your child. Let them help with chores, cooking, and errands. Teach them a new skill (loading the dishwasher counts!). Get some exercise together - take a walk in your neighborhood, see if your local rec center has a pool, or kick around a soccer ball in the backyard. You’ll both feel better. Celebrate your child’s successes, as well as small moments of joy you two share. Connect intentionally with your child, and make sure they know that you’ll always love them.
Work With Your Child’s School
Of course, to successfully address school avoidance, you’ll need to work with your child’s school to figure out what supports and skillbuilding strategies your child will need to feel safer and more successful. If your child doesn’t already have an IEP or 504 (or if they do, but it doesn't adequately address the needs behind the school avoidance) ask, in writing, for a special education evaluation. At minimum, this should include a psychological eval and a school avoidance assessment. If you suspect that other needs (such as learning differences) are behind your child’s difficulty attending school, ask for your child to be evaluated in those areas too. If you are unsatisfied with the school testing, ask the school for an Independent Educational Evaluation (IEE) or seek outside neuropsychological testing on your own (call your insurance and find a testing center they cover). Then work with the school to build accommodations, modifications, and learning goals that address the needs uncovered in the testing. These supports need to help your child feel safe in school, to address the roots of issues and not just behaviors, and to build the skills your child needs to be comfortable in school. For example, if testing reveals that your child has an executive functioning difference, they may feel more successful in school if the teacher breaks down their assignments into easily manageable chunks, provides them with tools like graphic organizers and timelines, and grades for effort. They should also be building their own skills in this area, perhaps with pull-out lessons on managing their workload themselves.
Seek Outside Treatment
Sometimes kids who have trouble attending school need more support than the caregiver and school can offer - especially if any mental health conditions are getting in the way. Get your child screened for mental health concerns underlying the school avoidance. Your child’s pediatrician should do an initial screening, and a good licensed mental health counselor, therapist, psychologist or psychiatrist should be able to do a more in-depth screening (if you don’t already have one, ask for a recommendation from your pediatrician or call PPAL). Once you have the results, learn about best practices for school avoidance treatment. There is no one right treatment - it depends on the child - but studies have shown that three modes of therapy - Cognitive Behavioral Therapy (CBT), Exposure and Response Prevention (ERP), and Dialectical Behavioral Therapy (DBT) - are effective in treating school avoidance, whereas, according to the School Avoidance Alliance, “[N]o evidence supports just utilizing talk therapy for anxiety-based school avoidance without including proper exercises of CBT or ERP.” Medication can also be a helpful option, particularly with kids dealing with anxiety. Medication can help suppress fear signals and the “fight or flight” response, which may allow the child to more meaningfully engage in a plan to overcome their school avoidance.
What happens once you have the right support system in place for your schoolavoidant child?
The path back to full-time school attendance can still take time. Your child may need time to adjust to treatment and medication, to learn the skills they are being taught, and just to build up the trust needed to feel safe at school again. But it can get better. My own child, with therapy, medication, new school-based supports, and a new school entirely, has made it back to class, little by little. I still get called to support him when he’s dysregulated at school, and even to pick him up early sometimes. But he’s no longer crying himself to sleep or dreading each school day. He even found a new interest from one of his classes, and has made a new school friend. His journey to return from school avoidance may not be over, but we’re both thoroughly grateful for how much progress he’s made.
Check out our School Avoidance Training!
To learn more about addressing school avoidance, sign up for PPAL’s school avoidance workshop, titled “My Child Won’t Go To School - What Now?” This two-hour training includes deeper dives into the topics discussed in this article, and much more!
6 Tips For Supporting Your Child Through School Avoidance
1. What is school avoidance?
School Avoidance happens when a child is not able to attend school or stay in school (or exhibits significant behaviors that are related to not attending or staying at school) for reasons other than medical problems.
2. It’s not just your kid!
If your child is struggling to attend school, you are not alone! According to the School Avoidance Alliance, over 1,680,000 kids were “school avoidant” in the past year. As you can see in the chart below, “chronic absenteeism” (defined as missing at least 10% of school days) almost doubled during the pandemic, across all age groups. In other words, your child’s difficulty going to school is part of a huge change occurring across the country in the wake of COVID. And it is not your fault.
3. It’s not that they won’t go to school - it’s that they can’t.
School avoidant kids avoid school because it’s too hard - too hard academically, emotionally, or socially. Getting kids back to school is not about making them obey us - it’s about providing them the supports and skills that they need in order to get through a school day.
4. Common Unmet Needs
Treating school avoidance is all about meeting the needs of the child that are currently unmet in the school setting. Common causes/unmet needs include the following:
5. Easing back into school
If your child has been having trouble attending school for awhile now, try getting back into the routine step by step. If your child hasn’t been getting to school at all, start with step “a.” If your child is further along the path toward school attendance, start at whatever step would represent a small challenge for them. Skip anything that seems unhelpful, repeat each step until your child feels comfortable, and customize the steps to fit your child’s needs! Know there may be ups, downs, and steps backwards, and always make sure your child has the support they need to complete each step successfully.
a. Practice getting ready on time for school. Get up, eat breakfast, brush teeth, pack the backpack… Have your child do whatever they would normally do to get ready for school on time - but don’t go to school. Practice until your child has all their tasks completed by the time they would normally set off for school.
b. Do a drive-by (or walk-by). Have your child get ready for school… then drive, walk, bike, etc right by the school, without going in (some parents keep going to Dunkin’ to get their kid a celebratory donut, but that’s entirely up to you ).
c. Set foot on school grounds. Take your child to the school campus on a weekend or evening when there is no one at school. Try staying long enough to play at the playground or have a snack, gradually increasing the time your child spends on campus. You could also try having your child meet a friend there to play or hang out.
d. Go into the building on a school day. You may want to bring your child to school after drop-off and before pick-up to avoid the crowds. Keep the first day as short as you need to - perhaps your child goes into school, says hi to a trusted adult in the building, then goes home. Gradually increase time in the building, doing activities such as talking, playing a game, eating a snack, or spending time outside - ideally with preferred adults and classmates. When they are ready, have kids attend class for short but increasing periods of time.
e. Continue to increase your child’s time and activities in school step by step (Sit in the back of a class reading their own book! Do one classroom activity with other kids! Take a short quiz! Raise their hands and answer at least one question in class!) until their confidence builds and they are ready to participate in school full-time.
PPAL's Question of the Month June 2024 Results
How was school this year?
What are families saying?
When 61%* of families find school unacceptable from a mental health perspective, it follows that students would have a harder time accessing curriculum.
^School Year 2022/23 47% Unacceptable *School Year 2022/23 62% Unacceptable
52%^ of families reported school was unacceptable from an academic perspective.
These troubling findings are similar to last school year and continue to demonstrate the need for time, attention and resources to be devoted to students who are struggling.
From a social, emotional or mental health
perspective
From an academic perspective
PPAL's Question of the Month July 2024 Results
Services and Support from MA Agencies: What are families saying?
PPAL asked families about the state agencies their child is involved with, such as DMH, DDS , DYS, DCF, and DPH That many PPAL families receive services/support from one agency was confirmed (likely, DMH.)
What is notable, however, is that of children receiving services/support, 34% of the children receive services/support from two or more agencies, and 19% were currently applying for services from another agency or previously sought additional services but were turned down.
Collaboration among state child-serving agencies continues to be critical.
66% of the children receive services/support from at least one agency.
22% of children receive services/support from two+ agencies.
14% of all families were in the process of applying for agency services/support.
8% reported their child was turned down for agency services/support they believe are needed.
Back To School Tips from the PPAL Team
1. Talk!
Talk to your children about upcoming changes - a new school year, new teachers and classmates, maybe a new school- and think through what else might be different! There might be new responsibilities or opportunities to look forward to or be worried about. Create and maintain an open dialogue with your child and within your family in general! It’s not easy, but it will help if and when problems arise.
Remember the struggles your child went through last year and plan together on what they can do differently this year. This won’t eliminate the struggles - there's no way to - but will alleviate some stress and triggers and allow your child to better focus throughout the school year.
-Raquel Negron, PPAL Family Support Specialist, Juvenile Justice
I problem solve together with my kids to come up with concerns and solutions around things like academic challenges or bullying. I suggest having a meeting with the school guidance counselor and all the staff that will be working with them.
-Liliana Alatorre Gatzios, Former PPAL Employee
2. Prepare For The New School Year
Set yourselves up to succeed! Start practicing routines as the summer winds down, whether that's old standby routines or something new that you’re trying. Connect with other parents (try out PPAL’s Active Parenting courses!) for tips, comfort, and community!
Expect the best, plan for the worst! Meal plan/prep to take something off your plate when it gets super busy.
-Beth Bergstrom, PPAL Assistant Program Manager, Central MA
-Tashena Marie, PPAL Family Support Coordinator, Central MA
Start now by establishing a consistent daily routine with set times for waking up, school activities, relaxation, homework, and bedtime. Consistency and predictability can greatly reduce anxiety and help children and young adults feel more secure.
- Gabriela Ortega, PPAL Multicultural Outreach Specialist Don't allow your kids more video game or TV time than they would have during the school year. Work together to create some good scripts to use for asking for help or introducing themselves to new students or even kids they were friends with but haven't talked to all summer.
A visual timer is one thing that's been really helpful for my nephews and time management (both the 3 year old for things like waiting, and the 12 year old with AuDHD.)
-Lydia Proulx, Special Project Specialist, Youth Move and PPAL Juvenile Justice
Make getting school supplies together special, whether you're shopping or gathering things from around the house. Help them pick out an outfit for the first day of school. Put together an easy one-page introduction to your child, including their picture, strengths, passions, and support needs. Make it pretty short and easy to read, so you can hand it out to teachers, aides, bus drivers, after-school programs - anyone who may not read/has not yet read the IEP or 504.
-Robin Richardson, PPAL Family Support Specialist, Statewide/Communications Specialist
3. Take Care Of YOURSELF As A Caregiver
Stay connected to your community at PPAL: join a parent group or attend a workshop! Know mental health warning signs. Explore respite options so you AND your child can take a break. Set truly realistic expectations, or better yet, have NO expectations. Seize a moment for a long, slow deep breath or a mental image vacation. Reset as much and as often as you need to.
Get the school year calendar and fill out all the district approved early releases and holidays ahead of time!
-Shannon Coler, PPAL Family Support Specialist, Juvenile Justice
It helps just knowing that the start of school is just harder for some of our kids. Accept the bumps that will happen and know it will get better once they are back in the school routine.
-Candice Gabrey, PPAL Program Manager, Juvenile Justice
4. Stay Connected To The School
Remember that teachers are your allies– they spend hours every week with your child and can be a supportive resource. Get to know them– and while you’re at it, connect with your local Special Education Parent Advisory Council (SEPAC). Every school should have one. Establish a safe person that YOU can go to at your child’s school who can help you!
Connect with your supports: Reach out to teachers, classmates, or support services if needed for academic or personal assistance.
-Johana Rodriguez, PPAL Multicultural Program Manager
Gently make sure the teacher has seen AND read your child's IEP; try saying "I wanted to see if you have any questions about my kiddo's IEP." For many years, our teachers would say they would read the IEP after getting to know the child - or wait until the kid fell apart.
Kim Smith, PPAL Special Projects
Usually during that first week before school starts there is a lot of mandatory professional development. But at some point the teachers will be setting up the classroom, so we ask if they need some help. This gives the teacher and child some time to make a personal connection, to talk about their summer and what works & doesn't work for each of them, and to find out where everything in the classroom goes.
-Ann Berube, PPAL Family Support Specialist, Central MA
Special Education Placements in Massachusetts
Federal law requires that children learn in the Least Restrictive Environment (LRE) that is appropriate to their needs. Generally, this means that a child should learn in the general education classroom alongside their peers as much as possible. Each child has that right. When a student’s needs exceed what can be provided in the general ed classroom, there are a range of options available to help create an environment where the student can succeed. These options include In-District Placements and Out-of-District Placements (OOD).
In-District Placements generally are divided into inclusion/general education classrooms and substantially separate classrooms.
Typically, you can expect the following of an inclusion/gen ed classroom:
Student is in the general education classroom
Student is taught by a regular education teacher (though some classrooms may also include a special ed teacher)
Student may have “push in” services, where a specialized educator or therapist joins the child in class, or “pull out” services, where the child leaves class for specialized instruction
Student may have a behavior plan with the general education teacher
Student may leave class to take breaks in a substantially separate classroom
Student may have a special education paraprofessional work directly with them and often a few other students in the class (for information on how to request a one-to-one paraprofessional for your child (from Wrightslaw)
Substantially separate classrooms on the other hand are generally
A classroom or set of classrooms within a school that serves only students with disabilities
Are taught by special education teachers and paraprofessionals
Often organized by need or disability
Sometimes attended by students from different districts or towns
Attended by students who may have some level of inclusion in a general education classroom, though most students likely do not
Out-of-District Placements are used when the student’s home school cannot support the student’s needs. They include Education Collaboratives, Private Special Education Day Schools, Private Special Education Residential Schools, and Publicly Funded Placements Other Than Public School.
Out-of-District Placements are only considered once the school has determined, often with the continuous prodding of assertive parents/caregivers, that it cannot meet the needs of the student. These placements are not easy to come by, in part, because in all cases, except for Publicly Funded Placements Other Than Public School, the student’s school district is responsible for directing and paying for the proper placement for the student. And, in some cases, there is a negotiated cost-share between the district and the parents/caregivers.
The process from beginning to consider an OOD placement through starting in one is often long and arduous. Even when it has been determined that an outof-district placement is appropriate, the process is very much managed by the district. Certain schools are selected, packets with the student’s profile are sent out by the district, and only after the OOD school agrees to consider accepting the student can the student and family tour the school. Until then, the family waits.
More about each of these Out-of-District Placements is provided below and on the following page:
Education Collaboratives
One or more towns band together to create a school to serve students with disabilities in their districts
Students attend school close to home, which is less restrictive
Find MA Education Collaboratives HERE
Private Special Education Day Schools
Private schools that are “registered” with the state to provide special education services
Sometimes called 766 Schools- referring to Chapter 766 of the Mass General Laws which authorized them (now changed to Chapter 71B)
Also often referred to as Therapeutic Day Schools
Find MA Private Special Education Day Schools HERE
Private Special Education Residential Schools
A placement where the child lives outside of their home and/or immediate community while attending school
Sometimes called Therapeutic Residential Schools
For children that need 24/7 care for their needs, often behavioral needs
The student may attend school at the residential school, in their home district, or in a school district local to the residential school. Regardless, the child lives at the residential school during this time.
Behavior modification and some recreation opportunities are generally provided after school hours
Publicly Funded Placements Other Than Public School
The most restrictive environment and reserved for students with a greater severity of needs
For mental health, these placements are rare and typically a program of last resort
These placements include psychiatric units and residential treatment programs run by the MA Dept of Mental Health
Facilities run by the MA Division of Youth Services (typically court-ordered)
The Pappas Rehabilitation Hospital for Children, formerly the Massachusetts Hospital School, run by the MA Dept of Public Health (requires medical needs)
Find more info about Special Education School Placements from our friends at the Federation for Children with Special Needs HERE and more special education info from the Commonwealth HERE.
WHO ARE WE?
Youth MOVE MA is a youth-led organization dedicated to amplifying the voices of young people and supporting them in taking charge of their mental health.
WHAT DO WE DO?
Trainings
We empower youth with mental health challenges by equipping them with skills to share their voices, educating adults to authentically engage, advocating for systemic change, and connecting them to resources. cmills@ppal.net @youthmovemassachusetts 18 Lyman St, Suite 260, Westborough, MA 01581
We currently offer three trainings: Building Authentic Youth Engagement & Partnership, Talk Saves Lives, and Strategic Sharing
Peer Support
Our peer support specialist works oneon-one with youth, providing guidance and understanding from a place of lived mental health experience
Help: Massachusetts Has A New IEP!
As parents and caregivers of children with mental health challenges, most of us have navigated the complicated education system, often encountering obstacles along the way. Many of our children are on an Individualized Education Program (IEP) at school. The IEP process (and form) is not easy. And having to adjust to a new form was just going to be one more thing to do on our very long list of things to do for our children! It honestly felt like, “Are you kidding me?” However, as we got further into it, we realized that most of the changes were for the good. And, in fact, no changes had been made to the form in 24 years! Perhaps it was time for a simpler, more student-focused IEP? And while it will take all of us, educators included, time to transition, it seems that most of the changes are good changes. Good changes are generally worth it!
So, dear families, do not be afraid. You’ve got this! In general, the new format includes the same critical sections, but in a new format. It provides greater opportunity for transparency by asking for details where they may have been embedded in sections before. And, it is more student-centered. Simply put, the new IEP is a clearer, simpler, and more flexible document.
To help you in mastering the new IEP, we’ve noted some important changes below.
Active Student Participation:
One of the most significant changes in the new IEP is the emphasis placed on actively including the student in visioning their own learning goals in the IEP. Elementary age children will be asked what they want to learn (with the help of parents, caregivers, teachers, counselors, and other involved parties) while high school and posthigh school students will be involved in educational planning, focusing on achieving better education, jobs, and independent living in the future.
Additional Parent/Caregiver Input:
The new IEP now includes several areas where parents/caregivers can provide specific input. The expansion of this is a step in the right direction of recognizing the critical role that family plays in the success of the student!
continue on the next page
Specificity and Clear Communication:
The new form starts with prompts that help capture the student’s individual profile with specificity. For example, the student’s diagnosed disabilities and language-related needs. These were embedded before in long narratives (if completed correctly!). Examples of this additional and prominent specificity are now included throughout the IEP. In addition, parents and caregivers (and frankly, everyone!) faced the confusion around acronyms used on the IEPs. Now, complete and clear terms will be used. For example, instead of ESY, Extended School Year will be used. This enables all team members to better understand the concepts and participate actively in discussions.
Accommodations and Modifications:
The new form includes a more detailed table format for accommodations/modifications to be listed with more structure and specificity such as when and how they are required.
Categories of Present Levels of Educational Performance (PLEP):
Unlike the old IEP which included PLEP A (academic needs) and PLEP B (other needs), the new form includes 4 separate categories of PLEP: Academics, Behavioral/Social/Emotional (yay!), Communication, and Additional Areas.
Focus on Bullying:
The new IEP includes a special section on bullying that is more prominent and detailed and emphasizes skill-building for the student. With approximately 26% of MA students reporting being bullied, many of whom have disabilities, this change in the IEP is significant. In this section, the team must outline the disability-related skills and proficiencies a student needs to avoid and respond to bullying, and how these student needs will be addressed.
Detailed Transition Planning:
The new form is more specific regarding postsecondary planning It includes current performance, strengths, interests, preferences, and impact of disability across the domains of education, employment, and community experience/independent living.
Separate Service Delivery Grids:
The Service Delivery Grid is now divided into standard school year and extended school year services.
Final Reflections:
At PPAL, we recognize that any changes like these take time. However, we also recognize that every day counts for our kids in the educational journey. We can ensure that these changes are adopted and truly lead to better experiences for our kids by learning them ourselves, thinking about our approach with the special education team, and gently reminding them of the need to be complete and specific in the IEP so as to maximize its chances of being fully implemented. And, of course, if your gentle reminders don’t work, or if you need help along the way, our PPAL parents/caregivers are here to help!
For more information, you can access the new IEP forms available online and in multiple languages: English IEP Form (PDF) IEP Forms in 16 languages
Ayuda: Massachusetts Tiene Un Nuevo IEP!
Como padres y cuidadores de niños con desafíos de salud mental, la mayoría de nosotros hemos navegado por el complicado sistema educativo, a menudo encontrando obstáculos en el camino. Muchos de nuestros hijos están en un Programa de Educación Individualizado (IEP) en la escuela. El proceso del IEP (y el formulario) no es fácil. Y tener que adaptarse a un nuevo formulario iba a ser solo una cosa más en nuestra larga lista de cosas por hacer para nuestros hijos. Honestamente, se sentía como, “¿Es una broma?” Sin embargo, a medida que nos adentramos en ello, nos dimos cuenta de que la mayoría de los cambios son para bien. ¡Y, de hecho, no se habían hecho cambios en el formulario en 24 años! Quizás era hora de un IEP más sencillo y centrado en el estudiante. Y aunque tomará tiempo para todos nosotros, incluidos los educadores, para adaptarnos, parece que la mayoría de los cambios son buenos cambios. ¡Los cambios positivos generalmente valen la pena!
Así que, queridas familias, no tengan miedo. ¡Ustedes pueden hacerlo! En general, el nuevo formato incluye las mismas secciones críticas, pero en un nuevo formato. Proporciona una mayor oportunidad para la transparencia al pedir detalles que antes podían estar encajados en secciones. Y está más centrado en el estudiante. En pocas palabras, el nuevo IEP es un documento más claro, simple y flexible.
Para ayudarles a dominar el nuevo IEP, hemos anotado algunos cambios importantes a continuación.
Participación Activa del Estudiante:
Uno de los cambios más significativos en el nuevo IEP es el énfasis en incluir activamente al estudiante en la definición de sus propios objetivos de aprendizaje en el IEP. A los niños de edad primaria se les podrá preguntar lo que quieren aprender (siempre, con la ayuda de padres, cuidadores, maestros, consejeros y otras partes involucradas), mientras que los estudiantes de secundaria y postsecundaria estarán involucrados directamente en la planificación educativa, enfocándose en lograr una mejor educación, trabajos y vida independiente en el futuro.
Aporte Adicional de Padres/Cuidadores:
El nuevo IEP ahora incluye varias áreas específicas donde los padres/cuidadores pueden proporcionar aportes específicos. Este es un paso en la dirección correcta para reconocer el papel crítico que juega la familia en el éxito del estudiante.
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Comunicación Clara y Precisión:
El nuevo formulario comienza con indicaciones que ayudan a capturar el perfil individual del estudiante específicamente. Por ejemplo, las discapacidades diagnosticadas del estudiante y las necesidades relacionadas con el idioma. Estos estaban incrustados antes en largas narrativas (claro, si se completaban correctamente!). Ejemplos de ser más específicos ahora están incluidos en todo el IEP. Además, los padres y cuidadores (y francamente, ¡todos!) se enfrentaban a la confusión alrededor de los acrónimos utilizados en los IEP. Ahora se utilizarán términos completos y claros. Por ejemplo, en lugar de ESY, se utilizará Año Escolar Extendido. Esto permite que todos los miembros del equipo comprendan mejor los conceptos y participen activamente en las discusiones.
Ajustes y Modificaciones:
El nuevo formulario incluye un formato con una tabla más detallada para listar cada ajuste/modificaciones con más estructura y especificidad, cómo cuándo y cómo se requieran.
Categorías de Niveles de Rendimiento Educativo (PLEP):
A diferencia del antiguo IEP que incluía PLEP A (que destacan las necesidades académicas) y PLEP B (otras necesidades), el nuevo formulario incluye 4 categorías separadas de PLEP: Académicos, Conductuales / Sociales / Emocionales (¡yuju!, aplausos), Comunicación y Áreas Adicionales.
Enfoque en el Acoso Escolar (Bullying):
El nuevo IEP incluye una sección especial sobre el acoso escolar que es más prominente y detallada, además enfatiza el desarrollo de habilidades para el estudiante. Con aproximadamente el 26% de los estudiantes de MA reportados por ser acosados en las escuelas, muchos de los cuales tienen discapacidades, este cambio en el IEP es significativo. En esta sección, el equipo debe describir las habilidades y competencias relacionadas con la discapacidad que un estudiante necesita para evitar y responder al acoso, y cómo se abordarán estas necesidades del estudiante.
Planificación de Transición Detallada:
El nuevo formulario es más específico respecto a la planificación postsecundaria. Incluye el rendimiento actual, fortalezas, intereses, preferencias e impacto de cada discapacidad en los dominios de educación, empleo y experiencia comunitaria/vida independiente.
Cuadrículas de Entrega de Servicios Separadas:
La Cuadrícula de Entrega de Servicios ahora está dividida en servicios de año escolar estándar y año escolar extendido.
Reflexiones Finales:
En PPAL, reconocemos que cualquier cambio como este toma tiempo. Sin embargo, también reconocemos que cada día cuenta para nuestros niños en el viaje educativo. Podemos asegurar que estos cambios se adopten y realmente conduzcan a mejores experiencias para nuestros niños al aprenderlos nosotros mismos, pensar en nuestro enfoque con el equipo de educación especial y recordarles amablemente la necesidad de ser completos y específicos en el IEP para maximizar sus posibilidades de implementación total. Y, por supuesto, si sus recordatorios amables no funcionan, o si necesitan ayuda en el camino, ¡nuestros padres/cuidadores de PPAL están aquí para apoyarlos!
Para más información, pueden acceder a los nuevos formularios del IEP disponibles en línea y en varios idiomas:
Formulario IEP en inglés (PDF)
Formularios IEP en 16 idiomas
“Success is not final; Failure is not fatal: It is the courage to continue that counts”.
-Winston S. Churchill
June 2024 June 2024
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