Foster Parents and Schools: Navigating and Advocating

Rachel F. Lustig M.S. Ed., Exceptional Education

Foster parents want to advocate for their foster children.

School systems are difficult to navigate.

Learning Objectives• Different types of Schools

• Importance of School Attendance

• Continued Enrollment

• How to Work with Schools?

• Communication and Conflict Resolution

• Requesting Accommodations and

Modifications

• Types of Intervention

• Qualifying for Special Education

• Special Education Terminology

• What is an IEP?

• Student Advocacy

• Summary

Different Types of Schools• Public Schools

– Neighborhood Schools

– Specialty Public Schools

– Public Charter School

– City of Milwaukee

– other Cities in Wisconsin

• Private Schools

– Religious Schools

– Non Religious Schools

– Specialty Private School

– Private Charter School

– UWM and UW-Parkside

Importance of School Attendance• Early Childhood attendance

– Helps student become ready to attend school socially and academically

• Attendance in Grade school, Middle School and High School

– Gives the student another adult that cares about them.

– Promotes Stability

– Develops Emotional Well-being

– Leads to Academic Achievement

– Helps in friendship development

– Is a predictor in High School

graduation, job acquisition and

future financial earning potential

Continued Enrollment in the Same School

• Minimizes disruptions in the students life.

– School is a familiar place

– Students spend around 180 days in School year which is between 1,050 hours and 1,137 hours a year

• Student has bonds with peers

– Years together in the same school causes peer bonds to form

– Common likes and dislikes are already known by classmates

– Hopefully student has developed friendships with classmates

• Teachers and Staff are already familiar with the Student

– Relationships have already been formed between Teacher and Student

– Students learning styles are known

– Teachers are aware of the Students likes and dislikes

????Questions????

How to Work with Schools?

• Parental/Guardian Involvement and Engagement

• Communication

• Relationship Building

• Effective Advocating

• Requesting Accommodations vs. Modifications

• Seeking Interventions: Types of Interventions

• Conflict Resolution

Importance of Parent/Guardian Involvement and Engagement• Ways to Be Involved

– school conferences

– school events

– extracurricular activities

• Shows children the Importance of School and an Education

• Shows children that you care about them and their school

• Builds relationships with Teacher and Staff

• Teaches children how to advocate for themselves and their Education

• Develops Parents/Guardians/Children into Lifelong Learners

Communication• Everyone wants to do what is the best interest of the Student

– All efforts are made to have everyone work as a team

• Teacher Sharing Information on Student

– Teachers want to respect all parties involved and do what is best for the student.

– Confidentiality is always the first reaction of all staff

– FERPA- Family Educational Rights and Privacy Act

– Designed to protect students and families

– Disclosure Forms

– Exist to help Teachers and all those involved communicate

– signed disclosure forms are required to discuss a student with anyone who is not a parent or a guardian

More Communication• Foster Parents Sharing Information with the School

• Teachers do want to know how they can help.

– What’s important to share with school?

– Any Trauma a Child has experienced

– Anything regarding Triggers to Trauma

– Dates when the child will be absent or late

– Facts about the situation, not opinions

– Who should you share information with?

– Classroom Teacher

– School Principal

– Who should you not share information with?

– Other school parents

And Still More Communication• Keeping communication open with teachers and staff

– Be open and still be honest when communicating.

• Document concerns- sharing with school & case worker

– Keep a record of your concerns and expect follow up from staff.

• Ask any and all questions – no question should do unasked

– Teaches should let you know if they can not answer a question or if they are uncomfortable answering the question.

• Decide which type of communication is preferred

– Phone, text, email, social media

• Respect the Teachers private life and communicate during an agreed upon time frame.

– Don’t text or email late at night and understand there are limits regarding social media.

Relationship Building• Teachers will build a relationship with anyone who cares about a

student

• School and Home should be a team working together for the student

• Be honest, kind and considerate

• Give the relationship time to build

• Always talk respectfully about all the people involved in the student’s life

• Remember that each individual is a valued member of the team

• The team exists to help the student be successful

Effective Advocating• Always keep the student’s best interest at heart

• Decide between what is needed and what is wanted

• Choose your battles

• Model how to respectful ask for what is needed and wanted

• Have specific examples

• Focus on what you are trying to accomplish/clear goals

• If you are advocating for something that is in an Individualized Education Plan refer to IEP

• Actively listen to what the teacher has to say

• Keep the student as the number 1 priority

Requesting Accommodations • Changes how the student learns the material by changing the

Environment, Curriculum format, or Equipment

• Allows students to learn the same material and meet the same

expectations as their peers

• Instructional Accommodations

– Audio recording of a book

• Testing Accommodations

– Extra time to take a test

• How to request

– Formal vs. Informal

•

Requesting Modifications

• Changes what Curriculum the student is taught, what academic

standards are followed and is expected to learn.

• Can be controversial since modifications to curriculum can lead to a certificate of completion instead of a diploma

• Instructional Modifications

– A different reading level of a book

– Shorter assignment

• Testing Modifications

– Shorter test, less questions

– Alternate assessment

• How to request

– Only Formal, must have an IEP to have Modifications

Seeking Interventions• Types of Intervention: Academic Interventions

• Not Legally Binding

• Different levels offered

• Based on Standardized Tests and used based on the percentage a student is behind based on other students their age

• Schools use before referral to Special Education

• At anytime Parents may request evaluation for Special Education

• Response to Intervention (RTI)

– Tier 1

– All Students get high quality instruction with whole group interventions

– Tier 2

– Targeted Intervention in small groups

– Tier 3

– Intensive Individualized Intervention

Seeking Interventions• Types of Intervention: Behavior Interventions

• Not Legally Binding, may lead to evaluation for Special Education

• Schools use when a child has a behavior that needs addressing

• Disrupting class and/or refusing to do classwork

• Aggression towards staff, other students or self

• Functional Behavioral Assessment (FBA)

– Determine function of Behavior

– Determine placement

– Identify positive interventions

• Behavioral Intervention Plan (BIP)

• Used to teach and reward positive behaviors

• The plan or the BIP is based off the FBA or assessment

• Teaches student problem solving skills, calming techniques and was to ask for help.

Resolving Conflict• Try to stay focused on the present and not bring old baggage to

communications

• Make a list of specific issues, questions and possible solutions

• Have specific examples

• Focus on what you are trying to accomplish/clear goals

• Stick to facts and try to keep emotions out of it

• Actively listen

• Ask questions until you truly understand

• Be open to all options

• Suggest a trial period

????Questions????

Qualifying for Special Education• First, What is FAPE and LRE?

• What is Special Education?

• Special Education Evaluation/Reevaluation Process

• Terminology in Special Education

• What is an IEP?

• IEP Goals and Progress Monitoring

• What if the Child already has an IEP?

• Student Advocacy

• What should you do if there is a need to Special Education?

First, What is FAPE and LRE?• All Student are eligible under Federal Law for a Free and

Appropriate Public Education (FAPE).

– This includes all students with intellectual and/or developmental disabilities.

– Public Education is free.

– Appropriate Education means an education meets the needs of each individual student.

• Students also have a right to an education in a Least Restrictive Environment (LRE).

– This generally is becomes an issue for student with disabilities.

– The least restrictive environment is the typical classroom that most students participate in for their education.

What is Special Education?

• Under the Individuals with Disabilities Education Act (IDEA), a child with an identified disability has a right to special education and related services. The identifiable disability must prevent the child from benefiting from their education.

• Special Education must be individualized to meet the child’s unique needs. A child’s program is described in his or her Individualized Education.

• An Evaluation must happen to determine if a student qualifies for Special Education.

Special Education Evaluation/Reevaluation Process

• Who can refer?

– Parents can ask for an evaluation at anytime

– Teachers can ask parents for permission to evaluate

– If the child has a foster parent, schools will still ask the parent for permission to evaluate.

• When the parent gives consent, the teacher will have the parent sign a disclosure of information that permits the staff to test the student in various academic, physical, mental and psychological ways.

• Once testing is complete, a meeting is held with the parents and foster parents, if the parents invite them, to review the information from the tests.

• The information from the tests, information from staff and information from parents is used to decide if a student has and identified disability and qualifies for Special Education.

• Re-evaluations must happen every three years to determine if a student still qualifies for Special Education.

Terminology used in Special Education

• ID – Intellectual Disability

• CD – Cognitive Disability

• SLD – Specific Learning Disability

• OHI – Otherwise Health Impaired

• A – Autism Spectrum Disorder

• DD – Developmental Disability

• EBD – Emotional/Behavior Disorder

• H – Hearing Impaired

More Special Education Terminology

• LD – Learning Disabled

• OI – Orthopedic Impairment

• SDD – Significant Developmental Delay

• SL – Speech or Language Impairment

• TBI – Traumatic Brain Injury

• V – Visual Impairment

• DB – Deaf-Blind

• IEP- Individualized Education Plan

What is an IEP?

• Once the evaluation or reevaluation is complete and the student has an identified disability they qualify for Special Educations and an Individualized Education Plan (IEP).

• The Staff, Parents and the student (if over 13 years old) then write and IEP for the Student. IEPs are valid for 1 calendar year.

• This plan will identify the strengths and weaknesses of the student.

• It will identify the present academic, behavioral and social levels of the student.

• The IEP will state the functional ability of the student and any communication needs.

• Therapies will be evaluated and included if appropriate.

– Speech, Occupational and/or Physical Therapy

• The placement of the student will be determined

– Full Inclusion, Inclusion with Resource or Self-Contained

– Accommodations and Modifications will be used to ensure the student is placed in the LRE, Least Restrictive Environment.

IEP Goals and Progress Monitoring• IEPs also include goals for the student.

• These goals usually include a reading, writing and math goal

• Other goals could include a behavior, social, funcitional, speech, language, transition, occupational therapy or physical therapy goal.

• Goals helped the teacher know what they should be working on with the student.

• The teacher tracks the goal and presents information to the parent four times a year showing the students progress.

• Progress Monitoring and Progress reports are different than report cards

– Progress reports are progress on individualized goals

– Report cards track the students work on predetermined age/grade level benchmarks.

What if the Child already has an IEP?

• Foster Parents should request a copy of the IEP from the parents since the school gives the parents a copy when the IEP is done.

• If you can not get the IEP from the parent, ask the case worker to request the IEP.

• Once your receive the IEP, read the material thoroughly noting all services the child is receiving.

• Examine the goals that have been written and examine the progress that has been made toward those goals.

• Inquire when the next IEP will be held.

• Inquire with the teacher when a reevaluation is needed.

• Find out from the teacher how you can help the student reach their goals.

Student Advocacy

• Teachers and all parents can help children understand

their disability and their IEP.

• If a student is already aware of their disability, help them learn

facts about their disability and ways they can be successful as a

person with this disability.

• Students should participate in their IEP and their parent teacher

conferences whenever possible.

• Students should always have a voice in their

education. They should feel comfortable to

share their wants and needs regarding school

with their teachers, parents and foster parents.

What should you do if there is a need to Special Education?

• Talk to the Case Worker

• Talk to the Teacher about your concerns

– Are there other Interventions and/or Accommodations appropriate

• Talk to the Parents about your concerns

• If all parties agree, work as team to do what is best for the student

– Parent would request the evaluation

– The staff would work with all parties to make sure the Student is properly evaluated.

• If all or some parties disagree, the student would not be evaluated without the parents permission.

– Teachers would use accommodations and interventions instead of an IEP to help the student achieve academic success.

SummaryAs an advocate for this student, you are becoming a valuable member of the team that will educate this student.

Team work works best when all parties are respectful and use open communication.

Many forms of Formal and Informal Interventions exist to help every student be successful in school.

Special education is designed to help those that qualify receive and individualized education.

Teachers will help all the parents navigate the education system, including evaluations, reevaluations and IEPS.

Everyone should remember why they do what they do!

The Why!

????Questions????

Sources

• https://dpi.wi.gov/cal/days-hours

• https://dpi.wi.gov/wise/data-element

• https://www2.ed.gov/policy/elsec/leg/essa/edhhsfostercarenonregulatorguide.pdf

• https://dpi.wi.gov/sites/default/files/imce/sspw/pdf/sswedfostercare.pdf

• https://www2.ed.gov/policy/gen/guid/fpco/ferpa/uninterrupted-scholars-act-

guidance.pdf

• https://dpi.wi.gov/sites/default/files/imce/sspw/pdf/sswedfostercare.pdf