Getting Started Again Afterabreakofmorethantwoyears,theConnecticutParentAdvocacyCenterishappytoresumepublicationofitsnewsletter.Asitsnamesuggests,SPEAKOUTaimstoencouragediscussionandadvocacy.ItisanimportanttoolthattheConnecticutParentAdvocacyCenter(CPAC)usestofurtheritsmissionofprovidinginformationandsupporttofamiliesofchildrenwithanydisabilityorchronicillness,agebirththroughtwenty-six,andtopromotetheideathatparentscanbethemosteffectiveadvocatesfortheirchildren.Withareadershipofmorethan19,000,SPEAKOUToffersustheopportunitytoreachawideaudience,toreconnectperiodicallywithparentsandprofessionalswhoarefamiliarwithourworkaswellastointroduceourorganizationtofamilieswhoarejustbeginningtolearnaboutdisabilities,specialeducation,andparentadvocacy.WhetheryouarealongtimereaderofSPEAKOUTandhavebeenwondering if a CPAC newsletter would ever appear again (a few of you did ask) or someone leafing through SPEAK OUT for the first time,wehopethesepagesareareader-friendlysourceofinformationabouttheservicesweprovide,currentissuesineducation,andhowparentsofchildrenwithdisabilitiescangetinvolvedandsupporttheirchildren’slearning. Although CPAC has published SPEAK OUT for almost twenty-five years, we have decided to approach this issue as a fresh start,anopportunitytoreevaluateourdesignandcontent,totryoutanewlookandsomenewtypesofarticles.Wehopethesechangesareimprovements,andwewelcomeyourcomments. Inkeepingwiththenewformatandtheideathatthisissueisabeginningofsorts,manyofthetopicsweexploreinthesepagesrelatetothestartofsomenewstageinachild’seducation.Asachildgrowsanddevelops,heorsheexperiencesmanybeginnings,manynewstagesintheprocessoflearning.Atthebeginningofeachstage, parents often face new issues, unfamiliar terms, and difficult decisions as they try to figure out what is best for their child. With their son’s or daughter’s education atstake,theymayfeelconfusedorevenoverwhelmedbythechallenge.

This issueofSPEAKOUT isdevoted toansweringsomeof thequestionsparentsmayhavewhentheirchildispoisedtobeginsomethingnew:ShouldIenrollmychild in kindergarten? What is the significance of my first-grade son’s being identified as “atrisk”byourschooldistrict,whichusesaResponse-to-Interventionprocess?HowdoIpreparetoparticipateinthedevelopmentofmychild’sIEP?HowcanIgetmystrugglingchildstartedinatutoringprogram?HowcanIhelpmydaughterwithdisabilitiesadjustduringherfreshmanyearatcollege?Ourgoalistoprovideinformationthatwillhelpparentsseethesebeginningslessaschallengesandmoreasopportunities.Webelievethat by educating themselves, parents can gain the understanding and confidence they needtoadvocateforanappropriateeducationfortheirchildren.WehopethisissueofSPEAKOUThelpsyougetstarted.

In this Issue:

CPAC Information...............................2

FamilyInvolvement.............................3

Kindergarten.......................................4

ResponsetoIntervention....................6

ChildFind............................................7

IEP......................................................8

SupplementalServices.......................8

Tutoring...............................................9

Self-Advocacy...................................10

We believe that by educating themselves, parents can gain the understanding and confidence they need to advocate for an appropriate education for their children.

Connecticut Parent Advocacy Center, Inc.www.cpacinc.org • 800-445-2722 • cpac@cpacinc.orgVolume 22 • Number 1 • Spring 2008

Speak Out

www.cpacinc.org 2 SPEAK OUT •Spring2008

The Connecticut Parent Advocacy Center, Inc.

is a statewide nonprofit organization that offers information and support to parents of children withdisabilities and the professionals who work withthem. The center is staffed primarily by parents ofchildren with disabilities who assist other parents inunderstanding how to participate more effectivelyin their children’s education. A rangeof services isavailable,includingtelephoneconsultation;workshopsandin-servicepresentationsforparents,schools,andserviceproviders;awebsite;andalendinglibraryofbooks,CDs,videotapes,andDVDs.

ConnecticutParentAdvocacyCenter,Inc.338MainStreet,Niantic,CT06357

860-739-3089v/TDD•Fax860-739-7460www.cpacinc.org•cpac@cpacinc.org

Satellite Office:FairHavenCommunityHealthClinic

203-776-3211

StaffNancyPrescott,ExecutiveDirector

StarrChampion•SherriEdgar•AdrianaFontaineJaneHampton-Smith•SallyHuck

CarminaLizardi•BethReel•MelissaRoyceKathySlade•KathyWhalen

Board of Directors

ShannonAiello•JaneAllen•ElizabethBumgardnerGraceCoombs•WendyCampbell-Cooper

CatherineHolahan•SharmaHoward•FaithMarrionMichaelMaus•Rev.AlanScott

SPEAK OUTDoreenMangels,Editor

AlyssaDuczynski,Designer

Thisnewsletter is fundedbygrants from theUnitedStatesDepartmentofEducationandtheConnecticutDepartmentofEducation,BureauofSpecialEducation,andbyprivatecontributions.Theviewsexpresseddonot necessarily reflect those of the funding sources. CPACdoesnotendorseanyproduct,service,ortheoryreferredtoinSPEAKOUT.Articles,announcements,andresourcesareincludedforinformationonly.

Special Thank You CPACwouldliketoextendaveryspecial thankyouto the ConnecticutAssociation for Children andAdults withLearning Disabilities, CACLD, which generously donatedan assortment of recent books dealing with issues relatedto parenting children and adults with autism andAsperger’sSyndrome.Thebooksareawelcomeadditiontoourlendinglibraryandarenowavailabletobeborrowedbyparentsandprofessionals.ManythankstoourfriendsatCACLD. CPAC would also like to thank the Vernon SEPTAfor fundsdonated to supportourwork.With theconstantlyincreasingpriceofgas,CPACwillusethefundstosupplementourtravelbudgetsothatstaffcanconducttrainingsessionsforlocalparentgroupsthroughoutthestate.ThankstoVernonparents and teachers for helping us remain accessible toparentsineverytown.

Expressions Art Show 2008 The Lyme–Old Lyme Junior Women’s Club hasannounced that theConnecticutParentAdvocacyCenterwillbeamong the beneficiaries of the proceeds of their Expressions Art Show2008,whichwillbeheldonApril25,26,and27attheLymeArtAssociation. TheeventwillkickoffonFridayeveningwiththetraditionalopeningreceptionandcontinueontheweekendwithashowandsaleofartworkbymanytalentedregionalartists.AnOpenAirMarketandaKidsPaintOutwillalsobeheld. SomeofourreadersmayrecallthatCPACwasfortunateto be selected as a beneficiary in 2001. This year, CPAC will use ourportionoftheproceedstocontributetothecostofprintinganddistributingournewsletter,aswellastooffsetthecostsassociatedwith our annual summer Friends and Family Picnic at CampHarkness.WethanktheJuniorWomen’sClubfortheirgeneroussupportofourworkwithfamilies,andweencourageallartloverstojoinusforawonderfulopportunitytoenjoythebeautyandartoftheShorelinecommunity. AdditionalinformationabouttheeventisavailableontheJuniorWomen’sClubwebsite,www.expressionsartshow.org.Allphotographs©2007MicrosoftCorporation

www.cpacinc.org 3 SPEAK OUT •Spring2008

Family Involvement: Key to Student Success Agrowingbodyofresearchindicatesthatstudentswhoseparentsareactivelyinvolvedinsupportingtheireducationtendtobemoresuccessful in school. Studies show that family involvement benefits children in all age groups and from families of all economic, racial/ethnic, andeducationalbackgrounds.Studentswithinvolvedparentsaremorelikelyto:

earnhighergradesandscorebetterontestspasstheirclasses,earncredits,andbepromotedenrollinhigher-levelprogramsattendschoolregularlyhavebettersocialskills,showimprovedbehavior,andadaptwelltoschoolgraduateandgoontopostsecondaryeducation.

ParenttrainingandinformationcenterslikeCPAChavealonghistoryofpreparingparentstobeactivepartnersintheeducationdecisionsthataffecttheirchildren.Inaddition,overthecourseofthepastseveralyears,CPAChasrecognizedtheneedtoprovideadditionalresourcestoschooldistrictsthatmaybestrugglingwithhowtoengageparentsinthelifeoftheschool. TrainingforparentsandprofessionalsisonewayCPACcanhelpstrengthenthefamily–schoolconnection.Parentworkshopsareofferedinthecommunityattimesthatareconvenientforfamilies.Theseworkshopscoverawiderangeoftopics,including“PositiveBehaviorInterventions:WhatParentsNeedtoKnow,”“UnderstandingADHD,”and“Help!MyChildIsStrugglinginSchool.” Acompletelistofworkshopsispostedonourwebsite,www.cpacinc.org.Formoreinformation,pleasecontactourtrainingcoordinator,MelissaRoyce,atmroyce@cpacinc.org.Source:“ANewWaveofEvidence:TheImpactofSchool,Family,andCommunityConnectionsonStudentAchievement,”byAnneT.HendersonandKarenL.Mapp,NationalCenterforFamilyandCommunityConnectionswithSchools,www.sedl.org

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New Resources**WallingfordPublicSchoolshasestablishedapartnershipwithaprivateprovider,HighRoadSchools,toofferanannualTransition Fair. This evening event is open to parents,guardians, educators, and support personnel seekingresources and advice to help young people with specialneedsas theyprepare for lifebeyond theschoolyears. Itprovides a valuable opportunity for families, students, andeducators tospeakdirectlywithstaff fromawide rangeofprograms. Jointsponsorshipenables theschooldistrict tosharetheresponsibilitiesinvolvedinpublicizing,organizing,andhostingsuchanevent. Formore information,contactCPACat800-445-2722orcpac@cpacinc.org.

**Special Education Network (SPED*NET) of Wilton, incollaboration with the Wilton Parent Advisory Council andWiltonPublicSchools,hascreatedanonlineguideentitledAWebGuidetotheSpecialServicesPartnership,availableat www.spednet.org/wilton/handbook/handbook.pdf. Theguideisintendedtohelpparentsbecomeequalpartnersintheeducationoftheirchildrenbyprovidinginformationonallaspectsofspecialeducation,includingthereferralprocess,Planning and Placement Team meetings, IndividualizedEducation Programs, the Individuals with DisabilitiesEducationAct,andNoChildLeftBehind.Theguideincludestips for parents and numerous links to other websites. Inaddition, a template is available that allows other schooldistrictstocustomizetheguidebymodifyingtheinformationprovided. For information, contact Eve Kessler, Esq.,presidentofSPED*NETWilton,atinfo@spednetwilton.org.

Materials Spotlight Duringthepastyear,CPAChasdevelopedseveralprintresources that we want to share with school districts lookingforwaystoprovide information to familiesandfacilitateparentinvolvement.Examplesofsomeoftheseresourcesinclude:

Calendar with helpful contact information and planningtipsParent packet for newly identified studentsSampleparentresourcelibrarymaterialsPublicationsbrochurewithaselectionofshortfactsheetsinEnglishandSpanishConnectingConnecticutResourceDirectoryChildFindbrochure

Allthesematerialscanbetailoredtosuitindividualdistrictsandmaybereplicatedfordistrictuse.Pleasedon’thesitatetocallusifyouhavequestionsaboutanyoftheseproductsorifyouhaveotherneedsthatwemaybeabletoaddress.

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www.cpacinc.org 4 SPEAK OUT •Spring2008

Ifyoursonordaughterisapproachingkindergartenage,thoughtsofthebeginningofyourchild’sformalschoolingmay fill you with excitement, dread, or a bit of both. Whatever your feelings, you most likely have some questions about this newstageofyourchild’slife.Youmightbewonderingwhenyourchildcanenterkindergarten,ifheorsheshouldattendatall, what the benefits are, and how you can help him or her prepare and feel happy and confident about this new experience. Toanswersomeofyourquestions, theConnecticutStateDepartmentofEducationhaspublished“WhatParentsShouldKnowAboutKindergartenEntry,EnrollmentandAttendance”and“GettingYourChildReadyforKindergarten.”Thefollowinginformationisadaptedfromthesebooklets.

Q: At what age is my child eligible for kindergarten?

A: Under Connecticut law, publicschoolsarerequiredtobeopentoallchildren who reach the age of five on or before the first of January of any school year. If your child is five years oldonorbeforeJanuary1ofanyyear,he or she can enter kindergarten. Ifyour child will turn five after the first of January,thelocalBoardofEducationdecideswhetherornottoadmityourchild.

Q: If my child is five on or before the first of January of the school year, do I have to send him or her to kindergarten?

A:Parentshavetheoptionnottosendtheir child to school until he or sheissixorsevenyearsofage. If theychoose not to send their child whenthechildisageeligible,theymustgoto the school district office and sign an optionform.

Q: Does my child have to be tested in order to enter kindergarten?

A:Thereisnostatelawthatrequirespublicschools to testchildrenbeforethey enter kindergarten. The localschool district decides if any testingis done at kindergarten entry. Butwhatevertheresultsofanytestgivenby the school, your child cannot beexcludedfromschoolwhenheorsheisageeligible.

Q: Should I keep my child out of kindergarten if he or she is age eligible but perhaps not “ready” yet?

A:Manyparentsconsiderwithholdingtheir child from kindergarten owingto concerns that the kindergartenprogram may not be suitable; thattheirchildmaybeamongtheyoungestin the class; or that he or she maynot be “socially mature enough” forthe experience. All school districts,however,areresponsibleformeetingtheneedsofallkindergartenstudents,regardless of their age or stage ofdevelopment.TheConnecticutStateDepartment of Education stronglyencourages parents to send theirchildren to kindergarten when theyareageeligible.

Q: What benefits does kindergarten offer my child?

A: Kindergarten instruction promotesthe learning of many skills—includingearly reading skills—that are thefoundation of the curriculum throughgrade12.Inaddition,ifyourchildisanEnglishlanguagelearner,kindergartenprogramsareavailable tohelphimorher learnEnglish. If your childhasaproblem that might affect his or herability to learn, that problem can beidentified in kindergarten. The earlier the problem is identified, the sooner your child can receive the supportservicesheorsheneeds.(SeetheboxonChildFindonpage7.)

Q: What can I do to help ensure that my child is ready for kindergarten?

A: As your child’s first teacher, you canhelpyoursonordaughterdevelopimportant thinking and learningskills to prepare for kindergarten.By sharing observations, askingquestions,andencouraginginterestsandexploration,youcanusethetimeyouspendwithyourchildtoengagehim or her in fun, relaxing learningactivities.

Transition to

For additional information on kindergarten, please contact :

Connecticut Department of Education 165 Capitol Avenue, Hartford, CT 06106

860-713-6555 • www.ct.gov/sde

www.cpacinc.org 5 SPEAK OUT •Spring2008

Parentsofyoungchildrenwithdisabilitiesgothroughseveralprogramchangesduringthepreschoolyears,butthemostimportant—andoftenthemoststressful—isthetransitionfrompreschoolservicestokindergarten.Ifyourchildwillbeleavingthepreschoolprogramthisyear,itisimportantthatyoustartplanningforthattransitionnow. Inmostcases,theschoolsystemwillbestartingtheprocessinMay.Parents,however,needtobeginthinkingabouttheprocessnow.Becausethiscanbeamajortransitioninyourlivesandthelifeofyourchildwithadisability,youshouldtakethetime to start reflecting on what your dreams are for your child. It is important that you go into the school setting focusing on the “possibilities”notthe“problems.”Insomeways,thiscansetthestageforfutureexperienceswiththeschoolsystem. Thiscanbeaveryemotionaltimeinyourlife,anditisimportantforyoutoknowthatotherparentshaveexperiencedtheseemotions.Wonderingwhattodocanbescary,butgoodplanningcanhelplessenthefearandgiveyoutoolstomanagetheemotions.Herearesometipsonhowtoprepare:

Complete a Positive Student Profile for your child. This planning tool is available from CPAC (800-445-2722) and will help youfocusonyourchild’sstrengths,successes,andchallenges.Itwillgiveyoutheopportunitytothinkaboutandwritedownyourdreamsforyourchild.Itwillalsohelpyouidentifywhatsupportsmaybeneededtoreachthosedreams.Reviewyourchild’scurrent IEPandask thepreschool teacherwhathasbeencompletedandwhatneedsmorework. Use that information along with your Positive Student Profile to make a list of goals you think are important for nextyear.Youdon’thavetowritethegoalsorneedtoknowspecialeducationjargon.Itisjustimportantthatyouknowwhatis,inyouropinion,mostimportantforyourchildtolearn(forexample,reading,communicationskills,orself-helpskillssuchasdressing).Writedownanyquestionsyouhave,aswellassuggestionsforIEPgoals.Makeaprioritylist—organizeyourgoalsinorderofimportancetoyou.

Source: “Start Preparing for Your Child’s Transition intoKindergarten,” Exceptional Children’sAssistance Center,www.ecac-parentcenter.org

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Kindergarten

Resources:Much More Than the ABCs: The Early Stages of Reading and Writing, byJudithA.Schickendanz(NationalAssociationfor the Education of Young Children, 1999) This bookexamineshow literacy learningbegins longbeforechildrenenterschool. Theauthoroffersconcretesuggestionsonhowparents,caregivers,andpreschoolteacherscanprovideyoungchildrenwithinterestingandplayfulexperiencesthatbuildthefoundationforlearningtoreadandwrite.“Positive Solutions for Families: Eight Practical Tips for Parents of Young Children with Challenging Behavior,”(CenterforEvidence-BasedPractice:YoungChildrenwithChallengingBehavior,2006)Thisbrochureprovidesparentswithtips they can use when their young children exhibit challenging behavior. Each tip includes an explanation of a specific strategy andanexampleofhowfamiliescantrytheapproachinaneverydaysituation.ThebrochureisavailableinbothEnglishandSpanish.ContactCPACforacopy,orviewitonlineatwww.challengingbehavior.org.Center on the Social and Emotional Foundations for Early Learning—aresourcedevotedtostrengtheningthecapacityofchildcareandHeadStartprogramstoimprovethesocialandemotionaloutcomesofyoungchildren,www.vanderbilt.edu/csefel

www.cpacinc.org 6 SPEAK OUT •Spring2008

Dear Concerned Parents, ResponsetoIntervention(RtI)isaprocessdesignedtoidentifyandhelpstrugglingstudents,includingthosewithdisabilities.Itisintendedtoreducethetimestudentswaitbeforereceivingextrahelp,increasethenumberofstudentswhosucceedwithingeneraleducation,andidentifyearlieronthosechildrenwhohavedisabilitiesandareinneedofspecialeducationservices. TheRtIprocessisamulti-stepapproachtoprovidingassistancetostudentswithingeneraleducation.Inmostmodels,including thosecurrentlyunderreview inConnecticut,a three-step,or three-tier,process isused. Ateach tier,more intensiveinterventions(changesininstruction)areprovidedtoimproveacademicperformance.Theseinterventions,aswellasthegeneralcurriculum,arebasedon researchandhavebeenshown tobeeffective formost students. Theprogressofeachstudent ismonitoredateverystage.Resultsofthismonitoringarethenusedtogaugeeachstudent’sresponse—toevaluatehoweffectivethe interventionshavebeenand tomakedecisionsabouthowmuchsupportastudentneeds. Ifastudentcontinues to facedifficulties at one tier, he or she is moved to the next tier and receives more intensive support. If his school is using an RtI process, your son was most likely identified as “at risk” for reading failure based on the results ofuniversalscreening.Universalscreeningreferstothemethodusedtodeterminewhichstudentsare“atrisk”fornotmeetinggrade-levelstandards.Schoolpersonnelrevieweachstudent’sperformanceonrecentstatewideordistrictwidetestsoradministeranacademicassessmenttoallstudentsinagivengrade.Itsoundslikeoneofthesemeasuresshowedthatyoursonishavingdifficulty with some aspect of learning to read. Ideally, when a child needs extra help with learning, theschoolinvolvesparentsattheearlieststagesofRtI.WhentheschooldeterminesthatachildneedsTier2interventions,bestpracticedirectsthat schoolpersonnelprovide theparentswithawritten interventionplan, fully explain this plan to the parents, and request parentalconsent before putting it into practice. The plan should include specific informationabout:

whattheinterventionwillbewhowillprovidetheinterventionhowmanyminutesperdaythechildwillgetthishelphowlong(numberofweeks)theinterventionwilllastwheretheinterventionwillbeprovidedhowthechild’sprogresswillbemonitoredhowfrequentlyparentswillreceiveprogressreports.

Ifyoususpectthatyoursonhasareadingdisabilityandifheisnotrespondingtotheinterventions,youhavetherighttoreferhimforaspecialeducationevaluation.Bylaw,atanypointintheRtIprocessparentsmayrequestacomprehensiveevaluationtodetermineiftheirchildiseligibleforspecialeducation.

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As they hear more and more aboutResponsetoIntervention,parentsshouldkeepinmindafewimportantpoints:

RtI is only a model, and it is evolving indifferentwaysindifferentplaces.RtIhasgeneratedcontroversyandcallsforfurtherresearch.As school districts around the countryconsider how to use RtI, teachers,administrators, and other professionals inthe field of education have raised concerns, andmanyoftheirquestionsabouthow—orif—RtIwillworkhaveyettobeanswered.Parents need to learn about how RtI willaffecttheirchildrenandtoaddtheirvoicesto the continuing discussions about thiscomplexissue.

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Dear Parent Advocate, A couple of months ago, we were told that out first-grade son was “at risk” for reading failure.HisteacherinformedusthattheschoolisusingaResponse-to-Interventionprocess.Shesaidthatourson’sprogresswouldbemonitoredandthatwewouldbetoldifinterventionswereneeded. This isallnew tous. Pleaseexplainwhat thismeans. Doesoursonneedspecialeducation? - Concerned Parents

www.cpacinc.org 7 SPEAK OUT •Spring2008

Tier 1: General EducationAll students receive instruction in thecorecurriculum.Teachersuseresearch-basedinstructionalstrategies.Results of state or district tests areused to identify students who are“at risk” for not meeting grade-levelstandards.Students identified as “at risk” receive interventions,usuallyinsmallgroupsintheregularclassroom.Students showing significant progress return to the regular classroomprogram; students not showingadequateprogressmovetoTier2.

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Tier 3: Individualized Interventions Students receive individualized,intensive interventions, perhaps onadailybasis.Studentprogressismorefrequentlymonitored.Students who do not respond tothese interventionsareconsideredfor a formal evaluation. Thisevaluation, which includes datacollected during Tiers 1, 2,and 3, determines eligibility forspecial education as required bythe Individuals with DisabilitiesEducationAct.

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Tier 2: Targeted InterventionsStudents receive targetedinterventions in addition toinstruction in the generalcurriculum.Theseinterventionsgenerally take place in smallgroups and are short term(usuallynotmorethanagradingperiod).Student progress is closelymonitored.Students showing significant progress return to Tier 1;studentsnotshowingadequateprogressmovetoTier3.

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Sources: “AParent’sGuidetoResponse-to-Intervention,”NationalCenterforLearningDisabilities,www.ncld.org;“CEC’sPositiononResponsetoIntervention(RTI):TheUniqueRoleofSpecialEducationandSpecialEducators,”CouncilforExceptionalChildren,www.cec.sped.org;“ResponsivenesstoInterventionandLearningDisabilities,”NationalJointCommitteeonLearningDisabilities,www.ldonline.org;“RTIandReading:ResponsetoInterventioninaNutshell,”byG.EmersonDickman,ReadingRockets,www.readingrockets.org

Tier 3IndividualizedInterventions

Tier 2TargetedInterventions

Tier 1GeneralEducation

Child Find Parents are often the first to suspect that their child may require special education. Persistent developmental delays, failure to attend school regularly, repeated suspensions, and difficulty with homework are just some of the signs that something isn’t going right with achild’seducation.Parentsneedtoknowthatunderfederalspecialeducationlaw,theyhavetherighttomeetwithschoolpersonneltodiscusspossibleevaluationstodetermineiftheirchildhasadisabilitythatrequiresspecialeducationservices. TheIndividualswithDisabilitiesEducationActmandatesthatlocalschooldistrictslocate,identify,andevaluateallchildrenwithdisabilitiesfrombirththroughagetwenty-one.Thiscriticalcomponentofthefederalspecialeducationlaw,knownasChildFind,appliestochildrenintheBirthtoThreeSystemaswellaschildrenofpreschoolorschoolage,includingthosewhoattendprivateschoolorarehighlymobileormigrant,homeless,orwardsofthestate. ChildFindalsorequireseachstatetodevelopacomprehensivesystemtoensurethatallreferralsources, includingparents,knowtheirrightsandresponsibilitiesregardingthereferralofchildrenwhomayneedservices.CPACispartofConnecticut’seffortstoprovide information, outreach, and resources so that all children who are eligible for special education services are identified and served. Ifyouhavequestionsaboutthereferraloreligibilityprocesses,feelfreetocallCPACat800-445-2722orreviewtheinformationonChildFindonourwebsite,www.cpacinc.org.

Response-to-Intervention Model

www.cpacinc.org 8 SPEAK OUT •Spring2008

Supplemental Education Services UndertheNoChildLeftBehindAct,somechildrenqualifyforfreeSupplementalEducationServices(SES)—tutoringbytrainedinstructorsorInternet-basedinstructionthatstudentscanaccessthrough a computer. Your child is eligible for SES if he or she qualifies for free or reduced-price lunch andattendsaTitleIschoolthathasnotmadeadequateyearlyprogressforatleastthreeyears. SESprogramsareopentoschool-agechildren inanygrade. ChildrenwhodonotspeakEnglishorare inabilingual program,aswell as those in special education, canqualify.Tutoringtakesplacebeforeorafterschool,onweekends,orduringsummervacation.Servicesareprovidedinavarietyofsettings,includingschools,publiclibraries,communitycenters,placesofworship,orfamilies’homes.SchooldistrictsarenotrequiredtooffertransportationforchildrentoattendanSESprogram,butsomeprovidersoffertransportation.

Yourschooldistrict is requiredto letyouknowat thebeginningof theschoolyear ifyourchildcanreceivetheseservices.Theschoolwillgiveyouaregistrationformandtellyouwhentohanditin.TheschoolwillalsogiveyoualistofprovidersapprovedbytheConnecticutStateDepartmentofEducation.WhenchoosinganSESproviderfromthislist—whichmayincludeschools,after-schoolprograms,communityorganizations,andcommercialcompanies—makesureyouarewell informed.Askquestionsnot only about scheduling, location, and transportation but also about providers’ qualifications, the student-to-teacher ratio, the focus of the tutoring, coordination with your child’s classroom teacher, and feedback. A list of specific questions is included in “A Parent’s Guide to ChoosingSupplementalEducationServiceProviders,”preparedby theNationalEducationAssociationand theNationalParentTeacherAssociation.YoumayrequestacopyoftheguidefromCPAC(800-445-2722)orviewitonlineatwww.nea.org/parents. For additional information about Supplemental Education Services in your district, contact the central office and ask to speak with thepersoninchargeofSESunderNoChildLeftBehind.YoumayalsocontactMichelleRosado,educationconsultantattheConnecticutStateDepartmentofEducation,at860-713-6748ormichelle.rosado@ct.gov.Sources:“SupplementalEducationalServices:QuickReferenceforParents,”U.S.DepartmentofEducation,www.ed.gov;“QuestionsforFamiliestoAskSESProviders,”SESQCenter,www.tutorsforkids.org

Asking Questions:Individualized Education Programs

Ifyourchildhashadacomprehensiveevaluationandiseligibleforspecialeducationservices,youneedtoprepareforthepartyoucan play in the special education process. The first step in this process is the development of a plan for your child’s education. This plan, called the Individualized Education Program (IEP), is based on your child’s specific needs and lists the special education services he or she willreceive. Under the Individuals with Disabilities EducationAct, parents are considered equal partners with school personnel in makingdecisionsregardingtheirchild’sIEP.YourmeetingattheschooltodeveloptheIEPshouldbeanexchange—thatis,youneedtobeablebothtoprovideandtogatherinformation.TobeaneffectivememberoftheIEPteam,youshouldbeabletodescribeyourchildandhisorherneeds,expressyourconcerns,andaskabouttheservicesyourchildwillreceive.Beforethemeeting,writedownwhatyouwanttodiscuss.Usethesetwolistsofquestionsasguidesasyoupreparetobeanactiveparticipant:

Sources:“Parent IEP Input Form,” CPAC; “Questions for Parents and Professionals to Consider When Reviewing the IEP,” CPAC;“DevelopingYourChild’sIEP,”NationalDisseminationCenterforChildrenandYouthwithDisabilities,www.nichcy.org

Before the meeting, ask yourself:What are my child’s strengths? What were his/her successesthisyear?What areas of weakness have I noticed? What are my child’sgreatestchallenges?Whathelpsmychildlearn?WhatgoalsdoIhopemychildwillreachintheyearahead?WhataccommodationsorservicesdoIthinkwouldhelpmychild?

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At the meeting, ask school personnel:What are the specific goals for my child? Are they measurable? Howoftenwilltheybereviewed?What modifications, accommodations, and other supports will my childreceive?Whowillprovidetheservicesandwherewilltheybeprovided?Willmy child participate in thegeneral curriculumall or part oftheday?Givenmychild’sabilitiesandskills,istheschoolexpectingthekindofprogressIthinkmychildshouldmake?

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www.cpacinc.org 9 SPEAK OUT •Spring2008

Tutoring Services According to his first-grade teacher, your son is having trouble learning letters and sounds. Or maybe your tenth-gradedaughter struggles to complete writing assignments on time andseemsmoreandmorefrustratedwithschool.Oryourmiddleschoolchildismovedtotearsbyalgebraorsciencelabsorhistoryexams.So you are thinking of finding a tutor who can give your child some extrahelpheorsheneeds. But how can you get your child started? How do you find someonetohelp?SomechildrenqualifyforfreetutoringundertheNoChildLeftBehindAct.Yourschooldistrictcangiveyouinformationabout thisprogram. (See thearticleonSupplementalEducationServicesonpage8.) If youare looking tohireaprofessionalorlocate a qualified volunteer, begin by making a list of potential tutors inyourarea.Askteachersandadministratorsatyourchild’sschoolfor referrals. Get recommendations from friends, neighbors, andparentsofyourchild’sclassmates.Checkwithlocalorganizationsthatoffertutoringservices,suchasLiteracyVolunteers,theYMCA/YWCA, and your Regional Educational Service Center. Somecollegeswithteacher-trainingprogramsalsoprovidetutoring. Onceyouhavesomenames,youshouldtakethetimetoassess the qualifications and personal style of each prospective tutor. Hereisaseriesofquestionstoasksomeoneyouareconsideringasatutorforyourchild:

Credentials: What degrees and certification do you have? What expertise doyouhaveinthesubject(s)beingtaught?Areyoutrained

touseinstructionaltechniquesthatwilladdressourchild’sspecialneeds?Howlonghaveyoubeenatutor?Doyouhaveexperienceworkingwithstudentsatourchild’sgradelevel?Canyouprovidereferencesfromfamilies,schools,orotherprofessionals?

Tutoring plan: Whatinformationdoyouneedfromusandfromtheschoolto develop a plan for instruction? How will you link the

goalsofthetutoringsessionstoourchild’sschoolwork?Willyou

assistourchildwithdailyhomeworkand long-termassignments?Willyouhelpourchildstudyfortests?

Coordinating with school: Areyouwillingtoconsultwithourchild’steachersandotherspecialists?Willyouattendschoolconferences?

Feedback: How frequently will we receive progress reports? Howoftenshouldwe touchbasebyphone,andwhenshouldweschedulelonger,face-to-faceconferences?Shouldour

childattendthesemeetings?

Scheduling: Howmanytutoringsessionsperweekdoyourecommend?How long will each session be? Will you be able toschedulesessionsforthetimeofdaythatwethinkwould

workbestforourchild?

Payment: Howmuchdoyoucharge foreach tutoringsession? Ispaymentexpectedfortheinitialconsultation?Whatisthe

feeforparentmeetingsandforschoolconferences?

Muchofthisinformationcanbegatheredduringatelephoneconversation.Butyoushouldalsoarrangeameetingtoseeifyouthinkaprospectivetutorwillbeagoodmatch—foryouandforyourchild.Duringthisinitialconsultation,askyourselvesifyouandyourchildwillfeelcomfortableworkingwiththisindividual.Andbesuretoincludeyourchildinthisprocess.Explainwhatatutordoesandhowyouthinkonecanhelp. Ifyoufeel it isappropriate, letyourchildparticipateintheinterview.Havingasayintheselectionofhisorhertutormaymakeyourchildmoreopentoacceptinghelp.Sources: “TipsforChoosingaTutorforYourChild,”NationalCenterforLearningDisabilities,www.ncld.org; “How to Find and Select anAcademic Therapist,” The International DyslexiaAssociation,www.interdys.org

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Resources:Parenting a Struggling Reader: A Guide to Diagnosing and Finding Help for Your Child’s Reading Difficulties, bySusanL.HallandLouisaC.Moats,Ed.D.(BroadwayBooks,2002)Thisbookpresentsadetailed,realisticprogramforgettingparentsactivelyinvolvedintheirchildren’sreadinglives.Theauthorsprovideinformationonhowchildrenlearntoreadandwhatgoeswrong for those who have difficulty with reading. They offer practical advice on how parents can get their struggling children the helptheyneed.Thequestionandanswerformatiseasytouse.

Wrightslaw—a resource for parents, educators, advocates, and attorneys that provides information on special education law,educationlaw,andadvocacyforchildrenwithdisabilities,www.wrightslaw.com

A Good Way to Start

www.cpacinc.org 10 SPEAK OUT •Spring2008

In recent years, federal legislationhas brought about changes in educationalpolicyandcurriculum that affect studentswithdisabilitiesatallstagesofschooling, includingthepostsecondaryyears.TheIndividualswithDisabilities Education Act (2004) and the NoChildLeftBehindAct(2002)aimtosupportandimprovetheacademicachievementofstudentswithdisabilities ingradesK-12.Althoughtheyhave no jurisdiction once a student leavesthe K-12 school system, these laws alsoseek to increase opportunities for studentswith disabilities to move on to postsecondaryeducationbyenablingmorestudentstograduatewith a regular high school diploma and makea successful transition to college or a trainingprogram. TheAmericans with DisabilitiesAct(1990) requires all postsecondary institutionstomake “any reasonableaccommodation thatmaybenecessary” toensure thatpeoplewithdisabilitieshaveequalaccesstotheircourses,programs,andactivities. Studies show that there havebeen some positive developments in thepostsecondary education of people withdisabilities. The percentage of high schoolgraduates with disabilities enrolling atpostsecondary institutions has increased, andnearlyallpublicpostsecondaryinstitutionsenrollstudentswithdisabilities. Yet not all the news is good, andmuchoftheprogressthathasbeenmadeisintheareaofaccesstopostsecondaryprograms

ratherthansuccessonceenrolled.Institutionshave considerable leeway in interpreting whatisa“reasonableaccommodation,”andservicesandsupportareofteninadequate.Youngadultswithdisabilitiesarestilllesslikelytocompleteadegree or certificate program than their peers withoutdisabilities.

Whatcanparentsdotohelpensurethe success of their child with disabilities at apostsecondary institution? More specifically, how can they support their son or daughterduring the difficult transition of freshman year? While parent involvement in the education ofelementaryandsecondaryschoolstudentshasreceived much attention and encouragement,informationonhowparentscanhelptheirchild

with disabilities succeed in postsecondaryeducation is difficult to find. In fact, according to a Parent Brief published by the NationalCenteronSecondaryEducationandTransitionandthePACERCenter,“anemphasisinrecenttransition literatureonoverprotectiveparentingand learned helplessness has given someparentsandeducatorsthemistakenimpressionthatparentinvolvementiswhollyundesirableatthe postsecondary level.… [Yet] a handful ofrecent studies confirm the value of the supports parentsprovideatthepostsecondarylevelandindicate that active parent involvement canfoster,ratherthanhinder,self-determination.”* Whether their young adult son ordaughterdecidestoliveathomeorgoawaytoschool,parentscanexpectashiftintheparttheyplayintheirchild’seducation.Althoughnolongeractingasparentadvocates, theycancontinuetoperformanimportantroleasmentors,offeringguidanceandencouragingself-advocacy.Thisnewphasecanbringnewchallenges,but theold lessons about the benefits of knowing your rights, staying informed, and discussing theissuesstillapply. Parentscanhelp theirchildunderstandhisorherrightsandresponsibilities,learnwhenandwheretogoforsupport,locateresources and information, and communicateclearly about expectations and complications.By passing on what they have learned abouteffectiveadvocacy,parentshavetheopportunitytomakethestartoftheirchild’spostsecondaryeducationanempoweringexperience.

Passing the Torch: Advocacy

Parent Tips for Promoting Self-AdvocacyDiscusswithyourchildhisorherlegalrightsandtheresponsibilitiesthatgoalongwiththem.Youngadultsoflegalageareresponsibleformakingtheirowndecisionsandsolvingtheirownproblems,unlessparentsaretheirlegalguardians.Postsecondaryprofessionalsarenotlegallypermittedtoshareinformationwithparentswithoutastudent’swrittenpermission.Prepareyourchildtodescribeindetailthenatureofhisorherdisability.Togainaccesstoaccommodationsandservices,studentsmustpresentdocumentationoftheirdisabilitythatisnomorethanthreeyearsoldandmustaskfortheassistancetheyneed.Makesureyourchildknowswhataccommodationstorequest.Helpmakealistofvariousaspectsoflearningthatmaybeaffectedbyhisorherdisability,includingclasssizeandtype(lectures,labs,web-based),communicationskills(speaking,listening,usingphonesandemail),attendance(class,requiredactivities,residentiallivingrequirements),typesofassignments(reading,writing,research),evaluations(tests,papers,oralreports,grouppresentations,projects),andtimeconstraints(timedtests,deadlines,assignmentduedates).

Foralistofadditionalsuggestionsonhowtohelpyourchildmakeasmoothtransitiontopostsecondaryeducation,pleasecontactCPACat800-445-2722orcpac@cpacinc.org.

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Sources:Learning How to Learn: Getting Into and Surviving College When You Have a Learning Disability,byJoyanneCobb(Child&FamilyPress,2003);“TheFirstYear: TheTransition,” inJust for Parents,LandmarkCollege,www.landmark.edu;“TransitiontoCollege:StrategicPlanningtoEnsureSuccessforStudentswithLearningDisabilities,”NationalCenterforLearningDisabilities,www.ncld.org;*“ParentingPostsecondaryStudentswithDisabilities:BecomingtheMentor,Advocate,andGuideYourYoungAdultNeeds,”NationalCenteronSecondaryEducationandTransition,www.ncset.org;“PeoplewithDisabilitiesandPostsecondaryEducation,”NationalCouncilonDisability,www.ncd.gov

www.cpacinc.org 11 SPEAK OUT •Spring2008

A Recent College Graduate Speaks Out My name is Dan Lennon, and I grew up in Milford, Connecticut, where I attended ForanHighSchool.Throughoutmyentirechildhood,mymotherwasveryinvolvedasanadvocateformyeducation.IwasluckytohaveaparentwhowaswillingtogoaboveandbeyondtoensureIreceivedtheaccommodationsIdeserved.AsastudentwithADHD,Iwasalwayspushedtoworkharderthaneveryone else. My work ethic has proved beneficial in all facets of my life. After high school, I attended BostonCollege,whereIreceivedadegreeincommunicationsandtheology.Throughouthighschoolandcollege,Iwasinvolvedinseveralathleticsandcommunityserviceopportunities.Myexperiencesledme toapply forTeachForAmerica,aprogramdedicated to teaching inunder-resourcedpublicschools. I currently teach fifth-grade mathematics and science at CIS 166 in the Bronx, New York. EnteringcampuslifeatBostonCollegewasarelativelysmoothtransition.TheADC(AcademicDevelopmentCenter)neededtohaveallmyinformationconcerningmyservices.Inhindsight,ensuringthattheADCreceivedallthenecessaryinformationfrommyhighschoolshouldhavebeenapriorityduringthesummerpriortofreshmanyear.Thebeginningoffreshmanyearisfullofaddedpressuresand can be very hectic for all students. This added piece could have helped make that first month less overwhelming. OnceBostonCollegehadthenecessaryforms,theprocessofreceivingaccommodationswentsmoothly.Regardlessof which office handles your child’s services (at Boston College it was theADC), never underestimate how helpful a goodstudent–professorrelationshipcanbe.IhadseveralprofessorswhowereveryhelpfulandreassuringwhenitcametogettingwhatIdeserved. Irequiredextratimeonmytestsincollege,andBostonCollegewasalwayswillingtomeetmyneeds.Itwasnecessary,however,todomostoftheset-upworkonmyown.Earlyinthesemester,IneededtogiveprofessorsnoticethatwhenexamscamearoundIwouldbereceivingextratime.Priortotheseexams,IwouldneedtoalerttheADC.Itwasneverahassle,butitwasanaddedresponsibility. Myparentswereveryinvolvedinmyeducation.Atanearlyagetheyinstilledinmestrongdiscipline.WhenIgottocollegeIwaspreparedtokeeparegimentedschedule.Evenso,therearemany(many)distractionsoncollegecampus.ThesedistractionscanbeveryappealingtoanoutgoingADHDyoungman(likeme).Supportivephonecallsfromhome,aswellasperiodicvisitsfrommyparents,helpedmestayfocused. Iwasfortunateenoughtohaveseveralotherpeopleoncampusaspartofasupportnetwork.MyolderbrotherwasajunioratBostonCollegeandwasalwayswillingtositandchat.Iwasinvolvedinathletics,andmycoacheskeptmeonastrictschedule.IbecameclosewiththeprofessorofafreshmanadvisingcourseIenrolledinandhadseveralothercampusadvisorsIcouldturntoforhelp.Itcanneverhurttohaveanotherpersontoturntoinatimeofneed.

Resources:

Learning How to Learn: Getting Into and Surviving College When You Have a Learning Disability,byJoyanneCobb(Child&FamilyPress,2003)Thismanualoffersstudentswithlearningdisabilitiesconcrete,step-by-stepadviceonpreparingforcollege,choosingtherightschool,advocatingfortheirrightsundertheAmericanswithDisabilitiesAct,andtakingadvantageofsupportsandservices.Bydrawingonherownexperiences,theauthorsendsthesimpleyetpowerfulmessagethathighschoolandcollegestudentswithlearningdisabilitiescansucceedacademically.HEATH Resource Center on Postsecondary Education for Individuals with Disabilities—avaluableresourceforstudentswithdisabilities;includesaGuidanceandCareerCounselorToolkitforAdvisingStudentswithDisabilities,www.heath.gwu.eduConnect-ability—astatewideresourcetobringtogetherindividualswithdisabilitiesandemployers,www.connect-ability.comAssociation of Higher Education and Disability—an international resource devoted to universally accessible postsecondaryeducationforstudentswithdisabilities;includessectionsonparentandstudentFrequentlyAskedQuestions,www.ahead.orgUniversity of Connecticut’s Center on Postsecondary Education and Disability—acomprehensiveresourceonpostsecondaryeducationforConnecticutstudents,parents,andeducators,www.cped.uconn.edu

Beyond the High School Years

Connecticut Parent Advocacy Center, Inc.338MainStreet,Niantic,CT06357860-739-3089•800-445-2722www.cpacinc.org•cpac@cpacinc.org

Pleasesharethisnewsletterwithothers.SPEAK OUTisreceivedbymorethan19,000parentsandprofessionalsinConnecticut.

Please contact CPAC at 800-445-2722 or cpac@cpacinc.org if you would like to receive this newsletter via email, need to change your address, or wish to be deleted from our mailing list.

Save the Date!

CPAC’s Annual

Friends & Family Picnic

Saturday July 12th

To Whom It May Concern,

I am the parent of two children with special needs. My youngest son was born with spina bifida and my older son has been diagnosed with an autism spectrum disorder. I also facilitate a support group for parents and families of children who have been diagnosed with an autism spectrum disorder. I am writing to express my support for the Connecticut Parent Advocacy Center (CPAC). They have provided me with guidance both personally with my own children, as well as educating others in the support group I facilitate.

Personally, I have called on CPAC for assistance regarding my children’s educational programs. My youngest child with spina bifida follows a 504 plan. I had some questions regarding the availability of a handicapped bathroom in his elementary school. I called CPAC and they educated me as to what my rights were and the best way to approach the school.

Many other parents of children with special needs have also found CPAC to be helpful. CPAC has spoken on a variety of issues for the group including effective communication, Individualized Education Programs, Planning and Placement Team meetings, and the No Child Left Behind Act. The group found the workshops to be very helpful and informative. The speakers are often parents of children with special needs themselves, which only makes the workshops more valuable. CPAC also offers a parent advocacy training series called NEXT STEPs, which I have attended. The series was extremely informative, comprehensive, and well attended. Having attended the advocacy series, I felt more prepared and confident at my children’s next meeting.

Over the last five years, CPAC has educated me on the laws and helped me to become a better advocate for my children. As a result, my children have greatly benefited from a more appropriate program that meets their needs. I hope they will be able to continue the invaluable work they do.

Sincerely, Confident Parent

PresortedStandardNonprofit Org.U.S.PostagePAIDPermitNo.75Niantic•CT