Angie@responsiveinstruction.com

About Angela Delvin-Brown, Ed.D.

Angie has 40 years of experience in the field of education working as a classroom teacher, college professor, state department of education consultant and private educational consultant. Advocating for and addressing the needs of individuals with disabilities and unique learning needs has been her focus for many years. Effectively supporting parents, teachers/schools and students has been and remains her professional goal.

Love Means ‘Never having to say you’re sorry’ For Standing Up For Your Child’s Special Learning Needs

Those of you old enough to remember (or young enough to know movie trivia lines) will recall the movie Love Story with Ryan O’Neal and Ali Mc Graw as two college students who fall in love and marry. Then Jenny (Ali McGraw) contracts a fatal disease and dies at age twenty-five.  In their last moments together, McGraw says that famous line to O’Neal: “Love means never having to say you’re sorry”.  Well, there are a lot of things and times I can think of when that line has not been quite true, but there is one case I can think of that always follows this rule.  Parents should never feel sorry about loving their child and standing up for their child’s special learning needs, even if they need help with their child’s behavior, IEP, special education supports, or educational challenges.

An event today beautifully illustrates this point. Earlier, I met with a lovely family of 4 children, mom and dad.  All four of the children had some kind of very special learning need(s) and educational challenges.  Mom was homeschooling two of the four children because of the schools’ failure to develop IEP’s to meet the children’s specific learning needs. Through behaviors, these two children had, at various points, begun communicating that school was a frustrating, anxiety producing place of academic failure.

Now, Mom felt she knew better. With the youngest child, she was more confident. When he began experiencing similar learning problems and exhibited some concerning behaviors, she met with the school, requested evaluations, and questioned all kinds of issues that did not appear to add up for her young son’s special education and general education learning needs.  Yet, the parents knew things were still not as they should be because their child’s progress continued to be minimal to non-existent. At home, the child was showing evidence of higher and higher levels of anxiety  and inappropriate behaviors related to school and homework.  The added school supports, such as educational evaluations and even a referral to special education, had to be spear headed by the parents.  The parents felt that they were experiencing déjà vu reliving the trials and tribulations that had previously occurred with their older two home schooled children.

Mom reached out to me, an educational consultant, for assistance.  I reviewed her child’s records, IEP’s and school history. Then, the parents and I met in person to fill in missing information and to clarify their goals for their child.  Before our first meeting, I could tell this mom was well informed.  She had communicated regularly with others about the needs of her children and kept a copy of all the documents. To address her children’s learning needs, she had sought private tutoring, private evaluations, behavior support and more.  I had expected that her need for my help would be minimal.  I was wrong.

While these parents were caring, involved, dedicated and informed parents, they were at their wits end.  After I reassured the parents about the wonderful job they had done initiating help for their child, reviewed the current records with them and provided suggestions for how they could move forward based on their identified goals, the parents began to apologize to me.  They said how sorry they were that they had to reach out to me because they felt overwhelmed and uncertain as to their next steps for their youngest child to support his educational challenges.  I could see the pain in their eyes as they shared briefly the heart shattering stories of their other children’s educational challenges, especially the two children mom was now doing her best to home school.

I have words of advice to these parents and to all parents out there struggling to make sense of the failure, frustration and anxiety your child faces regularly at school due to educational challenges.  Never say you are sorry, ever, for standing up for your child to find answers and appropriate help at school.  The school can help.  Navigating this support can be a challenging and confusing experience.  If you need it, reach out to others to assist you with your child’s behavior, IEP or special education supports.  But never, ever, be sorry for standing up for your child’s special learning needs.

By | February 12th, 2019|Behavior, Special Education|0 Comments

No More Suspensions!

It is the third week of school.  A child with autism is in a first grade class with a teacher, a paraprofessional and 8 other children with autism.  This young child has communication needs so severe that an augmentative alternative communication device is a part of the supports provided.   Frustration abounds in this child’s day.  Routines are not set. Expectations may not be clear and practiced. Transitions are not well defined.  Sensory overload has occurred.  The child was not ready to transition.  The child was not able to say, “Please wait. I want more time.”  Frustration overflowed in this precious child.  He shoved his classmate.  He pushed a chair into another student.  He was suspended.

What is to be learned from this scenario?  How does suspension relate to the behavior exhibited?

This question MUST be examined by every administrator in every school where students with disabilities attend.  In fact, it is a question to be examined by all administrators of all children.  We are learning to understand and implement Positive Behavior Interventions and Supports (PBIS) in some of our nation’s schools for some students.  What are the PBIS strategies to act proactively and the behavioral support  strategies for students like our child in first grade?  Explain how suspension helps?  What does it teach?  How does it help address and prevent the triggers that likely caused the unacceptable response by the child with autism?  How does it teach the child to better handle frustration and respond differently next time?

Yes, administrators have tough jobs.  Bless them.  No, hurting a classmate/teacher with such a response is not an action we ever want to see at school or anywhere.  But there are far better solutions to address the situation than suspending the child.  IEP teams need to be flexible enough to quickly address these kinds of situations.  Administrators need to reach out to those teams.  Teams need to reach out to administrators.  Let’s keep the child in a positive learning situation.  Let’s make sure more children are not hurt, or worse, by teaching the wrong lesson.  It’s the age old question: Does punishment work?  Not in this case or any other like it.

By | September 23rd, 2018|Behavior, Uncategorized|0 Comments

It’s Not Too Late! Seven Tips Special Education Teachers Can (Still) Do for a Great Start to the School Year

The start of a new school year always seems to bring the promise of a new beginning, a chance to have a clean slate, and a chance at not returning to old habits.  We all want success in school: teachers, students, parents, administrators.  We all also want a smooth beginning with no bumps in the road.  A key to a smooth start to the school year is advanced preparation.  But if you could not get to these things over the summer, START NOW or put these in your tickler file for next year. Begin thinking now about what needs to be done differently. Then make your plan and IMPLEMENT!

As a special education teacher who teaches in a pull-out resource model, a more self-contained model, a co-teaching model or some other combination, consider these seven tips to promote a positive and successful start to the new school year even if it’s a few weeks after school has begun.  It’s still early to get a great start and make it a GREAT YEAR!!

Seven Tips to Success

  1.  Know your core content!  Continually review the standards of Common Core or your standardized curriculum in each subject area that you will teach your students this year.  Be very familiar with the content to be taught and your understanding of it. This gives you deeper understanding of grade level expectations and additional credibility with general education teachers.
  2. It is certainly not too late to prepare a Student Profile Sheet © or similar document for each student with disabilities on your caseload.  You will find this to be a quick summary of the IEP and key psychological learning components.  This profile sheet can be used by any teacher who teaches the student with disabilities as a quick reference for instructional planning.  Keeping your copy nearby can also be your resource to underscore needed accommodations to others, reevaluation due dates, and more.  Use the summary as a key guide for paraeducators or paraprofessionals who support certain students.
  3. Refine your teaching focus.  The year has begun and you have an idea of co-teaching and/or general education pacing of content, areas of emphasis for assessment and learning, your strength in a core content area, accommodating for students’ strengths and weaknesses, learning strategies to teach, test taking strategies to encorporate, etc.  Few teachers are all things to all learners.  Be sure to give students the very best of your specialty focus area and know where that fits in the curriculum.
  4. Continue gathering possible materials for use during the year based on your knowledge of student needs, the core academic area(s), and your specialty focus area.  Make multiple copies of things regularly used and keep a file box ready to go. Your box may include frequently used reference materials, student data sheets or even extra office supplies that always seem to disappear.
  5. Whether you are co-teaching or in a classroom by yourself or with a paraprofessional, by now you may of experimented with several teaching arrangements that you are comfortable with, grouping arrangements in your classroom, and/or key classroom procedures you are confident encourage success. While more than two options should be used, get comfortable with a couple of arrangements, and then expand.
  6. Refine the methods of communication you devised the first week or two for communication with other teachers and the parents of your students.  Using regular and informative two way communication can avert problems, help with solving challenges, encourage partnerships and so much more.  Colleagues and parents who trust that you are willing to share information on a regular basis see your collaborative nature and, many times, are encouraged to follow suit.
  7. This last tip is a two parter. If you have not sent a “Welcome Letter” to your parents and students, consider sending a letter now. Reinforce your continued excitement and provide updates on changes, revised schedules, etc. Depending on their age and maturity levels, continue using language easy for your students to understand.  Reassure parents and students that you are their partner in learning and the journey this year will be yours together as a team.  Use words that reinforce your just right message.  You will be amazed how much this follow up will mean to your students and their parents, especially as a reinforcement of your original message if you sent one. Multiple messages help the disorganized student and the disorganized home.

Part 2 of this last tip involves taking a picture of your classroom, student schedule, some details of a typical day and sending this home to reinforce your routines and schedules.  For students who have a hard time learning new routines and transitions, these follow-up communications send the message that you are flexible.  For students and families, your letter, pictures of the classroom, routine reminders, etc. at home can do wonders to help your students get off to a great start, along with their soon to be favorite teacher: YOU!

More than A-B-C Data : Multifactored Functional Behavioral Assessment

As a teacher, are you responsible for conducting the FBA, Functional Behavioral Assessment, in your grade level or school? As a parent, have you been asked to provide your consent for an FBA? An FBA is required under IDEA federal law to help identify and support behavioral needs of students. And while there is a required manner in which to conduct an FBA, many schools use narrow versions of behavioral observation, looking at the specific behavior and what happened right before and immediately after the behavior occurred. This is certainly one important aspect of examining the target behavior. However, a more comprehensive assessment is essential to try and determine not only root causes of why students exhibit behavior but also how to provide supports and replacement responses. This approach encompasses looking closely at the learning environment, task demands, other classroom variables, as well as other needs of the student. Putting together this comprehensive picture helps provide the student, parent and teacher with various components to address the whole child. It also takes the stress from one main observer to gather information/assessment to provide to the team. Behavior is complex. The assessment for the FBA should be complex as well, examining all aspects related to the need.