IEPs and 504s – Focus For Effectiveness

As You Transition to Something New, Remember What Worked

As we approach transitions, whether it is transition to the new school year, a new job, or a move across country, we can build on our successes by remembering what worked. And then going from there.

School – love it, hate it, or just tolerate it, the new school year is upon us.

Whether we are students, parents, other family members, or know someone who is, many of us are ruled by school academic calendars. Many K-12 schools and colleges have already started and others will start soon. So how do we make a smoother transition to another school year?

If we are going back to school or supporting someone who is, there are several questions to ask:

What worked?

Really think through what worked last year. It’s easy to focus on the things that didn’t work. We can get stuck on the should’ve, could’ve and might’ves and wonder: What’s the use? Why try?

But if we focus on what worked, our mindset shifts and opportunities for success become apparent. Everyone’s wins are different, but it’s important to think about what worked so we can do it again.

As an example, it could be that keeping a calendar of assignments, tests, practices, games, and performances really made a difference – at least for a little while.

If it worked well, keep it up! Do it again. Rinse and repeat.

What could be tweaked?

If something kind of worked, we might look at the obstacles that got in the way and figure out what might be tweaked. For example, maybe you kept a paper calendar, color coded by family member or class, and it just got too much to keep up. What about trying an electronic calendar that can be easily changed as necessary? Maybe you kept an electronic calendar and it worked great – until it didn’t – because you found that you weren’t really looking at it. What about figuring out a way to help you remember to check your calendar? That could be a reminder on your phone to check your calendar at certain times of the day or maybe a reward for yourself for doing so. Whatever it takes to make the habit stick more readily.

There is no right or wrong way of doing things. There’s just works for you and your brain.

If ADHD coaching or consulting might be something to add to the mix, contact us. We will be happy to help you set yourself up for success during whatever transition you are approaching.

A Great Start for the School Year

The beginning of the school year is a great time to start fresh, appreciating what went well last year and figuring out ways to circumvent challenge areas. Below are some tips that might help set your child and family up for success this new school year.

Adjust bedtimes and wake up times progressively earlier each day so your kids are accustomed to the school schedule and are well rested on the first important days.
If your child is attending a new school, you might visit the school and get a “lay of the land,” the location of classroom(s), lockers, gym, bathrooms, and how they might need to move from one class to another.
Review medication, if applicable.
Even if your child has a 504 or IEP, prepare a short letter introducing your child to the teacher, sharing strengths and interests, areas of ADHD or related challenges, what has worked in the past, agreed-upon accommodations and modifications, your contact information and willingness to be a partner in your child’s education. If the 504 or IEP document needs to be changed to reflect your child’s current needs, request a 504 or IEP review meeting.
Go to an office supply store with your child and purchase organization systems and supplies that have worked in the past – or that your child is interested in trying. (Such supplies might include a month-at-a-glance wall calendar, a magnetic white board for reminders, two-pocket notebook dividers for a place to put completed homework and things to file, etc.)
Talk with your child about what worked last year; attention to what went well (and why) is the first step to being able to repeat the actions that brought success.
Approach this new school year as a “fresh start” to address challenge areas. Explore what your child may want to do differently in class, on the playground, getting out the door in the morning, homework and study habits, etc. and help them come up with strategies they would like to try.
Come up with some family strategies/routines that will serve everyone – a set time to wake up and a routine for the morning; time in the evening to make the lunch, pack the backpack, and lay out clothes to be worn; a checklist and/or launching pad by the door for things that your child needs to take to school; exercise before starting to do homework or studying, an understanding about internet/music/phone use during homework time; and “incentives” to abide by the new routines.

If we can help you set your child or teen up for school success, contact us at info@FocusForEffectiveness.com.

Here’s to a great school year – for your whole family!

Getting The Right Kind of Help For Your Child – And You!

Parenting is simultaneously the hardest and most rewarding job a person can have. There are extra challenges when you have a child with ADHD, especially if your child is struggling in school, the main job of childhood. It’s heartbreaking to watch your child have difficulty with learning and homework, and particularly frustrating when you don’t know where to turn for help.

In order to set your children up for success, you need to match the assistance you seek with the specific difficulties your child is having. As there is a lot of help out there, parents need to know where to look and what to ask for.

Determine What Is Getting in the Way

Although it’s easy to see the poor grades, the reluctance to go to school, or your child’s acting out, it’s important to identify the possible reasons for the behavior.

Is your child doing poorly on tests? Are there gaps in their knowledge or skills, making school more difficult than it should be? Are they taking way too long to complete homework assignments, or not turning them in at all?

Trust yourself and your perception of what is getting in the way. You know your child best and have seen what has occurred over the years with different programs and teachers.

Work With School Personnel

If your child is having general learning or behavioral difficulty in school, you might work with school personnel to make sure that your child’s program and services are meeting their unique needs. This may entail such things as:

meeting with the teacher(s) to discuss your concerns,
requesting a meeting with the school team to discuss interventions that have been tried and/or those that might be put into place,
pursuing testing to see if your child qualifies for specific programs, accommodations, modifications or services, or
requesting a review meeting with the IEP or Section 504 team as soon as problems are noted rather than waiting until the annual meeting.

It’s vitally important that the six hours or so that your child is in school are adequately addressing your child’s learning needs so that they can succeed.

Study Buddy for Homework Completion

Sometimes a child knows the material, but can’t sit down to complete the work without close supervision. If homework time is an undue struggle, perhaps a high school/college student looking for extra income might be all that is required for your child to begin – and finish! – required homework.

Tutoring for Specific Subjects

After a grueling day at school, it’s not uncommon for children to have difficulty working with their parents on homework or studying. If your child needs help with a particular academic area, a tutor can preview the material or re-teach what wasn’t understood so that your child can better understand the subject matter and improve grades.

Individualized Instruction with an Educational Therapist

Sometimes a tutor just isn’t enough, especially when there are learning difficulties due to ADHD and/or learning disabilities. An educational therapist can provide individualized instruction in keeping with your child’s unique pattern of strengths and weaknesses. Educational therapists work on specific academic subjects while addressing underlying weaknesses in areas such as visual or auditory processing, memory, and study or test taking skills. They help students develop appropriate learning strategies and gain more confidence in their abilities.

ADHD Coaching to Get and Stay On Track

As students with ADHD get older, it’s often difficult for them to deal with increasing life demands and higher expectations for independence. A coach specifically trained in ADHD can help your child manage their life and responsibilities in and out of school.

Coaches provide support, structure and accountability as students work to develop skills and individalized strategies to plan, organize, manage time, begin tasks, sustain focus, and work toward completion. They help students get and stay on track by developing goals, designing actions and monitoring progress to support desired growth.

Support For Parents

It’s often a challenge to balance the desire to give your children help for today’s success while encouraging the development of strategies for tomorrow’s independence. Parents can often benefit from coaching and consulting designed to provide support and information that will benefit not only your child – but you, as well!

Note: a version of this blog post appeared on www.ImpactADHD.com, where Roxanne was featured as a Guest Expert in August, 2012.

Accommodations for Students with ADHD

Students with ADHD may qualify for a Section 504 Accommodation Plan if their symptoms substantially limit one or more major life activities (including learning). The accommodations that are provided are intended to level the playing field to ensure “meaningful equal opportunity” at school. The accommodation plan should include a description of the student’s challenges and how ADHD is impacting the student’s learning and behavior. Accommodations are written to address identified areas of difficulty.

Helpful accommodations for students with ADHD may include:

Preferential seating (seating student close to the teacher)
Assistance with note taking/assigned note taker
Copy of the teacher’s Power Points, notes, or outlines
Pairing written and oral instructions
Teacher’s checking for understanding
Private signal to redirect student’s attention
Checking that assignments have been correctly written down
Verification that all needed items are placed in the student’s backpack at the end of the day
Alternate or modified assignments (e.g., Power Point presentation instead of a written report, ½ of the math problems of a certain type, etc.)
Breaking down longer-term assignments and giving intermediate deadlines
Acceptance of homework emailed directly to the teacher
Reminders for turning in homework
Credit for late work
Cues for transitions to different activities
Allowing movement breaks and use of a “fidget” to increase focus
Advance copy of study guides
Permission to audio record review sessions
Taking quizzes and exams in a reduced distraction environment
Use of computer for written tests and/or calculators, as appropriate
Extended time for tests and/or homework assignments
Oral testing and/or the teacher’s going over the written test with the student, asking questions for clarification of the student’s answers
2nd set of books at home
Alternate formats for reading (books on CDs, etc.)

If your child’s 504 plan is not meeting their needs or you want to explore whether your child might benefit from such accommodations, contact the school’s 504 coordinator. You are your child’s first advocate. Remember that you are modeling the skills that your child needs to develop so they can advocate for themselves in the future.

Presentation on 504s and IEPs

Roxanne Fouche will be speaking to the San Diego CHADD support group at the Park Village Elementary School Monday, October, 10, 2011, at 7:00 pm about 504’s and IEP’s. With the school year gearing up, now is a great time to make sure your child is getting the help they need.

You can find out more and get a map to the location HERE at the www.SanDiegoCHADD.org website. If you have questions you want to be sure get answered, email them to Roxanne ahead of time at Info@FocusForEffectiveness.com.