WEBVTT 00:00:08.199 --> 00:00:11.300 Welcome back to unlimited parenting. This is 00:00:11.300 --> 00:00:14.000 a podcast where we talk about what it's like 00:00:14.000 --> 00:00:17.000 to be parents of children with disabilities and 00:00:17.000 --> 00:00:21.089 or special healthcare needs. This is part four 00:00:21.089 --> 00:00:24.550 of our series on the steps to special education. 00:00:24.870 --> 00:00:27.570 So we, if you are here listening with us now, 00:00:27.710 --> 00:00:30.949 we have done steps one through six. And today 00:00:30.949 --> 00:00:33.990 we will be talking about step seven through eight 00:00:33.990 --> 00:00:38.210 or seven and eight. Step seven is after the IEP 00:00:38.210 --> 00:00:40.509 meeting where your child is really getting a 00:00:40.509 --> 00:00:42.590 bulk of that service delivery that they've been 00:00:42.590 --> 00:00:45.710 found eligible for. And step eight is progress 00:00:45.710 --> 00:00:49.170 reporting. So let's get on into it. Step seven. 00:00:49.390 --> 00:00:52.649 After the IEP meeting, service delivery. So the 00:00:52.649 --> 00:00:55.469 IEP, as you know, as we've talked about before 00:00:55.469 --> 00:00:58.670 in step four and five, or five and six, excuse 00:00:58.670 --> 00:01:01.950 me, it is in paperwork. It's a living, breathing 00:01:01.950 --> 00:01:08.010 document that ideally the special education individual 00:01:08.010 --> 00:01:10.769 that is working with your child knows intimately. 00:01:10.909 --> 00:01:15.530 Yeah. Yes, I agree. So once the team has written 00:01:15.530 --> 00:01:18.420 it. And you have provided your input as a parent. 00:01:18.560 --> 00:01:21.359 So once you have helped co -write it, essentially, 00:01:21.659 --> 00:01:24.200 the school is then responsible for putting that 00:01:24.200 --> 00:01:27.760 into action, which is why it's so important to 00:01:27.760 --> 00:01:30.900 have that service delivery grid really mapped 00:01:30.900 --> 00:01:33.159 out. And you're never going to have an individual 00:01:33.159 --> 00:01:37.079 named in an IEP because if they were to get sick 00:01:37.079 --> 00:01:39.620 or quit, then the IEP could potentially be out 00:01:39.620 --> 00:01:42.519 of compliance because that named individual is 00:01:42.519 --> 00:01:45.719 not providing those services. But it'll say something 00:01:45.719 --> 00:01:49.040 like behavioral interventionist, speech language 00:01:49.040 --> 00:01:53.319 pathologist. And so it's really about those people 00:01:53.319 --> 00:01:56.200 putting the IEP into action. Yeah. And that's 00:01:56.200 --> 00:01:59.700 a really good time after the IEP meeting ends 00:01:59.700 --> 00:02:03.700 and you get your copy of the IEP. That's a really 00:02:03.700 --> 00:02:06.959 good time to dive into that service grid and 00:02:06.959 --> 00:02:09.620 then make sure that, you know, those reports 00:02:09.620 --> 00:02:12.500 home are kind of correlating that, you know, 00:02:12.500 --> 00:02:17.050 like if you're. Your student is, for example, 00:02:17.050 --> 00:02:19.270 your student gets 20 minutes of speech therapy 00:02:19.270 --> 00:02:22.430 a week. When you're talking to him, does that 00:02:22.430 --> 00:02:25.830 align? Do those things kind of mesh? You know, 00:02:25.889 --> 00:02:28.389 but you're right. It is a living, breathing document. 00:02:28.409 --> 00:02:31.169 And if stuff isn't working, the team can go back 00:02:31.169 --> 00:02:32.849 to the drawing board and make sure that it is 00:02:32.849 --> 00:02:37.969 working. So this, exactly. First off, yes to 00:02:37.969 --> 00:02:41.830 everything you said. But this, this part is kind 00:02:41.830 --> 00:02:45.719 of hard. it in my personal opinion for me and 00:02:45.719 --> 00:02:47.780 i think it's hard for parents because you're 00:02:47.780 --> 00:02:51.340 very much hands off during this part you're you're 00:02:51.340 --> 00:02:53.919 you're putting your faith and your trust in the 00:02:53.919 --> 00:02:56.740 iep team to make sure that this is getting implemented 00:02:56.740 --> 00:03:00.620 so what in this step what is a parent's role 00:03:00.620 --> 00:03:04.139 so i think and you'll pop in here if i'm wrong 00:03:04.139 --> 00:03:05.840 or add anything that at this point a parent's 00:03:05.840 --> 00:03:09.280 role is really keeping watch yeah keeping the 00:03:09.280 --> 00:03:12.560 keeping the fidelity and that's not again this 00:03:12.560 --> 00:03:16.419 is me i don't think that's negative in any way 00:03:16.419 --> 00:03:18.819 you're just ensuring that everything is being 00:03:18.819 --> 00:03:21.819 followed up it's more of you're also that's how 00:03:21.819 --> 00:03:25.639 you're supporting your iep yeah yeah i mean it's 00:03:25.639 --> 00:03:28.580 the same as um if my student was a gen ed student 00:03:28.580 --> 00:03:31.280 i would want to know what they did in school 00:03:31.280 --> 00:03:36.169 that day yeah you know and it's just it's I have 00:03:36.169 --> 00:03:38.110 a little bit better understanding of what my 00:03:38.110 --> 00:03:40.849 IEP student should be doing in school that day 00:03:40.849 --> 00:03:42.830 because his service grid really spells that out 00:03:42.830 --> 00:03:46.830 for me. A hundred percent. I guess I would say 00:03:46.830 --> 00:03:51.729 that at this point. make sure you get a copy 00:03:51.729 --> 00:03:54.310 of the IEP. This is that window where schools 00:03:54.310 --> 00:03:57.050 are finalizing it. You might not leave with the 00:03:57.050 --> 00:04:00.069 IEP, even though you as a team agreed upon it. 00:04:00.330 --> 00:04:03.930 Sometimes I've received the IEP two days later 00:04:03.930 --> 00:04:05.909 when everything has been finalized in it. So 00:04:05.909 --> 00:04:09.150 you're saying really do your due diligence and 00:04:09.150 --> 00:04:13.360 keep an eye. Yeah. But make sure you get your 00:04:13.360 --> 00:04:15.900 IEP too. I think another part that I'm saying 00:04:15.900 --> 00:04:19.800 is, you know, don't hover or micromanage or harp 00:04:19.800 --> 00:04:24.620 every day. But you can and you should ask teachers 00:04:24.620 --> 00:04:26.699 or therapists that are delivering the services 00:04:26.699 --> 00:04:28.860 in that your child has been found eligible for. 00:04:29.240 --> 00:04:31.720 How is it being delivered? How are they doing? 00:04:31.800 --> 00:04:34.379 And that's another thing is, you know, that IEP 00:04:34.379 --> 00:04:37.879 reporting, it doesn't have to be a minimum concurrent 00:04:37.879 --> 00:04:40.959 with report cards. It could be monthly. Yep. 00:04:41.180 --> 00:04:44.319 It could be a behavior or any kind of communication 00:04:44.319 --> 00:04:46.800 log that comes home every day. It can be how 00:04:46.800 --> 00:04:50.240 you want it. I think you hit a really good point. 00:04:50.300 --> 00:04:56.180 It's not micromanaging because we know that teachers 00:04:56.180 --> 00:04:59.439 and educators are doing a lot anyways. And so 00:04:59.439 --> 00:05:03.519 I don't ever want to micromanage them. At the 00:05:03.519 --> 00:05:06.240 same time, I also want to know what is he working 00:05:06.240 --> 00:05:09.189 towards and how is that? So I think there's that 00:05:09.189 --> 00:05:12.649 fine line. I wrote down an example and it's just 00:05:12.649 --> 00:05:14.850 something that I had recently helped a parent 00:05:14.850 --> 00:05:18.089 with. So essentially it was I saw on the IEP 00:05:18.089 --> 00:05:20.649 that my son should be getting small group reading 00:05:20.649 --> 00:05:23.350 supports. Should I ask the teacher what this 00:05:23.350 --> 00:05:26.970 looks like? Of course you have. You're welcome 00:05:26.970 --> 00:05:29.250 to say, hey, he's been found eligible for this. 00:05:29.350 --> 00:05:31.829 Can you just explain to me what that might look 00:05:31.829 --> 00:05:35.389 like in a real world classroom scenario? Yeah, 00:05:35.430 --> 00:05:37.610 because then that is a conversation that you 00:05:37.610 --> 00:05:39.529 have with your student at the end of the day. 00:05:39.649 --> 00:05:42.990 Like, tell me about this. And you're building 00:05:42.990 --> 00:05:46.189 the partnership with the IEP team. You're being 00:05:46.189 --> 00:05:48.089 involved. They're being involved. They know they 00:05:48.089 --> 00:05:50.370 can come to you and that you will consistently 00:05:50.370 --> 00:05:55.610 show up for them. Well, that's step seven. So 00:05:55.610 --> 00:05:58.389 step seven in seven minutes. That's impressive. 00:05:58.550 --> 00:06:00.910 Let's go to step eight. Are we shooting for eight 00:06:00.910 --> 00:06:07.610 minutes? Let's try. Progress reporting. So obviously, 00:06:07.810 --> 00:06:10.670 like we've harped on before, an IEP, it's meant 00:06:10.670 --> 00:06:14.949 to track growth. Schools are required to report 00:06:14.949 --> 00:06:17.769 on progress towards IEP goals, like we said, 00:06:18.089 --> 00:06:22.019 as minimum concurrent with report cards. And 00:06:22.019 --> 00:06:24.040 that might look like a note in the grade report 00:06:24.040 --> 00:06:26.579 or even a separate progress report. I don't know 00:06:26.579 --> 00:06:30.399 about you. Mine always came together. They come 00:06:30.399 --> 00:06:34.139 separate. I really look at our progress report. 00:06:35.060 --> 00:06:37.959 That's what I look at. My kids. Because those 00:06:37.959 --> 00:06:40.000 are his goals. Those are his goals. He's not 00:06:40.000 --> 00:06:44.370 in. calc two correct he is not so you're not 00:06:44.370 --> 00:06:46.129 looking for that great no i'm not looking for 00:06:46.129 --> 00:06:49.310 did he get an a yeah geometry i'm not i'm looking 00:06:49.310 --> 00:06:52.509 is he making progress on his functional skills 00:06:52.509 --> 00:06:55.629 and that's that's where we're at but everybody 00:06:55.629 --> 00:06:57.370 else is a little bit different and you should 00:06:57.370 --> 00:07:01.050 kind of get that information along with the iep 00:07:01.050 --> 00:07:03.269 goals so i guess what i'm trying to say is you 00:07:03.269 --> 00:07:06.250 know if it was if his smart goal was you know 00:07:06.250 --> 00:07:08.610 marcus would be able to transition independently 00:07:08.610 --> 00:07:11.449 with a visual schedule three out of five days 00:07:11.449 --> 00:07:14.870 it would say that and then below it it would 00:07:14.870 --> 00:07:18.189 say marcus has been working really hard he's 00:07:18.189 --> 00:07:20.970 not quite reached his goal yet but he's been 00:07:21.839 --> 00:07:25.420 doing really well on this aspect of it or this 00:07:25.420 --> 00:07:27.519 these are the things that we're trying and working 00:07:27.519 --> 00:07:30.800 on and that he's making progress but yes it's 00:07:30.800 --> 00:07:33.540 an explanation of how he's making progress because 00:07:33.540 --> 00:07:35.759 i have had a progress report that just says making 00:07:35.759 --> 00:07:40.279 progress okay how tell me more exactly yeah right 00:07:40.279 --> 00:07:43.240 so explain to me what that progress looks like 00:07:43.240 --> 00:07:45.339 and i as a parent want to know how you collected 00:07:45.339 --> 00:07:48.040 that data too right did you do a classroom observation 00:07:48.040 --> 00:07:52.110 is there um some School, is there some actual 00:07:52.110 --> 00:07:55.449 coursework that I could look at? Do we have samples? 00:07:56.149 --> 00:08:01.149 That's important too. And when did you collect 00:08:01.149 --> 00:08:04.730 all of that? Is it a random smattering over the 00:08:04.730 --> 00:08:07.209 course of the quarter or was it the last three 00:08:07.209 --> 00:08:12.290 days because you had to do this? What happens 00:08:12.290 --> 00:08:19.110 if a student isn't making progress? there are 00:08:19.110 --> 00:08:21.250 a couple goals where my student isn't making 00:08:21.250 --> 00:08:25.170 progress but he's working towards so we can see 00:08:25.170 --> 00:08:28.610 that there there are a little there are some 00:08:28.610 --> 00:08:30.750 gains now there have been times where we have 00:08:30.750 --> 00:08:32.809 made no progress and that's when we've gone back 00:08:32.809 --> 00:08:34.769 to the drawing board and said this goal isn't 00:08:34.769 --> 00:08:37.470 working as it's currently written and let's tweak 00:08:37.470 --> 00:08:40.049 it in one way or another now we didn't just throw 00:08:40.049 --> 00:08:43.860 the goal out completely but maybe we added some 00:08:43.860 --> 00:08:47.299 additional parameters or collection guidelines 00:08:47.299 --> 00:08:51.500 or maybe just pulled it back one more step, if 00:08:51.500 --> 00:08:56.480 that makes sense. But if a goal, I've had both 00:08:56.480 --> 00:08:59.279 scenarios where we are making progress, it's 00:08:59.279 --> 00:09:02.480 slow but steady, and we're getting there. Or 00:09:02.480 --> 00:09:04.820 I've also had where we're not going anywhere 00:09:04.820 --> 00:09:06.220 and we need to go back to the drawing board. 00:09:06.279 --> 00:09:09.870 And readdress the goal. Yep. Or at least our 00:09:09.870 --> 00:09:13.309 expectations. Yeah, because I have a great example 00:09:13.309 --> 00:09:18.289 for this. Please. My son had a goal to get on 00:09:18.289 --> 00:09:23.470 the school bus. I can tell you. Allison, you 00:09:23.470 --> 00:09:26.850 can tell. You know how this goal went. So basically, 00:09:27.149 --> 00:09:30.629 you guys, she got a wheelchair ban and everything 00:09:30.629 --> 00:09:33.870 was fixed. Okay, I'm sorry. Tell the story. That's 00:09:33.870 --> 00:09:37.049 actually not. So we tried. We really wanted him 00:09:37.049 --> 00:09:39.549 to keep. you know, to ride the bus, to access 00:09:39.549 --> 00:09:42.129 transportation. We went back to the drawing board. 00:09:42.210 --> 00:09:44.250 We tried different rewards and incentives. And 00:09:44.250 --> 00:09:49.730 I pick him up now. We as a team decided this 00:09:49.730 --> 00:09:52.250 wasn't a goal that we were going to stick with. 00:09:52.309 --> 00:09:55.450 This wasn't a goal that he was making progress 00:09:55.450 --> 00:09:58.750 on. It wasn't something worth fighting. Yeah, 00:09:58.850 --> 00:10:02.509 that's hard. And it was because it was something 00:10:02.509 --> 00:10:05.590 that provides him independence. It's something 00:10:05.590 --> 00:10:08.899 that I think is... important for his future is 00:10:08.899 --> 00:10:12.539 of having safe and accessible transportation 00:10:12.539 --> 00:10:15.480 for him but at this point it wasn't for whatever 00:10:15.480 --> 00:10:20.220 reason i know my son's non -speaking and so it's 00:10:20.220 --> 00:10:24.200 a lot of a guessing game yeah that goal we went 00:10:24.200 --> 00:10:26.679 back to the drawing it got changed it got changed 00:10:26.679 --> 00:10:29.299 and that's okay because we weren't making progress 00:10:29.299 --> 00:10:31.899 we actually were digging our heels in the scene 00:10:31.899 --> 00:10:34.740 yeah if you're regressing because of a goal it's 00:10:34.740 --> 00:10:37.909 time to go back and rethink that Yeah. No matter 00:10:37.909 --> 00:10:41.570 how important it is. Yeah. So now we have a transition 00:10:41.570 --> 00:10:46.029 goal that is or we have a goal about the end 00:10:46.029 --> 00:10:50.429 of the day and picking up and he gets his backpack. 00:10:50.529 --> 00:10:52.990 He meets at a certain time at a certain spot. 00:10:53.210 --> 00:10:55.710 And so we're working through those transitions. 00:10:55.809 --> 00:10:57.870 And that's ultimately what it was. It was a transition 00:10:57.870 --> 00:11:01.779 goal. how he does in transitions. It just happened 00:11:01.779 --> 00:11:04.620 to be an end -of -day transition and it didn't 00:11:04.620 --> 00:11:05.899 work. He didn't make progress, so we started 00:11:05.899 --> 00:11:08.659 over. And I mean, at the end of the day, you 00:11:08.659 --> 00:11:12.980 know, I know, we know, he knows that the world 00:11:12.980 --> 00:11:15.399 is built in such a way that you have to get in 00:11:15.399 --> 00:11:18.620 a car. Yes. He knows that. But it's about making 00:11:18.620 --> 00:11:22.460 sure that he doesn't regress so that we can get 00:11:22.460 --> 00:11:25.120 him to school. Thank you. Yeah, because that's 00:11:25.120 --> 00:11:27.139 where we were. We were at a point where school 00:11:27.139 --> 00:11:30.779 was almost becoming the issue. Yeah, and if school's 00:11:30.779 --> 00:11:33.120 not fun, then we got a really big problem. We 00:11:33.120 --> 00:11:34.779 have a totally different problem. Now we just 00:11:34.779 --> 00:11:37.820 ride in mom's car. I was hoping to ask you some 00:11:37.820 --> 00:11:41.559 questions related to this step in special education 00:11:41.559 --> 00:11:44.600 that I have received from real parents. Don't 00:11:44.600 --> 00:11:47.220 worry. It's not personally identifiable. You 00:11:47.220 --> 00:11:51.340 won't know it's you, except for it is you. The 00:11:51.340 --> 00:11:53.700 first one we actually already just through the 00:11:53.700 --> 00:11:55.740 organic way our conversation went. We already 00:11:55.740 --> 00:11:59.220 talked about. So what about this question? It's 00:11:59.220 --> 00:12:01.639 one thing to see my child's goals written down, 00:12:01.679 --> 00:12:04.879 but how do I know if they are actually learning 00:12:04.879 --> 00:12:09.379 what they need? Right. That is a really intense 00:12:09.379 --> 00:12:13.799 question. I know. Can you what? I was going to 00:12:13.799 --> 00:12:15.740 say, I think I would say that you have to build 00:12:15.740 --> 00:12:18.019 that relationship with your team. You have to 00:12:18.019 --> 00:12:22.659 trust them. You do. And I am in a space right 00:12:22.659 --> 00:12:28.559 now where I came from. I'm in a brand new team. 00:12:28.740 --> 00:12:32.879 How's that going, by the way? We're getting there. 00:12:32.980 --> 00:12:34.220 We're working through it. We're working through 00:12:34.220 --> 00:12:38.500 it. I am listening to all of the advice that 00:12:38.500 --> 00:12:44.559 I have given parents. I have. And we are at square 00:12:44.559 --> 00:12:47.860 one. That's hard. Yeah. And so we're rebuilding. 00:12:48.000 --> 00:12:50.820 And I had such a great team last year with such 00:12:50.820 --> 00:12:53.820 great trust that I knew. I knew that that goal, 00:12:53.980 --> 00:12:57.159 what that looked like being worked on and what 00:12:57.159 --> 00:12:59.899 his day looked like with that goal. And I don't 00:12:59.899 --> 00:13:02.320 have that same relationship now. So you are exactly 00:13:02.320 --> 00:13:04.799 right. It is a relationship building. So I'm 00:13:04.799 --> 00:13:06.460 not at a point where I can call up his teacher 00:13:06.460 --> 00:13:08.240 or I can text his teacher and I can say, tell 00:13:08.240 --> 00:13:10.080 me what this looks like today. We're not there 00:13:10.080 --> 00:13:13.029 yet. I'm working towards it. Right. We're building 00:13:13.029 --> 00:13:15.929 time. And we're at a brand new school, a brand 00:13:15.929 --> 00:13:20.110 new team. So and that team. But you're also a 00:13:20.110 --> 00:13:23.110 parent who can step back for a second and say, 00:13:23.230 --> 00:13:26.309 I know that this team also has a lot of other 00:13:26.309 --> 00:13:30.850 new youth to support. So it's not they have to 00:13:30.850 --> 00:13:33.149 learn my child. My child has to learn them. And 00:13:33.149 --> 00:13:35.230 they also have to learn what for other new kids. 00:13:35.409 --> 00:13:37.610 And at the same time, she's a first year teacher. 00:13:37.690 --> 00:13:41.570 So I am. I am. trying to give some grace yes 00:13:41.570 --> 00:13:45.990 yeah and then but that's so good to hear that 00:13:45.990 --> 00:13:48.330 I think that it's also just really important 00:13:48.330 --> 00:13:50.009 to hear that there are other people in the same 00:13:50.009 --> 00:13:53.049 situation as you yeah so the because it can be 00:13:53.049 --> 00:13:55.610 really easy to get myopic and be like I am the 00:13:55.610 --> 00:13:57.809 only one in the world who has suffered in the 00:13:57.809 --> 00:14:00.129 way that I am suffering yeah I find myself in 00:14:00.129 --> 00:14:02.690 that space all the time and then I come in here 00:14:02.690 --> 00:14:04.789 and I talk to you and I talk to Sarah and I talk 00:14:04.789 --> 00:14:06.309 to everybody else in this office and I'm like 00:14:06.309 --> 00:14:10.529 okay it's not just it is not just me I am not 00:14:10.529 --> 00:14:13.870 living a unique experience and somehow that makes 00:14:13.870 --> 00:14:16.730 you feel better it does I know it seems weird 00:14:16.730 --> 00:14:22.169 counterintuitive but okay so yeah so we are I'm 00:14:22.169 --> 00:14:24.070 working on building trust I'm working on that 00:14:24.070 --> 00:14:27.149 collaboration and it's baby steps and I'm giving 00:14:27.149 --> 00:14:29.309 her some grace to kind of get her feet wet the 00:14:29.309 --> 00:14:31.610 first couple weeks of school and then I'm going 00:14:31.610 --> 00:14:35.450 to start you know asking for a few things here 00:14:35.450 --> 00:14:37.539 and there Communication is where I'm going to 00:14:37.539 --> 00:14:40.340 start with. I always, you know, from a non -speaking 00:14:40.340 --> 00:14:43.480 student perspective, I need to know what his 00:14:43.480 --> 00:14:45.860 day looked like. From a health and safety point 00:14:45.860 --> 00:14:48.779 of view, too. Did he use the restroom? Did he 00:14:48.779 --> 00:14:51.240 eat? Did he, you know, so these are some communication 00:14:51.240 --> 00:14:54.659 issues that I will address with the team and 00:14:54.659 --> 00:14:56.279 then we'll go from there. But that's the thing. 00:14:56.500 --> 00:15:00.559 At any point, a parent can ask these questions 00:15:00.559 --> 00:15:04.559 of their IEP team. Because these are teams and 00:15:04.559 --> 00:15:06.840 should be collaborative, that you should have 00:15:06.840 --> 00:15:10.019 those relationships and be able to have conversations. 00:15:10.519 --> 00:15:14.360 A hundred percent. I think we've actually kind 00:15:14.360 --> 00:15:15.940 of already talked about this last one, but I'm 00:15:15.940 --> 00:15:18.379 going to throw it by you anyway. The report, 00:15:18.700 --> 00:15:21.879 so the report card or however you're getting 00:15:21.879 --> 00:15:24.419 your progress report, says that my child is not 00:15:24.419 --> 00:15:27.379 improving. Does that mean that the IEP isn't 00:15:27.379 --> 00:15:32.230 working or that they don't need an IEP? Oh. They 00:15:32.230 --> 00:15:34.330 don't need one, huh? See, this is where it gets 00:15:34.330 --> 00:15:37.429 really interesting. Very much so. So it's almost 00:15:37.429 --> 00:15:39.470 the opposite of what we were just talking about. 00:15:39.669 --> 00:15:42.570 Like I am, or at least that's how I took it. 00:15:42.590 --> 00:15:48.370 I'm progressing so much. Okay. But if you have 00:15:48.370 --> 00:15:50.570 a goal that you're not making progress towards, 00:15:50.970 --> 00:15:55.210 well, I don't know. That can be, that's a crazy 00:15:55.210 --> 00:15:57.990 question. It is a crazy question in a good way. 00:15:58.070 --> 00:16:01.820 Like I'm, I've been. I can't improve because 00:16:01.820 --> 00:16:05.440 the goal is met. Okay. In which case, maybe go 00:16:05.440 --> 00:16:07.980 back to the drawing board and get a different, 00:16:08.120 --> 00:16:12.320 more harder, more intense, more intricate goal. 00:16:12.679 --> 00:16:15.299 So that's the case. We have met our goal. So 00:16:15.299 --> 00:16:19.279 now we can't, the goal is met. You can either 00:16:19.279 --> 00:16:21.620 make a new goal or you can maybe start exploring 00:16:21.620 --> 00:16:23.740 some other options. I would suggest definitely 00:16:23.740 --> 00:16:26.779 starting with making a new goal. yeah before 00:16:26.779 --> 00:16:29.700 i ever thought about is this a potential candidate 00:16:29.700 --> 00:16:32.639 for a 504 or maybe something in that vein i would 00:16:32.639 --> 00:16:37.419 go back to the team and say spin it spin it for 00:16:37.419 --> 00:16:42.019 what it is it's a true positive this child has 00:16:42.019 --> 00:16:45.259 met this goal now let's make it harder that's 00:16:45.259 --> 00:16:47.759 what school is yeah up the ante general education 00:16:47.759 --> 00:16:50.200 students for special education students it's 00:16:50.200 --> 00:16:53.659 the same way across the board yeah That's a good 00:16:53.659 --> 00:16:55.519 question. Sorry, you totally threw me on that. 00:16:55.519 --> 00:16:58.320 I know. You're welcome. Yeah. So what can you 00:16:58.320 --> 00:17:05.240 do today? You can keep notes. Yes. On what supports 00:17:05.240 --> 00:17:08.960 are working. You can reach out to the team. You 00:17:08.960 --> 00:17:12.829 can do check -ins. It doesn't have to be a full 00:17:12.829 --> 00:17:15.690 IEP meeting, right? Yeah, no. I mean, nowadays 00:17:15.690 --> 00:17:18.529 we have technology right in the palm of our hands. 00:17:18.589 --> 00:17:21.130 And whether it's ParentSquare or RemindApp, there 00:17:21.130 --> 00:17:23.509 are so many ways for us to just send a quick 00:17:23.509 --> 00:17:26.690 note to our child's team and clue them in. So 00:17:26.690 --> 00:17:29.630 you can be an active participant without completely 00:17:29.630 --> 00:17:33.660 overwhelming the team. Absolutely. I guess. And 00:17:33.660 --> 00:17:35.680 share. I like to share what's going on at home, 00:17:35.779 --> 00:17:37.680 like what positives and what successes we're 00:17:37.680 --> 00:17:39.720 having at home. So what can you do today? Maybe 00:17:39.720 --> 00:17:43.339 share something like that. We had a great therapy 00:17:43.339 --> 00:17:45.339 session and these are some keywords that are 00:17:45.339 --> 00:17:47.859 really working, that we're working towards implementing. 00:17:47.880 --> 00:17:51.059 I don't know. Share with your team. I guess be 00:17:51.059 --> 00:17:58.119 an active participant. But. What? When you said 00:17:58.119 --> 00:18:00.799 share with your team, it reminds me of this Golden 00:18:00.799 --> 00:18:03.559 Girls quote where Blanche is like, share with 00:18:03.559 --> 00:18:08.440 me, Chester. Share with me. Do that with your 00:18:08.440 --> 00:18:20.420 team. Share with your team. Thank you so much, 00:18:20.420 --> 00:18:22.720 everyone out there for listening in. And know 00:18:22.720 --> 00:18:25.920 that if you are in Idaho or... planning on moving 00:18:25.920 --> 00:18:29.500 to Idaho, and have questions on systems or services 00:18:29.500 --> 00:18:32.680 for children with disabilities, please consider 00:18:32.680 --> 00:18:35.920 reaching out to us on our website at ipulidaho 00:18:35.920 --> 00:18:46.720 .org or by calling us at 208 -342 -5884. Be sure 00:18:46.720 --> 00:18:50.059 to tune in next time. Until then, this has been 00:18:50.059 --> 00:18:53.900 Unlimited Parenting. Thanks for listening!