WEBVTT 00:00:07.639 --> 00:00:11.119 Welcome to Unlimited Parenting. This is a podcast 00:00:11.119 --> 00:00:14.140 where we talk about what it's like to be parents 00:00:14.140 --> 00:00:17.600 of children with disabilities and or both special 00:00:17.600 --> 00:00:21.160 health care needs. My name is Allison. With me 00:00:21.160 --> 00:00:24.660 today is Melissa. And what are we talking about, 00:00:24.760 --> 00:00:27.440 Melissa? iPoll found it on Facebook. That's exactly 00:00:27.440 --> 00:00:31.199 correct. And iPoll, what did you find on Facebook? 00:00:33.030 --> 00:00:36.329 I found three common trends that we're going 00:00:36.329 --> 00:00:38.609 to talk about today. Already? It's like the beginning 00:00:38.609 --> 00:00:41.530 of the school year. Well, it's October. That's 00:00:41.530 --> 00:00:44.289 true. That's true. No, and this is good. Actually, 00:00:44.450 --> 00:00:46.530 you know what? I strike my previous comment. 00:00:46.609 --> 00:00:49.270 It's good to find the trends now. Okay. So that 00:00:49.270 --> 00:00:52.130 we can be supportive, proactive, not reactive. 00:00:52.369 --> 00:00:54.350 We're getting in front of these babies. Yes, 00:00:54.409 --> 00:00:56.670 absolutely. Ten out of ten. For real, these were 00:00:56.670 --> 00:00:59.270 trends, and these trends have echoed some of 00:00:59.270 --> 00:01:01.719 the calls and takes into our lives. office this 00:01:01.719 --> 00:01:04.219 week as well but this is something different 00:01:04.219 --> 00:01:06.900 because every time we've done this i've found 00:01:06.900 --> 00:01:09.879 the questions yeah and now you found them and 00:01:09.879 --> 00:01:12.640 i'm like oh what are the trends oh i know i'm 00:01:12.640 --> 00:01:17.019 excited okay so i'll let you what's new let me 00:01:17.019 --> 00:01:19.239 yeah okay what's number one number one is do 00:01:19.239 --> 00:01:23.980 i need a neuropsych evaluation before i can request 00:01:23.980 --> 00:01:26.859 special education no thank you can we move on 00:01:26.859 --> 00:01:34.459 now I mean, yeah, but we have a lot of questions. 00:01:34.599 --> 00:01:39.060 Okay, let's dig in. So a lot of families are 00:01:39.060 --> 00:01:42.900 being told that they need a full -on evaluation, 00:01:43.200 --> 00:01:48.200 diagnoses before. Oh, to meet the first prong. 00:01:48.280 --> 00:01:51.359 That first prong, right? Oh, okay. So just for 00:01:51.359 --> 00:01:55.920 some backup, let's back up for some level setting. 00:01:56.140 --> 00:01:58.900 Beep, beep. Beep, beep. There's three prongs 00:01:58.900 --> 00:02:01.719 to qualify for special education. The first one 00:02:01.719 --> 00:02:07.659 being, does your child have a diagnosis? That 00:02:07.659 --> 00:02:09.800 means one of the 14 categories. And I'm not going 00:02:09.800 --> 00:02:12.500 to make you name them all, which I love to. Every 00:02:12.500 --> 00:02:15.099 time you do that, I, yeah. But for example, one 00:02:15.099 --> 00:02:18.020 of them is autism. Autism. Developmental delay. 00:02:18.909 --> 00:02:21.710 yep intellectual disability emotional disturbance 00:02:21.710 --> 00:02:26.090 other health impairment a lot of those are teased 00:02:26.090 --> 00:02:31.610 out through testing absolutely now oh i'll just 00:02:31.610 --> 00:02:34.469 stop okay and the second prong is that there 00:02:34.469 --> 00:02:38.229 is a functional academic or academic yeah something 00:02:38.229 --> 00:02:40.659 that impedes their learning right and the third 00:02:40.659 --> 00:02:42.979 is that you require specially designed instruction 00:02:42.979 --> 00:02:45.939 yeah that you're needing some modifications not 00:02:45.939 --> 00:02:48.680 an accommodation modification exactly so changes 00:02:48.680 --> 00:02:51.419 to what you learn not how you learn yeah but 00:02:51.419 --> 00:02:55.060 i guess i understand the confusion because the 00:02:55.060 --> 00:02:59.099 first prong says that you need to have a disability 00:02:59.099 --> 00:03:05.129 absolutely but it's one that is academic you 00:03:05.129 --> 00:03:08.669 don't need a community diagnosis to receive special 00:03:08.669 --> 00:03:10.830 education services in the school right because 00:03:10.830 --> 00:03:15.009 we need to right because a neuropsych is looking 00:03:15.009 --> 00:03:18.629 at that full complex comprehensive evaluation 00:03:18.629 --> 00:03:21.949 that you are going to get from a physician is 00:03:21.949 --> 00:03:26.669 looking for what is a diagnosis what's going 00:03:26.669 --> 00:03:29.150 on in your child brain a child's brain how can 00:03:29.150 --> 00:03:32.169 we provide treatments and reason right to help 00:03:32.800 --> 00:03:34.819 help with what they're experiencing. But when 00:03:34.819 --> 00:03:38.240 we do it in the educational setting, we are exactly 00:03:38.240 --> 00:03:40.259 what you said, their educational need. That's 00:03:40.259 --> 00:03:41.960 what we are trying to determine is their educational 00:03:41.960 --> 00:03:45.020 need. So I'll be honest, when I hear this question, 00:03:45.219 --> 00:03:47.340 the first thing that I think of is something 00:03:47.340 --> 00:03:50.719 that we have said on this podcast probably more 00:03:50.719 --> 00:03:53.500 times than I have fingers. And I have the typical 00:03:53.500 --> 00:03:58.840 amount of fingers. She does. Is a doctor can't 00:03:58.840 --> 00:04:03.000 write a prescription. for an IEP. Right. A doctor 00:04:03.000 --> 00:04:06.539 can't say these accommodations are medically 00:04:06.539 --> 00:04:11.240 necessary. A doctor can't say X, Y and Z. And 00:04:11.240 --> 00:04:13.500 another thing that I know that if you've ever 00:04:13.500 --> 00:04:16.000 heard me talk on the phone or ever listened to 00:04:16.000 --> 00:04:17.560 this podcast in the past, you've heard these 00:04:17.560 --> 00:04:20.420 words come out of my mouth. The systems are cordial 00:04:20.420 --> 00:04:22.759 and collaborative, but they don't tell each other 00:04:22.759 --> 00:04:25.060 what to do. So just like a doctor can't write 00:04:25.060 --> 00:04:27.720 an IEP and say, school, you need to do this. 00:04:28.079 --> 00:04:32.680 The school can't say before I give you academic 00:04:32.680 --> 00:04:35.220 supports, you need to go into the community and 00:04:35.220 --> 00:04:38.279 get a diagnosis. These systems cannot tell each 00:04:38.279 --> 00:04:41.889 other what to do. No. And we have child find 00:04:41.889 --> 00:04:44.470 and schools have that child find obligation to 00:04:44.470 --> 00:04:47.009 identify when a student is struggling and needs 00:04:47.009 --> 00:04:50.329 that extra support. And that can happen before 00:04:50.329 --> 00:04:53.009 a true diagnosis takes place. And I think why 00:04:53.009 --> 00:04:56.230 this has been such a problem is we have wait 00:04:56.230 --> 00:04:59.870 lists to get these evaluations. And that means. 00:05:00.170 --> 00:05:02.569 And everywhere, not just not just rural Idaho, 00:05:02.730 --> 00:05:07.970 frontier Idaho. I'm reticent to say metropolitan, 00:05:08.230 --> 00:05:12.110 but like urban Idaho. The great state of Ada? 00:05:12.230 --> 00:05:17.029 Exactly. Yeah. Three years for. And that's a 00:05:17.029 --> 00:05:20.649 huge barrier to a student that essentially you 00:05:20.649 --> 00:05:23.569 are being told you can't get support for three 00:05:23.569 --> 00:05:27.850 years in an educational space because of a lack 00:05:27.850 --> 00:05:31.290 of diagnosis. Right. And the other thing that 00:05:31.290 --> 00:05:35.459 immediately jumps to mind is. An educational 00:05:35.459 --> 00:05:39.180 diagnosis of autism. I know I'm just using autism 00:05:39.180 --> 00:05:41.600 as an example. But it's a good one. It's the 00:05:41.600 --> 00:05:45.360 one that I think that I see the most with a neuropsych 00:05:45.360 --> 00:05:48.759 evaluation. Right. And OK, let me pause there. 00:05:48.860 --> 00:05:52.040 I think neuropsych evaluation is becoming this 00:05:52.040 --> 00:05:54.600 colloquial term. I was going to talk about that. 00:05:54.740 --> 00:05:59.040 Right. That people just use to refer to any kind 00:05:59.040 --> 00:06:02.560 of assessment. Exactly. Because I have been asked 00:06:02.560 --> 00:06:05.540 for a neuropsych. assessment on my son we've 00:06:05.540 --> 00:06:09.100 never done a full -blown assessment we don't 00:06:09.100 --> 00:06:12.720 need to he has a rare neurological deletion of 00:06:12.720 --> 00:06:17.519 a chromosome that that shows up in various facets 00:06:17.519 --> 00:06:19.620 and that's why he's qualified under other health 00:06:19.620 --> 00:06:22.639 impairment or multiple multiple that's what it 00:06:22.639 --> 00:06:25.680 is he was ohi for a while but We go, I digress. 00:06:25.699 --> 00:06:28.399 You go back and forth again. But that's proving 00:06:28.399 --> 00:06:31.879 another point that the meeting the first prong 00:06:31.879 --> 00:06:35.259 and having that category that you fall into into 00:06:35.259 --> 00:06:39.180 doesn't dictate what supports are provided. Absolutely. 00:06:39.439 --> 00:06:41.759 Because just because you qualify under autism, 00:06:41.939 --> 00:06:44.660 for example, doesn't mean that you aren't also 00:06:44.660 --> 00:06:47.160 dyslexic and that you may need those supports 00:06:47.160 --> 00:06:52.639 as well. Right. I think they're also. This is 00:06:52.639 --> 00:06:54.959 what I have heard when talking to families because 00:06:54.959 --> 00:06:57.319 there is such long wait list in the community. 00:06:57.959 --> 00:07:01.680 Now this burden almost is being pushed onto schools 00:07:01.680 --> 00:07:06.040 to evaluating. The psychiatrists in schools, 00:07:06.199 --> 00:07:10.300 the counselors in school, they are there to give 00:07:10.300 --> 00:07:13.079 educational diagnosis, not clinical diagnoses. 00:07:13.120 --> 00:07:16.360 So even if you were to say get diagnosed with 00:07:16.360 --> 00:07:21.329 autism at an educational level. It doesn't carry 00:07:21.329 --> 00:07:26.230 the same weight in the community. Yeah, for sure. 00:07:26.310 --> 00:07:31.050 And another thing that I think about is I'm worried 00:07:31.050 --> 00:07:35.670 about the impacts of everyone believing or being 00:07:35.670 --> 00:07:38.170 told that they need a neuropsych evaluation. 00:07:38.610 --> 00:07:42.839 I agree. For example. in order to assess for 00:07:42.839 --> 00:07:46.100 autism you could do and again please i am not 00:07:46.100 --> 00:07:49.100 a doctor i am not a physician i'm not even qualified 00:07:49.100 --> 00:07:52.259 to give these assessments but i do have a couple 00:07:52.259 --> 00:07:55.899 of children who have received them yeah so you 00:07:55.899 --> 00:07:58.439 could get a stats for autism you could get an 00:07:58.439 --> 00:08:02.759 ados too and neither of those are a full battery 00:08:02.759 --> 00:08:05.920 of neuropsych assessments so you could get an 00:08:05.920 --> 00:08:11.360 autism diagnosis without the full -blown But 00:08:11.360 --> 00:08:14.360 I think another problem is, is that the institutions, 00:08:14.620 --> 00:08:17.899 the providers that will deliver these diagnoses 00:08:17.899 --> 00:08:24.079 also do full neuropsych testing or say, you know, 00:08:24.100 --> 00:08:27.600 we're I don't know exactly how to describe it, 00:08:27.639 --> 00:08:30.279 but like we're a facility that provides the full 00:08:30.279 --> 00:08:32.200 battery of assessment. So people just assume 00:08:32.200 --> 00:08:35.059 that that's what they're getting. Or think that 00:08:35.059 --> 00:08:38.220 that's what they need to say in order to get 00:08:38.220 --> 00:08:41.559 the assessments that they need. It's that buzzword. 00:08:41.639 --> 00:08:45.980 Exactly. I think it's becoming a buzzword. And 00:08:45.980 --> 00:08:49.679 schools are kind of stuck in the middle, honestly. 00:08:50.179 --> 00:08:52.860 Yeah, agreed. The community isn't doing schools 00:08:52.860 --> 00:08:56.320 any favors because we have these wait lists and 00:08:56.320 --> 00:08:58.299 these provider shortages and blah, blah, blah, 00:08:58.299 --> 00:09:01.519 blah, blah. And so parents are floundering and 00:09:01.519 --> 00:09:03.620 they're saying, but my child needs support. And 00:09:03.620 --> 00:09:07.220 we at iPoll have the saying that systems don't 00:09:07.220 --> 00:09:10.919 wait for our kids to grow up. And so kids are 00:09:10.919 --> 00:09:12.759 getting lost and kids are getting, you know, 00:09:12.759 --> 00:09:15.659 not receiving supports. And that's scary for 00:09:15.659 --> 00:09:18.240 a family. And we don't want kids to not receive 00:09:18.240 --> 00:09:21.539 supports because parents think that they need 00:09:21.539 --> 00:09:24.519 a full neuropsych evaluation in order to receive 00:09:24.519 --> 00:09:28.159 supports in school. And we don't want the schools 00:09:28.159 --> 00:09:31.460 to think that parents need that before they can 00:09:31.460 --> 00:09:35.240 help. Right. Yeah. So there's just some gaps 00:09:35.240 --> 00:09:38.539 in knowledge somewhere. Yeah. A school evaluation 00:09:38.539 --> 00:09:41.159 is going to say, yes, the student needs specialized 00:09:41.159 --> 00:09:43.580 instruction, essentially. It's the educational 00:09:43.580 --> 00:09:46.419 diagnosis. It's the educational need. Whereas 00:09:46.419 --> 00:09:49.240 that home and community base is saying, why is 00:09:49.240 --> 00:09:51.039 a child struggling? How can we put these supports? 00:09:51.200 --> 00:09:53.799 How can we provide these therapeutics to then 00:09:53.799 --> 00:09:57.990 maybe help them? But yeah. So if we were to get 00:09:57.990 --> 00:10:01.490 to the root of it, if you want your child to 00:10:01.490 --> 00:10:03.850 be assessed for an IEP, the first thing we would 00:10:03.850 --> 00:10:05.889 say is put it in writing. Put it in writing. 00:10:05.990 --> 00:10:09.710 Put your requests in writing. And I would say 00:10:09.710 --> 00:10:12.789 put it in writing and really spell out where 00:10:12.789 --> 00:10:17.029 your child's struggling. Yes. Right? So don't 00:10:17.029 --> 00:10:20.190 just say, I want you to diagnose him with autism. 00:10:21.789 --> 00:10:24.769 He is struggling in X, Y, Z. Yeah. Be specific 00:10:24.769 --> 00:10:27.070 about what supports you want the school to provide. 00:10:27.250 --> 00:10:29.490 Not, you know, my son is autistic. What is your 00:10:29.490 --> 00:10:32.330 autism curriculum? Correct. Yeah. Because sometimes 00:10:32.330 --> 00:10:34.970 we get parents that will ask for the, well, what 00:10:34.970 --> 00:10:37.250 services can I get because he has autism? And 00:10:37.250 --> 00:10:39.690 it's not a menu. It's what he's eligible for. 00:10:39.789 --> 00:10:42.149 And that's what's found in a. Now, having said 00:10:42.149 --> 00:10:44.710 that, there is a service array. In the community. 00:10:45.149 --> 00:10:47.690 Yes. Oh, yes. Like if you're talking about, you 00:10:47.690 --> 00:10:49.789 know, you're looking at Blue Cross and what Blue 00:10:49.789 --> 00:10:51.490 Cross will provide, if you're looking at the 00:10:51.490 --> 00:10:53.269 Idaho Behavioral Health Plan and what they will 00:10:53.269 --> 00:10:56.070 provide, their service array, that doesn't necessarily 00:10:56.070 --> 00:11:00.629 equate to the school system. Again, they're cordial 00:11:00.629 --> 00:11:02.389 and collaborative, but they don't tell each other 00:11:02.389 --> 00:11:05.509 what to do. They really don't. I wish they talked 00:11:05.509 --> 00:11:08.210 to each other better. They don't. They're never 00:11:08.210 --> 00:11:11.149 going to. Well, in our lifetime, I don't think 00:11:11.149 --> 00:11:14.250 so. I don't know. I'm going to live really long. 00:11:14.389 --> 00:11:16.649 Okay. So I might figure that out. Haunt me and 00:11:16.649 --> 00:11:19.149 let me know. I'm going to be like the chick from 00:11:19.149 --> 00:11:21.509 Interstellar, the daughter at the end who lives 00:11:21.509 --> 00:11:26.750 to see Murph. Anyway, sorry. That's Matthew McConaughey. 00:11:27.110 --> 00:11:28.809 Yes. Yeah. Okay. I know what you're talking about. 00:11:29.169 --> 00:11:31.049 I love him. All right. All right. All right. 00:11:31.070 --> 00:11:35.049 That's him, right? That's him. Yep. Okay. So 00:11:35.049 --> 00:11:38.570 we got it? We got it. I think if I were to say 00:11:38.570 --> 00:11:41.950 one more thing, I would say. A school evaluation 00:11:41.950 --> 00:11:44.850 answers, does this child need specialized instruction? 00:11:45.429 --> 00:11:51.750 And the neuropsych evaluation answers, why is 00:11:51.750 --> 00:11:53.950 this child struggling? Yeah. How do we support 00:11:53.950 --> 00:11:56.330 them? How do we support the family? Yep. Get 00:11:56.330 --> 00:11:58.870 together with your child and family team. Absolutely. 00:11:59.090 --> 00:12:01.230 Okay. I think, I feel like that one's good. Yeah. 00:12:01.250 --> 00:12:02.769 Would you say anything else? No, I wouldn't. 00:12:03.330 --> 00:12:06.840 What's the second question? Second question, 00:12:06.879 --> 00:12:10.019 we're seeing a lot of these, either my, so my 00:12:10.019 --> 00:12:13.179 child has an IEP and he got suspended again, 00:12:13.279 --> 00:12:17.519 or I keep being asked to come pick up my child 00:12:17.519 --> 00:12:22.100 early. We hear that a lot. So I kind of lumped 00:12:22.100 --> 00:12:25.720 these all in together so that we could talk about 00:12:25.720 --> 00:12:30.240 that together. Because this comes up a lot. They're 00:12:30.240 --> 00:12:33.399 always for behaviors. So we're seeing some big 00:12:33.399 --> 00:12:36.509 behaviors. Can you come pick up Tommy? That happened 00:12:36.509 --> 00:12:38.509 on Wednesday. Then that happened again on Friday. 00:12:38.610 --> 00:12:41.590 And then that's happening again on Monday. And 00:12:41.590 --> 00:12:43.529 those are called what? Those are called informal 00:12:43.529 --> 00:12:46.350 removals. That's right, baby girl. And I would 00:12:46.350 --> 00:12:48.929 say any time that that is happening, it should 00:12:48.929 --> 00:12:50.929 be documented. And teams don't always do that. 00:12:51.529 --> 00:12:53.490 And the reason that we want to document that 00:12:53.490 --> 00:12:56.350 is because then we start looking for patterns. 00:12:57.750 --> 00:13:03.879 Right. Yeah. Because. If you've been suspended 00:13:03.879 --> 00:13:09.440 for 10 or more days or you are being, you know, 00:13:09.440 --> 00:13:12.139 your child is being picked up for informal removals 00:13:12.139 --> 00:13:15.000 or they've been suspended one day at a time and 00:13:15.000 --> 00:13:18.899 it turns into a pattern of, you know, you're 00:13:18.899 --> 00:13:21.720 being sent home for similar behaviors, even though 00:13:21.720 --> 00:13:23.960 it's not the same every time and it's not 10 00:13:23.960 --> 00:13:26.320 days in a row. It's a pattern of behaviors that 00:13:26.320 --> 00:13:30.360 can trigger a manifestation determination. And 00:13:30.360 --> 00:13:33.960 that meeting is to determine, truly, is this 00:13:33.960 --> 00:13:36.940 behavior a result of the child's disability? 00:13:37.059 --> 00:13:42.470 And then is... some of this a failure on behalf 00:13:42.470 --> 00:13:45.370 of the IEP and the IEP team to support the child? 00:13:45.809 --> 00:13:48.509 Do we need to go back to the drawing board? There's 00:13:48.509 --> 00:13:52.029 obviously an opportunity somewhere. Right. Or 00:13:52.029 --> 00:13:55.350 do you need to do an FBA, a functional behavioral 00:13:55.350 --> 00:13:59.149 assessment to determine if this is a new behavior? 00:13:59.309 --> 00:14:01.490 Why is it occurring? What supports do we need 00:14:01.490 --> 00:14:05.450 to put in place? Because the answer cannot be, 00:14:05.570 --> 00:14:11.070 I need to call. I need to call Sandra and David 00:14:11.070 --> 00:14:14.830 to pick up. To pick up Chad. Yeah. From the Periwinkle 00:14:14.830 --> 00:14:18.809 School District. Well, come and get your, please 00:14:18.809 --> 00:14:22.129 come and pick up your child because we don't 00:14:22.129 --> 00:14:25.769 know what to do. Right. And that's not, sometimes, 00:14:25.929 --> 00:14:28.350 in most cases, that's not on the school. We don't 00:14:28.350 --> 00:14:31.429 know what to do. Yeah. I'm a paraprofessional. 00:14:31.549 --> 00:14:34.110 I don't know what to do. And at that point, when 00:14:34.110 --> 00:14:37.740 everyone's. essentially i see it as the parent 00:14:37.740 --> 00:14:40.720 of a child who has been in this situation i see 00:14:40.720 --> 00:14:43.460 it as the school crying for help yeah please 00:14:43.460 --> 00:14:46.379 i don't know what to do please come and get your 00:14:46.379 --> 00:14:49.120 child because i don't i want i want him here 00:14:49.120 --> 00:14:52.340 i want her here right i don't know how to help 00:14:52.340 --> 00:14:55.340 them and that's when we need to get the other 00:14:55.340 --> 00:14:57.440 members of the school team involved the school 00:14:57.440 --> 00:15:01.059 psychologist a counselor somebody who can help 00:15:01.059 --> 00:15:03.960 us do a functional behavioral assessment to figure 00:15:03.960 --> 00:15:07.450 out what What need is this behavior trying to 00:15:07.450 --> 00:15:10.710 meet? Because mom can't meet all needs. No. Or 00:15:10.710 --> 00:15:13.850 dad or whomever the guardian is. Exactly. And 00:15:13.850 --> 00:15:18.169 that way, this is requesting an FBA helps the 00:15:18.169 --> 00:15:20.730 team. Exactly. It helps the team help the child. 00:15:20.870 --> 00:15:23.309 And then from a functional behavior assessment, 00:15:23.490 --> 00:15:26.190 that FBA, then hopefully we get a really good 00:15:26.190 --> 00:15:28.750 behavior intervention plan that is setting in 00:15:28.750 --> 00:15:33.159 place. some support so that maybe we don't trigger 00:15:33.159 --> 00:15:36.740 certain behaviors, right? We're proactive instead 00:15:36.740 --> 00:15:39.269 of reactive. Oh, my gosh. Isn't that what we 00:15:39.269 --> 00:15:40.769 said we were going to do today is talk about. 00:15:40.870 --> 00:15:43.669 I'm trying, dude. I'm trying. But some of the 00:15:43.669 --> 00:15:47.370 Facebook posts, there was one that said, you 00:15:47.370 --> 00:15:49.470 know, Chad's having a bad day. I've been asked 00:15:49.470 --> 00:15:52.590 to call and come get him three times this week 00:15:52.590 --> 00:15:55.470 or that someone was told their daughter was just 00:15:55.470 --> 00:15:58.190 too upset to finish the day and she was called 00:15:58.190 --> 00:16:02.169 early to pick. So this is when we if you call 00:16:02.169 --> 00:16:04.629 our office and this is something that you are 00:16:04.629 --> 00:16:07.580 experiencing or your child is experiencing. Always. 00:16:07.620 --> 00:16:09.759 We're always going to say, have we done an FBA? 00:16:10.279 --> 00:16:12.279 When's the latest functional behavior assessment? 00:16:12.399 --> 00:16:14.700 And say you've already gone through that step. 00:16:15.320 --> 00:16:18.159 Right. And you're like, OK, Melissa, Allison, 00:16:18.379 --> 00:16:21.080 what do I do now? Well, number one, call. Please 00:16:21.080 --> 00:16:23.840 call because we can discuss your specific situation 00:16:23.840 --> 00:16:27.419 in greater detail versus being intentionally 00:16:27.419 --> 00:16:30.879 vague on a podcast. But another thing that I 00:16:30.879 --> 00:16:33.299 would say is, is that if you're in that position, 00:16:33.500 --> 00:16:36.850 you can also tell your school. or remind your 00:16:36.850 --> 00:16:40.870 school or invite your school to reach out to 00:16:40.870 --> 00:16:44.190 their sesta coordinator yes that stands for special 00:16:44.190 --> 00:16:48.049 education technical technical assistance we are 00:16:48.049 --> 00:16:50.769 so lucky in idaho to have that other states don't 00:16:50.769 --> 00:16:53.769 have oh for real and i have actually i've actually 00:16:53.769 --> 00:16:56.389 had a parent reach out to me and say well my 00:16:56.389 --> 00:16:57.929 school team says they're going to reach out to 00:16:57.929 --> 00:17:00.769 something called sesta and i'm like That is actually 00:17:00.769 --> 00:17:03.730 so, that is working in your benefit. Absolutely. 00:17:03.769 --> 00:17:06.089 I know in some cases it kind of makes parents 00:17:06.089 --> 00:17:09.049 feel a little apprehensive, like, oh, my school 00:17:09.049 --> 00:17:10.490 can't figure it out on their own. They have to 00:17:10.490 --> 00:17:12.650 reach out to technical assistance. But really, 00:17:12.809 --> 00:17:18.009 in my opinion, those are the schools that are 00:17:18.009 --> 00:17:21.349 like, I don't know what to do. I need help. Those 00:17:21.349 --> 00:17:24.920 are the really. supportive schools who are like, 00:17:24.960 --> 00:17:28.119 this might, I've tried everything. Let me see. 00:17:28.180 --> 00:17:31.319 Let me get another eye or an ear in on this situation 00:17:31.319 --> 00:17:34.000 because I don't know what to do. And then again, 00:17:34.119 --> 00:17:36.019 the more people that reach out to their SESTA 00:17:36.019 --> 00:17:38.519 coordinators, the more the state is aware of 00:17:38.519 --> 00:17:40.500 other problems and then can be further helpful. 00:17:40.740 --> 00:17:43.819 Right. I mean, how many times have you just stared 00:17:43.819 --> 00:17:47.400 at the same problem for 15 minutes and you cannot 00:17:47.400 --> 00:17:50.079 or for three days? Why are you selling me out 00:17:50.079 --> 00:17:53.509 like this? Her door is right next to mine. And 00:17:53.509 --> 00:17:54.890 she's like, the amount of times I've walked by 00:17:54.890 --> 00:17:58.410 and gone, hello, are you there? No, but anybody, 00:17:58.690 --> 00:18:02.309 we do that to ourselves. We get so stubborn. 00:18:02.390 --> 00:18:05.630 And I mean, I will speak for myself. 100%. And 00:18:05.630 --> 00:18:08.730 look, because I can figure this out. But bringing 00:18:08.730 --> 00:18:11.690 in, in this case, another set of eyes like Sesta 00:18:11.690 --> 00:18:14.369 is not a bad thing. It's just helping the team 00:18:14.369 --> 00:18:16.089 out. It's another person to support the team. 00:18:16.710 --> 00:18:19.859 It's a... It's a show of strength and support, 00:18:20.079 --> 00:18:24.000 not a sign of weakness. Yeah. No, I agree completely. 00:18:24.640 --> 00:18:27.420 And so just to kind of wrap that up, I would 00:18:27.420 --> 00:18:29.619 say if a parent calls and these are things that 00:18:29.619 --> 00:18:32.000 are happening, I would say document everything. 00:18:32.160 --> 00:18:35.700 So when you're asked to pick up your child, ask 00:18:35.700 --> 00:18:37.940 the school to document that. You document that. 00:18:38.019 --> 00:18:39.839 Have that in writing. And it could be something 00:18:39.839 --> 00:18:42.599 super simple. Like you bring in something already 00:18:42.599 --> 00:18:47.869 typed up that says mom. Allison Hiley was requested 00:18:47.869 --> 00:18:51.470 to come in and pick up Chad from school due to 00:18:51.470 --> 00:18:53.869 behaviors. And then someone at the front desk 00:18:53.869 --> 00:18:57.430 signs or teacher or anybody. We got it. And now 00:18:57.430 --> 00:19:00.730 we have. We have written documentation that on 00:19:00.730 --> 00:19:03.289 this day you had to come pick up Chad early. 00:19:03.670 --> 00:19:06.410 And that's data. We're starting to collect data. 00:19:06.630 --> 00:19:10.309 And I do not believe, and I stand firm ten toes 00:19:10.309 --> 00:19:13.029 down when I say this. I'm all about digits today. 00:19:13.250 --> 00:19:16.190 Fingers, toes. Anyway, sorry. I stand firm when 00:19:16.190 --> 00:19:18.869 I say that's not adversarial. No. And that should 00:19:18.869 --> 00:19:21.309 not be seen as adversarial. That's not a gotcha 00:19:21.309 --> 00:19:25.079 on the school. That's... you doing your due diligence 00:19:25.079 --> 00:19:27.859 as an iep team member taking your data or even 00:19:27.859 --> 00:19:31.980 504 yeah it applies in a 504 too it really does 00:19:31.980 --> 00:19:36.279 no teams will go what but it does and all of 00:19:36.279 --> 00:19:38.720 that is data if we are having to remove a student 00:19:38.720 --> 00:19:41.119 because of behaviors we need to document those 00:19:41.119 --> 00:19:44.799 behaviors so that we're collecting data and and 00:19:44.799 --> 00:19:46.859 it could also support your behavioral intervention 00:19:46.859 --> 00:19:50.240 plan a thousand percent or trigger the ability 00:19:50.240 --> 00:19:53.779 to receive a behavioral intervention plan right 00:19:53.779 --> 00:19:55.799 and both of those are good options and helpful 00:19:55.799 --> 00:19:59.160 and that's what fba does sometimes is is say 00:19:59.160 --> 00:20:01.819 the student has more eligibility than we previously 00:20:01.819 --> 00:20:04.720 thought and we need more behavioral intervention 00:20:04.720 --> 00:20:08.619 minutes 100 yeah um we talked about a pattern 00:20:08.619 --> 00:20:11.779 so i think we're Are we good there? We don't 00:20:11.779 --> 00:20:15.180 even need pointers. We have this paper with pointers 00:20:15.180 --> 00:20:16.960 of things that we don't want to forget to say. 00:20:17.079 --> 00:20:18.579 And I look down at it and I'm like, oh, we already 00:20:18.579 --> 00:20:21.160 said all that. We don't even, look at us. Look, 00:20:21.180 --> 00:20:26.779 shoot. Shoot. Okay, so the last question that 00:20:26.779 --> 00:20:30.779 there was a whole bunch of in the Facebook. community 00:20:30.779 --> 00:20:33.039 communities by the way we love this community 00:20:33.039 --> 00:20:36.920 please continue to ask questions i do and i like 00:20:36.920 --> 00:20:39.359 the anonymous ones lately there's been so many 00:20:39.359 --> 00:20:41.799 anonymous you know what though i encourage that 00:20:41.799 --> 00:20:45.160 i do too i encourage you to post anonymously 00:20:45.160 --> 00:20:49.400 i i wholeheartedly agree because i think we have 00:20:49.400 --> 00:20:52.019 some lurkers in there from the district i think 00:20:52.019 --> 00:20:55.559 that these groups have been really really thoughtful 00:20:55.559 --> 00:20:59.539 about trying to really protect family privacy. 00:20:59.720 --> 00:21:02.680 But at the end of the day, sometimes we have 00:21:02.680 --> 00:21:06.160 educators that are also parents and it's hard 00:21:06.160 --> 00:21:08.200 to remove your educator hat sometimes if you 00:21:08.200 --> 00:21:10.859 hear something about your district. I don't know. 00:21:11.630 --> 00:21:15.869 Also, I think anonymity is important. And I really 00:21:15.869 --> 00:21:17.849 try not to speak about what I don't know about. 00:21:17.990 --> 00:21:20.609 And I've never really lived in rural Idaho. So 00:21:20.609 --> 00:21:22.289 I'm just going to put that out there on the forefront. 00:21:22.789 --> 00:21:25.750 But from what I hear about rural Idaho is that 00:21:25.750 --> 00:21:28.210 it's a very small, tight knit community and your 00:21:28.210 --> 00:21:31.109 ability to ask your genuine, honest questions 00:21:31.109 --> 00:21:34.640 with full anonymity. is probably a really good 00:21:34.640 --> 00:21:37.440 shield sometimes when you're in very rural. Everybody 00:21:37.440 --> 00:21:39.680 knows everybody. We all see each other at church 00:21:39.680 --> 00:21:43.619 on Sunday. I thought about that. So post in anonymity 00:21:43.619 --> 00:21:46.940 so you can really get your full question answered 00:21:46.940 --> 00:21:52.180 without wondering who saw that or who told. Yeah. 00:21:52.299 --> 00:21:55.240 Yeah. I get that. I love it. Cool. There's a 00:21:55.240 --> 00:21:57.559 lot more of it and I'm down. I'm here for it. 00:21:57.640 --> 00:22:01.720 Okay. So. We are in October, so some state testing 00:22:01.720 --> 00:22:04.220 has already happened. And I know that's so this 00:22:04.220 --> 00:22:06.920 might be kind of late to the game to talk about. 00:22:07.180 --> 00:22:11.099 But there is a lot of discussion about accommodations 00:22:11.099 --> 00:22:15.940 in state testing. And is that allowed? Yes. Yeah, 00:22:16.059 --> 00:22:21.230 of course it is. But only if. Oh, only if they're 00:22:21.230 --> 00:22:24.890 already in your IEP. Yeah. So that is a really 00:22:24.890 --> 00:22:27.809 good pointer to say to families, dial in your 00:22:27.809 --> 00:22:30.750 IEP. And I see where that gets really hard because 00:22:30.750 --> 00:22:33.109 say you've just been found eligible and you maybe 00:22:33.109 --> 00:22:35.490 don't have everything ironed out and then testing 00:22:35.490 --> 00:22:37.269 just starts and you're like, well, this is a 00:22:37.269 --> 00:22:40.809 child with a known disability. But there's some 00:22:40.809 --> 00:22:44.710 of those logistical. I see that. I could see 00:22:44.710 --> 00:22:47.500 where that. a com and i will also say this accommodations 00:22:47.500 --> 00:22:50.500 are also allowed for testing under a 504 yes 00:22:50.500 --> 00:22:54.720 as long as they are in your 504 which then becomes 00:22:54.720 --> 00:22:57.000 convoluted because legally a 504 does not have 00:22:57.000 --> 00:23:00.400 to be in writing so i guess for the purposes 00:23:00.400 --> 00:23:03.299 of this conversation best practice is always 00:23:03.299 --> 00:23:05.500 to have your 504s in writing and i think most 00:23:05.500 --> 00:23:07.839 people do but for the purposes of this we'll 00:23:07.839 --> 00:23:11.210 just assume chad has an iep okay yes let's do 00:23:11.210 --> 00:23:13.589 that okay so chad has an iep he's about to take 00:23:13.589 --> 00:23:16.089 state testing can he have accommodations yes 00:23:16.089 --> 00:23:19.029 as long as they are written in as iep and as 00:23:19.029 --> 00:23:21.769 long as they wouldn't change the measurement 00:23:21.769 --> 00:23:25.690 of the test so like reading the reading comprehension 00:23:25.690 --> 00:23:28.750 passage out loud to a student might validate 00:23:28.750 --> 00:23:31.289 a reading assessment if that makes sense so oh 00:23:31.289 --> 00:23:35.130 it's for comprehension okay so we have to yes 00:23:35.130 --> 00:23:38.279 within okay does that make sense So there's no 00:23:38.279 --> 00:23:44.240 blanket, let's say, for example, your example. 00:23:45.299 --> 00:23:47.819 There's no blanket accommodation. So if your 00:23:47.819 --> 00:23:49.960 student requires that questions be read out loud 00:23:49.960 --> 00:23:52.619 to them, that might not be an accommodation that 00:23:52.619 --> 00:23:54.960 we can honor if the purpose of the test was, 00:23:55.079 --> 00:23:57.799 can you read these questions out loud? And you 00:23:57.799 --> 00:23:59.660 know what? While we're saying that, I think that 00:23:59.660 --> 00:24:02.519 that flows really beautifully into the ISAT alts. 00:24:02.559 --> 00:24:06.589 Yeah, exactly. where a lot of parents have reached 00:24:06.589 --> 00:24:09.109 out and said, I just don't feel comfortable with 00:24:09.109 --> 00:24:13.069 my child taking those ice hat alts for a myriad 00:24:13.069 --> 00:24:16.049 of reasons, right? I've heard all the reasons. 00:24:16.109 --> 00:24:18.410 And you know what? You're one of the four core 00:24:18.410 --> 00:24:22.410 members of the IEP team. And you are the expert 00:24:22.410 --> 00:24:26.250 in your own child. And you do what is right. 00:24:26.730 --> 00:24:28.670 And I don't speak about what I don't know about. 00:24:28.769 --> 00:24:31.150 I don't have a child who takes ISAT alts, but 00:24:31.150 --> 00:24:35.329 I do know someone who has a child who may or 00:24:35.329 --> 00:24:36.970 may not. So I will let them speak. That would 00:24:36.970 --> 00:24:40.529 be me. Yeah. And so I agree with you. You are 00:24:40.529 --> 00:24:42.549 an IEP member and you know your child the best. 00:24:42.630 --> 00:24:44.730 I know my child the best. I know that he doesn't 00:24:44.730 --> 00:24:47.150 have test tanking and anxiety. I know that he 00:24:47.150 --> 00:24:51.819 does qualify to take the ISAT alts. I want to 00:24:51.819 --> 00:24:54.460 give him the honor of being able to take state 00:24:54.460 --> 00:24:57.759 testing just like his peers. And whether he makes 00:24:57.759 --> 00:25:02.660 it through one question or 20, he's just doing 00:25:02.660 --> 00:25:05.660 it. He has that opportunity to do it. And there's 00:25:05.660 --> 00:25:10.160 no repercussions. No. Right. I think another 00:25:10.160 --> 00:25:13.000 thing that I want you to speak more about. is 00:25:13.000 --> 00:25:16.599 maybe potentially schools or community members 00:25:16.599 --> 00:25:19.700 or other parents who think that potentially individuals 00:25:19.700 --> 00:25:22.700 with disabilities could take scores. Absolutely. 00:25:22.900 --> 00:25:25.359 Can you speak to that? Yeah. So when we are on 00:25:25.359 --> 00:25:27.480 an ISAT alt like that, those scores are looked 00:25:27.480 --> 00:25:31.079 at completely differently outside of. Okay. Does 00:25:31.079 --> 00:25:35.500 that make sense? If I'm Chad and I have Angelman 00:25:35.500 --> 00:25:39.690 syndrome. And I am taking the typical ISAT because 00:25:39.690 --> 00:25:42.109 my mom wants to have high expectations when she 00:25:42.109 --> 00:25:44.369 doesn't know what to expect. Right. Good for 00:25:44.369 --> 00:25:47.670 your mom. I'm only going to get through two or 00:25:47.670 --> 00:25:52.150 three questions. Yep. And feasibly. That's not 00:25:52.150 --> 00:25:56.549 taking the school district scores, right? I mean, 00:25:56.769 --> 00:26:01.529 in a, well, it could. So if you had. But that's 00:26:01.529 --> 00:26:05.379 one. That's one test in a sea of. potentially 00:26:05.379 --> 00:26:07.519 hundreds of thousands, depending on your size 00:26:07.519 --> 00:26:09.240 of your district. So if you have a very rural 00:26:09.240 --> 00:26:12.599 district and you have four kids in the fourth 00:26:12.599 --> 00:26:18.480 grade and one of them is taking not the ISAT 00:26:18.480 --> 00:26:20.799 alts, but do you know what I mean? So that could 00:26:20.799 --> 00:26:24.589 potentially. Do you? Do you know off the top 00:26:24.589 --> 00:26:26.789 of your head how many students take the ISAT? 00:26:26.829 --> 00:26:29.130 One to three percent. You really knew that? I 00:26:29.130 --> 00:26:31.329 was ready to Google it. God bless. You are so 00:26:31.329 --> 00:26:33.730 smart. It cannot be more than three percent of 00:26:33.730 --> 00:26:36.210 a student body in a district or they have to. 00:26:36.670 --> 00:26:38.509 There's a waiver that they have to apply for. 00:26:38.589 --> 00:26:41.349 Ladies and gentlemen, the PTI director for Idaho 00:26:41.349 --> 00:26:44.130 Parents Unlimited. So it's one to three percent. 00:26:44.589 --> 00:26:50.029 Yeah. So that's not many people. And and. We 00:26:50.029 --> 00:26:54.109 loosely say roughly 40 ,000 students are on IEPs 00:26:54.109 --> 00:26:57.329 in the state of Idaho. So one percent. Right. 00:26:57.450 --> 00:27:00.009 So it's not we're not talking about a wide swath. 00:27:00.029 --> 00:27:03.630 No. And that I don't I won't even say it. I was 00:27:03.630 --> 00:27:05.250 going to say that one to three percent is usually 00:27:05.250 --> 00:27:08.970 the ones that we talk about are probably those 00:27:08.970 --> 00:27:13.670 individuals that will would need something more 00:27:13.670 --> 00:27:16.150 formal in place like guardianship or power of 00:27:16.150 --> 00:27:20.740 attorney when they go on. to be 18 or older. 00:27:20.880 --> 00:27:24.640 So that's kind of... I guess what I'm hearing 00:27:24.640 --> 00:27:27.400 you say is that's a good kind of baseline. Is 00:27:27.400 --> 00:27:30.519 this a student who will potentially need guardianship 00:27:30.519 --> 00:27:33.960 in adulthood? Then maybe this is a student who 00:27:33.960 --> 00:27:37.440 could benefit. And that's not the be -all, end 00:27:37.440 --> 00:27:39.420 -all for everybody. We're not saying that that's 00:27:39.420 --> 00:27:42.240 the barometer, but that is a good tool that you 00:27:42.240 --> 00:27:45.039 could use to assess and help you answer that 00:27:45.039 --> 00:27:48.220 question. Ding, ding, ding. Yep. But there's 00:27:48.220 --> 00:27:50.279 also documents that help answer this, right? 00:27:50.380 --> 00:27:52.099 Like, doesn't the Idaho Department of Education 00:27:52.099 --> 00:27:54.380 publish a statewide assessment accessibility 00:27:54.380 --> 00:27:56.819 guide? They do. And so that's what I would say 00:27:56.819 --> 00:28:00.460 to your teams. If you have questions that your 00:28:00.460 --> 00:28:03.160 teams even can't answer, there's an assessment 00:28:03.160 --> 00:28:06.420 guide that SESTA has, right? Oh, not SESTA, girls. 00:28:06.980 --> 00:28:08.940 SESTA, SESTA, SESTA. These girls, we should have 00:28:08.940 --> 00:28:12.920 SESTA come talk. We need to bring SESTA. Next 00:28:12.920 --> 00:28:16.039 time you go to SEEP. I will. we need to get something 00:28:16.039 --> 00:28:18.619 from sesta in here preach come talk about how 00:28:18.619 --> 00:28:23.180 good sesta is yeah um where was i i don't remember 00:28:23.180 --> 00:28:25.680 we i'm so sorry i interrupted you we were talking 00:28:25.680 --> 00:28:27.779 about the statewide assessment accessibility 00:28:27.779 --> 00:28:31.460 guide i'm sorry if teams have questions on how 00:28:31.460 --> 00:28:35.680 to help um help with accommodations for state 00:28:35.680 --> 00:28:38.380 testing there's a whole accessibility guide for 00:28:38.380 --> 00:28:41.640 teams to work through um and with their coordinator 00:28:41.640 --> 00:28:45.160 if they need it I am going to ask you one more 00:28:45.160 --> 00:28:47.140 question, and this is not something that we have 00:28:47.140 --> 00:28:49.480 written down, so she might glare daggers at me. 00:28:49.819 --> 00:28:53.160 I'm scared. Let's say I am. I'll edit it out 00:28:53.160 --> 00:28:56.579 if I don't. That's true. I'll edit it out if 00:28:56.579 --> 00:28:59.220 you don't know, but I assume, I think I'm fairly 00:28:59.220 --> 00:29:04.559 confident that you do know. I am a third grader. 00:29:04.619 --> 00:29:09.099 I just got an IEP. I'm new to all of this. Can 00:29:09.099 --> 00:29:12.579 you give me some examples of what potential accommodations 00:29:12.579 --> 00:29:16.019 are used in terms of state testing? Yeah. Because 00:29:16.019 --> 00:29:17.940 I don't know because this is all brand new to 00:29:17.940 --> 00:29:20.680 me. But I do know that my child struggles with 00:29:20.680 --> 00:29:24.930 staying on task because, again. I'm not going 00:29:24.930 --> 00:29:27.049 to ask what accommodations are available. I'm 00:29:27.049 --> 00:29:29.670 going to tell you. What? You're the IEP. You're 00:29:29.670 --> 00:29:31.150 the other members of the IEP team. I'm going 00:29:31.150 --> 00:29:32.549 to tell you what my child struggles with. Okay. 00:29:33.029 --> 00:29:35.329 I know that my third grader, Chad, he's really 00:29:35.329 --> 00:29:38.710 struggling with attention. He's not a huge fan 00:29:38.710 --> 00:29:43.369 of being in a loud classroom. What are some suggestions? 00:29:43.650 --> 00:29:45.210 This is the most common one. Really? The most 00:29:45.210 --> 00:29:48.130 common one. Dang, I'm good. That students are 00:29:48.130 --> 00:29:50.009 separated for their test taking, that they're 00:29:50.009 --> 00:29:52.890 quiet. Oh, a small group? A small group. Okay. 00:29:54.039 --> 00:29:55.920 Well, I'm going to say computer lab and like 00:29:55.920 --> 00:30:00.900 completely date myself. God bless. How old are 00:30:00.900 --> 00:30:03.700 you? Pulled out to a separate location to test 00:30:03.700 --> 00:30:05.920 taking in a quiet environment. What did you die 00:30:05.920 --> 00:30:11.180 from on the Oregon Trail? Dysentery. Okay, so 00:30:11.180 --> 00:30:16.880 that's a super common one. Small group. You even 00:30:16.880 --> 00:30:21.009 see ones where if it's not. prohibitive to what's 00:30:21.009 --> 00:30:24.130 being tested the read aloud option so sometimes 00:30:24.130 --> 00:30:28.109 okay read aloud the text to speech um or vice 00:30:28.109 --> 00:30:30.509 versa we have some students that are able to 00:30:30.509 --> 00:30:33.829 instead of write well you know the type they're 00:30:33.829 --> 00:30:37.369 able to do a speech to text or still on the ipad 00:30:37.369 --> 00:30:40.920 maybe I think up until third grade. Oh, so like 00:30:40.920 --> 00:30:43.960 an IRI, an Idaho Reading Indicator type of a 00:30:43.960 --> 00:30:46.920 thing. Those are still on iPads or tablets. I'm 00:30:46.920 --> 00:30:49.980 not exactly sure on the modality. I know that 00:30:49.980 --> 00:30:53.160 my children took them on tablets because they 00:30:53.160 --> 00:30:56.559 don't really start working with computers until 00:30:56.559 --> 00:30:58.420 maybe second or third grade. So you're still 00:30:58.420 --> 00:31:01.940 just accessing that on a tablet. So yeah, some 00:31:01.940 --> 00:31:05.460 of the most common ones that you see in an IEP 00:31:05.460 --> 00:31:07.799 translate really, really well to state testing 00:31:07.799 --> 00:31:09.839 too. Now, you're not going to have something 00:31:09.839 --> 00:31:12.579 like every other problem on a math assignment. 00:31:13.200 --> 00:31:17.440 Yeah, or not feasible in this test taking. You 00:31:17.440 --> 00:31:19.779 can ask for questions to be reworded. I don't 00:31:19.779 --> 00:31:22.440 think that's one that can be done either. And 00:31:22.440 --> 00:31:24.940 a lot of them are built in really, really well 00:31:24.940 --> 00:31:27.799 into, and I can speak specifically to the IRI 00:31:27.799 --> 00:31:30.299 because I've seen that and I've seen how the 00:31:30.299 --> 00:31:34.140 accommodations work. To where students can, you 00:31:34.140 --> 00:31:36.940 know, the replay button where they can, even 00:31:36.940 --> 00:31:39.960 if we have extended time, that's another one 00:31:39.960 --> 00:31:43.099 that we see a lot. So students are allowed extra 00:31:43.099 --> 00:31:46.299 time to take tests. And, you know, the IRI, some 00:31:46.299 --> 00:31:49.400 of these are always timed. We have some students 00:31:49.400 --> 00:31:51.480 that are given a little bit extra time. And I 00:31:51.480 --> 00:31:53.400 don't know how that differentiation is made, 00:31:53.559 --> 00:31:56.660 but teams can make that. And another thing is 00:31:56.660 --> 00:31:59.490 you don't have to know everything. No. You don't 00:31:59.490 --> 00:32:01.869 have to know. And neither does your team. I guess 00:32:01.869 --> 00:32:03.289 that's because there's always someone to reach 00:32:03.289 --> 00:32:06.450 out to. There's somebody to support. Yeah. So 00:32:06.450 --> 00:32:13.829 that's what we found on Facebook, folks. Thank 00:32:13.829 --> 00:32:19.170 you so much, everyone out there for listening 00:32:19.170 --> 00:32:22.950 in and know that if you are in Idaho or planning 00:32:22.950 --> 00:32:26.130 on moving to Idaho and have questions on systems 00:32:26.130 --> 00:32:29.690 or services for children with disabilities, please 00:32:29.690 --> 00:32:32.470 consider reaching out to us on our website at 00:32:32.470 --> 00:32:38.549 iPullIdaho, that's I -P -U -L -Idaho .org, or 00:32:38.549 --> 00:32:44.529 by calling us at 208 -342 -5884. Be sure to tune 00:32:44.529 --> 00:32:48.349 in next time. Until then, this has been Unlimited 00:32:48.349 --> 00:32:50.589 Parenting. Thanks for listening!