1 00:00:00,000 --> 00:00:17,040 Hello and welcome to Unlimited Parenting where we discuss having children with disabilities 2 00:00:17,040 --> 00:00:19,240 or special health care needs. 3 00:00:19,240 --> 00:00:25,680 I am your host Allison and with me today is Melissa and we are going to be talking at 4 00:00:25,680 --> 00:00:29,320 you about strength based goals. 5 00:00:29,320 --> 00:00:33,080 So let's get into the stuff and the things. 6 00:00:33,080 --> 00:00:37,240 I thought I would try to be more realistic by letting people know that I would be talking 7 00:00:37,240 --> 00:00:39,760 at them because it's essentially a firehouse. 8 00:00:39,760 --> 00:00:43,320 We're firemen right now. 9 00:00:43,320 --> 00:00:45,320 Yes, this will be very much with me. 10 00:00:45,320 --> 00:00:46,320 Sorry. 11 00:00:46,320 --> 00:00:49,920 Meaning that we are just firehosing information at people. 12 00:00:49,920 --> 00:00:51,560 Is that something that needs explained? 13 00:00:51,560 --> 00:00:53,560 No, because we use that a lot. 14 00:00:53,560 --> 00:00:55,440 I just, okay, sorry. 15 00:00:55,440 --> 00:00:56,980 It's like an acronym. 16 00:00:56,980 --> 00:01:01,400 We use it so much it makes sense to us, but then I pause and wonder, will other people 17 00:01:01,400 --> 00:01:02,920 understand me? 18 00:01:02,920 --> 00:01:04,920 That's what I mean. 19 00:01:04,920 --> 00:01:08,920 I want people to get that fireman joke that we just made. 20 00:01:08,920 --> 00:01:12,920 Wherever you're listening to this podcast on whatever platform, you can contact the 21 00:01:12,920 --> 00:01:17,080 email there and let us know if we make any sense. 22 00:01:17,080 --> 00:01:18,580 Okay. 23 00:01:18,580 --> 00:01:23,840 Strength based IEP goals is kind of a niche into the weeds topic. 24 00:01:23,840 --> 00:01:27,520 It is a webinar that I pull does. 25 00:01:27,520 --> 00:01:33,560 It's actually one of my favorite webinars because making an IEP, not such a doom and 26 00:01:33,560 --> 00:01:40,200 gloom document is, um, it's refreshing from a parent standpoint and a student standpoint 27 00:01:40,200 --> 00:01:41,200 too. 28 00:01:41,200 --> 00:01:45,120 If we want our students to be active participants in their IEP, why would we have goals and 29 00:01:45,120 --> 00:01:49,040 um, you know, present levels of performance statements that are just completely deficit 30 00:01:49,040 --> 00:01:50,040 based? 31 00:01:50,040 --> 00:01:51,040 We don't want that. 32 00:01:51,040 --> 00:01:52,040 We want strength based. 33 00:01:52,040 --> 00:01:53,040 So here we are. 34 00:01:53,040 --> 00:01:54,680 Sorry, I took over. 35 00:01:54,680 --> 00:01:56,740 No, you're right. 36 00:01:56,740 --> 00:02:03,320 It's not that the system is set up for teachers to write a deficit based goal, but it sets 37 00:02:03,320 --> 00:02:04,420 the tone. 38 00:02:04,420 --> 00:02:12,200 If you say little Johnny is proficient or loves to sound out words. 39 00:02:12,200 --> 00:02:13,200 Yeah. 40 00:02:13,200 --> 00:02:17,680 Starting with something that they can do is specific so that you can scaffold to learning 41 00:02:17,680 --> 00:02:18,680 a new skill. 42 00:02:18,680 --> 00:02:19,680 Absolutely. 43 00:02:19,680 --> 00:02:24,800 So it's that compliment sandwich in an IEP, you know, we're talking about some strengths. 44 00:02:24,800 --> 00:02:30,960 Then we go into how those strengths could then potentially support some goals and realistic, 45 00:02:30,960 --> 00:02:34,080 um, you know, benchmarks of where a student is. 46 00:02:34,080 --> 00:02:39,320 And then we try to fluff it with some goals and how we're going to get there. 47 00:02:39,320 --> 00:02:40,320 Exactly. 48 00:02:40,320 --> 00:02:44,400 I'm pausing because I'm thinking, sorry. 49 00:02:44,400 --> 00:02:52,920 So the structure, okay, at the base level, all IEPs have goals and all goals contain 50 00:02:52,920 --> 00:02:53,920 three things. 51 00:02:53,920 --> 00:02:54,920 Yep. 52 00:02:54,920 --> 00:02:59,560 A strength, a concern, and a disability impact. 53 00:02:59,560 --> 00:03:04,460 Well, a parent, parent input, parent input is, is mandatory. 54 00:03:04,460 --> 00:03:09,840 We have to have our parent input to their students goals. 55 00:03:09,840 --> 00:03:13,720 And then how the disability impacts the student. 56 00:03:13,720 --> 00:03:14,720 And then the goal. 57 00:03:14,720 --> 00:03:18,000 That's the whole, there's the three components of the goal. 58 00:03:18,000 --> 00:03:19,440 Yeah. 59 00:03:19,440 --> 00:03:22,120 And then our job becomes, how do we make that strength based? 60 00:03:22,120 --> 00:03:23,880 How do we make that smart? 61 00:03:23,880 --> 00:03:24,880 Exactly. 62 00:03:24,880 --> 00:03:27,560 And all goals are tied to content standards. 63 00:03:27,560 --> 00:03:28,560 Exactly. 64 00:03:28,560 --> 00:03:30,560 They have to be. 65 00:03:30,560 --> 00:03:31,560 Yep. 66 00:03:31,560 --> 00:03:38,640 So what is an example of a smart strength based goal? 67 00:03:38,640 --> 00:03:41,880 So wow, you really put me on the spot. 68 00:03:41,880 --> 00:03:47,360 Is it easier to start with what a strength based goal is not? 69 00:03:47,360 --> 00:03:51,120 Do you want like an actual example of a goal or do you want me to tell you like a strength 70 00:03:51,120 --> 00:03:52,600 based IEP is an approach? 71 00:03:52,600 --> 00:03:54,820 I mean, I guess we already kind of talked about that. 72 00:03:54,820 --> 00:04:01,560 Just how we are, we were pulling out a student's strengths in order to then make a smart goal 73 00:04:01,560 --> 00:04:03,240 that is not deficit. 74 00:04:03,240 --> 00:04:08,480 That is it's the mindset so that students can believe in themselves and believe in, 75 00:04:08,480 --> 00:04:09,800 in what they can obtain. 76 00:04:09,800 --> 00:04:11,560 So what a strength based IEP is not. 77 00:04:11,560 --> 00:04:12,560 It is not deficit. 78 00:04:12,560 --> 00:04:15,040 It is not an adult only process. 79 00:04:15,040 --> 00:04:18,000 We want the students to be part of the process, right? 80 00:04:18,000 --> 00:04:22,400 To the greatest benefit or the greatest extent possible. 81 00:04:22,400 --> 00:04:26,840 My student is unable to really actively participate within his IEP. 82 00:04:26,840 --> 00:04:27,840 He's nonverbal. 83 00:04:27,840 --> 00:04:35,260 So having him provide that input into what some of his goals should be is a little bit 84 00:04:35,260 --> 00:04:39,000 more cumbersome, but you know, still we want to give him the opportunity. 85 00:04:39,000 --> 00:04:40,720 But again, that goes back. 86 00:04:40,720 --> 00:04:41,720 I'm sorry. 87 00:04:41,720 --> 00:04:42,720 I went on him. 88 00:04:42,720 --> 00:04:44,240 I got in the weeds and into the thick of things. 89 00:04:44,240 --> 00:04:46,920 We don't want, we don't want this to be an adult only process. 90 00:04:46,920 --> 00:04:52,800 We, we don't want it to just say, okay, Johnny is really good at reading. 91 00:04:52,800 --> 00:04:54,880 We don't want it just to focus on strengths. 92 00:04:54,880 --> 00:04:59,480 We want it to have some components that we can measurable and then we can move towards 93 00:04:59,480 --> 00:05:02,080 mastery of a goal. 94 00:05:02,080 --> 00:05:05,800 But it should also include like interest and preferences too for the student, especially 95 00:05:05,800 --> 00:05:10,240 as we get older and we start talking about the transition to adulthood and that, you 96 00:05:10,240 --> 00:05:15,880 know, the vocational aspects in an IEP, I'm going off on a really great tangent, but a 97 00:05:15,880 --> 00:05:24,640 strength based IEP should have strengths built into the goals to help a student utilize those 98 00:05:24,640 --> 00:05:29,920 strengths in order to work towards another goal. 99 00:05:29,920 --> 00:05:30,920 Does that make sense? 100 00:05:30,920 --> 00:05:34,160 Yeah, no, you mean complete sets because it should be individualized. 101 00:05:34,160 --> 00:05:35,160 Yeah. 102 00:05:35,160 --> 00:05:38,680 And the more specific you are, the more individualized it is. 103 00:05:38,680 --> 00:05:45,840 And then you can provide because legally an individual cannot be named in an IEP because 104 00:05:45,840 --> 00:05:48,320 if they're not there, then you could be in violation. 105 00:05:48,320 --> 00:05:49,320 Yes. 106 00:05:49,320 --> 00:05:55,200 So following that same train of thought, anybody should be able to look at this IEP and implement 107 00:05:55,200 --> 00:05:56,200 the goal. 108 00:05:56,200 --> 00:05:58,840 So the more specific you are, the more set up for success. 109 00:05:58,840 --> 00:05:59,840 Yes. 110 00:05:59,840 --> 00:06:00,840 Everybody is. 111 00:06:00,840 --> 00:06:02,040 Yes, absolutely. 112 00:06:02,040 --> 00:06:04,880 So I can tell you, so my son, again, I said he's nonverbal. 113 00:06:04,880 --> 00:06:09,160 So he has a communication goal that is tied to content standards. 114 00:06:09,160 --> 00:06:17,120 A strength is he is a happy social butterfly that loves interaction with peers, adults, 115 00:06:17,120 --> 00:06:18,120 anyone. 116 00:06:18,120 --> 00:06:19,440 He just loves that interaction. 117 00:06:19,440 --> 00:06:26,760 So he has a goal that is a strength based goal utilizing, you know, his personality 118 00:06:26,760 --> 00:06:28,280 is a strength. 119 00:06:28,280 --> 00:06:33,600 His tenacity is a strength, but we use that goal in order to work on a communication goal 120 00:06:33,600 --> 00:06:36,560 of greeting people using his AAC device. 121 00:06:36,560 --> 00:06:45,120 But it is a very strength based goal in order to obtain additional communication strategies 122 00:06:45,120 --> 00:06:48,560 utilizing what he already is really smart and able to do. 123 00:06:48,560 --> 00:06:50,560 Does that make sense? 124 00:06:50,560 --> 00:06:51,560 Yeah. 125 00:06:51,560 --> 00:06:56,040 And I think that it's interesting to talk about how do we make these goals and then 126 00:06:56,040 --> 00:06:57,680 tie them to content standards. 127 00:06:57,680 --> 00:06:58,680 True. 128 00:06:58,680 --> 00:06:59,680 Yeah. 129 00:06:59,680 --> 00:07:06,800 So it's a little bit off topic, but it lends itself to parents' questions that we hear 130 00:07:06,800 --> 00:07:07,800 every day. 131 00:07:07,800 --> 00:07:09,680 How do I get behavioral goals? 132 00:07:09,680 --> 00:07:12,560 How am I getting advocacy goals? 133 00:07:12,560 --> 00:07:16,320 And then I'm being told I can't do that because they can't be tied to content standards because 134 00:07:16,320 --> 00:07:17,880 they're not reading or math. 135 00:07:17,880 --> 00:07:24,400 So it's good, I think, to hear those examples of how you can tie that in as communication. 136 00:07:24,400 --> 00:07:25,840 It can be done. 137 00:07:25,840 --> 00:07:26,840 Yes. 138 00:07:26,840 --> 00:07:28,660 You are proof. 139 00:07:28,660 --> 00:07:38,120 So we're finding the goals in the IEP under PLAAF and PLOP, which acronyms for you. 140 00:07:38,120 --> 00:07:42,640 Present level of academic achievement and performance. 141 00:07:42,640 --> 00:07:45,600 Some districts call it different things that PLOP or PLOP. 142 00:07:45,600 --> 00:07:48,680 It's really where a student presently lies. 143 00:07:48,680 --> 00:07:54,480 It's essentially their strengths in a benchmark. 144 00:07:54,480 --> 00:07:55,840 Yes. 145 00:07:55,840 --> 00:07:58,400 And not all goals have to have benchmarks though, right? 146 00:07:58,400 --> 00:07:59,400 Correct. 147 00:07:59,400 --> 00:08:00,400 Yeah. 148 00:08:00,400 --> 00:08:05,160 So when we're looking at a well-crafted present level of performance, we're going to look 149 00:08:05,160 --> 00:08:11,000 for it to be written in understandable language, free of educational jargon. 150 00:08:11,000 --> 00:08:15,640 Again, anyone can pick this up and know what we're talking about. 151 00:08:15,640 --> 00:08:17,960 Parent-friendly language. 152 00:08:17,960 --> 00:08:25,560 So describing performance in general curriculum using current information and illustrates 153 00:08:25,560 --> 00:08:30,960 direct relationships to other IEP goals, which is exactly what you had just mentioned. 154 00:08:30,960 --> 00:08:34,320 And again, like we said, tied to Idaho content standards. 155 00:08:34,320 --> 00:08:41,460 That your PLAAF is a snapshot of where your student's skill currently is, how their disability 156 00:08:41,460 --> 00:08:44,720 is really affecting their educational performance in relation to that skill. 157 00:08:44,720 --> 00:08:46,040 But it's just a snapshot. 158 00:08:46,040 --> 00:08:47,420 It's a starting point. 159 00:08:47,420 --> 00:08:48,420 It's a reference piece. 160 00:08:48,420 --> 00:08:54,000 But yeah, it has to be in there for every goal. 161 00:08:54,000 --> 00:09:01,520 And then our job just becomes to make that bare bones into specific and strength-based. 162 00:09:01,520 --> 00:09:05,960 So can we talk a little bit about SMART goals? 163 00:09:05,960 --> 00:09:07,740 Yeah, we can. 164 00:09:07,740 --> 00:09:09,280 Can I say something really quick? 165 00:09:09,280 --> 00:09:16,040 When we say it's our goal, I caution parents sometimes, especially when they call us, because 166 00:09:16,040 --> 00:09:17,720 they'll say, help me write this goal. 167 00:09:17,720 --> 00:09:19,560 Help me write my IEP. 168 00:09:19,560 --> 00:09:22,240 Really this is a team. 169 00:09:22,240 --> 00:09:27,440 It's a team conversation and your educators are trained in this. 170 00:09:27,440 --> 00:09:30,720 Your special education teachers are trained in writing goals. 171 00:09:30,720 --> 00:09:34,840 Perhaps they may not be trained in writing SMART goals or yeah, I'm sure they are. 172 00:09:34,840 --> 00:09:37,240 I hope they are. 173 00:09:37,240 --> 00:09:41,520 I want to refrain from thinking a parent needs to go into a meeting and have these goals 174 00:09:41,520 --> 00:09:43,760 ready. 175 00:09:43,760 --> 00:09:48,240 That is a team that needs to kind of work on this together. 176 00:09:48,240 --> 00:09:52,480 You're exactly right, because I have heard both sides of that coin where a parent goes 177 00:09:52,480 --> 00:09:57,560 in and the goals are completely written and they're just asked to essentially listen. 178 00:09:57,560 --> 00:09:59,360 And that's not a team. 179 00:09:59,360 --> 00:10:00,440 Yeah, exactly. 180 00:10:00,440 --> 00:10:07,480 Or they were told to write their own goals and then they call and they say, I know I 181 00:10:07,480 --> 00:10:12,560 know my child best, but I don't know how to put this on a paper in a way that the school 182 00:10:12,560 --> 00:10:15,240 can help support them. 183 00:10:15,240 --> 00:10:19,240 And then another one that I've also heard is, can you help me write this goal where 184 00:10:19,240 --> 00:10:21,560 a parent will call us and say that? 185 00:10:21,560 --> 00:10:27,400 And then, you know, we say, I'd love to help give some examples or, you know, tell you 186 00:10:27,400 --> 00:10:31,080 what goes into a goal, but I'm not part of that IEP team. 187 00:10:31,080 --> 00:10:32,080 Yeah. 188 00:10:32,080 --> 00:10:36,040 So yeah, I just want to throw that caveat out there that parents don't have to go into 189 00:10:36,040 --> 00:10:38,360 an IEP meeting having all of this. 190 00:10:38,360 --> 00:10:43,500 Now, however, I have been in an IEP meeting and I have said, oh, those aren't SMART goals. 191 00:10:43,500 --> 00:10:45,800 Those aren't strength based goals. 192 00:10:45,800 --> 00:10:49,880 And I would like as a member of this team to really have a conversation around how we 193 00:10:49,880 --> 00:10:52,800 can make those smart and how we can make them strength based. 194 00:10:52,800 --> 00:10:53,800 So exactly. 195 00:10:53,800 --> 00:10:54,800 We're not trying. 196 00:10:54,800 --> 00:11:00,260 We're not out here, Melissa and I trying to add more to your plate as a parent in that 197 00:11:00,260 --> 00:11:03,540 meeting that's already frustrating and stressful enough. 198 00:11:03,540 --> 00:11:06,560 But if you're looking at this document and you're saying, well, I don't really think 199 00:11:06,560 --> 00:11:11,160 these goals are working or I'm not really liking them very much. 200 00:11:11,160 --> 00:11:16,720 Here are some ways that you can look and adapt and bring to the team for conversation. 201 00:11:16,720 --> 00:11:17,720 Yes. 202 00:11:17,720 --> 00:11:18,720 So, so sorry. 203 00:11:18,720 --> 00:11:19,720 No, don't worry. 204 00:11:19,720 --> 00:11:20,720 We're going. 205 00:11:20,720 --> 00:11:23,360 Who knows where I was going. 206 00:11:23,360 --> 00:11:24,880 I was stuck in a weed. 207 00:11:24,880 --> 00:11:25,880 Okay. 208 00:11:25,880 --> 00:11:26,880 SMART goals. 209 00:11:26,880 --> 00:11:35,000 So specific, measurable, achievable, relevant and time bound. 210 00:11:35,000 --> 00:11:41,960 So if we said it once, we said it a hundred times, very individualized and specific. 211 00:11:41,960 --> 00:11:46,760 So we're looking for a goal that's going to give away that it's going to be measured 212 00:11:46,760 --> 00:11:52,240 so that you know how to look for it and how to follow up on it and how long is it going 213 00:11:52,240 --> 00:11:53,240 to take. 214 00:11:53,240 --> 00:11:56,780 And again, that's very individualized. 215 00:11:56,780 --> 00:11:59,200 So is this part of the benchmark? 216 00:11:59,200 --> 00:12:04,360 So like a small component of the goal that you're thinking might take a month or is this 217 00:12:04,360 --> 00:12:06,560 a goal that's going to take a semester? 218 00:12:06,560 --> 00:12:07,560 Yeah. 219 00:12:07,560 --> 00:12:08,560 It who knows? 220 00:12:08,560 --> 00:12:10,220 That's why you have a smart goal. 221 00:12:10,220 --> 00:12:11,440 That is a time bound goal. 222 00:12:11,440 --> 00:12:17,020 And that also kind of gives you as a parent perspective how progress reporting is going 223 00:12:17,020 --> 00:12:18,020 to look too. 224 00:12:18,020 --> 00:12:19,020 Right. 225 00:12:19,020 --> 00:12:21,840 So it's time bound and it's really explained and spelled out. 226 00:12:21,840 --> 00:12:28,200 So if a goal is appropriately smart, we as parents can then see, okay, this is when I 227 00:12:28,200 --> 00:12:30,840 will be receiving progress on this goal. 228 00:12:30,840 --> 00:12:33,520 So you can kind of be looking for that as well. 229 00:12:33,520 --> 00:12:34,520 Perfect. 230 00:12:34,520 --> 00:12:40,600 And can you give an example of one? 231 00:12:40,600 --> 00:12:48,640 I know we have one that we crafted for a made up individual just to give an example. 232 00:12:48,640 --> 00:12:53,000 You want a smart goal or do you want a smart strength based goal? 233 00:12:53,000 --> 00:12:56,600 Let's do a smart goal first without the whole strength based component. 234 00:12:56,600 --> 00:12:57,600 Okay. 235 00:12:57,600 --> 00:12:58,600 Okay. 236 00:12:58,600 --> 00:13:03,560 So on May 15th, Alice will know from memory all products of two one digit numbers with 237 00:13:03,560 --> 00:13:07,080 90% accuracy. 238 00:13:07,080 --> 00:13:09,320 So measurable time bound specific. 239 00:13:09,320 --> 00:13:10,320 Okay. 240 00:13:10,320 --> 00:13:15,740 So if we turn that into a smart, like a strength based IEP goal, Alice will use her skills 241 00:13:15,740 --> 00:13:21,640 with a times table to help transition by May 15th to knowing from memory all products of 242 00:13:21,640 --> 00:13:27,620 two one digit numbers with 90% accuracy into four out of five tries. 243 00:13:27,620 --> 00:13:31,640 So we are making that a little bit smarter saying that Alice is going to utilize her 244 00:13:31,640 --> 00:13:33,960 skills using a time table. 245 00:13:33,960 --> 00:13:36,000 Alice is really good at using a time table. 246 00:13:36,000 --> 00:13:41,280 So we're going to allow her to use that to help the transition by May 15th. 247 00:13:41,280 --> 00:13:46,960 So again, we have, it's very time bound, but she's still working on that same smart goal. 248 00:13:46,960 --> 00:13:50,400 We're just usually, we've rephrased it a little bit. 249 00:13:50,400 --> 00:13:51,400 Right. 250 00:13:51,400 --> 00:13:55,760 So that we can, yeah, we can track it better and everybody knows because you can put assistive 251 00:13:55,760 --> 00:13:59,520 technology and accommodations into goals. 252 00:13:59,520 --> 00:14:00,880 Yeah, absolutely. 253 00:14:00,880 --> 00:14:02,720 The more specific the better. 254 00:14:02,720 --> 00:14:08,280 So we recognize that this is a pretty short podcast, not our standard length. 255 00:14:08,280 --> 00:14:12,160 Is there anything you want to add on that you think fits with this? 256 00:14:12,160 --> 00:14:15,120 I think any goal can be tied into a smart goal. 257 00:14:15,120 --> 00:14:17,440 Any goal can also be made a strength based goal. 258 00:14:17,440 --> 00:14:21,840 It's just a matter of thinking a little bit. 259 00:14:21,840 --> 00:14:25,440 I don't even want to say outside of the box, but just thinking a little bit more, less 260 00:14:25,440 --> 00:14:27,960 deficit based, more strength based. 261 00:14:27,960 --> 00:14:29,760 It's a mindset shift. 262 00:14:29,760 --> 00:14:36,200 And I would, I guess I would just leave it as some educators need a mind shifts and that's 263 00:14:36,200 --> 00:14:37,200 not a bad thing. 264 00:14:37,200 --> 00:14:38,800 No, it's not a bad thing. 265 00:14:38,800 --> 00:14:44,760 And I would just say, I wanted to add as a, just a final thought that if you, I would 266 00:14:44,760 --> 00:14:52,200 hope that parents don't feel uncomfortable presenting that to the team, that you would 267 00:14:52,200 --> 00:14:54,840 want to alter a goal or change a goal. 268 00:14:54,840 --> 00:14:58,880 It's not reflective of that professional's ability. 269 00:14:58,880 --> 00:15:01,680 It's just, you're part of the team, just like everybody else. 270 00:15:01,680 --> 00:15:04,640 And you have every right to say, can we adjust this a little bit? 271 00:15:04,640 --> 00:15:07,280 In my experience, they've always been super appreciative. 272 00:15:07,280 --> 00:15:08,280 Yes. 273 00:15:08,280 --> 00:15:09,280 Absolutely. 274 00:15:09,280 --> 00:15:10,280 Thanks for giving your input. 275 00:15:10,280 --> 00:15:13,200 We just want to do whatever we can to help your child. 276 00:15:13,200 --> 00:15:14,200 I agree. 277 00:15:14,200 --> 00:15:18,020 I have always been made to feel as a valued member of the team. 278 00:15:18,020 --> 00:15:20,480 And they've, they've taken what I've had even before. 279 00:15:20,480 --> 00:15:22,620 I do what I do now. 280 00:15:22,620 --> 00:15:27,400 You know, I think sometimes people, when, when I have a candid conversation with someone, 281 00:15:27,400 --> 00:15:28,560 they're like, well, you do this. 282 00:15:28,560 --> 00:15:33,600 So they have to, but even before I was always a valued member, I always, whatever I said 283 00:15:33,600 --> 00:15:35,480 was really taken into consideration. 284 00:15:35,480 --> 00:15:41,560 And so yes, don't, don't be afraid to go to the team and say, how can we make this 285 00:15:41,560 --> 00:15:42,560 smarter? 286 00:15:42,560 --> 00:15:44,120 How can we make this more strength based? 287 00:15:44,120 --> 00:15:45,120 Absolutely. 288 00:15:45,120 --> 00:15:51,200 And if you have any questions about your IEP or your goals or your, you feel like something 289 00:15:51,200 --> 00:15:55,320 could be tweaked, but you're not sure how, and you want it run, you want to run it by 290 00:15:55,320 --> 00:15:58,940 us before you present it to the team, you're always welcome to call. 291 00:15:58,940 --> 00:16:00,480 And we'd love, it's what we do. 292 00:16:00,480 --> 00:16:02,000 It's what we do for. 293 00:16:02,000 --> 00:16:03,000 Absolutely. 294 00:16:03,000 --> 00:16:05,640 And if you're not in Idaho, call your parent center in your state. 295 00:16:05,640 --> 00:16:09,880 If you can't, if you don't know how to find that, we can help you find that too. 296 00:16:09,880 --> 00:16:10,880 Absolutely. 297 00:16:10,880 --> 00:16:11,880 Yes. 298 00:16:11,880 --> 00:16:20,880 Thank you so much everyone out there for listening. 299 00:16:20,880 --> 00:16:28,600 And if you are in Idaho or planning on moving to Idaho and have any questions on systems 300 00:16:28,600 --> 00:16:33,920 or services for children with disabilities, please reach out to us on her, our website 301 00:16:33,920 --> 00:16:34,920 at ipulidaho.org. 302 00:16:34,920 --> 00:16:40,040 That is I P U L Idaho.org. 303 00:16:40,040 --> 00:16:46,920 Be sure to come back next time for our discussion on five Oh fours until then. 304 00:16:46,920 --> 00:16:51,080 Thanks for listening.