Making Special Education Actually Work

How Parents Can Help Promote the Application of Peer-Reviewed Research to Special Education

Image credit: Elco van Staveren

 

Special education is heavily regulated to protect the rights of eligible students to individualized educational planning, but complying with the regulations is easier said than done. The operational design of most public schools is over 150 years old and based on the mass production mentality of a factory, having been created during the Industrial Revolution. By contrast, the applicable special education laws were first passed in the 1970s, accounting for only the last 1/3rd of the current American public education system's history.

 

Trying to implement the individualized educational planning called for by special education law in an environment created for the purpose of mass instruction is like trying to build a custom piece of furniture on a moving assembly line. In the early days of special education, this meant removing students from the general education setting to special education classes, effectively choosing to build a custom piece of furniture in a specialized workshop rather than on the pre-existing assembly line.

 

The problem, however, is that pieces of furniture do not have civil rights. It's one thing to segregate inanimate objects according to how they are constructed. It's another thing to segregate human beings according to whether they need changes in how they are instructed due to disability.

 

Because special education students have legal protections against being segregated out of the general education setting simply for having a disability, integrating individualized educational planning into a mass instruction environment becomes that much more complicated for special education students who are educated with their general education peers for all or part of their school days. The complexities of individualizing educational programs for each student are seemingly infinite, given all of the relevant disability-specific considerations plus all of the ecological factors involved in each instructional setting.

 

However, science - specifically research conducted by educational psychologists and their colleagues - has been attempting to keep up with the demands created by various types of unique student needs, including disabilities of all kinds. While it all hasn't been figured out for every situation by any stretch of the imagination, there is still a wealth of information from education research that never makes its way into the classroom, much less into individual IEPs.

 

That's a problem because Title 34, Code of the Federal Regulations, Section 300.320(a)(4) mandates the application of peer-reviewed research to the design and delivery of special education on an individualized basis, unless it's not practicable to do so. No one has yet defined what "practicable" actually means, so it's still up for debate.

 

The history of how all this science ended up being codified within the implementing regulations of the Individuals with Disabilities Education Act (IDEA), has been summarized in our last blog post, "The Fundamental Flow of IEP Creation," so I won't repeat it here. You can review the impact of PARC v. Pennsylvania in that post to inform references to it, here.

 

The point is that the applicable science has always been written into any serious redress to the educational needs of students with disabilities after having been deprived educational benefits by the public school system. In PARC v. Pennsylvania, a psychologist with extensive experience working with children with intellectual disabilities and an attorney committed to representing the interests of children with intellectual disabilities were jointly appointed by the federal court to serve as special masters to oversee the implementation of appropriate interventions to students with intellectual disabilities in Pennsylvania's public schools as part of the settlement that was negotiated between the parties. The settlement included federal court oversight by way of the court-appointed special masters.

 

The historical foundations of the requirements for measurable annual goals in IEPs pursuant to 34 CFR Sec. 300.320(a)(2) and the application of the peer-reviewed research to the delivery of special education as mentioned previously can be traced directly back to PARC v. Pennsylvania. There has never been a time when the law did not expect the delivery of special education to be informed by anything other than evidence-based practices developed from the peer-reviewed research.

 

From the moment the first laws were created to provide special education to all eligible children in the United States, science was built into its design. Federal Supreme Court case law has established that Congress expected procedural compliance with the IDEA to all but guarantee compliance with the substantive requirements of the law when it authored and passed what is now the IDEA. Specifically, the case law states, "...the Act's emphasis on procedural safeguards demonstrates the legislative conviction that adequate compliance with prescribed procedures will in most cases assure much, if not all, of what Congress wished in the way of substantive content in an IEP." (Board of Educ. v. Rowley, 458 U.S. 176 (1982))

 

Congress intended for the applicable science to guide the special education process for a number of good reasons. First, using science means using what everybody can agree actually works under a given set of unique circumstances, to the degree such is known. There is evidence - proof - that under the explicit conditions that were tested, a particular method of intervention works or doesn't.

 

Because every special education student presents as a highly unique individual such that their learning needs do not conform to conventional instruction, they require highly individualized instruction that is tailored to each of them, respectively. There is no one-size-fits-all method of intervention proven to work in special education contexts. What is proven to work is writing up a unique program of instruction for each individual student. That is the evidence-based applicable science, that is the bottom line requirement of the applicable federal law, and this has been known and federally regulated since 1975.

 

This, therefore, begs the question as to why so much of special education is based on subjective opinions, ballpark estimations (often underestimations), and fad theories about learning rather than science. There's been a lot of research into why the research isn't being promulgated for use in public education and politics has a lot to do with it.

 

Applying the research means upgrading facilities, retraining teachers and their support staffs, buying new materials, and paying for more specialists. Further, it's often necessary to purchase all of the research materials necessary to inform any kind of evidence-based program design and hire someone who knows how to translate the research into a data-driven educational program. For highly paid top agency administrators who get compensated on the basis of how much money they don't spend rather than how many students they do get educated, applying the research means spending money, and that's no way to get a raise in that kind of institutional culture.

 

Another concern of many public education agencies is accountability. When using evidence-based practices in the delivery of special education, one can't ignore the body of research that supports that the data collection and analysis methods used in Applied Behavioral Analysis (ABA) are the most reliable methods of data collection and analysis used in any special education context (Drasgow, Yell, & Robinson, 2001; Kimball, 2002; Yell & Drasgow, 2000). The problem for some education agencies is that valid data collection means all their missteps will be captured by the data. If they aren't actually implementing the IEP as written, the data will reflect that, exposing the agency to legal consequences.

 

People often mistake ABA for a treatment for autism, but this is not the case. It is true that behavioral interventions using ABA can be effective at addressing behavioral challenges with students who have autism, as well as any other human beings with behavioral challenges, but it can also be used as an instructional methodology and as a tool to determine if learning has occurred and, if so, how much. That is, it is excellent at measuring progress towards a clearly defined outcome, such as a measurable annual IEP goal.

 

The Antecedent-Behavior-Consequence (ABC) data collection methods used in ABA naturally lend themselves to measuring progress towards IEP goals. This is how it works: a stimulus (Antecedent) is presented to which the student responds with a specific Behavior, which immediately results in an outcome (Consequence) that either increases the likelihood of of the behavior happening again (reinforcement) or it doesn't (absence of reinforcement or punishment).

 

Most people in special education are at least familiar somewhat with using this approach to dealing with inappropriate behaviors. You don't want to deliver a reinforcing consequence when an inappropriate behavior occurs. Instead, you want to reinforce a more appropriate replacement behavior that still meets the student's needs; the behavior was happening for a reason and you can't leave its function unaddressed or a new behavior will just develop around it. Treat the cause, not the symptom.

 

You only resort to punishing the undesired behavior when reinforcing the desired behavior is not sufficient at extinguishing the undesired behavior. Presenting reinforcement for doing what is expected and withholding reinforcement for doing what is not expected is usually a pretty powerful strategy for positive behavioral interventions.

 

When using ABC data collection and analysis on the fly during instruction, your thought process is a little different. When you're looking at whether a student is learning from the instruction you are providing, especially when working with students who have significant impairments that limit their expressive communication skills, sometimes it's the raise of an eyebrow, the turn of a head towards you with eye contact, or the smile or grin that tells you whether or not you're getting through. There is still an Antecedent (the delivery of your instruction and/or check for understanding), a learning Behavior (the student's response to your instruction and/or check for understanding, whether verbal or not), and a Consequence (praise for learning or encouragement for trying) that increases the likelihood that the student will remain engaged and continue to participate in the instruction.

 

When using ABA-based data collection methods to measure for IEP goals, so long as the goals are written as math word problems based purely on observable learning behaviors, it's pretty straight forward. Take for example this goal, which is purely made up for illustrative purposes: "By [due date], when given 10 calculation problems using multiplication of double digit numbers per trial, [Student] will calculate the 10 problems with at least 80% accuracy per trial in at least 9 of 10 consecutive trails within a semester, as measured by work samples."

 

This is easy. There are 10 problems per trial. The student needs to get at least 8 out of 10 problems right per trial (measure of accuracy) in at least 9 out of 10 consecutive trials (measure of consistency) within a semester (measure of time) in order to meet the goal. Nothing is left to guesswork. Everything is represented by an increment of measure.

 

What ruins a goal out of the gate is basing any part of it on internal thoughts and feelings experienced by the student. Never start a goal with language like, "... when feeling anxious or angry ..." or "... when presented with a non-preferred task ..." You can't trigger the onset of measurement based on something you can't observe. You only know what the student is thinking or feeling once they express it in some way.

 

There is no way to get in front of the student's expression of their thoughts or feelings to prompt their behavior in an appropriate direction because there is no way to know what the student is thinking or feeling before they act. Other people's thoughts and feelings, including those of special education students, cannot be observed or known by other people. No credential in special education imbues special education personnel with clairvoyance. By the time you know what the student is thinking or feeling, it's too late to influence how they act on those thoughts or feelings; you only know because they've already acted.

 

The same goes for preference. Preference cannot be observed and it can vary from day to day, or even moment to moment, for a lot of special education students. What is preferred at one time will often not be preferred at others. Eventually it is possible to have a good idea of what is not preferred by a student, but then confirmation bias can enter the picture and you see what you expect to see, not realizing you're prompting it according to your preconceived expectations.

 

What makes more sense is to write goals that do not target what are referred to in ABA as "private events," but rather to expected behaviors. For example, a common behavior targeted in the IEPs of students with challenging behaviors is work refusal, which is to say non-compliance with task demands. A teacher will assign a task and, if the student is non-compliant, they will either passively sit there and just not perform the task; do something else passive instead, like doodle or read a book; engage in distracting or disruptive behavior, like play on their phone or talk to their neighbors; or engage in outburst behaviors, possibly accompanied by leaving the room (eloping).

 

It's usually pretty easy to figure out if there is a pattern to the types of tasks assigned and when non-compliance occurs such that preference can seem easy to identify. But, trying to rely on that for the purpose of measurement is like trying build a house on shifting sands because someone's preferences can change so quickly.

 

The language that I see most commonly used in goals that work around the issue of private events reads more or less like this: "By [due date], when assigned a task, [Student] will either initiate the task, ask for help, or request a 2-minute break within 60 seconds of the task being assigned in at least 8 of 10 consecutive opportunities as measured by data collection."

 

This makes things easy. Regardless of whether the student has a personal preference or not for the task being assigned, they will either start the task, ask for help with the task, or take a short break and get it together before they come back to the task.

 

Some students have processing speed delays that interfere with their ability to get started right away. They need extra time to process the instructions so they understand what you want them to do. Sometimes that extra little break is all they need to get there independently. It just takes them a little longer to think it through and make sense of what you want from them before they know what to do and can start. Other students get emotionally overwhelmed and just need to go get a grip before they tackle the expectations being placed on them. Yet others take longer to stop one activity and transition to another one. That short little break can buy them the time they need to process the mental shift of set and orient themselves to the new demands being placed on them. Other times, students just don't understand the expectation being placed on them and need clarification.

 

In any event, if there's a problem, the goal provides a solution; otherwise, the student just needs to perform the task as assigned. Further, the language of this example goal can be modified for a student to provide for alternative acceptable responses and/or a different response time.

 

With respect to measurability, there is no guessing about what anybody is thinking or feeling in a goal formatted this way. Measurement is triggered by the delivery of a task demand (the assigned task) and is based on whether any of the described acceptable outcomes occur within 60 seconds. All of the elements of the goal are measurable.

 

Further, a goal written this way follows the ABC format of ABA. First an Antecedent is presented (the task demand), then one of three acceptable Behaviors (task initiation, request for help, request for break) occurs, then an appropriate Consequence (completion of the task, delivery of help, or receipt of a short break) is immediately forthcoming. Everything that needs to be measured can be observed. The observable criteria are easily represented in increments of measure. It's black-and-white without making any assumptions about a student's thoughts, feelings, or preferences.

 

So, having said all of this, how does this get us to the point of the article, which is how parents can successfully advocate for the application of the peer-reviewed research to the design and implementation of their children's IEPs? Well, first, I needed to be clear as to what I mean by applying the peer-reviewed research, hence everything I just got through explaining.

 

Parents first need to understand what they are asking for and how it impacts the design and implementation of their child's IEP. Further, any professionals reading this for the purpose of further developing their skill set may not have all the background information necessary to make sense of all of this, either.

 

A foundation first had to be laid. Having now done that, parents need to keep the information I've just shared in mind when participating in IEP meetings and reviewing IEP documents for appropriateness.

 

If you live in a consent state like California, I usually suggest signing only for attendance at the meeting and taking the document home for review before signing agreement to any of it. In California and other states, you can give partial consent to an IEP and the education agency has to implement the consented-to portions without delay while the non-consented-to portions remain subject to IEP team discussion and negotiation.

 

Anything that can't be resolved via the IEP process must go to due process for resolution, whether you are in a consent state or not. Just because you are not in a consent state doesn't mean that an education agency won't change the language of an IEP at your request. An IEP meeting would likely be called to discuss your concerns and, if you back them up with facts and logic, the education agency isn't going to have a good reason to say, "No." Not everyone is outlandishly unreasonable in special education; there are some definite bad apples, but they don't account for the entire barrel. Due process is your only resort if your efforts to resolve things at the IEP level are not met with success and your child is increasingly compromised because of the unresolved matters.

 

If you are unfortunate enough to have to rely on due process to see things resolved, the fact that your denied requests were supported by facts and logic will only help your case once you get in front of a hearing officer. Understanding the underlying arguments of what makes something legitimately measurable and the federal requirement that special education be delivered according to what science has already proven works makes you a far more informed IEP participant than at least some of the other people at the table.

 

As a parent, the more you can support your requests and arguments with peer-reviewed research, the better. Once you frame your requests according to the proven science and make it as black-and-white as possible, you eliminate all kinds of silly arguments. This means not only asking for goals that are truly measurable, though that goes a long way towards solving and preventing a lot of problems, but also understanding the nature of your child's disability(ies) and what the research says can be done to teach to learners with such needs.

 

Gathering the necessary research data to inform a request for a particular assessment, service, curriculum, methodology, technology, or placement requires accessing the peer-reviewed literature and understanding what it means. A lot of it is really dry and technical, as well as expensive. This isn't a burden parents should have to take on, but if it's one that they can take on, it will only help them become better advocates for their children. Google Scholar can be a good place to start.

 

In truth, it should be education agency personnel doing this research, but if parents want to see the science applied, they may have to push for it, themselves. Parents can also submit published research articles to their local education agencies that appear to apply to their children's educational needs and request that the approaches used on those articles be used as part of their children's special education programs, including being written into their children's IEPs. If the local education agency declines to honor any request, 34 CFR Sec. 300.503 obligates it to provide Prior Written Notice (PWN) explaining why to the parents.

 

Conversely, if the education agency proposes a particular approach and the parents are unsure about it, the parents can request an explanation of the peer-reviewed research that underpins the education agency's offer. Either it honors the request or it provides PWN explaining why it won't. If it's the latter, it better be one heck of a good explanation or it will only reveal that the education agency has no research-based explanation for its recommended course of action, giving the parents a good reason to dispute it.

 

If what you are asking for as the parent is backed up by facts, logic, legitimate measurement, and credible research that all directly apply to your child, and the education agency still says, "No," then you will either end up with no PWN because the agency doesn't want to put the denial in writing, which violates the law and only makes your case stronger in hearing, or you will end up with a PWN full of malarkey that won't stand up in due process. If what you are asking for makes total sense and the education agency won't do it or something else equally or more appropriate, the education agency will have some explaining to do in hearing.

 

So long as what you are asking for is necessary for your child to receive an appropriately ambitious amount of educational benefits (meaning as close to grade level or developmental norms as possible), there's not a lot of good reasons for a public education agency to turn down your request. It's illegal for the public education system to use fiscal considerations to determine what should be in a special education student's IEP.

 

Just be sure to submit all of your requests for changes to your child's IEP in writing. It is the education agency's receipt of your written request for changes that triggers the PWN requirement. In the instance of requesting assessments, many states allow for a public education agency to decline to conduct assessments for special education purposes upon parent request, but the agency must provide PWN when doing so. For more information on special education assessments, see our previous post, "The Basics of Special Education Assessments."

 

If it doesn't decline a parent's written request for assessment, the education agency must provide the parent with an assessment plan to sign that authorizes the agency to conduct the requested assessments. State law regulates the provision of assessment plans; in California, local education agencies have 15 calendar days to get an assessment plan to the parent, regardless of who made the referral for assessment. Submitting the request for assessment in writing is not only important for triggering the PWN requirement if the request is declined, it's also important in establishing when a state-mandated timeline starts counting down.

 

You as a parent can encourage the application of science in special education by insisting upon it. If you live in California or another consent state, you can use your authority to withhold your consent to anything that looks sketchy in an IEP being given to you for your signature. You can consent to instruction in the areas targeted by IEP goals but not to using the language of the goals for the purpose of measuring progress if they aren't actually written in a measurable way. You can consent to everything in an IEP except a change in placement. If you can't resolve all of the issues you have with an IEP this way, those left unresolved become due process issues.

 

Even if you are not in a consent state, you can still make the record in writing that you disagree with the sketchy portions of your child's IEP, explain why using math and science, and request appropriate changes. The local education agency will likely call an IEP meeting and change those things it's willing to change and give you PWN on those things it is not willing to change. The things left unresolved at that point are due process issues.

 

Understanding how to use math and science to solve everyday problems is a solid skill to have, but not everybody has it. It's a skill necessary to developing a sound IEP for any special education student. Parent education can be provided as a related service under a student's IEP if the purpose of the parent education is to help the parents understand their child's disability and/or to help them be equal participants of the IEP team. There is absolutely nothing wrong with parents asking to be trained on how to write measurable annual goals and the IEP process in general as part of parent training as a related service under their child's IEP. Parent training is specifically named as one of many possible related services that can be provided to a student with an IEP by 34 CFR Secs. 300.34(a) and 300.34(c)(8)(i)).

 

If you're distrustful of the quality of instruction you might get from parent training through your child's IEP, you may have to result to self-education by reading everything you can find about your child's disability, as much of the peer-reviewed research about instructing learners with the types of needs your child has as you can digest, and simplified reports of the research findings in trusted publications from credible sources. You may need to periodically consult with experts for hire, but what you invest in informing yourself you may save many times over by preventing yourself from getting duped.

 

The bottom line is that parents can protect their children's right to evidence-based special education planning and implementation the more they understand how to use measurement and evidence in the planning and implementation processes. By knowing what to look for, they know what request when they don't see it. Informed parents can monitor the situation for education agency compliance.

 

In those areas where parents have not yet mastered the knowledge necessary to know whether an approach is appropriate for their child or not, they are encouraged to ask questions like, "Can you explain to me how this fits my child?" and "How can we measure whether this works in a meaningful way?" By shifting the burden back onto the education agency to explain how and why its recommendations are supported by the peer-reviewed research and written in an appropriately measurable manner, parents rightly shift the burden of applying the science to the appropriate party.

 

Parents are not, and should not, be required to become experts in order to participate in the IEP process. But, for the sake of protecting their children's educational and civil rights, and their own rights to meaningful parent participation in the IEP process, it behooves parents to become as knowledgeable as possible. It's more difficult to get tricked or misled the more you know, and the more dry and technical you can keep things, the less hysterical drama you're likely to experience in dealing with your local education agency.

 

References:

 

• Drasgow, E., Yell, M.L., & Robinson, T.R. (2001). Developing legally correct and educationally appropriate IEPs. Remedial and Special Education 22(6), 359-373. doi: 10.1177/074193250102200606
• Kimball, J. (2002). Behavior-analytic instruction for children with autism: Philosophy matters. Focus on Autism and Other Developmental Disabilities, 17(2), 66-75. https://doi.org/10.1177%2F10883576020170020101
• Yell, M. & Drasgow, E. (2000). Litigating a free appropriate public education: The Lovaas hearings and cases. The Journal of Special Education, 33(4), 205-214. doi: 10.1177/002246690003300403

---

The Fundamental Flow of IEP Creation

Image credit: Justin Lincoln

 

Trying to piece together the actual special education process from the implementing federal regulations of the Individuals with Disabilities Education Act (IDEA) is a lot like trying to create origami from paper shredder cuttings. However, it's been done and, when laid out in proper order, the special education process totally makes sense.

 

When followed as intended, the special education regulations are a marriage of law and science. It is further assumed that procedural compliance with the regulations is likely to result in the provision of the Free and Appropriate Public Education (FAPE) promised to each special education student by the IDEA. The specific language comes from what is known in special education circles as "The Rowley Decision," which specifically states, "the Act's emphasis on procedural safeguards demonstrates the legislative conviction that adequate compliance with prescribed procedures will in most cases assure much, if not all, of what Congress wished in the way of substantive content in an IEP. "

 

In order to understand why the regulations require the things in special education they do, it helps to first understand the history of the language in the regulations. Prior to Congress enacting the Education for All Handicapped Children Act (EAHCA) in 1975, which ultimately became the IDEA during a later reauthorization, there were no laws that specifically promised any kind of education to children with special needs.

 

Prior to the EAHCA, children with disabilities were routinely denied enrollment into the public schools. In the beginning, it was an accomplishment just to get a public school to open its doors to a child with special needs, and there was nothing that made it mandatory to educate the child according to any particular standards once the doors had been opened.

 

Then, in 1971, disability advocates took the matter of the Pennsylvania Association for Retarded Citizens (PARC) vs. the Commonwealth of Pennsylvania to the U.S. District Court. The settlement and resulting consent decree produced much of the language that is now found in the implementing regulations of the IDEA, particularly with respect to FAPE and individualized educational program development.

 

In PARC v. Pennsylvania, a class of individuals who all had intellectual disabilities (IDs), which at the time were described as "mental retardation," were being denied access to public school on the basis of their diagnosed "mental retardation." They were either languishing without any education or receiving privately funded education at their parents' personal expense. PARC filed a class action lawsuit on behalf of itself and the child members of the class, sued for injunctive relief, settled with the Commonwealth of Pennsylvania, and obtained a consent decree overseen by the U.S. District Court, which it later enforced through the Courts to compel Pennsylvania to enroll children with IDs into its public schools and provide them with appropriate programs.

 

Quoting page 8 of the May 5, 1972 Opinion, Order and Injunction from PARC v. Pennsylvania, "The lengthy Consent Agreement concludes by stating that '[every] retarded person between the ages of six and twenty-one shall be provided access to a free public program of education and training appropriate to his capacities as soon as possible but in no event later than September 1, 1972 ...' To implement the agreed upon relief and assure that it would be extended to all members of this class, Dennis E. Haggerty, Esq., a distinguished member of the Pennsylvania Bar who has devoted much of his energy to the welfare of retarded children, and Dr. Herbert Goldstein, an eminent expert in the education of retarded children who is Professor and Director of the Curriculum Research and Development Center in Mental Retardation at the Ferkaus Graduate School of Humanities and Social Sciences, Yeshiva University, were appointed Masters at the expense of the Commonwealth ... Next, the Consent Agreement charges defendants with the duty within 30 days, to formulate and submit to the Masters a plan to locate, evaluate and give notice to all members of the plaintiff class ... Finally, and perhaps most importantly, the Agreement states that: 'The defendants shall formulate and submit to the Masters for their approval a plan to be effectuated by September 1, 1972, to commence or recommence a free public program of education and training for all mentally retarded persons . . . aged between four and twenty-one years as of the date of this Order, and for all mentally retarded persons of such ages hereafter. The plan shall specify the range of programs of education and training, there [sic] kind and number, necessary to provide an appropriate program of education and training to all mentally retarded children, where they shall be conducted, arrangements for their financing, and, if additional teachers are found to be necessary, the plan shall specify recruitment, hiring, and training arrangements.'" [emphasis added; internal citations omitted]

 

Here, we see the language of FAPE (34 CFR Sec. 300.17), the marriage of law and science in the creation of the program design, the precursor to the federal "child find" requirements (34 CFR Sec. 300.111), and language that effectively describes creating what amounts to an IEP. PARC v. Pennsylvania laid the foundation for what ultimately became the IDEA, which specifically mandates that the peer-reviewed research be applied to the delivery of special education to the degree it's practicable to do so (34 CFR Sec. 300.320(a)(4)).

 

The appointment of the masters in PARC v. Pennsylvania is important to note because it marks from the outset the need to combine the efforts of legal professionals and psychologists to come up with evidence-based approaches to special education instruction that conform with the regulations. While there have been many efforts over the years by those of a particular ilk within the public education system to minimize the science and place undue emphasis on legal maneuvering, they have never been successful at eliminating the science.

 

Now, we are seeing the courts rely more and more on the dry, neutral facts of science rather than the hysterical budget shielding that typically goes on in special education. As more and more people become more fluent with using math and science in everyday life, the public is increasingly expecting to see science rather than politics in the delivery of public instruction.

 

It has always been the intent of the applicable law to use the applicable science in the delivery of special education. The arguments for relying on facts and evidence in designing and implementing IEPs are too compelling to be overcome by cronyistic politics altogether. Politically speaking, the science has never carried as much weight in special education as it does now, which is tragic in that it's taken this long but it's also inevitable. The truth is the truth and no amount of political spinning changes what a child's unique learning needs actually are or what research has proven actually works.

 

So, that being the case, when we look at the logical flow of how an IEP is supposed to go together, it's important to understand how the law and science become inextricably intertwined as the IEP process goes forward. To start, a child cannot be found eligible for special education without first being assessed. Assessment determines if the child has a qualifying disability and, if so, what to do about it.

 

Competent special education assessment is a highly scientific process. People with special credentials and licenses are brought in to collect expert data, analyze it, and provide expert opinions to the IEP team as to why a child is struggling in school and what can be done about it. This process can become compromised by internal public education agency politics, however. See our previous blog post, "The Basics of Special Education Assessments," for more information about this step of the process.

 

In an ideal world, a child's initial assessment for special education is thorough and competent. It measures all of the student's unique learning needs and assesses in all areas of suspected disability. The data it produces is then used with input from teachers and parents to create an IEP, presuming the child is eligible for an IEP. This is where things can get really messy.

 

There are two ways things can go badly at this stage:

 

• The assessments were poorly done and now there isn't good data to inform the development of the IEP, or
• The assessment data is fine but the IEP offered to the student doesn't match what the assessment data says the student needs

 

Parents need to understand what is supposed to happen at this stage of the process or they can be quickly bamboozled by seasoned bureaucrats with their own agendas. The information gathered by the IEP team about the student's learning strengths and needs is supposed to result in measurable annual goals that describe what the IEP is supposed to make happen in each area of unique learning need.

 

Where things often break down is in translating all of the baseline data into measurable annual goals that target appropriate learning outcomes in every single area of unique learning need. That's a tall order. It's one thing to measure what already is, but it's another thing to use that data to project where things should be in a year.

 

IEP teams often struggle to identify all the areas in which goals are needed, much less write the goals they come up with in a measurable manner. In my experience, the average special education professional would fail the 4th grade under the Common Core if their IEP goal-writing skills were used to measure their abilities to apply math and science to solving everyday problems.

 

A lot of the guidance given to special education professionals during the 1980s and 1990s about IEP goal-writing was a bunch of preemptive legal defense hooey that was utterly devoid of any kind of valid science or math. These approaches provided teachers with formulas and supposed hacks that they usually didn't understand and usually used incorrectly in the field.

 

There was no sincere effort that I ever observed back in the day to teach special education professionals the technical nuts and bolts of goal-writing, and I still assert now that the training being done is grossly inadequate. A half-day workshop for continuing education units is usually about it for most special ed staffs, and most of what such a workshop instructs is usually garbage.

 

These are the workshops that taught teachers to write the measurement for every goal as "... with 80% accuracy in 4 out of 5 trials ..." even if it makes no sense. For example, it's highly inappropriate when used here: "By [annual due date], [Student] will cross the street safely with 80% accuracy in 4 out of 5 trials as measured by observation."

 

First, try to make the math work, which you can't. Then ask yourself what an 80% accuracy rate of crossing the street safely must look like, however it might be calculated, and whether it could possibly be educationally appropriate. It's supposed to be a free and appropriate public education and there's nothing appropriate about being run over in the street like a bug as a result of participating in publicly funded instruction.

 

My brief advice to school district administrators is to not let your attorneys develop your employee training for any aspect of special education that requires scientific rigor. And, unless you are qualified yourself in the applicable sciences, if you are an administrator, don't think of developing that training yourself, either. Use actual experts; don't be a chump.

 

Doing sound assessments only to toss the science and math out the window when it comes time to write the IEP makes no sense whatsoever. But, there is a political game that sometimes get played with parents in which public education agencies will deliver a decent assessment, but then offer a garbage IEP and act like the garbage IEP is what the data and law say the agency can do for the student. It's a lie.

 

In reality, the IEP is based on how much the education agency is willing to spend on the student, but the agency's administrators can't admit that, so they try to run a con on the parents in which they use valid assessment data to argue for a garbage IEP. They're effectively gaslighting the parents because the data doesn't support the IEP at all, but the parents are usually too confused to understand what is really happening and just let it go, thereby allowing the education agency to get away with shortchanging a kid.

 

The parents get an assessment report that describes their kid, but then they get offered an IEP that is weak relative to the kid's actual needs and they figure that's the most the schools must be able to do for them. In truth, their kid is getting robbed. If the IEP doesn't match the assessment data, something is really wrong. This can be particularly the case with IEP goals.

 

The data can make clear what the areas are in which goals are needed, but then only a few goals get put into the IEP by school personnel. This is a problem because the services that are offered to a special education student are supposed to be driven by what is necessary to meet the goals. If you don't have goals in each area of need, there's nothing to compel all of the services that are needed. Missing goals mean missing services. Schools that want to prevent spending on services can accomplish this by leaving goals out of IEPs.

 

Goals describe what the IEP is supposed to make happen. Services describe what it takes to meet the goals. This includes service frequency, duration, and location. For example, a student may receive 30 minutes per week of individual speech/language services to address their communication goals.

 

Accommodations are tools and strategies that make access to the grade-level content possible for a child with special needs. They are not the same things as modifications. Modifications actually change the learning expectations for the student to something less rigorous than the grade-level standards so that the instruction is accessible to the student.

 

For example, the accommodation of being able to dictate one's answers rather than write them down doesn't change the nature of the material being studied or the questions that have to be answered. The only thing that changes is how the response is produced, but a grade-level response is still expected.

 

In another example by contrast, a student with developmental delays may participate part of the time in general education math where students are calculating the hypotenuses of triangles, but the work is modified to cutting out different sized triangles for the student with developmental delays. In this example, the instruction has been scaffolded towards the grade-level expectations by modifying it to the student's level of learning.

 

Before one can understand what a hypotenuse is, one must first understand what a triangle is, so instruction on triangles in general lays a foundation for the eventual instruction of the calculation of hypotenuses. Scaffolding towards the grade level standards and developmental norms is a critical method used in special education as per the peer-reviewed research to adapt the instruction to learners who cannot perform at grade level because of their disabilities. There still has to be a way to measure their learning and push them as close to grade level as possible.

 

Once goals, services, and accommodations are identified, the IEP team then determines the student's educational placement. This is usually not a specific classroom or campus; it's the type of classroom and/or campus required. Placement is decided at the end of the process because it is impossible to know where is the best place to deliver the services and accommodations such that the goals are met if the goals haven't been written and services and accommodations haven't yet been determined.

 

In addition to these critical steps, an IEP can also include an Individualized Transition Plan (ITP), which is basically a plan within a plan that describes what will be done for a teenager or young adult with an IEP to prepare them for life after high school. Students exit special education either by graduating with a regular diploma or aging out, usually at age 21 or 22, The ITP is supposed to be the driving force of their IEPs from at least age 16 forward, though nothing prevents IEP teams from starting younger.

 

Another component that an IEP may include is some kind of Behavior Intervention Plan (BIP). They can go by a variety of names, but they're all basically the same thing, and usually loosely based on Applied Behavioral Analysis (ABA). This is another science that gets grossly watered down in special education, sometimes to the point of becoming ineffective if not harmful.

 

Good ABA is a wonderful thing, but there are way too many programs operating these days that are "ABA-based," meaning they aren't fully adhering to the science and only have borrowed those parts from it that they find most easy to use. They take a fluid science, try to turn it into something formulaic, and ruin the whole damn thing. It's right up there with crossing the street safely with 80% accuracy in 4 out of 5 trials.

 

To be clear, when I talk about ABA in this blog/podcast, I'm talking about the actual science, not some hokey fly-by-night scam trying to take advantage of the autism community. I have plenty of colleagues who operate completely legitimate, scientifically rigorous ABA programs that save and change lives for the better, and they are just as disgusted as I am by the charlatans ruining the good name of a credible science for the sake of making a buck off of autism. These charlatans who have corrupted the legitimate science are the ones with whom the autism community takes such issue when they complain about ABA.

 

There is no way to have a conversation about the IEP process and the degree to which science plays a role in it without discussing ABA. ABA is the most reliable method of data collection currently used in special education, even when not done that well. This is because the field is dominated with people teaching their students to cross the street safely with 80% accuracy in 4 out of 5 trials as measured by observation. Even shoddily done ABA-type data collection is usually better than that.

 

It's my argument that, if the science has to be applied to the degree it's practicable to do so, and ABA-type data collection is the most reliable, then IEP goals should be based on ABA-type data collection methods. If IEP goals were actually written according to scientific method like they were supposed to have been from the start, we would naturally default to ABA-type methods of data collection because that's the only thing that will work.

 

This becomes particularly important for IEPs with BIPs. Real ABA, not the half-baked version that is peddled by some agencies, should be used to develop measurable annual goals and any BIP in an IEP. This will allow for legitimate measurement of actual progress. Here, it's not exactly about the instructional approaches of ABA so much as how to accurately measure learning. By using ABA-based teaching and measuring approaches, it's a lot easier to tell if a student is actually learning anything or not, which is the whole point of measurable annual goals and measurable BIP criteria.

 

When you understand that there is a logical order to the sequence of the special education process that the law describes from what it has taken from science, the parts of an IEP start to make more sense. An IEP is not an arbitrary document. It's an enforceable contract that describes what a public education agency is supposed to do to tailor the instruction to a student with special needs. It includes what it includes for logical reasons.

 

Congress organized how IEPs are supposed to go together based on the advice of attorneys and psychologists who worked very hard to come with with a marriage of law and science that will work so long as the public education system pays equal attention to both the science and the law. There needs to be more training for professionals in the special education community as to the scientific origins of IEP design and the scientific rigor actually necessary to deliver special education according to Congress' intent.

 

Parents need to understand the importance of the science, as well. They are the most important members of any IEP team and if they don't understand what the data means, they can't give informed consent to anything.

 

Parent education is a related service that can be added to an IEP to help the parents understand their child's special needs as well as help them better participate in the IEP process (34 CFR Sec. 300.34(a)). If you feel as a parent like you don't have enough information to be an equal member of the IEP team, it's your right to request parent training as a related service so that your rights to meaningful parent participation in the IEP process and informed consent are honored.

---

Parents Who "School-Hop" Risk Making Things Worse

Image credit: Alan Levine

 

One of the situations I commonly encounter in working with students with special needs and their families in the public education system is a phenomenon that I've come to refer to as "school-hopping." Sometimes, parents who do not understand why their children are struggling assume that the problem is with the school, and, very often, there is a problem at school. But, quite often, the real issue is that the school is responding poorly to a disability-related need experienced by the student, so it's not just that there is something wrong at the school, there's something wrong with how it is responding to a special need that requires unique accommodations.

 

Put another way, there are two problems to resolve: 1) how to address the student's unique needs in an educationally appropriate and legally compliant way, and 2) how to address the internal problems at the school that are preventing this from happening. Parents will sometimes jump from a charter school to a district-run independent study program to a home-school group to a ... you name it ... trying to find the right fit for their child.

 

The problem with doing that is, unless a parent knows what specifically to ask any school to do for their child, they're just rolling the dice with every school change and hoping this one will finally be the one that fits. The whole purpose of special education is to impose structure on how education is tailored to each individual student. That way, it shouldn't matter so much where they are so long as the supports and services described by the student's individualized program are being delivered in that setting.

 

The guidance to the school site personnel as to how to do this comes in the form of a legally enforceable document called an Individualized Education Program (IEP). An IEP is created by a team of individuals described by federal law (34 CFR Sec. 300.321) according to specific criteria, also described by federal law (34 CFR Sec. 300.324). What the IEP says it what the responsible public education agency must do for the student for whom it is written.

 

It doesn't matter how many times a student with special needs changes schools if the IEP that follows them is garbage. Even when a student changes to an entirely different public education agency, the incoming IEP is what informs the new school team as to how to support the newly incoming student with special needs. If the IEP does not describe appropriate supports and services, then the new school is legally obligated to implement the garbage that the IEP describes, instead.

 

My point, here, is that changing schools under these kinds of conditions tends to just make things worse. Every school change means at least some part of a kid's file, if not the whole thing, gets lost in transit between one public education agency and the next. Assessment reports and old IEPs disappear from the record with frequent moves and school changes, so those items aren't there to inform a records review like they normally would as part of a new assessment conducted by a new education agency.

 

That makes it very hard for the new school to know where to begin with a new student with special needs. The parents are hoping the new school will somehow magically fix everything but each successive new school gets put further and further at a disadvantage as to where to even begin every time a new change in schools happens and records have to be shuffled around again.

 

I have yet to figure out why so many people start at the end rather than the beginning when it comes to individualized student planning. Placement - that is, the type of classroom setting(s) in which a special education student receives instruction - is determined by the IEP team as the last matter of properly conducted IEP planning for very important, logical reasons. There are a whole lot of other decisions that have to be made, first, before a placement determination can be made.

 

IEPs start out with identifying a student's present levels of performance, which seek to answer the questions, "What can the student already do?" and "What does the student still need to be taught relative to the grade-level standards and/or developmental norms?" On the basis of the answers to those two questions, goals are written that target measurable, annual outcomes.

 

The goals describe what the IEP is supposed to make happen. Until you know that, you don't know what all you need to actually educate the student.

 

For this reason, the IEP team next determines what services are necessary to see the goals met. On the basis of the frequency, duration, and location of the services necessary to meet the goals, in combination with the student's right to experience the least amount of segregation away from the general education population as possible, educational placement is then determined.

 

Parents who school-hop interfere with how the federally mandated process is supposed to work, usually without realizing the harm they are doing. Until the IEP describes goals in each area of unique student learning need in meaningfully measurable ways, it doesn't matter where the student goes to school; following a bad IEP in a new, good setting will still go wrong.

 

That said, I've seen plenty of situations where changing schools, even moving to entirely new school districts, has saved a kid's life. The challenge, though, was to get the IEP as good as we could get it before the student changed schools so the new, receiving school had something worth implementing once the student started attending there.

 

And, in California, where I do most of my work, whether a special education student moves during the school year or summer break has bearing on what is enforceable in terms of a transfer IEP. This added layer of complexity, which isn't the same in all the other States, makes the timing of everything that much more imperative when it comes to changing to a different school district or charter school. Parents who school-hop in California can do even more harm than they realize because of the odd State laws about transfer IEPs.

 

What's often more heartbreaking are families that are school-hopping because their child has never been offered an IEP and when they've asked about it, they've been shot down by school personnel who insist that their child would never qualify. In reality, it can be the case that the school personnel are just waiting for the family to pick up and move the student, again, at which point whether or not the student needs an IEP won't be that particular school's problem, anymore. There are unfortunately those in public education who will facilitate eliminating a problem rather than solving it, even if it comes at the expense of a child.

 

Parents who school-hop can call unnecessary attention to themselves as easily exploited by school staffs who would rather see them move along to the next school than stick around and insist that the current school do its job. At some point, school-hopping parents have to figure out that the school-hopping isn't working and, instead, they need to stand in one spot, dig in their heels, and get a decent IEP from whatever agency is responsible right at that moment. That might mean filing a lawsuit just to get an initial assessment, but if that's what it takes, that's what it takes.

 

Without a legally enforceable IEP document that describes something worth enforcing, no placement can be made to work. Federal law mandates that the education rendered to a special education student be in conformity with that student's IEP (34 CFR Sec. 300.17). If the IEP is garbage, then the school is legally obligated to implement the garbage until such time as the IEP can be made more appropriate.

 

As a parent, your number one objective when it comes to advocating for your child with special needs is to make sure that the services and supports provided are actually appropriate to your child's needs. Just having a document that says "IEP" at the top of it doesn't magically bestow educational benefits onto anybody. The contents of the document matter and, as a parent, you need to know how to look out for language in an IEP that could undermine your child and any exclusions of language that are important to meeting your child's needs from the IEP. More harm can be done by what is left out of an IEP than what is put into it.

 

Once you understand why placement is the last decision that should be made by an IEP team, you can understand why changing placement when things aren't going right doesn't always make sense. Unless you've got an amazing IEP and the people at the school site just aren't implementing it as written, there's a really good chance your problem is with the plan more than the placement.

 

Plans of any kind fail for only one of two reasons: 1) design flaws, or 2) implementation failures. Design flaws can sometimes only be identified when you try to implement the plan and something goes wrong. If you never implement the plan according to its design, you'll never know if the design was flawed or not because you weren't following it in the first place. If the design is great, but no one is following it, what's the point?

 

This analysis of plan success and failure came to me by way of my training in Applied Behavioral Analysis (ABA), which, by the way, is a science, not a treatment methodology. There are a lot of ABA-based treatment programs out there, but those programs are not what actual ABA is. They are based on ABA, some with more scientific rigor than others. The actual science of ABA can be applied to anything that behaves, including animals, plants, and computers.

 

From the absolute, parsimonious perspective of ABA as a science, everything is based on objectively identified behaviors, only, which are framed in quantifiable terms and rendered into emotionally neutral pieces of data. Further, not only is data taken on how the individual responds to efforts at changing its behaviors, data is taken on the fidelity with which those implementing the plan are actually adhering to it.

 

Taking data on the fidelity of the implementation of the program design is one of the most critical pieces of the science that often gets left out of school-based ABA-type programs. It's my assumption that this is for political and/or preemptive legal defense purposes because no school district that I know of wants data taken on the degree to which their staffs are actually adhering to any part of the IEP.

 

That's way too much accountability on the record and way too much risk of it capturing somebody doing it wrong that could then be used to prove a denial of a Free and Appropriate Public Education (FAPE) in hearing by the parents and achieve an order for compensatory education to make up for the lost instruction. Even though the science is abundantly clear that ABA data collection methods, when followed according to the science, are the most accurate, reliable, and valid data collected in the public education system for special education students (Drasgow, Yell, & Robinson, 2001; Kimball, 2002; Yell & Drasgow, 2000), I have yet to see that degree of scientific rigor applied to any part of a student's IEP in the public schools, whether it's through their measurable annual goals or any behavior plans that their IEP might contain.

 

As parents, your primary goal has to be the quality of the IEP's design because, if it doesn't describe what your child actually needs, it doesn't matter where you try to implement it and no placement will just magically fall in love with your child and imbue them with knowledge through emotional osmosis. Hope is not a strategy. Pursuing a scientifically informed, legally compliant IEP is a strategy that gives you way more likelihood of having a meaningful say in the quality of your child's education, regardless of where they attend school.

 

References:

 

• Drasgow, E., Yell, M.L., & Robinson, T.R. (2001). Developing legally correct and educationally appropriate IEPs. Remedial and Special Education 22(6), 359-373. doi: 10.1177/074193250102200606
• Kimball, J. (2002). Behavior-analytic instruction for children with autism: Philosophy matters. Focus on Autism and Other Developmental Disabilities, 17(2), 66-75. https://doi.org/10.1177%2F10883576020170020101
• Yell, M. & Drasgow, E. (2000). Litigating a free appropriate public education: The Lovaas hearings and cases. The Journal of Special Education, 33(4), 205-214. doi: 10.1177/002246690003300403

---

The Basics of Special Education Assessments

Most people new to special education are quickly blindsided by the processes and procedures that have to be followed. Many parents new to the process don't exactly understand that customizing school for their children with special needs is what special education is supposed to do. Often they will say that they don't know what special education will be able to do for their children, in large part because they don't understand what special education actually is or how it works.

 

There is a huge need to demystify the special education process for those who don't fully understand it. The process starts at the very beginning with a referral for assessment, but before I launch into a discussion of special education assessments, I first want to map out the special education process in general so the role that assessments play in that process becomes clear.

 

 

Because special education can only be given to students who meet specific eligibility criteria, a process had to be developed to determine who meets those criteria. The basis for a referral for a special education assessment is "suspected disability." If the parents, teachers, or other involved professionals have a reason to suspect that a disability might be responsible for why a student is struggling in school academically, communicatively, socially, physically, and/or behaviorally, it's enough to trigger the assessment process.

 

Sometimes, special education assessments end up ruling out disabilities and identifying other challenges that are interfering with student learning that require solutions other than special education. It is never a bad thing when a child who is struggling in school gets help, regardless of what types of help may be needed.

 

Federal law mandates that public education agencies conduct a process called "child find" in which they actively seek out and identify those students who can be suspected of possibly needing special education (34 CFR Sec. 300.111). A great many special education lawsuits have been filed over the years on behalf of students who were never identified through "child find," but should have been.

 

I have worked as a paralegal on several cases in which there was enough evidence to suspect a disability was responsible for a student's struggles but it failed to trigger the "child find" process. When students who are eligible for special education are denied eligibility, including from a failure to conduct "child find" that denies them the chance to be found eligible in the first place, they are usually due compensatory education to make up for the education they should have gotten but didn't. "Child find" failures are no small things, but they occur systematically everywhere.

 

Very often, children of color, children from households with low incomes, children in single-parent families, and children who have immigrated here from other countries are the ones most often missed by "child find." In many instances, they are instead blamed for their challenges and end up funneled into the juvenile justice system, thereby greasing the wheels of the School-to-Prison Pipeline.

 

It often takes a parent referral to see a student properly identified for special education. Struggles over homework, tears shed over grades, disciplinary problems at school, and other obvious signs of trouble will prompt many parents to look into their options for help from their local schools and some will stumble upon some basic information about special education and the referral process. If it makes enough sense to them, they will write a letter requesting that their child be tested for learning problems that might require special education, which triggers the assessment process.

 

Depending on what State parents are in, the laws vary as to whether their local education agencies are legally obligated to act on their referrals for special education assessment. Some States give parent referrals equal weight to those made by school personnel and other States do not. The federal laws leave it up to the States to decide, by default making it such that education agencies can decline parent referrals for assessment with Prior Written Notice (PWN) explaining why the referral is being declined (34 CFR Sec. 300.503).

 

California law, however, gives parent referrals equal weight to those made by education agency personnel (EDC 56029) and mandates that an assessment plan be provided to parents for their consent within 15 calendar days of any referral for assessment being made (EDC 56043(a)). States can add protections to the IDEA, they just can't reduce them to anything below the minimum standards of the IDEA. Not all States provide the same kind of protection of parent referrals that California provides.

 

Even when a parent referral is accepted, many school districts will still limit assessment in a way the parents don't realize is happening in order to prevent students from being found eligible for special education and thereby prevent special education expenditures and a host of additional legal obligations. For far too many families, just getting that initial evaluation can become a legal battle, but then the question becomes whether the assessment they got was any good.

 

I want to focus on what happens once the assessment process actually gets going, though. Eventually, most families of eligible children who are pushing for appropriate services will get an initial assessment that is used by the IEP team to determine whether the student is eligible for special education or not. If the student is found eligible, re-assessments will then occur at least once every three years, or triennially, to update the data available to the IEP team for ongoing IEP development.

 

The purpose of special education assessment is to determine 1) if the student is eligible for special education and, if so, 2) what the content of the student's IEP should be. Needless to say that if the data gathered by the assessment is inaccurate, incomplete, or incompetently interpreted, things can go horribly wrong. And, they do. A lot of special education litigation arises over education agency failures to competently assess in all areas of suspected disability.

 

For example, if a child is verbal but can't read people's facial expressions or tone of voice, there still needs to be a speech-language evaluation that looks at not only articulation, receptive language, and expressive language, but also at pragmatic (social) language. Pragmatic language includes the ability to read nonverbal body language, facial expressions, and tone of voice.

 

Children with autism tend to be very literal with words and miss the nuances that tone of voice, facial expression, and body language can contribute to conveying someone else's communicative intent, so they may misunderstand sarcasm or idioms and cliches. They can similarly struggle to make their own faces match what they are trying to say in a way that makes sense to most other people. Students with other types of handicapping conditions can also have similar challenges for various reasons related to their disabilities.

 

This isn't all people with autism, of course, but pragmatic language deficits are commonly occurring features of autism. It stands to reason that any child assessed for autism should also have a comprehensive speech-language evaluation that includes pragmatics. I've lost count of the number of students on the autism spectrum I've represented over the last 28+ years who have had huge problems with interpersonal communication but had never had their pragmatic language tested until I asked for it. It's one of those obvious things that shouldn't have to be specifically requested, but I often end up having to request it, anyway.

 

And, this example goes to why it's important that parents understand the critical nature of assessments and getting them done correctly the first time around, if at all possible. What happens if assessments are bad is that whatever IEPs are produced from them will also be bad. This can include an inappropriate denial of special education eligibility altogether at the initial IEP, as well as students being found eligible but then given weak IEPs that don't actually address their needs.

 

Simply giving a student a document that says "IEP" on it does not magically bestow educational benefits upon that student. The contents of the document matter and they should be informed by scientifically valid data in all areas of suspected disability and unique learning need. The IEP is supposed to be the blueprint by which the special education student's education is delivered according to that student's unique learning profile, which can only be ascertained through valid and sufficiently rigorous assessments that include teacher and parent input.

 

What tests should be administered to a given student depends on the student. Just as the special education program developed for each student must be individualized, so must the assessments conducted to inform that program. If a student doesn't present with any evidence of hearing loss, it makes no sense to test in the area of hearing. However, if a student reports that the words swim on the page when the student attempts to read, an assessment of visual processing is entirely in order.

 

Similarly, if the primary areas of concern are social and classroom participation but the student's grades are otherwise fine, you can conduct all the IQ and academic achievement tests in the world, but they will fail to give you relevant data about the actual source of the problem. At best, academic achievement testing may tell you the degree to which the social/behavioral challenges are interfering with classroom participation and work completion, but social/emotional and behavioral assessments are necessary to get to the bottom of social and classroom behavioral challenges, including lack of participation.

 

It is not uncommon for individuals with autism and/or anxiety disorders who are otherwise verbally and intellectually intact to do well in their academics, at least in the lower grades, but have a truly difficult time being a member of a classroom and/or being socially integrated with the rest of the students. School is supposed to teach more than academics; it's also supposed to give students the opportunity to learn and rehearse social skills that will ultimately allow them to become gainfully employed and fully functional within society in adulthood.

 

The thing to understand, here, is that a student does not automatically have to be struggling academically to need special education. A student needs to be struggling in any aspect of school as a result of a disability to such a marked degree that individualizing the student's educational experiences is necessary in order for the student to have opportunities to learn that are equal to the opportunities given to same-grade peers who do not have disabilities.

 

Our students with anxiety and depression will often miss a lot of school due to psychosomatic illnesses. This prevents them from accessing education altogether, but is not directly reflective of a specific challenge with academics. Very often, these kids can handle the academics okay, but they can't handle all the other people at school. That's a different special education problem to solve than accommodating dyslexia or an auditory processing disorder.

 

I can tell you that, as an educational psychologist and behavior analyst, there are student-specific lines of inquiry that an individualized assessment of each student should pursue. No two assessments should look exactly alike from one student to the next. The federally mandated requirement placed on schools is to assess in all areas of suspected disability and unique student need on an individualized basis (34 CFR Sec. 300.304).

 

That means social/emotional functioning, pragmatic language, and behavior are probably going to feature more prominently in an assessment of a student suspected of autism or certain types of social/emotional disorders. Measures of cognition and academic achievement, analysis of classroom work samples, parent and teacher interviews, and classroom observations are going to be more useful in troubleshooting a potential learning disability. Physical therapy, occupational therapy, and adaptive physical education evaluations are going to be important for a student with an orthopedic impairment that impacts how the student navigates the school campus.

 

There is no "one-size-fits-all" assessment procedure in special education. There should be no "one-size-fits-all" anything in special education. The whole point of it is individualized instruction, which can only be individualized to the student if the IEP is informed by individualized assessment data.

 

The importance of individualizing assessment cannot be overemphasized, and I have an example from my past to drive that point home: Many years ago, a couple of years or so after I first became a paralegal, I was working a due process case in which, between the testimony of the school psychologist and the district's director of special education, it became clear that the only reason the school psychologist had used a particular verbal IQ test on our 7-year-old language delayed client with Down's Syndrome was because the district kept those tests in bulk in the supply closet, and it would take longer than the 60-day assessment timeline to order a more appropriate test through the district's purchase order process, as overseen by the special education director.

 

It is my recollection that the administrative law judge who tried the case had his own blistering line of questioning after those facts made it onto the record. He basically eviscerated the special education director for sneaky, underhanded abuses of the system to save a buck at the expense of assessment accuracy. The judge ended up ordering the school district to fund an outside assessment done by an expert who used the right kinds of tests.

 

The dad had already paid to have the outside expert assessment done, so we had it as evidence of how to do it right in hearing, plus the outside expert testified credibly as to his methods and findings. The district ended up having to reimburse the dad for the outside assessment and there was a huge training initiative throughout that district's special education department shortly after that hearing decision was published. Heads rolled and policies changed for the better, but it took exposing what was really going on in a hearing to effect significant changes.

 

The function that assessments serve in the special education process is to set it all in motion and inform all the other steps that will follow. An IEP must include a statement of a student's present levels of performance at the time the IEP was written, thereby establishing baselines. An IEP must also include annual, measurable goals that target learning outcomes to be achieved in one year's time from the date the IEP is written that move the student forward from those baseline positions in each area of unique learning need.

 

There is no way to realistically identify the target outcomes to be met with one year's worth of work in each area of unique student need without valid assessment data to inform that analysis. How much is realistic for an individual student to learn in a year's time comes down to a combination of variables that should have all been measured and described by the assessment data.

 

Goals target the outcomes intended by a student's IEP. What services are included in an IEP, including the frequency, duration, and location of those services, are determined on the basis of what will be necessary to meet the IEP goals. Placement is the last decision made by an IEP team and is determined by what is the least restrictive setting or combination of settings that allows the services to be delivered such that the goals are met without unnecessarily segregating the student away from the general education population.

 

You can't decide where a special education student can be most appropriately educated until you first determine what you're going to have to do in that setting or combination of settings. What needs to be done is determined by what you want to make happen. You don't know what to make happen until you understand where things already stand and what you are still missing. You don't know what is already intact and available, or what is missing, without first doing an assessment.

 

So, everything in the IEP process depends on the assessments being done right in the first place, or the entire IEP process falls apart from the outset. If an assessment is done badly, there aren't adequate baseline data to inform an IEP's present levels of performance or inform decisions about how aggressive each measurable annual goal should be in terms of its targeted outcomes. Further, if it's done badly, there's no guarantee there's enough data to identify all the areas in which goals are actually needed.

 

"What can the student already do in a given area of need?" and "What is realistic to expect from this student after one year's worth of work in this given area of need?" are the two key questions that have to be answered by special education assessment reports. That's because those two very questions have to be answered when crafting a new IEP.

 

If you can't get that far with the data from the assessments, you're off to a really, really bad start. If you can't lay a proper foundation, your whole construct will fall down. Competent, reasonably thorough assessment is the very foundation of a sound IEP, so it is important for parents to take this step of the IEP process very seriously and hold everyone else on the team to their respective professional standards.

 

Federal law mandates the application of the peer-reviewed research and the professional standards of any experts involved to the delivery of special education (34 CFR Sec. 300.320(a)(4)). That includes during the special education assessment process. Any standardized tests used must be administered and scored according to the instructions provided by the producers of each test, which must be scientifically valid for the purposes for which they are used (34 CFR Sec. 300.304(c)(1)). The enforceable law does not skirt the applicable science, and there is no legally justifiable reason why any publicly funded education agency and/or any of its contractors should be skirting it.

 

This can be difficult for many parents who have no background in science or law. However, an interesting phenomenon is starting to occur on a societal level that is worth noting.

 

Millennials are becoming an increasingly represented generational cohort among parents of children with special needs. They use their smartphones ubiquitously to call BS on a host of issues by looking up the truth, and collaborate with each other to address shared concerns. Special education advocacy today is becoming something entirely different than what it was when I started 28 years ago.

 

When I was a young, beginning advocate, I represented a number of housewives who could bake some mean cupcakes but would nearly faint at the presentation of a bell curve graph and deferred to their husbands on any big decisions. Now, I've got young moms and dads taking their own behavior data, charting it, and presenting it to their kids' IEP teams with a written list of questions, concerns, and requests, all based on their own common sense with no formal prior exposure to the applicable sciences or law.

 

Where things get interesting is how school district administrations are currently configured. Many of the old-timers that I've been dealing with over the last two decades or more have retired and run off with their pension money before there isn't any pension money to be had, anymore. Millennials are now starting to take the retired old-timers' vacant job positions and, where that has happened, I've found that I don't have such an uphill battle when making scientifically research-based requests in conformity with the regulations on behalf of my students and their families.

 

The biggest challenges I'm seeing now are Millennial parents armed with knowledge attempting to advocate for their children to public education agencies still run by the old-timers. The old-timers run things according to cronyistic politics, by and large, which has no scientific support whatsoever. In fact, cronyistic politics have been supported by a great deal of science as being impediments to the implementation of effective educational programming (Coco, G. & Lagravinese, R. "Cronyism and education performance," Economic Modeling, Feb 2014, 38 443-450; Shaker, P. & Heilman, E. "The new common sense of education: Advocacy research versus academic authority," Teachers College Record, Jul 2004, 106:7 1444-1470) and the impetus behind the mishandling of education dollars that take money out of the classroom that could otherwise fund effective instruction and undermine a community's investments in education (Eicher, T., García-Peñalosa, C., & van Ypersele, T. "Education, corruption, and the distribution of income," Journal of Economic Growth, Sep 2009 14:3 205-231).

 

When knowledgeable parents go up against cronyistic old-timers, the old-timers resort to their familiar bag of power-mongering tricks. But, trying to intimidate a mom who was educated under the Common Core to use math and science to solve real-life problems is a world apart from trying to intimidate a housewife whose science and math skills are limited to following recipes in a cookbook and balancing a checkbook.

 

I'm watching old-timers retire in droves nowadays because their weapons of choice against parents aren't effective anymore and the courts are increasingly relying on the applicable science to inform how the law applies to each special education student on an individual basis. Law is supposed to be evidence-based, as is science. Education science allows special education law to be as black-and-white as possible. Everything else, particularly in a cronyistic system, is subjective opinion and hearsay. The environment no longer reinforces the old-timers' behaviors like it used to, and their behaviors are starting to become extinct.

 

So, parents going forth into special education, especially those of you who know how to use your smartphones to look things up and fact-check, fall back on the science and lean on it hard, starting with the assessment process. When you are first given that assessment plan to sign, don't sign anything until you understand what it means and the language of it is clear.

 

Very often, assessment plans will say vague things like "social/emotional evaluation by psychologist," which can sound a whole lot like a mental health evaluation by a clinician to a lay person. In reality, what it usually means is rating scales filled out by parents, teachers, and sometimes the student that are scored and interpreted by a credentialed school psychologist, not a licensed clinician. Rating scales scored and interpreted by a school psychologist is not the same thing as a mental health evaluation by a licensed clinician.

 

But, how is a parent unfamiliar with the process supposed to know that? Would any reasonable layperson just assume this language meant a mental health evaluation by a clinician? I've seen this happen more than once involving youth with significant mental health issues for which consideration was being requested by the parent of the rest of the IEP team of residential placement via the student's IEP. The parents would be given an assessment plan that said "social/emotional evaluation by psychologist," think they were getting an evaluation to explore residential placement, and only find out 60 days later that they had been given the run-around while their child continued to fall apart. Residential placement is the most restrictive placement possible through the special education system, but it is possible for those students whose needs are that dire.

 

In these cases, the students' needs were absolutely that dire and the responsible school districts attempted to delay the costs of residential placement by first doing rating scales by their school psychologist as part of a 60-day evaluation process, who then recommended a mental health evaluation, sometimes including a residential placement evaluation but sometimes not, thereby triggering a new 60-day assessment timeline. If a residential placement evaluation was not included with the mental health evaluation, the mental health evaluation could then conclude that the student should be considered for residential placement, triggering yet another new 60-day evaluation timeline.

 

Or, worse, the mental health evaluation could be silent on the issue of residential placement, leaving it to the parents to know to keep asking for such an evaluation; but, by this point, most parents erroneously conclude that residential placement isn't an option so they drop it. There are youth in immediate crises who need instant mental health services, and their school districts are stalling the process by adding an unnecessary layer of assessment that gives it another 60 to 120 days before it has to act on the data (i.e., foot the tab for services).

 

Each of the students from my caseload who have shared this experience, in different school districts mind you, ended up either hospitalized and/or incarcerated at some point before finally getting the help that they needed. In most of those cases, the issue had to be forced with lawsuits that ultimately resulted in confidential settlement agreements. In each instance, the unnecessary delays in receiving immediate help contributed to self-injurious behavior, attempted suicide, and unlawful conduct that could have otherwise been avoided.

 

In my first case like this, I actually took it to due process myself back in the day when advocates could do that in California, and prevailed. In that case' decision, the hearing officer made it clear that it defies the entire purpose of the IDEA, which requires that children with qualifying disabilities be identified and served via IEPs in all areas of need as quickly as possible, to subject our most vulnerable children to double or triple the amount of assessment time of a normal special education evaluation before getting the help they need.

 

I don't know of any authority that has come out since then that contradicts this interpretation, though it was a long time ago and I'm not an attorney, but I think most people will agree, that it was not likely Congress' intent to make our most severely impacted students suffer without appropriate supports and services for months longer than it takes other special education students to get what they need. These include, but are not exclusively, students with tendencies towards violence, running away, property destruction, self-injurious behaviors, and other non-social behaviors that require a great deal of expert intervention. These are not the students who should be waiting twice to triple the time to get the services they need to keep themselves and everyone else safe and focused on learning at school.

 

If it looks like a critical area of need is being excluded from your child's assessment, don't sign the assessment plan until the public education agency adds what is missing. If the agency refuses to add it, note on the assessment plan that you are consenting to what is offered, but you still think the assessment is deficient based on what they are excluding, which you should list in your note. That way, the record is clear that you aren't delaying the other testing by withholding your consent, but you're also not agreeing it was appropriate to leave out what you requested.

 

If the matter ever goes to hearing, the fact that you documented your disagreement with the exclusions on the actual assessment plan will become part of the evidence and the agency will have to explain its refusals of your requests to a judge or hearing officer. I've seen agencies change their minds after parents have written such feedback on assessment plans because the agencies don't want to have to explain those documents to judges or hearing officers down the line.

 

Often, the best way to prevent litigation is to prepare for it. The parents who understand the value of making the record in the right way are the most successful self-advocates out there. But, there are still enough cronyistic old-timers still entrenched in the system who think they can still get away with intimidation tactics, lies, and subterfuge. It's getting harder and harder for them to get away with these behaviors, and parents who push for the truth from the very beginning, starting with the assessment process, have a greater chance of getting appropriate services for their children than not.

---

Fee Shifting in Special Education

Photo credit: 401kcalculator.org

I've had several cases in the last few years that have made apparent to me an unseemly practice that is evidently being used by some school districts: fee shifting. Fee shifting occurs in special education when a school district passes the costs of students' needs onto other agencies by unscrupulous means.

 

There are two types of fee shifting that I have repeatedly encountered over the years. One takes the form of the School to Prison Pipeline in which the behaviors of students with disabilities are criminalized and prosecuted rather than addressed through positive behavioral interventions via the Individualized Education Program ("IEP") process. The other takes the form of the misidentification of students, usually those with Autistic Spectrum Disorders ("ASDs") and/or Attention-Deficit Hyperactivity Disorders ("ADHDs"), as children with serious mental health disorders who are then referred to their local County mental health agencies for treatment of disorders they don't actually have and neglect of their actual conditions.

 

One of the eligibility categories for special education is "Emotional Disturbance" ("ED"), which is meant to address the needs of students with mental and emotional health disorders. While emotional problems will surely occur among students with other disabilities whose needs go unmet, this is a response to circumstance, not an innate disorder unto itself. In both of the fee shifting scenarios I've repeatedly seen over the years, the emotional challenges my law enforcement-involved and/or misidentified students have are largely the consequences of not getting support for their actual handicapping conditions.

 

That isn't to say that none of my students are legitimately ED, but many of them didn't start out that way. Post-traumatic stress disorder ("PTSD") can arise from traumatic experiences in and out of school, but still can qualify a student as ED. What breaks my heart are the kids with other conditions who acquire PTSD from repeated neglect and/or abuse in response to their original conditions, particularly at school.

 

One school district in which I have been supporting students has a history of misidentifying little boys with ASDs as having mysterious mental health disorders that their local County mental health agency can't quite seem to identify according to diagnostic criteria. This same mental health agency openly admits that it doesn't diagnose or treat ASDs.

 

This is made further evident by their assessment reports because they clearly have no idea what they are looking at and render non-specific diagnoses, like, "Unspecified emotional disorder of childhood and adolescence." This is basically a catch-all term for "We have no idea what is going on with this child," when the ASD is plainly obvious to anyone who knows autism. In one of my cases, the student had already received a DSM-5 autism diagnosis and the County mental health agency still missed it.

 

For our children and youth that end up in our local juvenile hall, the moment they are incarcerated, they usually immediately cease to be students of their districts of residence, which is based on where their parents live, because California law causes students' local education agencies to change whenever they are placed outside of their local communities by the courts. For example, in Ventura County, California, it is the Ventura County Office of Education ("VCOE") that operates the schools in juvenile hall. So, the moment a student is locked up, that student ceases to be a student of the district where that student's parents live and becomes a student of VCOE.

 

That creates huge complications for students who were in the process of being assessed when they became incarcerated or for whom referral for assessment was made while they were incarcerated but they get released before the 60-day assessment timeline has run. Switching local education agencies while mid-assessment is a bureaucratic nightmare. The procedures may have to be started all over again.

 

We hope and pray as advocates when working with criminal justice-involved students that we can get them through the 60-day assessment timeline before they "reoffend" and get locked back up again, once again disrupting the timeline and potentially starting it over with VCOE. Unless we've involved an attorney and litigation is pending, this can quickly turn into a vicious loop.

 

Most of the local school districts will partner with VCOE to finish any assessments that have been started in one location or the other because it is usually anticipated that the student will return home in a matter of weeks or months, at which point, the student will live within the attendance area of the school district, again, which will resume responsibility. Nonetheless, making this work takes Herculean effort and with as many kids as there are passing through the system, the time necessary to provide Herculean effort to each of them isn't really available. It most often happens when people like me and my colleagues show up.

 

The motivation for fee shifting is obviously money. Special education is grossly underfunded, but like all the rest of public education, it's also poorly managed. High paid administrators strip resources out of the classroom and then give themselves raises to reward themselves for how smart they've been about saving their school districts' money. Every teacher who buys supplies for their classrooms out of their own pockets each school year knows exactly what I'm talking about.

 

What money the public schools get should be mostly spent on students. School district administration exists to support the instruction, not usurp its funding, but some statistics reflect that there is usually one administrative position for each teaching position, and I have yet to meet a teacher who has a personal secretary, so that's obviously not how administrative resources are being used.

 

Fee shifting schemes very often target children from low-income households that can't afford to hire attorneys to hold their local schools accountable. There are not enough attorneys who represent low-income parents of students with special needs to meet the demand, even though they can recover their fees from the offending school districts upon prevailing in hearing or as a condition of settlement. Those who take on these cases have overflowing caseloads that they can barely manage.

 

Because of this, it is often children from single-parent households, families of color, immigrant families, and families with parents who also have disabilities that are targeted by these fee-shifting schemes. This means that children with disabilities who were already disadvantaged by their actual disabilities and socio-economic situations are then further abused by a system in which their needs get misidentified in order to shove them off onto other agencies. The interventions they receive, if any, once they get shifted to the wrong agency are inappropriate to their needs, and nothing in that breaks the cycle of poverty.

 

Basically, fee shifting happens in special education because public education agency administrators get away with it far more often than they get caught, and they avoid getting caught most frequently by targeting children from families who they think won't fight back. When parents do try to advocate for their children to get appropriate interventions in these situations, they are met with resistance from public education agency administrators and their lawyers. Public education may be underfunded, but a school district is far better financially equipped to wage war against a low-income parent than a low-income parent is usually equipped to fight back.

 

The consequences of this dynamic disproportionately fall on children of color, who are already marginalized by institutionalized biases that incline them to more likely live in poverty. But, affluent children of color get targeted in affluent school districts simply because of their color, which is made worse if they also have handicapping conditions, particularly those that affect behavior, or have been educationally neglected for so long that they have developed psychological problems around school that eventually lead to problem behaviors.

 

All behavior is communication, so what is a kid who has behavioral challenges at school trying to communicate? Is it that the curriculum is too demanding? The instruction doesn't make sense? There are other things going on in that kid's life that are taking a higher priority than school, such as homelessness and/or hunger? Is the child the victim of abuse? Is it something else? What is really going on?

 

There are a million reasons why a child may behave inappropriately at school, and disordered thought brought on by trauma, impairment, and/or duress is frequently involved, which is paired with the fact that we're talking about children who are not mature enough to reason like adults. Without proper assessment, how can we know what the appropriate response is to a student's challenges?

 

Many people also don't understand that the costs to taxpayers caused by fee shifting are greater than the costs of doing the job right in the first place. For the price of one student's tuition and board for a 4-year Harvard undergraduate education, you can incarcerate one youth in California for one year. Even if you had to put such a student into residential psychiatric treatment for a year as a matter of special education, that's a quarter to one-third the cost of incarceration for the same amount of time and with a much higher likelihood of success.

 

It's not just about how much money is spent; it's also about how many benefits the money buys for students, families, and taxpayers. Getting more benefits for less taxpayer dollars seems like the most reasonable outcome to pursue, but many public agencies have this "not out of my budget" mentality that takes performing their mandates right out of the equation and makes it about how little money actually gets spent.

 

Those students with ASDs and/or ADHDs who are initially misidentified as having mental health disorders will very likely develop mental health disorders and the behaviors that go with them. This is a consequence of being surrounded in their programs by people with legitimate mental health disorders who model inappropriate behaviors and treatment programs that are inappropriate to their actual ASD- or ADHD-related needs. Poor social role models in addition to a lack of ASD-specific instruction on social pragmatics and behavior, paired with therapeutic techniques that are ineffective in the treatment of ASDs, compound to ruin lives, tear families apart, and undermine the cohesiveness of communities. Similar programming deficits improperly impact students with ADHDs.

 

It's the students in juvenile hall and Department of Juvenile Justice ("DJJ") facilities who are often in most need of mental health services as a matter of special education, but are least likely to get anything sufficient to their needs. The lack of adult mental health treatment facilities resulting in our jails and prisons taking the overflow is already a known problem in this country. What is less commonly known is how early the process of shifting mental health costs onto the criminal justice system actually starts with diverting kids out of special education services, very often those meant to address mental health issues and/or behaviors, and into the School to Prison Pipeline.

 

I certainly don't endorse the idea that fee shifting is behind every special education violation. Fee shifting is behind some special education violations. Violations occur for a plethora of reasons; fee shifting is just one of many ways things can go wrong. But, parents, advocates, and educators need to be aware of practices that can create fee shifting, even if by accident.

 

In truth, a great many school-site professionals have no idea what their employers' legal obligations are to students with disabilities and just do what they're told in exchange for a paycheck and benefits. They care about their students, but they are often largely in the dark about what they can actually do to meet their students' needs and they are unaware of the resources they are supposed to be making available to these students per the law.

 

They can't incur the costs of intervention if they don't provide intervention, so if they don't know about interventions, they won't make them available, thereby avoiding the costs of intervention. It's often those who hold higher positions within the public education agency who are aware of the agency's obligations but decide not to promote certain things among their staffs in the name of cost control that undermines the learning of children with disabilities.

 

It is in this climate that a School to Prison Pipeline develops. School site staff are unfamiliar with the actual rules of special education, particularly "child find." Alternative methods of intervention will often be tried without success under the premise that having to refer a kid to special education is tantamount to failure and all other options must first be exhausted.

 

It's actually the other way around. You at least rule out disability by conducting comprehensive assessment on the basis of suspected disability. Assessment will otherwise identify that there is a disability and why it's causing so many problems. If it's not a disability, assessment will prove that; competent assessment will explain what is actually going on, which will help parents and educators decide together what can nonetheless be done even if the student doesn't qualify for special education.

 

The bottom line is to figure out what is really going on so the parents and educators can find the right solutions, whether they are special education or something else. You don't make kids languish in a hokey, half-baked rip-off of Response to Intervention ("RtI") for years until they psychologically break and then prosecute them for truancy when their school anxiety becomes so great that the thought of going to school makes them sick every morning.

 

Every year, we get new kids on our caseload who are hugging porcelain or sitting on it for extended periods every morning because the school-related anxiety rips their digestive systems apart. And, in almost every case, truancy proceedings are involved for untreated symptoms that are causing health-related absences. Panic attacks are treated as criminal acts.

 

Students and parents can be fined and placed on probation for truancy; public education agencies want their average daily attendance ("ADA") dollars and they don't get them if kids aren't there. They use their local District Attorney's ("DA's") office to prosecute kids with disability-related absences and their parents, which ushers kids with disabilities into the School to Prison Pipeline and away from quality education.

 

Some school site administrators will refer students to truancy proceedings without even asking themselves if there may be a disability involved that warrants immediate special education assessment, instead. They either can't grasp or don't care about the harm they are doing. They are eliminating costs and headaches from their own agencies, and that's evidently as far as their analyses go.

 

It is very important that parents and advocates in these situations choose their actions carefully to make sure that any assessments that are needed to figure out what is really going on and what to do about it are actually done. If they are done poorly, skewed to support the argument the public education agency has been asserting all along, or are missing vital components, the parents will likely have grounds to disagree and request outside assessments, Independent Educational Evaluations ("IEEs"), at public expense, which is to say at the cost of the public education agency.

 

Basically, the district has to pay for outside second opinions if the parents disagree with the district's assessments for any reason, which the law does not require the parents to explain. The only way that the public education agency can decline requests for IEEs is to send Prior Written Notice ("PWN") declining the request (basically a letter to the parents explaining why the request is denied), filing for due process, and proving to a judge that the education agency's assessments are good such that second opinions aren't necessary.

 

Sometimes it's not second opinions so much as getting additional testing done that the education agency failed to perform when it should have. Those are still IEEs. The point is that, in any situation in which you suspect fee shifting may be happening, assessments - good assessments - will tell you what is really going on with enough detail that a group of reasonably intelligent adults with intact ethics and morals can figure out something that will make sure a kid learns, regardless of what type of obstacles may be in the way.

 

It is my hope that, by shining light on public education agency administration "fee shifting," the public becomes informed and more diligent about holding public servants accountable to spending taxpayer dollars on services that actually benefit the public in conformity with the law. This is something to be taken up town-by-town, county-by-county, and state-by-state by voters who expect public agency accountability to the taxpaying public and further expect agencies to legitimately serve the purposes for which they were created and funded. It's also something important for parents and advocates to understand when pursuing appropriate outcomes for individual students.

 

See our original post at:  https://kps4parents.org/fee-shifting-in-special-education/

---

The Return of our Blog (and Podcast)

 Photo Credit: Christian Schnettelker

In 2008, I launched our first blog, writing about special education regulations, case law, education research, and my experiences over my career as a lay advocate, which started in 1991, and paralegal, which I also became in 2005. 

 

Over the years that our blog was online, the laws changed, new case law was published, new research came out, and I was eventually faced with the daunting challenge of curating all of our old blog articles and updating them according to all the things that had changed over time.

 

Then our web host changed us to a new server early last year and we had to overhaul our site, so I took our blog down until I could get to it, again. Coming back to all that old blog content and updating it was easier said than done. Also, in the last few years, a lot of other things changed with our evolving organization.

 

In 2011, I went back to university and, in 2013, graduated with a master’s degree in Educational Psychology. During that time, I took a required course called, “Instructional Design,” in which I and my classmates had to each create an instructional product based on a teaching need. Basically, it was how to turn a lesson plan into something that could be sold as a product or otherwise used to promote the goals of an organization.

 

Given that I was already the CEO of KPS4Parents and had an organization that could truly do something with an instructional product, I figured it made no sense to simply create one for a grade and the Learn & Grow Educational Series^SM was born. We now have approximately 30,000 learners around the world following our online instructional content via social media and will be launching in-person classes in our local area later this Spring that we hope to expand to locations around the world over the next few years.

 

This has caused us to rethink how we are organized because Learn & Grow is a food security and sustainable living curriculum, which can certainly be related to children with disabilities, but it’s not specifically targeting the same outcomes that we target as special education advocates. It makes more sense to turn KPS4Parents and its special education advocacy services into a division of a new parent organization with Learn & Grow as another division unto itself, so we’re in the process of making that happen. This pending reorganization also has bearing on how we communicate with our respective online audiences, including the followers of this blog.

 

My specific master’s degree program was called “DLI&E,” which stood for “Development, Learning, Instruction, and Evaluation.” I also took additional coursework in Applied Behavioral Analysis (“ABA”), which is a much richer science than most people in special education realize and is in no way limited to behavioral interventions for students with Autistic Spectrum Disorders (“ASDs”), though it certainly can benefit such students when properly used. The data collection methods used in ABA are the most reliable identified to date for measuring individual student progress, which goes to how instruction can be delivered and progress towards goals can be measured.

 

I pursued this particular course of study because it spoke to all the important facets of special education intervention in the pursuit of a Free and Appropriate Public Education (“FAPE”) for every student I had ever represented and of those I intended to represent going forward. It was the right thing for me to do, student loan debt notwithstanding.

 

Human development throughout the lifetime, the science of how people learn and remember things, the instructional practices that have been proven to work, and evaluating the efficacy of educational program designs are all germane to my work advocating for students with special needs. A significant but often underappreciated part of the implementing regulations of the Individuals with Disabilities Education Act (“IDEA”) has been in my corner, that being 34 CFR § 300.320(a)(4), which is part of the regulation that defines what constitutes an Individualized Education Program (“IEP”) and states that an IEP must contain:  “A statement of the special education and related services and supplementary aids and services, based on peer-reviewed research to the extent practicable, to be provided to the child, or on behalf of the child …” [Emphasis Added]

 

My DLI&E program was all about applying the peer-reviewed research to the provision of quality education, and the knowledge I gained from that course of study about how to comply with 34 CFR § 300.320(a)(4) has been priceless. What still threatens to get in my way at times is the language, “to the extent practicable,” because what is or is not practicable has not been litigated nor has it been clarified in the professional literature as to how such a determination is supposed to be made. This was the topic of the first paper I wrote for my culminating experience from graduate school and nothing much has changed in this regard since I wrote it in late 2013.

 

Effectively, whether the applicable science is considered practicable or not comes down to school district policy and administrator and/or school board opinion, which can quickly turn it into a matter of politics rather than law and science. This is entirely distasteful to me, but the things I find distasteful in life are not the point, here.

 

The point, here, is that the regulations attempt to promote the use of methods proven to work according to evidence-based practices, which is to say, “facts,” and the rule of law is supposed to be evidence-based, itself. Applying the law to the facts is the basis of the entire American system of government. The real fight that has been going on in special education in the United States since it was created in 1975, and which continues at the national level today on a wide variety of topics, is that of the People to keep our system of government adhering to the process of applying the law to the facts for the benefit of the People.

 

To date, I’ve not had a school district come back at me with a Prior Written Notice (“PWN”) pursuant to 34 CFR § 300.503 that says it is denying an evidence-based request because doing so is not practicable. Most of the PWNs I get when my requests for evidence-based interventions are being denied are full of Orwellian doublespeak that don’t say much of anything at all.

 

In my experience, when public officials use their letterhead to say a whole lot of nothing, politics are driving the process and not science or law. Also in my experience, arguing against these types of public agency responses requires the same approach as dealing individually with someone challenged by a personality disorder: stick to the facts and the rules, and don’t get sucked into an emotional tantrum being thrown by someone who doesn’t understand or care about facts or rules.

 

So, with all of this in mind, I’ve decided that instead of trying to go back and update old articles going back as far as eleven years to fit the current times, I’m just going to start over with our blog. In 2008, I wasn’t an educational psychologist and behavior analyst. In 2008, Endrew had not altered the legal meaning of FAPE. 

 

The landscape continues to shift as civil rights for all people continue to come under attack and historically disenfranchised persons, including those with disabilities, increasingly stand up to those attacks. American democracy is facing an unprecedented crisis in the face of open attempts to turn us into a fascist state based on misinformation campaigns intended to divide us as a people so that an elite minority can hoard resources at the expense of everyone else.

 

This is basically what I’ve been dealing with in special education since I became an advocate in 1991, so none of this is new to me; it’s just finally coming to a head on a national scale with global impact. At least, now, no one thinks I’m making things up when I tell them what I experience in special education because they see similar behaviors happening within the American government on a daily basis.

 

Being or becoming disadvantaged is no longer a “special interest” issue; almost every member of the general public is in the crosshairs of losing rights in one way or another, now. For those of us who have been giving a voice to exploited and neglected people with unheard voices for our entire careers, we suddenly now find ourselves arm-in-arm with people who previously thought they had nothing in common with us.

 

When being targeted is the one thing most of us have in common, why we are each being targeted becomes less relevant to the conversation. The ones doing the targeting become the minority and the rest of us become a unified majority. And, while there are definite threats to democracy in this country, right now, the true greatness and strength of American democracy is in its people and most Americans are standing up to the unfounded fear-mongering being promoted by those who are on the brink of losing their power over the rest of us.

 

The fact that people of color, people from the LGBTQA+ community, people with disabilities, people of various religious beliefs, people of low socioeconomic status, people who speak languages other than English, and people who have come here from other countries are all being targeted by the same minority of individuals makes clear that we have never been “special interests.” We’ve been the majority of the People all along and have more in common than the things that make us different.

 

So, while this blog is devoted to special education practices and solutions, it is within this larger landscape that we bring it to you as a piece of the puzzle. We encounter mixed issues of ethnicity, primary language, socioeconomic status, and disability. We encounter single parents and same-sex parents who face discrimination when they attempt to advocate for their children with special needs. We also encounter politically conservative parents who are shocked to see how they are treated once they attempt to advocate for their children with disabilities, finding themselves grappling to reconcile their conservative political beliefs against the violations of their children’s civil rights.

 

While the unmet needs of children with disabilities is the common thread from each of our families to the next, there is great diversity among the families we serve in every other regard, and that can’t be ignored. Being sensitive to all of the challenges that each family faces includes appreciating the unique gobsmacking epiphanies that each family experiences as it seeks appropriate special education interventions for its eligible children, which varies according to which “isms” are being applied to each family. 

 

It is the fact that “isms” of one or more kind are being applied to all of our families that unifies them, regardless of what otherwise makes them different. So, while we have to individualize our support for each of our families, individualization is what special education is all about and both science and law give us guidance as to how to make that happen.

 

Please look forward to our future posts as we build a new repository of advocacy guidance, policy updates, research developments, and other news that can help you as a parent, professional, and/or self-advocate to navigate the bureaucracy of special education in the United States. We are thinking of every family of children with special needs as we bring this content to you and look forward to re-engaging our audience with fresh new material.

 

See the original blog post on our website at: https://kps4parents.org/the-return-of-our-blog

---