Diamonds in the Rough Virtual Speaker Series - Returning to Learning: Our next COVID challenge.
Speakers: Michael Eig and Rich Weinfeld
Free webinar recording now available to view.

Amy Mounce, M.S., M.Ed.

Distance and hybrid learning have changed our children’s educational experience, including instructional approaches and progress monitoring methods.  Now more than ever parents and caregivers are partnering with children’s teachers to address the impact of these changes and how to support our students while working from home.  Although data collection has changed during distance learning, student’s learning can and should be regularly documented.  Waiting to determine students’ current academic levels and progress should not wait until students return to school buildings. 
            
As part of the IEP team, families need to gather data, both academic and behavioral, to assist with IEP and Section 504 plan development to monitor whether students’ skills are improving, maintaining, or regressing.  Data collection methods must be created and designed to measure specific skills and behaviors.  Using methods such as reading inventories, checklists, graphs and curriculum-based assessments (assessment of predetermined, specific skills), students’ academic levels can be collected and shared with a child’s school team regularly.  With planning and regular implementation, student’s progress or lack of progress during distance learning can be continuously monitored.
           
WEG is here to assist families in all aspects of progress monitoring. We help families develop progress monitoring methods to implement at home.  We create and administer informal and formal progress monitoring methods.

Thank you for your leadership and support in these uncertain and challenging times. We are very lucky to have fantastic board members like you!  Weinfeld Education’s recent gift in honor of Barbara was much needed and much appreciated- thank you.  Please follow this link to see the impact of your gift and all your efforts to advance our mission- and feel free to share with colleagues!

This is a difficult time for all of us. Teachers and school administrators are making great efforts to meet the needs of all students, including students with special needs. Now, more than ever, parents and advocates should do their best to work collaboratively with school staff.

The following is guidance for parents, so that they can effectively advocate for their children who have special needs during distance learning.

Parents have the right to request an IEP Meeting during distance learning.
Schools are either sending parents a Distance Learning Plan (DLP) or contacting them to schedule a “quick call” regarding the DLP. For our students, these options may not be enough to inform parents/guardians about specifics regarding distance learning such as delivery of instruction, accommodations, and expectations.  Questions to pose to the IEP Team include:

• How will my child’s IEP goals being addressed?
• How and when will the services on my child’s IEP be implemented?

         - Whole class, small group, and/or 1:1 with teachers and related service providers?
         - How will the reading and math interventions continue during this time?

• Will my child still have access to the general curriculum?
• How will data be taken on my child’s current levels and progress?
• How are each of the supplementary aids and classroom accommodations being implemented and is there a need for anything different?
• Will you be sending home differentiated materials based on my child’s IEP?
• How will AT be provided and is there a need for different or additional AT?
• Is there a need for a behavioral plan or changes in a current plan?
• What regular school-home communication needs to be set up during this time?
  

Weinfeld Education Group hopes you and your family are healthy and staying safe while we go through this unprecedented time.  We wanted to be sure you were aware of two new services WEG is offering.
 
1. Virtual Advocacy
WEG will review and analyze the distance learning program and compare it to your student's current IEP or 504 Plan to ensure they are able to access the curriculum and assignments in all subjects.
 
As each student’s individualized plan is adapted for distance learning, their existing IEP or 504 Plan will require changes, either by a parentally signed amendment without a meeting, or through some type of virtual meeting. We anticipate that the newly amended IEPs and 504 Plans will reflect changes in direct service hours, interventions, related services, accommodations, supplementary aids, and assistive technology tools and services. WEG is offering a special price on this virtual consultation during this current crisis.

It’s a new year, and time for fresh starts. Rich Weinfeld offers three ways parents can re-engage with their child’s IEP team and better track educational progress in 2020. 
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Number One: Remember, your child’s IEP is a fluid document and can be updated at any time.
If your child has had an IEP for some time, you’ve heard this, but it’s a great time of year to be reminded. IEP goals can be revised at any time in the school year. And, as you approach your child’s annual review, you are going to want to know if your child is achieving their goals or not.

If you suspect that your child is not meeting a goal, that’s a good reason to call an IEP meeting. The IEP team is responsible for helping students reach those goals and tracking their progress.

Parents, if your child is doing well, this could be a time to inquire about a new, more challenging goal.
 
Yes, you can set a new goal in the middle of the new year, and this could be based upon good or bad news.  It could be time for a new goal because the student has achieved a goal, which is great news. Or it could be that revisions are in order because maybe a standard was set too high or there’s a new area of challenge. If a parent sees a new area of challenge, they will want to present to the IEP team any data they have that supports that need.

I strongly encourage all parents to collect and present their own data at IEP meetings. Parents can bring forth important evidence through the monitoring of homework or other school-related tasks. Parents can note how much time and effort was made on a certain assignment, and what the level of frustration was as well. Parents can also present up-to-date documentation from outside providers, such as tutors, therapists and related service providers. 

Your child is not “stuck” with an IEP that you know needs improvement for the remainder of their school year. This is a good time to make mid-course corrections.  
 

Event Focuses on Helping Neurodiverse Students Succeed at Every Age and Stage

The 9th annual annual Diamonds in the Rough Conference is happening this Friday and Saturday at the John Hopkins University Montgomery County Campus.  This unique special education-focused training and networking event hosted by Weinfeld Education Group is in its 9th year.  Major conference sponsors include: Commonwealth Academy, McLean School, The Dorm, Fusion Academy, The Auburn School, FLOREO, PrepMatters and TLC’s The Katherine Thomas School.

The conference kicks off Friday with a CE workshop for professionals on the topic of neurodiversity, presented by Dr. David Black, pediatric neuropsychologist and director of the Center of Assessment and Treatment (CAAT). Licensed social workers, therapists and other professionals will gain 3 CE credits, offered through a partnership with the Maryland Psychological Association. On Saturday, the full-day conference launches with an inspirational keynote address provided by Debbie Reber, bestselling author, parenting activist and founder of the online community and top podcast series TiLT Parenting. Local test prep and tutoring service PrepMatters is sponsoring the keynote speaker this year.   

The theme for 2019 is “Parenting Children with Special Needs: Preparing to Launch at Every Age.” Speakers have been especially selected to represent all the major ages and stages of a child’s educational journey. “We’re covering a lot of ground here,” WEG’s Executive Director Rich Weinfeld notes, “We know every school year of a child’s life is important, and yet those times of major change are monumental. Getting big transitions right can really set a student up for success.”

To encompass all the various ages and stages, from pre-K to young adulthood, WEG lined up 44 expert speakers to participate in panel discussions and presentations throughout the day.  Special topics on launching for twice exceptional students, students with mental health challenges, and students on the autism spectrum will take place during an extended lunchtime break. The diverse pool of presenters includes: representatives from Montgomery County Public Schools and Montgomery College; administrators, admissions directors and educators from private schools; special education advocates; several mental health professionals; and a state-level representative from the Maryland Developmental Disabilities Administration.

Consultants and organizations with specialized skills in transition support for college, employment and independent living will be featured.  A panel of experts in special education law and finance will present on financial considerations and planning for families with special needs dependents. Finally, Rich Weinfeld will close out the day with a panel of “already launched’ young adults, sharing what has worked in their lives, and what helps them to be successful. “I’m proud of the range of expertise we have this year in terms of our speakers. And ending the day with a panel of young people really drives home WEG’s mission, which is to have all children realize their unique potential,” Weinfeld said.   

Adding to the excitement of the day will be a bustling exhibit hall.  “I’m excited for the exhibit hall this year,” WEG’s associate director Jennifer Engel Fisher remarked.  “There’s a plethora of resources for attendees. Everyone - parents, educators and providers - will make a new contact or take away something useful.” The hall is at capacity with 33 exhibitors, representing state and local service organizations, private schools, advocacy groups, child development and mental health, student assessment and test preparation services, and even a virtual reality company.  Book sales and signings will take place. Debbie Reber will sign her book, Differently Wired: Raising an Exceptional Child in a Conventional World.  Another book, The Self-Driven Child, will also be featured in the exhibit hall, with its co-author Ned Johnson on hand to sign copies and meet parents. As part of Saturday’s festivities, WEG will also host a silent auction, benefiting its featured charity, International Partners’ Palo Grande Education Center in El Salvador.   

In 2010, Rich Weinfeld and his team saw a need to bring parents, educators and providers together across Maryland, Northern Virginia and the District of Columbia to learn, connect and build relationships. That remains the goal of the Diamonds in the Rough Conference to this day. While there are many conferences, some past attendees report that attending the Diamonds in the Rough was a particular turning point for them.  As one attendee shared last year, “the information presented at this conference was a game changer in terms of building a positive, empowered perspective so that I can effectively advocate for my son.” 

Interested in attending and not yet registered? Online ticket sales for the conference have closed, but WEG will welcome walk up registrations on both Friday and Saturday at full price. Exhibit hall only passes can also be purchased at the door on Saturday. To learn more, visit www.diamondsintheroughconference.com

Deborah Reber is a parenting activist, New York Times bestselling author and founder of TiLT Parenting, a podcast series and online community. The TiLT Parenting Podcast is in the iTunes top 20 in Kids & Family New and Noteworthy, and regularly features high-profile parenting experts and educators, as well as insightful conversations between Debbie and her 14-year-old son Asher. Debbie’s book DIFFERENTLY WIRED: Raising an Extraordinary Child in a Conventional World, was published with Workman in June 2018.

WEG is proud to present a conversation with this inspiring thought-leader – on topics ranging from effective advocacy and educational approaches, to self-care and embracing your own neurodiversity.  

The 9th Annual Diamonds in the Rough Conference is focusing attention on successfully launching differently wired kids at every major stage. We’re all excited to hear your keynote address this year. What does that term “launching” mean to you?  
I think a lot about launching in terms of zooming out with our kids, because when you are in the thick of it, we can get hung up on timelines and where they are with their peers.
And what we’re really trying to do is raise a human being. So, really looking at what it takes to create kids that are self-directed and understand their strengths and weaknesses, when they are ready to pursue their own goals. As parents we can be asking ourselves at each age and stage, “What does my child need? How can I help my child build those critical executive functioning skills?”

Launching is also about letting them fail to some extent. You know, going to school without their coat or homework done and paying the price, letting them figure some stuff out on their own. Giving kids room to be uncomfortable, not doing everything for them, so they can build resilience.

As a parent, I’ve highlighted and dog-eared your book like mad.  Something I wish I learned faster was to find my people, and ditch the rest.  How can parents get to a place of acceptance faster?  
I was talking with a group of parents and they were saying, “We need to get t-shirts made that say, ‘My son has an IEP’ so we can find each other on the playground.”  You just know that people in the pick-up line are struggling with the very same things as you are, but many people keep it private.  

I think a big responsibility, and something easy that we can do, is just be more open. The more we talk about neurodiversity and normalize it instead of thinking it is a bad thing, the better. Bring it out in the open. That’s a powerful action that each one of us can take.  I say this in my book, you don’t have to get a megaphone and announce to everyone, but there is something to be said for being very open.  

Also, we all need those people who are further down the road. I’ve been thinking about how great it would be to have a mentor program of sorts for parents of differently wired children. It could be very powerful.

I love your idea of “practicing relentless self-care.” Why is this so critically important when parenting a differently wired kid?
I hear from many people on this one - some dads, but mostly moms.  I call it being selfish, and I don’t apologize. I take my time, because I cannot show up for my son if I am stressed out. My husband can tell the difference if I haven’t had been running for a few days, and sends me out the door. The more you practice self-care and you create what you need, it just becomes something you cannot do without.

For so many reasons, self-care helps to remind you of your own importance when you are doing so many things for other people. It is also modeling for our kids. You show your child that your personal needs and feelings matter.  In a sense, taking some “me time” is demonstrating to your child that your life and your body are yours to take care of. It is a great way for kids to grow up, knowing they have value.  If we don’t take that time, there’s really no good that can come from it. They don’t get the best of us if we are not taking that time.  

For many parents who are very intentionally raising a differently wired child, I’d suggest that one of the worst aspects of the traditional education model is fear of the unknown.  There are those 8 hours of the day when we’re not sure what is really going on.  You ultimately chose homeschooling for your son, but for those of us with kids in the “system” – what would you suggest we do to feel more informed and connected?
I’m interested in this idea of compassionately educating people.  With the school system, I think you’ve got to go in the spirit of trying to design an alliance and not have an adversarial relationship. Keep pushing for partnership and being respectful.

If you can go into a school meeting with a firm but softer voice and not be defensive, it changes the tone of the whole meeting. I know that isn’t always easy stuff to do, especially when things are not going well at school, and believe me, I have been there.  But I think you’ve got try to go in with the position that your teacher has the best interests of your child a heart - start there, and then try to design a plan for your child in collaboration.

You strongly advocate for parents to find their voice and “make a ruckus when you need to.”  What can parents do when they need to speak truth to power?
Just in the last year since publishing my book, I’ve realized that some people can have a knee-jerk reaction. People can feel uncomfortable when we bring attention to the challenges our kids are having, and maybe that’s because they are feeling that these systemic problems are on them to solve. And in other instances, people can shut down and just not listen because they think we’re just complaining or that what we’re talking about isn’t relevant to their own lives and families.

The more we can give people the benefit of the doubt, recognize where other people are, and have that respectful tone as opposed of going in with our fists up, the better. That can still allow us to make a ruckus but from a place of truth, knowing and compassion.  

They say the apple doesn’t fall far from the tree.  Most parents of neurodiverse kids have their own struggles, diagnosed or not.  Some days, who we are can get in the way of being a great parent.  How can we address our own brain wiring so we can be better parents?     
I’m having a podcast just to discuss this very thing! Many parents are discovering their own neurodivergence in the process of discovering more about their child.  For some people, it is really traumatic because they are connecting all these dots from their childhood that caused them pain or recalling people who mistreated them.

That same thing has happened in our own family.  I think its actually great because these are the conversations, we should be happening around the dinner table. I say, make it part of everyday conversation. This is our family, this is who we are, and we’re all working on things. Try asking your child for advice, “What have you found that works?”  Or share something tricky that happened to you at work, and talk about how you dealt with it.

So many people have gone through life thinking they just didn’t fit in, or they were the “weirdos.” They were misunderstood because of their neurodivergence.  I think now there can be some fun ownership that can be really empowering to say, “Yes that tie has to perfectly straight or I’m just not going to wear it!” As an adult, knowing who you are and owning it can be a great lesson for your child.  Being able to say, “There’s a reason I am this way, there is nothing wrong with it, and I’m just going to go all in.”

You state in your book that the traditional educational model in the U.S. is a broken system that was “initially designed to teach compliant, neurotypical students who learn in a very specific way.”  It seems that the number of children who are outside that mold is rapidly increasing, and yet our education systems change at a glacial pace. Are you seeing any trends in education that give you some hope?
Generally speaking, there seems to be more understanding and a desire to meet the needs of unique learners. The nonviolent communication model and whole child approach really serve differently wired students well because they respect every individual for who they are.  
We are starting to see more schools where kids can have a more individualized approach, where they are not being held up to some identical standard, but rather they can access the learning through their strengths. That is certainly the direction where differently wired kids thrive, so it would be great if all schools could do more of that.  

As parents, we need to de-tangle ourselves from feeling that our job is to fit our differently wired child into a traditional education model, to not make noise and just somehow push them through.  

And even if you are in a traditional school system, parents can think about how to build in more learning through supplemental activities that really play on their child’s strengths.  We can help keep that love of learning alive and they can discover who they are, even if we are in a system that doesn’t naturally do that.

Through your popular podcast series, you’ve interviewed so many experts. Can you share any people who remain on your ‘bucket list’ for interviews?  
When I launched TiLT Parenting in 2016, I had a dream list of guests, and I’ve been really fortunate to have interviewed most of them, but there are always a few I’m working on.  Andrew Solomon (author of Far From the Tree) and I have been trading emails for a year now, and he was once actually scheduled and then couldn’t make it, so he’s high on my list. I’d love to have Carol Dwek on to talk about mindsets, and I would love to have Susan Kane on to talk about introverts. And I’d love to talk with Brene Brown at some point!