1. WHO, WHAT, HOW Advocacy 101 Ruth Mathers, CDE Consultant Colorado Cochlear Kids Camp August 2, 2014

2.  Who knows the child?  Audiologists  Clinical - great resource for device information and advice, monitoring hearing loss  Educational - valuable resource for closely monitoring functional auditory performance in educational setting, can serve as liaison between clinic and school  Therapist  Private – great resource for up-to-date assessment information, can attend IEP meeting and be a good support for the parent  School-based – Has a lot of influence regarding student’s needs  Teacher of the Deaf  Has a lot of influence regarding student’s needs  Parent  Why is it important for the parent to be the advocate? WHO Advocates? 2

3.  Knows the child best  Will be the consistent influence for all the academic years  Has the right by law to be “at the table” in the public school  Is not bound by job security  Capable of moving mountains for the love of their child  Parents are frequently instruments of change that benefit not just their own child Parent as Advocate 3

4. You may or may not have a professional degree related to deaf education, but no one knows your child like you do. Remember…… 4

5.  Advocate to see the data the IEP team is using to make decisions. Make sure it is explained to you. Do not rely on teacher observations to determine academic decisions.  Advocate that your child’s individual needs drive the development of special education and related services – not the school’s available programming.  Advocate that assessments for language (whether sign or spoken) be performed annually.  Advocate for real measures of progress that insure a minimum of one year’s growth for each year of school.  Advocate to have meaningful input into the creation of the IEP (Communication Plan) where concerns are turned into goals. WHAT should be on your advocacy radar? 5

6.  Advocate for performance delays to be addressed in the IEP and therefore through daily instruction.  Advocate for transition goals to be put in the IEP starting with preschool and every year thereafter.  Advocate for self-advocacy goals to be put in the IEP starting with preschool.  Advocate for challenging goals and a change of practice when a goal has not been met.  Advocate for professionals to join you in “viewing” your child through a realistic lens that accurately measures his/her performance compared to typical age peers. WHAT should be on your advocacy radar? (cont) 6

7.  An IEP is a legal document. The IEP meeting is a business meeting. Do your homework. Be prepared with what you want to discuss at the meeting. Have a fact-supported plan. Know why your child needs specific services and be able to articulate it.  Always put your requests in writing. It is important to document everything and save all correspondence.  An IEP meeting is one small piece. Get involved with the school to make it better for all children – participate in PTA, get on advisory councils, volunteer to help at field day, be a room parent, etc. Be visible in the school and develop a reputation as a dependable volunteer. If you are a parent who always shows up, your opinion is more valued. HOW do you advocate successfully? 7

8.  Get to know all the school service providers for your child and discuss with them individually you child’s achievement. Ask questions and learn from them about various measures of progress used at the school and how to interpret test scores. People are usually more patient in one-on-one conversations.  Be aware of the academic expectations your child’s current grade level and know at what level your child is performing.  Don’t just show up at school when you have a complaint. Be present when things are going well. This will earn you the right to be heard.  When you express a concern, offer a possible solution.  Educate the administrator about deafness – they probably know very little about it. HOW do you advocate successfully? (cont.) 8

9.  Always mention positives before starting in on the negatives. Everyone on your child’s team needs to know that you appreciate their efforts.  Take a friend with you to important meetings that might be emotionally- charged for you. “Friends don’t let friends go alone to their IEP.” ~~Sarah “Diplomacy is key. The professionals you are negotiating with today will be the same professionals you’ll be calling on for help tomorrow.” ~~Candace HOW do you advocate successfully? (cont.) 9

10.  State Department of Education  Colorado – DHH Mentor Program  Hands & Voices  Alexander Graham Bell Association  Peak Parent Center  Legal Center for Persons with Disabilities  State School for the Deaf  www.successforkidswithhearingloss.com www.successforkidswithhearingloss.com  www.deafed.net www.deafed.net Resources 10

11.  Ruth F Mathers, M.S.  Principal Consultant for Deaf Education  Supervisor: Access, Learning, Literacy Team  Colorado Department of Education  303.866.6909  mathers_r@cde.state.co.us THANK YOU 11