Action, where are you?
Hoping that things are changing for the better is great and all, but don't mistake talk for action.
Hi, all! I took a break last week but Iām back at it. Thank you for being here.
Iāve had special education professionals advise me time and time again, āIf it's not in writing, it didn't happen.ā
This does not just apply to a studentās IEP, it also applies to things like curriculum and programming, as well as teacher training.
They, anyone, all of us ā we can all talk all we want. The truth remains, talk alone doesnāt make positive change a reality. Tangible and measurable next steps do.
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ACCOUNTABILITY LIKE THINGS IN WRITING
What type of programming and methodologies does your district use? For both general classrooms and special education classrooms, is everything clearly listed on the website in an easy-to-find place?
How about your districtās curriculum? What are its reviews from third parties?
Do you know the certification level of the special education teachers? Specifically, beyond being a ācertified special education teacherāā¦ Iām talking OG certification and Wilson training. Is it available in writing? If you request it in writing, is it shared in writing?
If your district has acknowledged a problem in need of addressing ā for instance, a lack of students on IEPs taking AP-level classes, what tangible next steps are in motion to change things for the better?
The lack of something in writing, be it details or a plan with measurable goals is, well, nothing. It might as well not exist. In fact, it might not exist.
DO NOT LET ACTION PLAY HIDE AND SEEK
Is there a plan in place in your district to support students with dyslexia - in writing - and a budget to support it? Or is there something else?
Talk about solutions?
Programming coming soon or pilot programming?
Waiting for more data?
Bullet point recaps of past conversations?
A promise to be on a future agenda?
WHAT YOU CAN DO
Identify your goal. Then, reach for it. Simple right?
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Maybe that goal is a piece of information, whether itās data, an explicit plan, a textbook audit, etc. ā make a written request in writing for a response in writing.
If you do not get a response (it can happen for infinite reasons), consider going before a school committee meeting and presenting the written request again.
You also have the option and ability to involve other parents and make a request as a group.
Schools are public entities and respectful requests from the public ā especially from engaged and informed stakeholders ā invite respectful responses.
DO NOT RELY ON HOPE ALONE
Hope is lovely. Do not abandon it, but do not rely solely on it. Much like reading difficulties do not get better with time alone, a districtās curriculum does not evolve for the better with hope alone.
It takes investment in the right evidence-based materials and in teacher training to evolve forward.
And it is possible! It just needs action. Lots and lots of action.
Some great points! If more parents were invested, it might accelerate the wheels of change in public ed. I'm fortunate to be in a district that is moving in the right direction, but progress is slow, even when every decision maker is on board.