Effective Advocacy Rachna S. Heizer POAC-NOVA meeting February 25, - - PDF document

Effective Advocacy Rachna S. Heizer POAC-NOVA meeting

February 25, 2017

1

Effective Advocacy

Rachna S. Heizer

POAC-NOVA meeting February 25, 2017

Two t types o

• f a

advocacy

• 1. For your child – school, community – doctors, therapists, extracurricular activities
• 2. Political – advocating for policies, whether at school or in community

Schools are often more willing to help you if they see you are willing to help others. Schools will help your child if you think you will help them improve education for all and if they see you as a team player. Two types of problems in advocating:

• 1. Complaining too much without offering solutions
• 2. Thinking you need to be everyone’s friend.

You are not there to make friends but you are there to be part of a team. Do your part. Be passionate about your child but not emotional.

For

• r Y

Your C Chil ild:

 ABILITY focused LONG TERM thinking: Be honest about your child’s needs but keep the conversation ability focused first. What can they do and what do we need to do so they can shine at what they can do? Talk long term – productive members of society. Be reasonable. Show others through your actions and words why they should also be ability focused.  Knowledge is power – learn the law, know your child’s rights, know the verbiage, know the diagnosis and therapies and goals.  Laws: IDEA, ESSA, ADA, Public Accommodation laws  Important legal things to know in an IEP meeting.

• 1. IDEA requires each child to be educated in their least restrictive environments.

2.

Section 504 and IDEA also require FAPE- an individualized educational program

that is designed to meet the child's unique needs and from which the child receives educational benefit, and prepares them for further education, employment, and independent living.  Community: Public accommodation laws: Most states/counties/cities have public accommodations laws that require places “that are open to the public” to provide reasonable accommodations to include people with disabilities. Places open to the public include dance, sports, and music studios. While this has traditionally meant wider

Effective Advocacy Rachna S. Heizer POAC-NOVA meeting

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2 doors and hallways, the law also applies to non-physical disabilities. Here is the link to Fairfax County’s laws regarding disabilities. http://www.fairfaxcounty.gov/dfs/dspd/legal_resources.htm  IDEA: If aides, supplementary materials or supports can help allow the child to be educated in the least restrictive environment, the school must provide them. The school cannot use “as category of disability, significance of disability, availability of special education and related services, configuration of the service delivery system, availability

• f space, or administrative convenience” as reasons to deny a child access to the least

restrictive environment. “each student’s IEP forms the basis for the placement decision.” NOT THE AVAILABILITY OF CURRENT PROGRAMMING. http://www.wrightslaw.com/info/iep.law.appendixa.htm  Be empowered but be respectful. Be professional.  Don’t be afraid. You are the expert: You know your child the best. Trust your gut. You are the most knowledgeable person when it comes to your child’s needs but respect the knowledge  Don’t believe authorities just because they tell you. Ask for documentation of policies.  Use team oriented language and be willing to do your part.  Be polite and calm and reasonable but remember you are not there to make friends. It does not matter if they LIKE you as long as they RESPECT you but are also slightly AFRAID of you.  Pick your battles.  IEP meetings – YOU have to sign. Don’t ever feel pressured to sign  Teachers/staff – don’t take no for an answer if you don’t feel something is right.  Observe the classroom. Set up regular meetings with teachers to discuss. OFFER HELP and collaboration. State want to collaborate with school as per FCPS stated goals.  Know your listener, their goals and priorities. Speak to what matters to them as much as you do as to what matters to you. Frame your arguments in terms of what matters to your listener as well as what matters to you. Use their own goals to achieve your goals.  Numbers speak louder than words. Use statistics in your argument.  Keep going above heads if at first you don’t succeed. Don’t take no for an answer. But don’t skip levels in chain of command  Keep going up the chain of command but be careful in picking your battles. DON’T ASSUME WHEN SOMEONE TELLS YOU THEY CAN’T, IT TRULY MEANS THEY CAN’T.  Be passionate but also be logical. Take the time to write and think through your case. Approach from a logical and reasonable stance rather than just pure emotion. But don’t forget to bring in the personal story about your child. Tie it to greater benefits (ie people are much more willing to listen if you also describe how the change you want will benefit others). Show how you are willing to help.  If this is hard for you, take a friend. Make notes beforehand of important points so you don’t get sidetracked.

Effective Advocacy Rachna S. Heizer POAC-NOVA meeting

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3  Cc everyone! If you email the principal and do not get a response, go up the chain while simultaneously cc’ing up the chain when following up again with the principal or teacher.  Retaliation: Once they know people above them are on notice, risk of retaliation drops. It’s those who they think won’t go beyond the school that they are more willing to retaliate against.  Document – send follow up emails or confirmation emails. Follow up if you don’t get immediate responses.  Where to get help beyond your child’s school  School Hierarchy: Regions: Above your school’s principal is the Executive Principal, who works with his/her boss – the Regional Assistant Superintendent. FCPS is split into 5 Regions, each with their own Executive Principal and Regional Assistant Superintendent. Reach out to them if you can resolve issues at the school level. Simultaneously, you can reach out to your school board member. Follow up if you don’t get an immediate response – these are busy people.  Region 1: https://www.fcps.edu/department/region-1  Region 2: https://www.fcps.edu/department/region-2  Region 3: https://www.fcps.edu/department/region-3  Region 4: https://www.fcps.edu/department/region-4  Region 5: https://www.fcps.edu/department/region-5  Department of Special Services (DSS) - https://www.fcps.edu/department/department- special-services Jane Lipp Asst. Superintendent. OSEI – Office of Special Education Instruction – FCPS Special Ed Central office staff. Can call them to come help with issues at a school. Irene Meier, Director. https://www.fcps.edu/academics/academic-

• verview/special-education-instruction and

https://www.fcps.edu/academics/academic-overview/special-education- instruction/special-education-instruction-contact  Instructional Services Department – (ISD) in charge of gen ed instruction. https://www.fcps.edu/department/instructional-service-department  Chief Academic officer – above both the Regions and DSS (and responsible for coordinating between ISD and DSS) https://www.fcps.edu/department/chief-academic-

• fficer

Advocatin ing f for change o

• f p

poli licie ies – school l or communit ity

• 1. Combination of asking for broader change framed by your personal story and statistics. Make it

easy for them to understand the broader problem and solution for many.  Personal stories are key. It is what catches attention. But be careful to not go on and on about your story.

• i. Don’t ask them to fix your personal issue. This is not the forum for that.
• ii. This is about the broader issue.
• iii. Do not ramble about your personal story. It is just a conduit.

Effective Advocacy Rachna S. Heizer POAC-NOVA meeting

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4  Transition quickly from your story to the policy change or regulation you are asking for.

• iv. Be clear and succinct
• v. Speak with passion and conviction but not anger or frustration

 Explain how this policy change or regulation will help more than just your child.  Numbers speak volumes. Back up your story/ask with statistics and numbers to make your case for why this policy change etc is necessary. (EX of Advocacy day $4000/$2000

• waivers. Also listening tour where mentioned job statistics of FCPS grads and then

compared that to those on the spectrum (78% versus 29 %. Got her attention).  Make the case your listener wants, not the case you want to make.

• vi. Does it save $$? Does it speak to what they care about?
• vii. “It’s the right thing to do” doesn’t always work.
• viii. Tie it to THEIR priorities. Inclusion story – been advocating for it for years.

Especially social inclusion. Tied it to their own portrait of a graduate and student achievement goals and the fact the FCPS has failed Indicator 5 8 years in row. Then it got traction (FCPS Inclusion workgroup to ACSD charge on inclusion).

• 2. Where to do this

 Town halls  Sign up to speak at school board meetings, board of supervisors meetings, ACSD meeting (Advisory Committee for Students with Disabilities). Many meetings have room for public comment.  You can contact your representative in Richmond or Congress and set up a meeting.  If you are not comfortable face-to-face, write an email. Same rules apply as above.

• i. Proofread that email!

 Always follow up face to face with a thank you email summarizing your points.  Provide documentation and/or copies of your remarks.

Current Issues:

• 1. Graduation Requirements requiring verified credits (ie SOLs) without appropriate alternative

assessments and accommodations  Where to lobby:  State officials  VDOE (Virginia Dept. of Ed)

• 2. Applied Studies Diploma took the place of Modified standard diploma but no one knows

what it means and schools are unclear whether they will accept it (Ie NOVA states they will require additional testing and it cannot be used for financial aid).  Who to lobby  VDOE for guidance  State officials to give our kids an appropriate high school diploma that is more than a certificate of attendance.

• 3. Lack of appropriate accommodations for CTE (career and technical ed classes) so our kids

have more difficult times getting industry certifications that would help them get careers (such as medical tech or auto mechanic or Microsoft Office skills etc.)

Effective Advocacy Rachna S. Heizer POAC-NOVA meeting

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5  Where to Lobby  VDOE  State industry licensing boards  State officials

• 4. Medicaid Block Grants and Per Capita Grants.

 Issue – loss of Medicaid $$ to state ($4000 per person for block grant, $2000 per person for per capita)  Who to lobby – Federal officials (Esp. Warner who is on the Senate Finance Committee)

• 5. IDEA/ESSA rollbacks in protection and/or lack of enforcement. Also need to fully fund IDEA.

 Who to lobby – federal officials to protect

• 6. ACA repeal

 Issue –  lack of access (pre-existing conditions, high risk pools),  quality of care (losing essential health benefits such as habilitative services),  Cost of care

• 7. Fairfax County proposed Budget cuts 6.7 million for post graduation services for ID/DD

 Issue – with long waiver waiting lists and poor state support, we now lose local support for job coaches and respite for our kids post graduation  Who to lobby – Board of supervisors. Go to town halls. Go to April 5 budget hearing. Reach out to Lucy Beadnell are ARC of Northern VA for more information

Resources:

 Wright’s law – Great website with lots of free information and (pay) trainings.  PEATC – Parent Education Advocacy Training Center – help parents advocate for themselves  Fairfax County Public Schools Parent Resource Center – often hold free seminars and trainings and lots of resources to loan. Lots of great sessions to learn how to work with your child and gain expertise in a variety of areas  FCPS Special Education Conference – free. Lots of great sessions to learn how to work with your child and gain expertise in a variety of areas. April 1  ARC of Northern Virginia – advocates for people with developmental and intellectual disabilities.  Autism Society of Northern Virginia – programs for people with autism and caregivers. Some advocacy

Appendix ix:

 House Bill 610 makes some large changes in public education. Inform yourselves. This bill will effectively start the school voucher system to be used by children ages 5-17, and starts the defunding process of public schools. In addition the bill will eliminate the Elementary and Education Act of 1965 (ESEA), which is the nation's educational law and provides equal opportunity in education. ESEA is a comprehensive program that covers programs for struggling learners, AP classes, ESL classes, classes for minorities such as Native Americans, Rural Education, Education for the Homeless, School Safety (Gun-Free schools), Monitoring and Compliance and

Effective Advocacy Rachna S. Heizer POAC-NOVA meeting

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6 Federal Accountability Programs. The bill also abolishes the Nutritional Act of 2012 (No Hungry Kids Act) which provides nutritional standards in school breakfast and lunch. The bill has no wording whatsoever protecting special needs kids, no mention of IDEA (Individuals with Disabilities Act) or the right to free and appropriate public education. Some things ESEA does for Children with Disabilities

• Ensures access to the general education curriculum.
• Ensures access to accommodations on assessments.
• Ensures concepts of Universal Design for Learning
• Includes provisions that require local education agencies to provide evidence-based

interventions in schools with consistently underperforming subgroups.

• Requires states in Title I plans to address how they will improve conditions for learning

including reducing incidents of bullying and harassment in schools, overuse of discipline practices and reduce the use of aversive behavioral interventions (such as restraints and seclusion). Please call your representative and ask him/her to vote NO on House Bill 610 (HR 610).  IDEA: Section 300.347(a)(4): Least Restrictive Environment: IDEA regulations for inclusion: The following regulations from IDEA (Individuals with Disabilities Act) are helpful in IEP meetings.  “An explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class and in [extracurricular and other nonacademic] activities * * *’’ This is consistent with the least restrictive environment (LRE) provisions at Secs. 300.550-300.553, which include requirements that: (1) each child with a disability be educated with nondisabled children to the maximum extent appropriate (Sec. 300.550(b)(1)); (2) each child with a disability be removed from the regular educational environment only when the nature or severity of the child’s disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily (Sec. 300.550(b)(1)); and (3) to the maximum extent appropriate to the child’s needs, each child with a disability participates with nondisabled children in nonacademic and extracurricular services and activities (Sec. 300.553).” http://www.wrightslaw.com/info/iep.law.appendixa.htm  Portrait of a graduate: https://www.fcps.edu/about-fcps/portrait-graduate In 2014, FCPS adopted the Portrait of a Graduate to answer this question: What are the skills necessary for success for all children in this rapidly changing, increasingly diverse, and interconnected world? Portrait of a Graduate moves FCPS students and staff members to look beyond the high-stakes testing environment and to help our students develop skills so they can be successful in the workforce of the future. What skills does a student need to become a successful Portrait of a Graduate? Communicator  Applies effective reading skills to acquire knowledge and broaden perspectives.  Employs active listening strategies to advance understanding.

Effective Advocacy Rachna S. Heizer POAC-NOVA meeting

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7  Speaks in a purposeful manner to inform, influence, motivate, or entertain listeners.  Incorporates effective writing skills for various purposes and audiences to convey understanding and concepts.  Uses technological skills and contemporary digital tools to explore and exchange ideas. Collaborator  Respects divergent thinking to engage others in thoughtful discussion.  Demonstrates the ability to work interdependently within a group to promote learning, increase productivity, and achieve common goals.  Analyzes and constructs arguments and positions to ensure examination of a full range of viewpoints.  Seeks and uses feedback from others to adapt ideas and persist in accomplishing difficult tasks. Ethical and Global Citizen  Acknowledges and understands diverse perspectives and cultures when considering local, national, and world issues.  Contributes to solutions that benefit the broader community.  Communicates effectively in multiple languages to make meaningful connections.  Promotes environmental stewardship.  Understands the foundations of our country and values our rights, privileges, and responsibilities.  Demonstrates empathy, compassion, and respect for others.  Acts responsibly and ethically to build trust and lead. Creative and Critical Thinker  Engages in problem solving, inquiry, and design of innovative solutions to overcome obstacles to improve outcomes.  Uses information in novel and creative ways to strengthen comprehension and deepen awareness.  Demonstrates divergent and ingenious thought to enhance the design-build process.  Expresses thought, ideas, and emotions meaningfully through the arts.  Evaluates ideas and information sources for validity, relevance, and impact.  Reasons through and weighs evidence to reach conclusions. Goal-Directed and Resilient Individual  Engages in healthy and positive practices and relationships to promote overall physical and mental well-being.

Effective Advocacy Rachna S. Heizer POAC-NOVA meeting

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8  Persists to accomplish difficult tasks and to overcome academic and personal barriers to meet goals.  Uses time and financial resources wisely to set goals, complete tasks, and manage projects.  Shows strong understanding and belief of self to engage in reflection for individual improvement and advocacy.  FCPS Strategic Plan: Ignite. Four Goals https://www.fcps.edu/about-fcps/strategic-plan Ignite, our Strategic Plan, and four goals define the role of all FCPS staff members in living the commitment to our staff, students, and community. Each year, the School Board is updated on the four Ignite goals, which include:  Student Success We commit to reaching, challenging, and preparing every student for success in school and life.  Caring Culture We commit to fostering a responsive, caring, and inclusive culture where all feel valued, supported, and hopeful.  Premier Workforce We commit to investing in our employees, encouraging innovation, and celebrating success.  Resource Stewardship We commit to championing the needs of our school communities and being responsible stewards of the public's investment.  Mission Statement Fairfax County Public Schools inspires and empowers students to meet high academic standards; lead healthy, ethical lives; and be responsible and innovative global citizens.  FCPS School Board Student Achievement Goals: http://www2.fcps.edu/schlbd/monitoringreports/monitoring.shtml  Goal 1. Pursue Academic Excellence  Goal 2. Develop Essential Life Skills  Goal 3. Demonstrate Responsibility to the Community and the World