[FEAT BC Admin]

In this discussion area, please feel free to share your experience in implementing A.B.A. programs in the school system. We would particularly like to hear from those parents who converted their school teams to A.B.A. We’d like to hear the nightmares as well as the success stories.

Any insight that can be shared by school-based special education assistants to help parents would also be very meaningful.

Topic

[Deleted User]

Hi,

I’m an EA that has recently been hired by an unnamed school board to work in their district implementing ABA programming. I decided to write an anonymous letter to the parents of children with autism who want ABA in the school system. I think that there is a few things you guys should know in order to help further your cause. Please do not take this as an attack but as some helpful advice on a very difficult and frustrating journey. I know how upsetting it must be to sit by and watch while the districts are so slow to implement ABA; however, you must realize their position in the matter. They cannot blindly cater to specialized programs like ABA because if they did, they would be inundated with parents advocating many other programs. They are a governing facility; and as such, must govern what comes in and what does not. After having met some of the individuals involved in the decision making process, I assure you that the decision that is made, whether it is to implement ABA or not, will be the best one for the children based on the funding available and many other factors that influence such a weighty decision. I like the way that many people in this chat room appear to be proactive in attempting to educate the school board and do not seem to be belittling anyone. This needs to be done so that the school boards can make a decision as to whether or not they will implement ABA. My concern is that there have been some parents who are so frustrated with what is happening that they have not been using conflict resolution to solve the problem. Instead of being solution-orientated and working cooperatively with the district, they have accused individuals of not caring about the children and have said many other nasty things. Please don’t take offence at this, I’m know that many people affiliated with the school districts understand and respect the fact that you only want what’s best for your child and will stop at nothing to get it; however, if we want the districts to implement ABA we must do so with respect for the institutions that are in place or else we will only encounter stronger walls set up against us. Kill `em with kindness.

Thank you for taking the time to read and consider this.

[Deleted User]

Hi,

I’m an EA that has recently been hired by an unnamed school board to work in their district implementing ABA programming. I decided to write an anonymous letter to the parents of children with autism who want ABA in the school system. I think that there is a few things you guys should know in order to help further your cause. Please do not take this as an attack but as some helpful advice on a very difficult and frustrating journey. I know how upsetting it must be to sit by and watch while the districts are so slow to implement ABA; however, you must realize their position in the matter. They cannot blindly cater to specialized programs like ABA because if they did, they would be inundated with parents advocating many other programs. They are a governing facility; and as such, must govern what comes in and what does not. After having met some of the individuals involved in the decision making process, I assure you that the decision that is made, whether it is to implement ABA or not, will be the best one for the children based on the funding available and many other factors that influence such a weighty decision. I like the way that many people in this chat room appear to be proactive in attempting to educate the school board and do not seem to be belittling anyone. This needs to be done so that the school boards can make a decision as to whether or not they will implement ABA. My concern is that there have been some parents who are so frustrated with what is happening that they have not been using conflict resolution to solve the problem. Instead of being solution-orientated and working cooperatively with the district, they have accused individuals of not caring about the children and have said many other nasty things. Please don’t take offence at this, I’m know that many people affiliated with the school districts understand and respect the fact that you only want what’s best for your child and will stop at nothing to get it; however, if we want the districts to implement ABA we must do so with respect for the institutions that are in place or else we will only encounter stronger walls set up against us. Kill `em with kindness.

Thank you for taking the time to read and consider this.

[Deleted User]

Come One, Come All – School is NOW in Session!

On Mon May 12, 7-9pm at the WV Library we are pleased to present School is NOW in Session: A Panel Presentation on Writing Hardcore IEPs and School Treatment Plans; Effectively Managing the Home/School Relationship; How to Take Data/Track ABC Charts at School; and How to Find the Best School Shadow for Your Child.

Entrance is by donation; coffee and treats supplied. All are welcome and we hope that you can join us for this very educational session.

Sharpen your pencils and bring your notebooks – We will help you slay your giant!

Tamara + Anissa
ASBC North Shore Co-Facilitators
_____________________________________

Monday May 12; 7:00-9:00 pm; Peter J. Peters Room

School is NOW in Session: A Panel Presentation on Writing Hardcore IEPs and School Treatment Plans; Effectively Managing the Home/School Relationship; How to Take Data/Track ABC Charts at School; and How to Find the Best School Shadow for Your Child.

Intro to Panel + topics; 10 min 7:05-7:15
Tamara Leger + Anissa Lalani

1. Writing Hardcore IEPs and School Treatment Plans 30 min 7:15-7:45
Bohdanna Popowycz Kvam + Jen Newland, Early Autism Project, ULC.
1.1 What Should Be In Your Child's IEP
– how does this fit with a home based program and how does it differ
– what goals go to school
– who writes the IEP

1.2 What Does a Great IEP Look Like
– show a great IEP and a lousy IEP, explain why they are great/lousy
– setting goals, measuring results
– mastering items and resetting goals

1. 3 How to Take Data/Track ABC Charts at School
– recess/lunch, circle time, academic vs. social skills
– who is responsible for covering the ground (teacher/SEA)
– who evaluates the data
– behaviours vs. learning

2. How to Find a Great School Shadow 30 min 7:45-8:15
Bohdanna Popowycz Kvam + Jen Newland, Early Autism Project, ULC.
Jean Lewis, West Van Parent + Judy Anderson, North Van Parent
2.1 Setting the SEA Criteria: Bohdanna Popowycz Kvam + Jen Newland, Early Autism Project, ULC.
– SEA + IEP goals
– what is a good SEA, what is not so good
– should they work on the home team + why

2.2 Finding a Good SEA: Jean Lewis, West Van Parent + Judy Anderson, North Van Parent
– finding someone in the school system
– bringing someone from your home team in
– general "great qualities" of a SEA

3. Effectively Managing the Home/School Relationship 30 min 8:15-8:45
Jean Lewis, West Van Parent + Judy Anderson, North Van Parent
– communication + meetings
– working with the school case manager
– accountability: who is responsible for covering the IEP ground (teacher/SEA)
– testing + SLP services: private or let the school test/provide service
– field trips, SEA and reporting structure

4. Conclusion 15 min 8:45-9:00

[Deleted User]

Come One, Come All – School is NOW in Session!

On Mon May 12, 7-9pm at the WV Library we are pleased to present School is NOW in Session: A Panel Presentation on Writing Hardcore IEPs and School Treatment Plans; Effectively Managing the Home/School Relationship; How to Take Data/Track ABC Charts at School; and How to Find the Best School Shadow for Your Child.

Entrance is by donation; coffee and treats supplied. All are welcome and we hope that you can join us for this very educational session.

Sharpen your pencils and bring your notebooks – We will help you slay your giant!

Tamara + Anissa
ASBC North Shore Co-Facilitators
_____________________________________

Monday May 12; 7:00-9:00 pm; Peter J. Peters Room

School is NOW in Session: A Panel Presentation on Writing Hardcore IEPs and School Treatment Plans; Effectively Managing the Home/School Relationship; How to Take Data/Track ABC Charts at School; and How to Find the Best School Shadow for Your Child.

Intro to Panel + topics; 10 min 7:05-7:15
Tamara Leger + Anissa Lalani

1. Writing Hardcore IEPs and School Treatment Plans 30 min 7:15-7:45
Bohdanna Popowycz Kvam + Jen Newland, Early Autism Project, ULC.

1.1 What Should Be In Your Child's IEP
– how does this fit with a home based program and how does it differ
– what goals go to school
– who writes the IEP

1.2 What Does a Great IEP Look Like
– show a great IEP and a lousy IEP, explain why they are great/lousy
– setting goals, measuring results
– mastering items and resetting goals

1. 3 How to Take Data/Track ABC Charts at School
– recess/lunch, circle time, academic vs. social skills
– who is responsible for covering the ground (teacher/SEA)
– who evaluates the data
– behaviours vs. learning

2. How to Find a Great School Shadow 30 min 7:45-8:15
Bohdanna Popowycz Kvam + Jen Newland, Early Autism Project, ULC.
Jean Lewis, West Van Parent + Judy Anderson, North Van Parent

2.1 Setting the SEA Criteria: Bohdanna Popowycz Kvam + Jen Newland, Early Autism Project, ULC.
– SEA + IEP goals
– what is a good SEA, what is not so good
– should they work on the home team + why
– who should they take direction from

2.2 Finding a Good SEA: Jean Lewis, West Van Parent + Judy Anderson, North Van Parent
– finding someone in the school system
– bringing someone from your home team in
– general "great qualities" of a SEA

3. Effectively Managing the Home/School Relationship 30 min 8:15-8:45
Jean Lewis, West Van Parent + Judy Anderson, North Van Parent
– communication + meetings
– working with the school case manager
– accountability: who is responsible for covering the IEP ground (teacher/SEA)
– testing + SLP services: private or let the school test/provide service
– field trips, SEA and reporting structure

4. Conclusion 15 min 8:45-9:00

[Claire Spencer]

Hello. My son will be moving from kindergarten (afternoons) to full days in the fall. He will be getting full-time TA coverage. However, I have just learned that the school board, in its infinite wisdom, has decided to have two part-time positions fill it instead of one full-time. Guess they don't have to pay benefits that way. We have had the most fantastic year with a woman who, thankfully, would likely have enough union seniority to apply for his posting, but now would only be able to help him 1/2 days. My son is very shy/anxious (though sweet as anything!) and would not adjust well to this arrangement. Has anyone out there had experience fighing this type of problem with a school board? Any ideas or suggestions would be greatly appreciated!

Claire Spencer
Trevor's Mom

[Deleted User]

Well said Anon! Fortunately I believe it is only a matter of time before those well padded posteriors are going to be trimming down as are their learned friends in the health sector.

[Deleted User]

CUPE and BCTF can go take a collective jump off the nearest pier. Any individual members of said unions who care more about our children and their needs than their collective leaders may remain on the pier. Any individual members of said unions willing to train appropriately and agree to being supervised by the child's medical team and take their instructions from said medical supervisors may APPLY for the job of working with said child.

Feel free to substitute BCGEU, PTA, CPAC, NDP, MCFD, MOH, MOE, Teamsters and/or any other collective, organization, or group who claims their associated needs/desires/whines are more important than our children's medical care — except of course when paying lip service to our children's needs is useful to protecting their well padded posteriors.

[Deleted User]

Perhaps CUPE and BCTF should look to their current collective agreements to help address the shortfall across the province rather than just complaining about it ad nauseum.

[Deleted User]

Another one in regards to parents which is of intrest. http://www.surreyleader.com/portals-code/list.cgi?paper=73&cat=23&id=56055

[Deleted User]

Surrey school district story read below. This is from the Surrey Leader. The link http://www.surreyleader.com/portals-code/list.cgi?paper=73&cat=23&id=56049

When Louise Sigurdson heard rumours of school staff layoffs last year, she thought her job working with learning disabled students was secure. After all, Surrey school board trustees had assured there would be no cuts to the Learner Support Team (LST) – the team she’s part of as a Special Education Assistant.
Tuesday night, however, she got the call from her union representative. Her job at L.A. Matheson Secondary was being eliminated.
“My concern is what is going to happen to the kids that need that service?” asked Sigurdson last week. “They’re taking the kids that could be contributing members of society and telling them they’re not worth those dollars.”
Sigurdson is one of nearly 140 Canadian Union of Public Employees (CUPE) workers – mostly custodial, maintenance and clerical staff – facing job loss at the end of June.
As reported in The Leader last Wednesday, the Surrey school district announced hundreds of layoffs last week, which also included between 50 and 100 teachers, and a handful of principals and vice-principals.
Trustees blamed the provincial government for the difficult decisions it had to make in shaving $12.8 million to balance its 2003/04 operating budget.
In a report Thursday night, Trustee Shawn Wilson criticized the province’s ongoing demand for reform in the school system.
“While it is necessary to raise the bar, while it is appropriate to raise expectations, it is also necessary to support and resource those who are required to enact desired change,” Wilson said. “It is a sad indictment of the present government that support for the educational agenda is declining while the demand for change is so feverishly accelerating.”
Surrey/Green Timbers MLA Brenda Locke said the province is trying to change what she acknowledges is a “systemic problem,” but says the district knew the numbers long ago.
“The actual dollars Surrey got came as no surprise to them at all – nor should they have,” said Locke, referring to three-year funding that’s provided by Victoria.
She pointed out Surrey’s budget increased by $5 million and said the local district is actually benefiting from other areas’ decline in enrolment.
“I find it a little bit difficult to accept … there has to be acknowledgement of the fact that other districts are facing closing schools.”
Parent Elaine Bigford, whose 14-year-old autistic son goes to L.A. Matheson, was stunned at the loss of Sigurdson, who daily works one-on-one with her son.
While district staff promised that her son and any other autistic kids would be assigned an assistant, Bigford said such changes cause great upheaval.
“If Thomas was to get a new person tomorrow, he would be devastated,” she said, adding it took three months to get used to Sigurdson. “He wouldn’t understand. Thomas loves her, she’s like a second mother.”
The district is, in fact, adding the equivalent of nine new LST positions district-wide. But teacher Dawn Carson says it doesn’t make up for the loss of teaching assistants.
“That’s not a balance,” said the L.A. Matheson teacher. “Louise is our one constant. The kids will suffer … for some, it means they succeed or they don’t.”
Susan Zander, president of CUPE local 728, calls the major layoffs “devastating,” saying the union knew there’d be cuts, but didn’t think they be as deep. She has additional concerns about the significant reductions in custodial service.
“I don’t understand how schools can be maintained in a clean and safe manner,” said Zander, referring to the recent outbreak of Norwalk virus at local schools. “The custodians worked very hard cleaning during that time.”
Trustee Mary Polak said Thursday the changes would not have been considered if there was any indication students would not be safe.
School libraries are also taking a big hit, with secondary school teacher-librarians forced to teach one class outside the library.
Added to preparation time, it means librarians will spend 25 per cent of their time out of the library, which will be closed for a quarter of the day. The equivalent of about 10 librarian positions are also being cut at the elementary level.
A minimum of 45 teachers will remain laid off this fall, a figure that could rise substantially if fewer than the 650 new students anticipated arrive in Surrey schools. Class sizes in Grades 4 though 12 are being increased by an average of one student, accounting for the bulk of the teacher cuts.
Surrey Teachers’ Association president John Wadge said Thursday it was a “dark day for Surrey schools.”
“We are ever less able to put learners at the centre,” he said. “But I don’t think it’s over and I for one am not willing to give up.”
He called on the school board to join the teachers’ union in a trip to Victoria to demand a meeting with local MLAs and education minister Christy Clark.
Trustee Terry Allen, along with other trustees, looked morose Thursday as they presented the budget and layoff figures. He pointed to the ironic nature of the government’s mandate to improve student achievement.
“This is the very same government that has failed to fund this school district.”

[Author]

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