Top Ten Things to Start the School Year

1. Keep a journal. I am not suggesting a long narrative detailing every aspect of your child's school experience, but a simple highlight of those things that seem relevant. (e.g. length of time it takes for homework, changes in attitude, struggles with a subject.)
2. Communicate with your child's teachers. If they are in the upper grades identify and agree on a point person. The nature and frequency of the communication is dependent on the needs of the child. A weekly email is optimal. This should be a checklist rather than a narrative of each and every detail.
3. The communication should be short and simple. Avoid daily or very frequent, long or angry emails.
4. If you need a response, set a date for a reply that is reasonable. If the matter is urgent, pick up the phone.
5. Get in the habit of using a binder or file where all records, evaluations, IEP's and other school records are kept.
6. Prioritize what must get done this semester/school year. Take inventory at least 4 times a school year making use of data, grades, your child's attitude toward school, to make sure you are moving forward.
7. Let the school know when things are working as well as when they are not. They are likely to hear your concerns with a more open mind.
8. If the issue cannot be addressed in a short email then a meeting may be necessary. Ask for a meeting.  
9. All meetings should have an agenda of talking points. This is a joint effort between school and home and should be developed collaboratively. If the district isn't willing to do that, you should bring your agenda to the meeting. The district's refusal to address your concerns should be documented in the minutes of the meeting.
10. Keep your eye on the big picture.

Special Education:

Suspensions are Higher for Disabled Students 

For those of us who work in the area, this recent New York Times article didn't seem like new news. An August 7, 2012 New York Times article reported that "Students with disabilities are almost twice as likely to be suspended from school as non-disabled students," with the highest rates among black children with disabilities.

The Center for Civil Rights Remedies at the University of California, Los Angeles, conducted the study.

The study found that 13 percent of disabled students in kindergarten through 12th grade were suspended during the 2009-2010 school year compared with 7 percent of students without disabilities. The rate was much higher among black children: one out of every four was suspended at least once that school year. In Illinois, the rate was close to 42 percent compared  with about 8 percent for white students.  

Suspensions are Higher for Disabled Students, Federal Data Indicate 

Have Dreams Launching Transition Program for Students with Autism  

Have Dreams, a nonprofit organization serving children with autism spectrum disorder (ASD) for over 16 years is expanding services for young adults, ages 18-22 years old. Beginning in mid-September, Have Dreams will operate a state-approved special education transition program in Evanston, Illinois. The primary goal is to provide educational services to assist students with ASD in making a successful transition from  high school to adult employment and independent living.  

Professionals at Have Dreams have developed extensive partnerships with professionals in the field and key local business enterprises. Designed to target a variety of life skills, their facility in Evanston includes three classroom spaces, two kitchens, a fitness area, computer lab, laundry facilities, and a vocational training area.

Walgreens is collaborating with Have Dreams to open a retail training facility at the Evanston site. In addition, students will have other job experience opportunities through the Metropolitan YMCA of Chicago, Healthy Kids Lunches, and other business partners in the area.

Using a research-proven approach, instruction is focused on independent functioning, interpersonal behavior, communication, leisure, and workplace skills. According to Kris Johnsen, Executive Director of Have Dreams, "the key is to build a support system that will guide each of our students toward a successful job experience and the skills needed for living independently. We strongly believe in collaborating with the student, family members, school staff, as well as community business partners."

This program is a privately operated, state-approved special education facility. This allows  high schools the option of placing students at Have Dreams for their transition services if the student's IEP team determines the program is needed to meet the unique needs of that individual. Referrals can be make directly to Have Dreams by contacting Tom Dempsey, Principal, at 847-685-0250 or tdempsey@havedreams.org 

The Have Dreams Transition Program - Open House

Thursday, October 4, 2012

11 a.m. - 1:00 p.m.

2020 Dempster, Evanston, IL 60202  

RSVP to Tom Dempsey, 847-685-0250 or tdempsey@havedreams.org