A Teacher's Guide to Beating First Week Jitters

It’s about that time of year again. The time when the specialty sections of Kroger and Target are stocked with rainbow bins, cartoon backpacks, and discount Crayolas. The time when you frantically fill your calendar with shopping trips, haircuts, and last minute summer fun. That’s right--it’s back to school season!

The bittersweet ending of summer brings up all sorts of questions for parents and students alike. 

What will the new teacher be like? 

What if they can’t figure out the new school building?

Will we have the same issues we had last year? 

Will my kid have any friends? 

Trust me parents, first week jitters are totally normal. Change is hard--especially when it involves your kiddos. Luckily, because of my job, I have learned plenty of ways to help keep yourself, and your kids, calm and help ease this (sometimes painful) transition back into school. 

1. For elementary school learners, spend some time reading stories about transitioning back into school. 

Children’s literature just keeps getting better and better. You can find all sorts of stories that model some of these trickier social situations (like going back to school) and use them as springboards for conversations with your kiddos. 

Here are some of my favorites! 

The Pout Pout Fish and David are both parts of larger series of books, so if your little ones fall in love with the characters, they’ll make for great stories to keep around the house. All of these titles can be found at your local library or on Amazon.

2. Start adding small parts of the school morning routine into your mornings. 

Whether you have a teenager who loves to sleep until 11 or an elementary student who is up at the crack of dawn, transitioning kids into a school routine can seem like a menacing task. Daycare schedules and babysitters are totally different than getting them dressed, fed, and out of the house by 7:30 am. 

Take some time to sit and process. Think about what you want your school morning routine to look like. Do you want them up by a certain time? Will they pack their own lunch or pick out their own clothes this year? What time will they need to be awake? What do you need to do and what do they need to do in order to have somewhat successful mornings?

Once you have your brainstormed list, pick one thing to begin working on now with your kids.  Slowly getting them used to the new routine will help alleviate some of those negative emotions and difficult transitioning that all kiddos go through. When they know what to expect, they will be able to relax (and so will you). 

One thing I love doing for my younger students is providing a visual schedule. Simply designing a little chart with pictures for each step of the morning routine can promote their independence and help reduce a lot of anxiety. I’ve also found visual schedules help with the constant questions like “Mommy, daddy, what’s next? What are we doing? When is breakfast? When are we leaving?” You know the drill. 

Here is an example of a super simple visual schedule you could use with your kids! Remember, these can be changed and personalized to meet the needs of students at all ages. 

3. Attend school open houses/other first week events 

If you’ve had your kids in school for a long time, open houses can feel mundane and boring--even pointless. But even though you know the schools like the back of your hand, your kids may not feel the same way. Meeting the teachers, walking through their schedule, and finding their locker (just to name a few) are all crucial steps for your child to feel comfortable, settled, and ready to take on their first day. 

Open houses are a great time for us teachers to get some ‘face time’ with you as parents to starting building the relationship you’ll need throughout the year. Starting off in a positive, low stress context is a much better foundation than waiting till that first phone call home about behavior. Also, teachers are ready to interact during events like this and have the time for a five or ten minute conversation--trust me, those chances to talk are few and far between during the school day--so take advantage of them now!

4. Figure out school transportation and start on the very first day

I have known so many parents who want their child to ride the bus but, on the first day, drive them to school. Now I know there is nothing that gets those likes like a first day of school picture, but trust me, put them on the bus and drive to school without them. Doing so helps cement their routines down and also helps alleviate any bus anxiety. If mom or dad is waiting at school for them, they will feel much more confident. 

If you have a teenager who will be driving for the first time, encourage them to take a test drive and find out about parking. High school lots can be a little complicated and a lot of schools require student parking passes within the first week. Knowing these answers will help your older child feel ready for their new found independence. 

5. Make the most of your last few weeks of summer 

It might seem counterintuitive, but so much of school readiness is based on what happens at home. These last few weeks are the perfect time to make some more memories with your children. Give yourself permission to have the water balloon fight, make the special treat, or do the messy art project. So much growth happens during the school year and the time right before it all starts is definitely special.

Trust me, when students come into school with a rich history of stories and experiences, it enhances their language and literacy skills. I know how hard it is to balance all the aspects of work and kids, but it will be so worth it. 

I hope you found these helpful and that you are ready to take on the year! 

P.S: if you are wanting to buy anything beyond those silly school supply lists, teachers will literally always request Ziploc bags, tissues, hand sanitizer, and wine ;)

Special thanks to Rachel Dalton, our guest AW Teacher Blogger!

Need Help with IEPs, student discipline defense, or school related issues? Call us: 614-745-2001

Talking to Children About Terrorism

In today's world, parents are faced with the challenge of explaining violence, terrorism and war to children. Although difficult, these conversations are extremely important. They give parents an opportunity to help their children feel more secure and understand the world in which they live. The following information can be helpful to parents when discussing these issues:

Listen to Children:

• Create a time and place for children to ask their questions. Don't force children to talk about things until they're ready.

• Remember that children tend to personalize situations. For example, they may worry about friends or relatives who live in a city or state associated with incidents or events.

• Help children find ways to express themselves. Some children may not be able to talk about their thoughts, feelings, or fears. They may be more comfortable drawing pictures, playing with toys, or writing stories or poems directly or indirectly related to current events.

Answer Children's Questions:

• Use words and concepts your child can understand. Make your explanation appropriate to your child's age and level of understanding. Don't overload a child with too much information.

• Give children honest answers and information. Children will usually know if you're not being honest.

• Be prepared to repeat explanations or have several conversations. Some information may be hard to accept or understand. Asking the same question over and over may be your child's way of asking for reassurance.

• Acknowledge and support your child's thoughts, feelings, and reactions. Let your child know that you think their questions and concerns are important.

• Be consistent and reassuring, but don't make unrealistic promises.

• Avoid stereotyping groups of people by race, nationality, or religion. Use the opportunity to teach tolerance and explain prejudice.

• Remember that children learn from watching their parents and teachers. They are very interested in how you respond to events. They learn from listening to your conversations with other adults.

• Don't confront your child's way of handling events. If a child feels reassured by saying that things are happening very far away, it's usually best not to disagree. The child may need to think about events this way to feel safe.

Provide Support:

• Don't let children watch lots of violent or upsetting images on TV. Repetitive frightening images or scenes can be very disturbing, especially to young children.

• Help children establish a predictable routine and schedule. Children are reassured by structure and familiarity. School, sports, birthdays, holidays, and group activities take on added importance during stressful times.

• Coordinate information between home and school. Parents should know about activities and discussions at school. Teachers should know about the child's specific fears or concerns.

• Children who have experienced trauma or losses may show more intense reactions to tragedies or news of war or terrorist incidents. These children may need extra support and attention.

• Watch for physical symptoms related to stress. Many children show anxiety and stress through complaints of physical aches and pains.

• Children who seem preoccupied or very stressed about war, fighting, mass shootings, or terrorism should be evaluated by a qualified mental health professional. Other signs that a child may need professional help include: ongoing trouble sleeping, persistent upsetting thoughts, fearful images, intense fears about death, and trouble leaving their parents or going to school. The child's physician can assist with appropriate referrals.

• Let children be children. They may not want to think or talk a lot about these events. It is OK if they'd rather play ball, climb trees, or ride their bike, etc.

Violence in the world is not easy for anyone to comprehend or accept. Understandably, many young children feel confused, upset, and anxious. Parents, teachers, and caring adults can help by listening and responding in an honest, consistent, and supportive manner. Most children, even those exposed to trauma, are quite resilient. Like most adults, they can and do get through difficult times and go on with their lives. By creating an open environment where they feel free to ask questions, parents can help them cope and reduce the possibility of emotional difficulties.

Credit: Talking To children about terrorism and war. (2011). American Academy of Child and Adolescent Psychiatry, 87.

Written by Danielle Randolph, School Psychologist & AW's newest Student Advocate Questions? Call us. 614-745-2001.

Beating Summer Scaries (For You, Teacher)

Hey there. 

I see you in your yoga pants and top knot.

I know you don't know what day it is.

I'm right there with you.

A fellow teacher on summer break.

These last two months have been glorious for us:

Unlimited pee breaks,

Finishing our coffee while it's still warm,

Having more than 20 minutes to eat lunch,

Not having to tell anyone "people don't want you to lick them,"

(Unless you have a little one at home, God bless your soul).

The pace of summer is a delightful break from the frantic, absurd pace we are expected to keep during the other 10 months of the year. It’s a time to refocus, relax, and just BREATHE. Our summers are, simply put, crucial.

If you’re anything like me, gearing back up to school can be the scariest part of the year. What will my new class be like? How will the administrator and I get along this year? What if I still can’t get my test scores up? Wait, I have that kid on my roster? 

Beginning of the year anxiety is a real thing and it affects every teacher I’ve ever met. Between all the beginning of year PD, it often feels like there isn’t room to process through these feelings and prepare ourselves for the new batch of little ones entering our rooms. I wanted to take a minute to make some recommendations that work for me to slow myself down and get to the bottom of my anxiety about the new school year.

1. Meditate

Okay, I know what you’re thinking. Meditating is for crunchy hippies. Also sitting still for long periods of time is way too hard. And intimidating. And boring. 

Listen. 

I felt the same way when I started, but honestly nothing has helped me more. Meditating is basically just learning how to focus your attention which, for a teacher who has to think of literally seven million things all at once, can be a very powerful tool. 

There are all kinds of apps to help begin your journey with meditation. A couple I love are Headspace and Pacifica, which have both free and paid features. Another easy way to get started with meditation is through an easy visualization you can do independently at any time for any length of time. You can do this sitting, standing, or anywhere you feel relaxed. 

Take some deep breaths and start to focus on where you feel your breath in your body. Focus on filling up your belly, inhale and count to four, exhale and count to four. Repeat until you begin to feel relaxed. 

Think of yourself sitting on a nice, grassy hill, watching clouds float past you in the blue sky. The weather is a perfect 75 degree day with a nice breeze, not too hot and not too cold. The grass under you feels soft and inviting. One by one, watch each cloud pass from your left to your right, moving across the sky. Once you’ve watched a few clouds, begin to place your thoughts on the clouds one at a time. Place one thought on each cloud that comes into your view. Your thoughts can be long or as simple as a word or a feeling.  Watch each thought move from your left to your right and slowly exit your view. Keep watching your thoughts float by until you feel settled, grounded, and ready to move on with your day. 

You can repeat this exercise as many times as you need during your chaotic days at work. I tend to do mine as I walk to pick my students up from lunch as a sort of ‘midday check-in’ with myself.

Always remember your blue sky.

2. Cultivate time throughout the week for yourself 

As teachers, for our seven (or eight or nine) hours with students, we always have to be “on.” Our jobs, and often our personal lives as well, do not permit for any time just for us. When we go home, we are greeted with our own children or families who demand attention and care even though we already overexerted our sympathy muscles at work. It is absolutely exhausting to put so much into work and home; it leaves us feeling drained and powerless. 

One thing I’ve started incorporating is doing something little for myself each day. The term “self care” is so overused and has come to mean little more than sheet masks and bubble baths--but honestly, we all need to take better care of ourselves. You can start by making a list of things that make you feel like you. For me, that list includes writing, washing my hair, doing a sugar scrub, making a yummy dessert, and going on a walk without my phone. What feels good for you will be totally different from your friends, partner, and coworkers, and that is OKAY. 

Start with one minute a day. Find a time that works for you and start incorporating a little time just for YOU back into your hectic days. Yes, it will take work. Yes, it feels completely unnatural. Yes, it might feel selfish. But you are not able to pour out from a completely empty cup; the longer you spend focusing on everyone else, the more burned out you will become. Trust me, everyone in your life will be better off when you take time to recharge and relax. No one can be ‘on’ 24 hours a day, 7 days a week. Spend time with yourself, it’s okay, I promise. 

3. Plan your weeks

Last winter, I invested $15 in a planner.  It has hourly spots for each day, from 6am to 11pm, along with space for writing about your dreams and your goals. As I started to use my planner, I noticed a shift in myself. When I set aside time for exercise at the beginning of the week, during the week it became a lot easier to go to a yoga class. When I set aside time to write in my journal, I knew what nights I needed to put my phone away early. This intentionality in my schedule started to shift my ability to use my evenings after school as ways to care for myself and further my goals, rather than just vegging out on Stranger Things for hours at a time. 

Planning your week will help you set aside those moments for yourself and help you realize just how much time you have outside of school. Even if your evenings are full of baseball practices, dance rehearsals, and piano lessons, I think you’ll be pleasantly surprised at how much time you can redeem back. And even if there isn’t any extra time, you’ll know exactly what your week holds. Knowing what is coming and when it’s coming is a great trick to cut down on anxiety and rushing around that leads to extra stress.

4. Work on professional boundaries 

How many of us stay for hours after work doing tasks that could either have been done during planning or could be done at home? I know I for one, am guilty! 

I know planning is so much easier when you are close to your resources and materials. Lugging materials to prep, especially for primary grades, is super annoying. Planning at home can be difficult with your kids running around demanding attention, and honestly, it’s sometimes nice to just sit in the quiet building and get a bunch of work done. There is definitely a time and a place for long planning sessions; but staying late every day is a great recipe for burnout.

Start thinking now about what you want your boundaries to be for work. Do you want to leave within an hour of students leaving? Do you want one long planning day a week? Do you want to prep materials each morning before students get there? Think of what would work for you and your schedule. When the year starts, stick to your boundaries! If coworkers come in wanting to chat or co-plan, tell them times you’d be available. You are in control of your schedule and thinking it through ahead of time will help you communicate clearly with your co-workers and will help you manage your time well. 

SPACE.

5. Let it go

Once I was talking with a coworker and commiserating about keeping our classrooms and houses clean and she jokingly remarked, “Man. You know we wouldn’t be teachers if we didn’t have control issues about something.” At first I was slightly offended (I don’t have control issues, okay?), but the more I thought about it, the more her joke made sense. 

As teachers, we are paid to develop and create an environment that promotes learning in all types of students. But, since so much of teaching is out of our control, we are left with a whole lot of amazing, creative ideas that we either can’t afford or aren’t allowed to do because of testing, ‘rigor,’ and district expectations. This frustration continues to build and build in us until we feel like exploding. Why can’t we be allowed to just do what we know is best for kids? Isn’t that why we have college degrees? 

Last year, I had the opportunity to watch an absolutely amazing intervention specialist in my building teach a room of kindergarteners about control. She used a visual of concentric circles to show the kiddos things they could control and things they couldn’t. As I sat on that 5-year old sized chair, I realized that so much of what I worry about on a daily basis at work is simply out of my control. I cannot control where students are when they come to me, the curriculum mandated to me by my district, the conditions of my school, the people’s attitudes around me.

I can control how much I let these things affect me and where I choose to direct my stress. I can control how much work I choose to ‘take home.’ I can control my attitude and responses to stressful situations, even when everyone else around me is spinning out. 

Take some time to reflect on what you can and cannot control in your room and in your school. If you can’t control it, it’s time to let it go. Let go of the Pinterest boards and lower those expectations. I like to reflect on the phrase, “be gentle with yourself.” When you feel stressed about meeting those expectations, remind yourself that you are allowed to struggle and be imperfect and frustrated. You do not have to be a perfect teacher or perfect parent every day. There are going to be days that are amazing and fulfilling; but there will also be days where your lessons completely fall flat and you want to rip your hair out. 

Bring yourself back into balance by choosing which issues are going to be the ones that cause you to stand up and advocate for your students and which ones you are going to let go. By controlling your responses, you will be able to save your precious energy for the battles that really matter (and trust me, we both know there will be plenty). 

Alright, that’s enough from me. Go enjoy your last afternoon by the pool, or that last margarita before 4pm. 

Here’s to a great year full of possibilities! 

-A fellow teacher on summer break

A special thanks to our guest blogger, Ms. Dalton, an elementary teacher on the west side of Columbus, meditator, dog mom, and AW guest blogger.

Are you a teacher or administrator in need of representation? Call us: 614-745-2001

E+R=O: A Special Education Mindset

E + R = O: A Special Education Mindset

Fighting for an individualized and appropriate education

Let’s imagine you are not receiving progress reports on your child’s Individualized Education Plan (IEP). You have that parental instinct that something isn’t right. How do you stand up to district administrators, who are specifically trained in the field of education? Do you “let it go” and just hope everything works out? No! 

Urban Meyer led The Ohio State University Football Team to a National Title using this simple equation, E + R = O. The equation comes from the book Above the Line, coauthored by Meyer and Wayne Coffey. (Highly Recommended by #teamAW!) The book is not a focus on football, but on mindset and taking action. Which is what we need to do when advocating for our kids. Special Education is full of unexpected, emotional, and confusing events. From initial diagnosis to having a gut feeling that your child is not receiving the correct services to meet their individual needs. Now what?

It begins with a simple, powerful equation that affects everything we do.

EVENT: There are often unexpected, emotional, & confusing events

RESPONSE: Advocating for your child, by choosing your response

OUTCOME: Control of your child’s education is the outcome

The R factor is the most important. R is your response to the event that occurred at school, or your response to the feeling that your child is not thriving. Here are a few appropriate responses in the realm of Special Education:

1. Do your homework and research everything you can before walking into any meeting;

2. Understand the acronyms, and that an ETR and IEP can come down to semantics but have major consequences;

3. Be ready to justify what you are fighting for;

4. Be your child’s best advocate; sometimes you need help understanding, interpreting, and navigating the special education process. Whether it is you or you combined with an advocate for your child, make your response! 

In special education, the response can change the outcome of your child’s educational future. Advocate for your child. If you are told no, think of another response to control the outcome. 

Questions? Call us: 614-745-2001. We have the Special Education team to support you.

Own a dog? Fostering a dog? You NEED to read this!

Thank you to our first guest blogger, friend of the firm and Senior Assistant City Attorney  for the City of Columbus, Isaac Rinsky.

Mr. Rinsky is assigned to the Franklin County Environmental Court and has some great, easy to read info and tips for dog owners.

Imagine venturing out for a walk with your big snow boots and hat with your excited and cooped up dog.  All of a sudden, you see another adventurer walking towards you with their faithful canine companion.  As they approach, you realize that their dog is much bigger than yours.  You also realize that their dog is not on a leash. Several thoughts enter your head. Shouldn’t their dog be on a leash? What if their dog runs towards me and my dog?  What if their dog attacks me and my dog?

These are thoughts that undoubtedly all dog owners/walkers have pondered.

Before we address those questions, should we not first consider:  Who is responsible for the dog?

Many a distempered citizen has appeared in the Franklin County Environmental Court, just waiting for their chance to exclaim, “I am not the owner of that dog!”  What they fail to realize, and what is consolingly whispered to them, is that the Ohio Revised Code holds owners, keepers, or harborers of dogs responsible for many dog related offenses.  Some common examples of harboring or keeping a dog include: (1) Walking the dog, (2) Dog sitting, (3) Living in the same house with the dog, (4) Picking up the dog at the pound.  These are just a few common examples.  So before you agree to take care of a dog for a friend or pick it up at the pound, make sure to confirm that the dog is licensed and vaccinated.  If that dog gets loose while it is within your control, you may be held responsible.

Do you have to have your dog on a leash in Columbus? 

If you are on your own property, you must keep your dog confined to that property.

If your dog is a female and is in heat, then you must keep the dog on a leash if you leave your property. Otherwise, no leash required.

However, if you decide not to restrain your fur baby, here are some things to consider.  You or some other person must maintain reasonable control over your dog at all times.  So, if you are walking your dog without a leash, you better make sure he/she is well trained and will respond to verbal commands.

What if a dog attacks me or my dog?

If a dog is attacking you, you may have the right to injure or kill that dog.  If a dog is attacking your dog, you most likely cannot kill that dog. See O.R.C. 955.28(A).

If you are bit by a dog, or a dog kills your dog, then the owner, keeper, or harborer of the offending dog can be criminally liable.  If, after an investigation by Franklin County Animal Control, it is determined that a dog caused physical harm to a person, or that it killed another dog, the owner, keeper, or harborer of the dog can be charged with a fourth degree misdemeanor. The offending dog can also be designated as dangerous.

If a dog is designated as dangerous, this designation can be appealed within ten days.  The court will then determine whether there is sufficient evidence to show that the dog, without provocation, either caused injury (other than serious injury or death) to a person, or killed another dog. “Without Provocation” means that the dog was not teased, tormented, or abused by a person, or that the dog was not coming to the aid or defense of a person who was not engaged in illegal or criminal activity and who was not using the dog as a means of carrying out such activity.

If poor Fluffy is designated as dangerous, it does not mean she will be put down.  She can still live to a ripe old age barking at the sky and stealing hot dogs off the table.  You will have to register her as dangerous, have her fixed, microchipped, and she will have to wear a special collar to identify her as “dangerous”.  You also will have to confine her in a more secure manner than before.  See O.R.C. 955.22(D).

If, heaven forbid, Fluffy causes serious physical harm to a person, then the court may order her to take a forever nap.  Euthanasia is not required in this scenario, but if it is not ordered, the person responsible will have to obtain liability insurance for Fluffy that equals or exceeds $100,000.

What if Buddy got loose despite my best efforts to keep him contained in my yard?

Unfortunately, many courts in Ohio have held that dog confinement offenses are strict liability. This includes jailable offenses for confinement of dogs.  If Buddy picked the lock on your gate, or jumped over an impossibly high fence while you were at work, you could still be on the hook for his delinquency.

Hopefully this information will assist you and your furry friend this season.  Make sure your dog is registered, vaccinated, and under your control or confined to your yard at all times.  If not, you might find yourself talking to a Deputy from Franklin County Animal Control.  And they may ask you, “Who let the dogs out?”

Questions? Call us! 614.745.2001

Applying for Grad School? What you need to disclose.

When applying to graduate programs, especially law school, many applications require that all applicants disclose any criminal or academic misconduct. But it can be tricky to know what you do and do not need to disclose.

One simple answer is to read any disclosure questions carefully. While the disclosure questions can be lengthy, it is very important to read the entire question for two reasons: (1) To make sure that you do not mistakenly withhold any information and (2) To know specifically what you do and do not need to disclose.

Not all schools are the same and it is very possible that some schools require different information that other schools. Failing to disclose required information can result in having to take extra application steps, not being accepted to the school, or having your acceptance revoked. Ensuring that you are disclosing all relevant information can help ensure an easier application process. Reading the disclosure question thoroughly will help guarantee that you disclosed all requested information.

Tips to answering application disclosure questions:

1. Read the question thoroughly

2. WHEN IN DOUBT, DISCLOSE

3. Know your criminal and academic history

Honesty is the best policy when it comes to disclosures on applications. If you are in doubt about whether to disclose a piece of information or not, it is always better to be honest and disclose rather than trying to hide the information. You also have the option of contacting the school and asking if a piece of information needs to be disclosed or not. It is important to know the  status of any criminal or academic misconduct you may have because in some cases if the charge was dismissed or expunged, you may not be required to disclose the misconduct. It will be stated in the disclosure question whether dismissed or expunged misconduct must be disclosed or not.

While some schools may require you to disclose minor traffic infractions, such as speeding, it is unlikely that a simple speeding ticket or other minor traffic violation will negatively affect your admissions odds. However, failing to disclose may negatively affect your admissions chance!

In short, make sure to read the disclosure questions carefully to find out exactly what must be disclosed, and if you are still on the fence about whether to disclose or not, always disclose.

Questions? Call us! 614.745.2001

Article written by Avery Young, 2L at Capital University Law School and Law Clerk for Abdnour Weiker, LLP

Straight From A Student's Mouth: My experience defending a charge of cheating.

Straight from a student's mouth:

A college student found herself charged with academic misconduct (a.k.a. cheating). Here's her story.

"Last semester, I was in a Marketing class required to pursue my Human Resources degree in the Fisher College of Business at Ohio State. It was not the most difficult class, nor the most interesting. Each week, we had weekly warm ups and quizzes on chapters from the text. These assignments were issued via Pearson, an online education service that students at Ohio State used to do online work. For some classes, including Marketing, Pearson made up the questions based on the textbook. These questions stayed the same every semester, and students often made quizlets (an online study tool, comparative to online flashcards) to study from. These quizlets included the quiz question and the answer, and were public. If you searched the question, the answer would come up online. These online assignments were open notes; therefore, we were allowed to use our computers and resources.

GroupMe is an app that allows for large groups to communicate without the annoyance that large groups texts bring - we all know those. A GroupMe was created for Marketing for questions that may arise during the class; when are the exams, what do they cover, etc. Soon, people began posting the answers to the quizzes and warm ups, because everyone knew we all looked them up and this saved time. One week, I posted a warm up and quiz because I felt bad I never posted anything. No one really checked the GroupMe except for the answers to the quizzes and warm ups, so no one noticed 83 people had joined it. People kept adding other people, and one girl decided to turn in the GroupMe group at the end of the semester.This case was brought to the Committee of Academic Misconduct (COAM). Almost an entire semester later, COAM gave out punishments. Everyone who had been in the GroupMe but not posted any warm ups or quizzes were put on academic probation and had to retake the class. Everyone who had posted also was put on academic probation, had to retake the class, and was suspended for two semesters. So I was suspended for two entire semesters for posting one warm up and one quiz within fifteen minutes of each other all because I had felt bad I never posted. I would have finished the class with an 88.9%.As an HR major, I pride myself on ethics. I am involved in other activities outside of school, including a sorority, president of another organization, and have had multiple internships not only in the summers, but part time while being a full time student. Therefore, it was extremely shocking and upsetting that I, a student who gives my all in the Fisher College of Business and balances my time with things that will strengthen me, got suspended. I was due to graduate this Spring, in 2018. I would no longer be able to graduate on time. Telling my family, friends, and peers was not only hard, it was embarrassing.The suspension was to be the Spring 2018 semester and Summer 2018. I would then finish my classes fall 2018, and graduate. However, since I was a Human Resources major, and the classes I needed to take to get my degree were only offered in the Spring, my suspension essentially became three semesters since I would need to stay that extra spring semester. I hired AW, and my attorney wrote a strong appeal letter that allowed my suspension to be summer and the next fall (2019), so I could finish my classes this spring, and just get my degree a year later in Spring 2019. This allowed me to work or do whatever I would like for a year, rather than having to take a break and then go back to school.As hard and challenging as my situation was, and still is, it brought about some good things. Although it was difficult to remain positive throughout this experience, I knew if I held my head high things would workout, and they did. I have a great job in the field I want to pursue, and am trying to make the best of the situation.If it can happen to me, it can happen to anyone. I try to remember the old saying, 'When one door closes, another door opens.' I am now motivated and determined again."   

Changing Student Records

Parents and Students Have a Right to Request Amendment or Removal of an Education Record

Students ages 18+ and parents of students under age 18 have a right under federal law to request removal or amendment of inaccurate files contained in the student’s education record. The right exists under the Family Educational Rights and Privacy Act (“FERPA”) and it applies to students of all ages (pre-school to Ph.D.) who attend or attended schools that receive federal funding. This includes all public schools and many private schools.

Initial Request to Amend of Remove an Education Record 

If a parent or student believes an education record (including any disciplinary record or special education record) contains information that is inaccurate, misleading, or in violation of the student’s privacy, they must start by requesting that the school remove or amend the record. 34 C.F.R. § 99.20. Although not required, it is best to make the initial request in writing.

Under FERPA, the school must then decide, within a reasonable time, whether or not to amend the record as requested. If it complies with the request, the process ends.

If the school decides not to amend or remove the record as requested, it must notify the parent or student of its decision and also inform the parent or student that they have a right to a hearing on the matter. Id.

Required Hearing and Applicable Rules 

A school must provide a parent or student, on request, a hearing to challenge the content of the student’s education records on the grounds listed above. 34 C.F.R. § 99.21. The hearing must be held within a reasonable time following the request. The school must give the parent or student notice of the date, time, and place, reasonably in advance of the hearing. 34 C.F.R. § 99.22.

The hearing may be conducted by any person, including any school official, who does not have a direct interest in the outcome of the hearing. The school must give the parent or student a full and fair opportunity to present evidence relevant to the request for amendment or removal. The parent or student may be represented by an attorney at their own expense.

Following the hearing, the school must deliver its decision in writing within a reasonable period of time. The decision must be based solely on the evidence presented at the hearing and must include a summary of the evidence and the reasons for the decision.

Good Outcome: Written Notice That the File Will be Amended 

If, as a result of the hearing, the school decides that the information is inaccurate, misleading, or otherwise in violation of the privacy rights of the student, it must: (1) amend the record accordingly; and (2) inform the parent or student of the amendment in writing. 34 C.F.R. § 99.21.

Bad Outcome: Right of Parent or Student to Place a Statement in the Record 

If, as a result of the hearing, the school decides that the information in the record is not inaccurate, misleading, or otherwise in violation of the student’s privacy, it must inform the parent or student that they may place a statement in the record commenting on the contested information or indicating why they disagree with the decision of the school, or both. Id.

If the parent or student provides a statement and the school places it in the student’s record, the school must: (1) maintain the statement with the contested part of the record for as long as the record itself is maintained; and (2) disclose the statement whenever it discloses the portion of the record to which the statement relates. Id.

What to Do When a School Refuses to Follow the Process

A parent of a student may file a written complaint with the Family Policy Compliance Office of the U.S. Department of Education regarding any alleged violation of FERPA. The Complaint form is available at http://familypolicy.ed.gov/complaint-form.

Questions? Call us! 614-745-2001

Do you have a gifted student?

Suspect a student is gifted?

Parents, students or teachers can refer a potentially gifted child for screening at any grade. Public school districts in Ohio must provide screenings at least twice per year, and must have a procedure for parents to appeal any decision about the results or scheduling of testing, or the placement of a student in a gifted program.Early identification is especially important because the benefits of gifted education are cumulative. Alternatively, gifted students who aren't identified may eventually exhibit behavioral and learning issues in a regular classroom environment. School districts should provide standardized testing, which is a useful method of identifying gifted students.Once a student is identified as gifted, the school's principal or gifted coordinator should be contacted to discuss the next steps, and to develop a Written Education Plan (WEP) for the student.An important caveat to gifted education: All public school districts are required to meet minimum standards for identifying gifted students, but are not required to provide gifted or advanced educational curriculum. This means that some districts offer gifted reading, others gifted science or math, while still others may not offer any gifted programs at all.This means that the gifted child might need to transfer schools in order to receive an advanced curriculum in their area of giftedness. If your child moves schools, you should request that your former district transfer the educational file to the new district. All public districts in Ohio must honor students' gifted identification if it was from another Ohio school. Finally, districts are required to enact a policy for gifted education; be sure to request the policy if anything is unclear.

Students with disabilities

Students with a disability—such as physical disability, mental illness, learning disability such as dyslexia, autism, or Attention Deficit Hyperactive Disorder (ADHD)—may also be gifted. These children are considered "Twice Exceptional."Identifying these students can be challenging because the characteristics and symptoms associated with certain disabilities can overshadow high cognitive ability and/or exceptional aptitude. The new regulations provide increased protection and specialized gifted testing of individuals with disabilities that reflect the student's aptitude or achievement and not their disability.Remember though, by law gifted students with disabilities must receive special education services from their public school to accommodate any special needs, but they are not required to receive gifted instruction.

Gifted academics

The results of gifted screening will determine the areas in which the child exhibits high levels of accomplishment. Gifted instruction can take many forms: a self-contained classroom for gifted students in a particular academic area; a self-contained general education classroom for only gifted students; co-teaching with a general education teacher and a gifted instructor who "pushes in" for specific lessons; push-in services for differentiated learning in the general education classroom; honors courses; International Baccalaureate courses; Advanced Placement courses; grade acceleration; dual enrollment opportunities such as College Credit Plus; and others.Whichever models of gifted instruction a district provides, it is essential that parents stay aware of and involved in their student's learning.The new regulations strengthen the standards for professional development of gifted teachers, and increase the communication between schools and families with gifted students.The Written Education Plan (WEP) must be updated annually, and parents should stay in close contact with their student's gifted teacher to ensure his or her needs are being addressed. A gifted child—when provided with the appropriate services and education—can flourish academically, embrace learning, and expect a future full of opportunity.

The role of an attorney

Gifted students who are not appropriately challenged often have behavioral issues in later school years that can culminate in suspension and expulsion. This can be especially true of those children considered "Twice Exceptional." Although districts are not required to provide gifted instruction, students who are considered "Twice Exceptional" have additional protections.A recent United States Supreme Court case, Endrew F. v. Douglas County School District, rejected a lower court ruling that the standard for educational services for disabled children was to provide "merely more than de minimus" educational benefit.Instead, schools must provide educational services "reasonably calculated to enable a child to make progress appropriate in light of the child's circumstances." Additionally, "every child should have the chance to meet challenging objectives." The objectives are generally aligned with curriculum for non-disabled children, but that alignment is only a guide, and can be replaced by individual goals specific to each child.Skillful education attorneys can help parents advocate for gifted services based on the individual needs of their disabled, twice exceptional child.

https://www.ohiobar.org/ForPublic/Resources/LawYouCanUse/Pages/Ohios-Standards-for-Gifted-Student-Education.aspx

Questions? Call us! 614-745-2001

Educators & Social Media Interactions

Many of you have heard about the teacher fired for her Twitter response to a student's  misspelling of the word tomorrow. See: http://abc6onyourside.com/news/nation-world/experts-defend-school-staffer-fired-after-correcting-students-spelling-on-twitter

While the teacher's response in the article certainly appeared to be more playful than harassing, it does highlight the inherent problem facing educators interacting with students on social media. The first rule and best rule to follow is that educators should not interact with students via social media, text message or alternative messenger apps such as SnapChat or Kik. When the school itself authorizes or instructs its employees to use these platforms to inform students and parents, extreme caution should be exercised.

The real challenge is that social media and messenger platforms are inherently informal. Educators can be lured into making seemingly humorous comments which others (namely parents) would consider rude or disrespectful. This means that posts originally intended to be playful (like the one in the article) are ultimately viewed as harassing. Teachers can easily forget that, notwithstanding the apparent equivalent "user" status they have with students online, they remain in a position of power over students in the real world. This means that comments from a teacher or educator carry more weight than comments made by peers, and can easily be considered an abuse of power. This is often how educators and schools using social media end up in awkward positions.

In addition to discipline or termination of employment, educators also risk license suspension or revocation for improper communications made on social media or by text. Based on recent license suspensions and revocations, it appears that the Ohio Department of Education is taking a tough stance on all questionable or informal electronic communications between students and teachers. For these reasons, it is sage advice for all educators to avoid social media or texting communications with students altogether if possible. If the employer-school authorizes or instructs teachers to use these platforms to communicate with students and/or parents, all communications should be about school business with no exceptions. And never get lured into making a joke at a student's expense.

Remember: in addition to representing students and parents, we counsel teachers and administrators through employment related matters in order to keep quality educators in schools. 

Questions? Call us! 614-745-2001

Dyslexia 101

Does your child struggle to read?

• Does your preschooler have trouble with common nursery rhymes, can’t learn and remember the names of the letters in the alphabet, or have a hard time recognizing common rhyming patters like cat, rat and bat?

• Does your kindergartener or first grader read “puppy” instead of the written “dog” when looking at an illustration? Does he or she have trouble sounding out words or connecting letters with sounds?

• If your child is a second grader or up to young adult, does reading come slowly, does he or she avoid it if at all possible?

• If in high school, is a foreign language almost impossible to learn?

• For all age groups, does your child have difficulty finding the right words to say, pronounce names and places incorrectly?

 What are your child’s strengths?

• Does your child have a great imagination, a good understanding of concepts, like to solve puzzles?

• Does your child have excellent verbal comprehension?

• Does your high school student have good thinking skills like reasoning and abstraction?

• Does he or she learn best by doing, or excel in areas not driven by reading?

• For more clues, please see The Yale Center for Dyslexia and Creativity, http://dyslexia.yale.edu/clues1.html.

If some or all of the above answers are positive, your child may have DYSLEXIA, a very common learning disability. Some experts say up to 80% of all people with learning disabilities have dyslexia.

Here’s the good news:

Dyslexia is treatable. Schools can help.

 What is dyslexia?

Dyslexia has nothing to do with intelligence. People with dyslexia are scientists, architects, authors and more. Go ahead, Google famous people with dyslexia. You’ll find lots of amazing people who have overcome their dyslexia and done incredible things.

You may be thinking that dyslexia is only about reversing letters, and your child doesn’t do that. Dyslexia is now understood to be a disorder of the language system in the brain.

Dyslexia “reflects a deficiency in the processing of the distinctive linguistic units, called phonemes, that make up all spoken and written words.” Shaywitz, S. (1996), Dyslexia: A New Model of the Reading Disorder Emphasizes Defects in the Language-Processing Rather than the Visual System, Scientific American, 275(5) 98.

That means that your child’s brain has trouble decoding words, or breaking words into their distinctive sounds.

Think of your brain like a bunch of paths in the forest. Typical readers can see the word “bed” three times, sound it out and remember it, and the fourth time they see the word, their brain sends a signal from the logic part to the long term memory part that what they are seeing is the word “bed.” The signal travels a distinctive or well-worn neural path from the logic to long-term memory. They’ve got it.

In a dyslexic brain, the neural path from logic to long-term memory is not distinctive or well worn. There may be branches or blocks preventing the signal from going though, or the path may be so lightly drawn that is really isn’t a path. Dyslexic readers will have to see and focus on the word “bed” over four hundred times to have it go to long-term memory!

Researchers at the Yale Center for Dyslexia and Creativity have taken numerous fMRIs of typical and dyslexic brain to show these differences.   Their website is a wonderful resource. Dr. Sally Shaywitz of the Yale Center also has a great book called Overcoming Dyslexia that is well worth reading, and has excellent pictures of the fMRIs.

What can you do?

The brain is most pliable and able to put down new neural pathways in childhood. The time to act is now – delays in reading prevent children from learning and will make them fall further and further behind in school. Teachers call the K-3 grades the “Learning to read” grades, and grades 4 and up “Reading to Learn.”

Dyslexia is not a life sentence!

Dyslexia is treatable. Evidenced-based multisensory programs like Orton Gillingham, Wilson Reading Method or LindaMood Bell are effective at teaching dyslexic students to read and actually lay down the neural pathways that are blocked or missing. The programs are multisensory and intensive, and while they take several years, if done correctly and by qualified teachers, they do work.

First things first: evaluate your child and find out exactly what is wrong.

If your car stops running, you have several options, but just knowing that the car doesn’t start is not enough to determine the problem. Reading problems are the same. You need to know specifically what is wrong so you can know the specific type of education intervention that is necessary.

The first thing you need is an evaluation to determine if your child has dyslexia. You can see a specialist privately, or you can ask your child’s school to evaluate. There are pros and cons to both methods. Private evaluations by qualified professionals can be costly, but if dyslexia is found, they will unequivocally state that your child has dyslexia and needs specific educational methods to address reading deficits.

Did you know that schools have the responsibility to identify children with disabilities?

A federal law called Individuals with Disabilities Education Act or IDEA makes states responsible for finding children with disabilities and then educating them according to their unique needs.   This means that Ohio has the responsibility to search out children with disabilities, from birth through age 21.

If you suspect your child may have dyslexia, you have the right to request an Evaluation from the school.

If the school determines your child has dyslexia, it will implement an Individualized Education Plan (IEP) tailored to his or her needs, and your child will receive the educational services he or she needs to learn how to read. If dyslexia is in your child’s evaluation, schools must use programs or curricula that are evidence-based to address the dyslexia.

 Is it really that easy?

In some enlightened school districts, it really is that easy. Unfortunately, most school districts make it very, very difficult. If you are running into roadblocks, consider hiring an advocate or attorney.

What if the school won’t conduct an evaluation?

At this point in the process, some school tell parents that they are going to try different interventions before evaluating the child. This is often called response to intervention (RTI). RTI sounds reasonable, but legally schools must try these interventions at the same time as they evaluate the child – they can’t unnecessarily delay an evaluation.

 What happens at an evaluation?

An evaluation must be completed within 60 days of getting your consent to evaluate. It must meet certain requirements. For example, an email telling you your child has been given one test and found not to have a disability is not an evaluation as Ohio defines it.   Some of the rules for an acceptable evaluation are:

• An evaluation should be done on a form called PR-06 (Evaluation Team Report),

• An evaluation team includes the parents, the child’s teacher, and many other staff from the school district.

• The team must formally meet to discuss the results of the evaluation,

• Parents must be given the report so that they can meaningfully participate in the meeting,

• The school must not use one single assessment to determine if your child has a disability, but use a variety of assessments and strategies, including information from the parents, the classroom teachers, and medical professionals if necessary.

What does the evaluation team decide?

The evaluation team has to decide three things at the meeting:

1. If the child has a disability

2. If that disability has an adverse effect on the child’s education, and

3. If the child needs special education and related services.

Individualized Education Program (IEP)

If the team decides the answer is yes to all three of the above questions, your child will be identified as having a disability, and the school will have 30 days to write an Individualized Education Plan, or IEP. Your child is covered under IDEA and has the right to specialized instruction and accommodations.

This is where is becomes very important to have “dyslexia” in the evaluation, not just “learning disability.” The goals and services of the IEP must be written specifically for your child with dyslexia, and must be tailored to actually provide educational services to address the dyslexia.

What if you disagree with the team’s determination?

Parents are a part of the evaluation team, but the school district makes the ultimate decision. If you disagree with the evaluation results, you are entitled to ask for an Independent Educational Evaluation (IEE) at pubic expense. This is an evaluation done by a non-school related professional. The school may not just deny your request, but must respond in one of two ways:

1. Grant you the IEE, or

2. Prove to a hearing officer that their decision was correct.

When should I bring in outside help?

Unfortunately, many schools put up roadblocks for students with dyslexia. District may not evaluate, may evaluate but not be specific enough in the report to find dyslexia, or may offer educational services that are not scientifically tailored to actually help. We have seen IEPS that only look at how fast a child reads, not whether they understand what they are reading. We’ve seen schools deny dyslexia as though it doesn’t exist, or blame behavioral problems on children when the underlying problem is their dyslexia. The school to prison pipeline for struggling readers is tragically all too real.

If your school is putting up roadblocks, consider bringing in a skilled advocate or attorney to help ensure that your child gets the appropriate educational services and accommodations. There is no reason children with dyslexia should struggle to read.

Questions? Call us! 614-745-2001

College Code of Conduct - Quick Q & A

College Students Often Caught Off Guard by Code of Conduct

Q: What is a college code of conduct? A: The code of conduct is a set of rules that governs student behavior on campus. This includes the regulation of academic behavior (e.g. plagiarism, cheating, academic dishonesty), as well as non-academic behavior (e.g., alcohol or drug violations, hazing, harassment, sexual assault).Courts view codes of conduct as contracts between students and colleges, and hold that students agree to the terms of these contracts when they enroll. The terms can be surprising and regularly catch students off guard. Unfortunately, students usually don’t read the “contract” until after they have been accused of an infraction.

Q: Can the code of conduct be applied off campus? A: Yes. The code of conduct can regulate some off-campus activity. Courts have held this to be a proper extension of the school’s jurisdiction so long as the school properly identifies the prohibited, off-campus behavior in the code of conduct and there is some connection between the behavior and campus. For example, colleges may impose sanctions for out-of-control parties (in which other students attend), stalking or harassment of another student off-campus or actions that demonstrate unprofessionalism for a particular profession.

Q: Can I use an attorney for code of conduct proceedings? A: Yes, but codes of conduct may limit your use of an attorney. Even for public universities, courts have determined that students do not have an absolute right to counsel in code of conduct proceedings. The right to counsel only exists when an attorney appears on behalf of the university or when the proceeding was “subject to complex rules of evidence or procedure.”Your school may allow you to use an attorney, but in an “advisory capacity” only. This means that the attorney can advise you, but cannot speak on your behalf. This is commonly called “potted plant” representation. Attorneys may not be allowed at all for purely academic issues (e.g., grade appeals). Private schools may also prohibit the use of attorneys because certain constitutional due process protections may not apply.

Q: Why should I hire an attorney who can only advise me? A: You may think that hiring an attorney is futile in such a circumstance, but an attorney can help in a number of ways. The attorney can: help you understand the risk involved in requesting a hearing versus accepting responsibility; help you prepare questions and evidence; identify additional protections that may exist (e.g., protections for disabled students, minimal constitutional due process standards, etc.); and provide guidance throughout the hearing itself. There are also several factors to consider if you are facing a pending criminal charge in addition to a code of conduct violation. When procedural errors do occur, attorneys can help students properly identify the errors and file an appeal.

Q: How much evidence must the school have against me in order to find me guilty of a code violation? A: Regardless of the alleged conduct, the “preponderance (greater weight) of the evidence” standard is universally applied during code of conduct hearings. Very little evidence may be used to find a violation. This can be a rude awakening, especially for students charged with violations that may result in a substantial suspension or dismissal. Dismissed students can be left holding hefty student loan debt with no corresponding degree, all based on a panel’s determination that it was “more likely than not” that a violation occurred.

Q: Can the school fine me? A: Yes. Some schools impose monetary fines for code of conduct violations. Fines can range from nominal amounts to several hundred dollars. Schools cite fines as a deterrent to unwanted behavior, although the practice has raised some ethical questions in the last few years.

Q: Can I appeal a decision? A: Yes, but the time to appeal a code of conduct panel decision can be very short, often between three and seven days. You may lose your right to an appeal simply by taking too long to check your mail or consult with an attorney.

This “Law You Can Use” column was prepared and published for use by the Ohio State Bar Association (OSBA). It was authored by Mark A. Weiker, an attorney with Abdnour Weiker, L.L.P., who practices education law and represents students and educators. The column offers general information about the law. It is not intended to be legal advice. Seek an attorney’s advice before applying this information to a legal problem.    

Questions? Call us! 614-745-2001

HOW TO: Be A College Student With A Disability

If you were a student with a disability in elementary, middle or high school and are now in college, you’ve probably noticed a huge difference. Gone are the intervention specialists and teachers who read your IEP or 504 and kept you on track educationally, emotionally or physically. College professors expect you to manage your classes, your student life, everything, on your own. They may never have heard of an IEP or 504, and they may not understand that you may need accommodations. But you do. Still. So what should you do?

You hopefully received in high school what the law calls FAPE – a Free and Public Education. If you had an IEP, it should have been tailored to making sure you received specialized educational services under IDEA – the Individuals with Disabilities Education Act. Or you may have had a 504 plan – accommodations for your disability that you were entitled to based on Section 504 of the Rehabilitation Act of 1973.

Here’s the bad news. Colleges don’t have to provide a Free and Appropriate Education (FAPE) to you. This is because colleges are not subject to IDEA.

However, you still have protections. Section 504 of the Rehabilitation Act of 1973 and Title II of the Americans With Disabilities Act of 2008 prohibit discrimination on the basis of disability in college.   This means that those accommodations you received under an IEP or 504 in high school may still apply in college.

The huge difference between high school and college: you are your own advocate. In high school you had teachers, parents and administrators helping you and advocating for you. You may have gone to your annual IEP or 504 meetings, where a lot of school staff and you and your parents hashed out a plan that was the best fit for you to learn what you needed to learn.

But in college, you are the one who needs to bring up your need for accommodations.

- The "How To" -

1. Identify yourself to the college as a student with a disability. Colleges should have an office responsible for disability services. Check out their website and see what kinds of documentation they require, and what services they routinely offer. For example, Columbus State Community College offers Read and Write Gold for everyone on campus regardless of disability.

2. Get tested, if necessary. The college may need documentation. Colleges can set their own requirements for documentation, and often a copy of your 504 Plan or IEP is not enough to prove that you currently have a disability.

   • Who pays for any testing you may have to get? In high school or below, the school district paid for any evaluations. Colleges are not responsible for paying. If you qualify for your state vocational services, the state may pay. Opportunities for Ohioans with Disabilities (OOD) at http://www.ood.ohio.gov/Core-Services/BVR can help. Otherwise, you are responsible for paying for an evaluation that the college needs to determine if you have a disability.

3. Documentation to show the following:

   • That you have a disability;

   • The disability substantially limits a major life activity; and

   • The disability shows the need for academic adjustments (or accommodations).

     • When don’t you need documentation? A medical diagnosis may be enough for a college, proved that it includes how the disability impairs you as a student. Colleges have leeway in making this determination – you may be required to provide additional documentation.

4. Work with the college in determining which accommodations are necessary for you. It isn’t as simple as showing the college what you got in high school and asking for the same accommodations. Remember, you don’t have the right to specialized educational services. Colleges do not have to give you any accommodation that fundamentally alters the program or result in undue financial burden on college. For example, you may get extra time on a test, but the college won’t have to change the content of the test.

Remember, the person at the disability office is not like your intervention specialist or teacher in high school. The disability officer evaluates your documentation, works with you to figure out which services you need, helps you with arranging services and testing modifications, and deals with any problems that may come up. The officer does not tutor you, give you counseling, or help you manage your time. Depending on the college, other offices may provide tutoring, counseling and other services.

Who pays for aids or services you may be entitled to receive? Colleges cannot require that you pay for them, and they can’t charge you more than non-disabled students. In most cases the college is responsible for aids or services, although colleges don’t have to pay for aids or services that are an undue financial burden on the college.

Finally, you should plan on initiating this process as soon as possible. Don’t wait until after you have struggled all semester in a class! These are proactive accommodations – the point is to help you as problems arise, not give you a pass afterwards. Ask for accommodations before you take the test, write the essay, or do the lab. Be your own advocate. We have encountered issues where colleges were not aware of the disability, no request for accommodations were made by the student, and now the student is facing academic probation or expulsion.

- Think about the following -

• Understand your disability. Be able to explain it clearly to others.

• Acknowledge your areas of strength as well as weakness. We all have them. Own them.

• Make sure you are prepared for the classes. If you are weak in math, take preparatory classes so that when you get to college you can succeed. Take the summer school program in your college. Community colleges are excellent places to take classes, get used to college, and still have a bit of a safety net. Columbus State Community College has excellent disability services. Call them.

• Learn time management and organizational skills. All college students need them, but disabled students often have to work harder and longer than the average student. Make sure that you work smarter, not just longer.

• Finally, do your research when considering colleges. Some colleges are better suited than others for your type of disability. Visit, ask questions, and look at the requirements for the program(s) you are interested in. Don’t waste your time and money in a program that is not a good fit.

If you feel that the college has discriminated against you because of your disability, work with the disability officer. If that doesn’t work, move higher up the chain of command. And if you need someone to advocate for you, contact Albeit Weiker, LLP. We understand higher education and disability law.   You may not be entitled to a free and appropriate college education, but you have legal rights as a student with a disability.

Questions? Call us! 614-745-2001

A Back-to-School Checklist for Parents with Kids in SpecEd

It’s a new year, with new teachers, new classmates, and new things to learn!  To help your child get off to a good start, here’s a to-do list for parents of children in special education:

1. Organize your paperwork.  

Keep a large three ring binder for each school year.  On each document, lightly pencil in the date you received it, especially if you got it in a school meeting.  Include tabs for the following sections:

• IEP (Individual Education Plan)

• ETR (Evaluation Team Report)

• Private reports (include speech, psychologists, physical therapist, medical reports, anything done outside the school)

• Progress reports (these will be issued by the school at least every 9 weeks, depending on your IEP), report cards

• Standardized tests, including district and state

• Communication between you and the school. Print out your emails! Some parents keep a notebook a fill it in whenever they communicate with the school. Be sure to include dates.

• Discipline and or behavioral documents

• Receipts for any private services you have paid for, including tutoring, therapy and evaluations

2.  Make the introductions.

Introduce yourself and your child to this year’s teachers and staff.  Your child’s IEP should move up with him or her, but a nice email explaining the issues and highlighting your child’s needs will help busy teachers more quickly understand and be ready to implement the IEP.

3.  Review your child’s IEP.

Has anything changed?  Are the goals still good?  What happened last year?  What happened over the summer?  Track your child’s progress (or lack of progress) and call an IEP meeting if you are concerned the services are not tailored to what your child needs.  As a member of the IEP team, you have the right to call an IEP meeting at any time.

4.  Check the dates for your child’s IEP and ETR.

An ETR is every three years, while the IEP must be updated annually.

5.  Talk to your child about the upcoming year.

Paint a picture of what his or her day will look like, including which teacher or aide they’ll have and where they will be in the school.  Listen to your child as the year progresses. Is he going to speech services weekly?  What happens during the inclusion program?  Does your older student understand the accommodations listed on the IEP or 504?  Can he or she self-advocate for them?

6.  Thank those busy teachers and staff!

For every problem, try to think of something that works well. You’ll get a much better response if you celebrate the good times instead of only focusing on the negatives.

Remember, unless it is written down it didn’t happen!  Keeping the above binder will make your job of advocating for your child much easier, and decrease stress in those difficult IEP meetings.  You are your child’s best advocate!

Questions? Call us! 614-745-2001

Starting Point: ADHD

School-aged children with ADHD

Attention Deficit Hyperactivity Disorder (ADHD) is a neurological disorder affecting between 4-12 % of school aged children. It is a deficiency of a specific neurotransmitter called norepinephrine. The ADHD brain matures at a different rate than a typical brain, resulting in a delay of 3-5 years of the frontal cortex area, and a faster than typical motor cortex. Among other things, the frontal cortex is responsible for suppressing inappropriate actions and thoughts, focusing attention, short term memory and the ability to work for rewards. Two thirds of children with ADHD have at least one other co-existing condition such as a learning disability, anxiety, depression, oppositional defiant Disorder, or others. Common symptoms of ADHD are inattention, impulsivity, poor social skills, and poor concentration.

Many children with ADHD are not appropriately evaluated for a disability or accommodations in school. According to the Office of Civil Rights (OCR), ten percent of OCR complaints in the last 5 years have dealt with allegations of discrimination against students with ADHD. Because of this, in July 2016 OCR issued a guidance document for students with ADHD.

The guidance clarifies:

• when a student may be eligible for special education or related services;

• makes clear that even students who perform well academically may have a disability if also substantially limited in major life activities such as such as reading, learning, writing and thinking; and

• reminds schools to provide parents with information regarding due process and how to appeal a decision involving identification, evaluation, or educational placement of students with disabilities.

This guide is available on the Office for Civil Rights’ website at http://www.ed.gov/ocr.

Questions? Call us! 614.745.2001

School Dress Codes

Public schools in Ohio have a substantial amount of discretion in implementing dress codes in order to maintain a safe learning environment for students. However, this discretion is not unlimited. Courts may consider dress code policies overbroad if the restrictions imposed on students are not necessary to prevent a substantial disruption or not related to the promotion of health and safety.

When implementing dress code policies, public boards of education must also consider students’ rights to free speech under the First Amendment to the United States Constitution. The United States Supreme Court held in 1969 that student speech can be regulated if a school proves it “materially and substantially interfere[s]” in school operations.

Q: Can a public school require students to cut their hair? 

A: In most cases, yes. So long as the school’s policy governing length of hair is necessary for the government of schools and related to some educational purpose, the policy will usually be upheld by the courts. On the federal level, the Sixth Circuit Court of Appeals (covering Ohio) has held that hair length restrictions do not typically infringe on student constitutional rights under the First Amendment (regarding freedom of speech and expression). However, some Ohio courts, including the Ohio Supreme Court, have overturned hair length restrictions that were considered arbitrary or unreasonable.

Q: Can a public school restrict the clothing that students wear? 

A: Yes. Schools are given great latitude in implementing policies governing student clothing. Schools may implement dress codes in order to limit disruptions on campus. Courts have upheld dress codes prohibiting vulgar writing, earrings, body piercings, sagging pants, torn clothing, bare midriffs and other sexually suggestive clothing. Policies that attempt to limit students from wearing gang-related or violence-based clothing are usually upheld where the schools can show the potential for disruption is real.

Q: Are there limits on what clothing public schools can ban? 

A: Yes. As indicated above, schools must be able to show that the risk of disruption is real in order to enforce a dress code prohibition. Students also have freedom of expression and freedom of religion rights under the First Amendment, although schools may weigh these rights against the potential for disruption in school. By way of example, in a 2007 case, the Sixth Circuit Court of Appeals held that a ban on wearing the confederate flag was appropriate where the school had demonstrated that racial tensions existed in the school.

Alternatively, in 2013, the Third Circuit Court of Appeals in Pennsylvania held in favor of students who challenged a school district’s policy banning “I heart boobies” bracelets that the students wore in support of breast cancer awareness. The court held that the school district did not prove that the bracelets were disruptive.

Q: Can a public school require student uniforms? 

A: Yes. Ohio has adopted a statute indicating that schools may require a school uniform to be worn by the students attending one or more district schools, so long as the policy promotes a safe and healthy school setting and enhances the educational environment. The policy must be included in the school’s general code of conduct or discipline policy, be posted in a central location and be made available upon request.

Q: Are there steps that a public school must take to adopt a school uniform? 

A: Yes. The board of education must provide six months notice in advance of requiring uniforms and afford “ample opportunity” for principal, staff, and parents to offer suggestions and comments on the proposed uniforms. The board of education must also include a procedure to assist parents of economically disadvantaged students to obtain uniforms, which may include using school district funds or funds from other sources to provide this assistance.

Q: Can students be disciplined for violations of grooming, dress code or uniform violations? 

A: Yes, so long as the school has adopted a policy that is sufficiently clear on the issue of grooming (e.g. hair length), prohibited clothing or uniforms. Students must always be placed “on notice” in regards to the policies in which they are disciplined.

The Intersection of Special Education & Social Security Eligibility

Meet Emmy (pictured). She is our Special Education Advocate. 

You can read more about her here: Emily Haynes 

Social Security Eligibility As a parent with a child receiving Social Security benefits, you are most likely aware that to be eligible for Supplemental Security Income (SSI), your child has “a physical or mental condition or a combination of conditions that results in “marked and severe functional limitations. This means that the condition(s) must very seriously limit your child’s activities.” Examples include: HIV infection; Total blindness; Total deafness; Cerebral palsy; Down syndrome; Muscular dystrophy; Severe intellectual disability (child age 7 or older); Low Birth weight

Social Security Benefits In addition to Supplemental Security Income (SSI), a child with disabilities as defined by the Social Security Administration may also be eligible for: Rehabilitation and training if older that age 15, Medicare/Medicaid, Children’s Health Insurance Program.

Special Education In addition to SSI, you may also be eligible for special education for your child. All children have the right to a free and appropriate public education (FAPE). Children with disabilities may need to be taught in a different way than typical children, and may not be able access that free and appropriate public education without support. There are two main Acts that protect children with disabilities: the Individuals with Disabilities Education Act (IDEA), and Section 504.

The Individuals with Disabilities Education Act (IDEA): Generally The Individuals with Disabilities Education Act (IDEA) may protect your child. IDEA provides federal assistance to State and local education agencies to guarantee special education and related services to eligible children with disabilities, ages 3-21. The goal of IDEA is to serve children with disabilities by meeting their “unique needs and prepare them for further education, employment, and independent living.”

The Individuals with Disabilities Education Act (IDEA): Eligibility An important part of the IDEA called Child Find requires schools to identify, locate and evaluate all children with disabilities, regardless of their situations, who have significant, individual needs and require intensive interventions through special education and related services.

In other words, your child must be found to meet all three factors:1. Have a disabling condition2. Have an adverse effect on education performance3. Need for special education

IDEA has 13 categories, and children must be identified in one of them to be eligible. These are: Autism, Blindness, Deafness, Emotional Disturbance, Hearing Impairment, Intellectual Disability, Multiple Disabilities, Orthopedic Impairment, Other Health Impaired, Specific Learning Disability, Speech or Language Impairment, Traumatic Brain Injury, Visual Impairment

The Individuals with Disabilities Education Act (IDEA): Benefits Parents can request that their child be evaluated, and schools must respond appropriately. Reevaluation of the child occurs every three years, and a knowledgeable team must conduct both the initial evaluation and all subsequent evaluations. Parents have the right to request an Independent Education Evaluation at public expense one time for every evaluation.

Once children have been identified, the schools are required to determine if they are eligible for special education services, and if they are, to provide those services in an appropriate manner. This plan is called an Individualized Education Program (IEP), and parents are valuable and contributing members of the IEP team. IEPs outline the strengths and weaknesses of the child, and set out goals for the child to work toward with specific instruction and accommodations. Parents must be updated at regular intervals with actual data showing progress towards those goals. Finally, IDEA provides important protections children with disabilities in the area of discipline, if the reason for the disruptive behavior is related to their disability.

Individuals with Disabilities Education Act (IDEA): Protections If you believe your child needs special education, or is receiving services but is not progressing, your IEP and/or Evaluation may not be adequate.

In 2015, the Federal government determined that Ohio “Needs Assistance” because of low scores in special education. Specifically, our percentage of children with disabilities who drop out of high school is dangerously low: 22%. Only 47% of children with disabilities graduate with a regular diploma. Both these measures suggest that special education in Ohio is not meeting the requirement to provide those children with a free and appropriate public education.

You have options under IDEA to raise questions, disagree with schools, and to ensure that your child’s individual needs are being met. These include notice, consent, available complaint procedures, mediation, and due process.

Section 504: Generally IDEA provides specialized special education to children with disabilities, but not all children are adversely affected by their disability. Section 504 is a civil rights law that prohibits discrimination on the basis of disability.

Section 504: Eligibility A similar Child Find is found in Section 504. It requires schools to evaluate any student “who, because of a handicap, needs or is believed to need special education and related services.” That handicap or impairment must substantially limit a major life activity, have a record of such impairment or be regarded as having such impairment. Major life activities include: Caring for one's self, Performing manual tasks, Walking, Seeing, Hearing, Speaking, Breathing, Learning, Working. Eating, Sleeping, Standing, Lifting, Bending, Reading, Concentrating, Thinking, Communicating, and finally, “major bodily functions” that are major life activities.

Section 504: Benefits Section 504 generally provides accommodations to children with disabilities. For example, a child with a severe peanut allergy would be protected under a 504 plan, as would a child with ADHD who needs movement breaks during testing. Because 504 targets nondiscrimination, a 504 plan delineates reasonable accommodations and services so that education, nonacademic and extracurricular services are provided with non-disabled students to the maximum extent appropriate for the child with the disability. These activities may include counseling, athletics, transportation, health services, and special interests groups or clubs.

Section 504: Protections The Office of Civil Rights regulates a 504 plan. Procedures available to parents are notice, grievance procedures and due process hearings. Discipline of children under a 504 is also protected, although not to the same extent of children under IEPs .

Questions? Call us! 614.745.2001