Mrs. Beymer's ClassWelcome to our world of learning!

It’s hard to believe that we are already in a new year, welcoming 2012 upon us!  I hope that this newsletter finds you at the end of a wonderful and relaxing break with your family and friends.

For students in RRC, the month of January is filled with lots of review and repetitive practice.  Over long breaks, such as Winter Break, without direct instruction it is more difficult for students to come back to school at the same level of expertise before they left school.  We will be reviewing our skills and concepts in order to help the transition back to school be more beneficial for each of the kids!

January also marks the next round of IRI testing for our students.  We took our initial 2Fall 011-2012 testing at the beginning of the school year, and will now need to gather our Winter scores to see how the students are doing with their progress in reading fluency.  As much as you can this month, please have your student read at home with you.  If you need help finding ability-level material for them to practice with, please come see us at the school for help.  Our library is bursting with wonderful books that you can share!

Another milestone in January is the end of our First Semester of the school year on  January 20th.  Shortly after this date, you will be receiving your student’s quarterly IEP Progress Report from me.  As always, you will get updated information and scores  on how they are doing at making progress towards their IEP goals.

Happy New Year to you and your family!

What is advocacy?

The word advocacy can mean different things to different people. Quite simply, advocacy means to actively support an idea or a cause.

Parents of children with disabilities often find themselves in the role of being an advocate for their child as well as the disability community as a whole as the two are intertwined. It is largely because of the work of parent advocates that children with disabilities were first allowed to attend public schools in 1975 when Public Law 94-142 was passed. This law was revised and called the Individuals with Disabilities Education Act (IDEA) in 1997, and re-authorized in 2004. For more information on IDEA, please visit the US Department of Education’s website.

Why do I need to advocate for my child?

IDEA states that parents are equal members of both the Individualized Family Service Plan (IFSP) team and the Individual Education Plan (IEP) team. This is because parents know their child best and will always be a part of their child’s life, unlike professionals who generally interact with a child for a year or two. IDEA recognizes that children are most successful when parents and professionals form partnerships to identify the strengths, needs, and developmental and educational goals for children with disabilities.

What are the characteristics of a successful parent/professional partnership?

• Open, honest, and effective 2-way communication
• Mutual respect for the role and expertise that parents and professionals bring to the IFSP process and meetings
• Both parents and professionals being knowledgeable of IDEA and the families’ rights
• The ability to resolve disagreements in a quick and efficient manner
• Maintaining a child-centered focus

How do I effectively advocate for my child?

Advocating for your child can be an intimidating process. It takes practice. The most important thing to remember is that your contributions, ideas, and opinions matter! Your ability to effectively advocate for your child will impact his/her entire life. Here are some suggestions for effective advocacy strategies:

• Develop relationships. Get to know the members of your child’s IFSP team.
• Practice good communication skills. Listen. When you are unsure about something, ask.
• Know and understand your emotions.
• Share with your child’s team how you help your child at home.
• Learn good conflict resolution skills and understand the dispute resolution process as defined by IDEA.
• Understand your parental rights as defined by IDEA.
• Insist on natural environments for your child’s services. Natural environments means, “providing services in the home and community settings in which children without disabilities participate.”
• Inquire about assistive technology and how it might help your child. Assistive technology (AT) can be thought of as any item that supports a child’s ability to participate actively in his or her home, childcare program, school, or other community settings. It is a broad term that includes items ranging from something as “low tech” as a foam wedge for positioning to something as “high tech” as a power wheelchair for independent mobility.
• Keep in mind a vision of your child’s future and what you want for him/her. Share this with the IFSP team.
• Be specific about how you want the team to communicate with you- in person, over the phone, via email, etc. and how frequently.
• Don’t be afraid to disagree. Use phrases such as, “I’m not sure I see that. Tell me when you see it happening,” or “Tell me more about why you think my child needs this intervention,” as ways to skillfully discuss the disagreement.
• Keep meetings and discussions child focused.
• Stay organized and keep records. Take notes at meetings and on phone calls and keep evaluation data and other IFSP documents.
• Be prepared. Come to meetings with an agenda of items you want to make sure are discussed.
• Put requests and questions in writing.
• Get support if you need it from a friend, family member, or professional advocate.

FAQ’s:

Question: “Doesn’t advocacy just lead to conflict?”

Answer: This is a common concern for people when they hear the word advocacy. Sometimes actively supporting your point of view will lead to conflict/disagreement, and sometimes it won’t, depending on your individual situation and IFSP team. The thing to remember is that conflict and/or disagreement is not necessarily a negative thing. When done skillfully, everyone, especially your child, will benefit from all sides of an issue being discussed.

Question: “How do I raise a self-advocate? What can I do to help my child grow up to become an empowered self-advocate?”

Answer: As your child becomes older, you can teach him/her to be a self-advocate. The best way to do this is to first learn to be an effective advocate yourself. Your child will learn by watching you. When it feels right, start including your child in meetings and discussions about how he/she learns, what strategies support his/her learning, what his/her interests and strengths are, and what vision he/she holds for the future.

Question: “Where can I get more information on advocacy and effective advocacy strategies?”

Answer: The following organizations, publications, and resources can be helpful:

• Idaho Parent Unlimited
• From Emotions to Advocacy- The Special Education Survival Guide, by Pam and Pete Wright
• Wright’s Law Website
• Special Education, a Parent’s Guide for Children’s Success, by Michael T. Bailey
• The Everyday Guide to Special Education Law, by Randy Chapman
• The IEP Tool Kit, developed by PEAK Parent Center, which includes a variety of advocacy resources including communication tip cards, a Power Point presentation, and other resource handouts.
• National Early Childhood Technical Assistance Center (NECTAC)

PEAK Parent Center www.peakparent.org – Summer 2011 SPEAKout Newsletter  (Contact: email parentadvisor@peakparent.org or by phone 800.284.0251)

Hello, families!

Below is a link to our classroom Wishlist through TeacherWishList.com.  If you would be willing to donate to our classroom, please view the list and see if there is anything that interests you.  All of the items on our Wishlist will be directly used by all students of RRC on a daily basis!  They will benefit greatly from any and all that we receive through our Wishlist!

• Please follow the link
• Search by using White Pine’s zip code (83706)
• Scroll down to find :White Pine Elementary School”
• Finally, find us at “Mrs. Beymer’s Special Education Wishlist!” and browse around!

Sadie Franks, Part-time Resource Room Teacher

We have had a great start to the school year! I would like to take the opportunity to introduce myself and express my excitement to work with your child.

My name is Sadie Franks.  I grew up in Pocatello, ID, where I obtained a Human Exceptionality degree from Idaho State University in the spring of 2008. I spent the past two years as a part-time Resource Room teacher. I have worked in the field of Special Education for the past 9 years.  I worked as a Developmental Therapist, as a Partial Care provider, and as a Psychosocial Rehabilitation Specialist before I began my teaching career.  My true passion is to facilitate student learning, and I am looking forward to sharing that with your child.

I am enjoying the Boise area with my husband and two boys (6 and 2 ½ years.) We have spent the summer swimming, camping, hiking, and biking.  I love to have fun in my spare time and take the same approach in learning. I am excited to get to know you and your child.

Sincerely,

Sadie Franks

Nicole Hoisington, Part-time Resource Room paraprofessional

Hello parents and students!

My name is Mrs. Hoisington and I am honored to be working with you here at White Pine Elementary. I am working as a paraprofessional in the resource room and getting to know many of the students. My passion is Special Education and I just graduated from the University of Colorado with a dual Master’s of arts in Elementary Education and Special Education. I am looking forward to using my skills and experience when working with students and staff and I know this is going to be a great year.

I just moved to Boise this summer and am already in love with the people and city. Everyone in the community has been very welcoming to me and my family. Thank you for the privilege of working with you and your students.

Another summer flies by, and we find ourselves at the beginning of another school year!  I hope this newsletter reaches your family after a summer of fun, relaxation, and quality time together!

We have several changes to look forward to this school year at White Pine!  We were sad to see our wonderful principal, Sandy Winters, depart from us last year.  But that allowed us to welcome Becca Anderson as our new leader!  She has been working hard all summer preparing for this year, and I look forward to the great things she is going to do here at White Pine!

We are also welcoming several new staff members in the building for this 2011-2012 school year, including a new part-time Resource Room teacher and part-time Resource Room paraprofessional!  (See later stories in this issue.)

What an exciting set of circumstances to start this school year off with!  I have high hopes for the students this year, and am encouraged by their progress that they made last school year.  I believe we are about to embark on an exciting year for growth!

I am very excited to see the students, and start on this journey together!  Welcome back to White Pine!

Break those long, hot days into short, enjoyable activities!

By Jennifer Wold, About.com

“Do you feel like your kids just want to watch TV and eat junk food all day during the summer? Here are some tips for how you can create a summer routine that works for each of you:

1. Schedule Your Kids’ Snacks

Of course meals are eaten around a basic schedule, but what about snacks? Personally, I feel like a short-order cook when my kids ask me for snack after snack throughout the day. One way around that issue is to establish two different “Snack Times” in your home. At our house, snacks are served at 10:00 am and 3:00 pm. This way, I don’t find myself going back into the kitchen six to seven times (before lunch!) to fill another request. My kids know, too, that they can have apples or carrots any time of the day – and they can get them themselves!

2. Set a Time for Reading Every Day

This is something that you can do whether your kids spend their days with you or another caregiver. After lunch is a great time to schedule a regular, daily, reading siesta. If your kids are young, read a story out loud to them at this time. Older children can use this time to read on their own. If you can, try to model the importance of reading by picking up a book for yourself at the same time.

3. Set a Time For Learning

If your kids received home learning packets from their school, or if you’ve picked out a particular workbook you’d like them to complete, set a regular block of time aside each day when they can work toward completing this project. In addition, plan to explore various topics your kids have shown an interest in. Summer is a great time to tap into their natural curiosity!

4. Limit Your Kids’ Screen Time

The American Academy of Pediatrics recommends that children ages two and older watch no more than two hours of total screen time per day. In order to meet those guidelines, most families have to make a concentrated effort to turn off the TV and limit computer and video games. Talk with your kids about the amount of time that you think is reasonable, and be firm about maintaining those limits.

5. Schedule Some Regular, Fun Activities

Sit down with your kids and make a list of all the places you’d like to go this summer and the things you’d like to do. Then make an effort to systematically go through the list, choosing one or two activities per week. In addition, consider signing up for our Ten Weeks of Fun Summer Activities E-course to receive a new idea in your E-mail each week, along with corresponding children’s books, crafts, and recipes.”

Tips for Parents: Heat Safety

In some areas of the country, summer temperatures can climb to more than 110 degrees.  But it doesn’t have to be anywhere near that hot for heat to be dangerous.  Anytime you or the kids are outside, and especially if you are exerting yourself by working or exercising, you’re at risk of heat stroke or heat exhaustion.  Children, people with health conditions, and the elderly are at a higher risk of overheating.

• When it is very warm or hot, the best prevention is to stay indoors in an air conditioned building.  Consider malls and stores, movies, libraries, etc.
• Drink more fluids than usual, and enough to avoid feeling thirsty.  If you or the kids are thirsty, you are already dehydrated.  Water and sports drinks with natural sweeteners or juices are best.
• Exercise, work or play outdoors early in the morning or late in the evening when temperatures are cooler.
• Wear loose, lightweight clothing that allows sweat to evaporate.

If you or the kids experience any combination of these symptoms during hot weather, contact your health care provider immediately:

▪ Heavy sweating

▪ Cold, clammy skin

▪ Headache

▪ Thirst

▪ Rapid heartbeat

▪ Nausea or vomiting

▪ Dizziness or fainting

▪ Muscle cramps

▪ Increased body temperature (like a fever)

Tips for Parents: Sun Safety

Did you know it’s possible to get a sun burned on a cloudy day?  That UV rays are stronger at higher elevations?  That sunburns increase your child’s risk for skin cancer later in life?  While mild sun exposure can be healthy because it helps mood and helps your body develop vitamin D, excessive sun exposure can be dangerous for both the short term and long term.

Avoid the damage by:

• Wearing a wide brimmed hat that shades the face, ears and neck whenever you or the kids will be outside for more than a few minutes.
• Talk with your physician to see which sunscreen or sunblock he or she recommends for the kids.  Most dermatologists now recommend that all adults wear a daily lotion with an SPF of at least 15.  Use it every time you’ll be outside.
• Wearing loose fitting clothes that allow sweat to evaporate but that cover arms, legs, back and shoulders.  If these areas are going to be exposed to the sun, use sunscreen or sunblock.
• Staying out of the sun between 10am and 4pm when it is strongest.
• Wearing UV blocking sunglasses whenever you are outdoors.
• Keeping babies under 6 months out of the sun completely.

If your child does become sunburned:

• If younger than 1 year, consult your physician immediately.
• Make sure they are hydrated by giving plenty of fluids.
• Call your doctor right away if there are blisters, a temperature above 101 F, severe pain or lethargy.
• A lukewarm bath may help.
• Plain Calamine lotion, without added antihistamines, may be dabbed on.
• Don’t use any medicated creams unless your baby’s doctor tells you to.

Tips for Parents: Summer Car Safety

Tragically, every year children die from overheating in cars.  Sometimes, they sneak into a car and become trapped or are forgotten, but many times they are intentionally left there by parents or caregivers while they run an errand.

• NEVER LEAVE A CHILD ALONE IN A CAR—no matter what time of year it is, but especially in summer when the temperature of a closed car can reach more than 140 degrees in just minutes.
• Always double check yourself that your child is safely in the house or has been dropped off at daycare—never assume someone else brought the child in, and then lock the doors to prevent young children from sneaking or playing in the car.  Ask your child care provider calls right away if you don’t show up at the regular time.
• Warn children that it is never safe to play in a car and make sure they know it is not allowed.
• Because temperatures can get so high in a car, also be sure to touch the interior before you get in or put baby in.  If the seat, seat belt or steering wheel is hot to your touch, the car can burn your baby.  Open all the doors and windows and let the car cool off before you drive.

Other Summer Safety Tips for Parents:

1. Review biking and scooter safety rules.

2. Review stranger danger rules.

3. Review water safety rules.

4. When hiking or camping, stay away from steep cliffs, ledges and trails.

5. Make a safety bar for your sliding windows so that they can be cracked for fresh air during the night but someone can’t climb in.

6. Be certain all windows, especially those on upper floors, are properly secured so young children can’t fall out.

7. Use a physician approved insect repellant when you’ll be exposed to fleas, mosquitoes, ticks or other biting insects.  When walking or playing in long grass, always wear long pants, tuck them into your socks, and secure with duct tape to prevent ticks.

8. Use proper gear when camping, boating, hiking or biking.  Always make sure someone knows where you’re going and when you’ll be home.

9. Don’t feed wild animals.  If camping, keep food locked up properly in a bear-proof storage well away from your camp.  Even crumbs can draw them in.

10. If you see a snake, don’t try to kill it.  Get away.  More people are bitten by poisonous snakes while trying to kill them than by being surprise-bitten.”

“For children going into middle school, there are many anxieties, apprehensions and fears to deal with and overcome. Middle schools are larger than elementary schools, the school work is harder to do, and there are more classes and more teachers – all with different expectations and personalities. If you have a child who is entering middle school for the first time, know that it is normal for your child to express concern and maybe even exhibit some acting out behavior over school issues.

Here are some tips that you can do to help your child through this transition:

• Don’t be too anxious about your child going to middle school. She will take clues from you and if you a consistently talking to other parents about how worried you are, she will hear you. Your child is capable of handling middle school. You know this. Empower her by letting her know that you know this.
• Teach him daily organizational habits like checking an assignment sheet before leaving his locker everyday or packing up his book bag the night before and being sure he has everything he needs for the next day.
• Put up his daily schedule on the refrigerator. This is a wonderful spot for him to check whether he has gym or band on that particular day. You will also be able to access his schedule here and help him with gentle reminders.
• Encourage him to get involved in school activities. Be there when he needs a ride or has a game.
• Go to any meetings or parenting classes your child’s school offers. Most middle schools offer a class for parents whose children are transitioning from elementary school to middle school. Use this resource.
• Openly communicate to your preteen child that you are available to help him with what ever he needs. While you may feel that your child knows this already, now is a good time to remind him.
• Do not be afraid to communicate with your child’s middle school administrators and teachers. They are there to help.”

By Denise Witmer, About.com Guide

“There’s no doubt that grades are important! Because they are so important, many parents make the mistake of displaying a lot of anger and frustration when their kids get poor ones. When this happens, kids spend more energy thinking about their parents’ anger and frustration than thinking about how their grades will affect their lives. Listed below are some quick tips for responding to poor grades:

• Spend most of your energy commenting on the good grades. The key is to help your child feel so good about what they do well that they will be willing to work harder at what they don’t do well.
• Display sadness over the bad grades. Experiment with saying, “This is so sad. I’m sure glad that I didn’t get that grade. The good news is that we are going to love you regardless of how well or poorly you do in school.”
• Ask questions about the bad grades like “What are your thoughts about the grade?” or “Do you have any plan to deal with the subject?” or “What sort of help can we give you on this?”
• If consequences for poor grades aren’t motivating your child to do their work, stop providing them. When this occurs, it means that there are other issues that need to be dealt with first. These include helping your child develop a better self-concept, teaching them responsibility through chores, helping them with learning problems or different learning styles, etc.

Remember that good character is more important for life-long success than good grades.”

For more information, visit www.loveandlogic.com

Happy Spring!

There is a lot going on in this month of April that we wanted to make you aware of!

3rd Quarter Progress Reports will be coming home from RRC along with your student’s general education Report Card.  Please look over the Reports, and let me know if you have any questions on your student’s progress towards their goals.

For our 3rd through 6th grade students, ISAT testing is rapidly approaching!  We will be giving ISAT accommodations during the week of April 25th – 29th.  Help your student practice at home using these helpful websites:

• www.prepdog.com

• www.ixl.com/math/standards/Idaho

• www.metacat2.com/iltestlinks.html

Also, Junior High transition meetings will be happening for our 6th grad students and their families.  On April 20th, myself, your student, your family, your student’s current general education teacher, and your student’s receiving teacher at the Junior High will meet to discuss their current progress, IEP goals, and classes for next school year.  Please keep an eye out for emails/phone calls coming your way.

I hope you enjoyed Spring Break with your family!  See you soon!