Free Parent Class on How to Effectively Communicate With Your Child’s School

Communication between you and your child’s school is a key piece to building a working relationship.  As you strengthen communication, your meetings often run more smoothly.  Please join us on Wednesday, October 4th from 12:00-1:00 as we discuss effective communication techniques. Some of the topics we will discuss are: what to include in your email communication; how to know who to include in your email; how do you clearly state your intent; and how to organize and keep track of your communications.

This class is created from questions that we receive on a daily basis. It will provide you with useful tools that you can incorporate throughout the school year.

Please e-mail us at confidentsolutions7@gmail.com to let us know you’re coming!

With Appreciation,

Christina and Wendy


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Gratitude

Happy Friday everyone! We wanted to talk, specifically, to all of you moms, dads, grandparents, and caregivers this morning.  We know first hand how being a parent of a child with special needs goes hand in hand with receiving more negative comments, judgmental statements or feedback.  Sometimes those comments come from your child’s school.  Sometimes it comes from a neighbor.  Maybe it’s a look you get from a stranger while just trying to accomplish your grocery shopping.  At times, it’s delivered from a friend.  We do believe those negative comments are a reflection of where that person is in their lives; their own personal level of awareness.  Even when understanding this,  your heart doesn’t sting any less when being on the receiving end.

It’s so important to find the positive moments in each day and note them.  Write those moments of positivity down in a journal, state them out loud, or say them quietly to yourself. Even if you start with just one a day. There is always something positive to be found.  At first, you may have to look deeper.  For example, yesterday I said a moment of “thanks” for not having to drive on I-85 for the day.  This morning I said “thanks” for the amazing, wonderful and rare morning we all had before school.  What we can promise you is, once you start noticing a positive moment in your day, you begin to shift.  You begin to notice more of them and, over time, the negative comments do not sting or stick to you like they once did.

Give it a try.  Set a goal. For 30 days notice at least one positive thing in your day.

What are you thankful for today?

With Appreciation,

Christina and Wendy

 

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Independent Evaluations and RTI

We wanted to share two articles we recently read from ECAC’s blog archives.  Both have valuable information so we wanted to share them with you! The first article talks about when to consider an Independent Educational Evaluation and the second article talks about evaluations while your child is in the RTI process.  You can find the link to those articles here https://askecac.org/tag/evaluation/

With Appreciation,

Christina and Wendy

One More Week for Registrations

Good Morning! Registration for our next sessions of social skills classes are open for one more week.  Classes begin this coming Sunday!  For details, please click here Registration for Social Skills Classes Feb.26-April 2

Questions about our classes?  Send us an e-mail to confidentsolutions7@gmail.com.  We love connecting with you!

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With Appreciation,

Christina and Wendy

March’s Free Parent IEP Class

Our next free parent/guardian class on understanding the components of an IEP will be held on Wednesday, March 15th. Due to the needs of families, we have a drop in time from 11:00-1:00.  Please join us during this time at your convenience and bring your questions. We are finding it to be most helpful for families to have the opportunity to ask individual questions about an IEP process or specific parts of an IEP. We still love to hear that you’re able to drop in! Please send us an e-mail to confidentsolutions7@gmail.com. Classes are held at 9700 Research Dr., Suite 132, Charlotte, NC 28262. We look forward to seeing you!

With Appreciation,

Christina and Wendy

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February’s IEP Class

Our next free parent/guardian class on understanding the components of an IEP will be held on Wednesday, February 15th.   Due to the needs of families, we have changed the time from 11:00-1:00.  This will be a “drop” in time.  Please join us during this time at your convenience and bring your questions.  We are finding it to be most helpful for families to have the opportunity to ask individual questions about an IEP process or specific parts of an IEP.  We still love to hear that you’re able to drop in! Please send us an e-mail to confidentsolutions7@gmail.com. Classes are held at 9700 Research Dr., Suite 132, Charlotte, NC 28262.  We look forward to seeing you!

With Appreciation,

Christina and Wendy

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Executive Functioning Skills

Executive Functioning Skills are important in helping a student successfully navigate his or her school day.  So, what are they exactly  and how do they look within a classroom? Collectively, these skills are what helps a student regulate his/her own behavior.  Here is a breakdown of the skills: planning, organization, time management, working memory, and metacognition.   Let’s talk in detail about each one a little further.

Planning is what we use to decide what is important to focus on and what is not important to focus on.  This is what helps a student reach the completion of an assignment in school.  When a student is weak in this skill,  a teacher will frequently say that he/she is unable to complete classroom assignments independently.  He/she may possibly be working on a different task (such a drawing or writing) during math time.

Organization is shown when a student can easily locate all of his/her materials needed for an assignment.  For example, a student who is strong in this skill will be able to independently find the writing notebook, a pencil, collect a new graphic organizer, and overall be prepared for the assignment.

Time management is when a student shows they know how to judge how much time he/she needs to complete an assignment or a classroom project.  It’s typical to see a teacher help with this area during class by posting how much time the students have for an independent assignment or group work.  If a student is weak in this skill, you may see him/her struggling to pace the time to finish all parts of the assignment to completion.  When the time is up and the teacher transitions to the next subject on the classroom schedule, a child who is still working on the beginning of the last assignment would be showing a weakness in time management skills.

Working memory is how our brains hold information in our minds while performing a more difficult task.  We do have the ability here to “pull up” past learning experiences and apply them to a task or an assignment.  For example, we see this in the classroom when a student is asked to write a narrative.  While writing, the student is putting the idea down on paper while remembering to use punctuation, correct use of grammar, and spelling.  All of those tools are working together.

Metacognition is when a student has the ability to have a “bird’s eye view” of himself or herself.   When this skill is strong, a student would be able to observe how he/she is problem solving and even question himself/herself in how he/she did.

There are more executive functioning skills that we use when we face a new problem or want to achieve a goal. They are: response inhibition, emotional control, sustained attention, task initiation, flexibility, and goal directed persistence.

Response inhibition: This is basically the skill of thinking before you act.  When a student is able to “pause” and think before saying or doing something, than that student would be strong in this skill.

Emotional control:  This is when a student can manage his or her own emotions so he/she can complete a classroom task or assignment or successfully reach his/her own goal.

Sustained attention:  If a student has a strength in this skill, then he/she is able to attend to a task within the classroom even with distractions around him/her and feeling tired or bored.

Task initiation: This is when a student can successfully start an assignment without procrastination.  You may see a weakness in the classroom if, after the teacher has given directions to begin a task, a student is walking around looking for a pencil, sharpening the pencil, asking to go to the bathroom, talking to a peer, etc.

Flexibility: This skill involves a student being flexible in a change in the classroom routines, a mistake in his/her work, or any setback or change that may occur during their day.  A student who may show weaknesses in this skill would become rigid or upset if a change occurred suddenly during an assignment or in the schedule.

Goal directed persistence: This skill involves a student having the ability to follow through to finish a goal that he/she set for themselves or possibly by the teacher without  getting discouraged with a competing interest.

Honestly, we could talk for days on this topic.  🙂 When a student is weak in one of these skills, it affects his/her overall school day as well as at home.  It’s important, as parents and educators, to recognize where a child’s strengths and weaknesses are in relation to these skills so we may help support and strengthen these skills.  When we allow these skills to continue to be weak without any support,  it’s common to see an increased problem in school as the child grows and attends higher grades.  For example, “organization” in first grade may look like a child leaving behind a parent letter or forgetting to unpack his book bag at school (or when he comes home from school).  Leaving the skills to continuously be weak, in high school, “organization” will look like a messy book bag with a lot of difficulty finding assignments, turning in assignments, and forgetting about assignments. If these skills are strengthened over time, we will see a child who can manage time, projects, and maintain sustained attention. Additionally, once our children understand why they have trouble turning in assignments, keeping track of materials, or finishing activities then they can begin to work to change these behaviors to new behaviors with which they are happy. This enables students, parents, and teachers to partner together to teach the whole child.

If you would like to read more about executive functioning skills, we have a few recommendations.

Here are a couple of fantastic reads:

https://www.amazon.com/Executive-Skills-Children-Adolescents-Second/dp/1606235710/ref=sr_1_1?ie=UTF8&qid=1475534746&sr=8-1&keywords=executive+skills+in+children+and+adolescents

https://www.amazon.com/Smart-but-Scattered-Revolutionary-Executive/dp/1593854455/ref=sr_1_2?ie=UTF8&qid=1475534746&sr=8-2&keywords=executive+skills+in+children+and+adolescents

https://www.amazon.com/Coaching-Students-Executive-Practical-Intervention/dp/1462503756/ref=sr_1_3?ie=UTF8&qid=1475534746&sr=8-3&keywords=executive+skills+in+children+and+adolescents

http://www.edutopia.org/blog/brain-based-teaching-strategies-judy-willis

http://adayinourshoes.com/measurable-iep-goals-address-executive-functioning-deficits/

With Appreciation,

Christina and Wendy

We Would Love to Hear From You

We are deciding which post to write next and we would love to hear your opinion! Which one would you like to read next?

  1. What You Should Never Hear at an EC Meeting
  2. Common Accommodations for Classrooms
  3. A post about Executive Functioning Skills

 

Please write your choice either in the comment section below, the comment section on Facebook, or send us an e-mail at confidentsolutions7@gmail.com.  We’ll see which one gets the most responses and will write that blog next.

With Appreciation,

Christina and Wendy