Inappropriate Behavior May Be Masking a Learning Difference

2012.7.Class-ClownIf you’re a parent of a child struggling with inappropriate behavior at school, you might find yourself answering this question at an SST or IEP Meeting: Does your child’s behavior impede his/her ability to learn in the classroom?

If you answered yes, then know that you’re not alone. As a Wraparound Support Provider, I hear this all too familiar story from parents just like yourself:

It started with little things, like not paying attention to the teacher, failing to turn in homework, or talking when he’s not supposed to, but it soon escalated to an alternation with another student, maybe a former friend, on the playground or in the lunchroom and now the school is talking suspension. Phone calls from the school increased from once a week to twice and now it’s nearly every day. And every day it’s a struggle to understand why this is happening.

You know your child is smart, knows the rules of school and although may have had a little academic or behavior issue in the past, it has never been something to worry about. But now, you find yourself worrying about his future and wondering ‘why?’

The Behavior May Be Hiding the Learning Difference

When trying to uncover the reason behind a behavior difficulty at school, we must focus on the root cause. It is imperative that we refrain from putting too much stake on the surface behavior. Yes, the behavior is causing daily problems, but it is likely hiding something more serious. The only way to uncover the real issue is to take a thorough look at all areas of your child’s life: (1) Home Environment; (2) School Environment; (3) Individual Needs

What’s Going on at Home?

Family dynamic changes can be difficult transitions for kids of all ages. The first question to ask: What changes have occurred at home?

Was there a change to the structure of the family, parenting style, or the way the home is run? If so, we have to look closely at these changes, no matter how minute, because they are part of the bigger picture.

Let’s make sure not to play the blame game.

Parents cannot blame the school alone for their child’s behavior and the school cannot blame the parents only for their student’s difficulties. Really, no one should be blaming anybody but it often feels that way, doesn’t it.

We need to change that.

Looking at what changes have occurred in a child’s home environment is one part of the mystery. As parents, you must do your due diligence and answer that question honestly, keeping an open mind.

behavior is functional

What’s Going on at School?

The second question to ask: What’s happening during school that perpetuates the inappropriate behavior?

Maybe the new teacher is not your child’s favorite this year or maybe there’s another kid that’s picking on your kid.

School is just as much about social preservation as it is about academic prowess.

When delving deeply into the school day, we want to be mindful to look at social struggles as well as academic ones. If your child is facing a problem with one of his friends, that could be the precipice for the behavior. Even it is seems minor, it may be a major source of strain for your child.

It’s hard to remember that kids are just that — kids. We’re adults now and can handle more stressors and triggers, but our kids have yet to go through the ups and downs of life that we have. So when faced with what presents as a minor social hiccup, perhaps they aren’t as prepared as we’d like them to be because they haven’t yet had to deal with that particular situation.

A child who’s acting out in class may be masking a more serious learning difficulty.

We have to also look at the academic needs of the student. Oftentimes, the behavior is masking a more serious issue, like a learning difference.

This is a hard one because it’s not a quick fix and may very well be something the student must learn to navigate through not only in school but in life. And that’s okay.

We’ve come a long way in the way we think about learning disabilities, disorders and differences. We know that there is no one right way to learn and that standardized testing does not tell the whole story nor determine success in life. It’s still important, however, to acknowledge that there is a learning difference so that the school can put appropriate accommodations and modifications in place.

What’s Going on Internally?

Getting to the root cause of a behavior need, may uncover a learning difference, but we’ll only really have concrete evidence of that if your child is evaluated for one.

A Psychological Educational Evaluation (often called a Psycho-Ed Assessment/Eval) is conducted by the School Psychologist at the request of the parent. It is also the start of the I.E.P. process.

I recently had a parent tell me that requesting testing was initially a scary process because she didn’t know what the evaluation would reveal. By choosing to look at it as a general check-up, however, it lessened the worry and put things in perspective. If a learning difference is found and her child is able to get services through the school, then that is one more piece of the puzzle solved.

Collaboration is Key to Bridging the Gap Between Home & School

Teachers, Parents, Providers want the same thing: to solve the puzzle. We can’t do that, however, by piecemealing the process. We have to collaborate.  We must look beyond the outward behaviors to the core issues, working together to understand what’s happening at home in conjunction with what’s happening in the classroom.

To label a child a “Behavior Problem” is the equivalent of just looking at someone’s outward appearance and deciding their whole story. It’s unfair of us to do so. We won’t know the whole story until we uncover the root issue. It takes time, money, patience, and expertise. Once completed, however, we have a clearer picture of what’s really going on.

If your child is in need of behavior support or you want to find out more about services available for behavior needs, click on TerryTutors.com for more information.

Christine Terry, J.D., is a Special Education Advocate & Founder of Terry Tutors. She created the One Wraparound Service for The Struggling Student, which includes Academic, Behavior, Special Education Advocacy, and School Placement services. Christine truly loves helping students realize their inner potential and the possibilities that await them: “To be a part of a student’s ‘ah ha’ moment is the best feeling in the world because I know I’m helping that student build foundational confidence that will lead to a successful path, not just in school but throughout life!”

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If It Wasn’t Written, It Never Happened: Avoid This IEP Pitfall

emailThe #1 Advocacy Rule: If it wasn’t written down, it never happened.

Here are some pointers about why creating a written record of your verbal conversations with teachers, therapists, and administrators will help you avoid this major pitfall of the IEP system.

THE WHAT: Email

Email is the cleanest way to send timely communication to all parties involved in the IEP process.

  • Create a file folder in your email account dedicated to all communication concerning the IEP process.
  • Send weekly updates to providers and the school.
  • Cc all support team members on those emails so we can be on the same page. If your child was struggling with a concept during tutoring, then her teachers should know about that so he can be aware and provide additional help.
  • Remember to leave emotion out of it. When communicating with the school, you’re wearing your objective Advocate Hat right now, not your parent hat.

THE WHO: All Support Providers

Who is included on these emails? Every service provider that your child is working with, such as teachers, administrators, therapists, advocates or attorneys, tutors, behaviorists, any other support service providers who are familiar with your child’s needs and care.

THE WHY: Concise, Communicative and Congenial

The reason why we create a written record is not litigious but rather so that everyone can remain in the loop and be on the same page. Miscommunication is the downfall of so many good parent/school relationships. Your job is to build a working relationship with your child’s support team. That includes taking on the task of secretary. You are your child’s point person and in doing so you must be concise, communicative, and congenial.

E-MAIL EXAMPLE

Here’s a clear example of what your emails should look like:

To: IEP Coordinator/Point Person

Cc: Meeting Attendees (Advocate or Attorney, Teacher(s), Vice Principal, SLP/OT/PT Therapists, Resource Specialist) & Those who did not attend the meeting but are still important support providers (Private SLP/OT/PT Therapists, Psychologist or Counselor, Tutor, Behaviorist)

Subject: Meeting Recap 3/31/15 – Student A.J.

Dear Team Aiden*,

Thank you for meeting with me today to discuss my son, Aiden Johnson*, and his challenges and successes in school.  After reviewing my notes, I believe it is best to move forward with Speech Language Pathology (SLP) testing. I will be contacting the SLP on staff (she is also cc’d on this email) this week to set up a time to review Aiden’s speech challenges and my additional concerns. My goal is to help Aiden as best we can, and so I would also like to discuss how we can work with Aiden on his goals at home.

Thank you once again for your time. Looking forward to speaking with the SLP this week.

Jenny Johnson*, Aiden’s Mom

(c) 310.555.7126

(e) jennyj@email.com

*Not real name

Christine Terry, J.D., is a Special Education Advocate & Founder of Terry Tutors. She created the One Wraparound Service for The Struggling Student, which includes Academic, Behavior, Special Education Advocacy, and School Placement services. Christine truly loves helping students realize their inner potential and the possibilities that await them: “To be a part of a student’s ‘ah ha’ moment is the best feeling in the world because I know I’m helping that student build foundational confidence that will lead to a successful path, not just in school but throughout life!”

10 Special Ed Blogs that Make You Wanna Go “Yeah!”

special_education_blogsMy Twitter feed is on fire with some awesome blogs lately. There are so many resources out there in internet-land that I had to share a few of my favorites.

If you’re looking for a little inspiration, need to find more education, or just want to talk about your frustrations then check out these gems in the blogosphere.

 

  1. Adventures in Aspergers
  2. Autism Father Blog
  3. Autism Hippie
  4. Firefly Friends
  5. Fusion Academy
  6. Innovative Speech & Language Pathology
  7. Love That Max
  8. National Center for Learning Disabilities
  9. The Center for Well-Being
  10. Wrightslaw

For more resources take a look at our LinksWeLove or Find Us on Facebook & Twitter

Christine Terry, J.D., is a Special Education Advocate & Founder of Terry Tutors. She created the One Wraparound Service for The Struggling Student, which includes Academic, Behavior, Special Education Advocacy, and School Placement services.  Want to Know More? Head on over to TerryTutors.com.

We Need a Learning Profile for Every Student

learning profile A recent Special Education Forum got me thinking: We need a Learning Profile for every student, not just those in special ed.

What’s a Learning Profile?

A learning profile is an overview of the recommended reasonable accommodations and modifications needed to set a student up for success. It’s traditionally used in Special Education but I believe we need one for every student, regardless of special or general education status.

Why Should a General Education Student Have a Learning Profile?

There is no one right way to learn, and therefore no one right way to teach. Just because a child doesn’t qualify or hasn’t been tested to receive services under the federally mandated Special Education programs doesn’t mean that child does not need some classroom accommodations or modifications. In fact, those are kids that may be slipping through the cracks. Those are the ones we need to pay extra close attention to because they may be struggling but no one can pinpoint why.

Learning Profile Considerations

I subscribe to Howard Gardner’s Multiple Intelligences theory. Although learning styles and multiple intelligences are not the same,  a strength-based learning assessment will take into account the child’s multiple ways of learning and bring out those different styles of thinking by considering the following:

  • Student Classification
  • Supports Provided
  • Cognitive/Intellectual Style
  • Social/Emotional
  • Student Behaviors
  • Organization/Time Management
  • Reading
  • Writing
  • Language
  • Math

We Think Differently, Therefore We Should Be Taught Differently

Lots of progressive and developmental based schools are on board with this idea: we all think differently, therefore we should all be taught differently. Traditional schools teach to the middle while progressive models teach to the individual. Yes, we all need to learn social tools to navigate societal conventions but should we all be learning just one way of doing something? Common Core is attempting to bring more project based learning into the classroom but the sheer numbers of students in a class (up to 40!) makes it a tall order for one teacher to implement. The ideal is not the same as the reality.

For my students struggling in traditional platforms, I recommend seeking out schools with a teach-to-the-individual-strength-based-learning model, like many of these I’ve visited. And if you need a little help finding the right school fit, search out a school placement service that incorporates a psychological component coupled with education advocacy, like mine here.

The way a student learns is hardwired long before they step foot into a classroom. As educators and parents, we must make sure to set them up for success by enhancing, not squashing, their natural abilities.

Christine Terry, J.D., is a Special Education Advocate & Founder of Terry Tutors. She created the One Comprehensive Wraparound Service for The Struggling Student, which includes Academic, Behavior, Special Education Advocacy, and School Placement services.  Want to Know More? Head on over to TerryTutors.com.

Study Like D.J. Tanner

Full HouseOh, Full House. You have given us so very many important life lessons.

As a child of the 80’s and one of three sisters myself, I especially related to this show. See Donna Jo Tanner, D.J. as we all grew to know and love her, was the eldest just like me, and a bossy but loving older sister, just like me. She was also studious and mindful and always the diligent helper, just like me.

How You Study is Just as Important as What You Study

In the episode where Uncle Jesse is studying for his Driver’s Test, which he has previously failed a few times due to poor study habits, DJ teaches him that how you study is just as important as what you study.

Taking a lesson from my sitcom friend, here are three applicable ways to study smarter:

1. DJ Says Find a Quiet Place with Limited Distractions

In everyday life, we are constantly distracted from the task at hand. Finding a quiet place without the beep of a text message or the ring of someone’s phone is nearly impossible. Even in our homes the TV is on, someone is talking on the phone, someone is listening to music, someone is playing a video game — it’s constant noise! For a child that exhibits any tendency towards distractablity, impulsvity, has ADHD or is just hyper-sensitive to the lack of calm, drowning out the noise can prove to be extremely difficult. And less focus means less long-term memory.

DJ says sit at the table or study in a quiet place with limited distractions. This means setting up a Technology-Free Zone in your home or going to the library after school and reserving a study room. Making the extra effort as to where your child studies is key to making sure he remembers the material.

2. DJ says No Eating While Studying

DJ  makes it clear that eating while studying is a no-no. Eating before studying, however, is actually food for your stomach and your brain.

I recently took on a new student who exhibits tendencies of ADHD. He’s super smart but has the “wiggles” and finds it difficult to stay in one place for longer than 10 minutes. For example, during our one hour session, he needed to leave the room 3 times and leave his seat 4 times. Now, I’m not religious when it comes to studying at the table or sitting in a chair. Most of my students can’t tolerate sitting for a great deal of time– they need to be on the move. So we do our best to mix it up, especially when his energy engine is running low.

This kid amazes me though. He knows he has the wiggles and so instead of making a big deal about it, he is learning to use tools and strategies, like the use of a fidget, standing up when needed, sitting on a wiggle seat or a Bosu ball, and taking small, unassuming breaks, to help ease those difficult, unfocused moments.

Together, we set Academic Goals and Behavior Expectations. He thought of the expectation “To Eat Before Tutoring”.  When I prompted him as to why he replied, “Because it helps me focus.” Even at the tender age of 10, my student knows that his mind and body are connected.

DJ would be proud.

3. DJ Says No Music Too?

Here’s where DJ and I disagree a bit. (Sorry, Deege).

I think music can help a student focus better, as long as it provides a sense of calm and is set at a low decibel level where it becomes background noise instead of a dance party. Don’t get me wrong, I’m all about Homework Dance Party breaks (I’m a pretty cool Tutor, after all) but when it’s time to get down to the business of studying, we gotta turn down the volume too–just a bit.

Great advice, Teacher D.J.

Christine Terry, J.D., is a Special Education Advocate & Founder of Terry Tutors. She created the One Comprehensive Wraparound Service for The Struggling Student.  Want to Know More? Head on over to TerryTutors.com.

10 Tips on How to Navigate the Special Education System

FAPESpecial Education can present sticky situations when it comes to services, funding, and finding the right school fit. Anyone who works in the schools or has been a part of the IEP circle in some respect knows that it’s no secret getting services for your child can be an uphill battle. Don’t worry– we’re here to help you navigate the system in a collaborative and compassionate manner.

Here’s what you need to know: (Download our Special Education Advocacy PowerPoint)

1. Know Your Acronyms & Case Law So You Can Speak the Special Ed Lingo: FAPE, IDEA, IFSP, IEP, IEE, LRE, SELPA; Board of Ed. v Rowley, 458 US 176 (1982) aka The Cadillac v Chevrolet argument

2. Regional Center to Public School Transition: Birth to 36 months = ECI Services; 36 months to 21 Years: Services through the Public School

3. Understand the IEP Process:

  • Qualifying Disability as defined by 20 U.S.C. sec. 1401 (3)(A)
  • Request for Referral for an Evaluation
  • Public School Approves or Denies the Request: If Approved then there is Psycho-Educational Testing v. If Denied: Appeal and IEE Option
  • School is looking at where your child falls on the Standard Deviation Bell Curve
  • Annual IEP Meeting but you can ask for more
  • Tri-Annual (every 3 years) Evaluation of new Psycho-Educational Testing
  • Know Your PLOP Goals: Measurable & Realistic

4.  Is ADD/ADHD Part of Special Ed? No.: Not considered part of Special Ed but can get 504 Plan, which governs accommodations. So how do you get services for children diagnosed with ADHD? Must pair the diagnosis with a qualifying disability as defined under 20 U.S.C. section 1401 (3)(A).

5. New DSM Info About Autism: New DSM does away with Asperger’s and PDD-NOS. Instead there is one umbrella diagnosis of Autism Spectrum Disorder with various severity levels.

6. What Services Are You Asking For? OT, PT, SLP, Resource; usually Pull-Out services in Group with 3-4 students for 30 minutes 1-2 times per week; Push In Classroom Services v Pull Out Group or Individual Services

7. What’s Inclusion & Mainstreaming: It began in the 80’s and is the public education’s choice form of classroom methodology– mixed learning abilities in a general education classroom with a general education teacher

8. Parent Rights:

  • You do not have to test your child.
  • You do not have to sign the IEP at the Meeting
  • You can ask for more than one IEP per year
  • You can ask to observe your child and the therapy
  • You can ask for a copy of the report and testing
  • You can ask for additional hours and services

9. Alternatives to Traditional Public Education: (1) Paid by the State: Homeschooling, Charters; (2) Paid by the District: Non-Public Schools; (3) Private Pay: Private School, possible tuition reimbursement under Burlington School Committee v. Dept. of Ed, 471 US 379 (1985)

10. To Sum it up:

  • If it’s not written down, it didn’t happen.
  • You don’t have to sign the IEP at the IEP Meeting.
  • You have more rights than you know.
  • Your job is to know the law and fight for your child’s rights in a collaborative manner.
  • You can be your child’s own advocate!

All in all, you must be your child’s own advocate but sometimes you need a little help along the way. That’s where we come in.

We focus on identifying your child’s areas of needed support, qualifying for assessments and evaluations through the school district or the state regional center, attending and reviewing Student Success Team (SST) & Individualized Education Program (IEP) Meetings at the school, Coordinating Care between all public and private service providers, teaching you how to navigate the education and state systems, and teaching your child self-advocacy.

Because when all is said and done, the end goal is for your child to be self-sufficient–they just need a little help along the way, and that’s okay.

Christine Terry, J.D., is a Special Education Advocate & Founder of Terry Tutors. She created the One Comprehensive Wraparound Support Service for The Struggling Student by combining Academic, Behavior, and Advocacy support. Want to Know More? Head on over to TerryTutors.com.

Are Labels Really So Bad?

labelOne of the most common concerns I hear from parents who are considering testing their child for learning differences is the fear of labeling. Will this label follow my child around for the rest of their education or even their life? Will my child be known by their label alone? Will it define who they are?

Our Society Labels Everything & Everyone

These concerns are real and should not be taken lightly, but the fact of the matter is that in our society we label everything, and that’s how we choose to collectively define and describe ideas, things, and, yes, even people. When a child is born they are labeled by their gender. When a child excels or is challenged by a task or developmental stage they are labeled by their parents as a “natural talent” or “late bloomer”. These labels follow us around forever and contribute to who we are as adults. For example, I will always be labeled as the child whose first bite of food was a chocolate chip cookie– forever labeled as the girl with a sweet tooth.

The Unmeasureables & The Unknowns

A parent’s fear of having their child tested is exacerbated by the unknown and the what-if’s of the process. But a test is not indicative of a child’s long-term potential. In fact, that’s why the IEP requires a Triannual Review, a new assessment every three years.  See, a test or assessment measures only where the child is in relation to his or her peers at that moment in time. It cannot measure how a child positively compensates for their challenges or their fighting spirit or how a warm, supportive household will shape a child’s meter of self-esteem, aiding them in their battle to win over any learning differences. These are the unmeasurables and the unknowns. These are the natural and environmental influences that cannot be tested.

To Test or Not to Test? That is the Question

When considering whether to have your child assessed for a learning difference, there are two factors to think about: (1) Do I want to know the root cause of my child’s challenge?, and (2) Do I want federal dollars to help my child if there is a problem?

I encourage parents to seek out testing because, like anything, if we don’t understand the root of the problem we can’t seek out the appropriate solution. Whether it be a Functional Behavior Assessment or Psycho-Educational Assessment, knowing the underlying cause of an issue can only serve to help figure out the right path to achieve individual success. Additionally, the fact of the matter is that if you are seeking state provided services through the public school system or the Regional Centers an assessment is mandatory to determine such needs. Federal dollars are apportioned via an objective standard of measurement–a test. Where your child scores in relation to his or her peers will determine what type of help and how much money the state offers to support your child’s needs.

Your Rights

As the parent or legal guardian, you ALWAYS have the right to refrain from having your child tested. No one, not even the state, can make you do this. Never feel that your only option is to sign that piece of paper and check the box that says “yes”.  Many parents supplement support (OT, SLP, PT, Behavior, Academic, Psychological) through private outside providers. Some choose to collaborate with the school without a formal IEP or 504 Plan in place by coming up with their own version of support. Others choose to home-school or enroll in private schools or charters with smaller class sizes. Whatever choice you make, know that it must be your choice because you are the ultimate decision-maker for your child’s needs.

If you’re refraining from having your child tested for fear of labeling, however, I ask that you think about which is more important: A label or getting the help your child needs?

We all come to the table with different viewpoints, different experiences, different family dynamics, different struggles and achievements– different labels. We label ourselves and we label each other. It’s not the label itself that will determine your child’s success though, but rather your ability as the parent to help your child shape their success by defining their own labels for themselves and the world around them.

Christine Terry, J.D., is a Special Education Advocate & Founder of Terry Tutors. She created the One Comprehensive Support Service for The Struggling Student by combining Academic, Behavior, and Advocacy support. Want to Know More? Head on over to TerryTutors.com.

Is Sitting Still, Still Necessary?

sitting still“I worry that their intellectual prosperity will be curtailed by the simple, but daunting, expectation that they sit still for hours each day.” Dr. Carolina Blatt-Gross, Mother of Two Rambunctious Boys

This CNN piece came on the scene this past week and it was insightful, helpful, and non-judgmental. I encourage all of you to thumb through it here.

In general, I work with mild/moderate students struggling in school due to a learning difference, behavior challenge, or social skills need. For my students who struggle with impulsivity or ADHD, sitting in their seat for 42 minutes at a time is really, really tough. I feel for them, truly. They so badly want to conform but are just unable to physically resist the need to get up and walk around the room, take the hall pass for a reprieve at the drinking fountain, or in some cases, even stretch out on the floor in the back. (Yep, that happened today.)

We know that if there’s lack of behavior support, there’s a lack of academic success. Those two definitely correlate. So what if we take away the confines that contribute to the behavior problem?

Drew Whitelegg, Fourth Grade Teacher at The International Community School, who was  a soccer coach before becoming a teacher explains:

“If you try to fight the restlessness and impulsive nature of children, you end up denying an important developmental stage, In addition, it sets up disciplinary issues where students are in trouble for nothing other than the need to move.”

Drew kinda hit the nail on the head, didn’t he.

My students struggling with impulsivity are often labeled as a ‘Behavior Problem’ by the school because they are disruptive in class. They are partly disruptive in class, however, because they are unable to sit for long periods of time.

“Making them sit creates problems with behavior.” Carlita Scarboro, a First Grade teacher at public school, Laurel Ridge Elementary.

I couldn’t agree more.

Schools are getting better about providing accommodations, such as wiggle seats for little ones,  allowing breaks, or giving the student a classroom “job” like Door Manager, where she can sit in the back of the class and be responsible for opening and closing the door whenever someone enters or leaves. This also gives the restless student a chance to take much-needed breaks without her peers looking at her funny as she shuffles from the front of the room to the back during a lesson. That’s a prime example of Differentiated Learning using an Inclusion Model, which is hopefully on its way to becoming the norm in all classes.

Another question to ponder is why we need to have desks at all? Our job force is changing and it’s my prediction that office jobs will be in the minority in the not-too-distant future. Instead, and especially after the Great Recession, we’re seeing more educated entrepreneurs pop up with in-home practices and a revitalization of the trades, which are desperately needed in the U.S. If school is to prepare a child for a future in the work force and the way we work is changing, then shouldn’t our schools change the way we teach our students to work? Here’s an interesting school that’s putting into practice those ideas: the MUSE School.

All in all, I feel a revolution coming on. The rise of ADHD cases coupled with the lack of how to help these kids learn best while using the preferred Inclusion Model is going to have to create some new changes, and radial ones at that. Perhaps, we’ll one day look back at the desk as we now do with the dunce cap.

Christine Terry, J.D., is the Founder of Terry Tutors and Creator of the One Comprehensive Support Service for The Struggling Student. Want to Know More? Head on over to TerryTutors.com

The Terry Tutors Annual Report: 2013

2013-annual-reportThank You for Making Our First Year a Success!

Here are some stats that will warm your heart:

  • 1 New Comprehensive Support Service: We’ve streamlined our Private Tutoring, Family Coaching, and Education Advocacy services into One Comprehensive Support Service Designed Specifically for The Struggling Student. We saw a need to bridge the gap between home and school support and took it upon ourselves to create a boutique, in-home and at-school program designed specifically to help students who are struggling in school due to ADHD, Autism, Anxiety, Twice-Exceptional, Learning Differences, Behavior Challenges, Social Skills Needs, Family Dynamic Concerns, Trauma, Depression, and Low Confidence and Low Self-Esteem. Read more about our program here
  • 5 Trainings: To keep our General & Special Education skills in tip-top shape, we’ve attended and gained membership to 5 conferences, trainings, and workshops with well-respected national and local organizations, such as the Council of Parents, Attorneys, and Advocates, Autism Partnership, and DirectEd Specialized IEP Services. Read more about our passion for learning new skills here
  • 6 Support Team Members: We’re proud to work with 6 Terry Tutors Support Team Members, who are trained and passionate about providing support services focused on the child with learning differences, behavior challenges, and social skills needs. Learn more about our Team here
  • 70 Service Providers: In order to make sure our families and students know of the best educational support resources around, we’ve personally met with over 70 Support Service Providers, including Specialized Schools & Academic Services, Education Advocacy Organizations, Therapists, Psychologists, and Assessment Evaluators, Autism Support Providers, State Regional Centers for Children with Qualifying Disabilities, Special Needs Financial Planners and Attorneys, Domestic & Nanny Agencies; Pediatric Support Services, and Behavior Intervention Services. Find all of our recommended Support Service Providers here
  • 700 Service Hours: We’ve completed almost 700 in-home and at-school service hours specifically in the areas of Academic Support through Private Tutoring, Behavior Support through Family Coaching, and IEP Education Advocacy for typically and atypically developing students in both private and public schools throughout Los Angeles.
  • 3,000 Dollars Donated: In keeping with our commitment to global education we’ve donated nearly $3,000 to Pencils of Promise, and we’re on our way to building a school abroad! Read more here

What can you look forward to from Terry Tutors in 2014?

More greatness, of course! We’re excited to continue with our Mission of Collaboration for the Next Generation. With the expansion to Orange County, our One Comprehensive Service for The Struggling Student will be able to help more students and their families move forward successfully in school and in life!

Christine Terry, J.D., is the Founder & Owner of Terry Tutors and creator of the One Comprehensive Support Service for The Struggling Student. Want to Know More? Head on over to TerryTutors or contact us below:

Links We Love!

Resources1If you’re a parent of a child with Learning Differences, Behavior Challenges, or Social Skills Needs then you know that one of the most difficult things to search out is a trusted service provider– a “child whisperer” who has their “finger on the pulse” of the L.D. community at large, and, above all else, treats your kid like their own.

We’ll, you’re in luck because this past year we, at Terry Tutors, have spent the bulk of our time researching, meeting, and compiling resources for our clients. Throughout this process, we’ve found ways to seamlessly work together with teams of providers for each of our students and families in need of a little or a lot of help. We happily collaborate because that is the only way to coordinate proper care and ensure that needs are met and things get done! We work not only in the home but at the school and with the state too, providing cross-over services because a child’s challenge doesn’t magically go away when the bell rings.

Anyone who has tried to find special education services or the like has received the run-around more than once, where frustration ensues and time is inevitably lost. We’ve been fortunate, however, to make this process as painless as possible for our students and their families, working diligently to create connections so our kiddos are not the ones who lose out in the end.

For example, SSTs and IEPs are often thought of as nightmarish meetings, laden with government bureaucracy–stretching for days on end with little accomplished. But that has not been our experience. Instead:

  • We do our homework! We’re educated, knowledgeable, and passionate about advocating and providing the right support for our students and their families.
  • We extensively prepare our clients for realistic goals, being mindful of the emotion involved throughout the process of evaluation, social/emotional/academic findings, and the tough decisions parents must make.
  • We make it a priority to respectfully maintain open communication with Teachers, School Psychologists, OTs, SLPs, Resource Specialists, Principals, and Administrators.
  • We followup in a professional, timely manner to ensure what is written on paper is implemented in the classroom.

It is through this process that we’ve been able to meet all of these amazing service providers, who are passionate about serving your child and helping you support and advocate for their needs.

Review all of our Free Resources & Recommendations:

  • Terry Tutors: Serving the Whole Student with Private Tutoring, Family Coaching & Education Advocacy
  • Links We Love: a free resource list of providers we’ve met and services we recommend
  • Terry Tutors Facebook: Resources galore for the typical and atypical developing student
  • Terry Tutors Twitter: Connections with like-minded outlets for education: reform, inspiration, and know-how
  • Terry Tutors Blog: Honest Approaches to Serving the Whole Student
  • Terry Tutors Pinterest: Hundreds of pins from healthy kid-friendly snacks to education case law
  • Terry Tutors YouTube: A Series all about the psychology behind school and how you can do better just by changing your mindset

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Christine Terry, J.D., is the Founder & Owner of Terry Tutors, a Private Tutoring, Family Coaching, and Education Advocacy service dedicated to supporting the whole student. She writes this blog as an effort to help Moms & Dads Navigate Generation Z, Honestly. Want to Know More? Head on over to TerryTutors.com