"Navigating IEPs Together: A Community Effort at The Oakland Public Library"
(This was a homework assignment)
Proposal for the Oakland Public Library to Host IEP Support Sessions for Families of Low-Income Black Students with Autism Entering the Oakland Unified School District
The Objective
The objective of this proposal is to establish a support group hosted by the Oakland Public Library for families of low-income Black students with autism entering the Oakland Unified School District. This initiative aims to address systemic issues within the education system, where these students often face inequitable treatment due to factors such as bias, inadequate support systems, and lack of resources. The group will provide IEP mentoring (excluding legal advice), parental/guardian, and community support to help these families navigate the educational system more effectively.
OUSD continues to fail Black students in special education. A low-income Black student with an IEP is 29 times more likely to be suspended than a non low-income, non-Black student without an IEP. Our students with the highest needs are summarily dismissed from the classroom on the regular.
January 12, 2021 by Dirk Tillotson
Based on the OUSD data release around special education and inequitable discipline
The Program
What We Need
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Reach out OUSD staff and see if they will help connect us to IEP parents and any staff interested in coming the support group.
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Reach out to local support groups
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Have additional staff member available to watch children during the group time
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Create flyers and contact students from UC Berkeley, Laney College, or Cal State East Bay in child development classes who would be interested in volunteering to watch children at these meetings.
Administrative
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Enough staff available for the day
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Autism awareness training for staff
Supplies
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A free space with enough tables and chairs
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Name tags and pens
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Snacks (allergy free)
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Sensory toys for the children
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Computer for Zoom
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Posters and signs for the community
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Email template for sending to the attendants
Partners
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Outreach efforts will include:
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Informing preschools and elementary schools about the group before summer to allow time for information dissemination to parents.
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Encouraging schools to connect with parents of children with IEPs who might be willing to participate as informational providers and consultants.
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Posting flyers at pediatric doctors' offices, schools, and public parks around the targeted schools.
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Collaborating with local neighborhood groups that support parents of children with disabilities.
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Having representatives from the Oakland School District present during parent support group discussions about IEPs at the library is beneficial for several reasons. Their expertise ensures that parents receive accurate, up-to-date information about the IEP process, policies, and available resources. This direct communication allows parents to ask specific questions and receive immediate answers, clarifying any misunderstandings or concerns they might have. The presence of district representatives helps build trust between parents and the school system, demonstrating the district's commitment to supporting students with disabilities and openness to feedback. Representatives can also address systemic issues by listening to parents' experiences, informing potential improvements and policy changes. They can raise awareness about available resources and support services, ensuring parents know all the tools at their disposal.
Having Family Resource Navigators (FRN) involved in our library support group would be incredibly beneficial for several reasons. FRN provides invaluable education, support, and advocacy to thousands of families each year in Alameda County, highlighting the immense need for services tailored to families with children with disabilities. By incorporating FRN into our support group, we can empower parents to navigate complex systems such as school environments, healthcare, and benefits, ensuring they are well-equipped to advocate effectively for their children.
Local Preschools
Local preschools are an ideal place to engage parents and bring them to the library for an IEP support group before their children start elementary school. Preschools are often the first point of contact for families navigating the educational system, and parents are typically eager to understand how to best support their children's development and educational journey. By connecting with parents at this early stage, we can provide them with crucial information and resources about the IEP process, helping to demystify what lies ahead in the school system.
Add in low-income status and it get ridiculous. If you are Black, low-income and have an IEP you are nearly 30 times as likely to be suspended as students without any of those challenges—14.6% of those high challenge students were suspended while only .05% of low challenge students were.
January 12, 2021 by Dirk Tillotson
Based on the OUSD data release around special education and inequitable discipline
UDL Principal: Engagement
CHECKPOINT 7.2
Optimize relevance, value, and authenticity
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Optimizing relevance, value, and authenticity of the Universal Design for Learning (UDL) guidelines fits seamlessly into having parents of children with IEPs already in the school system attend a library support group to talk to parents of children with autism who will be entering the school district and needing IEPs. By ensuring that the discussions and activities are highly relevant and valuable, the support group can directly address the real-world challenges and concerns that new parents will face. Parents with existing experience in the school system can provide authentic, firsthand insights and practical advice, making the information more credible and impactful.
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The authenticity of these interactions ensures that the learning outcomes for new parents are grounded in genuine experiences, making the guidance they receive more applicable and trustworthy. These seasoned parents can share their personal journeys, challenges, and successes, providing a realistic picture of what to expect and how to navigate the IEP process effectively. This real-world relevance helps new parents feel more prepared and supported, knowing that the advice they receive comes from those who have successfully walked the same path.
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By creating an environment where active participation, exploration, and personal reflection are encouraged, the support group aligns with UDL guidelines and enhances the overall learning experience. This approach not only optimizes the relevance and value of the information shared but also fosters a supportive community where parents can connect, learn from each other, and feel empowered to advocate for their children's needs in the school system.
CHECKPOINT 8.3
Foster collaboration and community
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Fostering collaboration and community within the library support group aligns closely with Universal Design for Learning (UDL) guidelines, creating a cooperative and supportive environment for parents of children with IEPs and autism. The support group can be structured into smaller cooperative learning groups, each with specific goals, roles, and responsibilities. For instance, one group might focus on navigating the IEP process, while another addresses effective communication with teachers and administrators. Clear roles ensure that each participant knows their part, fostering a sense of purpose and accountability.
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Establishing programs that encourage positive behavior and provide differentiated support within the support group can mirror school-wide initiatives. This approach helps parents understand how such programs benefit their children and how to advocate for similar supports within the school system. Providing guidance on when and how to seek help from peers, teachers, and school staff through role-playing scenarios, question prompts, and shared experiences helps parents feel more confident and prepared to advocate for their children. Encouraging peer interactions within the support group, such as experienced parents serving as peer mentors or tutors, builds a strong community network where parents can rely on each other for advice and encouragement. This collaborative approach not only enhances the learning experience but also creates a supportive network that empowers parents to better advocate for their children's needs in the school system.
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UDL Principal: Representation
CHECKPOINT 2.1
Clarify vocabulary and symbols
Integrating the principle of clarifying vocabulary and symbols into a library-held, parent-led IEP support group ensures that all participants can fully understand and engage with the information presented. This involves linking key vocabulary, labels, icons, and symbols to alternate representations of their meaning, such as an embedded glossary or definitions, graphic equivalents, charts, or maps. By providing these alternative representations, parents who might be unfamiliar with specific terms or symbols used in the IEP process can access clear and understandable explanations. Additionally, idioms, archaic expressions, culturally exclusive phrases, and slang should be translated into straightforward language to avoid confusion and ensure inclusivity. This approach helps demystify complex concepts, making the support group more accessible and effective for all parents, regardless of their background or familiarity with educational jargon. By adopting these strategies, the support group can create an inclusive environment where all parents feel informed and empowered to advocate for their children's needs.
CHECKPOINT 2.3
Support decoding of text, mathematical notation, and symbols
Supporting the decoding of text, mathematical notation, and symbols is crucial for the effectiveness of a library-held, parent-led IEP support group. This principle typically refers to helping individuals fluently decode words, numbers, or symbols that are presented in an encoded format. In the context of our support group, it means providing assistance to parents in understanding complex text, legal terms, and other difficult-to-understand terminology related to IEPs. By breaking down and explaining these terms in simpler language, offering visual aids, and providing examples, we can ensure that all parents, regardless of their educational background or familiarity with the IEP process, can fully grasp the information being shared.
UDL Principial: Action & Expression
CHECKPOINT 5.3
Build fluencies with graduated levels of support for practice and performance
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Integrating the principle of building fluencies with graduated levels of support for practice and performance into the library's parent-led IEP support group ensures that all participants can develop the necessary skills and confidence to navigate the IEP process effectively. This involves providing multiple scaffolds to assist parents as they practice and develop their understanding of complex concepts, legal terminology, and advocacy strategies. The support group can offer highly scaffolded opportunities, such as guided workshops, one-on-one mentoring, and detailed instructional materials for those who need more assistance. For parents who are ready for greater independence, the group can provide opportunities for them to take the lead in discussions, share their experiences, and mentor others.
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Fluency is also built through numerous opportunities for performance, such as role-playing scenarios, mock IEP meetings, and presentations. These activities allow parents to synthesize their learning in personally relevant ways, enhancing their ability to advocate effectively for their children. By offering a range of supports tailored to different levels of readiness, the library program ensures that all parents can build their fluencies at their own pace, ultimately fostering a more knowledgeable and empowered community.
CHECKPOINT 6.2
Support planning and strategy development
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Checklists and project planning templates can be invaluable tools for understanding problems, setting priorities, and organizing the sequence and schedule of steps needed to achieve goals. These resources can guide families in developing comprehensive and realistic IEPs tailored to their children's needs.
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Mentorship plays a crucial role in strategic planning. Embedding coaches or mentors who can model think-alouds of the planning process can provide families with a live demonstration of effective strategy development. These mentors can offer insights and practical tips, helping families navigate the complexities of the IEP process with greater confidence.
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Additionally, providing guides for breaking long-term goals into reachable short-term objectives can make the overall process more manageable. By focusing on achievable milestones, families can maintain motivation and track progress more effectively. This approach ensures that the support sessions are not only informative but also empowering, equipping families with the skills and strategies they need to advocate for their children's educational success.
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The Timeline
April
May
June & July
July & August
August
Have approval of project by library staff
Start community outreach to the Oakland Public School District
Start outreach to guardians of students and staff members of Oakland Public School System. Agree upon a few meetup dates, start knowledge transfer, and create a plan for the initial 5 group meetings.
Put up flyers around local schools, camps, pediatric doctors offices, parks, YMCA, religious a and other local community centers announcing meetings.
Meetings begin!
Limitations and more:
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​Staff Training: Staff would need to undergo training and take a class on working with children with autism. There might not be local training classes, so online could be an alternative. Costs might be an issue and would the City of Oakland fund these?
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Parental Participation: There is a risk of not attracting enough parents to participate in the group.
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Speaker-Participant Imbalance: There may be more experienced parent speakers than new parents entering the system.
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Overcapacity: If the group attracts too many attendees, it may be necessary to limit the number of participants or create an additional group.
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Child Accommodation: In the event that children attend and one or more have an episode, we would need a plan to accommodate both the child and the parent effectively.
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Conflict Resolution: We need a strategy for handling conflicts if parents have disagreements or if any parent experiences an episode.
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Code of Conduct: A code of conduct would be created to set boundaries. These would include no selling anything, respect privacy, no bullying, and stay on topic as much as possible.
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DISCLAIMER: There will be a disclaimer for every session, "The information provided in this group does not, and is not intended to, constitute legal advice; instead, all information, content, materials & resources provided are for informational purposes only."
Conclusion
In addition to helping parents and students navigate the Oakland Unified School District, inviting families with autistic children to the library will provide valuable insights into their specific needs and challenges. By engaging directly with these families, the library can gather firsthand feedback and better understand the types of resources, programs, and accommodations that would be most beneficial. This interaction will enable the library to adapt and enhance its services to benefit more members of our community in an inclusive and supportive environment.
References
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CAST. (2018). Universal Design for Learning Guidelines. UDL Guidelines; CAST. https://udlguidelines.cast.org/
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Tillotson, D. (2021, January 12). 29 Times More Likely To Be Suspended: The Latest Data on OUSD’s Failure To Serve Black Students With Special Needs. Great School Voices. https://greatschoolvoices.org/2021/01/29-times-more-likely-to-be-suspended-the-latest-data-on-ousds-failure-to-serve-black-students-with-special-needs/