1) To start the school year positively, communication is essential.
Provide concise information at the beginning of every school year for every teacher your child has contact with, including cafeteria personnel, coaches, and bus drivers. Info should be available prior to the first day of school.

Recommendations for an effective packet include:
A colorful folder: a Q & A brochure from the National TSA office, a fact sheet from TSA Texas, and a one page or less synopsis of your child and his symptoms entitled “All About…” Avoid information overload.

Make early contact with all teachers prior to start of school through email or notes to introduce yourself and offer support.

Arrange an informal meeting with all teachers to reinforce your child’s needs as early as possible in the school year. Bring snacks. Usually meeting is scheduled after school.

Make teacher care packages:
Provide a container filled with pencils, pens, Kleenex, stickers, paper, glue, candy, etc. for each of your child’s teachers. Your child will often arrive at class without supplies, due to intrinsic disorganization.

2. Assume the school knows little.
You must be the expert and know specifically what your child needs and why.

3. Your child must have an educational need to receive services.
Low or failing grades are not necessary to determine need.

4. Access appropriate services through Regular Education (Section 504) or Special Education (Other Health Impairment).
Never allow the district to access services for a T.S. child with the label E.D. (emotionally disturbed).

OHI is a medical consideration and the form to receive this classification must be signed by an M.D.

The OHI form is an important tool. It can serve as a prescription pad for services your child needs.

Remember to discuss your child’s needs with the M.D. so he will include them on the form. It becomes a legal document.

5. The purpose of accessing special services is to design an Individual Education Plan (IEP) that specifically meets the needs of your child or to access Accommodations under Section 504 that specifically meet your child’s needs.

6. Designing an appropriate IEP should include the following elements:

A. Assessment
It is critical that current data on levels of academic ability and performance be available for consideration since there is a high incidence of learning differences and giftedness among TS children.

Notes on educational testing by the school district:
You must be assured the test administrator has a demonstrated expertise with special needs and has experience testing TS children.

Testing must be modified at least in the following ways:
- Frequent breaks
- No time constraints
- Administered in small segments and in a non-stimulating environment.

May need other modifications such as answers transcribed or questions read.

As a general rule, do not allow psychological testing by the school district. TS kids almost without exception appear ED (emotionally disturbed).

If the school district feels strongly, tell them you will agree to allow an expert in the field to perform the assessment. (The TSA of Texas has a list of appropriate providers.)

B. Information describing TS symptoms, especially as they affect school performance:
Should be updated at least every six weeks and teachers notified immediately if a new tic or OCD behavior is evident.

C. Information relating to medications and how they affect school performance:
Should be updated every six weeks and teachers and school nurse notified immediately if medication changes occur.

D. Academic and non-academic strengths and weaknesses—capitalizing on strengths

E. Flexibility
Since symptoms wax and wane and change over time with no measure of predictability, performance and behavior will vary possibly on an hourly / daily basis.

F. Long and short term goals

G. Related Services
TS kids often need a multi-disciplinary approach to meet their educational needs.

Occupational therapy (OT)
Can help with the mechanics of handwriting

Assistive technology (AT)
Can provide key boarding programs and even computers (in extreme situations)

Speech and language
Provides help not only with stuttering, but with speech atypicalities such a regulating volume, talking in a “baby” voice, etc.

Counseling
Can work on issues of self-esteem, peer relationships, social skills.

H. Degree of participation in regular education
98% of all TS students should be in regular classroom with modifications including access to content mastery or the Resource room for extra help and / or for testing purposes.

A self-contained classroom is almost never appropriate for a TS child.

I. Specific academic accommodations
Academic accommodations do not necessitate modifying the core of the curriculum, hence no “S” designation on the report card or in records

7. Designing a Behavior Intervention Plan (BIP) may be necessary for some TS students due to the impact of AD/HD, OCD, or explosive behavior on academic performance.
TS students usually experience a high degree of academic frustration, which can translate into inappropriate behavior. If academic accommodations are appropriate, a BIP may be unnecessary.

Designing an appropriate BIP should include the following:

A. Assessment
Usually done through a Functional Behavioral Assessment
(see enclosures #4A and #4B)

Must be done by individual with experience observing TS children

Can also be done with a private psychological assessment as a primary vehicle for information

B. Long and short term goals and objectives
The ultimate goal should always be to teach self-management and social compensatory skills, and to move the child to the norm.

Never allow the TS child to harm self or others.

Do not punish for involuntary behaviors.

Should target behaviors most troublesome educationally, with a plan to circumvent and / or extinguish.

Should be pro-active to prevent potential problems from escalation to melt down.

C. Classroom intervention plan
The actual steps to be taken when a problem occurs should include addressing positive reinforcement strategies, consequences and person(s) implementing. The interventions are most effective if implemented in a predesignated order of which the student is cognizant.

D. Discipline Contingency Plan
Should be included to insure related behaviors are documented and planned for both before and if trouble occurs. Related behaviors are disciplined differently by law.

8. The ARD (Admission, Review, Dismissal) process is the vehicle necessary to institute and implement the IEP, BIP, and to access related services.
It is comprised of a multi-disciplined committee that includes (nominally) a teacher from regular and special education, a representative from the school district other than the child’s teacher (usually an administrator), the child’s parent(s) or guardian(s), and the child, when appropriate.

May include any other individuals or professionals deemed appropriate by either the parents or the school district.

An ARD may be held at the request of either the parents or the school district and as often as necessary.

Ample notice must be given to the parents prior to the ARD date.

The school district must not take undue time to comply with a parent’s request for ARD.

A parent can disagree with the consensus of the ARD committee. The committee then recesses for ten school days and works to reconcile the differences.

Be sure to include ongoing evaluation dates for strategies agreed upon during the ARD meeting, ideally every six to eight weeks. These should be staffing / conferences, not necessarily ARD meetings.

Be sure the minutes of the meeting are read and are correct and that you understand the documents before you sign a statement of agreement.

9. Social issues are prevalent among TS children and should be carefully addressed each year.

Difficulty making and sustaining friendships and embarrassment from symptoms may be greatly alleviated with an inservice program for classmates.

Involve the TS student in peer mentoring program such as “Circle of Friends.”

Involve the TS student in social skills training at school.

Use counseling as a related service to work on issues of friendship, social skills, and self-esteem.

Appropriate role models, i.e., regular education students, are critical to the TS child’s normal growth and development.

10. Tools for Smooth Sailing

A. Knowledge

1. Know what your child needs and how to implement it.

2. Know the process – how to access services.

3. Know your rights.

B. Support
Bring a positive and supportive “attitude.” Most educators truly want to help your child.

Consider bringing refreshments to the ARD, to staffings, or after school. Often teachers miss meals to attend meetings.

Remember to express appreciation and to offer your assistance.

C. Understanding
The educational process is fluid and ongoing. Be prepared for mistakes to be made.

Monitor the process diligently.

D. Communication
Communicate frequently, daily if necessary, through email or a case manger.

MOST IMPORTANTLY,
remember the greatest success is achieved when the parents and the school district work as a team.