Assessments and Student-Specific-Plans
Building upon our previous blog post, Manitoba's SSP Handbook Needs An Upgrade, we want to outline some practical ways that these documents can serve their true purpose:
- SSPs should inform school staff about a student's needs, strengths, accommodations, and the best ways to support them.
- SSPs should be strengths-based, written in a way that utilizes the student's strengths to help develop their areas of struggle, and that puts the onus on the school and the adults to provide appropriate supports and accommodations.
- SSPs should clearly outline these supports, accommodations, and best-practices in a way that is easy for school staff to understand and follow.
The third point is where a lot of SSPs, assessments, and other planning documents fall short. They may contain fantastic information and great recommendations, but if they are full of professional jargon or have unrealistic recommendations that the school doesn't have the resources to follow, then they won't be very useful to the student (or to anyone).
Resources
As we mentioned in our previous blog post, it is the obligation of the school administration to advocate for their students and to push for the resources they need in order to provide appropriate support and accommodations. That said, these processes take time, and the students are often left floundering in the mean time and it's the classroom teacher and students that are left to try to work together with only partial resources available to them. That isn't fair to anyone.
Staff Guidance
An important part of providing resources is ensuring that staff have adequate qualifications, skills, and training in order to meet the needs of the students. What we've found is that quite often school staff have a meeting, review and update the SSP, then that SSP is filed away in a drawer to gather dust while everyone fumbles along doing the best they can without proper guidance. School staff need in-the-moment guidance for “when this happens, here is what you do.” SSP and assessment reports may be too general for the staff to make use of them if they don’t know how to handle specific scenarios in the moment.
Have We Mentioned... Resources?
Again, this comes down to the Manitoba Government providing adequate funding that is specifically earmarked for these types of supports and training.
Schools need:
- Proper funding so as to recruit, hire, train, and retain qualified, experienced, and skilled staff.
- Proper funding so as to have the time and finances to pay staff to attend additional relevant training.
- The mandate that administrators provide the time, coverage, and support for staff to attend relevant training opportunities.
- Most importantly, opportunities for clinical teams and experts to provide on-the-job guidance, mentorship, and training for school staff.
We cannot stress this enough:
One hour of on-the-job training is worth 8 hours of sitting at a workshop and retaining maybe 20% of what we hear.
If administrators can spare the time and expense of just one hour per month (or more if they can!) of on-the-job training for their staff, they will reap the benefits in spades. Staff will feel empowered when they are given the proper tools to do their jobs, rather than being thrown in unprepared and then held accountable (dare we say, blamed?) when things go wrong. Most importantly, the students will reap the benefits of competent, confident support staff in their schools and classrooms. It is often the students that shoulder most of the blame when things go wrong, leading to poorer academic outcomes and lower self-esteem.
Practical and Realistic Solutions
The next time you're sitting in a school meeting and everyone around the table feels satisfied that you've come up with wonderful accommodations and recommendations, before you put the proverbial rubber stamp on that SSP, ask one very important question: Practically speaking, what will this look like in the day-to-day life of the school staff and the student? How exactly, and very specifically, will we be implementing these accommodations and recommendations? Go through the student's day step-by-step if you have to, outlining exactly where the struggles come up, and what the adults can do moment-to-moment to help that student develop the skills they need to manage, work around, and overcome these difficulties.
Practically speaking, what will this look like in the day-to-day life of the school staff and the student? How exactly, and very specifically, will we be implementing these accommodations and recommendations?
For more information on writing effective SSPs, please see our previous blog post.
At the end of the day, the student's needs must come first. Each student has the right to accommodations that put them on a level playing field with their peers. The goal of an SSP, or any planning for a student, must be to make the student's school life easier, and to support them to be successful. The goal is not to make the adult's lives easier, but when we provide the right supports for the student and adequate training for staff, the two will come hand-in-hand.
If you need assistance advocating for your child, or if you are seeking training for your staff, please do not hesitate to contact us.
About the Author
Jillian is an ADHD 2e Coach and Child Advocate in Manitoba, Canada.
Jillian has a diploma in Child & Youth Work and a Degree in Psychology, as well as being the parent of an amazing 2e/ADHD child.
Visit ADHDMB.ca and Facebook.com/ADHD2ePro to learn more.
If you need help educating your child's school, your family, or with general ADHD coaching or advocacy, please feel free to contact us.
