Blog Post:
By October, the excitement of a new school year has usually settled into a routine. Teachers have gathered classroom data, students have adjusted to expectations, and families may begin receiving a clearer picture of how their child is progressing.
For some students with disabilities, however, October is when concerns begin to surface.
Maybe your child is struggling to complete assignments, having difficulty with transitions, experiencing behavior concerns, falling behind academically, or becoming frustrated with school. When this happens, the first question shouldn't always be “What is wrong?”
Instead, ask:
“What is the student trying to tell us, and what support might they need?”
Behavior, academic performance, communication, and engagement can all provide important information about a student's needs.
“Behind every behavior is a need, and behind every challenge is an opportunity to understand.”
â–Ş Look for Patterns:
Is the concern happening during a particular subject, time of day, activity, or setting? Identifying patterns can help the team understand what may be contributing to the difficulty.
â–Ş Review the Data:
Look beyond one assignment or one difficult day. Review classroom performance, progress-monitoring data, attendance, behavior information, and other available data to identify trends.
â–Ş Ask What Has Changed:
Consider whether there have been changes in expectations, classroom routines, services, accommodations, staffing, or the student's environment.
â–Ş Check the Supports:
If a student has an IEP or 504 Plan, make sure accommodations and services are being implemented as intended.
â–Ş Communicate With the School:
Parents and educators bring different perspectives to the table. Sharing observations can help the team develop a more complete picture of the student's needs.
â–Ş Consider the Whole Child:
Academic struggles may sometimes be connected to communication, executive functioning, social skills, sensory needs, emotional regulation, or other factors.
â–Ş Don't Wait Until the End of the Year:
If concerns are ongoing, communicate early. Teams can review data, discuss interventions, and determine whether additional support or adjustments may be appropriate.
Don't simply ask, “How can we stop the behavior?” Ask, “What skill does the student need to be successful?”
This shift can help move the conversation from punishment to problem-solving, skill-building, and meaningful support.
When a student struggles, curiosity should come before assumptions.
Every behavior, challenge, and success gives us information. When families and educators work together to understand that information, they can create more effective supports and better opportunities for students to thrive.
At Beyond the Basics: Spectrum of Possibilities, we believe advocacy begins with understanding the whole child—not just the challenge in front of us.
Educate | Empower | Advocate | Support
Understanding Behavior • Reviewing Data • IEP Implementation • Collaborative Problem-Solving • Student Support