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CPSE/CSE Additional Parent Member Training Rochester City School District.

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Presentation on theme: "CPSE/CSE Additional Parent Member Training Rochester City School District."— Presentation transcript:

1 CPSE/CSE Additional Parent Member Training Rochester City School District

2  Understand laws, regulations, and terms concerning students with disabilities  Become familiar with CPSE/CSE process  Develop understanding of disability categories  Understand roles and responsibilities as the additional parent member on committee  Be aware of confidentiality and privacy issues  Become familiar with Procedural Safeguards and Rights for Parents Training Objectives

3  The Rehabilitation Act of 1973 – Section 504  Family Education Rights and Privacy Act – 1974  Individuals with Disabilities Act - 1975  Americans with Disabilities Act – 1990  HIPAA - 1996  No Child Left Behind Act - 2001 Legislation Regarding Students with Disabilities

4  Initial referral  Receipt of parent consent to evaluate  Child is evaluated through Monroe County approved evaluator  Within 30 school days, evaluation completed and CPSE meeting occurs  Program/services implemented  Annual review CPSE Process

5  Initial referral  Receipt of parent consent to evaluate  Child is evaluated by RCSD staff  Within 60 calendar days, from the day the district receives parent permission to evaluate, CSE meets and determines eligibility  By school day 60 (from date consent to evaluate is received), the district arranges for services  Annual review (every year)  Re-evaluation (every 3 years) CSE Process

6  CPSE  Significant delay when compared to accepted developmental milestones in one or more functional area:  Cognitive  Language and Communication  Adaptive  Motor  Social- Emotional CPSE Eligibility Determination

7  School-age areas of Disability 200.1 (zz)  Autism  Deaf  Deaf-Blind  Emotional Disturbance  Hearing Impairment  Intellectual Disability  Learning Disability  Other Health Impairment  Orthopedic Impairment  Multiple Disabilities  Speech/Language Impairment  Traumatic Brain Injury  Visual Impairment CSE Eligibility Determination

8  Adversely affects educational performance  Needs specially designed instruction  Is not due to inadequate instruction, lack of formal schooling, or due to cultural differences (including second language acquisition) CSE Eligibility Continued

9  Frequently Used Acronyms - see handout ADD/ADHD ADL BIP BOE ELA ESY FAPE FBA IEP LRE RtI Important Acronyms

10  Related Services ( e.g. PT, OT, Speech)  Special Education Itinerant Teacher (SEIT)  Integrated Special Class  Special Class CPSE Continuum of Services

11  Related Services (e.g. Speech, PT, OT)  Consultant Teacher Service  Resource Room Service  Integrated Co-Teaching Service  Special Class  Residential Placement  Out of District Placement  Home and Hospital Placement CSE Continuum of Services

12  Purpose  Provides foundation for student’s program  Outlines abilities and needs of the student  Provides a tool to measure success of program/services, monitoring and accountability  Communication tool for teachers and parents  Legal document that allows for mutual decision making  Transition tool (e.g. Preschool to school age) Individual Education Program (IEP)

13  Identifying information and classification  Present levels of performance  Measurable annual goals and objectives  Special programs, services, and placement  Testing accommodations & participation in assessments  Progress reporting  Transition activities  Measurable post secondary goals  Recommendations upon declassification Key Components of IEP

14  Removal of students with disabilities from the general education environment when the nature or severity of the disability is such that even with the use of supplementary aids and services, education can not be satisfactorily achieved  To the maximum extent appropriate, be with non- disabled students Least Restrictive Environment (LRE)

15  Annual Review – every 12 months, but can be done sooner if necessary  Reevaluation – every 3 years, but can be done sooner if needed, but not more than once per year, unless all agree Annual Review and Re-evaluation

16  If behavior(s) impede learning:  A functional behavior assessment (FBA) is completed  A behavior intervention plan (BIP) is developed and implemented  As the additional parent member, you may be present at a meeting where behavioral issues are discussed and you may be present at a manifestation determination meeting Behavior Assessment and Intervention

17  In the event of disciplinary action for a student with a disability  A manifestation review occurs to determine if the conduct is a related to their disability  A CSE meeting is scheduled to review the IEP and make necessary changes, if needed CSE Manifestation Review

18  Must have a child with a disability  Reside in the school district or neighboring school district  May be a parent whose child graduated or was declassified within a period not to exceed five years (CSE)  CPSE additional parent member must have a child enrolled in preschool or elementary school  Must be appointed by the Board of Education Qualifications of Additional Parent Member for CPSE/CSE

19  Serve as an advocate for the child being presented to the committee  Facilitate a comfortable environment by supporting parents and explaining the process as needed  Provide feedback from a parent’s point of view - especially in meetings where the parent of the student is not present  Clarify information for the parent as needed  Assist in considering the full continuum of services and LRE  Participate in the committee as an equal member  Assist in resolving any conflict  Keep all student and family information strictly confidential Additional Parent Member’s Roles and Responsibilities

20  Before the meeting  Have knowledge of CPSE/CSE process  Be familiar with programs in the school district  Review the student’s record and evaluation(s) – take notes if needed  During the meeting  Help the parent/family feel welcome  Act as a bridge connecting the parent and the district  Listen carefully and ask questions  Take notes if needed  Help the parent to be heard – focus on the child  Clarify information for the parent Responsibilities for the Additional Parent Member

21  After the meeting  Remember CONFIDENTIALITY  Know the limit of your knowledge  Provide sources of information if requested by the parent  Parent Survey (CPSE) Responsibilities for the Additional Parent Member (continued)

22  Attend meetings when scheduled; arriving on time  Call ahead and notify district if you can not attend scheduled meetings  Turn cell phone or pagers off during the meeting  Stay positive  Ask open ended questions  Be aware of non-verbal communication  Participate; focusing on the child Qualities of an Effective Additional Parent Member

23  FERPA – Federal Education Rights and Privacy Act  HIPPA – Health Insurance Portability and Accountability Act  No one should have access to information regarding the child without the parent’s consent Confidentiality and Privacy Issues

24  Definition of Parent  Surrogate Parent Appointments  Emancipated Youth (CSE)  Parent Rights  Prior Written Notice  Part B Procedural Safeguard Notice; Rights for Parents of Children with Disabilities Parental Protection and Rights

25    ge=518 (Regional Early Childhood Direction Center) ge=518  Additional Resources

26  Additional Resources

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