CPSE/CSE Additional Parent Member Training

CPSE/CSE Additional Parent Member Training Rochester City School District

Training Objectives 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

Legislation Regarding Students with Disabilities 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

CPSE Process 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

CSE Process 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)

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

CSE Eligibility Determination • 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 Continued 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)

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

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

CSE Continuum of Services 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

Individual Education Program (IEP) • 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)

Key Components of IEP 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

Least Restrictive Environment (LRE) 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

Annual Review and Re-evaluation 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

Behavior Assessment and Intervention • 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

CSE Manifestation Review • 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

Qualifications of Additional Parent Member for CPSE/CSE 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

Additional Parent Member’s Roles and Responsibilities 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

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

Qualities of an Effective Additional Parent Member 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

Confidentiality and Privacy Issues 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

Parental Protection and Rights 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

Additional Resources http://www.vesid.nysed.gov/specialed/preschool/ http://www.p12.nysed.gov/specialed/formsotices/ http://www.monroe.edu/SupportServices.cfm?subpage=518 (Regional Early Childhood Direction Center) http://www.advocacycenter.com/programs.php

Additional Resources http://www.autismspeaks.org/

CPSE/CSE Additional Parent Member Training