CSECPSE Parent Member Role

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CSE/CPSE Parent Member Role

• Understanding the CSE
• CPSE process

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Introductions

• Kathy Gomes
• Regional SETRC Professional Development
  Specialist
• (518) 746- 3731
• kgomes_at_wswheboces.org
• Attendee introductions

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Training Objectives

• Participants will
• Be aware of the basic laws and regulations
  pertaining to students with disabilities
• Understand the role of the parent member
• Become acquainted with the major functions of the
  CSE and CPSE committees
• Enhance their ability to communicate with team
  members

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Acronyms Activity

• How did you do?
• What does this teach you about your role as the
  Parent Member?

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Structure of the Special Education Legal System
Point of application to individual students
Foundation of System
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Federal General Education Law

• NCLB No Child Left Behind
• Requires highly qualified teachers
• Requires testing of all students
• Schools must report scores
• Schools held accountable for results

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State General Education Law

• Part 100 Regulation of the Commissioner
• Graduation requirements for all students,
  includes required courses and assessments

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Federal Special Education Law

• IDEA Individuals with Disabilities Education
  Act
• Part 300 of Federal Register 34
• Section 504 of the Rehabilitation Act
• ADA Americans with Disabilities Act
• FERPA Family Educational Rights Privacy Act

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State Special Education Law

• Article 89 NY State law protecting students
  with disabilities reflects IDEA requirements
• Part 200 Regulation of the Commissioner
  guidance document for article 89
• Revisions are being made to reflect the 2004
  reauthorization of IDEA.
• State Performance Plan plan for monitoring
  performance of Students with a disability.
  Results must be reported publicly. Districts not
  meeting minimum standards will be provided with
  assistance.

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Committee Responsibilities

• Obtain information needed to effectively evaluate
  the student
• Review information gathered
• Evaluate eligibility, program placement, and
  program plan

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Committees of Special Education
CSE Committee on Special Education Ages 5-21
CPSE Committee on Preschool Special
Education Ages 3-5
Subcommittee
A parent member is required on the CSE and CPSE
in NY.
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CSE CPSE Membership in NY
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Who is the Additional Parent Member?

• The parent of a student with a disability
  residing in the district or a neighboring
  district
• CPSE Parent Member must have a child enrolled in
  preschool or elementary
• An Additional Parent Member for CSE may serve for
  5 years after their child leaves special
  education

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Options for Excusing Members

• The parent of the SWD may request that the
  additional parent member not participate in the
  CSE or CPSE meeting

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Options for Excusing Members
NEW

• The parent agrees in writing prior to the meeting
  that the member may be excused because
• The members area of expertise is not being
  discussed or modified
• The members area is a topic, but they are
  submitting written input
• However, this currently does NOT apply to extra
  members specifically required by New York State
  law - School Psychologist, Dr.

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CSE CPSE Membership in NY
Group Discussion? How might a parent feel the
first time they walk into a meeting and face all
of these people?
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The Parent Members Role

• Before the Meeting
• Maintain knowledge of laws / regulations.
• Get to know the CSE / members
• Know district programs

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The Parent Members Role

• During the Meeting
• Help the parent to feel welcome
• Be a positive role model
• Listen carefully and ask questions
• Help the parent to participate/be heard
• Be an advocate for the child

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The Parent Members Role

• After the Meeting
• Remember CONFIDENTIALITY !
• Know the limit of your knowledge
• Keep CSE informed

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A Good Quality Parent Member

• Attends meetings when scheduled
• Arrives on time
• Stays positive
• Participates
• Focuses on the childs needs

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The CSE Process

• Referral
• Evaluation
• Eligibility
• IEP development
• Annual review and reevaluation

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1. Referral

• By parent, professional staff, preschool program,
  Early Childhood Direction Center (ECDC),
  physician, judicial officer, commissioner,
  student over 18 or emancipated minor
• Withdrawn only by agreement of parent and person
  referring OR by principal and parent if they
  agree that with the provision of additional
  general ed. services, the referral is unwarranted

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2. Evaluation

• Includes
• Multidisciplinary team
• Multiple instruments
• Parental input
• Physical exam
• Psychological evaluation
• Social history
• Observation

• Looks At
• Achievement
• Social development
• Physical development
• Management needs
• Rate of progress
• Student strengths

The Additional Parent Members role regarding
evaluation is to listen to the results during the
meeting and ask questions if you do not understand
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3. Eligibility Determination

• Committee members, including you, must ask
• Has the student been provided with all of the
  resources and support of the general education
  program?
• Does the student require specially designed
  individual or group instruction of services?
• Does the student have a disability as defined in
  Part 200.1(mm) and 200.1(zz)?

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School-age Areas of Disability 200.1 (zz)
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4. IEP - Components

• Classification identifying info.
• Present levels of performance
• Projected post-school outcomes
• Measurable annual goals and objectives, when
  required
• Recommended special education programs, services
  and placement
• Testing accommodations participation in
  assessments

• Explanation of the extent to which the student
  will not participate in general ed
• Coordinated set of transition activities
  beginning at age 15
• Schedule for reporting progress to parents
• Recommendations upon declassification

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Residential
Most Restrictive
School-aged Continuum of Services
Home/Hospital
Special Day School
IAES
Special Class
Resource Room
Consulting Teacher Program
Regular Class with Related Services
LRE
Regular Class Program
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5. Annual review Reevaluation

• Annual review every 12 months
• Can be done sooner if necessary
• Reevaluation every three years
• A reevaluation may be done sooner if needed, not
  more than once per year, unless all agree
• Parent and district can agree that the 3 year
  reevaluation is not needed

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The CSE Process

• Referral
• Evaluation
• Eligibility
• IEP
• Annual review and reevaluation

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School aged Timeline
Your role
Program implementation
Referral
Evaluation
Annual Review
Parent notification and consent to evaluate
CSE Meeting
60 calendar days
1 year
60 school days
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Preschool Process Differences

• Individual Evaluation
• Evaluator selected by the parent from list
  provided by CPSE
• Parents have the right to withhold consent for
  initial evaluation

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Preschool Process Differences

• Eligibility - significant delay when compared to
  accepted developmental milestones in one or more
  functional area
• Cognitive
• Language and communication
• Adaptive
• Socio-emotional
• Motor
• (See page 16 of detailed Training Booklet.)

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Most Restrictive
Pre-School Continuum of Services
Residential
Hospital
Full-Day w/o ND Peers
IAES
Half-day Without ND Peers
Full-day w/ND Peers
Half-day Program w/ND Peers
RS SEIT
Sp Ed Itinerant Teacher Services
LRE
Related Services
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Preschool Timeline
Your role
Evaluation
Referral
Program implemented
Parent notification and consent to evaluate
CPSE Meeting/ Recommendation
Annual Review
30 school days
30 school days
1 year
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Due Process

• The school district is responsible for following
  required procedures known as due process
• These procedures protect parent and student
  rights
• As the additional parent member, your role in due
  process is to ensure confidentiality !
• For additional information see pages 18-19

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CSE and behavioral issues

• If behavior impedes learning of SWD
• a functional behavior assessment (FBA) should be
  done
• then a behavior improvement plan (BIP) is
  developed and implemented
• As the additional parent member, you may be
  present at a meeting when behavioral issues are
  discussed

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Meeting Communication Skills

• There may be INTENSE emotions
• Ignore what is offensive
• Recognize the feeling
• Focus on the issue
• I see that you are upset about the
  recommendation to cut Toms speech services.

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Meeting Communication Skills

• To get information, ask open ended questions so
  you get more than a yes/no answer
• Can you tell me more about?
• Clarify by asking questions or restating
• Are you saying that.?
• I understood you to say., am I correct?

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Meeting Communication Skills

• Avoid you statements or questions that tend to
  blame an individual.
• Why didnt you?
• Instead, express your feelings and concerns using
  I statements.
• I am concerned about.
• I feel that

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Active Listening Communication Activity
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Meeting Communication Skills

• Remember...
• Being assertive means being positive and
  confident
• not aggressive or hostile.

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Additional Information

• Resources in Packet
• Publications
• Website List
• Questions/Comments
• District Chairperson
• SETRC

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THANK YOU
Your commitment will help many children become
happy, healthy, and successful individuals.
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