CPSE/CSE Additional Parent Member Training

Rochester City School District

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

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

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

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

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

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

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

Frequently Used Acronyms - see handoutADD/ADHDADLBIPBOEELAESYFAPEFBAIEPLRERtI

Important Acronyms

Related Services ( e.g. PT, OT, Speech)

Special Education Itinerant Teacher (SEIT)

Integrated Special ClassSpecial Class

CPSE 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

CSE Continuum of Services

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)

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

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)

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

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

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

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

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

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

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)

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

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

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

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/

Additional Resources