Transcript Effective Communication Pathways in Special Education

Effective Communication
Pathways in Special Education
FRANK ESPOSITO
DIRECTOR OF SPECIAL EDUCATION
SOUTH PLAINFIELD SCHOOL DISTRICT
Procedural Safeguards
IDEA and the NJ State Code contain specific
requirements, known as "procedural safeguards," that
protect your rights as parents and children eligible for
special education services
NJAC Chapter 14
Written Parental Consent – NJAC 6A:14-2.3
 Consent shall be obtained:
Assessment for initial evaluation
2. Prior to implementation of the initial IEP
3. Assessments for Reevaluation
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except that such consent is not required if the district board of
education can demonstrate that it had taken reasonable measures,
to obtain such consent and the parent failed to respond;
Whenever a parent and district board of education
agree to waive a reevaluation
5. Whenever a member of the IEP team is excused from
participating in an IEP meeting
6. Whenever an IEP is amended without a meeting
4.
Written Parental Request
 Upon receipt of any written parental request to initiate or
change (SPBOE policy does not accept email for written parental requests):
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Referral
Identification
Classification
Evaluation
Educational placement
the provision of a free, appropriate public education (FAPE)
 a response shall be provided to the parent within 20
calendar days, excluding school holidays but not summer
vacation (may come from Case Manager or Administrator)
Signed Consent – Other Timelines
 The Child Study Team must implement your child's
IEP within 90 days from your signed consent for
evaluations.
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School holidays are excluded, but summer vacations are
included.
Parent Participation
 IDEA and the State Code require that you be invited to
any meetings where decisions will be made about
referral, evaluation, eligibility, services, and placement.
 Meetings must be scheduled at mutually convenient
times and places, and you must be provided notice
sufficiently in advance so that they will have an
opportunity to attend.
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10 day notice where assessments will be reviewed as part of
determination for program (Initial and Reevaluation)
 If you can't attend, your participation may be facilitated
through the use of electronic conference equipment
 districts must document all attempts to involve you if
parent does not participate in meeting.
Placement – Written Notice vs. Consent
 Your child's current placement and services may not
be changed without prior written notice
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ie: IEP meeting is conducted and an IEP is not signed by
parent, IEP goes into effect after 15 days of the proposed plan
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Consent is not required for IEP implementation after the Initial
IEP
 Stay Put Provision - If you request mediation or due
process within 15 days of IEP meeting, changes may
not be made until the conclusion of those
proceedings, unless you and district agree otherwise;
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NOTE: A letter of disagreement with the proposed plan to the
district does not activate Stay Put Provision.
Tips for Parents: Communicating with
Professionals
 Routine Communication
 Ongoing communication is essential for parents and
professionals to work as partners in education. Discuss the
best method and frequency for communication with your
child's team and do whatever works best for all involved.
 Some methods of routine communication include:
 Daily notebook or log
 Checklists or worksheets
 Weekly or bi-monthly email communication or phone call
 Communication if grade falls below a certain threshold
 Informal meetings or conferences
Tips for Parents: Communicating with
Professionals
 Routine Communication (cont’d)
 Be specific on what information you need to monitor your
child's academic and social functioning.
 Make sure you get feedback from teachers and specialists
working with your child, as appropriate.
 Be sure to share important information from home that may
affect your child's functioning at school.
 Share positive information as well as concerns. Everyone likes
to hear when they are doing a good job!
When there is a problem
 Don't wait. Share your concerns first with the people
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directly involved.
Be specific about your concerns and the effect on
your child's academic or social performance.
Put your concerns in writing, and keep copies of all
correspondence.
Give the person(s) involved reasonable time to make
changes before going up the chain of command.
If necessary, voice your concerns to the next person
on the Communication Continuum one at a time —
unless it's an emergency.
Communication Continuum
Teacher
Or
Therapist
Building
Administrator
Case Manager
Director of
Special Services
Superintendent
(or Asst. Supt)
Note: it is in every party’s best interest to inform the person you have
been in communication with that you will be contacting the next person
in the Communication Continuum