COMMITTEE FOR SPECIAL EDUCATION

(CSE)

PRESENTATION TO:

LMSD BOARD of DIRECTORS

PRESENTED BY: SHEILA KINEKE AND LINDA MILLER

CO-PRESIDENTS

APRIL 11, 2011

WHO WE ARE!

WHAT WE DO!

WHO WE ARE We are a parent-led

volunteer organization serving families of children with an IEP, GIEP, or a 504 Service Agreement.

Part of Lower Merion School District since 1972

WHAT WE DO We offer families educational resources.

We inform families about educational laws and policies.

We build relationships among families.

We promote educational diversity.

We collaborate with LMSD administrators, community organizations, and professionals.

HIGHLIGHTS OF OUR 2010-2011 SCHOOL YEAR Developed New Publicity

Brochure

Constructed a New Website

Kept Families Informed Through

the CSE Listserv

CSE PUBLICITY BROCHURE

www.lmcse.org

CSE LISTSERV

HIGHLIGHTS OF 2010-2011 PRESENTATIONS

The Genre of Inclusion Local Artist, Nancy B. Miller September 27, 2010

CSE Panel on Special Education and Gifted Education RegulationsCharles Pugh, Esq., Larry Dodds, Esq.,

Barbara Shapiro, PhDOctober 26, 2010

HIGHLIGHTS OF 2010-2011PRESENTATIONS

Gifted Eligibility and Organizing the Disorganized Child

LMSD Gifted Support Teachers Lynn Partridge, Rachel Nichols, Lisa Bair

November 30, 2010

Life Stressors: Helping Families Cope Christina Carson-Sacco, Psy.DMarch 18, 2011

Meetings with Dr. McGinley, Dr. Kelly, and Dr. Shapiro to Discuss Parent Concerns

Coordinating with Community Organizations: MLK Service Afternoon

Brown Bag Lunches Run by Vicki Peetros

HIGHLIGHTS OF OUR 2010-2011 SCHOOL YEAR

2010-2011 UPCOMING EVENTS

Claire Choutka - Bureau of Autism Services, PA Dept. of Public WelfareApril 28, 2011

Donna Monturo - Transition Coordinator for Lower Merion School District May 9, 2011

LOOKING FORWARD TO 2011-2012

Bringing Speakers from Temple University and Visions for Equality for series on Transition

Collaborating with New Elementary and Secondary Gifted Program Leaders (Bruce Barner, Camille Conrad, Deirdre Spence)

PARTNERING WITH PARENTS

OUR GOAL: ENHANCING THE SCHOOL/PARENT PARTNERSHIPSuccessful schools share key practices that include:

the development of trusting, collaborative communication among teachers, families and community members;

the recognition, respect, and commitment to addressing families’ needs, while bridging cultural differences;

OUR GOAL: ENHANCING THE SCHOOL/PARENT PARTNERSHIP

the adherence to a philosophy of partnership where power and responsibility are shared and families are seen as effective advocates for their children (Parent Advisory Council, 2007)”*

* Enhancing Parent Involvement: A Practical Guide for Pennsylvania Schools Supporting Students with Disabilities Pennsylvania Department of Education, September 2010

Collaborating with Parents to Support Student Achievement:

“Some teachers have acknowledged and appreciated my experiences as a teacher, and we were able to collaborate and problem-solve together when a problem arose for my child.” Parent, Lower Merion High School

BEST PRACTICES

BEST PRACTICES Welcoming Parents to Observe: My school team welcomed me to the middle school to observe my son in different environments and to

see classes, like adapted Family and Consumer Science, that might be appropriate for him.”

Parent, Bala My Cynwyd MS

Communicating Student Progress in a Meaningful Way “I now get my child’s progress reported in measurable form, which helps me know whether his goals are appropriate and whether he’s making progress.” Parent, Bala Cynwyd MS

BEST PRACTICES

BEST PRACTICES Allowing for Formal Parent Input into

IEP/GIEP Process:

“For my son’s GIEP, his teacher sent home a form that asked us to give input on his strengths, needs, and our goals for him for the coming year, as well as issues and concerns. This really helped us prepare for our conversation with the school team, and our input had direct impact on GIEP.” Parent, Merion Elementary

BEST PRACTICES Responding to Parent Concerns: “When I expressed concern regarding an aspect

of my child's speech that was not addressed by the IEP, the team was very responsive in adjusting the content and frequency of services to remediate the situation. My child has made tremendous progress in expressive language as a result of services provided by LMSD.”

Parent, Penn Valley Elementary

Making All Students Part of the School Community:

“My son’s special education class does reverse inclusion where the general education students come into the special education class to have fun and do projects. This experience makes my son a person to these peers who would otherwise not know him.”

Parent, Penn Wynne Elementary

BEST PRACTICES

Supporting Inclusive Practices: “Welsh Valley Middle School has  an

excellent model of co-teaching in core academic subject classrooms.” Mary Mikus, Welsh Valley MS

BEST PRACTICES

WHAT WE NEED School Teams Who Welcome Parent input

and Collaboration. Parents get a form to fill out before the IEP and their ideas and opinions are reflected in the IEP. (Probably Free)

A Revised Visitor Policy that is More Welcoming to Families. CSE Would Like Input into that Policy Families whose children cannot report their school experience need more opportunities to observe their child’s educational program. (Free)

WHAT WE NEED Information about School Policies

that Affect our Children Example: the allergy table (free)

Establish Effective Communication Methods

Identify the best method of communication based on individual needs and make it part of the IEP.(free)

WHAT WE NEEDTo Identify Issues of Concern Through a

Survey of families with students with an IEP, GIEP, 504 Agreement

CSE already has a model for a IEP/504 survey. (Almost Cost-free)

Develop a Forum for Keeping Board Directors Aware of Parent Concerns Bring back the SEAL Committee - Special

Education Advisory and Liaison Committee to the School Board to provide the parent perspective. (free)

About TransitionAre we preparing all of our students for either further education, or employment, and independent living?

IDEA requires effective transition services. Our school district needs to prepare our students with disabilities to become young adults who can live and work in their home community.

.

THANK YOU

QUESTIONS