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. - PowerPoint PPT Presentation
CSE Presentation to the LMSD School Board 4/11/11
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 AreWe 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 1972What We DoWe 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 YearDeveloped New Publicity BrochureConstructed a New WebsiteKept Families Informed Through the CSE Listserv
CSE Publicity Brochurewww.lmcse.org
HIGHLIGHTS OF 2010-2011 PRESENTATIONSThe 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 2010-2011PRESENTATIONSGifted Eligibility and Organizing the Disorganized Child LMSD Gifted Support Teachers Lynn Partridge, Rachel Nichols, Lisa BairNovember 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, 2011LOOKING FORWARD TO 2011-2012Bringing 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 PARTNERSHIPthe 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 PRACTICESBest PracticesWelcoming 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 childs progress reported in measurable form, which helps me know whether his goals are appropriate and whether hes making progress. Parent, Bala Cynwyd MS
BEST PRACTICESBest PracticesAllowing for Formal Parent Input into IEP/GIEP Process: For my sons 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 ElementaryBest PracticesResponding 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 sons 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
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 PracticesWhat we needSchool 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 childs educational program. (Free)
What we needInformation 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.