The special education teacher (or a therapist for a student receiving only related services) is considered to be the Primary Advocate for their students.
The Primary Advocate is responsible for:
1. IEP coordination and development (including recommendations, goals, and objectives from other service providers) which are to be put on the net;
2. Developing pre-conference documents or tentative IEPs and recommendations and submitting them to the Special Education Office at least 7-10 days prior to the CSE meetings;
3. Ensuring that all services are being provided to each student as indicated on the IEP and notifying the Special Education Office when they are not;
4. Sharing/explaining/disseminating the IEP and confidential information to other staff, including regular education teachers and those with a “need to know”.
5. Gathering information from other service providers for the purpose of developing the progress reports;
6. Mailing of progress reports home to parents;
7. Sending copies of year end completed progress reports to the Special Education Office;
8. Serving as a liaison between the district, other service providers, parents, administrators, and the special education
office.
Complete IEPs with measurable goals and objectives for each special education program and related service are to be put directly into Clear Track 200 (a web based special education management system). The
Web site address is
http://cleartrack3.neric.org/.
NOTE: Training will continue to be provided throughout the school year as the program continues to evolve. You will continue to be able to access the district special education computer program on-line from any computer (school or home) and view, input, and upload information DIRECTLY to the special education office terminals. This will provide the opportunity for more effective and efficient means of managing the special education department, programs, services, and district and state education reports.
If your classroom aide or the 1:1 aide of a child in your room does not report to work or arrange for a substitute, please report that to the main office of the building and the Special Education office for attendance tracking purposes.
Be prepared in January to provide projections or tentative recommendations for student/classroom needs for the following year for the purpose of program and budget development.
Any change or recommended change in the IEP (program, services, modifications, etc.) MUST go through the special education office first. Please contact the Chairperson to arrange for an informal meeting or a CSE meeting.
When acting as the advocate or liaison, be especially careful not to “promise” specific classes, programs, or services. Many times information regarding availability, appropriateness, age requirements, etc. are not available to you. Remember and explain to others that they are just recommendations and must reviewed and endorsed by the entire Committee on Special Education or Subcommittee.
If parents or outside agencies request a copy of the IEP, please refer them to the Special Education Office to do so.
To the best of your ability, always try to teach the general curriculum to your students, as most of them will be expected to take the NYS assessments.
Always keep in mind that special education is a SERVICE and not a PLACEMENT. We must always try to provide services in the LEAST RESTRICTIVE ENVIRONMENT. Provide mainstreaming opportunities whenever possible so that students can be integrated and learn from their non-disabled peers.
