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REMINDERS
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.
9. Developing FBAs (Functional Behavior Analysis) and BIPs (Behavior
Intervention Plans) when necessary. This process should involve a
building team that includes: the school psychologist, support staff,
school counselor and special area teachers. Once an FBA/BIP is
developed, you are responsible for providing the CSE office with a
copy of the document.
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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 website 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.
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Students referred to CSE require signed consent from a
parent/guardian to evaluate before testing can begin. When testing
is completed and ALL NECESSARY DOCUMENTATION HAS BEEN RECEIVED BY
THE CSE OFFICE (consent to test, psychological, physical, social
history, teacher input), a formal CSE meeting will be scheduled. In
accordance with Part 200 Regulations, the Board of Education is
required to approve/arrange appropriate special programs and
services within 60 days from the date that the consent to evaluate
was received.
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Classification and eligibility of Special Education Services is
determined at the CSE meeting. As a team, the CSE will review
information pertaining to the student and establish the appropriate
level of services required to address the student’s needs. Services
may not begin until the CONSENT TO PLACE has been signed by the
parent or guardian. (Building staff may be
asked to help obtain parent permission or missing documentation
required to complete the CSE process.)
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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.
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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.
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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.
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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 to explain to
others that your recommendations must be reviewed and endorsed by
the entire Committee on Special Education or Subcommittee.
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If parents or outside agencies request a copy of the IEP, please
refer them to the Special Education Office to do so.
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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.
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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.
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