The Special Education Teacher is considered their students' Primary Advocate. 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.

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.

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.

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.

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.)

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 to explain to others that your recommendations must be 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.