CPSE/CSE Additional Parent Member Training
Rochester City School District
Understand laws, regulations, and terms concerning students with disabilities
Become familiar with CPSE/CSE process Develop understanding of disability categories Understand roles and responsibilities as the
additional parent member on committee Be aware of confidentiality and privacy issues Become familiar with Procedural Safeguards and
Rights for Parents
Training Objectives
The Rehabilitation Act of 1973 – Section 504
Family Education Rights and Privacy Act – 1974
Individuals with Disabilities Act - 1975 Americans with Disabilities Act – 1990 HIPAA - 1996 No Child Left Behind Act - 2001
Legislation Regarding Students with Disabilities
Initial referral Receipt of parent consent to evaluate Child is evaluated through Monroe County
approved evaluator Within 30 school days, evaluation completed
and CPSE meeting occurs Program/services implemented Annual review
CPSE Process
Initial referral Receipt of parent consent to evaluate Child is evaluated by RCSD staff Within 60 calendar days, from the day the district
receives parent permission to evaluate, CSE meets and determines eligibility
By school day 60 (from date consent to evaluate is received), the district arranges for services
Annual review (every year) Re-evaluation (every 3 years)
CSE Process
CPSE Significant delay when compared to accepted
developmental milestones in one or more functional area: Cognitive Language and Communication Adaptive Motor Social- Emotional
CPSE Eligibility Determination
School-age areas of Disability 200.1 (zz) Autism Deaf Deaf-Blind Emotional Disturbance Hearing Impairment Intellectual Disability Learning Disability Other Health Impairment Orthopedic Impairment Multiple Disabilities Speech/Language Impairment Traumatic Brain Injury Visual Impairment
CSE Eligibility Determination
Adversely affects educational performance Needs specially designed instruction Is not due to inadequate instruction, lack of
formal schooling, or due to cultural differences (including second language acquisition)
CSE Eligibility Continued
Frequently Used Acronyms - see handoutADD/ADHDADLBIPBOEELAESYFAPEFBAIEPLRERtI
Important Acronyms
Related Services ( e.g. PT, OT, Speech)
Special Education Itinerant Teacher (SEIT)
Integrated Special ClassSpecial Class
CPSE Continuum of Services
Related Services (e.g. Speech, PT, OT) Consultant Teacher Service Resource Room Service Integrated Co-Teaching Service Special Class Residential Placement Out of District Placement Home and Hospital Placement
CSE Continuum of Services
Purpose Provides foundation for student’s program Outlines abilities and needs of the student Provides a tool to measure success of
program/services, monitoring and accountability
Communication tool for teachers and parents Legal document that allows for mutual decision
making Transition tool (e.g. Preschool to school age)
Individual Education Program (IEP)
Identifying information and classification Present levels of performance Measurable annual goals and objectives Special programs, services, and placement Testing accommodations & participation in assessments Progress reporting Transition activities Measurable post secondary goals Recommendations upon declassification
Key Components of IEP
Removal of students with disabilities from the general education environment when the nature or severity of the disability is such that even with the use of supplementary aids and services, education can not be satisfactorily achieved
To the maximum extent appropriate, be with non-disabled students
Least Restrictive Environment (LRE)
Annual Review – every 12 months, but can be done sooner if necessary
Reevaluation – every 3 years, but can be done sooner if needed, but not more than once per year, unless all agree
Annual Review and Re-evaluation
If behavior(s) impede learning: A functional behavior assessment (FBA) is
completed A behavior intervention plan (BIP) is developed
and implemented As the additional parent member, you may be
present at a meeting where behavioral issues are discussed and you may be present at a manifestation determination meeting
Behavior Assessment and Intervention
In the event of disciplinary action for a student with a disability
A manifestation review occurs to determine if the conduct is a related to their disability
A CSE meeting is scheduled to review the IEP and make necessary changes, if needed
CSE Manifestation Review
Must have a child with a disability Reside in the school district or neighboring
school district May be a parent whose child graduated or was
declassified within a period not to exceed five years (CSE)
CPSE additional parent member must have a child enrolled in preschool or elementary school
Must be appointed by the Board of Education
Qualifications of Additional Parent Member for CPSE/CSE
Serve as an advocate for the child being presented to the committee
Facilitate a comfortable environment by supporting parents and explaining the process as needed
Provide feedback from a parent’s point of view - especially in meetings where the parent of the student is not present
Clarify information for the parent as needed Assist in considering the full continuum of services and LRE Participate in the committee as an equal member Assist in resolving any conflict Keep all student and family information strictly confidential
Additional Parent Member’s Roles and Responsibilities
Before the meeting Have knowledge of CPSE/CSE process Be familiar with programs in the school district Review the student’s record and evaluation(s) – take notes if
needed During the meeting
Help the parent/family feel welcome Act as a bridge connecting the parent and the district Listen carefully and ask questions Take notes if needed Help the parent to be heard – focus on the child Clarify information for the parent
Responsibilities for the Additional Parent Member
After the meeting Remember CONFIDENTIALITY Know the limit of your knowledge Provide sources of information if requested by
the parent Parent Survey (CPSE)
Responsibilities for the Additional Parent Member (continued)
Attend meetings when scheduled; arriving on time
Call ahead and notify district if you can not attend scheduled meetings
Turn cell phone or pagers off during the meeting Stay positive Ask open ended questions Be aware of non-verbal communication Participate; focusing on the child
Qualities of an Effective Additional Parent Member
FERPA – Federal Education Rights and Privacy Act
HIPPA – Health Insurance Portability and Accountability Act
No one should have access to information regarding the child without the parent’s consent
Confidentiality and Privacy Issues
Definition of Parent Surrogate Parent Appointments Emancipated Youth (CSE) Parent Rights Prior Written Notice Part B Procedural Safeguard Notice; Rights
for Parents of Children with Disabilities
Parental Protection and Rights
http://www.vesid.nysed.gov/specialed/preschool/ http://www.p12.nysed.gov/specialed/formsotices/ http://
www.monroe.edu/SupportServices.cfm?subpage=518 (Regional Early Childhood Direction Center)
http://www.advocacycenter.com/programs.php
Additional Resources
http://www.autismspeaks.org/
Additional Resources