COMMITTEE FOR SPECIAL EDUCATION
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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.

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WHO WE ARE! WHAT WE DO!

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Who we are what we do

COMMITTEE FOR SPECIAL EDUCATION (CSE) PRESENTATION TO: LMSD BOARD of DIRECTORS PRESENTED BY: SHEILA KINEKE AND LINDA MILLER CO-PRESIDENTSAPRIL 11, 2011


Who we are what we do

WHO WE ARE!WHAT WE DO!


Who we are

WhoWe Are

  • We 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 1972


What we do

What We Do

  • We 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 year

Highlights of our 2010-2011 School Year

  • Developed New Publicity Brochure

  • Constructed a New Website

  • Kept Families Informed Through the CSE Listserv


Who we are what we do

CSE Publicity Brochure


Who we are what we do

www.lmcse.org


Who we are what we do

CSE LISTSERV


Who we are what we do

HIGHLIGHTS OF 2010-2011

PRESENTATIONS

  • The Genre of Inclusion Local Artist, Nancy B. Miller September 27, 2010

  • CSE Panel on Special Education and Gifted Education Regulations

  • Charles Pugh, Esq., Larry Dodds, Esq.,

  • Barbara Shapiro, PhD

  • October 26, 2010


Who we are what we do

HIGHLIGHTSOF 2010-2011

PRESENTATIONS

  • Gifted Eligibility and Organizing the Disorganized Child

    LMSD Gifted Support Teachers

    Lynn Partridge, Rachel Nichols,

    Lisa Bair

  • November 30, 2010

  • Life Stressors: Helping Families Cope Christina Carson-Sacco, Psy.D

  • March 18, 2011


Who we are what we do

Highlights of our 2010-2011 School Year

  • 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


Who we are what we do

2010-2011

UPCOMING EVENTS

Claire Choutka - Bureau of Autism Services, PA Dept. of Public Welfare

April 28, 2011

Donna Monturo - Transition Coordinator for Lower Merion School District

May 9, 2011


Looking forward to 2011 2012

LOOKING FORWARD TO 2011-2012

  • Bringing 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

PARTNERING WITH PARENTS


Our goal enhancing the school parent partnership

OUR GOAL: ENHANCING THE SCHOOL/PARENT PARTNERSHIP

  • Successful 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 partnership1

OUR GOAL: ENHANCING THE SCHOOL/PARENT PARTNERSHIP

  • the 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


Who we are what we do

BEST PRACTICES

  • 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 practices

Best Practices

  • Welcoming 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


Who we are what we do

BEST PRACTICES

  • Communicating Student Progress in

    a Meaningful Way

    “I now get my child’s progress reported in measurable form, which helps me know whether his goals are appropriate and whether he’s making progress.”

    Parent, Bala Cynwyd MS


Best practices1

Best Practices

  • Allowing for Formal Parent Input into IEP/GIEP Process:

    “For my son’s 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 Elementary


Best practices2

BestPractices

  • Responding 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


Best practices3

Best Practices

  • Making All Students Part of the School Community:

    “My son’s 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


Who we are what we do

Best Practices

  • Supporting Inclusive Practices:

    “Welsh Valley Middle School has  an excellent model of co-teaching in core academic subject classrooms.” Mary Mikus, Welsh Valley MS


What we need

What we need

  • School 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 child’s educational program. (Free)


What we need1

What we need

  • Information 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 need2

What we need

  • To 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 transition

About Transition

  • Are 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.


Thank you

THANK YOU

.


Questions

QUESTIONS


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