March 5, 2013, CSE presented "Reading and the Brain," a meeting which began with a primer on how the brain processes printed language offered by Olga Chuntonov from Drexel University, followed by the showing of The Big Picture: Rethinking Dyslexia, a film by James Redford, and followed by a Q & A. CSE owns this film, and can make it available on request. Here is the power point from Ms. Chuntonov:
| 20130305_brain_reading_and_dyslexia_lower_merion_school.pptx |
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February 5, 2013, the CSE offered a faciliated conversation on the "Social and Emotional Issues for Gifted Students." Dr. Amy Alfred, a licensed psychologist who has been in private practice for 20 years, and parent of a gifted child in LMSD, and Dr. Timothy Edge, a
licensed clinical psychologist in the LMSD, led a parent discussion on
these important issues. Parents of gifted children in LMSD who wish to
continue the conversation should sign up for the GIEP facebook group
"LMSD parents of GIEP kids." To provide feedback and/or request future
programming, take the simple survey at
http:www.surveymonkey.com/s/HR7RBPC.
December 4, 2012 meeting: Dr. Joelle McGovern-Beecher spoke on Anxiety Disorders in School Age Children.
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CHOP/Center for Autism Research Distinguished Lecture Series: November 8, 2012, "Anxiety and ASD"
CAR has kindly shared the materials from this meeting. To download these materials, click on the 2 power point presentations, and the schedule for future Distinguished Lectures, below.
| herrington_powerpoint_dls_11-8-12.pdf |
| franklin_and_miller_powerpoint_dls_11-8-12.pdf |
| dls_schedule_2012-2013_revised.pdf |
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Click on the link below to see a power point presentation on the LMSD/CSE Survey for Families of a child with an IEP (from our October 2, 2012 General Meeting).
| survey.pptx |
Click on the link below to see a power point presentation on Inclusion for Students with Special Needs, given by Dianne Perry and Penny Starr-Ashton of the Pennsylvania Education for All Coalition.
| lower_merion._inclusion.ppt |
Click on the link below to see a power point presentation on Person-Centered Planning, a process that helps students with disabilities and their families make person-centered life plans.
| lower_merion_pcpg1.pptx |
December 2011 General Meeting: "Positive Behavioral Interventions and Safe Schools for All of Our Children," a workshop about the dangers of restraint and seclusion and the power of positive behavioral interventions by Pat Amos of TASH. This presentation was taped by the school district--it is a data-rich video so it is broken into five parts, below. You can also access the power point slides in the "TASH: Train the Trainer" file below.
| tash_train_the_trainer_pa_version.pdf |
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October 2011 General Meeting: "Connecting the Dots: Understanding the Evaluation Process, Development of the IEP, and Monitoring for Progress," a workshop led by Diane Smith-Hoban of the Parent Education Network.
Click below for the power point presentation:
| connecting_the_dots_eval-develop_iep-progress_monit2.ppt |
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Opening Event, 2011-12 School Year:
Our District Administrators (our Superintendent Dr. Christopher McGinley, Special Education Supervisors Deb Lubowicki, and Jeanne Dagna, Autism Supervisor Christine Crawford, and Holistic Supports (formerly gifted) directors Richard Marta and Camille Conrad) introduced themselves and their roles in ensuring an appropriate education for each child. Then Diane Smith-Hoban of the Parent Education Network led a discussion on "Enhancing the School-Parent Partnership." Cupcakes by Carlyscakes.com were enjoyed by all. Tuesday, October 4, 2011, 7pm.
For a copy of the power point presentation, click below.
For a copy of the power point presentation, click below.
| parent-professional_collaboration_1.ppt |
CSE Co-sponsors LMSD Meeting on College for Students with Learning Differences, 3/16/11
Rachel B. Sobel, Ph.D., of College Possibilities, LLC, presented on the topic of "Is There a College for My Child?"
| is_there_a_college_for_my_child-lmsd.pdf |
CSE Meeting, 3/15/11: Dr. Christina Carson-Sacco on "Life Stressors: Helping Families Cope."
| stresstalkhandouts.pptx |
CSE Meeting on Gifted Eligibility and Organizing the Disorganized Child, 11/30/10.
See Gifted Supervisor Ellen Just Braffman's e-board for power point slides of these two presentations. (Click on Information and Links above/GIEP/right column.)
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CSE Panel on Special Education and Gifted Education Regulations, 10/26/10, with Charles Pugh, Esq. (Education Law Center advocate and private parent special education attorney), Larry Dodds, Esq. (Lower Merion School District special education attorney), and Barbara Shapiro, PhD (Director of Student Services for Lower Merion School District).
The CSE Co-Presidents Linda Miller and Sheila Kineke collected questions in advance from Lower Merion parents to submit to the panel.
These are the questions:
CSE Special Education Regulations Panel
With Charles Pugh, Esq., Larry Dodds, Esq., and Barbara Shapiro, PhD
October 26, 2010
1) What defines ‘meaningful progress’? What's the basis for defining what's meaningful for the individual child?
2) My child’s IEP goals and objectives are written in measurable form, but my district reports progress with a vague rubric with terms such as “limited progress,” “some progress,” “moderate progress,” “consistent progress.” These terms are not quantitative and do not measure progress. I have asked for graphing of progress on goals and objectives and I have been told the state doesn’t allow it. How do I get progress reported in measurable form? Don’t students in general education get their grades recorded numerically?
3) Can I get copies of my child's assessments (including FBAs) and test scores that are part of his IEP before the evaluation or IEP meeting? What should I do if I don't agree with all or part of an evaluation or reevaluation report?
4) Parents of children with IEPs in special education classrooms are always escorted by a special education administrator or designee when they come to observe their child in school. This is not usually the case with children without IEPs in the regular education classroom. Can the district have different policies for parent visits?
5) What's the district's policy on homework? I have two children, one who has an IEP and is way below grade level and another who is the regular grade and is a good student. My child with an IEP rarely gets homework. My other child always gets homework, which helps him to retain what he has learned in school. I'm told that many of the kids in special education programs don't get homework. I don't agree with this and I feel my child with an IEP is falling further and further behind. Is there anything I can do?
6) My child is basically nonverbal and can’t tell me what is happening in school. I get very little information from school even though I’ve asked for better communication. I have no way of knowing whether my child is getting the therapy services listed in their IEP. I don’t know what is happening day to day unless there is a problem for the teacher. I have suggested a communication log but have not gotten one. How do I remedy this situation?
7) My child has a 504 for her allergies and now has to sit at the allergies table during lunchtime and be separated from her friends. I think this is an unnecessary precaution for a child like mine who brings her lunch and knows what she can and can't eat. Can we have a 504 for her allergies but also allow her to sit with her class at lunch? In general, what kind of say does a parent have in her child's 504 plan?
8) My child will be in school until he is 21 because of the severity of his disabilities. He has had a reasonably individualized academic program based on his unique needs. We want him to have a transition plan that is individualized and unique to his needs also but we are told that there is a district transition curriculum based on the child's age and grade that all the children follow. We don't feel the district transition program is adequately preparing our son for future employment. Isn't this part of IDEA? What can we do?
9) What does the district do regarding teachers who do not implement SDI for many weeks? Can my child receive comp ed. without going to due process?
10) During IEP meetings, everyone is making so many different comments and I can't keep track of everything that is being said or remember what we agreed to. Also my husband cannot always be available for IEP meetings. Do I have the right to tape record my child's IEP meeting as long as I let everyone know that I am doing this?
11) What is the system for looking at students who are identified as gifted but who are having challenges in their classes and not working to their potential? What supports are available for students having trouble in AP and honors courses?
12) What can parents do if a teacher's methods are not successful with their child, and the teacher is not following recommendations made during team meetings and supported by the school administration?
13) I don’t think my child’s needs are being adequately addressed in public school. What’s the process for finding an appropriate out of district placement for my child? What happens when parents and the district disagree over whether the child needs an out of district placement?
The CSE representatives are compiling their notes on the meeting to provide the most accurate/comprehensive reflection of the panelists answers. We will post these soon.
These are the questions:
CSE Special Education Regulations Panel
With Charles Pugh, Esq., Larry Dodds, Esq., and Barbara Shapiro, PhD
October 26, 2010
1) What defines ‘meaningful progress’? What's the basis for defining what's meaningful for the individual child?
2) My child’s IEP goals and objectives are written in measurable form, but my district reports progress with a vague rubric with terms such as “limited progress,” “some progress,” “moderate progress,” “consistent progress.” These terms are not quantitative and do not measure progress. I have asked for graphing of progress on goals and objectives and I have been told the state doesn’t allow it. How do I get progress reported in measurable form? Don’t students in general education get their grades recorded numerically?
3) Can I get copies of my child's assessments (including FBAs) and test scores that are part of his IEP before the evaluation or IEP meeting? What should I do if I don't agree with all or part of an evaluation or reevaluation report?
4) Parents of children with IEPs in special education classrooms are always escorted by a special education administrator or designee when they come to observe their child in school. This is not usually the case with children without IEPs in the regular education classroom. Can the district have different policies for parent visits?
5) What's the district's policy on homework? I have two children, one who has an IEP and is way below grade level and another who is the regular grade and is a good student. My child with an IEP rarely gets homework. My other child always gets homework, which helps him to retain what he has learned in school. I'm told that many of the kids in special education programs don't get homework. I don't agree with this and I feel my child with an IEP is falling further and further behind. Is there anything I can do?
6) My child is basically nonverbal and can’t tell me what is happening in school. I get very little information from school even though I’ve asked for better communication. I have no way of knowing whether my child is getting the therapy services listed in their IEP. I don’t know what is happening day to day unless there is a problem for the teacher. I have suggested a communication log but have not gotten one. How do I remedy this situation?
7) My child has a 504 for her allergies and now has to sit at the allergies table during lunchtime and be separated from her friends. I think this is an unnecessary precaution for a child like mine who brings her lunch and knows what she can and can't eat. Can we have a 504 for her allergies but also allow her to sit with her class at lunch? In general, what kind of say does a parent have in her child's 504 plan?
8) My child will be in school until he is 21 because of the severity of his disabilities. He has had a reasonably individualized academic program based on his unique needs. We want him to have a transition plan that is individualized and unique to his needs also but we are told that there is a district transition curriculum based on the child's age and grade that all the children follow. We don't feel the district transition program is adequately preparing our son for future employment. Isn't this part of IDEA? What can we do?
9) What does the district do regarding teachers who do not implement SDI for many weeks? Can my child receive comp ed. without going to due process?
10) During IEP meetings, everyone is making so many different comments and I can't keep track of everything that is being said or remember what we agreed to. Also my husband cannot always be available for IEP meetings. Do I have the right to tape record my child's IEP meeting as long as I let everyone know that I am doing this?
11) What is the system for looking at students who are identified as gifted but who are having challenges in their classes and not working to their potential? What supports are available for students having trouble in AP and honors courses?
12) What can parents do if a teacher's methods are not successful with their child, and the teacher is not following recommendations made during team meetings and supported by the school administration?
13) I don’t think my child’s needs are being adequately addressed in public school. What’s the process for finding an appropriate out of district placement for my child? What happens when parents and the district disagree over whether the child needs an out of district placement?
The CSE representatives are compiling their notes on the meeting to provide the most accurate/comprehensive reflection of the panelists answers. We will post these soon.
