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District Office Issues
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Reducing CSE Classifications:
Each CPSE/CSE can structure its student classification/identification process so that children are more appropriately educated in general education.
To accomplish this, it is necessary to:
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Increasing Declassifications
Once a special education child has learned to compensate for his/her disability and to function quite independently in general education, the time for declassification arrives. However, without an effective system that will provide declassification support services and long- or short-term test accommodations, parents tend to distrust and block the declassification process. To facilitate the process, it is important to:
Training Your CPSE/CSE Teams
Typical training of CPSE/CSE teams includes information about rules and regulations, IEPs, and types of disabilities. However, of equal importance, teams can be trained in ways to make meetings flow smoothly and collegially. The adversarial nature of many meetings can be mediated if questions are posed in positive/constructive ways and parents can be made to feel a part of the decision-making process. Your teams can be trained in:
Simplifying Your IEPs
Changing Your Inclusion Model
Static special education services lead to a perpetuation of the status quo. We are in a time of change, when we need to learn from past and present experiences and improve the services provided in our schools. This can lead to improvement in student performance on state assessments.
Solidifying Your ASD Program
Throughout the years, services for students with Autism Spectrum Disorders have progressed from preschool to elementary and secondary programs. While they need to incorporate the New York State Learning Standards, they also have to meet the emotional and behavioral needs of the students. To meet the students' needs:
