Special Ed Process Communicated to Parents

Each step in the special education process, from the initial intervention to determining eligibility to creating an IEP (Individualized Education Plan), was broken down for parents during an information session Tuesday night by members of the district’s Child Study Team. 

The session gave parents the opportunity to learn specifics about the process whether they were previously familiar or not. Parents were also able to raise questions and discuss their concerns with Dr. Matthew Helfant, special education director who was joined by Lisa Ciraco, Nicole Fried, Dawn Johnson, Suzanne Gallo and Linda Pizzute of the child study team.

I&RS Committee

The team walked parents through the first step which is known as the intervention process which involves the Intervention and Referral Services committee, or I&RS for short, Ciraco explained. This process begins from a request from either the  student’s teacher or parent and its goal is determine what can be done to assist the student at this general education level. These steps could involve implementing specific study guidelines or making modifications in testing, for example.

The committee is made up of teachers, administration, parents and a member of the Child Study Team. The team works to identify the student’s academic, social and emotional needs and will measure what steps are working for the student and what may not, Ciraco explained. The process can take time, possibly an entire school year if improvements are being made along the way, but overall it depends on the needs of that particular student, she explained.

Ciraco said it’s important for parents to realize that this intervention stage is important as classifying a child in need of special education could place him or her in a more restrictive educational setting and that is not always the first course of action for every individual.

Some parents were concerned about who they would reach out to for updates and reports at this stage to which Helfant reassured them that they can contact their case facilitator regularly.   

Individualized Education Plan (IEP)

If the courses of action as a result of the intervention process are not helping the student improve the Child Study Team comes in to evaluate.  Johnson went over the time frame for setting up IEP meetings and what the process is for students who will be evaluated for this classification. Johnson said this is all about figuring out the puzzle and finding what will work best. 

At this stage a decision is made whether to begin tests that include basic skills and performance assessment, psychological report, social assessment or to not move ahead and evaluate at this point. If the student is found eligible the IEP will be developed for the student. Parents do not have to make a decision right away and can think about whether they think this is the right choice for their child before moving forward, she said.

One of the biggest concerns parents tend to have regarding the IEP is fearing that it can not be changed once it’s developed but that is not the case, Nicole Fried explained. If a change in a course or an addition of some form of therapy, for example, were decided upon an addendum can be signed and added to the IEP. Gallo said this would just act as an addition to the IEP and the rest of it would remain in balance.

Also parents were told that revisions to an IEP can be down without a review meeting. There are annual reviews conducted every year and upon the third year a re-evaluation is conducted. Depending upon the student, it would be decided if retesting is needed.

Many things are involved in the IEP process and it all depends on the individual student, she said. Both a general education and a special education teacher are involved in the IEP meetings as well as the parents. The student can be involved as well depending upon on his or her age.

Goals and objectives for the student are a big part of the process, as well as focusing on the strengths of the student, Fried explained. Discussion about the transition process for the when the student turns 18 is also an important component in the process. As the student gets older thinking about things the student is good at and what he or she may want to pursue are key in discussions that will take place leading up to the transition, she explained.

Parents can regularly communicate with their case manager, which would be a member of the Child Study Team. Fried encouraged parents to reach out to them as  it is important for them to know what their concerns are.

Linda Pizzute went over the different types of educational environments explaining that the goal is to stay in district but if the needs of the child require more restrictive environments the goal will be to bring them back to the district as quickly as possible.  

Johnson said the team understands it can be overwhelming for parents and that it can be a very emotional time for them therefore they try to make it a as simple as possible although they know it is not simple.

“We are there for you and we are there to advocate for your child and we do what we feel is most appropriate and necessary for the child,” she told parents.