Effective Communication Pathways in Special Education

1. Effective Communication Pathways in Special Education Frank Esposito Director of Special Education South Plainfield School District

2. Procedural Safeguards IDEA and the NJ State Code contain specific requirements, known as "procedural safeguards," that protect your rights as parents and children eligible for special education services NJAC Chapter 14

3. Written Parental Consent – NJAC 6A:14-2.3 • Consent shall be obtained: • Assessment for initial evaluation • Prior to implementation of the initialIEP • Assessments for Reevaluation • except that such consent is not required if the district board of education can demonstrate that it had taken reasonable measures, to obtain such consent and the parent failed to respond; • Whenever a parent and district board of education agree to waive a reevaluation • Whenever a member of the IEP team is excused from participating in an IEP meeting • Whenever an IEP is amended without a meeting

4. Written Parental Request • Upon receipt of any written parental request to initiate or change (SPBOE policy does not accept email for written parental requests): • Referral • Identification • Classification • Evaluation • Educational placement • the provision of a free, appropriate public education (FAPE) • a response shall be provided to the parent within 20 calendar days, excluding school holidays but not summer vacation (may come from Case Manager or Administrator)

5. Signed Consent – Other Timelines • The Child Study Team must implement your child's IEP within 90 days from your signed consent for evaluations. • School holidays are excluded, but summer vacations are included.

6. Parent Participation • IDEA and the State Code require that you be invited to any meetings where decisions will be made about referral, evaluation, eligibility, services, and placement. • Meetings must be scheduled at mutually convenient times and places, and you must be provided notice sufficiently in advance so that they will have an opportunity to attend. • 10 day notice where assessments will be reviewed as part of determination for program (Initial and Reevaluation) • If you can't attend, your participation may be facilitated through the use of electronic conference equipment • districts must document all attempts to involve you if parent does not participate in meeting.

7. Placement – Written Notice vs. Consent • Your child's current placement and services may not be changed without prior written notice • ie: IEP meeting is conducted and an IEP is not signed by parent, IEP goes into effect after 15 days of the proposed plan • Consent is not required for IEP implementation after the Initial IEP • Stay Put Provision - If you request mediation or due process within 15 days of IEP meeting, changes may not be made until the conclusion of those proceedings, unless you and district agree otherwise; • NOTE: A letter of disagreement with the proposed plan to the district does not activate Stay Put Provision.

8. Tips for Parents: Communicating with Professionals • Routine Communication • Ongoing communication is essential for parents and professionals to work as partners in education. Discuss the best method and frequency for communication with your child's team and do whatever works best for all involved. • Some methods of routine communication include: • Daily notebook or log • Checklists or worksheets • Weekly or bi-monthly email communication or phone call • Communication if grade falls below a certain threshold • Informal meetings or conferences

9. Tips for Parents: Communicating with Professionals • Routine Communication (cont’d) • Be specific on what information you need to monitor your child's academic and social functioning. • Make sure you get feedback from teachers and specialists working with your child, as appropriate. • Be sure to share important information from home that may affect your child's functioning at school. • Share positive information as well as concerns. Everyone likes to hear when they are doing a good job!

10. When there is a problem Don't wait. Share your concerns first with the people directly involved. Be specific about your concerns and the effect on your child's academic or social performance. Put your concerns in writing, and keep copies of all correspondence. Give the person(s) involved reasonable time to make changes before going up the chain of command. If necessary, voice your concerns to the next person on the Communication Continuum one at a time — unless it's an emergency.

11. Communication Continuum Note: it is in every party’s best interest to inform the person you have been in communication with that you will be contacting the next person in the Communication Continuum