|Add glasses and this is surprisingly accurate.|
Before school ended, I sat down and totaled up all of the stats for the Committee on Special Education meetings I've done during '11-'12. The results were all together staggering, nauseating, tiring, and awe-inspiring. Here are some fun facts...
- The meetings held for male vs. female students was 73 vs. 42. Our special education population at our building (and in the district) is disproportionately male and African American.
- We held 30 initial CSE meetings. Many of these meetings were kiddos that were being referred for services due to severe behavioral problems, and the students were recommended for more restrictive settings where their needs could be met, such as a Special Class. Five of these initial referrals did not qualify for services.
- In a similar vein, we held 28 reevaluation meetings where a more restrictive setting was recommended. Many of these were for a Special Class, but others were a recommendation where a student moved from receiving only related services, like speech, to Integrated Co-Teaching services.
- We held 21 reevaluation meetings where changes were made to programming (adding or removing a related service, etc) or as part of a three-year reevaluation, in accordance with legal mandates.
- We declassified 8 students from special education services this year. One of them was due to chronic lack of attendance in school, thus not accessing special education services nor receiving appropriate instruction (he came to school four days all year).
- Although I had three full days of CSE meetings in March (on top of helping teachers with the Annual Review process for their caseloads), the biggest volume of CSE meetings came late fall, during the state ed. review. In November and December, I had a total of four meetings days, but they covered 30 kiddos. I'm getting hives just remembering... ugh.
- My building has a small population of preschoolers receiving special education services via the Committee on Preschool Education (CPSE). When they turn school age in kindergarten, we have to reevaluate their programs to see if they will transition into CSE services. We completed 4 CPSE to CSE reevaluations this year, two at the beginning of the year for '11-'12, and two at the end for '12-'13 (we got ahead of the game).
- We amended 24 students' IEPs, making minor changes that don't overly affect their service levels. These included changing goals, fixing/cleaning up parts of the Present Levels of Educational Performance (PLEP), altering time durations for programming, and adjusting program modifications and testing accommodations.
I am psychologist. Hear me roar.
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