Recruitment, Training & Support Center (RTSC) for SESP ... · Recruitment, Training & Support Center (RTSC) for Special Education Surrogate Parents (SESPs) SESP Orientation Training
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Recruitment, Training & Support Center (RTSC) for Special Education Surrogate Parents (SESPs)
TheFederationOverviewFederation for Children with Special Needs
Special
Education Parent
Center
Health
Advocacy
Center
Family
Support
Center
Parent‐Professional Leadership Center
Family & Community Engagement
Center
Family TIES of Massachusetts_____________
Pathways for Parents
Mass Family Voices
_____________
Family‐to‐Family Health Information Center
Massachusetts Association of Special Education Parent Advisory Councils (MassPAC)_____________
Advancing Paent‐Professional Leadership in Education (APPLE)
Parent Training and Information Center_________PTIC Call Center_____________Parent Consultant Training Institute_____________LINK Center ‐Planning A Life_____________Special Education Placement Options
Family and Community Engagement Team FACET_____________RTSC for Special Education Surrogate Parents_____________
State‐wide Family Engagement Center
Recruitment, Training & Support Center (RTSC) for Special Education Surrogate Parents (SESPs)
What is a Special EducationSurrogate Parent (SESP)?
An SESP is a person appointed to protect the educationalrights of children who: are receiving or should be receivingspecial education services and are in the custody of a stateagency; or whose parent or guardian cannot be identified orlocated.
• Authority comes from federal law (IDEA Sec. 300.519)
• Highlights importance of parental role in special education
• All states are required to have some type of SESP program
Students Eligible for SESPs• Parents are unknown or unavailable, Unaccompanied
Homeless Youth, in the custody of the Department of Children and Families (DCF) or Department of Youth Services (DYS) or “dual status” (parents do not retain decision‐making rights).
• Exposed to trauma in early childhood usually involving a primary caregiver (developmental childhood trauma)
• Living in congregate care
• Between the ages of 3 – 22, typically 12 – 18
• Receiving Special Education services, or in need of an evaluation for services
Multiple Placements• DCF decides where the student lives according to availability and needs
• An SESP must sign off on the school placement
• Where the student lives affects the choices available for school placement
• A change in where the student resides can result in a change in the programmatic school district and possible cost share issues (the LEA remains the same)
• Reauthorizes the federal law governing education (last reauthorized as the No Child Left Behind Act in 2002)
• Ensures school stability for youth in foster care including assurances that children enroll or remain in their “school of origin” unless a determination is made that it is not in their best interest
• Children in foster care must enroll immediately in a new school even if the child cannot produce normally required enrollment documents and school records
• Transportation to ensure school stability will be provided, arranged, and funded for the duration of the children’s time in foster care in a cost effective manner
• Ensures collaboration with the state child welfare agency, including designating a state and district employee to serve as a point of contact for child welfare agencies
Students
Recruitment, Training & Support Center (RTSC) for Special Education Surrogate Parents (SESPs)
The Neuroscience of Developmental Childhood Trauma
Traumatic memory is stored andrecalled on several levels – cognitive, emotional, motor‐vestibular(the body remembers), and state (hypervigilance and hyperarousal)
Bessel van der Kolk, M.D., The Body Keeps the Score: Brain, Mind, and Body in the Healing of Trauma
A transformation in the self of a trauma worker or helper that results from empathic engagement with traumatized clients and their reports of traumatic experiences.
Monitor yourself Use your own Support Systems
Take care of yourselfYou are a piece of the puzzle
Recruitment, Training & Support Center (RTSC) for Special Education Surrogate Parents (SESPs)
• Access the general curriculum and the life of the school across multiple educational settings through specially designed instruction, related services, and accommodations
• Develop the IEP so that it can be implemented in different educational settings if necessary
Present Level of Performance: When 11 year‐old Joe is presented with challenging material in the classroom, he becomes aggressive and often starts a fight with one of his classmates.
Annual Goal: Joe will use a self‐monitored coping tool (request a break, deep breathing, request support, etc.) to avoid engaging in a aggressive behavior, with one reminder, on 4 out of 5 opportunities, as measured by teacher observations and documentation.
Benchmarks:1. During the first marking period, Joe will work with an Adjustment
Counselor to identify his emotions when presented with challenging material and create the self‐monitoring tool.
2. During the second marking period, Joe will use his self‐monitoring tool at least two times a day with prompts as monitored and documented by his teacher.
3. By the end of the academic year, Joe will independently use his self‐monitoring tool as needed during each class as monitored and documented by his teacher.
IEP
Recruitment, Training & Support Center (RTSC) for Special Education Surrogate Parents (SESPs)
Present Level of Performance: 15 year‐old Isaiah would like to work at a warehouse and has very good organizational and perceptual skills. Due to his lack of time management skills and motivation deficit it may be difficult for him to retain a job in the community.
Annual Goal: Isaiah will remain in a part‐ time community position in a local warehouse for at least six months.
Benchmarks:1. During the first marking period, Isaiah will work with his ELA teacher to
write a resume for application to three places of employment of his choosing.
2. By the end of the second marking period, with the help of his Guidance Counselor, Isaiah will have obtained an after‐school position in the community that is accessible by public transportation.
3. By the end of the academic year and through the summer, Isaiah will remain at his job with emotional support and technical guidance from his Guidance Counselor.
Protecting Student’s Rights: If you have questions about the IEP process or if you are concerned that the IEP is not being followed or services are not being provided as agreed, these are actions you can take:
Keynote Speaker: Steve PembertonAuthor of a best‐selling memoir, “A Chance in the World,”
The event provides a full day of high quality education and networking. Attendees will come away with information and resources to assist them with supporting the at‐risk students they serve.
Go to: www.fcsn.org/rtsc/ for more information and to register.
Recruitment, Training & Support Center (RTSC) for Special Education Surrogate Parents (SESPs)