ADVOCACY TIPS AT THE START OF A NEW SCHOOL YEAR

By Nanette Saturn

As summer comes to a close, it’s time to shift focus back to the school year and tackle that all-important “To Do” list. To ensure a smooth transition for your child into their new teacher and school environment, and to address any potential issues early on, please keep the following points in mind.

First and foremost, if you have not yet received a copy of your child’s Individualized Education Program (IEP), it is crucial to contact the special education office and request that a copy be emailed to you. It is important to have the IEP in your possession throughout the school year and to review it for accuracy to ensure that all details are correct.

Once you have the IEP, carefully review it for any inaccuracies or outdated information. If you notice any discrepancies or updates needed, address these promptly.

Additionally, if there have been any changes in your child’s behavior or social-emotional well-being over the summer, it is important to inform your child’s teacher and any other relevant providers. Keeping the staff informed helps them provide the necessary support from the start. Depending on the severity of these changes, it may be necessary to reconvene the Committee on Special Education (CSE) for additional support.

If your child’s IEP includes mandated Team Meetings, make sure to reach out to the district at the beginning of the school year to schedule these meetings. It’s important not to assume that the district will contact you. On the other hand, if your IEP does not require these meetings, you may still request one. I generally recommend scheduling a team meeting around the end of October to allow sufficient time for adjustment to the new classroom and program. This meeting is not a CSE meeting, and not all parties need to be in attendance.

If your child is scheduled for a school-based evaluation or functional behavior assessment early in the school year, ensure that you have signed the necessary consent forms. Contact the district to confirm the testing schedule. If the evaluation is completed before February, consider scheduling a CSE program review meeting to discuss the findings and make any necessary adjustments to the IEP, rather than waiting for the annual review, which may not take place until April or May.

Should you suspect that your child is struggling by the end of October, it is advisable to schedule a CSE program review before the holiday break. Prompt action can facilitate necessary changes and support before the year progresses further.

For students newly placed in an out-of-district (OOD) setting, arrange for a 6–8-week CSE program review meeting with both the home district and the OOD placement. This meeting will help evaluate your child’s current performance levels and make any required amendments to the IEP, often updating goals based on recommendations from the OOD placement.

Lastly, if your child is having difficulties with homework, reach out to their teacher to discuss possible accommodations that may help reduce the homework load and make it more manageable for your child.

Wishing everyone a wonderful and successful school year!


THIS ARTICLE IS FOR INFORMATIONAL PURPOSES ONLY AND SHOULD NOT BE CONSIDERED LEGAL ADVICE.