EDUCATION continued from page 30
“MARCIE KNOWS EVERYTHING INSIDE AND OUT. SHE FOUGHT FOR OUR DAUGHTER AND DID A WONDERFUL JOB.” — PARENT KELLY SESSEL
different back in the 1970s when Lipsitt was a student. Her younger sister, Lori, had learning disabilities and an auditory processing disorder and was bounced between second and first grade numerous times, often without warning and without her parent’s prior knowledge. “Experiences like that always result in negative feelings that can last a lifetime,” Lipsitt said. “My mother knew things were warped, but she didn’t know how to navigate the system. I became Lori’s voice … just like I later became the voice for many children with special needs in school.” Lipsitt has always felt pulled toward civil rights movements and helping others. Her family is used to seeing Lipsitt feeding people on the streets and buying homeless people warm coats for the winter. HELP YOUR CHILD Children are eligible for an IEP if they qualify for special ed. There are 13 areas of eligibility: autism spectrum disorder, cognitive impairment, physical impairment, deaf-blind, severe multiple impairment, early childhood developmental delay, specific learning disability, speech and language impairment, vision impairment, hearing impairment, traumatic brain injury, emotional impairment and otherwise health impaired. When children do not fall into any of those categories, they may be entitled to a 504 plan, which also offers customized accommodations and special education services. To initiate the process for an IEP, “A parent needs to write a letter stating that they want their child to be evaluated for special ed services. It could be emailed to the principal, Department of Special Ed or the school psychologist — it doesn’t really matter who,” Lipsitt said.
“What’s most important is the date on that letter, because legally, they have 10 school days to respond to that written request.” The first meeting is called the Review of Existing Evaluation and Data (REED) where the parent, school psychologist, principal and support staff will review how the student is doing in school and determine how the child needs to be evaluated. At the REED, the IEP meeting will be scheduled. The goal is to identify the child’s strengths and concerns, go over assessment scores, and figure out the accommodations, goals and objectives and special education program and related services which will best help the child access his education and school environment. If a child is found ineligible for an IEP, parents have a right to request an independent educational evaluation (IEE), where the child will be evaluated by a neutral party — at the school district’s expense. “Again,” Lipsitt warned. “This request has to be in writing. Everything has to be in writing.” Local parent Kelly Sessel first hired Lipsitt when her daughter Ariel Fink, now 25, was not succeeding in middle school. The school was not helping her until Lipsitt started turning up at school meetings as Ariel’s advocate. “Marcie knows everything inside and out,” Sessel said. “She fought for our daughter and did a wonderful job. Ariel ended up getting everything she deserved.” Ariel’s IEP gave her small classes, extra time for testing, and even said someone should read her the information, instead of having to read it herself. “Ariel ended up graduating in 2014 with a 3.6 average; she would not have continued on page 34
32
|
AUGUST 19 • 2021
Special Ed Proponent Chaya Leah Tinman For more than 30 years, another popular school advocacy choice for the Jewish community was Chaya Leah “Ilene” Tinman of Southfield. Back in the early 1990s, Tinman found her child’s special needs were not being met in the school system and took it upon herself to discover the legalities involved, learned to rephrase what she wanted and get her son what he was legally entitled to. Tinman knew how unequipped she’d felt at first and decided to help other parents who have children struggling in school. Word spread quickly. Throughout her decades as a school advocate, she sat in on hundreds of REED and IEP meetings and helped hundreds of kids receive appropriate supports in school. Most times she was Chaya Leah Tinman able to help secure an IEP or 504 plan for students. “Even years later, parents still stop me when they see me to give me an update on their kid, telling me their child’s success is all because of me,” Tinman said. “It’s an incredible feeling to know I made such a difference and helped change so many lives. Many other times, despite her best efforts, a child was denied an IEP and helping then felt like a “long drawn-out battle.” In those cases, the families ultimately either took their kids to a higher authority or threw up their hands in defeat and gave up the fight. “It’s always so painful to know a child is not getting what he needs in order to succeed in school,” Tinman said. In June 2020, Tinman joined the staff at Jewish Family Service, bringing her skills, knowledge and years of experience into her new role of director of Youth and School Based Services, where she works directly with the Jewish day schools in Detroit. When parents call her these days, she helps by guiding them to local resources. She also still advocates for students in public schools. — Rochel Burstyn
