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The ÍÃ×ÓÏÈÉú is committed to making sure all students receive a quality education that fits within the framework of their individual needs. The Special Education Department provides specially designed instruction, services and programs to help meet the unique needs of students with disabilities. We provide a full range of special education services including:

• Speech and audiology
• Psychological therapy
• Physical therapy
• Occupational therapy and counseling
• Consultant teacher services
• Resource room services to provide supplemental instruction
• Transitional support services
• Integrated class services, full-time in-class support
• Day treatment
• Residential program
• Home or hospital instruction

Students who may require special education services are referred to the CSE to determine whether or not they meet the criteria to be classified with one of 13 disabilities, and that the disability substantially limits the student’s ability to learn.

Upon receipt of a referral, the committee will notify the parent in writing of the referral, describe the evaluation process, and request written consent to complete the requested evaluations. The school district must complete the evaluation and convene a CSE meeting within 60 calendar days to determine whether or not the student is eligible for special education services and, if so, to develop an Individualized Education Plan (IEP).

The parent is a vital member of the CSE and is encouraged to participate in all aspects of educational planning and decision making.

Once a student is found eligible for special education services, the CSE must meet no less than one time a year to review the student’s progress and develop an IEP for the next school year. Every three years, each student is re-evaluated to determine whether the student continues to require special education or if they can be declassified. A parent may request a meeting at any time during the year to review their child’s IEP by contacting the Sub-CSE Chairperson for their student’s school building.

• Parent(s)/guardian(s) of the student
• Regular Education teacher of the student
• Special Education teacher
• School district representative who is qualified to provide or to supervise Special Education and is knowledgeable about the general curriculum and the availability of resources of the school district (This person may be the Special Education teacher/provider, school psychologist, or building administrator)
• Individuals who understand and can talk about the evaluation results and how these results affect instruction (could include the school psychologist, special education teacher, CSE chairperson, etc.).
• School psychologist 
• School physician (upon request)
• Parent member if requested in writing by parents at least 72 hours in advance of the meeting
• Other people that have knowledge or special expertise regarding the student, including related services personnel as appropriate (as requested by the parent or school district)
• Student, if appropriate

Do you have a child with a disability?  

Consider supporting another parent through the special education process by becoming a Committee on Special Education (CSE) parent member.  Committee parent members do the following:

• Participate in discussion at the CSE meetings involving eligibility for special education services, IEP development, and considering services in the Least Restrictive Environment (LRE).
• Provide information and support to the parent of the student referred to the CSE.
• Advocate for the student at the CSE Meeting 
• Support parent with the details of the evaluation and placement process.
• Ensure that parent concerns are considered.
• Address the educational needs of English Language Learners.

If you are interested in being a parent member at CSE meetings, please contact our Special Education Department at (518) 475-6150.
 

A Subcommittee On Special Education (K-12) Includes:

• Parent(s)/guardian(s) of the student
• Regular Education teacher of the student
• Special Education teacher
• School district representative who is qualified to provide or to supervise Special Education and is knowledgeable about the general curriculum and the availability of resources of the school district (This person may be the special education teacher/provider, school psychologist, or building administrator)
• Individuals who understand and can talk about the evaluation results and how these results affect instruction (could include the school psychologist, special education Teacher, CSE chairperson, etc.).
• School psychologist (upon request)
• School physician (upon request)
• Parent member if requested in writing by parents at least 72 hours in advance of the meeting
• Other people that have knowledge or special expertise regarding the student, including related services personnel as appropriate (as requested by the parent or school district)
• Student, if appropriate

Every school district has a Committee on Preschool Special Education (CPSE).  The CPSE is responsible for children ages three through five with disabilities.

Visit our CPSE section to learn more.

Initial Referral Process

Many students struggle at various times during their years in school. All buildings have a Multi-Tiered System of Support Team (MTSS) that review the instructional and behavioral needs of individual students in order to provide intervention and support. 

Students suspected of having a disability are referred to a multidisciplinary team called the Committee on Special Education (CSE) or the Committee on Preschool Special Education (CPSE).

Individual Evaluation Process

The committee evaluates the student’s abilities and needs.

CSE Eligibility Determination 

Based on evaluation results, the committee decides if the student is eligible to receive special education services and programs.

Individualized Education Program (IEP)

If the child is eligible to receive special education services, the committee develops and implements an appropriate IEP, based on evaluation results, to meet the needs of the student.

Annual Review/Reevaluation

The IEP is modified or revised by the committee at the annual review meeting. At least every three years, the student has a reevaluation to determine continued eligibility for special education programs and services and to revise the IEP, as appropriate.
 

A referral is a written statement asking the ÍÃ×ÓÏÈÉú to evaluate your child to determine if he or she needs special education services.

This written statement should be addressed to the building principal and a Special Education Department administrator. The referral may result in a request to have your child tested to see if he or she needs special education services. We encourage you to meet with your child’s principal and the building Multi-Tiered System of Support Team (MTSS) before requesting an evaluation. Regardless, you may be asked to meet with the building team to discuss options for support and interventions that will address your child’s needs. As a result, the referral may be withdrawn.

You, the parent, can always make a referral for your child.

Your child’s teacher or a professional in your child’s school may also make a referral to the committee. Additional referral sources include doctors, judicial officers (such as a family court judge or a probation officer) or a designated person in a public agency. For a preschool child, any of the people mentioned above may make a referral to the Committee on Preschool Special Education or CPSE.

In addition, a referral may also be made by someone from an Early Childhood Direction Center, an approved preschool program, or an Early Intervention Program that serves your child from birth to age three.

A student over 18 and younger than 21 who is an emancipated minor may request a referral for himself/ herself.

Notification Process

The Special Education Department will:

• Provide notice to the parent and request consent; 
• Inform the building principal of the receipt of referral within ten days.

Consent Process

Within the next 60 calendar days, the following steps will take place:

• The parent has 30 days to grant consent to evaluate following the receipt of referral date or request for reevaluation (three attempts will be made to obtain consent).
• Conduct individual evaluation or reevaluation as appropriate.
• A CSE meeting invitation is mailed home at least five calendar days in advance.
• The CSE will conduct a meeting and make recommendations. 
• Notify parent and Board of Education (BOE). 
• BOE may remand the recommendation back to the CSE for reconsideration.

Evaluation Process

An individual evaluation means any procedures, tests or assessments used selectively with an individual student as may be necessary to determine whether a student has a disability and the extent of his or her special education needs. An individual evaluation does not include basic tests administered to, or procedures used with, all students in a grade or class.

• The individual evaluation provides relevant and functional information about the student.
• The individual evaluation provides information to determine a student’s eligibility or continuing eligibility for special education services.
• The individual evaluation provides information to determine a student’s present levels of educational performance including areas of strength and areas of need arising from the student’s disability.
• The individual evaluation provides information to identify supports, services and modifications to ensure that a student with a disability is involved in and progresses in the general curriculum.
• The individual evaluation report provides information to address a student’s instructional needs.
• The evaluation results for each student includes the strengths of the student and the concerns of the parent about his or her child’s education needs.
• The evaluation is sufficiently comprehensive to identify all the student’s special education needs, whether or not commonly linked to the disability category in which the child has been classified.

CSE Meeting and Recommendations

• A meeting to review the evaluation will occur no later than 60 calendar days from the receipt of parent consent. 
• The CSE will determine initial eligibility at the meeting or review the requested reevaluation. 
• The CSE will arrange for services and/or programs as recommended at the meeting. 
• District services and programs will begin no later than 60 school days after recommendation based on the date the district received parent consent to evaluate.
• In-state or out-of-state private school placements will begin 30 days after the Board of Education’s receipt of the recommendation.
• There may be no delay in implementing a preschool or school-age student’s IEP, including any case in which the payment source for providing or paying for special education is being determined.
   

We believe the best way to address concerns is to deal directly with those professionals working closest to your student. We strongly encourage parents to start with your child’s school with the following professionals in this order:

• General Education Teacher or Special Education Teacher (Case Manager)
• Related service provider
• School psychologist
• Principal or assistant principal

If you are not satisfied with the results, contact the district's Special Education Department in this order:

• Building sub-CSE chairperson
• Special Education administrator

The recommendation for extended school year services in July and August must be supported by the needs indicated in the present levels of development on the student’s IEP.

The needs should indicate in which areas or goals substantial regression is expected. A student’s need for ESY services must be made on an individual basis by the Committee for Special Education. Students are eligible for special education services only if they demonstrate substantial regression of previously learned skills during the long summer break.

The services for the summer may differ from those provided during the 10-month program.

For additional information, please visit our ESY services page.

Secondary Transition Services are a coordinated set of activities for a student with a disability that is focused on improving academic and functional achievement to facilitate the student’s movement from school to post-school activities. Such activities include, but are not limited to, post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living or community participation. 

To learn more, visit our Secondary Transition Services page.

For a complete overview of diploma and credit requirements, please .

Regents Diploma

Must earn a 65 or higher on all required Regents exams.

• Math
• ELA
• Science
• World History 
• US History 

Local Diploma

Must earn at least a 55 on all required Regents exams (referred to as the low pass option).

Compensatory option: Must earn at least a 55 on the  English and Math Regents exams. May earn a 45-54 on a Social Studies or Science Regents if the student has earned a 65 or higher on another Regents exam.

Superintendent Determination  Local Diploma 

Must pass all Regents courses required for graduation, participate in all Regents exams (but has not passed one or more of these exams), and have completed the requirements for the CDOS credential.

Career Development & Occupational Studies (CDOS)

Must have access to Regents curriculum and participate in regular Math and English assessments. Students are also required to have 216 hours of Career Technical Education (CTE) or work-based learning, a Career Plan, Employability Profile, and demonstrate attainment of the CDOS learning standards.

Skills and Achievement Commencement Credential (SACC)

Students participate in the New York State Alternate Assessment (NYSAA)and have an exit plan approved by the CSE. 

Some students have disabilities that do not substantially impact their ability to learn but do impact their access to the educational environment. Students who do not qualify for special education may require accommodations and modifications to provide access to the general education curriculum and program. and the American with Disabilities Act (ADA) ensure that students are not discriminated against on the basis of disability.

If you have questions or concerns about a new or existing 504 Plan for your student, please reach out to the principal of their school.

Our Procedural Safeguards Document, which outlines parent/guardian and student rights, is also available for download.

The Special Education process involves many specialized terms.

Visit our frequently used terms page for a list of these terms and what they mean to you.

Unified sports promote inclusive athletic opportunities for students with and without intellectual disabilities, emphasizing the skills and value of every team member. 

Visit our Unified Sports page to learn more.

For more information, please visit our Home Instruction page.