The Committee on Special Education (CSE) is responsible for conducting evaluations for children ages 5–21 to determine eligibility for special education services under one of the 13 educational classifications.
Once the CSE determines eligibility, an Individualized Education Plan (IEP) is developed and programs and/or related services are recommended. Thereafter, the CSE convenes annually to review a child's IEP.
Every three years, the student is re-evaluated to determine whether they continue to be eligible for special education services or if they can be declassified. A parent may request a CSE meeting at any time during the year to review their child’s IEP by contacting the CSE Chairperson for the student’s school building.
CSE Referral & Timeline Process
1. Multi-Tiered System of Support (MTSS) ▼
If a child is having difficulties in the school setting, the first step is for a parent/guardian to speak with the classroom teacher. It may be necessary to arrange a conference with the child's teacher, the school psychologist or counselor, and the building principal to discuss concerns. Together, parents and educators may develop a plan of action that includes building-level support services such as reading support, speech and language improvement services, and program modifications.
Multi-Tiered System of Supports (MTSS) is a crucial component when it comes to supporting a student experiencing educational challenges. Prior to a referral to the CSE, each building will implement MTSS plans for individual students who demonstrate the need for more intensive instruction.
MTSS Process & Timeline:
- Identifies skill deficit areas and provides evidence-based intervention strategies.
- Establishes progress monitoring systems and timelines for review.
- After at least 6–8 weeks of progress monitoring data at each Tier 2 and Tier 3 stage with limited progress, the MTSS team may recommend a CSE referral.
2. Initial Referral for Special Education Services ▼
A parent/guardian can submit a request in writing for their child to be evaluated to determine eligibility for special education services. The referral can be addressed to the building principal or a special education administrator.
Additional Referral Sources: The child’s school, doctors, judicial officers, or a designated person in a public agency. A student over 18 and younger than 21 who is an emancipated minor may also request a referral for themselves.
Important Timeline: Parents have 30 calendar days to sign initial consent to evaluate, or the referral will be withdrawn (following multiple attempts to secure consent).
3. Evaluation ▼
Once the district receives the signed initial consent to evaluate, an individualized and comprehensive evaluation begins. Evaluations are conducted by Scotia-Glenville Central School District employees or contracted practitioners. Parents have the right to refuse or withdraw consent at any time.
Evaluation Components
- Core Requirements: Psychological evaluation, educational evaluation, medical review, social history, and classroom observation.
- Additional Areas (as needed): Speech/language, occupational therapy, physical therapy, counseling, or vision services.
Upon completion, parents/guardians receive the test results and written evaluation reports. These evaluations—alongside MTSS data, social history, attendance, report cards, and formative/summative assessments—assist the CSE in determining if the student meets Part 200 criteria for an educational disability.
4. Determining Eligibility ▼
Within 60 days of receiving initial consent to evaluate, a CSE Initial Eligibility Determination meeting will be scheduled. Parents are notified in writing at least 5 calendar days in advance.
Meeting Participants & Committee Structure
Required attendees include the parent/guardian, regular education teacher, special education teacher, CSE Chairperson, and school psychologist. Parents may request a CSE Parent Member in writing at least 72 hours in advance, and may also invite individuals with special knowledge or expertise regarding the child.
The CSE reviews evaluations to determine if the student meets eligibility criteria under one of the 13 educational classifications (see Part 200.1(zz)).
Service Initiation Timeline: If found eligible, services and/or programs begin no later than 60 school days from the initial consent date. Written parent consent is required prior to initial service placement.
5. Individualized Education Plan (IEP) ▼
The Individualized Education Plan (IEP) summarizes learning strengths and needs, program recommendations, start dates, duration, related services frequency, specialized equipment, transportation needs, and service locations. A copy is mailed to the parent/guardian.
If changes are needed, parents or staff should first contact the special education teacher and/or building principal. Parents may request a CSE meeting at any time.
Discipline & Transition Planning Notes:
- Students with disabilities are subject to the same Code of Conduct standards. A CSE Manifestation Determination meeting is triggered if suspensions accumulate beyond 10 days.
- Starting at age 14, transition planning (vocational assessments, diploma option reviews) is formally incorporated into the IEP.
6. Annual Review / Reevaluation ▼
Annual Review
The CSE conducts an annual review of the IEP (5 calendar days written notice provided). The committee makes recommendations based on multiple data points to continue, modify, or end special education programs.
- Subcommittee (Sub-CSE): Includes Chairperson, general education teacher, special education teacher, and parent/guardian.
- Full Committee (Full CSE): Required when recommending a more restrictive environment, adding a school psychologist to the team.
Triennial Reevaluation
Every three years, updated testing is conducted to evaluate continued eligibility. Parents sign a consent form detailing components of the reevaluation, and a formal CSE Reevaluation meeting is convened to review psychoeducational testing results with the school psychologist.
