Special Education
Our goal is to support every student in mastering New York State Learning Standards. While most students succeed in general education programs, some require more specialized support to reach their full potential.

SPECIAL EDUCATION REFERRAL PROCESS

Initial Identification

• School-level student services teams identify students who may need additional support.
• Before recommending a referral, the team ensures all standard support options have been explored.
• Parents can also directly refer their child through collaborative approaches with the school, which often yields better outcomes.

Intervention Strategy

• A Response To Intervention (RTI) Team first evaluates the student’s needs
• This approach helps determine the most appropriate support before formal special education assessment

Evaluation and Determination

• Parent consent is required for comprehensive student evaluation

The Committee on Special Education (CSE) carefully reviews:

• Evaluation results
• Student’s specific challenges
• Potential disability classifications

Decision-Making Process

• CSE meetings include active parent participation
• Recommendations are developed collaboratively
• Final recommendations are submitted to the Board of Education for approval

GUIDING PRINCIPLES

• Individualized support
• Comprehensive assessment
• Collaborative decision-making
• Maximizing student potential at every grade level

PRESCHOOL SPECIAL EDUCATION/TRANSITION TO SCHOOL-AGE

Early Childhood Special Education Overview
The Committee on Preschool Special Education (CPSE) supports children aged 3-5 with specialized educational needs. As children approach kindergarten, responsibility transitions to the Committee on Special Education (CSE), a multidisciplinary team within the school district.

TRANSITION PROCESS

Comprehensive Assessment 

• Evaluate current special education supports
• Determine potential service continuation or declassification
• Ensure a smooth educational transition

Evaluation Methods 

• Reviewing preschool records and evaluations
• Observing the child in current educational settings
• Consulting with current teachers and service providers
• Conducting kindergarten screening
• Gathering parental insights about the child’s unique needs

Classification Requirements 

• Upon entering school-age programs, children must qualify under one of 13 specific disability classifications.

Key Transition Meeting

• CPSE Annual Review and CSE Transition Meeting occur consecutively
• Ensures a comprehensive understanding of the child’s educational needs
• Develops appropriate support strategies for kindergarten entry