Understanding the Responsibilities of the Committee on Special Education

The Committee on Special Education (CSE) plays a vital role in ensuring that students with disabilities receive the support and services they need to succeed academically and developmentally. Mandated by the Commissioner’s Regulations Part 200, the CSE is a multidisciplinary team responsible for a range of critical functions, from initial referrals to ongoing program reviews. This article delves into the responsibilities of the CSE, outlining its processes and the services it oversees.

Core Functions of the CSE

The CSE's primary responsibilities encompass several key areas:

Initial Referrals: The CSE handles initial referrals for students suspected of having a disability that may require special education services.
Program Reviews: The CSE conducts regular reviews of a student's program to ensure its effectiveness and appropriateness.
Reevaluations: The CSE performs reevaluations, typically on a yearly basis, to monitor a student's progress and continued eligibility for special education services.
Annual IEP Meetings: The CSE holds annual meetings for every student with an Individualized Education Program (IEP) to review their progress and determine appropriate placement for the following school year.

Pre-Referral Interventions

Before a student is formally referred to the CSE, schools typically implement pre-referral interventions to address academic or social difficulties. When a student is experiencing academic or social difficulties in school, the child’s teacher will refer the student for Academic Intervention Services (AIS). Students with mild speech and language problems may be provided with building level speech improvement services. Similarly, students with mild occupational or physical therapy needs are provided a screening with recommendations by the therapist. In accordance with the IDEA and Part 200 of the Commissioner’s Regulations, the district must develop a policy and implement a plan to establish pre-referral interventions to assist a student’s educational progress before consideration of referral to the Committee on Special Education (CSE).

These interventions are designed to provide targeted support and strategies within the general education setting. In keeping with this policy, it is the responsibility of the schools’ principal and building level teams to investigate all possible avenues of general education support services that would enable the student to achieve the learning standards. Such services may include, but are not limited to, Academic Intervention Services and Educationally Related Support Services. These services must be afforded to all students who do not meet the minimum designated standards on State assessments, and to students who are English Language Learners (ELL) who do not achieve the annual performance standards. These may include:

Academic Intervention Services (AIS): Targeted support for students struggling academically.
Building-Level Speech Improvement Services: Services for students with mild speech and language difficulties.
Screening for Occupational or Physical Therapy Needs: Screenings and recommendations for students with mild occupational or physical therapy needs.

The Referral Process

If pre-referral interventions are insufficient, a formal referral to the CSE may be necessary. A student suspected of having a disability will be referred in writing to the CSE chairperson or the school principal. The process involves:

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Written Referral: A written referral is submitted to the CSE chairperson or school principal.
Referral Withdrawal: The principal may request a meeting with the parent/legal guardian, student if appropriate, and referring staff member to determine whether the student would benefit from additional education support services as an alternative to special education. This meeting must occur within 10 school days upon receipt of the referral.
Individual Evaluation: An individual evaluation will be conducted by the CSE.
Recommendation: The CSE makes the recommendation on whether or not the student has a disability that impedes their academic progress after reviewing the evaluations, prior interventions, teacher reports, and parental statements.

IEP Development and Implementation

If the CSE determines that a student has a disability that requires special education services, an Individualized Education Program (IEP) is developed. Prior to developing a recommendation to the Board of Education for special education services, the CSE must ensure that the student is receiving general education services including AIS as appropriate. A student having an IEP does not negate the right of this student to receive AIS services. The IEP outlines the student's specific needs, goals, and the services and supports they will receive. Key aspects of IEP development and implementation include:

IEP Development: Creating a tailored plan to address the student's unique needs.
IEP Implementation: It is the responsibility of the district to implement the IEP within 60 days of the date that the parent signed consent for CSE evaluation of the student. Ensuring the IEP is put into practice effectively.
Annual Review/Reevaluations: The CSE must review the IEP of each student with a disability annually and make recommendations to accurately update the IEP. The review will include consideration of the progress the student has made and the IEP will be revised to address any lack of progress to meet the student's needs. Test and instructional accommodations will be reviewed and adjusted as needed. Students will be re-evaluated at least every three years to determine if the student continues to be eligible for special education services. A re-evaluation requires parental consent, unless the district can document it has made reasonable attempts to get consent and the parent has not responded. Parents must receive Prior Written Notice before the student is evaluated. Additional information can also be requested in addition to standardized assessment materials (report cards, student work, attendance records, teacher recommendations, etc.). If the student continues to qualify for special education services, the IEP will be updated as needed. Regular reviews and reevaluations to monitor progress and adjust the IEP as needed.
Access to IEP: Each regular education teacher, special education teacher, related service provider, and other service provider who is responsible for the implementation of a student's IEP shall have access to a copy of the IEP and be informed of his or her specific responsibilities related to implementing the IEP, and the specific accommodations, modifications and supports that must be provided for the student in accordance with the IEP.

Dispute Resolution

If a parent/legal guardian disagrees with the recommendations of the CSE, they can request to have a follow up meeting with the special education department or mediation through an impartial hearing to resolve their difference. The CSEs facilitate the conflict resolution process for parents and guardians of non-attending students and non-public, parochial, and charter school students as a way to work out disagreements with the recommendations of the IEP team. The CSE also oversees the impartial hearing process.

Special Education Services

The CSE recommends a variety of special education services to meet the individual needs of students with disabilities. The following descriptions reflect the nature and scope of special education services for school-aged students in the Rush-Henrietta Central School District. These services may include:

Related Services: Related services are recommended by the CSE to meet the individual needs of a student with a disability as set forth in the individualized education program (IEP). For students with disabilities determined to need speech and language services, such services shall be provided based on student needs. A student with a disability may be provided with more than one related service in accordance with the needs of the student. The frequency, duration, and location of services are outlined on the IEP, based upon the individual’s need for the service. Related services are available to all Rush-Henrietta Central School District students with disabilities both in district schools as well as in out-of-district programs. Such as speech therapy, occupational therapy, physical therapy, counseling, and transportation.
Consultant Teacher Services: Consultant teacher services are direct and/or indirect services provided to students with disabilities in the student’s general education classes and/or with the student’s general education teachers. Direct consultant teacher services means specially designed individual or group instruction by a certified special education teacher to students in general education classes. The total number of students with disabilities assigned to a consultant teacher cannot exceed 20. Support provided to students within the general education classroom.
Resource Room Service: Resource room service is provided for the purpose of supplementing the general or special classroom instruction of students with disabilities who are in need of such supplemental service. Each student requiring resource room services shall receive services consistent with the student’s IEP for a minimum of three hours each week. Instructional groups for resource room are not to exceed five students with one teacher during instructional time. Supplemental instruction provided in a small group setting.
Integrated Co-Teaching Service: Rush-Henrietta includes integrated co-teaching in its continuum of services. Integrated co-teaching is the provision of specially designed instruction and academic instruction provided to a group of students with disabilities and non-disabled students. The total number of students with disabilities in integrated co-teaching cannot exceed twelve. Instruction provided by a general education teacher and a special education teacher in the same classroom.
Special Class Service: A student with a disability is provided with special class instruction to the extent indicated on the student’s IEP. The special class size for students with disabilities is determined based upon the degree of individualized attention and intervention. The maximum class size for students whose special education needs consist primarily of the need for specialized instruction is 15 students. The district is prepared to provide a special class for students working toward grade-level standards who take state and local assessments. A self-contained classroom setting for students with similar needs.
Home Placement: Students with disabilities who are recommended for home and/or hospital instruction by the CSE shall be provided instruction and appropriate related services as determined by the CSE in consideration of the student’s unique needs. Home and hospital instruction shall only be recommended if such placement is the least restrictive environment. Instruction provided in the student's home or hospital setting.
Extended School Year (special education summer school): Students who are classified under CSE may be eligible for extended school year services if they meet the criteria and have the inability to maintain developmental levels due to a loss of skill or knowledge during the summer months of such severity as to require an inordinate period of review at the beginning of the school year to reestablish and maintain IEP goals and objectives mastered at the end of previous school year. Services provided during the summer months to prevent significant skill regression.

CSE Composition and Structure

The CSE is composed of various members who bring different expertise and perspectives to the table. The composition of the CSE varies depending on the specific context, such as whether it is a school-age or preschool committee. Generally, the CSE includes:

(1) committees on special education in accordance with the provisions of Education Law, section 4402, as necessary to ensure timely evaluation and placement of students.
(v) a representative of the school district who is qualified to provide or supervise special education and who is knowledgeable about the general education curriculum and the availability of resources of the school district, provided that an individual who meets these qualifications may also be the same individual appointed as the special education teacher or the special education provider of the student or the school psychologist.
(vi) an individual who can interpret the instructional implications of evaluation results.
(ix) other persons having knowledge or special expertise regarding the student, including related services personnel as appropriate, as the school district or the parent(s) shall designate.
(2) committees on preschool special education in accordance with provisions of Education Law, section 4410 to implement the provisions of section 200.16 of this Part.
(iv) a representative of the school district who is qualified to provide or supervise special education and who is knowledgeable about the general education curriculum and the availability of preschool special education programs and services and other resources of the school district and the municipality.
(vii) other persons having knowledge or special expertise regarding the child, including related services personnel as appropriate, as the school district or the parents shall designate.
(c) The board of education in a city school district in a city having a population in excess of 125,000 inhabitants shall appoint subcommittees on special education to the extent necessary to ensure timely evaluation and placement of students with disabilities.
(iv) a representative of the school district who is qualified to provide, administer or supervise special education and who is knowledgeable about the general education curriculum and who is knowledgeable about the availability of resources of the school district, who may also fulfill the requirement of subparagraph (iii) or (v) of this paragraph.
(vii) such other persons having knowledge or special expertise regarding the student, including related services personnel as appropriate, as the committee or the parent shall designate.
(e) Role of the chairperson of the committee.
(f) Member attendance.
(3) Requests for excusal of a member of a committee as provided for in paragraphs (1) and (2) of this subdivision, and the written input as provided for in paragraph (2) of this subdivision, shall be provided not less than five days prior to the meeting date, in order to afford the parent a reasonable time to review and consider the request.
Parents/Guardians: Who play a vital role in the process.
Special Education Teachers/Providers: Individuals with expertise in special education.
School Psychologists: Professionals who can interpret evaluation results.
District Representatives: Individuals knowledgeable about the general education curriculum and available resources.
Related Services Personnel: Professionals such as speech therapists or occupational therapists.
Other individuals: Who have knowledge or special expertise regarding the student.

Some school districts have a District CSE and a Subcommittee CSE. A District CSE recommends programs for new referrals and for students who are being considered for a more restrictive program.

CSE Locations

There are CSE office locations throughout the five boroughs. The Committees on Special Education (CSE) coordinate special education evaluations for some students entering Kindergarten in publics schools and for school-age students who do not currently attend a New York City public school and have or are suspected of having a disability, including all students who attend non-public schools. Additionally, the CSE offices house the Committees on Preschool Special Education (CPSEs), which coordinate the special education evaluations of all preschool students suspected of having a disability. Coordinating special education evaluations for pre-school students, some students entering kindergarten, and school-age students suspected of having a disability who do not currently attend a New York City public school. These evaluations include assessments given individually to a student to find out whether he or she has a disability and to identify his or her special education needs. Arrange services for non-attending students or non-public, parochial, or charter schools students. Facilitate special education services and/or placements for non-attending students or non-public, parochial, or charter schools students. Conduct resolution sessions and mediations for non-attending students or non-public, parochial, or charter schools students.

Navigating the CSE Process

If your school-age child is having difficulties in school, first talk to his or her teacher. There are many supports for students within regular education such as curriculum and instructional modifications, supplemental reading instruction and Response to Intervention (RtI). If concerns persist, you, or your child's teacher can refer your child to the Instructional Support Team (IST). If you and/or the IST suspect that your child may have a disability that significantly impacts educational performance and requires special education intervention, a referral can be made to the Committee on Special Education (CSE).

The IEP is the cornerstone of the special education process for each individual student. It is the tool to document how one student’s special needs will be met within the context of an educational curriculum and environment. Appropriately developed IEPs and high quality research-based specially-designed instructional practices (i.e., special education) are essential to ensure a free appropriate public education to a student with a disability; but the context and environment in which the student's IEP is implemented are equally as important. The IEP development process is a student-centered process. Intervention Central - Dr. At least once a year, you and other members of the CSE will review your child’s IEP. Together, you will make decisions about any necessary changes to your child’s program. At least once every three years, we will reevaluate your child.

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