The Individualized Educational Plan (IEP) is a written guidance document for school personnel which describes the specific information of the student’s individual special education programs, services, goals, and needs for the student to receive a Free and Appropriate Public Education (FAPE). Parents are encouraged to share their thoughts of what they want included in the IEP, from their perspective. The IEP is a legal document that can only be changed by the CSE. It is required by law that all school personnel follow the programs and services outlined in the IEP. If it is determined or there is concern that aspects of the IEP are no longer appropriate, CSE (or subcommittee) must reconvene to address the issue(s). In certain cases the IEP can be amended by an Amendment/No Meeting agreement.
The CSE meets at least annually to readdress eligibility, classification, needs, least restrictive environment, present levels of performance, and goals. The IEP is developed at the meeting and the document reflects the discussions, concerns, and recommendations made at the meeting. The student’s needs drive the goals and supports. The programs are recommended appropriately to deliver the services/ supports and implement the goals in the least restrictive environment.
The IEP is mailed home and the parent/guardian receives the Prior Written Notice (PWN) every time an IEP is developed or changed so they can be fully informed before the new IEP is implemented.
If a student is found no longer eligible for special education services/programs the CSE will “declassify” the student. The student may be afforded transition services under special education for one year. Program modifications and test accommodations will continue to be provided and reviewed annually. Some students will be provided with a Section 504 Accommodation Plan.
Upon registering in the district, parents/guardians should indicate that their child had received special education services in their previous district on the registration form. That information is then forwarded to the CSE office. CSE staff contact the previous school to obtain records including but not limited to IEP, psychological testing, other related services assessment results, etc. The Director of Special Services then puts an IEP in place through an Amendment No Meeting signed agreement with parent/guardian providing a comparable program and services.
An important role of the CSE is to develop a road map for the student and his/her family in preparation for moving to life post high school including, but not limited to, post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation. These plans are based on the student’s goals, strengths, preferences, interests and needs including input from students, families, teachers, school counselors, and relevant staff members. For all students 15+ years old, the CSE process will include assessment of, discussion of, and documentation in the IEP of: Post-Secondary Goals, Coordinated Set of Activities, Present Levels of Performance and Needs, and Diploma or Credential options. When exiting high school, the Student Exit Summary is prepared to summarize Levels of Performance, Needs and recommendations for the future.
New York State Education Department (NYSED) provides safety nets for students with disabilities in attaining a High School Diploma or Credential. These consist of ever-changing pathways to attaining the following: a Regents Diploma, a Local Diploma, a (stand alone or supplementary) Career Development and Occupational Studies Credential (CDOS), and the Skills and Achievement Commencement Credential (SACC).
Families with questions about Transition Services and Supports and/or Diploma or Credential options should contact their child’s school counselor. Up to date information regarding these options can be found at the following link:
The Chairperson works hard to ensure a consensus is reached by eliciting information from the members, asking questions, restating information, suggesting compromises, informing members of regulations, etc. However, there are rare instances where a consensus cannot be reached. In such cases the Chairperson would make the decision. Parents/guardians can disagree with decisions and can request another meeting, mediation or an impartial hearing. The Procedural Safeguards/Due Process Rights outline the required procedures for this process. Parents/guardians can also request in writing an Independent Educational Evaluation (IEE) at District expense. In the letter the parent should note which evaluation(s) they are requesting. This letter should be sent to the Director of Special Services.