The CSE process for a new entrant to special education, begins with an initial referral for services, where Students suspected of having a disability are referred to a multidisciplinary team called the Committee on Special Education or CSE.
Once refereed, the committee arranges for an evaluation of the student’s abilities and needs. This will include both psychological and education testing, and may illicit information on classroom performance from teachers, students, and parents.
Based on evaluation results, the Committee (CSE) determines if the student is eligible to receive special education services and programs. The CSE is made up of a multi- disciplinary team, which includes a parent member, or legal guardian, the school psychologist, the special education chairperson, a teacher of general education who is familiar with the child, a special education teacher, and any service provider ( speech, vision, OT, PT) , that may have input into potential placement and services for the child. School administrators may be in attendance. In some cases, a parent or guardian may bring a parent representative, or student advocate to the meeting. The membership of the committee is outlined in writing before the CSE convenes, so that parents may understand who will be at the meeting, and what their role is.
If the CSE determines the child to be 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. Based on the IEP, the Committee must determine the student's placement, ensuring that services are provided in the least restrictive environment (LRE).
Once yearly, the students is brought up for annual review, at this meeting, the CSE reviews student placement, and considers the appropriateness of the placement, in regards to the students academic and social/ emotional growth. During this meeting, the IEP is reviewed and, if needed, modified.
Special education students are brought up to the CSE for a reevaluation at least once every three years, to review the student’s need for special education programs and services and to revise the IEP, as appropriate. A reevaluation may also occur when conditions warrant or when requested by a parent or teacher. A reevaluation will require updated testing.