The Committee on Special Education (CS) is an intra-disciplinary team which is authorized to do the following:

• evaluates the data presented about students with the respect to eligibility for special education services

• designs and recommends and Individualized Educational Program (IEP) for each student determined to have a disability

• reviews annually the placement of all student with disabilities in the Schenectady School District.

The Special Education Process involves five steps:

1.  Initial Referral for Special Education Services

2.  Individualized Evaluation process

3.  Determining Eligibility

4.  Individualized Education Plan

5.  Annual Review/Reevaluation Process

Initial Referral for Special Education Services
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A referral is a process for starting the special education procedure in a formal manner.  Persistent learning and/or behavioral difficulties may be an indication that a student needs special education and/or related services.  A referral can be submitted by any number of sources, but usually the student's teacher or he parent(s) guardian(s) si the referral source.  A referral is made in written form and should be dated.  This makes it official and gives a start date since there are time lines involved.  The parent(s)/guardian(s) is required to give written consent for evaluation.

At school, strategies can range from changing where the student sits, to providing structured study guides, to assisting in independent reading assignments.  At home, strategies can range from simple activities, such as having the parent(s)/guardian(s) sign all homework completed, to transcribing assignments.  The classroom teacher and various school staff develop both classroom and at-home strategies to assist the student in becoming successful in the school.

After a period of time, if the alternative strategies in the classroom and at home are not successful, the classroom teacher should ask for the assistance of the Child Study Team.  A Child Study Team is located in each school and meets regularly to discuss and plan for students in that building.  The following staff may be members of the team:  a psychologist, a learning specialist, a speech/language specialist, a social worker, a nurse, and a school administrator.  Together, the classroom teacher and the CST may recommend other remedial services and/or strategies that can be utilized in the regular education setting.

If the student's difficulties persist after the strategies and/or services have been implemented, a referral to the Committee on Special Education (CSE) may be made.  A referral is made in written form and should be dated.  This makes it official and gives a start date since there are time lines involved.  Written consent for evaluations is required by the parent(s)/guardian(s).  Upon completion of the evaluations, a committee meeting is scheduled.

Individualized Evaluation Process
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During the referral process to the CSE, an individual comprehensive evaluation of the student will take place.  The comprehensive diagnostic evaluations are provided at no cost to the parent(s)/guardian(s) and completed in the student's native language.  At minimum, a newly referred student must be evaluated in the following areas: 

• psychological

• educational

• medical

• social history

• classroom observation

Other areas may include:

• speech/language

• occupational therapy

• physical therapy

• visually impaired services

The evaluations may be conducted by the members of the Schenectady School District or by practitioners contracted by the school district.

The evaluations recommended by the school district are deemedd to be in the student's best interest; however, the parent(s)/guardian(s) have the right to refuse consent or withdraw consent at any time.  Upon completion of the evaluations, the professional staff will provide the parent(s)/guardian(s) with the results of the testing, as well as a copy of the written evaluation.

The evaluations will help the CSE determine if a student possesses an educational disability and whether special education services are required.  The evaluations should be multidisciplinary and should not interfere with a student's ability to demonstrate skills or knowledge.

The parent(s)/guardian(s) has the right to private evaluations at his/her own expense.  If desired, this information can be shared with school personnel and the CSE and will be taken into consideration in identifying whether the student is eligible for special education and, if appropriate, planning the program.

Independent Education Evaluations (IEE) may be requested if the parent(s)/guardian(s) is in disagreement with the district's evaluations.  Upon completion of the evaluation conducted by the school district, the parent(s)/guardian(s) will have forty-five calendar days from the date of receipt of the school district's evaluation within which to request an IEE.

The referral and evaluation process can be stopped by the parent(s)/guardian(s) at any time.  The parent(s)/guardian(s) will be asked to sign a withdrawal request.
 

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