Parent Advocacy Guide
for Freeport UFSD

Understanding the CSE Process in Freeport UFSD

The Committee on Special Education (CSE) in Freeport UFSD is responsible for evaluating students suspected of having a disability and developing Individualized Education Programs (IEPs) for eligible students. The CSE team includes:

• The student's parent(s) or legal guardian(s)
• A special education teacher
• A general education teacher
• A school psychologist
• A district representative (often the principal or assistant principal)
• Other relevant professionals (e.g., speech therapist, occupational therapist)
• The student (when appropriate)

Parent Tip: You are a crucial member of the CSE team. Your input regarding your child's strengths, weaknesses, and needs is invaluable. Don't hesitate to share your observations and concerns with the team.

Key Steps in the Special Education Journey

1. Referral: The process begins with a referral for a special education evaluation. This can be initiated by a parent, teacher, or other school professional.
2. Evaluation: The CSE will conduct a comprehensive evaluation to determine if your child has a disability and their educational needs. This evaluation must assess all areas of suspected disability. As a parent, you have the right to obtain an Independent Educational Evaluation (IEE) at public expense if you disagree with the district's evaluation. The district must either pay for the IEE or initiate an impartial hearing to demonstrate that its evaluation was appropriate.
3. Eligibility Determination: Based on the evaluation results, the CSE will determine if your child is eligible for special education services. To be eligible, the child must meet the criteria for one of the thirteen disability classifications defined under IDEA and NYS Regulations and *as a result of the disability*, needs special education services.
4. IEP Development: If your child is deemed eligible, the CSE will develop an Individualized Education Program (IEP). The IEP outlines your child's present levels of performance, measurable goals, and the specific special education services and supports they will receive.
5. IEP Implementation: The school is responsible for implementing the IEP.

Understanding the IEP

The IEP must include, among other things:

• A statement of measurable annual goals, including academic and functional goals (8 NYCRR §200.4(d)(2)(iii)).
• A description of how the child's progress toward meeting the annual goals will be measured and when periodic reports on the progress the child is making toward meeting the annual goals (such as through the use of quarterly or other periodic reports, concurrent with the issuance of report cards) will be provided (8 NYCRR §200.4(d)(2)(iii)).
• A statement of the special education and related services and supplementary aids and services, based on peer-reviewed research to the extent practicable, to be provided to the child, or on behalf of the child, and a statement of the program modifications or supports for school personnel that will be provided for the child (8 NYCRR §200.4(d)(2)(v)).
• An explanation of the extent, if any, to which the child will not participate with nondisabled children in the regular class and in the activities described in paragraph (d)(2)(iv) of this section (8 NYCRR §200.4(d)(2)(vi)).