Preparing for the Committee on Special Education annual review

Who is on the CSE team?

Parents or guardian

At least one general education teacher of the student whenever the student is in, or may be participating in, the general education environment

One special education teacher of the student

A school psychologist

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 district resources – this is normally the CSE Chairperson.

An individual who can interpret the instructional implications of evaluation results

A school physician, if requested by you

Other persons having knowledge or special expertise regarding the student

Anyone the parent or guardian wants to invite who has knowledge of the student

If the parent or guardian determines that the student can attend, the student

Before the annual meeting

Determine how your child will participate in the meeting, either by planning to have your child be at the meeting or having them draw a picture or write a statement about themselves. This helps empower students and develop self-advocacy skills.

Think about short-term and long-term vision for your child – where do you see your child learning, living, and working in the future? Vision helps drive the goals in the Individualized Education Program (IEP).

Have a pre-CSE meeting, also known as a team meeting to avoid surprises. Talk about what’s been successful, areas of need, a change of placement, management or behavior needs, and options for next school year. A pre-CSE meeting is not mandatory. Parents may initiate the meeting. Any members of your child’s team may be invited.

Look at IEP progress reports, report cards, evaluations, outside testing results

CSE will provide a meeting notice prior to the meeting. If you can’t attend, let CSE know that you can’t attend and you want to reschedule the meeting.

Invite anyone that has knowledge of your child - aide, friend, advocate; call and let CSE know who is coming

During the annual review

On the Individualized Education Program (IEP) you will review the following sections:

Present Levels of Performance (PLPs) : academic achievement, daily living skills, social development, physical development and management needs

Evaluations : cognitive, current functioning, behavioral factors, state or district-wide assessments; all areas of disabilities or suspected disability

Measurable and Post-Secondary Goals beginning at age 15 - related to long term goals for living, working, and living as an adult. May include college, vocational training and independent living skills

Annual Goals

Takes into consideration: Present Levels of Performance; if the goals are understandable to the parent; how we measure achievement of this goal; achievable within one year

Examples of Accommodations and Modifications

Extra time for testing, projects, getting from class to class
Access to computer
Extra set of textbooks at home
Breaks in the school day
Locker close to homeroom or an additional locker

Least Restrictive Environment (LRE)

The Individuals with Disabilities Education Act says a child must be educated in LRE, or the general education classroom, first; the team should explore supports within the general education classroom before deciding on a different placement. LRE will vary for every student.

Placement

This decision should come last, taking into account all of the above.

What if you disagree with the CSE decisions?

Your due process rights include:

Independent education evaluations done at district expense; the request must be in writing to the CSE.
Mediation – an impartial mediator helps facilitate discussion between the school district and parents or family; the request for mediation must be in writing to the CSE and board of education.
Impartial hearing – this is a last resort, legal process where the school district attorney will be involved. The request must be in writing to your board of education.

Remember these important points

The student should always be at the center of this process.
Special education is a service, not a place.
Collaboration is key during the whole annual review process.
Families hold the vision for a child’s future.
Parent or family involvement is important.
During the entire process, encourage thinking about the possibilities, not just the way things have always been done.

From Starbridge’s Preparing for the Annual Review webinar recording

And Overview of the CSE Process webinar recording

Upcoming webinar and workshop

3-24 Preparing for the Annual Review webinar

3-30 Committee on Special Education Overview workshop

Additional Resources

Tips for a successful IEP meeting

What's the Plan for Next Year's IEP? The Annual Review

Special Education in New York State for Children Ages 3–21: A Parent’s Guide

10 Tips to Help You Prepare Your Upcoming CSE or CPSE Meeting

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