Appendix

Table of Contents - Process to Practice: A Quick Reference Guide for Committee on Special Education (CSE) Chairpersons | VESID - Special Education Home Page

APPENDIX

RESOURCES

This section is intended to assist with locating the resources necessary to perform your responsibilities as a CSE Chairperson. Users are directed how to locate these resources. Resources include both information available from the New York State Education Department, as well as other resources you may find helpful. Several items provided in this Appendix were previously available through staff development sessions offered by VESID. It concludes with a list of special education acronyms and an index to locate most topical areas throughout this guidebook.

APPENDIX
TABLE OF CONTENTS

Special Education Publications by VESID
Suggested Websites for Additional Information
Competencies Needed by CSE Chairpersons
Quality Indicators for IEPs
Special Education Acronyms

RESOURCES

Special Education Publications by SED

These may be found at http://www.vesid.nysed.gov/specialed/ publications/home.html. Copies of all publications are available by contacting the Office for Special Education Administration Policy Unit, Room 1624 One Commerce Plaza, Albany, New York, 12234 or e-mail to VESIDspe@mail.nysed.gov.
- To receive notifications of new VESID publications via e-mail, register at http://www.vesid.nysed.gov/specialed/publications/register.htm
Federal laws and regulations can be found at http://www.vesid.nysed.gov/specialed/ publications/home.html. At a minimum, Chairpersons should have the following:

34 Code of Federal Regulations Part 300 and 303 (Part 300 Regulations).
Individuals with Disabilities Education Act (IDEA) (P.L. 105-17)
Section 504 of the Rehabilitation Act of 1973, 29 US Code 794 and Nondiscrimination of the Basis of Handicap, 34 Code of Federal Regulations, Part 104.
Family Educational Rights and Privacy Act of 1974, 20 US Code, Section 1232g, and Family Education Rights and Privacy, 34 Code of Federal Regulations, Part 99

New York State Education laws and regulations can be found at http://www.vesid.nysed.gov/specialed/publications/home.html. At a minimum, Chairpersons should have the following:

Publications have been developed by VESID to assist you. Most are available on the website. At a minimum, every Chairperson should have:

Major field memos and policy statements are available at http://www.vesid.nysed.gov/specialed/publications/home.html
Guidelines for Services to Students with Limited English Proficiency and Special Education Needs in New York State (1990)
Education Responsibilities for School-Age Children in Residential Care (3/96)
Guidelines for Services for Culturally and Linguistically Diverse Preschool Students with Disabilities, Ages 3-5 (3/97)
Least Restrictive Environment Implementation Policy Paper (5/98)
Coordination of Special Education and Vocational Rehabilitation Services for Students who are Eligible for Both Programs (11/99)
Special Education in New York State for Children Ages 3-21 – A Parent’s Guide (5/02)
Impartial Hearing Process for Students with Disabilities (12/01)
Discipline Procedures for Students with Disabilities (1/01)
Special Education Mediation – Real Solutions Where Everybody Wins (9/00)
Individual Evaluations and Eligibility Determinations for Students with Disabilities (8/00)
Pocketbook of Goals and Results for Individuals with Disabilities (revised annually)
Sample Individualized Education Program and Guidance Document (12/02)

Information About the New York State Education Department

Elementary, Middle, Secondary and Continuing Education

Responsible for all laws, regulations and programs for students of compulsory school age http://www.emsc.nysed.gov
Includes NYS Report Cards, School Improvement, Graduation Requirements, Learning Standards, State Assessment

Vocational and Educational Services for Individuals with Disabilities

Responsible for laws, regulations and programs for students with disabilities ages 3-21 and vocational rehabilitation services for adults at http://www.vesid.nysed.gov .

The mission is to promote educational equity and excellence for students with disabilities while ensuring that they receive the rights and protection to which they are entitled; assure appropriate continuity between the child and adult service systems; and provide the highest quality vocational rehabilitation and independent living services to all eligible persons as quickly as those services are required to enable them to work and live independent, self-directed lives.
Special Education Quality Assurance has regional offices throughout New York State. Regional Associates in these offices work with local districts, parents and other stakeholders to assist them in both understanding the complex issues related to special education services and resolving concerns that may arise. Regional Office staff also conduct Quality Assurance reviews within a broad range of school districts and programs. The web site is http://www.vesid.nysed.gov/specialed/quality/home.html

VESID Networks

http://www.vesid.nysed.gov/lsn/home.html
Bilingual Special Education Resources Network
Deaf/Hard of Hearing/Deaf-Blind
Early Childhood Direction Centers (ECDC)
Independent Living Centers (ILC)
Mediation Services
Parent Centers
Resource Center for the Visually Impaired
Special Education Training and Resource Centers (SETRC)
Technology Resources for Education (TRE)
Transition Coordination Sites (TCS)

VESID SPECIAL EDUCATION QUALITY ASSURANCE

WESTERN REGIONAL OFFICE
NYS Education Department
VESID Special Education Quality Assurance
2A Richmond Avenue
Batavia, NY 14020
(585) 344-2112, ext. 420
(585) 343-2660 (fax)

CENTRAL REGIONAL OFFICE
NYS Education Department
VESID Special Education Quality Assurance
State Tower Building
333 East Washington Street, Suite 527
Syracuse, NY 13202
(315) 428-3287
(315) 428-3286 (fax)

EASTERN REGIONAL OFFICE
NYS Education Department
VESID Special Education Quality Assurance
Room 1623 One Commerce Plaza
Albany, NY 12234
(518) 486-6366
(518) 486-7693 (fax)

HUDSON VALLEY REGIONAL OFFICE
NYS Education Department
VESID Special Education Quality Assurance
1950 Edgewater Street
Yorktown Heights, NY 10598
(914) 245-0010
(914) 245-2952 (fax)

LONG ISLAND REGIONAL OFFICE
NYS Education Department
VESID Special Education Quality Assurance
The Kellum Educational Center
887 Kellum Street
Lindenhurst, NY 11757
(631) 884-8530
(631) 884-8540 (fax)

NEW YORK CITY OFFICE
NYS Education Department
VESID Special Education Quality Assurance
55 Hanson Place, Room 545
Brooklyn, NY 11217-1580
(718) 722-4544
(718) 722-2032 (fax)

Suggested Websites for Additional Information

http://www.vesid.nysed.gov/lsn/home.html
Provides information on SETRC, ECDC, blind/visually impaired, deaf/hard of hearing, assistive technology and bilingual special education.

http://www.vesid.nysed.gov/lsn/bilingual.htm
Bilingual Special Education Work Papers. Answers basic questions regarding services to Limited English Proficient students.

http://www.vesid.nysed.gov/sedcar/
This site allows you to sign up for a password that will allow you to submit PD reports 1 through 4 electronically.

http://web1.nysed.gov/stacunit/
STAC publications and forms are linked to this page.

http://www.ed.gov/offices/OSERS/OSEP/
Link from this page to a number of different documents explaining IDEA and other federal initiatives.

Other websites:

http://www.ideapractices.org/
This site is designed to answer your questions about the Individuals with Disabilities Education Act, keep you informed about IDEAS That Work, and support your efforts to help ALL children learn, progress and realize their dreams. The site is supported by he ASPIIRE and ILIAD IDEA Partnerships, which are leadership initiatives of the Council for Exceptional Children. Funding comes from the US Department of Education, Office of Special Education Programs (Agreement Nos. H326A80005 and H326A80006). The Partnerships also receive support from CEC's Association Partners.

http://www.nichcy.org/index.html
NICHCY (The National Information Center for Children and Youth with Disabilities) is the national information and referral center that provides information on disabilities and disability-related issues for families, educators, and other professionals. Their special focus is children and youth (birth to age 22). NICHCY also has a Spanish website link off the main site.

http://ncset.org/default/asp
National Center on Secondary Education and Transition (NCSET) coordinates national resources, offers technical assistance and disseminates information related to secondary education and transition for youth with disabilities.

http://www.nycareerzone.org
The New York State Career Zone is an online career exploration and planning system designed specifically for New York State students. It assists middle and high school students in developing online, interactive career plans. It uses the New York State career plan model that was developed by the New York State Education Department.

http://www.cec.sped.org/
The Council for Exceptional Children (CEC) is the largest international professional organization dedicated to improving educational outcomes for individuals with exceptionalities, students with disabilities, and/or the gifted. CEC advocates for appropriate governmental policies, sets professional standards, provides continual professional development, advocates for newly and historically underserved individuals with exceptionalities, and helps professionals obtain resources necessary for effective professional practice. The website has a wealth of resources and links to other valuable sites.

http://www.ldresources.com/
This site has been providing resources for people with learning disabilities since 1995. The site includes The LD Reader (newsletter) information on organizations; conferences; people; education; reading, writing, and learning; essays and articles; tools (high and low tech); electronic text; and books and videos.

http://www.schwablearning.org/
Schwab Learning is a service of the Charles and Helen Schwab Foundation dedicated to helping children with learning differences be successful in learning and life. Schwab Learning provides support, resources, publications and information free of charge to parents of children with learning differences and to children themselves. The Schwab Learning Fact Sheet provides more in-depth information about their history, services, and perspective on learning differences.

http://www.504idea.org/resources.html
Council of Educators for Students with Disabilities provides this webpage. CESD presenters put together Section 504 and IDEA (special education) materials during the course of the year as they present on a variety of disability law topics. The resource section includes a sampling of those written materials, plus some other things you might find useful, including links to other sites.

http://www.dreamms.org/
Dreamms for Kids, Incorporated is a non-profit information clearinghouse facilitating technology access for children with special needs.

http://www.zerotothree.org/
Zero to Three is the nation's leading resource on the first three years of life. They are a national non-profit charitable organization whose aim is to strengthen and support families, practitioners and communities to promote the healthy development of babies and toddlers.

http://www.nldontheweb.org/
Nonverbal Learning Disorder (NLD) is also called Nonverbal Learning Disabilities. NLD on the Web! was designed and developed by and for parents.

http://www.lrp.com/
LRP publishes resources about disabilities and hosts conferences and workshops on disability related topics.

http://www.ldonline.org/
LD Online is a service of The Learning Project at WETA, Washington D.C., in association with the Coordinated Campaign for Learning Disabilities. Included are a newsletter, many reports and documents, and links to many other valuable sites.

http://www.pacer.org/
PACER Center was created by parents of children and youth with disabilities to help other parents and families facing similar challenges. PACER is staffed primarily by parents of children with disabilities and works in coalition with 20 disability organizations. In addition to a competent and caring staff available to answer questions and offer one-on-one help, PACER publishes newsletters and other publications. PACER's free Catalog of Publications offers educational materials to parents and social service professionals on issues related to special education and disabilities.

http://www.pbis.org/english/default.htm
The Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS) has been established by the Office of Special Education Programs, US Department of Education to give schools capacity-building information and technical assistance for identifying, adapting, and sustaining effective school-wide disciplinary practices. The Center has two foci:

Broad dissemination to schools, families, and communities about a technology of school-wide positive behavioral interventions and support, and
Demonstrations for students, schools, districts, and states which school-wide positive behavioral interventions and support are feasible and effective

http://www.peakparent.org/
PEAK Parent Center is Colorado's Parent Training and Information Center. PEAK is a statewide organization of parents of children with disabilities reaching out to assist other parents and professionals. The mission of PEAK Parent Center is to ensure that children, youth, and adults with disabilities lead rich, active lives and participate as full members of their schools and communities.

http://www.resourceroom.net/
The Resource Room is a website with links and resources for learning, especially for people who learn differently or who have learning difficulties or specific learning disabilities. Beginning in January, 2002, the site has new resources added at least once a week. It has a focus on articles and ideas about reading comprehension and teaching middle, secondary and post-secondary students.

http://www.dyslexiaonline.com/
This site is dedicated to resolving misconceptions of dyslexia and related attention deficit and anxiety disorders.

http://www.parenttoparentnys.org
Parent to Parent is staffed by parents of children with disabilities in 10 offices across New York State who assist parents in every county. Parent to Parent of New York State connects parents who live in New York State with a trained volunteer support parent whose child has the same disability, illness, issue or concern to provide support and share information. They can also connect families with local, state or national resources and organizations.

http://www.ncld.org
The official Web site of the National Center for Learning Disabilities (NCLD) strives to be an easy-to-use resource for people seeking authoritative information on learning disabilities (LD).

COMPETENCIES NEEDED BY CSE CHAIRPERSONS

These competencies were developed by the NYSED for a 1997 training program. While these do not represent regulatory requirements, these competencies are useful to CSE Chairpersons as a self-evaluation tool.

Competencies Needed by CSE Chairpersons

Conducting Meetings - The CSE Chairperson is the individual responsible to ensure that meetings are held within regulatory timelines, ensure parental participation, are child-focused, are conducted in an orderly fashion, ensure confidentiality, make efficient use of time, and make use of the expertise of the individuals at the meeting and the evaluation results brought to the meeting.

The Chairperson ensures the following amenities:
.	Addressed
1. Meeting rooms are comfortable, confidential and accessible.	.
2. Sufficient time is allocated for meetings.	.
3. Parents are made to feel welcome.	.
4. Parents are aware of their role in the process.	.
5. A pre-meeting has been held with parents.	.
6. All members are present.	.
7. The student is present as appropriate.	.
8. The parents and all CSE members have materials to be discussed prior to the meeting.	.
9. Follow-up is done with parents after the meeting to obtain their perspective.	.
10. Materials are provided in the parents’ language and a translator is available, if appropriate.	.
Other:	.
The CSE Chairperson conducts the CSE meeting using the following principles:	.
1. The meeting is child-focused.	.
2. Parents are appropriately involved and engaged.	.
3. An agenda is predetermined.	.
4. Ground rules are understood and followed by all participants.	.
5. A variety of strategies is used to ensure that all members participate.	.
6. A variety of strategies is used to address disruptive behavior.	.
7. A variety of strategies is used to problem solve and build consensus.	.
8. The decision-making process is understood by all participants.	.
9. Meeting results are recorded.	.
10. Duties are delegated to others as appropriate.	.
11. Issues are prioritized.	.
12. Students of transition age are appropriately engaged and involved. If the student is not present, his/her preferences and interests are represented.	.
13. Community agencies are appropriately involved and engaged.
14. Sensitivity to cultural diversity is displayed.	.
15. Independent educational evaluations are considered in the process.	.
16. Confidentiality is ensured.	.
17. All members, including the parent members, have (a) specific role(s).	.
Other:	.
The CSE Chairperson displays the following personal skills:	.
1. Listening skills.	.
2. Facilitation skills.	.
3. Interpersonal skills.	.
Other:	.

Relationships and Liaisons - The CSE Chairperson is the individual responsible for ensuring good communication with all the members of the CSE, other staff in the building with responsibility for the student's education, the student's parents, the CPSE and subCSE where appropriate, and attorneys and advocates for both the school and the parent.

The CSE Chairperson has the following responsibilities regarding the Subcommittee on Special Education (as appropriate):
Item	Addressed
1. Advocates with district decision-makers for the establishment of appropriate sub CSEs.	.
2. Ensures all members of the CSE understand the functions of the sub CSE and their relationship to that role.	.
3. Keeps documentation and statistical information regarding the sub CSE decisions.	.
4. Ensures the sub CSE receives appropriate training to carry out their responsibilities.	.
Other:	.
The CSE Chairperson has the following responsibilities regarding the Committee on Preschool Special Education (CPSE):	.
1. Ensures all members of the CSE understand the functions of the CPSE and their relationship to that role.	.
2. Ensures that timely review of students who maintain eligibility for school-age services are conducted.	.
Other:	.
The CSE Chairperson has the following responsibilities regarding general education:	.
1. Ensures CSE members understand general education requirements (e.g., State testing, diploma requirements, remedial services available, ERSS, Section 504, Part 154).	.
2. Ensures all members of the CSE know what is available in individual school buildings.	.
3. Provides information and assistance for general educators regarding IEP implementation.	.
4. Provides information regarding the concept of special education as a resource to support students in the general education environment.	.
Other:	.
The CSE Chairperson has the following responsibilities regarding parents:	.
1. Encourages parental participation.	.
2. Provides support for the value of the contributions they can provide.	.
3. Ensures sensitivity and responsiveness to language and cultural diversity including translators as needed.	.
4. Conducts follow-up to determine parental satisfaction with services provided.	.
5. Accommodates disabilities of parents.	.
Other:	.
The CSE Chairperson ensures the following relationship with attorneys/advocates:	.
1. Ensures regular communication with any individuals the parent designates as a legal representative.	.
2. Ensures communication with appropriate advocacy groups regarding special education issues.	.
3. Provides information and training on request to advocacy groups.	.
Other:	.
The CSE Chairperson has the following responsibilities regarding students:	.
1. Encourage student participation.	.
2. Provides support for the value of the contributions they can provide.	.
3. Ensures sensitivity and responsiveness to language and cultural diversity including translators as needed.	.
4. Conducts follow-up to determine student satisfaction with services provided.	.
Other:	.

Programmatic and Policy Issues - The CSE Chairperson is the individual responsible to ensure that all CSE members have sufficient knowledge to make programmatic decisions regarding school age children with disabilities.

The CSE Chairperson displays content knowledge in the following areas:
Item	Addressed
1. Pre-referral strategies.	.
2. Regular education alternatives to special education.	.
3. Serving students in the least restrictive environment.	.
4. Use of supplementary aids and services in the general education setting.	.
5. Special education programs available outside the district-operated programs.	.
6. State and federal laws, regulations and policies regarding special and general education.	.
7. Knowledge of current issues/trends in general and special education.	.
8. Alternatives to due process proceedings including mediation.	.
9. IEP development and reviews.	.
10.CSE responsibilities regarding issues such as transportation, discipline, suspension, behavioral interventions, extended school year, transition, test accommodations, assistive technology, declassification, K-12 credentials, services to students with disabilities in non-public schools.	.
11.Knowledge of district requirements regarding budget.	.
12.Community resources.	.
13.Impact of language and cultural diversity on classification and placement including its impact on evaluation and necessary services.	.
Other:	.
The CSE Chairperson works with evaluators in the following areas so that:	.
1. Evaluation results are tied to instruction.	.
2. The evaluations used are non-biased.	.
3. The evaluations used are sensitive to language and cultural diversity, and in the case of language minority children, appropriate and administered by qualified personnel.	.
4. Evaluations are comprehensive.	.
5. Results of independent educational evaluations are considered when developing recommendations.	.
6. Evaluations provide functional and appropriate information that supports a successful transition to post school activities.	.
Other:	.
The CSE Chairperson ensures all written materials:	.
1. Are parent friendly and jargon free.	.
2. Include forms and notices to parents that are easy to understand and in the language of the parents.	.
3. Are in compliance with federal, State and local requirements.	.
4. Display appropriate ties with general education.	.
5. Reflect curriculum standards where appropriate.	.
6. Link assessment and curriculum.	.
Other:	.
The CSE Chairperson uses a variety of materials and approaches to provide (or assist with) personnel development.	.
1. For all Committee members.	.
2. For parents of students with disabilities.	.
3. For special education staff, including paraprofessionals and related service providers.	.
4. For general education staff.	.
5. For administrative staff.	.
6. Has locally developed materials.	.
7. Has SED publications available.	.
8. Effective annual and triennial reviews are conducted.	.
Other:	.

QUALITY INDICATORS FOR IEPS

These Quality Indicators were developed by the NYSED for a 2000 training program. While these do not represent regulatory requirements, these competencies are useful to CSE Chairpersons as a self-evaluation tool.

QUALITY INDICATORS

INDIVIDUALIZED EDUCATION PROGRAMS

Developed by the Florida Department of Education, Division of Public Schools and Community Education, Bureau of Instructional Support and Community Services (1997)

Adapted with permission by the New York State Education Department, Office of Vocational and Educational Services for Individuals with Disabilities, to meet the requirements of Part 200 of the Regulations of the Commissioner of Education of the New York State Education Department.

February 2000

PRESENT LEVELS OF PERFORMANCE

QUALITY INDICATORS	MEETS CRITERION	DOESN’T MEET CRITERION
Describes current functioning, strengths and needs of the student based upon current assessments that reflect the impact of the disability on educational performance and the student’s involvement and progress in the general curriculum. In the case of language minority students, describe performance in native language	.	.
Provides sufficient baseline information and data from which to measure progress.	.	.
Are instructionally relevant. Includes a narrative statement(s) of student strengths and needs that provide instructional information for teachers (i.e., what the student needs to learn, how best to teach the student, how the student learns best.)	.	.
Includes information on progress toward annual goals from previous IEP.	.	.
Addresses parent concerns and includes information provided by the parent.	.	.
Includes statements that are free of jargon. Are written in understandable language.	.	.
Represents input from multiple sources.	.	.
Are based on evaluation data that includes more than test scores.	.	.
Includes references to assessments that are easily understood including results on State or districtwide assessments.	.	.
Includes statements of priority needs that can lead to measurable goals and objectives.	.	.
Includes statements that describe student’s abilities and needs in relation to the transition from school to post-school activities.	.	.

ANNUAL GOALS AND SHORT TERM OBJECTIVES AND BENCHMARKS

QUALITY INDICATORS	MEETS CRITERION	DOESN’T MEET CRITERION
Annual goals address needs of student as reflected in the present level of performance statements.	.	.
Annual goals specify goal statements that are observable and measurable and that are related to desired school/post school outcome.	.	.
Goals and objectives relate to meeting the student’s needs that result from the student’s disability and enable the student to be involved in and progress in the general education curriculum.	.	.
Short-term instructional objectives/benchmarks focus on specific needs identified in present level of performance statements rather than curriculum scope and sequence.	.	.
Short-term instructional objectives/benchmarks are achievable in relation to the student’s identified strengths and needs.	.	.
Short-term instructional objectives/benchmarks reflect progression to more complex skills or mastery of behaviors.	.	.
Short-term instructional objectives/benchmarks are written in easily understood, jargon-free statements.	.	.
Short-term instructional objectives/benchmarks reflect integration and use of skills needed in the classroom, community, school and home environments for delivery of curriculum.	.	.
Short-term instructional objectives/benchmarks are chronologically and developmentally appropriate.	.	.
Specifies goals and objectives that are geared toward the student’s desired post-school outcome.	.	.
Identifies goals that reflect skill development needed for successful transition and generalization into other environments.	.	.
Includes documentation of mastery of short-term objectives.	.	.
Reflects evaluation criteria, procedures and schedules that include ongoing and frequent measurement of objectives.	.	.
Provides evaluation procedures that include home, work, community and school settings for measuring objectives logically carried out in a specific setting.	.	.

SPECIAL EDUCATION PROGRAMS AND RELATED
SERVICES/PROGRAM MODIFICATIONS

QUALITY INDICATORS	MEETS CRITERION	DOESN’T MEET CRITERION
Specifies resources needed by the student to accomplish goals and benefit from special education and to participate and progress in the general education curriculum.	.	.
Indicates that the student’s needs are addressed individually and that services are provided not only on the basis of a disability category.	.	.
Addresses related services needed in work, home, community, and school settings for student to benefit from education.	.	.
Addresses transition needs, as appropriate.	.	.
Reflects priority educational needs identified in present levels of performance.	.	.
Reflects a positive correlation between modifications and accommodations in the educational program and the assessment program.	.	.
Reflects input from parents and the regular education teacher(s).	.	.
Specifies in sufficient detail accommodations and modifications that support participation in the instructional program.	.	.
Reflects decisions regarding participation in State and districtwide assessment programs and describes alternate assessment, if appropriate.	.	.
Describes any program modifications/supports for school personnel.	.	.
Describes any specialized equipment, assistive technology and/or adaptive services needed.	.	.
Supplies in sufficient detail the accommodations and modifications that support participation in the State and districtwide assessment program.	.	.

LEAST RESTRICTIVE ENVIRONMENT

QUALITY INDICATORS	MEETS CRITERION	DOESN’T MEET CRITERION
Based on students identified strengths and needs.	.	.
Reflects consideration of whether the child could achieve any of his/her IEP goals in a regular class, including specials, with the use of supplementary aids and services.	.	.
Reflects consideration of whether modifications to the curriculum could enable the student to meet any of his/her goals in any regular classes.	.	.
Reflects flexible consideration of all options of the continuum.	.	.
Considers opportunities for the student to participate with students without disabilities in all nonacademic and extracurricular activities.	.	.
Considers potential harmful effects of removal from the general education setting or on the quality of services that the student needs.	.	.
Considers proximity to the student's home.	.	.

Special Education Acronyms

This section is intended to provide a glossary of terms used in the CSE process. While not an exhaustive list, the following may be of assistance, particularly to new Chairpersons.

AIS - Academic Intervention Services

AP - Advanced Placement

ASL - American Sign Language

BETAC - Bilingual/English Technical Assistance Center

BIP - Behavioral Intervention Plan

BOCES - Board of Cooperative Educational Services

BOE - Board of Education

CPSE - Committee on Preschool Special Education

CSE - Committee on Special Education

CSPD - Comprehensive System of Personnel Development

CST - Child Study Team

DCEP - District Comprehensive Education Plan (NYC)

DOH - Department of Health

ECDC - Early Childhood Direction Center

EI - Early Intervention

ERSS - Educationally Related Support Services

ESY - Extended School Year

FAPE - Free Appropriate Public Education

FBA - Functional Behavioral Assessment

FS10 - Federal/State Project Budget Form

FERPA - Family Educational Rights and Privacy Act of 1974

IAES - Interim Alternative Educational Setting

IDEA - Individuals with Disabilities Education Act

IEE - Independent Educational Evaluation

IEP - Individualized Education Program

IHO - Impartial Hearing Officer

ILC - Independent Living Center

IST - Instructional Support Team

JMT - Joint Management Team

LEP - Limited English Proficient

LRE - Least Restrictive Environment

NYSED - New York State Education Department

NYSAA - New York State Alternate Assessment

OMH - Office of Mental Health

OMRDD - Office of Mental Retardation and Developmental Disabilities

PD - Persons with Disability (Forms for Special Education Data Collection)

PDS - Professional Development Specialist (SETRC)

PE - Physical Education

PSO - Post School Outcome

RA - Regional Associate

RIC - Regional Information Center

RCT - Regents Competency Test

RSSC - Regional School Support Center

SAVE - Schools Against Violence in Education

SED - State Education Department

SEQA - Special Education Quality Assurance

SETRC - Special Education Training and Resource Center

SRO - State Review Officer

STAC - System for Tracking and Accounting of Children

Sub CSE - Subcommittee on Special Education

SWD - Student with a Disability

TRE - Technology Resources for Education

VESID - Office of Vocational and Educational Services for Individuals with Disabilities