CPSE Chairperson - meetings, IEPs, general questions, transfers
CPSE Secretary - STACS, CPSE referrals, records requests
For Agencies and Therapists: Annual Review Information Submissions (Address activated FEBRUARY-MAY only)
(IEP Goals, Service Recommendations, PLEPs - all other communications should continue to go to Amanda or Kelly)
926-2233 or 926-2785
The Committee on Preschool Special Education (CPSE) is a multidisciplinary team of professionals and parents whose membership is appointed by the Board of Education and they are responsible for the identification and recommendation of appropriate programs for all students, ages 3 to 5, who qualify for special education services.
If a parent is interested in a referral to the Committee on Preschool Special Education (CPSE) or has concerns that may warrant assessment of student progress, they are encouraged to speak to their child’s pediatrician. He or she may be able to reassure you that children develop at different rates and your child is within the normal developmental scales. If, however, the doctor is concerned, or you are still not comfortable with your child’s progress, you may make a referral to your school district’s Committee on Preschool Special Education (CPSE).
The responsibility of the Committee on Preschool Special Education (CPSE) is to:
· Identify students who meet the criteria for classification as a Preschool Student with a Disability based on State Education requirements.
· Develop Individual Education Plans (IEP) for providing specialized instruction and appropriate accommodations in the least restrictive environment (LRE). Least restrictive means services are provided in the general education setting to the extent possible.
· Review, at least annually, each students’ Individual Education Plan (IEP) and make appropriate changes to insure that each student is benefitting from the program they are receiving.
A Committee on Preschool Special Education includes:
· Parent(s) of the student
· Regular education teacher of the child whenever the child is or may be participating in the regular education environment
· Special education teacher of the child or, if appropriate, special education provider of the child
· School district representative who is qualified to provide or supervise special education and is knowledgeable about the general curriculum and the availability of preschool special education programs and services and other resources of the school district and the municipality (This person is the Chairperson of the Committee.)
· An individual who understands and can talk about the evaluation results and how these results effect instruction (This person may also be the special education teacher/provider, regular education teacher, school psychologist, school district representative or someone that the school district determines has knowledge or special expertise regarding the student.)
· Parent member (unless the parent requests that the parent member not participate.)
· A licensed or certified professional from the Department of Health’s Early Intervention Program
· (for a child in transition from the Early Intervention Program.)
· Other people that have knowledge or special expertise regarding the child, including related services personnel as appropriate (as requested by the parent or school district.)
· A county representative (A certified or licensed preschool representative from the municipality must be notified of scheduled meetings; however the Committee on Preschool Special Education (CPSE) meeting can be held whether or not the municipal representative attends.)
Recommending and Providing Special Education Services
All special education placements are determined by the Committee on Special Education or the Subcommittee on Special Education.
Both committees, in conjunction with parents, and teachers, help create Individual Education Plans (IEP's) for each school-age child with a disability on an annual basis.
The Individual Education Plan (IEP) includes information about the unique learning needs of the student, such as learning rate, levels of social and physical development as well as management needs. The Individual Education Plan (IEP) document also includes annual services and/or placement to address academic, social and other areas of the student’s educational development. This will serve as a curriculum plan of action and a source of evaluation for the student’s progress throughout the entire school year. The Individual Education Plan (IEP) is reviewed at least annually. Many times, students achieve their goals on the Individual Education Plan (IEP) and the Committee on Special Education (CSE) may consider Declassification.