Pupil Services & Special Education

Pupil Services helps to ensure that Cambridge students are provided with services consistent with New York State Education Department regulations. Those services are available to any student with a mental, physical or emotional impairment that affects their educational performance.

CSE/CPSE Information

If you suspect that your child may have a physical, cognitive or emotional disability, you have the right to refer your child to the district’s Committee on Special Education/Committee on Preschool Education for an evaluation and a determination as to whether your child is eligible to receive special education services and programs. More information regarding your rights can be found in the New York State Education Department’s Parent’s Guide to Special Education.

Parents/guardians are vital members of the Committee on Special Education (CSE) or Committee on Preschool Education(CPSE). You will be given opportunities to participate in the CSE/CPSE discussion and decision-making process regarding your child’s need for special education services and/or programs.

Once a child is found to have an educational disability and be eligible for special education services, an Individualized Education Plan (IEP) will be developed which will provide:

• information regarding your child’s current ability levels, areas of need and evaluation results,
• the special education supports and services recommended,
• recommended program modifications for your child,
• recommended testing accommodations for your child (for example, extended time for testing),
• supports for school staff to implement your child’s IEP,
• information regarding progress reporting,
• measurable annual goals for your child based upon identified areas of need,
• transition information (for students age 15 and older),
• and the location where services will be provided.

The CSE/CPSE will recommend the location where your child’s special education services are to be delivered. Your child’s education must be provided in the least restrictive environment (LRE). Students with disabilities will be educated to the greatest extent possible with their non-disabled peers. This means that the placement of a student with disabilities in special classes, separate schools or other removal from the regular educational environment occurs only when the nature of a child’s disability is such that, even with the use of supplementary aids and services, the child’s education cannot be achieved.

CSE/CPSE Meetings

The CSE/CPSE must meet at least annually to review the student’s progress and to develop an IEP for the next school year. Parents may request a CSE/CPSE meeting at any time to review their child’s IEP services and/or program(s). The CSE/CPSE will review LRE considerations at each CSE meeting held.

Inclement Weather

If your child’s CSE meeting is scheduled on a day with a school closing, all meetings will be canceled and rescheduled to a later date. If school is delayed, meetings scheduled for after the delayed start of the school day will continue as planned. Missed meetings due to the delay will be rescheduled to a later date.

Questions

If you have any questions regarding the CSE/CPSE process or would like information regarding the district’s special education services and programs, please contact the Pupil Services & Special Education Office at 518-677-8527, ext. 1419.

Section 504 of the Rehabilitation Act of 1973

Some students have disabilities that do not substantially impact their ability to learn, but do impact their access to the educational environment or educational activities. Students who do not qualify for special education may require accommodations and/or modifications in order to have equal access to the general education curriculum and program. Section 504 and the Americans with Disabilities Act (ADA) ensure that students are not discriminated against based upon their disability.

Section 504 covers qualified students with disabilities who attend schools receiving federal financial assistance. To be protected under Section 504, a student must be determined to:

1. have a physical or mental impairment that substantially limits one or more major life activities; or
2. have a record of such an impairment; or
3. be regarded as having such an impairment.

Section 504 requires that school districts provide a free appropriate public education (FAPE) to qualified students in their jurisdictions who have a physical or mental impairment that substantially limits one or more major life activities.

Therapeutic Crisis Intervention for Schools

Cambridge Central School has a team of staff members trained in Therapeutic Crisis Intervention for Schools (TCIS). The purpose of this training is to assist the district in the implementation of a crisis prevention and intervention model that will assist school leaders and staff in the following:

• Preventing crisis from happening in the school setting
• De-escalating potential crisis situations
• Effectively managing acute crises
• Reducing actual and potential injury to staff and students
• Learning constructive ways to handle and mitigate stressful situations
• Developing a supportive team of learners within the organization

Counseling Services

A school psychologist is located in each school to provide psychological services to students.

Services provided may include:

• Evaluations of students suspected of having special education needs;
• School-based counseling services for selected students to improve educational adjustment;
• Consultation with teachers, administrators and parents to enhance student progress;
• Case management services with specific selected students with intensive needs;
• Referrals and collaboration with professionals and agencies outside of the school district.
• Counseling, instruction and mentoring for those struggling with social, emotional and behavioral problems

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