Babylon Union Free School District is committed to providing programs and services to meet the individual needs of our students. The Special Education department facilitates the provision of such programs and services with the goal of fostering growth and independence in the academic, social and emotional domains for students with unique needs.  We oversee a variety of supports including the provision of special educational services for children from age 3 through 21, placements of students at BOCES and other approved out-of-district programs and coordination of homelessness. Special Education coordinates with building administration, psychologists, classroom and special education teachers, speech and language therapists,  social workers, related service providers, guidance counselors, nurses, and you, the family, to assist your child. We strive to provide services in the Least Restrictive Environment (LRE), in an inclusive setting whenever possible, and in a supportive and nurturing environment.  We recognize that all of our students are unique and offer a continuum of services and supports to help our students reach meaningful post-secondary outcomes.

CPSE (Committee on Preschool Special Education):
The CPSE is responsible for children aged three through five who have disabilities and oversees the provision of special education services for preschoolers eligible for services. The CPSE considers delays in various domains, including cognitive, language and communicative, adaptive, social-emotional, or motor development. If a child is eligible, the CPSE collaborates to create an Individualized Education Plan (IEP) tailored to their needs.

CSE (Committee on Special Education):
The CSE handles special education services for school-age individuals between the ages of 5 and 21. 
When a child transitions from preschool to school age (around Kindergarten or when they turn 5 years old), the CSE will take over the responsability for that child from the CPSE. 

These committees play crucial roles in ensuring that children with disabilities receive the necessary support and accommodations in their educational journey.

Child Find/Referral

Children are referred to the CPSE/CSE if they are suspected of having a disability that adversely affects educational performance and ability to learn.

The process for an evaluation is as follows:

• Referral: Parents, teachers, or other school staff can refer a child to the CPSE/CSE. Requests for referrals are made in writing and can be done by parents,teachers or other school staff. They should include a referral source, the concerns of the parent and teachers, and instructionally relevant information that informs what evaluations and supports are needed. The school district ensures parent involvement and provides information about pre-referral supports for the student prior to the referral. Referral information is part of the child's educational record and must be maintained as confidential. Parents are engaged and provided the opportunity to communicate and collaborate during the referral and evaluation process.  Parents and caregivers are consulted about their concerns for the child and the reason for referral.  Informed consent for evaluation is requested in a timely manner.

• Initial Evaluation: The CSE assesses the child’s needs and disability. The CSE provides the parents with prior written notice, procedural safeguards notice and relevant information regarding the reason for referral and recommended evaluations, in clear and understandable language. The evalation process may include: 
  • Social History: An interview with the child’s parents or guardians to gather information about the child’s development and family history.
  • Psychoeducational Testing: A comprehensive assessment that examines what the child knows and how they learn. This involves standardized tests and observations.
  • Observation: The child is observed in their classroom environment. This helps assess their behavior, interactions, and learning style.
  • Physical Examination: A recent report from the child’s doctor regarding their vision, hearing, and general health.
  • Other Assessments, When Needed:
  • Speech and Language Assessment: Evaluates communication skills.
  • Sign Language Fluency Assessment: For children who use sign language.
  • Occupational and/or Physical Therapy Assessment: Assesses motor skills and functional abilities.
  • Functional Behavior Assessment (FBA): Identifies behavioral patterns and triggers.
  • Assistive Technology (AT): Determines if the child needs specialized tools or devices.
  • School Records: Review of academic history and progress.
  • Teacher Assessments: Input from educators regarding the child’s performance.

• Eligibility Determination: If eligible, the CSE develops and oversees the implementation of the child’s Individualized Education Plan (IEP) following these guiding principles:
  • Child centered
  • Shared responsibility/parental participation
  • Special education is a service, not a place (LRE)
  • General Education Curriculum/Standards and Assessments
  • Based on individual strengths and needs
  • Planning for adult outcomes
  • Includes positive behavioral supports
  • Tool to guide instruction and measure progress

• Implementation: The CSE ensures that the child receives appropriate services within the educational environment.

• Declassification: If a child is no longer eligible for special education, the process of declassification occurs under the CSE’s guidance. 

If you suspect your preschool child (ages 3-5) or your school age child (5-21) may have a disability, please call the Special Education Department at 631-893-7941.

Prior Written Notice

Prior Written Notice (PWN) is what your school district must give you, by law, before making changes in your child's special education program. IDEA requires that you receive PWN, in your native language, before your child is evaluated; before your child is moved from a special-education to a regular-education classroom or vice versa; before changes are made in services like speech, physical, or occupational therapy; and generally before anything specified in the IEP is altered. The PWN should explain in detail why the changes are being made -- and, if you are the one requesting a change, why the change will not be made. This gives you an opportunity to respond before your child is affected by the proposed changes.