Special Education

The Special Education Department provides programs and services to those students who meet the eligibility requirements under IDEA- Individual Disabilities Education Act or Section 504 of the Rehabilitation Act.



The Milford Central School District, has a longstanding commitment to excellence in education for all students, supports the provision of special education and related services for students with disabilities in the least restrictive environment in meeting their individual needs. 


*To provide a continuum of services that address academic, social, emotional, physical and management needs in order for all students to have access to the general education curriculum in the least restrictive setting but at the same time meeting their unique needs and abilities. 

*To cultivate positive working relationships with parents and members of the school community through the special education process.

*To provide ongoing support for teachers and support staff to enable them to best meet the students individual needs identified in the IEP Individualized Education Plan. 

*To help students develop essential skills and competencies to advocate for themselves as they transition from high school to college, work force or other post secondary experiences. 

Committee on Preschool Special Education

The Committee on Preschool Special Education (CPSE) consists of the chairperson, general education teacher, parents, agency evaluators, special education providers and a county representative.  It is a program that provides services to children from 3-5 years of age who have or are at risk of having a developmental disability in one or more of these areas: cognitive, language, physical, social-emotional and/or adaptive. 

Committee on Special Education 

The Committee on Special Education (CSE) consists of the parent, general education teacher, special education teacher, related service provider when needed, school psychologist and chairperson.  The committee determines eligibility and level of support and services the child needs in order to have access to the general education setting in the least restrictive environment.  If a classification is determined, then an IEP- Individualized Education Plan is developed in accordance with Part 200 of the Regulations of the Commissioner of Education.

Steps in the CSE referral Process?

STEP ONE: Referral to the Student Based Support Team

If a student is struggling in a specific area, a referral to the Student Based Support Team is made.  An intervention is then discussed and monitored. 

STEP TWO: Initial Referral to Committee of Special Education

If a student continues to struggle, despite the use of interventions and strategies, the student may be referred to the Committee on Special Education (CSE) or the Committee on Preschool Special Education (CPSE).

STEP THREE: Individual Evaluation Process

After obtaining parent consent, the school psychologist evaluates the student’s abilities and needs. This evaluation has many components, and may include an individual psycho-educational evaluation, achievement testing, classroom observations, and other assessments related to the area of a suspected disability.

STEP FOUR: Determining Eligibility to Special Education

A CSE meeting is then held to determine if the student meets the eligibility requirements under IDEA. A student can be found to have one of the 13 disability classifications.

STEP FIVE: Individual Education Plan (IEP)

If the student is found eligible, an IEP- Individualized Education Plan is developed by the CSE team which identifies the students present levels of performance, deficit areas and specific programs, services and/or accommodations that will address the student’s individual needs. Specific goals are written and monitored.

STEP SIX: Annual Review/Re evaluation

Quarterly progress notes are written to update the progress of the IEP goals. An annual review is held where the CSE team takes a look at the progress the student has made and reviews any necessary accommodations.   Recommendations are made for the upcoming year.  At least every three years the student is reevaluated to determine whether or not the student continues to need special education programs and services.