West Babylon UFSD

The West Babylon School District’s Student Services Department is dedicated to advocating for students with disabilities from Pre-kindergarten through age 22 by ensuring equitable access to a rigorous, inclusive education. We commit to educational excellence through transparent communication with families, collaborative partnerships with district and building leaders, and coordinated support with external providers. Our mission is to champion the success of every learner by providing individualized services that foster growth, independence, and lifelong achievement.

We envision a West Babylon where every student with a disability is empowered to reach their full potential in an inclusive, supportive, and high-performing educational community. Through strong advocacy, family engagement, and strategic collaboration, the Student Services Department will lead the development of systems that uphold equity, promote student voice, and prepare all learners for meaningful post-secondary opportunities and independent living.

A 504 plan is based on Section 504 of the Rehabilitation Act of 1973, a civil rights law that ensures all children have equal access to an education. The 504 plan is a legal documents.

Students can be considered for a 504 plan if they have a physical or emotional disability, or if they have an impairment that restricts one or more major life activities. These plans are developed through individual school building committees. Major life activities include but are not limited to caring for one’s self, performing manual tasks, walking, seeing, hearing, speaking, and learning. Possible  accommodations may include:

• A child’s seat assignment can be adjusted to accommodate a disability.
• A diabetic child may be permitted to eat in the classroom.
• A student’s assignments or testing conditions may be adjusted.

Parent and Educator Resource Guide to Section 504 in Public Elementary and Secondary Schools

Children ages 3 to 5 years old who are thought to have a disability or are receiving early intervention services (EI) are referred to the CPSE.  The CPSE will facilitate, through county approved agencies, a comprehensive evaluation to determine if a disability exists.  If a child is found to have a disability and meets eligibility requirements, the CPSE will develop an individual education program (IEP) of services to meet the needs of the child.  The Committee functions under the Part 200 Regulations of the State of New York and Nassau County Department of Health regulations.

NYSED Preschool Special Education Evaluations

The Committee on Special Education (CSE) consists of an interdisciplinary team that will conduct a comprehensive evaluation upon referral from school, home or agency for students ages 5-22. The CSE will then meet to determine whether children have an educational disability based on the evaluations administered by the various team members, parent input, observations, teacher reports, and other pertinent information. If a child is found to have a disability and meets eligibility requirements under the regulations, the CSE will develop an individual education program (IEP) of services to meet the needs of the child. Each year, the CSE will meet to evaluate the student’s progress and determine appropriate programs and services for the following year. The Committee functions under Federal Law (IDEA) and the Part 200 Regulations of the State of New York.

Continuum of Special Education Services for School-Age Students with Disabilities

In New York State (NYS), an "out-of-district placement" generally refers to a placement of a student with a disability in a school or program outside of their resident school district, often due to the need for specialized services or a different learning environment. This can include placements in approved private schools (both day and residential), special act school districts, or even out-of-state placements.

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

Requests for referrals are made in writing and 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 academic intervention and support for the student prior to the referral.

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.

Referral information is part of the child's educational record and must be maintained as confidential.

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.

If you suspect your preschool child (ages 3-5) or your school age child (5-21) may have a disability, please call the Student Services 631-376-7031

• 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

The Student Services Department adheres to the philosophy that each individual with a disability is entitled to the support necessary to maximize his/her potential. We believe that every student is a valued member of our school community and are entitled to receive their education in the least restrictive environment. Our goal is to enable each student to utilize their personal strengths to become well-adjusted contributing members of society. Parents are our partners in education and together we can teach our students how to advocate for themselves. By fostering independence in our students we prepare them for success in college and/or career.