IDEA Feedback Survey

PROFILE. Please fill out this section.

This form is designed to collect information on the extent school districts are implementing the IDEA changes and their impact on programs and services to students with disabilities. Some school districts fail to comply with federal and state special education requirements, for example by exceeding special education class sizes without submitting a variance to SED or failure to provide services specified in the student's IEP. Under IDEA, local unions on behalf of their members may file a complaint with the SED alleging a violation of a state or federal requirement. If you believe the district is violating a special education law or regulation, please contact your local union leadership.


IDEA allows school districts and parents to exclude members of the Committee on Special Education (CSE) from attending a CSE meeting, in whole or in part, when the member’s area of expertise is not being discussed. If a member’s area of expertise is being discussed at the CSE meeting, the CSE member may still be excused with the written consent of the parent and school district. In this case, the CSE member must provide written input regarding the development of the Individualized Education Program (IEP) prior to the meeting.

1. Are members in your district being excused from CSE meetings?

2. If yes, what members?

3. Is the excused member's area of expertise being discussed at the CSE meeting?

4. Please describe the circumstances under which the members are being excused.

5. How is this impacting special education students and the services they receive from your district?


IDEA allows school districts and parents to agree to make changes to a student’s IEP after the annual review without a CSE meeting. Previously, all changes to the IEP required a CSE meeting.

6. Are IEPs being changed after the annual review in your district without CSE meetings?

7. What changes are being made?

8. Please describe in more detail, how this has impacted services to students with disabilities?


The IDEA allows school districts to use the student’s “response to a scientifically-based intervention” as part of the evaluation in determining whether a student has a learning disability. While the term “response to intervention”(RTI) is not defined in the IDEA law or regulation, it generally refers to a process of assessing a student’s response to a high-quality instruction/intervention matched to a student’s need, for the purpose of making educational decisions concerning a student suspected of having a learning disability.

9. Is the RTI process being used to identify a student with a learning disability?

10. Is RTI being used as a general education intervention option in your school district?

11. If so, what effect is this having on student classification for special education program services?

12. What, if anything, has your district done to support the implementation of RTI?

13. What impact has the use of RTI had on your role and/or responsibilities?

14. Please describe any collective bargaining issues that have arisen because of the use of RTI.


IDEA allows school districts to decide if a student suspected of having a disability will be initially referred for a special education evaluation. Previously, teachers and other professional members of the school could make a direct referral for an initial special education evaluation.

15. Are teachers and other professionals in your district being denied the opportunity to make initial referrals to the CSE?

16. If so, does this effect the student's education program?


According to IDEA, special education students must be reevaluated at least once every three years. However, a reevaluation does not need to occur if the district and the parents agree that a reevaluation is not necessary.

17. Are parents in your district agreeing to waive their right to the triennial evaluation?

18. If so, how does this effect the student's educational program?