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Presentation on theme: "SPECIAL EDUCATION, EARLY INTERVENTION AND CROSS-SYSTEMS EDUCATIONAL ADVOCACY Rachel Elkin, Esq. Jennifer Rosen Valverde, Esq., MSW Legal Services of New."— Presentation transcript:

1 SPECIAL EDUCATION, EARLY INTERVENTION AND CROSS-SYSTEMS EDUCATIONAL ADVOCACY Rachel Elkin, Esq. Jennifer Rosen Valverde, Esq., MSW Legal Services of New Jersey Rutgers Special Education Clinic 1

2 Educational Advocacy – Benefits Maintain educational stability Increase developmental and educational gains made by children with disabilities Surmount barriers to enrollment, attendance and information-sharing Ensure FAPE provided Special education and related services Least Restrictive Environment for learning Improve educational outcomes 2

3 Special Education All children between the ages of 3 and 21 who have one or more disabilities which adversely affect their educational performance and are in need of special education and related services are entitled to a Free and Appropriate Public Education (FAPE) Under the Child Placement Bill of Rights Act, a child placed outside of her home by DYFS has the right [t]o receive an educational program which will maximize the child's potential. N.J.S.A. 9:6B-4(m) 3

4 Identification Child Find Referral to Child Study Team Dated written request to Child Study Team (CST) Copy to district director of special services Teacher/School Staff 4

5 Evaluation Request Initial meeting convened within 20 calendar days of receipt of written request : Child Study Team Parent(s) General Education Teacher At meeting determination is made whether evaluation is needed, and nature and scope of evaluation 5

6 Evaluation Request (contd) Parent must be provided written notice within 15 days of a decision to evaluate and at least 15 days before any evaluation is done Notice must include: Determination of whether to evaluate Scope and Nature of Evaluation Request for Parental Consent Once parental consent is given, district has 90 days to conduct evaluation, determine eligibility, develop and implement childs IEP. Other appropriate actions 6

7 Evaluation – other avenues General Interventions Intervention & Referral Services (I&RS) Services for students with learning, behavior, health or other difficulties District based § 504 7

8 Evaluation Process Initial review of information district already has and taken from various sources such as: Classroom assessments Teacher observation Parental input 8

9 Evaluation Process (contd) Initial review serves as basis to decide what other information is needed to determine: Disability Educational needs Present level of academic achievement Related developmental needs Whether child is in need of special education and related services Accommodations/modifications needed for child to meet goals in IEP and participate in the general education program 9

10 Evaluation Process (contd) Evaluation conducted by multi-disciplinary team of professionals At least 2 members of CST Where appropriate, other specialists Variety of evaluation/assessment tools 10

11 Evaluation Process (contd) No single procedure to be used as sole criterion for determining eligibility or appropriate program Child must be assessed in all suspected areas of disability Must identify and assess all of childs needs Parents entitled to receive copy of reports prior to IEP meeting to determine eligibility 11

12 Types of Evaluation/Assessments Educational Psychological Social Physical Therapy Occupational Therapy Speech Psychiatric Audiological Central Auditory Processing Functional Behavioral Assessment Medical Neurological Neuro-Developmental Neuro-Psychiatric Assistive Technology Vocational 12

13 Hypothetical Christopher is 4 years old has a history of disruptive behaviors at his day care preschool program. Christophers parent requests that he be evaluated for special education. The school district conducts educational, psychological and social evaluations and determines that there are no cognitive/academic issues and finds him ineligible. What issues/concerns should the parent have with this determination? 13

14 Reevaluation Reevaluation: Triennial Parental written request Childs educational or related services needs warrant Required prior to finding child no longer eligible (declassified) unless eligibility change is based on aging out or graduation 14

15 Independent Evaluation Parent has right to seek Independent Educational Evaluation (IEE) if s/he disagrees with districts evaluation District must provide at its own expense unless it seeks and prevails at Due Process, demonstrating that its evaluation is appropriate 15

16 Independent Evaluations (contd) Parental written request District has 10 days to decide and respond whether it will do its own first If district decides not to do its own evaluation, must provide IEE at district expense unless Due Process sought within 20 days Must provide parent with list of qualified evaluators and evaluation requirements Parent selects evaluator, not district 16

17 Eligibility IEP meeting convened to determine eligibility Copy of any reports and relied upon documentation/ information to be given to parents at least 10 days before meeting Student eligible if: Student has one or more disabilities; and The disability adversely affects the students educational performance; and The student is in need of special education and related services Parental consent required for initial IEP and implementation of services District cannot seek Due Process to compel classification 17

18 Special Education Classifications Auditorily Impaired (AI) Autistic (ASD) Cognitively Impaired Communication Impaired (CI) Emotionally Disturbed (ED) Multiply Disabled (MD) Deaf/Blindness Orthopedically Impaired Other Health Impaired (OHI) Preschool Child with a Disability (PSD) Social Maladjustment Specific Learning Disability (SLD) Traumatic Brain Injury (TBI) Visually Impaired 18

19 Individualized Education Program Eligible->Classification->IEP IEP Written plan that sets out childs special education program and related services Developed collaboratively at IEP meeting with IEP team Annually reviewed/updated/modified IEP lasts for one year period IEP can be changed more frequently as needed 19

20 Individualized Education Program (contd) What is in an IEP? Current levels of academic achievement and functional performance Measurable annual goals (academic and functional) with benchmarks and short-term objectives How progress will be measured Accommodations, modifications, specific programs and related services Assistive technology devices Explanation of extent child will participate/not participate in general ed. classes, extracurricular and non-academic activities 20

21 Individualized Education Program (contd) Extended School Year (ESY) Extension of services to help children maintain progress/achievement made during school year when school is not in session, such as summer recess and school breaks Must be considered for all-but all may not receive. District cannot limit ESY services to particular categories of disability or limit the type, amount, or duration of services Individual determination made at IEP meeting and discussed at annual review ESY not necessarily in classroom or school setting, could be in a variety of alternative locations 21

22 Individualized Education Program (contd) Transition Starting at age 14 (or younger if appropriate): Statement of strengths, interests, and preferences Identification of course of study, related strategies and/or activities consistent with above and intended to assist in developing or attaining postsecondary goals related to training, education, employment, and independent living Description of need for consultation with other agencies that provide services such as DVRS, DDD, and DOL Statement, as appropriate, of interagency linkages and responsibilities 22

23 Individualized Education Program (contd) Transition (contd) Starting at age 16 (or younger if appropriate): Statement of above described elements Appropriate measurable postsecondary goals based on age-appropriate transition assessments related to training, education, employment, and independent living Transition services (based on childs needs and in consideration of strengths, preferences and interests), including course of study needed to help child meet goals 23

24 Individualized Education Program (contd) Who is on the IEP team? Parent(s); At least one special education teacher and one General Ed. teacher (if applicable); At least one CST member; Case Manager; District Representative; Student (if 18 or as appropriate); and Any person parent or district wants to attend who has knowledge or special expertise regarding the child 24

25 Individualized Education Program (contd) IEP meetings can be tape-recorded with advance notice IEP meetings should be scheduled for a time/date that is convenient for parent IEP meetings can be held by telephone or videoconference if there is mutual consent Districts are permitted to have meeting without parent if they can document that they were not able to secure parental participation 25

26 Individualized Education Program (contd) IEPs can be amended without a meeting if: Parent makes written request for a change and district agrees; or District proposes written proposal to change IEP and within 15 days parent consents in writing Changes are to be incorporated into amended IEP or placed into an addendum to the IEP Parent to receive copy within 15 days of districts receipt of parental consent 26

27 Least Restrictive Environment Children receiving special education have the right to be educated in the Least Restrictive Environment (LRE) To the extent appropriate, child is to be educated with non-special education peers Children with disabilities are to be afforded equal opportunity to participate in non-academic and extracurricular activities as their non-special education peers, and to maximum extent appropriate, with non- special education peers 27

28 Placement IEP developed prior to determination of placement Placement is determined by CST and parent(s) Least Restrictive Environment Districts are required to have a full continuum of alternative placements to meet needs of students As close to home as possible Determined annually Must be able to implement IEP delineated program and services IEP may be appropriate, even if placement is not 28

29 Placements (contd) If child cannot remain in general education setting- other placement options include, also not exclusive: Pull-Out resource programs Self-Contained program (in-district) Out-of-district placements Self-Contained program in another school district Program in approved private school for the disabled County Special Services School Home Instruction 29

30 Transferring Students Children already receiving special education and related services are entitled to a comparable program and services to those in their current IEP IEP meeting within 30 days of transfer into new school to determine whether to adopt prior IEP or develop new one 30

31 Related Services Children receiving special education are also entitled to receive related services Related services are any services that will help child benefit from his/her educational program Examples include: Transportation Speech/Occupational/Physical Therapy Personal Aide Counseling Recreation Social Skills Others 31

32 Hypothetical Daniel is 16 and has Down Syndrome. He has significant cognitive impairment. Recently his parent has noticed changes in his behavior. Daniels parent believes that his behaviors would improve if he spent more time with his non- disabled peers. His parent has been told that a more inclusive placement is not appropriate and the school has expressed safety concerns of other students due to recent sexually inappropriate behaviors. 32

33 Transfer of Rights At 18, rights transfer to child (adult student) unless parent has obtained legal guardianship At least 3 years before age 18, IEP must contain statement that parent and child have been informed of transfer of rights at 18; Written notice of transfer; District/child may invite parent to meetings. Notice must still be provided to both parent and adult student Adult student: Must consent to eval/reevaluation May request Due Process/Mediation May authorize parent to request Due Process/Mediation and make educational decisions on their behalf 33

34 Special Education – Red Flags Failure to Evaluate Failure to Classify Failure to Annually Review IEP/Reevaluation Failure to Implement IEP Failure to Provide Notice Failure to Respond to Parental Requests Failure to Address Behavioral Issues/Disciplinary Action Related Services/Extended School Year Based on District Availability or Disability Type, Not Childs Needs Summer Recess Evaluation Delays 34

35 Early Intervention Target population: Infants/toddlers ages 0-3 and their families Responsible agency: N.J. Department of Health and Senior Services (DHSS) Four Regional EI Collaboratives (REICs) coordinate NJEIS at local level 35

36 Early Intervention – Child Find State must ensure EI services are available to all eligible infants and toddlers and their families: Child Find Locate, identify and evaluate all eligible children Facilitate referral process Public Awareness Campaign Disseminate information about the EI program Coordinate child find efforts with primary referral sources 36

37 Early Intervention - Referral Who may refer a child to the EIS? Anyone Primary referral sources – doctors, DYFS, parent or foster parent Consent of parent is not necessary for referral (i.e. making the call) Written consent of parent, or person acting in place of parent, is necessary to conduct multi-disciplinary evaluation 37

38 Early Intervention - Mandatory Referral State must refer ALL children under age 3 involved in substantiated case of child abuse or neglect to early intervention services OR identified as affected by illegal substance abuse or withdrawal symptoms due to prenatal drug exposure 38

39 Early Intervention – Referral Defined Each child referred to the N.J. EIS is entitled to have an evaluation and assessment conducted within 45 days of the date of referral [provided that consent of parent, or person acting in place thereof, is obtained] Children may be screened IN to the program but may NOT be screened OUT 39

40 Early Intervention - Evaluation Free, multi-disciplinary evaluation Within 45 days of referral In native language or other preferred mode of communication Multi-disciplinary evaluation includes examination of: Medical history Physical development Cognitive skills Communication skills Social / emotional development Adaptive skills 40

41 Early Intervention - Eligibility Child under 3 years old and has: 33% delay in one developmental area (or two standard deviations below the mean), or 25% delay in two or more developmental areas (or 1.5 standard deviations below the mean), or Diagnosed by physician or psychologist as having physical or mental condition with high probability of resulting in developmental delay (presumptive eligibility) Developmental areas include: Physical- Communication Cognitive - Social/emotional Adaptive 41

42 Early Intervention - Service Coordination After a determination of eligibility, EIS appoints a Service Coordinator as soon as possible to: Serve as familys single point of contact with EIS Coordinate / monitor service provision Facilitate development, review and evaluation of Individualized Family Service Plans (IFSPs) Help family identify available service providers Inform family of rights and availability of advocacy services All service coordination services are free of charge 42

43 Early Intervention -IFSP Individualized Family Service Plan (IFSP) Written plan Contract between family and State for provision of EI services Tailored to meet unique needs of eligible child and family Needs driven, not diagnosis driven Designed for child to obtain meaningful developmental benefit 43

44 Early Intervention – IFSP Components Childs current functioning Familys concerns Needs and resources of child and family All services child/family need (initiation, method, frequency and duration) Identify natural environment Natural Environment is home or other setting in which children without disabilities participate Expected outcomes 6-month reviews and annual re-evaluation Transition plan 44

45 Early Intervention - Services Assessment Assistive Technology Audiology Services Family Counseling / Training Health Services Medical Services Nursing Services Nutrition Services Occupational Therapy Physical Therapy Psychological Services Service Coordination Social Work Services Special Instruction Speech/Language Pathology Transportation Svc. Vision Services 45

46 Early Intervention - Transition With family approval, transition conference convened no fewer than 90 days and no greater than 9 months before childs third birthday If child not eligible for preschool or other services, create transition plan for exit from program Conference attendees include family, lead agency (DHSS) and local school district NOTE: Transition meeting must occur even if local school district refuses to attend 46

47 Early Intervention - Payment Evaluations, assessments, service coordination, IFSP development & review – Free If below 350% F.P.L. - Free Medicaid Sliding fee scale based on family income, size and number of service hours EI system as Payor of Last Resort 47

48 Early Intervention – Red Flags Failure to Identify Eligible Children Failure to implement CAPTA and IDEA mandatory referrals Failure to Obtain Appropriate Consent Use of Screening Mechanisms – Refusal to Evaluate Waiting Lists Evaluations Services IFSP based on Service/Program Availability, Not Childs Needs Qualifications of Service Providers Natural environment home automatically 48

49 Cross-Systems Educational Advocacy School stability Registration / Enrollment Attendance Gaps Information Sharing Student Records Completeness Credit Transfer Partial and Full Credit for completed coursework Special Education Defining the IDEA Parent Evaluations Services Inter-Agency Coordination Student Engagement Transition Post Secondary Education 49

50 Getting Through the Front Door Common roadblocks: Registration Attendance School Records District of Residence 50

51 The Case of Marisol Marisol, age 10, lived with her mother in Trenton until one month ago when she was removed due to allegations of abuse. She was placed with a non-relative resource parent in Hamilton and it was found in her best interest to change school districts. How does Marisol register for school? 51

52 Registration for School Required Documents to Register Child in Out-of-Home Placement: Resource Parent ID Letter (or Agency Placement Letter) and Resource Parent Proof of Residence 52

53 Timeline for Registration S chool-age children should be registered within 72 hours of out-of-home placement 53

54 Admission into School Required Documents for Attendance: Immunization Records Certified copy of childs birth certificate or other proof of identity within 30 days of enrollment NOTE: non-production of birth certificate cannot be sole reason for denial of admission *School records recommended, NOT required for attendance at school 54

55 DYFS Responsibilities for Registration & Attendance DYFS must: Ensure all children in out-of-home placements enrolled in school Provide updated health record, incl. immunization record, to resource parent/caregiver agency Inform biological /adoptive parents of right to be involved in childs education 55

56 Responsibilities – Resource Parents and Caregiver Agencies Resource parent/caregiver agency must: Register child Ensure child attends regularly Cooperate with DYFS to ensure child receives educational program Ensure child ages 3-5 (but not in K) enrolled in early childhood ed. program Ensure preschool age child in environment to stimulate proper development 56

57 Responsibilities – School Districts School districts must NOT require any more documentation than provided by law for child in out-of-home placement to register in and attend school 57

58 Registration and Attendance – Common Obstacles Refusal to register child w/o birth cert. Refusal to register child w/o immunization records Require custody or guardianship order for registration Require SSN or immigration status for registration or attendance Require school records for registration or attendance Require IEP for registration or attendance Require reevaluation of student prior to attendance 58

59 Registration and Attendance – Role of Advocates If advocate involved at this early stage: Ensure resource parent/caregiver agency has needed paperwork DYFS as information/records source Law Guardian can request Court Order requiring DYFS to obtain/provide information Educate client, DYFS, law guardian and others on warning bells Paper trail 59

60 The Case of Marisol Marisol, a classified student, transfers from the New Brunswick school district to the Trenton school district, where her resource parent lives. Marisols resource parent is told she cannot be registered in school until she undergoes a full child study team reevaluation, despite the fact that Trenton has all of her school records. As a result, she has been sitting at home. The resource parent tells DYFS to move Marisol because she cannot continue to miss work to watch her. 60

61 School Records Mandated School Records include: Student indentifying information, grades, health records, attendance records, standardized assessments, special education records 61

62 Responsibilities for School Records – School Districts Where child transfers between districts: School district into which child is transferring must request childs school records within two weeks of child enrolling in district Former school district must forward records (incl. disciplinary records) to new school district within 10 days of receiving request 62

63 Responsibilities – School Districts cont. Written consent of parent not required as condition of transfer Written notice to parent of school records transfer is required 63

64 Responsibilities - DYFS DYFS must compile educational records for each school-aged child entering out-of-home placement DYFS must provide resource parents with childs educational records at time of out-of-home placement and update records upon any placement transfers 64

65 School Records and Information Sharing – Disclosure by School Districts Governed by FERPA – Records released with consent of parent or adult student School districts must provide DCF with access to a childs school records within 10 days of written request School records may be withheld from childs parent only if Court Order revokes right to access; only portion of record designated by Order may be withheld 65

66 Special Education Records If child transferring between districts has IEP: New district CST must conduct immediate review of evaluation information and IEP and Without delay provide comparable program until previous IEP adopted or new IEP implemented Timeline – 30 days for in-state and out-of-state transfers 66

67 Responsibilities - School District To educate the child in comparable program (if no school records, duty to educate child only) while awaiting records, conducting assessments and making any changes to IEP 67

68 Educating Child v. Paying for Childs Education District in which a child resides is responsible for educating the child District of Residence (DoR) is responsible for paying for childs educational services and transportation DoR District in which child resides automatically 68

69 Determining DoR after 9/13/10 If child placed in resource home or residential facility on or after 9/13/10, DoR is the present district of parent with whom child lived prior to placement into foster care State assumes fiscal responsibility for a child in out-of-home care if: DoR cannot be determined or DoR of parent is out-of-state 69

70 Who is Marisols educational decision-maker? If Marisol is a regular education student: DYFS allocates to resource parent authority to make routine educational decisions If Marisol is eligible for special education: Look to federal and state special education laws and regulations defining parent 70

71 Who is the IDEA Parent for Sped and EI? Birth or adoptive parent / legal guardian Relative caregiver with whom child is living (person in parental relationship) Foster /Resource parent Surrogate parent Person appointed by the Court to act as parent or to make educational decisions NOTE: There is no automatic change in a parents right to make educational decisions when a child enters out- of- home care placement/foster care 71

72 What is the Parent Hierarchy Biological or adoptive parent who is attempting to act as the parent is presumed to be the parent unless s/he no longer has legal authority to make educational decisions BUT, if court order identifies specific person to be the parent or to make educational decisions for a child, then such person is the parent for educational purposes 72

73 When is a Surrogate Parent Needed? No parent/guardian can be identified Whereabouts of the parent or guardian are unknown after reasonable efforts to locate Parental rights have been terminated Student is an unaccompanied youth Rights of the parent/guardian to make educational decisions have been removed by the Court Foster parent unwilling to act as parent 73

74 Why does identifying the parent matter? Children have no voice – no standing Parent is a member of IFSP/IEP Team and consents to the following: Evaluations Initial IFSPs/IEPs Release of records Parent can request independent evaluations Parent can file for mediation / due process 74

75 Who Will Stand Up for Marisol? How can a child advocate help? Is there an IDEA Parent? If not, who fills this role? Is there an order you want the judge to enter? Is the judge aware of the childs educational/developmental needs? Is DYFS? Are the childs school records in the child welfare file? Do you need a court order to obtain them? Has the child changed school districts? If yes, have school records transferred? Are the childs evaluations and/or services continuing despite the move? 75

76 Who Will Stand Up for Marisol? How can the judge help? Ensure there is an IDEA Parent for each child. If necessary, the judge can appoint individual to act as the parent and make educational decisions for the child Ensure that the childs school records are in the child welfare file and are updated periodically. Inquire about the childs educational progress/needs each time the case is reviewed. Use subpoena powers where appropriate and necessary to hold school districts responsible Delineate responsibility for follow-up 76

77 Advocating Across Systems Evaluations, services, programs, placements, and transition planning/services for Early Intervention and Special Education available through school districts and DYFS 77

78 Evaluations by School Districts Typical: Psychological Educational Social History Speech and Language Functional Behavioral Less typical, but still common: Psychiatric, Neurological, Neuropsychological Occupational Therapy Physical Therapy 78

79 Evaluations by DYFS At DYFSs initiative or by Court Order Typical: Psychological Psychiatric Other Medical At age 14, Basic Life Skills and Ansell-Casey strengths & needs Less Typical, but still common: Speech and Language Neurological Occupational Therapy, Physical Therapy 79

80 Services from School District versus DYFS Services from district determined at IEP meeting and set forth in IEP DYFS duty to provide services to child to ensure well-being and permanency 80

81 Typical Services from DYFS Medical Care (N.J.A.C 10:122D-2.5) Mental health services (individual, group and family therapy, medication monitoring) (N.J.A.C 10:122D-2.5) Tutoring Behavioral Health Assistant (N.J.A.C 10:122D-2.5) Mentor Recreational activities (i.e., dance, martial arts, music lessons) Summer Camp SERVICES ARE NOT DEFINED – MUST SHOW CONNECTION TO CHILDS WELL-BEING AND INDIVIDUAL NEEDS (can be S/L, O/T, P/T). (N.J.A.C. 10:122D-2.8) 81

82 Typical Transition Services by School Districts In addition to basic instruction and relates services: Postsecondary education Vocational education Integrated employment (including supported employment) Continuing and adult education Independent living skills training Other community experiences Daily living skills N.J.A.C 6A:14-3.7(e)12i(1). 82

83 DYFS Obligation to Older Youth DCF must provide services to youth, ages 18 to 21, if: The youth was receiving services from DCF on or after 16 th birthday Youth has not refused services or requested services be terminated Services are in youths best interest and would assist youth in becoming independent and productive adult. 83

84 Questions to Ask re Evaluations & Services Does the child need additional evaluations or services? Where can the evaluations or services be obtained? Different purposes of District and DYFS evaluations/services Does the child need an independent evaluation(s)? Timing Districts duty to consider findings What are the limitations on sharing/using results across systems? Confidentiality and need for redaction Educational benefit versus other benefit 84

85 Programs/Placement DYFS placement can influence school placement, and school placement can drive DYFS placement - neither should dictate the other. Residential DYFS placements can lead to children going to school on premises, though not always appropriate. (See N.J.A.C. 10: (f)). School placements can lead to children living on site where school is (even if do not need a residential home placement) out of convenience. 85

86 Questions to Ask re Programs & Placements What type of program/placement does the child need? For educational purposes? For other purposes? If child placed in residential program or group home by DYFS, must the child attend the affiliated school? When should a child in out-of-home placement be required to change schools? 86

87 Challenges of Cross-Systems Advocacy Identifying parent/client Holding on to parent/client despite placement moves Understanding and assessing duties, if any, to non-client parties Observing rules of confidentiality and attorney-client privilege Knowing when to turn on and off the information flow Familiarizing oneself with all the players and procedures Understanding jurisdictional limitations 87

88 Role of CASA in Educational Advocacy CASA programs statewide will be providing basic educational advocacy training to enable CASA volunteers to help ensure that childrens educational needs are being met. By January 2012 CASA volunteer reports statewide will include information on childrens educational needs. Some CASA programs already provide this training – in those vicinages (Essex, Mercer, Camden, Passaic, and Bergen) volunteers already monitor childrens educational needs. CASA programs in Essex, Mercer, and Camden Counties have trained a small group of their volunteers to act as Limited Guardians for Educational Purposes or Education Surrogates, thereby enabling those volunteers to act in place of the parent for education purposes. 88

89 Remember: We All Are FOR EDUCATION By all rights, education should be an easy sell because you never find anyone who is against it. No advocacy groups clamor for its overthrow, no politicians or columnists protest its irrelevance. Unlike nuclear power, or abortion rights, or the graduated income tax, education has no enemies. The trouble, therefore, can only be with those who are for it. In education, Ive found, you can easily mistake the actions of those who are for it as being against it. Joseph Fernandez, former Chancellor of the New York City Public Schools J OSEPH A. F ERNANDEZ WITH J OHN U NDERWOOD, T ALES O UT OF S CHOOL 1 (Little, Brown 1993). 89

90 EDUCATION is one of the greatest predictors of future success 90

91 Presenters Rachel R. Elkin, Esq., Supervising Attorney Education Representation Project Legal Services of New Jersey (732) , ext Jennifer Rosen Valverde, Esq./MSW Clinical Professor of Law Special Education Clinic Rutgers University School of Law - Newark (973)

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