The Special Education Process Merchantville School District Child Study Team -variations of the process This presentation focuses on initial referrals For more information refer to Title 6A chapter 14.

Three Ways a Referral to The Child Study Team (CST) is Generated: Referral from I&RS (Intervention and Referral Services Committee) Parent Written Request Teacher Written Request

After Referral is Received: Evaluation Plan Meeting is held within 20 days of the written request. Meeting Participants: Parent(s) General Education Teacher School Psychologist, LDT/C, School Social Worker, Speech/Language Therapist (for preschoolers and when a language disability is suspected) Possible Outcomes: No evaluations warranted Evaluations Warranted- Parent consent must be obtained.

Possible CST Evaluations: (at least two CST evaluations must be conducted) Psychological Evaluation Social History Assessment Educational Evaluation Speech and Language Evaluation Other possible evaluations relevant to suspected area(s) of weakness: Occupational Therapy Evaluation Psychiatric Evaluation Neurological Evaluation Functional Behavior Assessment (FBA)

PARENTS CAN REQUEST IEEs (Independent Educational Evaluations) Parents may request IEE(s) if there is disagreement with any assessment (NJAC 6A:14-2.5(c)). This provision was clarified by the Office of Special Education (10/1/2013). Districts may no longer limit the parents’ right to an IEE by first conducting an assessment in an area not already assessed by the initial evaluation or reevaluation before the parents’ request is granted. Districts must provide the evaluation(s) at no cost to the parent unless the district initiates a due process hearing. Districts provide a list of qualified evaluators but parents have the right to choose their own providers if they meet the criteria or if the parents can demonstrate unique circumstances. IEEs must be considered in making decisions regarding special education and related services 6A:14-2.5 (c)5.

Within 90 Days of Initial Referral: Evaluations are conducted Completed evaluations are sent to parents at least ten days before eligibility conference is held Eligibility Conference is held Meeting Participants : Parent(s), Case Manager/District representative, GE teacher, SE teacher, at least one other member of the CST who conducted an assessment, speech/language therapist (if appropriate) Review reports. Determination of Eligible or Ineligible for Special Education and Related Services A student is eligible if it is determined that they have a defined disability, the disability adversely affects educational performance and the student is in need of special education and related services If eligible, a meeting to develop the IEP (Individualized Education Program) must be held within 30 calendar days (can be combined with Eligibility Meeting) Parent must provide written consent for initial IEP

LRE and FAPE MUST Be Considered in Programming Decisions LRE- (Least Restrictive Environment) To the maximum extent appropriate, a student with a disability is educated with children who are not disabled (NJAC 6A:14-4.2 (a). Placement of a student with a disability is determined at least annually (Annual Review Meeting) and is based on his or her IEP. FAPE- Free and Appropriate Education must be provided. Explain LRE and Continuim of Placement Explain FAPE- and Appropirate education not OPTIMAL.

LRE Continuum Considerations: NJAC 6A:14-4.2 “Restrictiveness” is based on the amount of time a student with disabilities is educated outside of the general education setting. Consider whether the student can be educated in the school he or she would attend if not a student with a disability . Consider whether the student can be educated satisfactorily in a regular classroom with supplementary aids and services Comparison of the benefits provided in a regular class and the benefits provided in a special education class (LRC/SC) Potential beneficial or harmful effects which a placement may have on the student with disabilities or the other students in class Placement in a program option is based on the IEP of the student. Program considerations: general education classroom with supports, related services, pull-out resource center, special education class, out of district placement in another public school, a separate public school, or a private school for the disabled, and homebound.

What is an Annual Review Meeting? Each year a student’s progress is reviewed and placement is determined for the following year. (This usually happens in the Spring) However, a student’s IEP can be reviewed at anytime throughout the year. Written Notice must be provided for any IEP meeting.

What is a transfer IEP Meeting? When a student with a disability transfers from one NJ school district to another or from an out of state school district, the CST must conduct an immediate review of records including the current IEP. (NJAC 6A:14-4.1) For a student who transfers within NJ, if the parents and the district agree, the IEP is implemented as written. A meeting may be held to review the IEP. If the parents and the district do not agree on the transfer IEP, the district shall conduct all necessary assessments within 30 days and develop a new IEP. If a student transfers from an out of state district, the district the student transferred to shall conduct any assessments determined necessary and within 30 days develop a new IEP. Once the student moves to Merchantville with an IEP we have to meet their needs stated on their IEP from another district to the best of our ability.

Following the IEP Meeting: An IEP shall be in effect before special education and related services are provided to a student with a disability. The IEP is accessible to each general education teacher, special education teacher, related services provider and other service provider who is responsible for its implementation The IEP is reviewed at least annually Within three years of the previous classification, a multi- disciplinary reevaluation shall be completed to determine whether the student continues to be a student with a disability. (NJAC 6A14-3.8)

PROGRAMS AND INSTRUCTION NJAC 6A:14-4.1 (a) Each district board of education shall provide educational programs and related services for students with disabilities required by the IEP. Current SE programs at Merchantville School: General education class with supplemental aides & services including curricular/instructional modifications and teacher assistants In-class support Pull –Out Learning Resource Centers

Questions/Comments

Where can I find more information? New Jersey Administrative Code Title 6A Chapter 14 Special Education NJ Department of Special Education www.state.nj.us/education/specialed Merchantville School District Website under “Special Education” Contact the Child Study Team directly at: (856) 663-1091