WOOD-RIDGE SCHOOL DISTRICT



CHILD STUDY TEAM

SERVICES

WOOD-RIDGE PUBLIC SCHOOLS

WOOD-RIDGE, NJ 07075

2011-2012 SCHOOL YEAR

PROGRAM AND PROCEDURES HANDBOOK

WOOD-RIDGE SCHOOL DISTRICT

WOOD-RIDGE, NJ 07075

BOARD OF EDUCATION

OF THE BOROUGH OF WOOD-RIDGE

MEMBERS

Mr. Robert Talamini, President

Mr. Robert Valenti, Vice President

Mr. Joseph Biamonte Mrs. Colleen Sartori

Mr. Albert Nieves Mr. Charles Pallas, Board Liaison - Moonachie

Mr. Michael Gross, Board Attorney

ADMINISTRATION

Dr. Beth Ebler Superintendent of Schools

Mr. Thomas Perez Business Administrator/

Board Secretary

CHILD STUDY TEAM

Mr. Robert Recchione CST Coordinator

Mr. Steven Rudin School Psychologist

Mrs. Roberta Blender Learning Disabilities Teacher-Consultant

Mrs. Janie Feinberg Speech/Language Therapist

Mrs. Christina Valdes School Social Worker

Mrs. Joanne Polonkay Secretary

SPECIAL EDUCATION STAFF

Mrs. Roberta Blender/ Ms. Nicole Degenhardt/ Mrs. Jessica DiCori/ Mrs. Sue Gibney/

Ms. Betty Kohmuench/ Mrs. Kathryn Marquet/ Ms. Laurie McGahn/ Ms. Colleen Meyer/

Mr. Michael Oppido/ Mrs. Theresa Nass/ Mrs. Gabriela Panayoti/ Ms. Jill Petruska /

Mrs. Robin Woods

Q and A

1. What steps should be taken if a teacher or parent has concerns regarding social, emotional or academic functioning?

The student should be referred to the school’s I&RS committee through the building principal. Strategies, developed by I&RS need to be monitored over a period of time (usually one marking period). If these strategies are not successful, a referral to the CST to determine eligibility for special education and/or related services can be pursued. State monitoring requires I&RS intervention and monitoring documentation.

2. How are students identified who need special education?

If a student is experiencing problems that affect the learning process there is a possibility that the student requires a special education program. This is determined through an evaluation conducted by the child study team. An evaluation can take up to 90 days.

3. Are all students tested by the child study team classified?

No, if a student is determined not to be eligible for special education then that student cannot be placed in a special education program or receive a related service.

4. What is an I.E.P.?

An IEP is the Individual Education Program specifically generated for a student. It describes the student’s Present Levels of Academic and Functional Performance (PLAFP) and special education program. The goals and objectives of the IEP describe what the student will hopefully accomplish over the course of one calendar year. The IEP must describe the program according to NJAC 6A:14.

5. Once a student is determined to be eligible for special education what programs are available?

Programs are sought which can appropriately meet the goals and objectives of the student’s IEP. It is the responsibility of the IEP Team to recommend the program which is the “least restrictive environment” for the child.

6. Can the child study team become involved with regular education students?

Child study team members meet with staff, parents and students on a consultation basis. Initial efforts involving student assistance are provided by the classroom teacher, principal and/or counselor.

7. How are special education students going to meet the graduation requirements of the state and local district including the HSPA?

Special education students are expected to meet all requirements unless an exception is noted in the IEP. A student can be exempt from passing the HSPA or other requirements if special conditions are documented in the IEP.

8. How are Basic Skills Instruction (BSI) and 504 related to special education?

BSI is not a special education program. It is a remedial program providing support to the regular subjects. Students are selected for BSI by the regular education standardized testing program.

Section 504 of the Rehabilitation Act of 1973 is not special education. It falls under general education and is relevant to students who have a “mental or physical impairment which substantially limits one or more major life activities such as seeing, hearing, speaking, breathing, learning, or working. There must be proper documentation of this impairment.

INDIVIDUALS WITH DISABILITIES EDUCATION ACT – IDEA

IDEA, reauthorized and signed into law on December 3, 2004, establishes provisions for a free appropriate public education (FAPE) and all other rights and protections for children with disabilities and their parents. Under the supervision of the NJ Department of Education, these provisions apply to all education agencies.

MANDATES OF SPECIAL EDUCATION SERVICES

The Wood-Ridge School District is mandated by federal laws and New Jersey Administrative Code Title 6A Chapter 14 (NJAC 6A:14) Special Education, to:

• ensure all pupils with educational disabilities a free, appropriate public education;

• ensure the provision of special education and/or related services;

• ensure that the rights of pupils with educational disabilities and their parents are protected:

• ensure the evaluation of the effectiveness of the education of these pupils.

SPECIAL EDUCATION DISTRICT SERVICES

The Wood-Ridge Child Study Team Services Department is composed on one school social worker, one school psychologist, one part-time learning disabilities teacher consultant, a speech-language specialist and additional specialists as needed.

Child Study Team members function as consultants to the district’s schools and also as case managers for special education children in designated grades in the district and outside the district.

CHILD STUDY TEAM COORDINATOR

The child study team in the district is managed by the coordinator who supervises the delivery of services to disabled children and those children considered “at risk” in the three schools and Wood-Ridge students in out-of district placements.

The coordinator works in cooperation with school principals and is directly responsible for the supervision and evaluation of child study team members and special education teachers.

THE CHILD STUDY TEAM

The child study team is an inter-disciplinary group of appropriately certified persons. The primary functions of the team are: evaluation and determination of eligibility of pupils for special education and/or related services; coordination of the development, monitoring and evaluation of the I.E.P.; delivery of related services; provision of preventive and supportive services to non-disabled students; and provision of services to the general education staff regarding techniques, materials and programs for children experiencing difficulties in learning.

Each child study team member serves as case manager for assigned students which assumes a role of responsibility in working with the student, parents, and teachers. Any question or concern a parent has about procedures, program or the child should be directed to the designated case manager.

SCHOOL PSYCHOLOGIST

• Assesses intellectual social, adaptive, and emotional development of students identified as potentially educationally disabled. This includes functional assessment.

• Helps develop Individualized Education Programs as a child study team member.

• Develops Behavioral Intervention Plan for appropriate students.

• Performs psychological assessments and prepared written reports.

• Meets with parents and teachers to discuss results of evaluations.

• Reviews programs yearly of all classified students to update Individualized Education Programs.

• Re-evaluates classified students at least every three years, when appropriate.

• Acts as a child study team consultant.

• Provides crisis intervention.

• Provides counseling.

LEARNING DISABILITIES TEACHER CONSULTANT

• Assesses learning abilities of students through observation, review of educational history, formal evaluation of academic performance and learning characteristics. This includes functional assessment.

• Helps develop Individualized Education Programs as a child study team member. Provides materials, assessment measures and instructional techniques for educational goals.

• Annually reviews programs of all classified students to update the Individualized Education Programs.

• Re-evaluates classified students at least every three years in collaboration with other child study team members, when appropriate.

• Acts as child study team consultant.

SCHOOL SOCIAL WORKER

• Evaluates the pupil’s adaptive social functioning and emotional development within the family and assesses social and cultural factors which influence the pupil’s learning and behavior in the educational setting. This includes functional assessment.

• Helps develop Individualized Education Programs as a child study team member.

• Prepares social case histories. Meets with parents and teachers to discuss results of family contacts and evaluation.

• Annually reviews programs of all classified students to update Individualized Education Programs.

• Acts as child study team consultant.

• Provides crisis intervention.

• Evaluates classified students at least every three years in conjunction with other CST members, when appropriate.

EARLY IDENTIFICATION PROGRAMS

Essential in the education of all potentially disabled children is the earliest possible identification so that steps can begin offering the most appropriate program tailored to the Individual.

In Wood-Ridge, efforts are made to locate and identify educationally disabled children birth to age 21 in the district. The following procedures are designed to accomplish early identification:

Kindergarten Screening

In the spring preceding the kindergarten school year all children are screened by school personnel in order to determine the need for further child study team evaluation and to assess the readiness skills of the children related to the program of kindergarten.

Project Child Find

The locating of educationally disabled children, ages 3 - 21 is sought through publicity in local newspapers, distribution of information at school functions, and contact with community physicians as to the services and programs available. Early Intervention Programs (EIP) notify the district of any child receiving services under the age of 3.

State Testing

Grades 3-8 and Grade 11 are involved in state testing. Individual results are viewed as a means of assessing one aspect of student growth.

Parent Procedures for Early Identification

If a parent is concerned about their child’s academic, social, emotional or developmental progress, the first person to talk with is the classroom teacher or school principal. In many cases, strategies can be developed that would enable a child to overcome obstacles and function more effectively. The teacher or counselor may advise discussing the concerns with the principal and the child study team by scheduling an I&RS meeting.

THE REFERRAL PROCESS

INTERVENTION AND REFERRAL SERVICES (I&RS)

An I&RS committee meeting is scheduled to assist a student prior to referral for evaluation. Staff training will take place during the first month of the school year and be re-visited quarterly.

Teacher Initiated…When teachers initiate an I&RS meeting because of concerns affecting education:

• High School – teacher(s) discuss with guidance counselor; Middle School

and Doyle School – teachers discuss with counselor or principal.

• Counselor or principal will set up an I&RS meeting with parent. Each school is required to have an I&RS committee in place consisting of principal, counselor, one CST member, school nurse, parent, and others as appropriate.

• The I&RS meeting is held and documented. I&RS Action Plan is developed documenting the type, frequency, duration, and effectiveness of interventions. Outcomes are monitored and the case is revisited after the monitoring period (usually 4 to 6 weeks).

• If CST evaluation is recommended as a result of I&RS outcomes, the parent is contacted by guidance counselor, teacher, or principal for a “First Meeting” with CST to discuss concerns. This group is called the IEP Team, and a “First Meeting” notification letter is sent to parent by CST.

• At this “First Meeting,” a decision is made to evaluate or not to evaluate.

• Notice is sent to the parent following this “First Meeting” by CST with an Evaluation Plan developed by the IEP Team.

Parent Initiated…When parent writes a letter referring for an evaluation. The decision to begin an evaluation is made by the IEP Team consisting of the parent, CST, teacher, and possibly others.

If an I&RS meeting is convened as a result of a parent request, then…

• The I&RS meeting is held and documented. I&RS Action Plan is developed documenting the type, frequency, duration, and effectiveness of interventions. Outcomes are monitored and the case is revisited after the monitoring period (usually 4 to 6 weeks).

If a parent referral for evaluation bypasses I&RS, then…

• Original parent referral letter is sent to CST.

• CST will contact the building principal or guidance counselor to set up a “First Meeting” with parent within 20 days of receiving the request.

• Prior to the “First Meeting,” the CST will need to review standardized test scores, report card grades, progress reports, discipline records, hearing/vision results, teacher interventions, and guidance interventions.

• “First Meeting” notification letter is sent to parent by CST.

• At this “First Meeting,” a decision is made to evaluate or not to evaluate by the IEP Team.

• Notice is sent to the parent following this “First Meeting” by CST with an Evaluation Plan developed by the IEP Team.

EXAMPLES OF I&RS INTERVENTIONS

The I&RS Meeting will result in a discussion of concerns with the goal of developing specific strategies. Strategies can include:

1. Change schedule to accommodate learning abilities; change teacher/section

2. Modifications of teaching techniques or materials in the general education classroom (Differentiated Instruction).

3. Modification of classroom behavior management techniques.

4. Peer tutoring or tutoring where appropriate and possible.

5. Teacher maintains an anecdotal record of social, emotional or academic performance and reviews it with child study team consultant, guidance counselor, specialist, and/or principal to develop a solution.

6. Placement of student in supportive services programs, e.g. Basic Skills for remedial reading, remedial math, parent counseling, adaptive physical education, art, music.

7. Regular guidance counseling sessions for the student.

8. Consultation with school nurse regarding medical problems, i.e. vision, hearing, nutrition, diet, etc.

9. Other pre-referral intervention by child study team consultant, e.g. counseling with parent or student, referral to outside agencies, classroom observation.

10. Attention Deficit Disorder interventions, including consultation with physician regarding medical options.

The outcomes of the I&RS need to be monitored by teacher and parent and re-visited. The form below is recommended to document I&RS.

WOOD-RIDGE PUBLIC SCHOOLS

INTERVENTION AND REFERRAL SERVICES

I&RS ACTION PLAN

Confidential

Student: ___________________________ Grade: _______________________

Person Requesting Assistance:__________ Meeting Date: _________________

Recorder Keeper’s Name: _____________ Parent Notification Date: ________

Attendance: ________________________ Case Coordinator: ______________

1) Reason(s) for Request for Assistance (presenting educational problem[s]):

2) Problem Description

a) Behaviors of Concern (Specific, Observable, Descriptive, Objective, Factual)

b) Background Information:

c) General Nature of Problem:

Competence/ Academic ________ Compliance/ Behavioral ________

3) Student Strengths

a) Personal: b) Environmental:

4) Behavioral Objective

(short-term, achievable, measurable – What do we want to correct?)

5) Prior Interventions

a) Outcomes/Effects of Past Efforts:

b) Reasons for Past Successes:

c) Reasons for Past Failures:

6) Alternative Solutions (brainstorming):

7) Evaluation of Alternative Solutions (consider positive and negative

consequences, strengths and concerns, benefits to the student and family, benefits to

the person requesting assistance, success orientation, available resources):

8) Selected Solution(s)

9) Implementation, Monitoring and Support Plan*

Type of intervention Frequency Duration Effectiveness Person Responsible

* Should include, at a minimum, information on the type, frequency, duration

intensity of interventions, assistance to implementers and required individual an

family support services.

Outcomes:

10) Follow-up Meeting Date: _______

FOLLOW-UP MEETING

Date: __________

Record Keeper’s Name: ________________

Attendance:

Outcomes of I&RS Action Plan:

Strengths Areas of Improvement

Recommended Action:

______No Further Action ______ Continue Original I&RS Action Plan

______ Modify Original I&RS Action Plan** ______ Refer to Child Study Team

______ Other Referral (specify) ______________

(**If checked, complete steps 1-12, as appropriate.)

REFERRAL FOR EVALUATION

(Including All Speech/Language Referrals)

The basic child study team is mandated to evaluate pupils who may be educationally disabled. Assistance may be provided by the school principal, school nurse, guidance counselor, teachers, additional school staff and consultants, as needed.

Prior to referral an IR&S Meeting is held to develop interventions which attempt to solve the presenting problems.

Referral to the child study team is made by instructional, administrative, or other professional staff, parents, and agencies concerned with the welfare of pupils. When a parent refers their child, the CST has 20 days to convene a “First Meeting” with the parent to determine if an evaluation is warranted. When the principal or counselor refers a student to the child study team a letter (notice) of referral is sent to the parent by the principal or counselor.

For initial evaluations, the IEP Team consisting of the parents, regular education teacher, full child study team, determines the nature and scope of the evaluations which are then outlined in an Evaluation Plan.

All communication and evaluations are conducted in the native language of the student. Parental consent can be withdrawn at any time, at which point the district could agree or file for a due process hearing. Parental notice must precede any action, i.e. prior to initiating or changing evaluation/reevaluation, classification, placement, referral, FAPE-IEP.

In order to secure parental and adult pupil participation in meetings a notification letter is sent home via mail allowing enough time for participation. When at all possible, at least one week notification will be provided.

The child study team initial evaluation of a student can take up to 90 days from the point of parental consent to the point of program implementation.

INITIAL EVALUATION

Guidelines according to NJAC 6A:14-3.4 specify that the CST, parent, and regular education teacher participate in a planning meeting to determine the nature and scope of the evaluation. At least 2 members of the CST and other specialists as determined are required. Hearing and vision screening and health summary must be conducted by the school nurse.

Specialized medical evaluations (i.e psychiatric, neurological) may be added if deemed necessary.

When the assessments are completed, written report(s) are prepared. Copies of the written reports and documentation and information that will be used for determination of eligibility are given to parents at least 10 days prior to the eligibility meeting. [3.5(a)]

ELIGIBILITY

When an initial evaluation is completed for a student ages 3-21 the IEP Team is convened to determine whether the student is eligible for special education and related services. The participants at this meeting are the parent, teacher having knowledge of the student, pupil (when appropriate), at least one CST member conducting an evaluation, district representation such as principal or CST Coordinator, and other individuals as determined by the parent or district.

In making a determination of eligibility for special education and related services, a student shall not be eligible if the determining factor is due to a lack of instruction in reading or math or due to limited English proficiency.

If a parent disagrees with the evaluation of the school, an independent evaluation may be arranged and performed by qualified examiners not employed by the district board of education. This independent evaluation is to be paid for by the district unless the school initiates due process to show its evaluation is appropriate. If a parent requests an independent evaluation the CST coordinator will prepare a list of independent agencies who may be contacted. The independent evaluation is the property of the local district with copies being shared with the parent. All rules pertaining to pupil records apply to the independent evaluation.

CLASSIFICATION

There are two generic classifications: “Eligible for Special Education and Related Services” and “Eligible for Speech/Language Services.” To be eligible for special education and related services criteria must be met based upon the various eligibility categories as defined in NJAC 6A:14-3.5.

A student with an articulation, voice and/or fluency problem who receives speech/language services will be classified “eligible for speech/language services”. Students with language disorders will be referred to the CST for determining the nature and scope of the evaluation.

Special education teachers receiving students will be given copies of the IEP by the child study team case manager. If a mainstreamed student requires regular education modifications then these modifications identified in the IEP will be sent to the regular education teacher.

The learning disabilities teacher/consultant will work cooperatively with teachers to provide appropriate materials.

The child study team case manager is to follow up and monitor all students assigned.

NEEDLESS PUBLIC LABELING OF PUPILS WITH DISABILITIES

The Wood-Ridge district is sensitive to the confidentiality of information regarding students. The policy of the district is to ensure that needless public labeling of pupils and their families is maintained. Any action involving a pupil with disabilities requiring board of education action at a public meeting is assigned a case number. Case numbers are referred to in the public record and in public discussions.

Case numbers are maintained in a securable, confidential file and only authorized personnel are provided access to this file.

Additionally, all secondary course titles, elementary level subject listings, room designations and secondary student identification numbers involving special education status are identified without utilizing open, special education labeling.

In order to release information regarding individual pupils or classes to outside agencies (e.g. newspapers) parent/guardian must authorize written permission. This authorization is submitted to the child study team coordinator.

INDIVIDUALIZED EDUCATION PROGRAM

The IEP meeting shall be held within 30 days of determining eligibility for special education and related services or eligible for speech-language services. The IEP shall be developed by the IEP Team and it should consider the following:

• Strengths of the student and concerns of the parent

• Academic, developmental and functional needs

• Results of the initial evaluation or most recent evaluation

• Behavioral interventions and supports to address behavior when the issue impedes learning for a student

• Language needs for a student with limited English

• Braille needs for a student blind or visually impaired

• Communication needs of the student

• In case of a student who is deaf or hard of hearing, the language and communication needs, opportunities for direct communication with peers and professional personnel in the student’s language and communication mode, academic level, and full range of opportunities for direct instruction for the student with a hearing or deaf impairment

• Assistive technology devices or services

• Transition services for a student 14 years old or older

ANNUAL REVIEW

Annually, or more often if necessary, the IEP Team shall meet to review and revise the IEP and determine placement. The IEP Team consists of the parent, general education teacher, special education teacher, CST case manager, and pupil (when appropriate). Initial implementation of the IEP cannot occur until consent is obtained or a due process hearing decision is issued. For other than initial implementtionimplementation of special education, consent is not required. The parents shall be provided written notice according to NJAC 6A:14-2.3.

REEVALUATION

Within three years of the previous classification, or sooner a multidisciplinary reevaluation shall be completed to determine whether the student continues to be a student with a disability. The IEP Team shall determine the nature and scope of the reevaluation to take place by reviewing existing evaluation data; determining if no additional data is needed; or determining the kinds of new data needed and taking measures to gain new data. When a reevaluation is completed the IEP Team meets to determine eligibility and, if necessary, develop a subsequent IEP. The time frame for reevaluation is 60 days.

If a parent is in need of translators or sign language interpreters or foreign language interpreters the coordinator will secure the services of such person in advance at district expense. Such a need will be determined whenever a parent cannot fully understand or converse fluently in the English language.

Within 20 working days, the parent or adult pupil will receive copies of IEP and evaluation reports via mail.

RELATED SERVICES

Related services include, but are not limited to, counseling, occupational therapy, physical therapy, speech-language services, and transportation. They are provided to a student with a disability when required for the student to benefit from the educational program. Related services are provided by appropriately certified and or licensed professionals as specified in the student’s IEP

TRANSITION SERVICES

STATEMENT OF TRANSITION PLANNING

Transition planning begins with the IEP in place for the school year when the student turns age 14, or younger, if appropriate, develop the long range educational plan for the student’s future. The following section is part of the IEP addressing transition planning.

APPROPRIATE MEASURABLE POSTSECONDARY GOALS ---

AGE 16 AND OLDER (OR TURNING 16 WITHIN YEAR OF THIS IEP)

Post Secondary Education: (Including, but not limited to, college, vocational

training, and continuing and adult education)

Employment / Career:

Community Participation: (Including, but not limited to, recreation and leisure

activities, and participation in community organizations)

Independent Living:

COURSES OF STUDY

Considering the student’s interests, preferences and desired post-secondary

outcomes, list the actual specific courses of study for the next school year and, list

the actual specific courses of study for the next school year. When appropriate,

identify projected specific courses of study for future years.

Grade ___: Current (List course

names):__________________________________________________________

Grade ___: Projected courses (List course names):

_________________________________________________________________

Grade ___: Projected courses (List course names):

__________________________________________________________________

Grade ___: Projected courses (List course names):

__________________________________________________________________

RELATED STRATEGIES AND/OR ACTIVITIES (Use sample Activities/Strategies as survey for parent and student)

In addition to the courses listed above, list related activities that are consistent

with the student’s strengths, interests, and preferences, and are intended to assist

the student in developing or attaining postsecondary goals to training, education,

employment and, if appropriate, independent living.

STATEMENT OF CONSULATION

___ Information / advice is needed from Division of Vocational Rehabilitation

Services and/or other agency or agencies.

List the name of the agency from which consultation is needed:

Name of Staff Member who will be liaison to postsecondary

resources:___________________________________________________

[ ] Consultation is not needed at this time from any agency.

Statement of Needed Inter-Agency Linkages

If the student is likely to need services/supports beyond d high school, the IEP

should identify as appropriate, the following information intended to link the

student to adult agencies or providers before the student leaves the school system.

Needed Post-Secondary Name of Agency Who will Contact & When

Expected Date of Services/ Supports Service Delivery

Statement of Needed Transition Services: Coordinated Activities/ Strategies

(Use sample Activities/Strategies as survey for parent and student)

(Beginning at age 16 or younger, if appropriate, consider the student’s

interests, preferences, an desired post-secondary outcomes and complete the

following):

Name of school staff person who will be the liaison to post-secondary resources:

_________________________________

Activities/ Strategies Related to

Measurable Postsecondary Goals

(See sample “”Writing Measurable P/S Goals)

Expected Date of Agency or Person Describe

Implementation Providing Services Responsibilities

Instruction (Strategies the student

needs to receive in specific areas to

complete needed courses, succeed

in the general curriculum and gain

needed skills.)

Community Experiences (Activities

that are provided outside the school

building or in community settings.

Examples could include community-

based work experiences and/or

exploration, job site training, banking,

shopping, transportation, counseling

and recreation activities.)

Related Services (The student may

need to benefit from special education

while in school. Generally, the IEP

team should also begin to consider

related service needs the student may

have as he or she enters the adult world.)

Employment (Activities the student

needs to achieve desired post-school

job or career goals. These could be

activities related to career awareness,

career exploration, and career preparation.)

Adult Living Skills (Leading towards

adult activities done occasionally, such

as registering to vote, filing taxes, renting

a home, accessing medical services, filing

for insurance, or accessing adult services

such as Social Security).

Daily Living Skills (Those activities that

adults do every day (e.g. preparing meals,

budgeting, maintaining a home,

paying bills, caring for clothes,

grooming, etc.)

Functional Vocational Evaluation

(An assessment process that provides

information about job or career interests,

aptitudes and skills. Information may be

gathered through situational assessment,

observations, or formal measures and

should be practical).

STATE TESTING PROGRAM – NJ ASK - HSPA

Participation Guidelines

• Students with disabilities will participate in the NJ ASK or HSPA unless the nature of the student’s disability is so severe that the student is not receiving instruction in any of the knowledge and skills measured by the Statewide assessment, and the student cannot complete any of the questions on the assessment in a subject area with or without accommodations…[NJAC 6A:14-4.11(a)2]

• The IEP team shall use the following as a guide to determine whether the Core Curriculum Content Standards are appropriate for an individual student. Students working toward achieving the CCCS will be eligible to participate in the Alternate Proficiency Assessment.

1. The student’s demonstrated cognitive ability and adaptive behavior, in home, school and community settings, are significantly below age expectations.

2. Due to his or her demonstrated cognitive ability and adaptive behavior, the student requires extensive direct instruction in multiple settings to acquire and apply the skills necessary to function in domestic, community living, recreational/leisure and vocational activities in school, work, home, and community environments.

3. The student demonstrates cognitive ability and adaptive behavior which severely impacts the nature and level of participation and achievement in the general education curriculum even with program modifications and adaptations.

4. Current and longitudinal data regarding the student’s progress and adaptive behavior in all relevant areas and settings support the recommendation of the IEP team. (Longitudinal data includes performance data across multiple settings, behavioral observations done in multiple settings, adaptive behavioral data and continuous assessment of progress on IEP objectives.) (See page 23 of the CCCS.)

Students who in grades 4, 8, and 11 (or ages 10, 14, and 18 if they are non-graded) will participate in the APA if they will not be participating in the NJ ASK or High School Proficiency Assessment (HSPA).

DETERMINING WHO WILL PARTICIPATE IN APA

Decisions are made:

• By the IEP Team

• Separately for each content area assessed by the general statewide assessment

• Using information about the student and the assessments

1. Test Specifications/Sample Test forms

2. PLEP/Goals and Objectives

PARTICIPATION DECISIONS

• Students with disabilities will participate in:

1. The general assessment (NJ ASK or HSPA) without accommodations/ modifications (in the statewide assessment system:

2. The general assessment with accommodations /modifications;

3. Both the APA (in LAL or Math) and the general assessment (in other content areas assessed); or

4. The Alternate Proficiency Assessment.

• What is the statewide assessment given at the student’s grade level (NJ ASK or HSPA)?

• For each content area assessed:

1. What approved accommodations / modifications would be appropriate?

2. If the student will not participate in a content area, why not?

3. How will the student be assessed?

a. For LAL and mathematics-the APA

b. For science and social studies, the IEP determines how the student will be assessed.

TYPES OF EVIDENCE TO BE SUBMITTED FOR PORTFOLIO

• Samples of student work

• Video clip (one minute or less)

• Audio clip (one minute or less)

• Data sheet

• Performance assessment

• Narrative description

• Other – Anything to show progress i.e. picture of behavior targeted.

EDUCATIONAL PROGRAM OPTIONS

Under federal law and state regulations, the local school district must provide a pupil with disabilities an appropriate education in the least restrictive environment. The child study team, in conjunction with the parent, determines the program and placement in the IEP. “Least restrictive environment” means that, if possible, the student will continue in his own neighborhood school; if not, the placement will be as close to home as possible. Least restrictive environment also means that a pupil with disabilities will participate in as much of the general school program and activities to the maximum extent appropriate.

PROFESSIONAL DEVELOPMENT

In accordance with NJAC 6A:14-1.2, staff members are involved in professional development activities which evolve from needs assessment activities that are designed to expand upon or provide new information related to the further understanding of the academic, social, emotional and/or behavioral needs of students in the district’s comprehensive system of personnel development. Staff development topics and issues are generated from a needs assessment conducted with information compiled from staff data, state and mandated program awareness, and community needs.

STUDENTS AT RISK

Identifying students at-risk and providing the necessary support services or referral to outside agencies is a significant aspect of each educator’s role in the school system. The responsibility to take the proper course of action is one which cannot be underestimated. For this purpose, the district has developed a series of procedures to be followed when a student is thought to be suicidal or who has acted in a self-destructive manner.

If a teacher, counselor, school nurse or other support staff member receive information regarding a student considered at-risk the following steps should be undertaken:

1. Information is discussed with guidance counselor, school psychologist, or principal immediately.

2. Guidance counselor, school psychologist or principal meets with student.

3. The issue is confronted with the student attempting to evaluate the seriousness of the problem. The direction for this assessment is to show concern and to ask questions in a straight forward and calm manner.

4. The parent is telephoned. Parent is advised of the situation, provided the local hotline phone numbers and directed to call immediately.

5. The parent is summoned to pick up the student from school. Student remains with counselor or elementary principal until parent arrives at school.

6. The student returns to school following contact by the school counselor and the regional counseling center or other professional agency or physician.

CHILD ABUSE AND NEGLECT

Reporting

School personnel, compensated and uncompensated (volunteer), having reasonable cause to believe that a child has been subjected to child abuse or acts of child abuse shall immediately report to DYFS (N.J.S.A. 9:6-8.10). The person reporting the alleged child abuse shall inform the school principal, or designee, of the report after the DYFS referral has been made. However, notice to the principal, or designee, need not be given when the person believes that such notice would be likely to endanger the referrer or child involved, or when the person believes that such disclosure would be likely to result in retaliation against the child or in discrimination against the referrer with respect to his or her employment.

When referring cases to the DYFS, the school referrer shall provide, when possible, the following information:

• name of the child;

• age and grade of the child;

• name and address of the child’s parent or guardian or other person having custody and control (for example, foster parent);

• description of the child’s condition, including any available information concerning current or previous injuries, abuse or maltreatment;

• nature and possible extent of the child’s injuries, abuse, or maltreatment;

• any other pertinent information that the referrer believes may be relevant with respect to the child and/or to the identity of the alleged perpetrator.

DISAFFECTED AND DISRUPTIVE STUDENTS

A student who exhibits disaffected or disruptive behavior patterns will first come to the attention of the principal in the elementary school or the counselor in the high school. An I&RS Meeting should be scheduled to discuss the student.

Parents are notified by the elementary teacher or the high school counselor regarding the outcomes of the I&RS Committee. When appropriate interventions have been employed for a reasonable period of time, a follow-up review takes place to determine the need for formal referral for evaluation.

HOME INSTRUCTION

Home instruction provided in lieu of classroom instruction is, in itself, a school program when one of the following applies: a pupil is confined to residence and classified by the school physician as eligible for home instruction –or- a pupil is classified as educationally disabled the IEP is implemented through one to one instruction at home when it can be documented that no other program option is appropriate at that time.

In the event home instruction is recommended by a physician, when absence from school will be at least two weeks, the following procedures are to take effect:

1. A student receives a physician’s note to be recommended for home instruction. The note is given to the building principal or superintendent.

2.

3. The school physician must verify the medical condition by reviewing the family physician’s note and the need for home instruction.

4. Elementary principal or counselor contacts teacher(s) to arrange for home instruction. Tutors will be arranged when general education classroom teacher is unavailable, however, the assignments and materials will be provided by the regular classroom teacher.

5. The school (usually the secretary of the office) notifies superintendent’s secretary at the board office of the request for home instruction and date instruction is to begin. The school arranges for the tutors and notifies the board office. This date, beginning home instruction, becomes the first date on the Home Instruction Register.

6. Home instructors coordinate instruction with the general education classroom teacher and maintain a log of visits which is signed by the parent. A grade for each subject taught is provided by home instructor. Log sheets should be provided to the board office documenting dates, times. Requirement...A minimum of 5 hours of home instruction in at least 3 visits on 3 separate days for a medically assigned home instruction.

7. The home instructor will contact the home to arrange a schedule of instruction at a time when a parent or responsible adult is present.

8. Weekly contact is maintained between tutor and regular teacher with completed work submitted to regular teacher for recording. Upon completion of home instruction, a final grade is provided for each subject and all work and materials are returned to school by the home instructor.

PROCEDURAL SAFEGUARDS

The Wood-Ridge Board of Education ensures the rights of parents and students. At the time of referral to the CST the parent receives copies of the “Parental Rights in Special Education”: NJAC 6A:14 and NJAC 1:6A, Special Education due process hearing Rules. The district special education records are confidential. They are accessible only to those school personnel who work directly with your child. Records may not be released to anyone outside of the school system without a parent’s written consent. There are two exceptions to this rule:

1. When a family moves to another school district within the state; “mandated” records, which include special education records, must be forwarded to the school to which the pupil has transferred within 10 days after the transfer has been verified.

2. When there is a court order for the release of records.

When a student graduates or permanently leaves the district the parent or adult pupil (18 years old or older) shall be notified in writing that a copy of the entire pupil record will be provided to them upon request. The district will maintain records which are educationally relevant. Federal audit regulations require that records be maintained for 5 years after completion of the activity for which the record demonstrates compliance.

Information in pupil records, other than that described below, may be destroyed by the district only after written parental or adult pupil notification and written parental or adult pupil permission has been granted, or after reasonable attempts at such notification and reasonable attempts to secure parental permission have been unsuccessful.

The school district shall keep in perpetuity a permanent record of a pupil’s name, date of birth, sex, address, telephone number, grades, attendance record, classes attended, grade level completed, year completed, name of parent(s) and citizenship status.

WRITTEN NOTICE OF A PROPOSED ACTION

A description of the proposed action

An evaluation is warranted

Nature and scope of the evaluation

Areas to be assessed

Procedures – standardized tests, functional assessments, specialists, CST

An explanation of why the district is taking such action

Brief description of educational or behavioral difficulties

A description of any problems the district considered and the reasons why those options were rejected

(not a required consideration, only if parent raised issue and district denied)

A description of the procedures, tests, records or reports and factors used by the district to determine whether to propose the action

Existing data such as report cards, teacher reports, etc.

A description of any other factors that are relevant to the proposal

Pre-referral, native language, medical information

DOCUMENTS PROVIDED TO PARENTS

IDENTIFICATION

“FIRST MEETING” AND EVALUATION PLAN MEETING (EPM)

• Notice of meeting PRISE

• Written Notice outlining reasons Not to Evaluate PRISE/ 6A:14/ 1:6A

EVALUATION… NATURE AND SCOPE OF EVALUATON

CONSENT FROM PARENT

• Written Notice PRISE/ 6A:14/ 1:6A

ELIGIBILITY

MEETING

• Notice of Meeting PRISE

• Written Notice (Student is Not Eligible) PRISE

• Written Notice (Student is Eligible; Develop IEP; Consent) PRISE

ANNUAL REVIEW

• Set Up Meeting PRISE

• Written Notice following Meeting PRISE

REEVALUATION

• Set Up Meeting PRISE

• Written Notice following Meeting PRISE

NO ADDITIONAL DATA NEEDED PRISE

• Written Notice to continue eligibility or ineligible PRISE

ADDITIONAL DATA NEEDED (EVAL. PLAN MEETING)

• Written Notice PRISE

• Outcome of evaluation –student eligible PRISE

• Outcome of evaluation—student no longer eligible PRISE

SURROGATE PARENTS

Surrogate parents will be assigned to a child when:

• No parent can be identified.

• The district cannot locate whereabouts of parents after reasonable efforts have been made. Reasonable efforts by the district will entail documentation of telephone calls, documentation of mail and certified letters, and documentation of visits to last address.

• The child is a ward of the State.

Qualifications for Surrogate Parents:

• Surrogate cannot be an employee of Wood-Ridge Public Schools and not the employee of the agency providing services, including the administrator of a state facility who has been appointed legal guardian of the child. Social worker assigned to make decisions for the child who is ward of the state cannot be assigned surrogate parent. Foster parents may be appointed surrogate provided they meet the criteria.

• Natural parents may give the right to represent their child in educational matters to a surrogate parent provided it is explicitly stated in writing; it is revocable at anytime by the parents.

• Each surrogate shall have no interest that conflicts with the interest of the child whom that person represents.

• Each surrogate shall have knowledge and skills that ensure adequate representation of the child.

• A surrogate must receive training from Wood-Ridge BOE in regard to the provision of a free appropriate public education.

Training

Upon selection of surrogate parent by the district, training will commence which attempts to provide as much information and knowledge related to special and regular education code and law. Skills will be addressed in training related to topics which are relevant to the child.

Surrogate parents will receive a packet of information which contains:

Parental Rights in Special Education:

NJAC 6A:14 and NJAC 1:6A;

Wood-Ridge Special Education Manual;

Student handbook relevant to child;

Technical Assistance document, Dept. of Education;

Training sessions which are relevant to child with any fees for training or workshops

paid by district.

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download