Special Education

Parental Rights in Special Education (PRISE)

As the parent of a student who is or may be determined eligible for special education services or as an adult student who is or may be determined eligible for special education services, you have rights regarding identification, evaluation, classification, the development of an IEP, placement and the provision of a free, appropriate public education under the New Jersey Administrative Code for Special Education, N.J.A.C, 6A:14. A description of these rights, which are called procedural safeguards, is contained in the document, Parental Rights in Special Education (PRISE). The document is published by the New Jersey Department of Education.

A copy of the PRISE is provided to you one time each year, upon request by you, upon referral for an initial evaluation, when a disciplinary action that constitutes a change in placement is imposed, when a due process hearing is requested, and when a request for a compliant investigation is filed by you.

To obtain a copy of PRISE, (use the following link)
http://www.state.nj.us/education/specialed/form/prise/prise.pdf or please contact the Special Services Department.

For help in understanding your rights, you may also contact any of the following:

• Statewide Parent Advocacy Network (SPAN) at (800) 654-­7726
• New Jersey Protection and Advocacy, Inc. at (800) 922-­7233
• New Jersey Department of Education through its County Office

Project Child Find

The Spotswood School District identifies, locates, and evaluates students ages 3–21 who may have disabilities and require special education and related services, in accordance with the Individuals with Disabilities Education Act (IDEA) and New Jersey Administrative Code (6A:14). This includes students attending nonpublic schools, as well as highly mobile students such as those who are migrant or homeless.

Requesting an Evaluation

Upon written request, the district will conduct an initial identification meeting to determine whether a Child Study Team evaluation is warranted.

Submit written requests to:

Spotswood School District
Department of Special Services
105 Summerhill Road
Spotswood, NJ 08884

Services Overview

The district provides special education and related services, free of charge, for eligible students ages 3–21.

By Age Group

Birth to Age 3 (Early Intervention)
If you are concerned that your infant or toddler is developing or learning differently, contact Early Intervention:

• Middlesex County: 732-745-3100

• Statewide: 1-888-653-4463

A service coordinator will discuss your concerns and, if appropriate, arrange a no-cost developmental evaluation.

Ages 3–5 (Preschool)
If you have concerns about your preschool child, contact Special Services at 732-723-2200 ext. 5072. A meeting will be scheduled to review concerns and determine whether an evaluation is appropriate. If eligible, services will be developed and implemented with parent consent at no cost.

Ages 5–21 (School-Age Students)
If you have concerns about your child, you may contact your child’s school or guidance counselor, or submit a written request for a Child Study Team evaluation.

Additional Resources

Project Child Find
1-800-322-8174

A free referral service that assists in identifying children with delays or disabilities from birth through age 21 and provides information about early intervention and special education services in New Jersey.

Child Study Team

Members of the Child Study Team

New Jersey Department of Education regulations require that the basic team includes a school psychologist, a learning consultant, and a school social worker, all of whom must be appropriately certified. For a preschool student, the regulations require the basic team to also include a speech/language specialist. 

Role of the School Psychologist

The school psychologist has expertise in determining a child’s level of intellectual development. In addition, the psychologist is concerned with the social and emotional status of school children and how these factors may affect behavior and performance in school. The school psychologist consults with regular classroom and special education teachers and parents to maximize each child’s potential and to create a supportive and enriching instructional environment.

Role of the Learning Consultant

The learning consultant is trained to determine the learning styles of children and to recommend specific teaching methods/materials which will best accommodate a child’s needs. The learning consultant also determines whether a child who has been referred to the Child Study Team has the academic knowledge and skills necessary for school success. In addition, the learning consultant provides consultative services to the regular and special education teachers and parents to develop strategies and techniques to enhance the student's’ academic performance.

Role of the School Social Worker

The expertise of the school social worker lies in assessing the student in relation to the family, school and community. In this role, the school social worker gathers information concerning the student’s developmental milestones and health status. Family and school histories, as they pertain to the child’s current school progress, are also obtained. The school social worker also is the primary specialist who coordinates community resources on behalf of the students.

Commonly Used Terms

Child Study Team (CST)
Consists of a school psychologist, a learning disabilities teacher/consultant and school social worker who are responsible for conducting evaluations to determine eligibility for special education and related services for students with disabilities.

Extended School Year (ESY)
Special education and related services provided to a student with a disability beyond the normal school year in accordance with the student’s IEP and at no cost to the parent.

Evaluation
The test(s) and other assessment procedure(s), including a review of information, that are used to decide whether a child is eligible for special education services.

Free, Appropriate Public Education (FAPE)
Special education and related services that are provided at public expense, under public supervision and direction, without charge to the parents, meet state and federal requirements; include preschool, elementary school and secondary school education; and ar provided according to an IEP.

Functional Behavioral Assessment (FBA) 
The process of coming to an understanding of why a student engages in challenging behavior and how student behavior relates to the environment. The purpose of the functional behavioral assessment is to gather information to better understand the specific reasons for the student’s problem behavior, (Functional Behavioral Assessment: Policy Development in light of Emerging Research and Practice, National Association of State Directors of Special Education, March 1998).

Individuals with Disabilities Education Act (IDEA)
The federal statute that mandates a FAPE for students with disabilities. In New Jersey, students ages 3 through 21 are included.

Identification
The decision to evaluate a child to determine whether special education services are needed.

Individual Education Program (IEP)
A written plan developed at a meeting that includes appropriate school staff and parents. It determines the special education program for a student with disabilities through individually designed instructional activities constructed to meet goals and objectives established for the student. It establishes the rationale for a student’s placement and documents the provision of FAPE.

IEP Team
The group of individuals who are responsible for the development, review and revision of the student’s individualized education program. The team comprises of: the parent, the student (if appropriate), required school personnel and other knowledgeable individuals at the discretion of the school district or parent.

Least Restrictive Environment (LRE)
Sets the standard that students with disabilities are educated with children who are not disabled to the maximum extent appropriate. It means that special classes, separate schooling or other removal of students with disabilities from the general educational environment should occur only when the severity of the disability is such that education in general education classes with the use of supplementary aids and services cannot be achieved satisfactorily.

Manifestation Determination
The process for reviewing your child’s misconduct (behavior) to determine whether a removal that is a change of placement can be implemented as a disciplinary action. The review is conducted at a meeting of the IEP team and other qualified personnel. The team must consider all relevant information in terms of your child’s misconduct (behavior). On the basis of that review, the team must answer the following questions:

• In relation to the misconduct, are the IEP and placement appropriate?

• In relation to the misconduct, were services, supplementary aids and services, and behavior intervention strategies provided as specified in the IEP?

• Does your child’s disability impair his or her ability to understand the impact and consequences of the misconduct (behavior)?

• Does your child’s disability impair his or her ability to control the behavior?
  If the team answers “no” to the first or second question above, or “yes” to the third or fourth question above, the behavior must be considered a manifestation of the student’s disability.

Stay-Put
The requirement that no change can be made to the education of a student who is or may be determined eligible for special education during mediation or due process. The student must stay in his or her current program or placement, unless you and the school district agree to a change or ALJ (Administrative Law Judge) orders a change.