|Position||Name||Email Address||Phone #|
|School Counselor & Social Worker||Ashley Neilsonfirstname.lastname@example.org||856 962-8822 x191|
|Speech Pathologist||Hannah Carremail@example.com||856 962-8822|
|Occupational Therapist||Ericka Ochmanfirstname.lastname@example.org||856 962-8822 x191|
|Child Study Team Secretary||Mrs. Debra Truhanemail@example.com||856 962-8822 x 132|
|Child Study Team Supervisor||Amy Collinsfirstname.lastname@example.org||856 962-8822 x132|
|School Psychologist||Gabriella Spinellaemail@example.com||856 962-8822 x192|
The purpose of the Woodlynne Child Study Team's evaluation is to determine if a student has a disability and is eligible for special education and related services. The criteria for making these judgments are outlined in the New Jersey Administrative Code, Title 6A, Chapter 14(N.J.A.C. 6A:14). Please see the general CST process below.1. Referral: A referral is the first step in the special education process. It is a formal written request that a student be evaluated by the CST to determine whether an evaluation will be conducted and/or if a student is eligible for special education and related services. A case manager is then assigned and the identification meeting is scheduled within 20 calendar days (excluding holidays). The information is collected regarding the child’s educational process.2. Identification Meeting: Participants include parent/guardian, all CST members, at least one of the student’s general education teachers. A decision is made as to whether a CST evaluation is warranted.3. No Evaluation or Evaluation: If an evaluation is not deemed appropriate at this time, the student will return his current educational setting. If an evaluation is deemed appropriate, an evaluation plan is written describing the required evaluations and parental consent is obtained. The process begins and the evaluations are completed within 90 days.
4. Eligibility: Once evaluations are completed, an eligibility meeting is scheduled to determine whether the student is eligible for special education and related services. The case manager or evaluator will review the evaluation results and answer all questions. The case manager will discuss the rationale for determination of eligibility or non-eligibility.
5. IEP Meeting: Once a student has been found eligible for special education and related services or speech and language services, and IEP must be held. This meeting is required before any special education services can commence. The purpose of the meeting is to determine the student’s current educational status and develop a program designed to meet the student’s unique needs. This meeting may be held immediately after the eligibility meeting with parent consent or within 15 days of the eligibility meeting.
Special Education Parent Advisory Committee
NJAC 6A:14-1.2 District eligibility for assistance under IDEA Part B item 18, letter (h):
Each district board of education shall ensure that a special education parent advisory group is in place in the district to provide input to the district on issues concerning students with disabilities.
As a Special Education Parent Advisory Committee, we act as a liaison on behalf of parents to provide feedback on District strengths and areas of need and serve as a resource to parents by communicating information about the special education process and programs currently available in the Woodlynne Public School District.
What is SEPAC?
- Foster a positive and respectful environment within the special education community through parent education and involvement.
- Facilitate activities and events for all West Milford parents to raise awareness, acceptance and understanding of children’s similarities as well as their differences.
- To develop a better understanding and to be informed of the district’s Special Education and professional development programs in order to assist the Director in making informed decisions relative to these key areas of the special education department.
1-800-322-8174Project CHILD FIND is a free referral service and public awareness campaign to assist in the identification of unserved/underserved youth with a delay or disability from birth through twenty-one years of age.Project CHILD FIND's comprehensive efforts include:
In addition, Project CHILD FIND develops and distributes information to the public about early intervention services and special education programs throughout New Jersey.
1. Assisting families of infants and toddlers, birth through two, concerned about their child’s development by directing all requests regarding early intervention to the family’s local Special Child Health Case Management Unit. If you need the number for your Special Child Health Case Management Unit, call:
Project CHILD FIND
2. Assisting families of preschoolers, three through five, concerned about their child’s development by directing requests to their local school district.
3. Helping families access community services through referral.
4. Promoting community and public awareness of all children with disabilities by providing information.
5. Assisting local school district boards of education to identify un-served children from age three through twenty-one who are in need of special education and related services. Information through Project CHILD FIND may be obtained by calling the toll-free number, 1-800-322-8174, which is in service 7 days a week, 24-hours a day. All calls
received are confidential.
Project CHILD FIND was established by the New Jersey Department of Education through I.D.E.A., Part B funds from the U.S. Department of Education.
Intervention and Referral Services (I&RS)The NJDOE requires public school districts to establish I&RS teams to provide support for teachers in meeting the needs of their students who exhibit difficulty in achieving the academic standards of the curriculum. It is the purpose of the I&RS team to work with teachers to identify appropriate modifications and or accommodations for individual students who are struggling to meet success. This includes students who may be failing to meet curriculum standards as a result of attendance, specific skill deficits in language arts, math, and/or reading, and other behaviors that interfere with the student’s ability to achieve District standards. The I&RS team which includes at least a building administrator, guidance counselor, teacher familiar with the child, parent of the child, and a nurse and CST member when appropriate, work to develop strategies to be implemented by the class room teacher and monitored by the team on a regular basis and modified as appropriate to ensure the student's success.Introduction:“The New Jersey StateBoard of Education has established that the primary mission of schools is to enhance student achievement of high academic standards in safe and disciplined learning environments. The effectiveness of public education in fulfilling this mission depends largely on the capacity of school systems to respond to the diverse educational needs of students”.The Woodlynne Public School District Intervention and Referral Service (I&RS) Teams are building-based multi-disciplinary teams of professionals who meet at regular intervals to develop action plans for students who demonstrate academic, behavioral or health needs within their general education program. The I&RS process is the primary mechanism in each school building for assisting teachers and expanding their skills and abilities to successfully accommodate the needs of students who are at-risk for failure.The I&RS team is a resource used to intervene with student problems, prior to child study team evaluations. The collaborative team approach follows a structured time frame for a meeting, that includes review of student-work, analysis of student data and brainstorming of ideas that the teacher can select from in order to create individual action plans for each student that include the development of selected interventions and measurable outcomes.What is I&RS?
The Intervention and Referral Service process is a primary way in which teachers are supported to increase the achievement in students who demonstrate: the inability to focus on a learning task, are not completing assignments, are not achieving or demonstrating skill levels based on testing data, have declining or failing grades, absenteeism, tardiness, falling asleep, the inability to remain seated or to work in a structured environment or have the potential to drop out of school.
Parents/Guardians are active participants in the development and support of the determined I&RS plans. A case manager is assigned to each student who has an I&RS plan to monitor the implementation of the plan and provide data and feedback to the team at regular intervals to determine if the selected interventions were successful and need to be revised.
Parental Resources for I & RS