Special Services: Resources

Made up mostly of parents and guardians of students with disabilities, the committee gives advice, shares ideas, and works with the district to help improve programs and services that support students’ learning and success.

 

Key Functions of SEPAC:

• Advocacy and Guidance: SEPAC serves as a forum for parents to share concerns, ideas, and feedback about special education programs, services, and policies.

• Communication: The committee helps improve communication between parents and the school district, keeping families informed about district initiatives, resources, and changes in special education law or practice.

• Support and Resources: SEPAC may organize workshops, informational sessions, and support networks to help families understand their rights under federal law (IDEA) and New Jersey regulations (NJAC 6A:14).

• Collaboration: SEPAC works with district staff, the Child Study Team, and administrators to ensure that the needs of students with disabilities are addressed effectively and inclusively.

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Membership and Participation:

• Membership is typically open to all parents or guardians of students with disabilities in the district.

• Meetings are held regularly (often monthly or quarterly) and are open to the public, with opportunities for parents to ask questions, provide input, and participate in planning activities.

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Legal Basis:

• SEPACs are supported by New Jersey law and the NJ Department of Education, which encourages districts to establish these committees to foster parent engagement and collaboration in special education.

 

The Child Study Team is a group of professionals in every district who evaluate and support students with learning, behavioral, and/or social-emotional needs. The CST typically includes a school psychologist, learning disabilities teacher-consultant (LDTC), and school social worker. Other specialists (e.g., speech-language, occupational, or physical therapist specialists) may be included depending on the referral.

A student may be referred to the CST by:

• A parent/guardian in writing

• School staff (e.g., teacher, counselor, administrator)

• A Tiered Intervention team (part of the Multi-Tiered Intervention System of Supports for general education students which have not been successful)

Once a referral is received, the CST holds an identification meeting within 20 calendar days (excluding school holidays) to decide if evaluations are necessary. Parents are invited to this meeting.

The team (including parents) reviews the student’s progress, history, and current needs. Together, they decide if evaluations are warranted to determine eligibility for special education and related services.

If evaluations are agreed upon, parental consent is required. The CST must complete all evaluations and hold an eligibility meeting within 90 calendar days of receiving written parental consent.

• Psychological evaluation
• Educational evaluation
• Social history
• Speech-language evaluation
• Other specialized assessments (e.g., occupational therapy, physical therapy, neurological, psychiatric)

• Have a disability as defined by the code, and
• The disability must adversely affect the student’s educational performance, and
• The student must require specially designed instruction.

If eligible, an Individualized Education Program (IEP) is developed within 15 calendar days of the eligibility decision. The IEP outlines goals, services, supports, and placement. Parents are full team members in this process.

If the student is not eligible for special education, the CST may refer the case back to the Tiered Intervention team [formally known as Intervention and Referral System (I&RS) team] to discuss other supports through Tiered Intervention and/or Section 504 Plan, to address the student’s needs. 

Yes. Parents have the right to request an Independent Educational Evaluation (IEE) at public expense if they disagree with the district’s evaluation. The district must respond promptly to the request and either agree to fund the IEE or request a due process hearing to defend its evaluation.

The IEP is reviewed annually, but parents or the district may request a review at any time. 

 

An annual review is a meeting held once a year to review and update your child’s Individualized Education Program (IEP). During this meeting, the IEP Team, which includes parents, teachers, case managers, and other relevant staff, discusses your child’s progress toward goals, current needs, and any changes that may be needed to supports, services, or goals for the upcoming year.

 

The purpose of the annual review is to ensure that your child’s IEP continues to provide the right supports to help them make meaningful educational progress. Parents are important members of the IEP Team and are encouraged to share input and ask questions during this meeting.

After your child is found eligible for special education services, a reevaluation is required at least once every three years. This is called a triennial reevaluation.

 

The purpose of the reevaluation is to determine whether your child continues to be eligible for special education services and to update information about their academic, social, emotional, and functional needs. The IEP Team reviews the results to ensure your child’s program and supports remain appropriate and effective.

 

Parents are notified and asked to provide consent before any reevaluation testing is conducted.

Yes. The Dynamic Learning Maps (DLM) assessment is the alternate assessment for students with the most significant cognitive disabilities. To qualify for the DLM, a student must meet specific eligibility criteria determined by the Individualized Education Program (IEP) Team.

 

The IEP Team considers whether:

• The student has a significant cognitive disability;

• The student’s instruction is aligned to the New Jersey Student Learning Standards, Essential Elements (NJSLS-EE), which are modified standards designed for this population; and

• The student requires extensive, individualized supports and modifications across all academic settings.

 

The decision to participate in the DLM is made annually by the IEP Team based on the student’s individual learning profile and instructional needs.

 

For more information on the Dynamic Learning Maps assessment, click the link to be redirected to the website.

Parents have the right to:

• Participate in all meetings

• Receive written notice (in their native language when possible) before any action is taken

• Give or withhold consent for evaluations and services

• Disagree with decisions and request mediation or a due process hearing

Your assigned CST case manager or classroom teacher would be the first line of communication for questions or clarification about your child’s program, services, or rights.  To support the District's Organization Chart, the Communication Flow Chart offers essential guidance for effective communication and outlines the appropriate chain of command. Each school has its own tab with links to relevant websites containing specific contact information. 

 

Resources (click the link to be redirected)