Welcome to the Thomas Edison EnergySmart Charter School
Department of Special Services

SPECIAL EDUCATION SERVICE

Referral Process for Special Education

STEP 1: Referral for Special Education Evaluation

If, after interventions in the general education classroom, a student continues to experience difficulty, school personnel may refer the child for a special education evaluation. Referrals for determining eligibility for special education services may be initiated by:

• School personnel (general education teachers, special education teachers, counselors, administrators, etc.)
• Child’s parent(s) or legal guardian(s)
• Any other person involved in the education or care of the child

The official referral begins the formal process of determining eligibility for special education services. Once a referral is made, the school must obtain consent from the parent(s) or legal guardian(s) to begin the evaluation phase.

STEP 2: Multi-Factored Evaluation

The state requires that students referred for special education services receive a nondiscriminatory, multi-factored evaluation. TEECS will complete the evaluation within 60 days of the referral date.

The evaluation is conducted by a multidisciplinary team, which may include:

• School Psychologist
• Special Educators
• General Educators
• Parent(s) or Legal Guardian(s)
• Related Service Providers (e.g., Physical Therapist, Occupational Therapist, Audiologist, Orientation and Mobility Specialist)
• Medical Professionals (e.g., psychiatrists, ophthalmologists, optometrists)
  

STEP 3: Determination of Eligibility

Within 30 days of completing the evaluation, the team will meet to determine eligibility. A student is eligible for special education services if:

1. The child has a disability that negatively impacts educational performance, and
2. The child requires special education services to benefit from education.

Not all students qualify. Those who do not meet eligibility criteria may still require support to access the academic curriculum, which the school will address through other services.

If eligible, a formal Individualized Education Program (IEP) team is formed to develop a plan of services.

STEP 4: Individualized Education Program (IEP)

The IEP is a legal contract between the parents and the school district that outlines the special education services to be provided.

Key components of an IEP include:

1. Student Profile – Background information, strengths, weaknesses, classroom performance, and assessment results.
2. IEP Initiation & Duration – Goals are effective from the start date stated in the IEP and are typically reviewed annually.
3. Special Instructional Factors – Assistive technology, braille, or transition services if needed.
4. Transportation Needs – Statement of any special transportation requirements.
5. Participation in Nonacademic Activities – Opportunities for inclusion in extracurricular activities.
6. Progress Reporting – Frequency and method for reporting goal attainment to parents/guardians.
7. Benchmark Pages – Specific areas requiring services (reading, math, PE, etc.), including:
   • Present Levels of Academic Achievement and Functional Performance (PLAAFP)
   • Measurable Annual Goals
   • Evaluations used to measure goals
   • Benchmarks to achieve goals
   • Special education and related services required
8. Behavioral Supports – Specific areas requiring services (reading, math, PE, etc.), including:
   • Functional Behavioral Assessment (FBA) identifies causes of behavior impeding learning.
   • Behavior Intervention Plan (BIP):
     • Defines target behaviors
     • Specifies positive behavioral supports and interventions
     • Outlines data collection and monitoring procedures
     • Reviewed and revised by the IEP team as needed
9. Transition Planning – Specific areas requiring services (reading, math, PE, etc.), including: Begins at age 14 (or younger if appropriate). Includes measurable postsecondary goals, transition services, courses of study, and coordination with adult service agencies.
10. IEP Team Composition-

• Parent(s) or legal guardian(s)
• At least one general education teacher
• At least one special education teacher or provider
• Case manager
• Related services representatives (if needed)
• The student, when appropriate
• Other individuals with knowledge or expertise regarding the student
• Parents may invite an advocate

STEP 5: Implementation of the IEP

Once developed and signed, the IEP must be implemented by the entire IEP team. Meetings may occur as needed to monitor progress.

Least Restrictive Environment (LRE) Continuum:

• General education class with supplementary aids/services
• In-class support/resource support
• Pull-out resource instruction
• Special class programs
• Out-of-district placements (if necessary)

Placement decisions are based on the student’s IEP, and removal from general education occurs only when necessary.

STEP 6: Annual Review & Reevaluation

• The IEP team meets annually to evaluate current IEP implementation and develop the next IEP.
• Discussions include positive/negative elements of services and recommendations for the upcoming school year.
• A full reevaluation is required at least every three years unless new data indicates otherwise.
• Students may be found no longer eligible (e.g., speech therapy success), at which point appropriate documentation is filed and the IEP team is disbanded.

Procedural Safeguards — Parent & Student Rights

• TEECS is committed to ensuring parents are fully informed of their rights under the Individuals with Disabilities Education Act (IDEA) and New Jersey Administrative Code (N.J.A.C. 6A:14).
• Parents’ Rights:
  Parents have the right to participate in all decisions regarding identification, evaluation, and educational placement of their child, as well as the provision of a free appropriate public education (FAPE).

 Procedural Safeguards Notice (PRISE):
TEECS provides the NJ Department of Education’s Parental Rights in Special Education (PRISE) booklet annually and upon:

• Initial referral or parental request for evaluation

• Receipt of the first state complaint or due process request

• Change in placement due to disciplinary action

• Parental request
  

For additional information about procedural safeguards, contact the Pupil Services Office at Thomas Edison EnergySmart Charter School:

Contact Information:

• Phone: (732) 412-7643
  
• Fax: (732) 412-7645
  
• Website: https://teecs.org/pupil-services/
• PRISE booklet: https://www.nj.gov/education/specialed/parents/index.shtml
• Parental Rights in Special Education – NJ.gov

Parent/guardian rights include:

• Prior written notice of proposed actions
• Written consent before initial evaluation or provision of services
• Access to educational records
• Mediation and due process hearing procedures
• LEA “stay-put” protections during disputes

Copies of PRISE are provided in the parent/guardian’s preferred language and format at referral and all IEP meetings.