Special Education Monitoring Report
| District: South River School District |
County: Middlesex |
Monitoring Dates: January 15,16,2002
Monitoring Team: Stephen Coplin, Debbie Masarsky, Georgianna Parlocoski,
Dorothenia Boyd-Jackson, Denise Wilkens
Background Information:
During the 2000-2001 school year, the South River School District conducted a self-
assessment of policies, procedures, programs, services, and student outcomes. This
self-assessment component of the monitoring process provided the South River School
District with an opportunity to evaluate its strengths and areas of need with regard to:
• The provision of a free, appropriate public education (FAPE) for students with
disabilities in the least restrictive environment.
• The protection of procedural safeguards for students and their families.
• The development and implementation of policies and procedures resulting in procedural compliance; and
• The organization and delivery of programs and services resulting in positive student outcomes.
The self-assessment was designed to identify areas of strength, promising practices,
areas that need improvement and areas that may be noncompliant with state and federal
requirements. The South River School District developed an improvement plan to
address identified areas of need.
The Office of Special Education Programs conducted an on-site monitoring to verify the
self-assessment findings, determine the appropriateness of the improvement plan, and
determine the progress in implementing the plan.
As the first step in the on-site monitoring process, the NJDOE held a focus group
meeting for parents and community members on December 5, 2001. Information
obtained from that meeting was used to direct the focus of the monitoring visit.
During the on-site, the NJDOE team reviewed district documents, including district
policies and procedures, student count information, master student lists, class lists,
schedules of students, teachers, related service personnel, and other relevant
information, including a representative sample of student records. Interviews were
conducted with the district's special education administrators, building principals, general
education and special education teachers, related services staff and child study team
members.
Areas Demonstrating Compliance with All Standards:
General Provisions, Location, Referral and Identification, Statewide Assessment,
Graduation and Programs and Services were determined to be areas of compliance
by the district during self-assessment and by the Office of Special Education Programs
during the on-site visit.
Section II: FAPE
Summary of Findings:
During self-assessment the district accurately identified themselves compliant in the
areas of extended school year, related services, length of school day/year, transfer
students and certifications.
An area of need was identified during the on-site monitoring visit regarding appropriate
facilities. This information has been provided to the county office.
Section III: Procedural Safeguards
Summary of Findings:
During self-assessment the district accurately identified themselves compliant in the
areas of consent, surrogate parents, provision of district notices, meetings and
independent evaluations.
During the self-assessment process, the district identified a concern regarding
participants at meetings. The district has developed an improvement plan that does not
sufficiently address this area of need because it contains an inappropriate procedure
that permits guidance counselors to replace regular education teachers at meetings.
The procedures must be revised to ensure that all required participants attend code
mandated meetings. The improvement plan must further be revised to include an
administrative oversight component to ensure implementation of the revised procedures.
Additional areas of need were identified during the on-site monitoring regarding content
of district notices and notices in native language.
Areas of Need:
Content of Notices - During the on-site monitoring it was determined that district
notices do not contain all the required components and statements.
• The district will revise the improvement plan to ensure that notices contain
all the required components and statements. It is recommended that the
district use notices developed by the Department of Education, Office of
Special Education Programs.
Notices in Native Languages -During the on-site monitoring it was determined the
district does not provide notices in languages other than English, when feasible.
• The district Will revise the improvement plan to ensure that notices are
provided in languages other than English, when feasible. It is
recommended that the district translate notices developed by the
Department of Education, Office of Special Education Programs.
Section V: Evaluation
Summary of Findings:
During self-assessment the district accurately identified themselves compliant in the
areas of standardized assessments and bilingual evaluations.
Areas of need were identified during the on-site monitoring visit regarding multi-
disciplinary evaluations for students eligible for speech/language services, functional
assessments, written reports and acceptance/rejection of outside reports.
Areas of Need:
Multidisciplinary Evaluations -During the on-site monitoring it was determined that
speech evaluations do not include a written statement from the teacher that identifies the
educational impact resulting from the speech problem.
• The district will revise the improvement plan to include procedures to
ensure speech evaluations contain a statement from the classroom teacher
regarding the educational impact resulting from the speech problem. The
improvement plan must include in-service training and an administrative
oversight component to ensure the implementation of the procedures.
Functional Assessments - During the on-site monitoring it was determined that
evaluations for students eligible for speech/language services do not include all the
required components of a functional assessment.
• The district will revise the improvement plan to include procedures to
ensure that functional assessments contain the required components
identified in NJAC 6A:14-3.4(d)2. The improvement plan must include staff
training and an administrative oversight component to ensure the
implementation of the procedures.
• Written Reports - During the on-site monitoring it was determined that written reports
are not dated. In addition, although parents are provided copies of evaluation reports,
the district does not document the provision of these reports to parents of students
determined eligible for speech/language services.
• The district will revise the improvement plan to include procedures to
ensure that written reports are dated and that the provision of all evaluation
reports are documented in student files. The improvement plan must also
include in-service training and an administrative oversight component to
ensure the implementation of the procedures.
Acceptance/Rejection- During the on-site monitoring it was determined through file
review and interviews that although the 1EP team does accept/reject outside reports they
do not maintain documentation of that activity.
• The district will revise the improvement plan to include procedures to
ensure that it documents the acceptance/rejection of an entire report or
assessment, or any part of the report or assessment and provides a
rationale for the rejection of the entire or parts of reports and/or
assessments. The improvement plan must include in-service training and
an administrative oversight component to ensure the consistent, compliant
implementation of the procedures.
Section VI. Reevaluation
Summary of Findings:
During self-assessment the district accurately identified themselves compliant in the
area of reevaluations by June 30th for students turning 5 years of age.
During the self-assessment process, the district identified concerns regarding
reevaluation timelines. The district has developed an improvement plan that is sufficient
to address this area of need.
No additional areas of need were identified during the on-site monitoring visit.
Section Vll. Eligibility
Summary of Findings:
During self-assessment the district accurately identified themselves Compliant in the
areas of eligibility criteria and statement of eligibility.
During the self-assessment process, the district identified concerns regarding
participants at eligibility conferences. This issue was addressed by the district in
Procedural Safeguards.
No additional areas of need were identified during the on-site monitoring visit.
Section Vlll: Individual Education Program
Summary of Findings:
During self-assessment the district accurately identified themselves compliant in the
areas of lEPs to parents prior to implementation, considerations/required statements,
goals and objectives aligned to the CCCS, age of majority, implementation dates, annual
review timelines for speech/language services and teacher access/ responsibility.
During the self-assessment process, the district identified a concern regarding 90-day
timelines. The district has developed an improvement plan that is sufficient to address
this area of need.
Additional areas of need were identified during the on-site monitoring visit regarding
eligibility/I EP meeting discussions, annual reviews for students eligible for special
education and related services and lEPs to parents.
Area(s) of Need:
Eligibility/lEP Meeting Discussions - During the on-site monitoring it was determined
that because regular education teachers do not participate in eligibility/lEP meetings, the
team cannot fully discuss the required considerations and statements contained in the
IEP.
• The district will revise the improvement plan to include procedures to
ensure that regular education teachers attend eligibility/lEP meetings and
fully participate in discussion regarding required considerations and
statements contained in the IEP. The improvement plan must also include
an administrative oversight component to ensure implementation of the
procedures.
Annual Reviews - During the on-site monitoring it was determined that annual reviews
of students eligible for special education and related services are not completed within
required timelines.
• The district will revise the improvement plan to include procedures to
ensure that annual reviews are completed within required timelines. The
improvement plan must include an administrative oversight component to
ensure the implementation of the procedures.
IEPs to Parents - During the on-site monitoring it was determined through interviews
and record review that although parents are provided with copies of lEPs, that provision
is inconsistently documented in student files.
• The district will revise the improvement plan to include procedures to
ensure that the provision of copies of lEPs to parents is documented in
student files. The improvement plan must include an administrative
oversight component to ensure the implementation of the procedures.
Section IX: Least Restrictive Environment
Summary of Findings:
During self-assessment the district accurately identified themselves compliant in the
areas of documentation within the least restrictive environment statement and
nonacademic/ extracurricular participation.
During the self-assessment process, the district identified a concern regarding the
continuum of program options. The district has developed an improvement plan that
does not sufficiently address this area of need because it lacks an administrative
oversight component to ensure implementation of the procedures. The district will revise
the improvement plan to include this component.
An additional area of need was identified during the on-site visit regarding the individual
decision-making process for preschool.
Area of Need:
Individual Decision - Making Process for Pre-School Students - During the on-site
monitoring it was determined through interviews and file review that all pre-school
youngsters are currently placed in self-contained programs and that placement decisions
are not based on individual needs but instead, on existing programs.
• The district will revise the improvement plan to include procedures to
ensure that placement decisions are based on individual student needs
and not on program availability. The improvement plan must include a
mechanism to ensure disabled preschoolers have the opportunity to
receive instructional services in a regular preschool setting with their
nondisabled peers when that placement option is determined appropriate.
The plan must also include in-service and an administrative oversight
component to ensure the implementation of the procedures.
Section X: Transition from School to Post-School
Summary of Findings:
During self-assessment the district accurately identified themselves compliant in the
areas of provision of transition services.
An area of need was identified during the on-site visit regarding transition
documentation.
Area(s) of Need:
Transition Documentation - During the on-site monitoring it was determined through
interviews that in the 9th grade, special education teachers administer a
preference/interest survey. However, the results of this survey are not consistently
documented in the transition section of the IEP. Additionally, child study team members
do not consistently complete the transition sections of the IEP.
• The district will revise the improvement plan to include procedures to
ensure results from interest and preferences surveys are documented to
ensure consideration of these results during transition planning meetings.
The plan must also ensure all transition components are completed during
the development of the IEP. The improvement plan must include in-service
and an administrative oversight component to ensure consistent,
compliant implementation of the procedures.
Section X: Transition to Preschool
Summary of Findings:
During self-assessment the district accurately identified themselves compliant in the
area of transition to pre-school by age 3.
An area of need was identified during the on-site visit regarding the preschool transition
planning conference.
Area of Need:
Preschool Transition Planning Conference - During the on-site monitoring it was
determined that the district does not participate in preschool transition planning
conferences.
• The district will revise the improvement plan to include procedures to
facilitate the district's participation in the transition planning conference
arranged by the Department of Health and Senior Services. The
improvement plan must include an administrative oversight component to
ensure the implementation of the procedures.
Section XI: Discipline
Summary Of Findings:
During self-assessment the district accurately identified themselves compliant in the
areas of documentation to case manager, tracking, behavioral intervention plans,
functional behavior assessment and interim alternative educational setting.
Areas of need were identified during the on-site visit regarding manifestation
determination and procedural safeguards for potentially disabled students.
Area(s) of Need:
Manifestation Determination - During the on-site monitoring it was determined through
interviews and record review that although the district conducts and documents the
convening of manifestation determination meetings, the 1EP team does not document
whether the misconduct was a manifestation of the student's disability.
• The district will revise the improvement plan to include procedures to
ensure the district documents whether the misconduct was a manifestation
of the student's disability. The improvement plan must include in-service
and an administrative oversight component to ensure the consistent,
compliant implementation of the procedures.
Procedural Safeguard Rights - During the on-site monitoring it was determined that the
district does not ensure students who are identified as potentially disabled are afforded
the same procedural safeguard rights as disabled students when they are removed from
program as a result of a disciplinary action.
• The district will revise the improvement plan to include procedures to
ensure that students who are identified as potentially disabled are afforded
the same procedural safeguards as classified students when they are
removed from program as a result of disciplinary action. The improvement
plan must include in-service and an administrative oversight component to
ensure the implementation of the procedures.
Section XV: Student Records
Summary of Findings:
During self-assessment the district accurately identified themselves compliant in the
areas of access to student records, access sheets and procedures for maintenance/
destruction of pupil records.
An area of need was identified during the on-site monitoring visit regarding
documentation of other locations of student records.
Area of Need:
Documentation of Other Locations of Student Records - During the on-site
monitoring a review of central files indicates the district does not identify the location of
other records it maintains.
• The district will revise the improvement plan to include procedures to
ensure that the location of other records maintained by the district is identified in the central files.
SUMMARY
On-site special education monitoring was conducted in the South River School District
on January 15, 16, 2002. The purpose of the monitoring visit was to verify the district's
report of findings resulting from their self-assessment and to review the district's
improvement plan. As a result of the district's review during self-assessment, it was able
to identify areas of need and develop an improvement plan that with some revisions, will
be sufficient to bring about systemic change. The district is commended for the many
areas that were determined by the district and verified by the Office of Special Education
Programs as compliant with federal and state statutes and regulations.
At a focus group meeting held prior to the monitoring visit, parents expressed their
concerns regarding the lack of related services at the beginning of each school year, IEP
documentation of starting and ending dates for related services and compensatory
related services when staff members are unavailable. Additionally, though some parents
feel their input was considered, some felt their opinions/input are not welcomed at IEP
meetings.
Areas identified as compliant with all standards by the district during self-assessment
and verified during the on-site monitoring visit included General Provisions, Location,
Referral, and Identification, Statewide Assessment, Graduation and Programs and
Services.
Areas identified as compliant by the district during the self-assessment and verified
during the on-site monitoring visit include extended school year, provision of related
services, length of school day/year, transfer students, certifications, consent, surrogate
parents, provision of notices, meetings, independent evaluations, standardized
assessments, bilingual evaluations, timely reevaluations of preschool students, eligibility
criteria/statements, copies of lEPs to parents, IEP considerations/required statements,
goals/objectives aligned with the core curriculum content standards, age of majority,
teacher access to IEPs, least restrictive environment statement,
nonacademic/extracurricular participation, documentation to case manager, tracking,
behavioral intervention plans, functional behavioral assessment and interim alternative
educational setting, preschool transition by age 3, provision of post-school transition
services, access to student records, access sheets and maintenance/destruction of
student records.
During the self-assessment process, the district identified areas of need regarding
participants at meetings, reevaluation timelines, 90-day timelines for implementation of
lEPs and continuum of programs.
The on-site visit identified additional areas of need within the various standards
regarding content of notices, notices in native languages, multidisciplinary evaluations
for students eligible for speech/language services, functional assessments, written
reports, acceptance/rejection of outside reports, eligibility/lEP meeting discussions,
annual reviews for students eligible for special education and related services,
documentation of provision of lEPs to parents, individual decision-making process for
preschool students, documentation of post-secondary transition services, district
participation in preschool transition planning conferences, manifestation determinations,
procedural safeguards of students who are identified as potentially disabled and the
documentation of other locations of student files.
Within forty-five days of receipt of the monitoring report, the district will revise and
resubmit the improvement plan to the Office of Special Education Programs to address
the areas of need identified during the on-site visit and those areas that require revisions
to the improvement plan.