Special Services

Township of Ocean Public Schools Department of Special Services, in compliance with New Jersey Administrative Code, provides quality education in the least restrictive environment to its students who are educationally disabled and require special education services.  Emphasis is placed on facilitating inclusion in general education settings to the fullest extent possible.  Programs are assessed on an ongoing basis to insure that students' individual needs are met.  A range of placement options are available in accordance with Individual Education Plans.

Our Special Services Staff is comprised of experts in their fields who are dedicated to developing education plans and delivering services vital to meeting each student's needs.  Our staff consists of Child Study case managers and related services providers, as well as a variety of educational consultants.  Our Special Education teachers are enthusiastic and committed to providing the highest level of education available.

A student may be referred to the Child Study Team for evaluation by teachers, parents/guardians, counselors, and/or building administrators.  Parents/guardians may request consideration for evaluation of their child by writing a request to the Assistant Superintendent of Special Services.

For a listing of Child Study Teams and Related Services Personnel please see Child Study Teams link.

Collaboration Portal via Frontline for Parents/Guardians

Preschool Lottery Registration Information

Project Child Find is a free referral service and public awareness campaign to assist in the identification of unserved/underserved youths ages 3-21 years old who may be disabled due to physical, sensory, emotional, communication, cognitive or social difficulties.  The public school system provides services for preschool children between the ages of three and five.  Preschoolers who demonstrate delays in the development of motor, communication, social emotional or cognitive skills may be eligible for special education and related services.

New Jersey's Early Intervention System provides services for infants and toddlers (from birth to the child's third birthday) that have developmental delays or disabilities as well as support for the families.  For children 3-21 years of age, the school district provides free appropriate public education (FAPE) for eligible students.

After receiving your written request, the district's Child Study Team has twenty days to have a meeting with you the parent(s).  At this meeting, you and the team will decide if an evaluation is needed and what the evaluation will include.

When a student has been identified as making minimal academic and/or emotional progress in the general education setting, he/she may be referred to the Intervention and Referral Services (I&RS) for the purpose of collecting and evaluating relevant data in order to determine or identify specific barriers to student performance.  This committee will create interventions to address educational difficulties in the general education classroom.  Interventions in the general education classroom should be attempted prior to Child Study Team (CST) or speech referral.

When interventions in the general education classroom are not appropriate for the student or when interventions are not effective, the student will be referred to the CST or speech/language specialist for evaluation.

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 a student is eligible for special education and related services or by the speech/language specialist to determine whether a student is eligible for speech services.

Once a referral is received, the parents will be invited to an Identification Meeting that will be scheduled within 20 days of receipt of the referral (excluding school vacations other than summer vacation).

Based on a review of available information about the student's educational progress, a decision will be made at this meeting whether a CST or speech evaluation is warranted.  If an evaluation is warranted, the nature and scope of the CST or speech evaluation will be discussed.  If it appears that the problem can be alleviated with interventions in the general education program and the student has not participated in the I&RS process, there may be a decision not to conduct an evaluation, but to refer the student to the I&RS Committee for development of interventions, suggestions for other interventions for the parent to pursue, or refer the student to the 504 Committee.  If the student is already in the I&RS process and an evaluation is not warranted, the I&RS plan can continue or be adjusted.

If there is an agreement to perform an evaluation, a written plan for the evaluation is developed at the meeting, describing the nature and scope of the evaluation.  Written consent for an evaluation is required by the parent/guardian.  This consent for evaluation can be provided at the conclusion of the meeting or the parent may wish to take additional time before providing written consent.  Evaluations can only begin after the parent has provided written consent.  The district has ninety (90) days from the time written consent is provided to complete the entire evaluation, eligibility, and placement process.  Comprehensive, diagnostic evaluations are provided at no cost to the parent and are completed in the student's native language.  They are completed by certified professionals who will explain the results of their testing.

Upon completion of the evaluations, the professional staff will provide the parent with a written report of the details of the testing results.  Parents will be provided with copies of the district's evaluation reports 10 days prior to the eligibility meeting.  These evaluations will help determine if the student has an educational disability, if there is an educational impact, and if the student needs a special education program to access and make meaningful progress with the curriculum.   The discussion of the evaluations and the determination regarding special education eligibility will take place at the eligibility meeting.

Eligibility for special education and related services, or eligibility for speech-language services is determined at a mutually convenient meeting.  Meeting attendees will be asked to sign an attendance sheet.  The Child Study Team members or speech-language specialist will review evaluation results and answer questions.  The case manager will discuss the rationale for determination of eligibility or non-eligibility.

If the student is determined to exhibit an educational disability, a determination must be made as to the least restrictive educational setting in which the student can receive educational benefit from special education services.  In order for a student to be found eligible for speech-language services, they must exhibit a disorder or articulation, voice or fluency that adversely affects educational performance.

When eligibility for special education is agreed upon, the development of an Individual Education Plan (IEP) may commence immediately or within 15 days of the eligibility determination.  The purpose of this meeting is to determine the student's current educational status and develop a program designed to meet the student's unique needs.  Discussion of the student's present levels of educational performance, as well as results of  performance on any state or district assessment will be held.  Sources of information in determining a student's program should include evaluation data, teacher reports, classroom observations, student strengths and parental concerns.

Beginning at age 14, a transition plan for the student's future will begin to be developed.  At age 16, the IEP will list a multi-year plan for promoting movement from school to the student's desired post-school outcomes.

Annual measurable goals may be developed that are related to the core curriculum standards through the general education curriculum, unless otherwise required according to the students educational needs.  Progress reporting methods will be included in an IEP.  The IEP will explain the extent, if any, to which the student will not participate with non-disabled peers in the general education class and in extracurricular and nonacademic settings.

Parental consent is required in order to implement the initial IEP.  The program and services recommended therein will not begin prior to signed consent.

IEP vs. 504 Plan - What's the Difference

Our school district is participating in the Special Education Medicaid Initiative (SEMI) program.  The SEMI program is mandated by the State of New Jersey for all public schools receiving federal funding.  This program is not intended to impact/change the Medicaid services your son/daughter currently receives.  Under this program, the government will provide reimbursement to the district for a portion of the school-based special education services provided.  In order to comply with federal and state regulations, we are required to notify you about the program and to obtain your written consent.  A signed consent form will be kept on file while your child is attending school in our district.

The SEMI program is under the auspices of the New Jersey Department of the Treasury through its collaboration with the New Jersey Department of Education and the New Jersey Division of Medicaid Assistance and Health Services.

Preschool Programs
As with any school-aged resident child, Township of Ocean School District provides a full continuum of services for students aged three to five years old.
 

Currently there are twenty-four (24) Preschool Integrated Classes.  Three-year-old and four-year-old students attend a full-day preschool program.  Each classroom consists of 12 general education seats and 3 special education seats.  This integrated program (inclusionary) program follows a federally aligned preschool curriculum.  Special Education students receive instruction from their general education teacher, with related services provided as outlined in their IEPs.  Each integrated preschool class is also supported by an instructional aide.

A Self-Contained Preschool Disabilities Program is available as well to those students who require a structure, with either a half day or full day program with a smaller class size than is offered in the Integrated Preschool Program.  This program is offered in order to make meaningful progress in helping students meet IEP goals and objectives.  The full-day program provides opportunities for intensive small group instruction and opportunities for integration into the preschool integrated sections for generalization.  Related Services are provided as per student IEPs.

Elementary Programs
Township of Ocean School District provides special education programs at all of its elementary schools in the form of an in-class resource (ICR) and pull out resources replacement (PORR) to those students determined eligible.  Our Learning Language Disabled (LLD) is held at Ocean Township Elementary School.  Our Multiply Disabled (MD) is held at Wayside Elementary School.  Related services are provided as per IEP at each elementary school, including speech-language, occupational therapy and physical therapy.  There is a speech-language specialist dedicated to every elementary school.  Occupational and physical therapists travel between schools.  Social Skills counseling is also provided as per IEP by case managers when appropriate, including a Social Worker, School Psychologist, or LDTC.

Speech and language services are provided to students who demonstrate, through formal evaluation, a mild to moderate disorder in language, articulation, voice or fluency.

Intermediate School Special Education 
Just as at the elementary schools, Ocean Township Intermediate School offers a variety of Special Education program options in accordance with student IEPs.  There is a full time Child Study Team on staff, as well as a dedicated speech-language therapist, and a full guidance department.

In addition to inclusion, in-class resource, pull out resource, Special Class Learning Language Disabled, a Multiply Disabled class is in operation at the Intermediate School.  The Multiply Disabled class provides programming for those students who require a structured, full day Life Skills program with a smaller class size than is offered in the Regular Education, or a Resource Pull Out Replacement Program, in order to make meaningful progress in meeting IEP goals and objectives.

The program provides strong academic and community-based supports, following the scope and sequence of a functional Life Skills curriculum according to student needs.  The academic program follows IEP goals.

High School Education
Township of Ocean Special Services follows a natural continuum of programs as middle school students transition to high school.  A full Child Study Team is on staff and plays a major role in overseeing the education and implementation of IEPs for classified students.  In accordance with student Individual Education Plans, classified students are scheduled in general education classes in all areas of the curriculum to the fullest possible extent.  High School programs include in-class resource, pull out resource placement, and special classes for Learning Language Disabled and Multiply Disabled.

A self-contained Life Skill program operates at the high school level, as well.  The program provides a strong academic and community-based supports, following the scope and sequence of a functional Life Skills curriculum according to student needs.  The academic program follows IEP goals.  Components provide small group instruction and opportunities to integrate into the community.  Social skills are addressed through the community and vocational/employment part of the program.  Opportunities for the job training are found with the school setting as well as the community at large.  Students work at various local businesses.  Some students work independently and some are accompanied by job coach.  The goal is to fade the coaches as the students become more independent.

Students have the opportunity to participate in a variety of regular education settings, including physical education and electives.  They also have the opportunity to participate in sports and after school clubs.  Students with severe disabilities are taught through a hand-on, activity-based program.  Career awareness and exploration activities are begun in this program, and students eventually works at a variety of internship throughout the community.  Repeated practice of skill and competencies is necessary for successful transition in post-school settings.  As part of transition planning for all classified students over 14 years-old, staff is available to assist in the development of skills they will need to meet the world after high school.

Special Education Strategic Plan