Frequently Asked Questions (FAQ)

Children ages 3 through 21 who are residents of Newark Public Schools and who are determined eligible for special education and related services through the evaluation process may receive services.

A student may be referred for an evaluation through a written request from a parent/guardian, teacher, principal or anyone who has knowledge of the student. Following a referral, an evaluation planning meeting is scheduled with the parent/guardian, Child Study Team members, and appropriate school staff to determine whether an evaluation is warranted.

If an evaluation is recommended, the parent/guardian provides written consent before the evaluation begins.

The evaluation may include a review of existing educational information, individual assessments, multidisciplinary assessments, and observations of the student. The evaluation team uses this information to determine whether the student meets the criteria for an educational disability under New Jersey special education requirements.

When an evaluation is completed, the parent/guardian participates in an eligibility determination meeting. If the student is determined eligible, the team develops an Individualized Education Program (IEP) to address the student’s individual educational needs.

An IEP is a written plan that describes the special education and related services a student needs to access and make progress in their education. The IEP may include:

• Present levels of performance: Information about the student’s current academic, developmental, functional, social, behavioral, and other educational needs.
• Annual goals: Measurable goals designed to address the student’s identified needs.
• Special education and related services: The services, supports, supplementary aids, and accommodations or modifications the student requires.
• Least restrictive environment: The extent to which the student will participate with students without disabilities in general education and other school activities.
• Assessment participation: Accommodations, modifications, or alternate assessments when appropriate.
• Service details: When, where, how frequently, and for how long services will be provided.
• Transition planning: Beginning at the applicable age, transition planning addresses the student’s postsecondary goals and the services needed to prepare for life after high school.
• Progress monitoring: How progress toward IEP goals will be measured and how parents/guardians will be informed.

A Child Study Team member serves as the student’s case manager and monitors the implementation of the IEP and the student’s progress. The IEP is reviewed at least annually and revised as appropriate.

Parents/guardians may contact their child’s:

• Teacher
• Child Study Team case manager
• Principal
• Office of Special Education