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Lenape Regional High School District

Special Education Process

To the maximum extent appropriate, students with disabilities are educated with their typically developing peers.  Placement in a typical classroom is the first consideration.  For additional information, please contact a member of the Child Study Team in your school.

                                   

TOPIC PROCESS
Referral A referral is a written request for an evaluation that is given to the school when it seems possible that a student may have a disability and might need special education and related services.  Parents, school personnel, and agencies concerned with the welfare of students may make a referral to the school district where the student resides.                       

Identification Meeting   

Within 20 calendar days of receiving a referral, the child study team will hold a meeting with the appropriate participants to decide whether an evaluation will be conducted.  If an evaluation is conducted, the group will discuss the types of testing and other procedures that will be used to determine if the student needs special education services.
Evaluation

An evaluation is the process used to determine whether a student is eligible for special education and related services.  The process includes a review of any relevant data, and the individual administration of any tests, assessments and observations of the student. At least two child study team members must participate in the initial evaluation along with any other specialists whose observations are necessary for a meaningful assessment of the student's needs.
Eligibility

When the evaluation is completed, the child study team will hold a collaborative meeting to determine if the student is eligible for special education and related services.  Prior to the meeting, the school will provide the parent a copy of the evaluation reports(s) that will be used to determine the student's eligibility within 10 calendar days before the meeting.  To be eligible for special education and related services, the following three prongs are needed:

  • A student must have a disability according to one of the eligibility categories.
  • The disability must adversely affect the student's educational performance.
  • The student must be in need of special education and related services. 
Individualized Education Program (IEP)

After it is determined that a student is eligible for special education and related services, a meeting is held to develop the student's IEP.  The IEP is both a plan and a process. The plan is a written document that describes in detail a student's special education program. The process is the ongoing sharing of information between the family and the case manager to meet the student's developmental and educational needs. The IEP describes how the individual student currently performs and the student's specific instructional needs.  The IEP includes measurable annual goals and short term objectives.  Once parental consent is granted, the IEP is implemented, following the IEP meeting and within 90 calendar days of the school’s receipt of parental consent for the first evaluation. 
Annual Review Annually, or more often if necessary, the IEP team will review and revise the IEP and determine if any changes or updates are needed.
Reevaluation A student will be reevaluated every three years, or sooner if conditions warrant.  Reevaluation is conducted when a change in eligibility is being considered.
Parental Consent

The school will obtain parental consent for the following:

  • Before a student is evaluated for the first time to determine eligibility for special education;
  • Before a student's special education program begins for the first time;
  • Before a student is tested as part of a reevaluation
  • Before a student's records are released to a person or organization that is not otherwise authorized to see them.