TCCS Parental Involvement Policy
For the purpose of involving parents in the joint development of its school wide parental involvement plan under section 1112 of the ESEA and to involve parents in the process of school review and improvement under section 1116 of the ESEA, Teaneck Community Charter School will create and utilize [temporary] Parent Advisory Committees whose review and input will be given every consideration as to the structure, content, and delivery of ESEA-related programs.
Parents will have the opportunities to design, implement, evaluate, and suggest changes to improve the Title I program. Parents will be provided with a description of current curriculum used at the school, the Content Standards adopted by the New Jersey Department of Education, an explanation of what assessments are used to measure student progress and what goals and expectations have been set in relation to those assessments. Other major components of the Title I Program include parental notification, community meetings, student program reports, parent-teacher conferences, parent visitation, in-service for teachers, announcements, and policy dissemination.
The Teaneck Community Charter Schoolwill coordinate and integrate parental involvement strategies in Part A with parental involvement strategies under the following other programs including Differentiated Learning, and any and all programs, services, and activities that involve or bring students into contact with community agencies and organizations. This will be accomplished through the development of Parent Advisory Committees which meet regularly and provide input into the structure, content, and delivery of all programs.
The Teaneck Community Charter School sponsors the Teaneck Charter School Community Organization (TCSCO) as an inclusive volunteer organization which holds regular monthly meetings and involves family members of all students in the life of the school. The TCSCO, among other activities, conducts—with the involvement of parents—an annual evaluation of the content and effectiveness of this parental involvement policy in improving the quality of its Title I, Part A school. The evaluation includes identifying barriers to greater participation by parents in parental involvement activities (with particular attention to parents who are economically disadvantaged, are disabled, have limited English proficiency, have limited literacy, or are of any racial or ethnic minority background). The school uses the findings of the evaluation about its parental involvement policy and activities to design strategies for more effective parental involvement, and to revise, if necessary (and with the involvement of parents) its parental involvement policies.
The annual evaluation utilizes a Parent Advisory Committee which meets with the various members of the Executive Board of the TCSCO (two co-chairs, a vice-chair, a secretary, a treasurer, and an events coordinator, all of whom are elected for one year terms by families in the school community). The Parent Advisory Committee and the Executive Board reviews the current policy at a school-site meeting, suggests any changes to the content and effectiveness of this parental involvement policy, makes said changes if necessary, and submits the revised document to the Board for approval if needed.
The Teaneck Community Charter School builds the schools’ and parent’s capacity for strong parental involvement, in order to ensure effective involvement of parents and to support a partnership among the school involved, parents, and the community to improve student academic achievement by providing assistance to parents of children served, as appropriate, in understanding topics such as the State’s academic content standards, the State’s student academic achievement standards, the State and local academic assessments including alternate assessments, the requirements of Part A, how to monitor their child’s progress, and how to work with educators. Such assistance is provided through the Teaneck Charter School Community Organization (TCSCO) which communicates regularly with family members by sending home weekly updates of events, monthly calendars, and a bi-monthly newsletter. The TCSCO also depends on volunteers and is organized by a variety of committees to provide such assistance as heretofore described.
Through the TCSCO, TCCS also provides materials and training to help parents work with their children to improve their children’s academic achievement.
Further, TCCS, with the assistance of parents, educates its teachers, pupil services personnel, principals and other staff, in how to reach out to, communicate with, and work with parents as equal partners, in the value and utility of contributions of parents, and in how to implement and coordinate parent programs and build ties between parents and schools.
To the extent feasible and appropriate, TCCS coordinates and integrates parental involvement programs and activities with public preschool and other programs, and conducts other activities, such as after school programs that encourage and support parents in more fully participating in the education of their children.
All of the above is accomplished through the use of both standing committees and oversight sub committees. The committee structure has been modified each year in order to try to efficiently respond to issues that need attention. In addition to standing committees, the TCCS Board has in the past and may again in the future utilize sub-committees, such as After-School Committee, Policy Revision Committee, Public Relations Committee, Technology Committee; Parental Involvement Committee, etc. These sub-committees or non-standing committees address specific needs and are assigned under the standing committees.
Finally, TCCS ensures that information related to the school and parent-programs, meetings, and other activities, is sent to the parents of participating children in an understandable and uniform format, including alternative formats upon request, and, to the extent practicable, in a language the parents can understand. This is accomplished primarily through the Teaneck Charter School Community Organization (TCSCO) which communicates regularly with family members by sending home weekly updates of events, monthly calendars, and a bi-monthly newsletter.
TCCS PARENT COMPACT
The Teaneck Community Charter School will:
1. Provide high-quality curriculum which emphasizes topics from the New Jersey Core Curriculum Content Standards as well as personalized instruction in a supportive and effective learning environment with no more than 17 students in a classroom that engages student interest and participation and results in the participating children meeting the State’s student academic achievement standards
2. Hold individual parent-teacher conferences twice a year as well as on an as-needed basis during which this compact will be discussed as it relates to the individual child’s achievement.
Parent-teacher conferences will also cover the child’s academic progress and discuss any
problems, concerns, and achievements in the classroom.
3. Provide parents with frequent reports on their children’s progress.Specifically, the school will provide reports as follows: Formal reporting of student progress takes place three times a year. The schedule for this reporting is as follows:
1. Conference and report card in December. Conferences will be December 2 and 3
2. Conference and report card in March. Conferences will be March 14 and 16
3. Final report card in June
All students in grades 3-8 will take a standardized test at the conclusion of school
4. Provide parents reasonable access to staff.Specifically, staff will be available for consultation with parents during individual parent-teacher conferences twice a year as well as on an as-needed basis. Parents have email access to staff at all times.
5. Provide parents opportunities to volunteer and participate in their child’s class, and to observe classroom activities, through the Teaneck Charter School Community Organization (TCSCO) which, as an inclusive volunteer organization, holds regular monthly meetings and involves family members of all students in the life of the school.
As parents of TCCS students, we will support our children’s learning in the following ways: monitoring attendance; making sure that homework is completed; monitoring the amount of television our children watch; volunteering in my child’s classroom; participating, as appropriate, in decisions relating to my children’s education; promoting positive use of my child’s extracurricular time; staying informed about my child’s education and communicating with the school by promptly reading all notices from the school or the school district either received by my child or by mail and responding, as appropriate; serving, to the extent possible, on volunteer advisory groups, such as being the Title I, Part A parent representative on the school’s, Policy Advisory Committee, the School Support Team or other school advisory or policy groups.
At-Risk And Title 1
The school shall comply with all state and federal requirements in developing, implementing, administering and evaluating funded compensatory education programs and programs for pupils determined to be at risk.
Such instructional services and activities shall be designed to improve the level of proficiency in reading, writing, mathematics and other skills of pupils whose academic, social or environmental needs prevent them from succeeding in regular school programs, and to prevent their regression in such skills when regular programs are not in session. Parents/guardians shall be kept informed of their children's progress and shall be invited to consult with staff on ways to give their children the maximum benefits of such programs.
At least once annually, a public meeting shall be held for the express purpose of informing parents/guardians of the programs and activities provided with Title 1 funds. The agenda shall include:
The parents/guardians of all eligible children shall be invited to attend.
Mandated Policy Statements in Addition to Parent Consultation
B. Comparability of materials and supplies. To be in compliance with the requirements of 20 U.S.C. 3807, Section 558 (2)(B) (Title 1), the board of TCCS directs the Director to distribute curriculum materials and instructional supplies to the schools in such a way that equivalence is ensured within the school.
C. Supplement not supplant. The School shall use Title 1 and/or state compensatory education funds only to supplement and to the extent practical increase the level of funds that would, in the absence of Title 1 and/or state compensatory education funds, be made available for the education of pupils participating in Title 1 or state compensatory education projects. In no case shall Title 1 and/or state compensatory education funds be used to supplant those non‑Title 1 or nonstate compensatory education funds.
Eligibility for State and Federal Funds
The Director shall ensure that all requirements for receiving state and federal funds shall be fulfilled in an accurate and timely manner.
Control over such funds and title to all equipment and supplies purchased with such funds shall remain with the board. Procurement, control, use and disposition of equipment and supplies purchased with state/federal funds shall be in full compliance with the law.
The Director shall direct appropriate administrative personnel to pursue vigorously all possible sources of funding, either state or federal, that supports such compensatory services, and shall keep abreast of all changes in the law, which restrict or expand the school's use of state or federal funds.
Programs especially designed for migrant children shall be provided as necessary.
State/Federal Funds, Federal Funds, Compensatory Instruction, Basic Skills, Maintenance of Effort, Supplement not Supplant, Comparability, At-risk Pupils
In compliance with state department of education interpretation of the administrative Code on special education, the board adopts the following revision/amendment of its existing policies on providing educational and related services to pupils identified as having educationally disabling conditions as defined in federal and state law.
A. Exemption of educationally disabled pupils from the school graduation requirements
According to N.J.A.C. 6A:14-4.11 through -4.12 and N.J.A.C. 6:3-4A.1, a disabled pupil must meet all state and local graduation requirements unless exempted in his/her IEP. When a pupil has been exempted from any graduation requirement, his/her IEP shall address alternate requirements to be met. By the year specified in code, the board shall ensure that all pupils with disabilities participate in statewide assessments with appropriate accommodations or modifications, as determined by the pupil's IEP. If the nature of the pupil's disability is so severe that the pupil is not receiving instruction in any of the knowledge and skills measured by the statewide assessment and the pupil cannot complete any of the questions on the assessment in a subject area with or without accommodations, the pupil shall participate in a locally determined assessment of pupil progress.
By June 30 of a disabled pupil's last year in the elementary program, the pupil's case manager, parent/guardian and teacher(s) shall meet to review the instructional guide and basic plan of the pupil's IEP in view of the transition to the secondary program. Input from appropriate staff from the secondary school shall be part of the review.
The basic plan of the IEP for the pupil entering the secondary program will address all the elements required in the administrative code, including specifically addressing graduation requirements. Required reviews of the IEP shall continue to address graduation requirements.
A disabled pupil who has not been exempted from the proficiencies or has performed below the state minimum level of pupil proficiency on one or more areas of the state-mandated high school proficiency test may participate in the special review assessment (SRA). Educationally disabled pupils meeting the standards for graduation according to N.J.A.C. 6A:14-4. 12 shall have the opportunity to participate in graduation exercises and related activities on a nondiscriminatory basis.
B. Prevention of needless public labeling of educationally disabled pupils
The board directs that the names and other personally identifiable data concerning educationally disabled children shall be kept confidential and shall not be included in the public acts and public records of this district. Such names and data shall be reduced to code for inclusion in the public record. A special confidential file shall be maintained listing the names of educationally disabled pupils on whose behalf the Board of Trustees must take public action. Motions concerning disabled pupils made at public meetings shall be anonymous and referred to this confidential file.
This file shall be maintained in accordance with N.J.A.C. 6:3-6.2. Further, the board, administrators, faculty and other personnel shall avoid unnecessary and needless public labeling of such pupils. This shall include the avoidance of public address announcements so designating pupils, any open identification of classrooms with signs so designating, or any item of open or general circulation, such as photographs, audio/videotapes, etc., that so designates an individual pupil or class. Pupil records shall be maintained in accordance with N.J.A.C. 6:3-6.4.
C. Compilation, maintenance, access to and confidentiality of pupil records
According to N.J.A.C. 6:3-6.4 through -6.6, to ensure proper accessibility and confidentiality, the records of educationally disabled pupils shall be gathered, updated, maintained, stored, transferred, made accessible and finally disposed of in accordance with the district policy 5125 on pupil records in general. To assure the security of special education records:
1. Provision shall be made for access and security of computer-stored records of educationally disabled pupils;
2. Clerical and secretarial tasks related to such records shall be performed only under the supervision of appropriately certified staff.
As with all pupil records, access shall be guaranteed to persons authorized according to N.J.A.C. 6:3-6.5 within 10 days of the request, but prior to any review or hearing conducted in accordance with state Board of Trustees regulations.
For the district's general policy and regulation on pupil records see 5125, which deals with all requirements common to disabled and general pupil records including enumeration and description of records, provisions for access, notice to parents/guardians of their rights in regard to the child's records, etc.
D. Identification, location and evaluation of potentially educationally disabled pupils,
According to N.J.A.C 6A:14-3.3, the School Director shall prepare written procedures for identifying pupils enrolled in the charter district that may be educationally disabled, who are not receiving special education and/or related services as required. Procedures shall include provision for the referral of pupils who may be experiencing physical, sensory, emotional, communication, cognitive or social difficulties.
These procedures and arrangements shall be adopted by the board after review and possible revision. The procedures shall include criteria by which to identify the potentially disabled, and require the participation of staff, parents/guardians and appropriate agencies.
Evaluation and Determination of Eligibility
The evaluation process to determine a pupil's eligibility for educational and related services beyond those available within the regular public school program shall be conducted in strict compliance with the provisions of N.J.A.C. 6A:14-2.3, 2.5, 3.4 and 3.5 dealing with:
1. Parental notice, notification, consent and involvement, including determination of the parents/guardians' dominant language and necessary accommodations if the language is other than English or if the parents/guardians are deaf;
2. An initial evaluation that consists of a multi-disciplinary assessment in all areas of suspected disability and a written report of the results of each assessment;
3. Determination that a pupil is eligible for special education and related services when he/she has been identified as having one or more of the thirteen categories of disability described in the administrative code, and the disability adversely affects the pupil's educational performance.
The School Director shall oversee development of detailed procedures to govern the evaluation process, and shall implement them after they have been reviewed and adopted by the board. The board shall ensure that a variety of assessment tools and strategies shall be applied to gather information to develop and monitor the IEP, including cooperation and input from the parents/guardians. Relevant information shall also be related to enabling the pupil to be involved in and progress in the general education curriculum or, for preschool children with disabilities to participate in appropriate activities.
E. Provision of full educational opportunity to educationally disabled pupils.
The Board of Trustees is responsible for providing education for all children resident in the district. All reasonable efforts will be made to resolve an enrolled child's learning and adjustment difficulties prior to his/her referral to the child study team for screening and/or evaluation. When a pupil is found eligible for special education and related services and the Board of Trustees cannot provide required instruction and related services from its own resources and facilities, the board will comply with regulation appropriate to charter districts.
The goal of the board's special education program is to provide full educational opportunity to all educationally disabled pupils enrolled in the charter district, as those terms are defined in federal and state law. The School Director shall ensure that the district's special education programs comply with the law in every respect, including fiscal regulations and reports.
The School Director shall also ensure that the district plan for special education is in compliance with administrative code and the approved state plan for special education, according to N.J.A.C. 6A:14-4.1. This plan shall consist of policies, procedures, assurances, a comprehensive system of personnel development, data collection and an application that a comprehensive describes the use of IDEA Part B funds. The School Director shall ensure that the plan is implemented in this district and shall supervise its operation so that it will accomplish its stated goals and objectives.
F. Participation of and consultation with the parents of educationally disabled pupils toward the goal of providing full educational opportunity to all educationally disabled pupils within the charter district.
In order to achieve the district's goal of providing full educational opportunity to all educationally disabled pupils in accordance with the administrative code, parent/guardian participation shall be sought in every successive stage of the special education decision making process, pursuant to N.J.A.C.6A:14-2.3 and 2.4. All notifications shall be made and all necessary conferences conducted in the language used for communication by the parent/guardian and the pupil unless it is not feasible to do so, in which case the provisions of administrative code shall be followed.
Written notice to parents/guardians and/or adult pupils shall be provided as follows:
1. The board shall provide written notice no later than 15 calendar days after making a determination;
2. The board shall provide written notice at least 15 calendar days prior to the implementation of a proposed action so that the parents/guardians and/or adult pupil may consider the proposal.
The School Director shall develop and present to the board for review and adoption procedures for:
1. Giving notice to parents/guardians when an initial request is being made for consent to evaluate or when a proposal has been made to initiate or change a classification, evaluation or educational placement of the pupil, or the provision of a free, appropriate education. For each instance, all required information and documentation shall be supplied to the parents/guardians within the timelines set by the administrative code. Particular care must be taken to inform parents/guardians of their right to appeal and their rights in regard to low-cost legal counsel and fees;
2. Seeking consent of parents/guardians to the actions in1 when such consent is required;
3. Seeking parent/guardian participation in conferences and determinations as specified in 1, and in evaluation of the success of the educational plan for their child. When necessary, conference schedules shall be altered to accommodate working parents/guardians;
4. Mediation when disputes arise during any stage of the special education process that cannot be settled between the original parties.
5. Particularly, parental consent shall be obtained prior to implementation of the initial IEP resulting from evaluation; prior to reevaluation except in the circumstances outlined in code; and prior to the release of pupil records according to N.J.A.C. 6:3-6.
Procedures set out in the administrative code shall be followed when parent/guardian cooperation and/or participation cannot be obtained. When necessary, a surrogate parent shall be appointed to ensure the protection of a pupil's rights when the parents/guardians cannot be identified or located or the child is a ward of the State of New Jersey. The district shall select and train such surrogate parents in compliance with the administrative code.
No more than 90 calendar days after parental consent has been received shall be allowed for the evaluation, determination of eligibility and, if the pupil is eligible, the development and implementation of the IEP.
G. Provision of special services to enable educationally disabled pupils to participate in regular educational programs to the maximum extent appropriate
The Board of Trustees will provide the kind and quality of those special education-related services prescribed in the IEP to enable educationally disabled pupils to participate in regular educational programs to the maximum extent appropriate. Such education-related services shall include transportation, ensuring that hearing aids worn by deaf and/or hard of hearing children in school are functioning properly, etc.
When instruction in health, industrial arts, fine arts, music, home economics, and other education programs is provided to groups consisting solely of pupils with disabilities, the size of the groups and age range shall conform to the requirements for special class programs described in the administrative code.
When pupils with disabilities participate in physical education, intramural and interscholastic sports, non-academic and extracurricular activities in groups consisting solely of pupils with disabilities, the age range and group size shall be based on the nature of the activity, needs of the pupils participating in the activity and the level of supervision required.
The evaluation process to determine a pupil's eligibility for educational and related services beyond those available within the regular public school program shall be conducted in strict compliance with the provisions of the administrative code.
H. Determination of eligibility according to N.J.A.C.6A:14-2.3(i)1 and 3.5 through -3.6
Eligibility for special education and related services shall be determined collaboratively by the parents/guardians; a teacher who is knowledgeable about the pupil's educational performance or district's programs; the pupil, where appropriate; at least one child study team member who participated in the evaluation; the case manager; other appropriate individuals at the discretion of the parent or district; and for an initial eligibility meeting, certified school personnel referring the pupil as potentially disabled, or the school principal or designee if they choose to participate.
A pupil shall be determined eligible and classified for special education and related services when it is determined that the pupil has one or more of the disabilities defined in the administrative code. A pupil shall be determined eligible for speech-language services when he/she exhibits a speech or language disorder as outlined in the administrative code.
I. The individualized education program for each educationally disabled pupil shall be developed in accordance with the provisions of the administrative code, at N.J.A.C. 2.3(i)2 and N.J.A.C.6A:14-3.7.
The board shall ensure that an IEP is in effect for every pupil in the district who is receiving special education and related services.
A written individualized education program shall be developed and implemented for each classified pupil and, in accordance with New Jersey law, a review shall be conducted by the appropriate staff members annually or more often, if necessary, to evaluate the disabled pupil's progress and to revise the individualized education program.
Meetings shall be conducted to determine eligibility and to develop, review and revise a pupil's individualized education program. Such meetings shall be scheduled at a mutually agreed upon time and place, and notice of the meetings shall indicate the purpose, time, location and participants. If the parents/guardians cannot attend the meetings, the School Director/designee shall attempt to ensure parental participation, including the use of individual or conference telephone calls. Documentation shall be maintained of all attempts to secure parent/guardian participation.
Parents/guardians shall receive a copy of the pupil's IEP and of any revisions made to it.
All communication with parents/guardians, including written notice, notifications and required meetings, shall be conducted in the language used for communication by the parent/guardian and pupil unless it is not feasible to do so. This shall include providing foreign language interpreters or translators and sign language interpreters for the deaf at no cost to the parents.
The IEP shall be developed and monitored with the cooperation and input of parents/guardians. In addition to educational programming, the IEP shall provide for necessary disciplinary action and specify graduation requirements when appropriate. Any accommodations and/or modifications for the administration of statewide assessments shall be specified in the IEP.
1. No more than 90 calendar days after parental consent has been received shall be allowed for the evaluation, determination of eligibility and, if the pupil is eligible, the development and implementation of the IEP. The IEP shall be implemented as soon as possible following the IEP meeting.
2. The Board of Trustees will provide the kind and quality of those special education-related services prescribed in the IEP to enable educationally disabled pupils to participate in regular educational programs to the maximum extent appropriate. Such education-related services shall include transportation, ensuring that hearing aids worn by deaf and/or hard of hearing children in school are functioning properly, etc.
J. Protection of pupils rights in regard to evaluation and reevaluation procedures according to N.J.A.C. 6A:14-3.4 and 3.8
Procedures shall provide all due process protection for the rights of the pupil and his/her parents/guardians whether the pupil is already enrolled in the schools or has been located through the process for identification in the section D of this policy.
In order to achieve the district's goal of providing full educational opportunity to all educationally disabled pupils in accordance with the administrative code, parent/guardian participation shall be sought in every successive stage of the special education decisional process. All notifications shall be made and all necessary conferences conducted in the language used for communication by the parent/guardian and the pupil unless it is not feasible to do so, in which case the provisions of administrative code shall be followed. The School Director shall develop and present to the board for review and adoption procedures for.
K. Placement of educationally disabled pupils in the least restrictive environment according to N.J.A.C. 6A:14-4.2
Educational placement decisions made for each disabled pupil shall always be, insofar as possible, in the least restrictive environment commensurate with the pupil's educational needs. This means that to the maximum extent appropriate, educationally disabled pupils shall be educated with children who are not educationally disabled. These decisions should be designed to produce a positive effect on the pupil and to ensure the quality of services which he/she requires.
The School Director shall encourage positive attitudes toward the educationally disabled in all district pupils and personnel.
Special classes, separate schooling or other removal of educationally disabled pupils from the regular educational environment shall occur only when the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. This process shall be done in cooperation with the sending district in compliance with current charter district regulation.
Placement of a disabled pupil in the least restrictive environment shall be determined annually.
L. Establishment and implementation of procedural safeguards according to N.J.A.C. 6A:14-2.3 through -2.4 and N.J.A.C. 1:6A
The Board of Trustees directs the School Director to establish and implement the required procedural safeguards. Procedural safeguards shall include:
1. Giving notice to parents/guardians per N.J.A.C. 6A:14-2.3 when an initial request is being made for consent to evaluate or when a proposal has been made to initiate or change a classification, evaluation or educational placement of the pupil, or the provision of a free, appropriate education. For each instance, all required information and documentation shall be supplied to the parents/guardians within the timelines set by the administrative code. Particular care must be taken to inform parents/guardians of their right to appeal and their rights in regard to legal fees;
2. Seeking consent of parents/guardians to the actions in 1, when such consent is required;
3. Seeking parent/guardian participation in conferences and determinations as specified in 1 and in evaluation of the success of the educational plan for their child. When necessary, conference schedules shall be altered to accommodate working parents/guardians;
4. Mediation when disputes arise during any stage of the special education process which cannot be settled between the original parties.
The School Director shall ensure that the district's special education programs comply with the law in every respect, including fiscal regulations and reports.
These procedures shall provide all due process protection for the rights of the pupil and his/her parents/guardians. Procedures shall be conducted in strict compliance with the provisions of the administrative code dealing with parental notification, consent and involvement, including determination of the parents/guardians' dominant language and necessary accommodations if the language is other than English or if the parents/guardians are deaf.
To implement achievement of the board's goal for provision of special education, the School Director shall oversee development of a written plan for special education conforming to the state plan for the educationally disabled. The plan shall consist of policies, procedures, assurances; a comprehensive system of personnel development; data collection and an application that describes the use of IDEA Part B funds.
M. Complying with other aspects of the district program for special education and/or requirements of N.J.A.C. 6A:14
To implement achievement of the board's goal for provision of special education, the School Director shall oversee development of a written plan for special education conforming to the state plan for the educationally disabled. After the plan has been approved by the board of trustees and the county superintendent, the School Director shall implement it in this district and supervise its operation so that it will accomplish its stated goals and objectives. The plan, any alterations to it, and an evaluation of its effectiveness will be shared annually with the community.
In general, educationally disabled pupils are subject to the same disciplinary constraints and sanctions as non-disabled pupils. However, before disciplinary action is taken against an educationally disabled pupil, consideration must be given to whether the behavior is caused by the disabling condition, whether the program that is being provided meets the pupil's needs, whether a component of the pupil's IEP covers the behavior, or whether the pupil is an immediate danger to himself/herself or others.
A disabled pupil may be removed for disciplinary reasons from his/her current educational placement to an interim alternative educational setting, another setting, or a suspension without the provision of educational services for up to 10 consecutive or cumulative school days in a school year. Such suspensions are subject to the same district Board of Trustees procedures as non-disabled pupils. However, at the time of removal, the principal shall forward written notification and a description of the reasons for such action to the case manager.
Procedures for imposing and implementing disciplinary sanctions on educationally disabled pupils, including removal to an interim alternative educational setting, suspension for more than 10 school days in a school year, or expulsion, shall be in strict compliance with the provisions of state and federal law and the administrative code. (See N.J.A.C. 6A:14-2.8, 3.7 and Appendix A)
The School Director or designee shall gather and make available to parents/guardians of disabled children below the school age information regarding ameliorative services and programs provided by other state, county and local agencies. The procedures for such dissemination shall be reviewed and adopted by the board.
Limited English Proficient
Pupils with limited English proficiency may have educationally disabling conditions that must be addressed in order to provide them the full educational opportunity that is the goal of the district for every child. Evaluation procedures shall be selected so that the pupil's cultural background and language abilities are taken into consideration unless it is clearly unfeasible to do so; and shall accurately reflect the pupil's ability rather than the impairment. All actions under Parent/Guardian Notification, Consent and Participation are to be conducted in the parents/guardians' dominant language, unless that is clearly impossible. In that case, care shall be taken that the facts and procedures are made intelligible to the parents/guardians.
Cooperation with Other Agencies
The School Director shall investigate the possibilities of working with organizations and agencies providing services for the disabled, and shall present feasible programs and relationships to the board for consideration.
Evaluation of Program
At least annually, the board shall review in a public meeting evidence of progress toward achievement of the special education plan as a whole, the success of identification procedures specifically, and the effectiveness of implementation of IEPs.
Eligibility for State and Federal Funds
The School Director shall ensure that all requirements for receiving, using and accounting for state and federal funds shall be fulfilled in an accurate and timely manner.
Procurement, control, use and disposition of equipment and supplies purchased with state/federal funds shall be in full compliance with law.
In addition to educational programs, the board directs that the School Director take into consideration physical access to district facilities for disabled pupils, staff and the community in determining location of programs or planning new facilities per state and federal law.
A policy statement including both a broad commitment to compliance with the law, and language which addresses each specific requirement for "policy and procedures" in sufficient detail to provide a basis for the administrative action necessary to implement them. The policy should also address the written plan for special education, and the plan for staff development.