FAQ
(Frequently Asked Questions)

Q: How do I request an evaluation of my child in the Township of Ocean?

A: 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 building principal and/or child study team.

Within 20 calendar days of receiving a direct referral, the school district must hold a meeting to decide whether an evaluation will be conducted. If you do not receive a meeting notice/invitation, contact the Assistant Superintendent of Special Services, Ms. Kristen Hanson. You can email her at khanson@oceanschools.org or send a letter by certified mail (keep your receipt) or hand deliever it to the district office on Monmouth Road.

See our Resources page for a sample letter.

Ms. Kristen Hanson, Assistant Superintendent of Special Services
Township of Ocean Special Services
163 Monmouth Road
Oakhurst, NJ 07755

Q: What is a referral?

A: A referral is “the written request for an initial evaluation to determine whether a student is eligible for” (NJAC 6A:14-1.3) special education and related services. A referral is made when one suspects a student (age 3-21) may have a disability which may require special education services.

Q: Who can make a referral to the Child Study Team?

A: Referrals to the Child Study Team may come from a parent/guardian, school administrator, school staff member, a school committee such as I&RS (Intervention and Referral Services) or RTI (Response to Intervention), or state agencies concerned with the welfare of the student.

For a parent/guardian to refer a student to the Child Study Team, the parent/guardian will mail a letter to the director, Ms. Kristen Hanson, as listed above. In the referral letter, please include the following information: student’s name, student’s date of birth, student’s home address, reason for concern, parent/guardian contact information, and parent/guardian signature.

Q: Does a referral mean my child will receive special education and related services?

A: Once a referral is received, the parent/guardian will be contacted by the school and a meeting will be arranged within 20 days of receipt of the referral. This meeting is called the Identification/Evaluation Planning meeting. In attendance will be the student’s general education teacher, the three Child Study Team members, parent/guardian(s), and other relevant participants identified by the school or family. The purpose of this meeting is to determine if Child Study Team evaluation is warranted or not; an evaluation may be warranted if the Child Study Team believes the student may have a disabling condition. If an evaluation is warranted, an Evaluation Plan will be developed with the participants. Results of the evaluations will assist in determining if a student is eligible for special education and related services.

Q: What is an evaluation?

A: An evaluation is the process used to determine whether a student has a disability. This process includes a review of any relevant data, and the individual administration of any tests, assessments and observations of your child. For an initial evaluation, at least two child study team members and other specialists, as required or at determined necessary, must participate. A minimum of two assessments of your child are needed to determine eligibility for special education and related services. Each assessment must be conducted by a person who has appropriate training, or who is qualified to conduct the assessment through his or her professional license or certification.

A typical initial evaluation for a student referred to the Child Study Team is comprised of multiple assessments. Most often, this includes a social assessment, a psychological assessment, and an educational assessment. The Child Study Team, through discussions with parent/guardian(s) and teacher, will determine if other assessments may be required (such as, but not limited to: speech/language therapy, occupational therapy, physical therapy, medical assessment). Each assessment must be conducted by a person who has appropriate training, or who is qualified to conduct the assessment through his or her professional license or certification.

Q: I've given my consent for evaluation - now what?

A: The district has, from the date parent(s) provides consent to evaluate, ninety (90) calendar days to complete the necessary evaluations, write a report which details evaluation results, send reports home for parent/guardian review, conduct an eligibility meeting, and conduct an IEP meeting if the student is eligible. Parents should be reveiving all evaluations reports 10 days prior to the eligibility meeting.

Upon completion of the evaluations, an eligibility meeting will be scheduled to determine whether the student is eligible for special education and related services. The evaluator will review their findings and answer questions.

The case manager will discuss the rationale for determination of eligibility or non-eligibility. The first decision is whether the student possesses a disability that adversely affects educational performance and requires special education and related services. If a student is determined to be eligible, an IEP (Individualized Education Program) meeting may be held or reconvened.

Q: What are the special education classifications?

A: There are 13 categories for special education eligibility:

Auditorily Impaired (AI)

Autistic (AUT)

Cognitively Impaired (CI)

Communication Impaired (CI)

Emotionally Disturbed (ED)

Multiply Disabled (MD)

Orthopedically Impaired (OI)

Other Health Impaired (OHI)

Preschool Disabled (PD)

Social Maladjustment (SM)

Specific Learning Disability (SLD)

Traumatic Brain Injury (TBI)

Visually Impaired (VI)

Q: What should I expect at an IEP Meeting?

A: (From verywellmind.com) The following people must be invited to attend the meeting: the child's parents or legal guardian, the child if over age 14, a general education teacher, a special education teacher, a school system representative, a professional who can interpret the evaluation data, and any other people with knowledge or special expertise about your child.

This group of people will make up your child’s IEP team. It is most beneficial when all team members work together in a collaborative way to carry out a student’s educational plan.

If you have any questions or concerns at all, don’t hesitate to bring them up during the meeting. You are an integral part of your child’s educational team. You, as the parent, truly know your child best. Your insights regarding your child—their needs and strengths—are valuable and your role on the team is an essential one, so don’t be afraid to speak up and share your thoughts, ideas, and questions openly.

Coming into the meeting, it is helpful if you prepare a list of your concerns and the main goals you have for your child during this academic year. Identify the specific areas in which your child is struggling. What are the skills you’d like to see improve? Jot down any questions you want to be resolved in the meeting. Think about how you’d like to set up regular contacts with your child’s teacher or other appropriate school staff.

The first IEP meeting can be an overwhelming time for any parent. There is so much new information to take in as you begin to learn more and more about special education services and how they can best benefit your child. Parent permission is needed in order for the IEP to be put into effect. If you are unsure about the plan or just want to have more time to consider it, it is perfectly fine to take it home to review and sign later. Once you feel good about and have approved of the plan, special education services can be put in place for your child.


Q: What is the difference between an IEP and a 504?

A: Click here for District info and here for additional info.
An IEP is an in-depth document for students who require special education services. A 504 plan can accommodate students who can learn within a general education environment with stated modifications.

Q: What if I disagree with the Child Study Team?

See page 16 of PRISE. There may be a time when you and the school district disagree. Many disagreements can be resolved by communication with your child’s teacher, case manager, the school principal, or other school dis­trict personnel. There are also procedures established under state and federal law to address your concerns, such as complaint resolution, mediation or a due process hearing.

In all cases when the family and school don’t agree, it’s important for both parties to first discuss their concerns and try to reach a compromise. And if parents and the school still can’t agree, you move to mediation or due process. Please read more here: https://www.parentcenterhub.org/disagree/


Q: What's the difference between SEPAG (Special Education Parent Advisory Group) and SEPTA (Special Education Parent Teacher Association)?

A: Chart explanation here.

SEPAG is a parent advisory council that communicates with the school board regarding special education policy, practices, and programs. SEPAG helps parents learn information about special education rights and policies to build relationships with schools. SEPAG's focus is on policy and communication with the school board and administration.

SEPTA is a Parent Teacher Association (PTA) with a focus on special education. SEPTA engages families and the community to advocate for children with special needs, and offers support to special education families. SEPTA partners with the other school PTA's to increase inclusion in our schools and community. A SEPTA may host events, activities and fundraisers.

Link to our SEPTA here.