New Jersey Council of Administrators of Special Education
NJCASE

NJ CASE News

Seeking IEP Input

The NJDOE seeks input to its model IEP. As you know, the model IEP components must be replicated in all IEP's developed for students throughout the state of New Jersey. This is your opportunity to help improve the quality of these documents. NJ CASE encourages all its members to provide their ideas and assist the NJDOE in its efforts. Please copy caseofnj@gmail.com so we can share your ideas with our membership! See the memo from Gov. Christie's office.

Dear Colleague Letter January 2015 Regarding ELL
SGO's for Specialists

NJCASE is pleased to be participating with the NJDOE in the development of SGO's for Specialists. This important work will contribute to the appropriate participation of CST, Nurses, Therapists and other non-teaching certificated staff in AchieveNJ.

Participation of Students in Extracurricular Activities - New OCR Guidance

In December 2013, the U.S. Office of Civil Rights issued a guidance letter providing clarification to the participation of students with disabilities in athletics and other extracurricular activities.

Keeping All Students Safe Act
"Graduation Disparities Loom Large for Students With Special Needs"
"Stability" Legislation

A2739 [1R] BENSON, WAGNER

AN ACT concerning special education programs and supplementing chapter 46 of Title 18A of the New Jersey Statutes.

BE IT ENACTED by the Senate and General Assembly of the State of New Jersey:

The State Board of Education shall promulgate regulations to require school districts to develop a plan to establish stability in special education programming. The plan shall take into account the consistency of the location, curriculum, and staffing in the provision of special education programs and services. The State board regulations shall also require that when developing an individualized education program (IEP) with the parent or guardian of a student who is prone to regression due to frequent changes in location including, but not limited to, students diagnosed with autism spectrum disorder, the IEP team shall consider among other factors, the consistency of the location of services, and that the parentÂ’s preference of location be given primary consideration against other factors when determining in-district special education placements.

This act shall take effect 90 days after the date of enactment.

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