New Jersey Administrative Code › Title 6A - EDUCATION › Chapter 14 - SPECIAL EDUCATION › Appendix A

Current through Register Vol. 56, No. 14, July 15, 2024
Individuals with Disabilities Education Act
Amendments of 2004
20 U.S.C. §§
									1415,
				1412,
				1414
20 U.S.C. §
									1415
(k) Placement in alternative educational setting
(1) Authority of school personnel
(A) Case-by-case determination
School personnel may consider any unique circumstances on a
				case-by-case basis when determining whether to order a change in placement for
				a child with a disability who violates a code of student conduct.
(B) Authority
School personnel under this subsection may remove a child with
				a disability who violates a code of student conduct from their current
				placement to an appropriate interim alternative educational setting, another
				setting, or suspension, for not more than 10 school days (to the extent such
				alternatives are applied to children without disabilities).
(C) Additional authority
If school personnel seek to order a change in placement that
				would exceed 10 school days and the behavior that gave rise to the violation of
				the school code is determined not to be a manifestation of the child's
				disability pursuant to subparagraph (E), the relevant disciplinary procedures
				applicable to children without disabilities may be applied to the child in the
				same manner and for the same duration in which the procedures would be applied
				to children without disabilities, except as provided in section 1412(a)(1) of
				this title although it may be provided in an interim alternative educational
				setting.
(D) Services
A child with a disability who is removed from the child's
				current placement under subparagraph (G) (irrespective of whether the behavior
				is determined to be a manifestation of the child's disability) or subparagraph
				(C) shall--
(i) continue to receive educational services, as provided in
				section 1412(a)(1) of this title, so as to enable the child to continue to
				participate in the general education curriculum, although in another setting,
				and to progress toward meeting the goals set out in the child's IEP; and
(ii) receive, as appropriate, a functional behavioral
				assessment, behavioral intervention services and modifications, that are
				designed to address the behavior violation so that it does not recur.
(E) Manifestation determination
(i) In general
Except as provided in subparagraph (B), within 10 school days
				of any decision to change the placement of a child with a disability because of
				a violation of a code of student conduct, the local educational agency, the
				parent, and relevant members of the IEP Team (as determined by the parent and
				the local educational agency) shall review all relevant information in the
				student's file, including the child's IEP, any teacher observations, and any
				relevant information provided by the parents to determine--
(I) if the conduct in question was caused by, or had a direct
				and substantial relationship to, the child's disability; or
(II) if the conduct in question was the direct result of the
				local educational agency's failure to implement the IEP.
(ii) Manifestation
If the local educational agency, the parent, and relevant
				members of the IEP Team determine that either subclause (I) or (II) of clause
				(i) is applicable for the child, the conduct shall be determined to be a
				manifestation of the child's disability.
(F) Determination that behavior was a manifestation
If the local educational agency, the parent, and relevant
				members of the IEP Team make the determination that the conduct was a
				manifestation of the child's disability, the IEP Team shall--
(i) conduct a functional behavioral assessment, and implement a
				behavioral intervention plan for such child, provided that the local
				educational agency had not conducted such assessment prior to such
				determination before the behavior that resulted in a change in placement
				described in subparagraph (C) or (G);
(ii) in the situation where a behavioral intervention plan has
				been developed, review the behavioral intervention plan if the child already
				has such a behavioral intervention plan, and modify it, as necessary, to
				address the behavior; and
(iii) except as provided in subparagraph (G), return the child
				to the placement from which the child was removed, unless the parent and the
				local educational agency agree to a change of placement as part of the
				modification of the behavioral intervention plan.
(G) Special circumstances
School personnel may remove a student to an interim alternative
				educational setting for not more than 45 school days without regard to whether
				the behavior is determined to be a manifestation of the child's disability, in
				cases where a child--
(i) carries or possesses a weapon to or at school, on school
				premises, or to or at a school function under the jurisdiction of a State or
				local educational agency;
(ii) knowingly possesses or uses illegal drugs, or sells or
				solicits the sale of a controlled substance, while at school, on school
				premises, or at a school function under the jurisdiction of a State or local
				educational agency; or
(iii) has inflicted serious bodily injury upon another person
				while at school, on school premises, or at a school function under the
				jurisdiction of a State or local educational agency.
(H) Notification
Not later than the date on which the decision to take
				disciplinary action is made, the local educational agency shall notify the
				parents of that decision, and of all procedural safeguards accorded under this
				section.
(2) Determination of setting
The interim alternative educational setting in subparagraphs
				(C) and (G) of paragraph (1) shall be determined by the IEP Team.
(3) Appeal
(A) In general
The parent of a child with a disability who disagrees with any
				decision regarding placement, or the manifestation determination under this
				subsection, or a local educational agency that believes that maintaining the
				current placement of the child is substantially likely to result in injury to
				the child or to others, may request a hearing.
(B) Authority of hearing officer
(i) In general
A hearing officer shall hear, and make a determination
				regarding, an appeal requested under subparagraph (A).
(ii) Change of placement order
In making the determination under clause (i), the hearing
				officer may order a change in placement of a child with a disability. In such
				situations, the hearing officer may--
(I) return a child with a disability to the placement from
				which the child was removed; or
(II) order a change in placement of a child with a disability
				to an appropriate interim alternative educational setting for not more than 45
				school days if the hearing officer determines that maintaining the current
				placement of such child is substantially likely to result in injury to the
				child or to others.
(4) Placement during appeals
When an appeal under paragraph (3) has been requested by either
				the parent or the local educational agency--
(A) the child shall remain in the interim alternative
				educational setting pending the decision of the hearing officer or until the
				expiration of the time period provided for in paragraph (1)(C), whichever
				occurs first, unless the parent and the State or local educational agency agree
				otherwise; and
(B) the State or local educational agency shall arrange for an
				expedited hearing, which shall occur within 20 school days of the date the
				hearing is requested and shall result in a determination within 10 school days
				after the hearing.
(5) Protections for children not yet eligible for special
				education and related services
(A) In general
A child who has not been determined to be eligible for special
				education and related services under this subchapter and who has engaged in
				behavior that violates a code of student conduct, may assert any of the
				protections provided for in this subchapter if the local educational agency had
				knowledge (as determined in accordance with this paragraph) that the child was
				a child with a disability before the behavior that precipitated the
				disciplinary action occurred.
(B) Basis of knowledge
A local educational agency shall be deemed to have knowledge
				that a child is a child with a disability if, before the behavior that
				precipitated the disciplinary action occurred--
(i) the parent of the child has expressed concern in writing to
				supervisory or administrative personnel of the appropriate educational agency,
				or a teacher of the child, that the child is in need of special education and
				related services;
(ii) the parent of the child has requested an evaluation of the
				child pursuant to section 1414(a)(1)(B) of this title; or
(iii) the teacher of the child, or other personnel of the local
				educational agency, has expressed specific concerns about a pattern of behavior
				demonstrated by the child, directly to the director of special education of
				such agency or to other supervisory personnel of the agency.
(C) Exception
A local educational agency shall not be deemed to have
				knowledge that the child is a child with a disability if the parent of the
				child has not allowed an evaluation of the child pursuant to section 1414 of
				this title or has refused services under this subchapter or the child has been
				evaluated and it was determined that the child was not a child with a
				disability under this subchapter.
(D) Conditions that apply if no basis of knowledge
(i) In general
If a local educational agency does not have knowledge that a
				child is a child with a disability (in accordance with subparagraph (B) or (C))
				prior to taking disciplinary measures against the child, the child may be
				subjected to disciplinary measures applied to children without disabilities who
				engaged in comparable behaviors consistent with clause (ii).
(ii) Limitations
If a request is made for an evaluation of a child during the
				time period in which the child is subjected to disciplinary measures under this
				subsection, the evaluation shall be conducted in an expedited manner. If the
				child is determined to be a child with a disability, taking into consideration
				information from the evaluation conducted by the agency and information
				provided by the parents, the agency shall provide special education and related
				services in accordance with this subchapter, except that, pending the results
				of the evaluation, the child shall remain in the educational placement
				determined by school authorities.
(6) Referral to and action by law enforcement and judicial
				authorities
(A) Rule of construction
Nothing in this subchapter shall be construed to prohibit an
				agency from reporting a crime committed by a child with a disability to
				appropriate authorities or to prevent State law enforcement and judicial
				authorities from exercising their responsibilities with regard to the
				application of Federal and State law to crimes committed by a child with a
				disability.
(B) Transmittal of records
An agency reporting a crime committed by a child with a
				disability shall ensure that copies of the special education and disciplinary
				records of the child are transmitted for consideration by the appropriate
				authorities to whom the agency reports the crime.
(7) Definitions
In this subsection:
(A) Controlled substance
The term "controlled substance" means a drug or other substance
				identified under schedule I, II, III, IV, or V in section 812(c) of Title
				21.
(B) Illegal drug
The term "illegal drug" means a controlled substance but does
				not include a controlled substance that is legally possessed or used under the
				supervision of a licensed health-care professional or that is legally possessed
				or used under any other authority under that Act or under any other provision
				of Federal law.
(C) Weapon
The term "weapon" has the meaning given the term "dangerous
				weapon" under section 930(g)(2) of Title 18.
(D) Serious bodily injury
The term "serious bodily injury" has the meaning given the term
				"serious bodily injury" under paragraph (3) of subsection (h) of section 1365
				of Title 18.
20 U.S.C. §
									1412
(a) In general
A State is eligible for assistance under this subchapter for a
				fiscal year if the State submits a plan that provides assurances to the
				Secretary that the State has in effect policies and procedures to ensure that
				the State meets each of the following conditions:
(1) Free appropriate public education
(A) In general
A free appropriate public education is available to all
				children with disabilities residing in the State between the ages of 3 and 21,
				inclusive, including children with disabilities who have been suspended or
				expelled from school.
(B) Limitation
The obligation to make a free appropriate public education
				available to all children with disabilities does not apply with respect to
				children--
(i) aged 3 through 5 and 18 through 21 in a State to the extent
				that its application to those children would be inconsistent with State law or
				practice, or the order of any court, respecting the provision of public
				education to children in those age ranges; and
(ii) aged 18 through 21 to the extent that State law does not
				require that special education and related services under this subchapter be
				provided to children with disabilities who, in the educational placement prior
				to their incarceration in an adult correctional facility--
(I) were not actually identified as being a child with a
				disability under section 1401 of this title; or
(II) did not have an individualized education program under
				this subchapter.
20
				U.S.C. §
									1414
(a) Evaluations, parental consent, and reevaluations
(1) Initial evaluations
(A) In general
A State educational agency, other State agency, or local
				educational agency shall conduct a full and individual initial evaluation in
				accordance with this paragraph and subsection (b) of this section, before the
				initial provision of special education and related services to a child with a
				disability under this part.
(B) Request for initial evaluation
Consistent with subparagraph (D), either a parent of a child,
				or a State educational agency, other State agency, or local educational agency
				may initiate a request for an initial evaluation to determine if the child is a
				child with a disability.
(C) Procedures
(i) In general
Such initial evaluation shall consist of procedures--
(I) to determine whether a child is a child with a disability
				(as defined in section 1401 of this title) within 60 days of receiving parental
				consent for the evaluation, or, if the State establishes a timeframe within
				which the evaluation must be conducted, within such timeframe; and
(II) to determine the educational needs of such child.
(ii) Exception
The relevant timeframe in clause (i)(I) shall not apply to a
				local educational agency if--
(I) a child enrolls in a school served by the local educational
				agency after the relevant timeframe in clause (i)(I) has begun and prior to a
				determination by the child's previous local educational agency as to whether
				the child is a child with a disability (as defined in section 1401 of this
				title), but only if the subsequent local educational agency is making
				sufficient progress to ensure a prompt completion of the evaluation, and the
				parent and subsequent local educational agency agree to a specific time when
				the evaluation will be completed; or
(II) the parent of a child repeatedly fails or refuses to
				produce the child for the evaluation.
(D) Parental consent
(i) In general
(I) Consent for initial evaluation
The agency proposing to conduct an initial evaluation to
				determine if the child qualifies as a child with a disability as defined in
				section 1401 of this title shall obtain informed consent from the parent of
				such child before conducting the evaluation. Parental consent for evaluation
				shall not be construed as consent for placement for receipt of special
				education and related services.
(II) Consent for services
An agency that is responsible for making a free appropriate
				public education available to a child with a disability under this subchapter
				shall seek to obtain informed consent from the parent of such child before
				providing special education and related services to the child.
(ii) Absence of consent
(I) For initial evaluation
If the parent of such child does not provide consent for an
				initial evaluation under clause (i)(I), or the parent fails to respond to a
				request to provide the consent, the local educational agency may pursue the
				initial evaluation of the child by utilizing the procedures described in
				section 1415 of this title, except to the extent inconsistent with State law
				relating to such parental consent.
(II) For services
If the parent of such child refuses to consent to services
				under clause (i)(II), the local educational agency shall not provide special
				education and related services to the child by utilizing the procedures
				described in section 1415 of this title.
(III) Effect on agency obligations
If the parent of such child refuses to consent to the receipt
				of special education and related services, or the parent fails to respond to a
				request to provide such consent--
(aa) the local educational agency shall not be considered to be
				in violation of the requirement to make available a free appropriate public
				education to the child for the failure to provide such child with the special
				education and related services for which the local educational agency requests
				such consent; and
(bb) the local educational agency shall not be required to
				convene an IEP meeting or develop an IEP under this section for the child for
				the special education and related services for which the local educational
				agency requests such consent.
(iii) Consent for wards of the State
(I) In general
If the child is a ward of the State and is not residing with
				the child's parent, the agency shall make reasonable efforts to obtain the
				informed consent from the parent (as defined in section 1401 of this title) of
				the child for an initial evaluation to determine whether the child is a child
				with a disability.
(II) Exception
The agency shall not be required to obtain informed consent
				from the parent of a child for an initial evaluation to determine whether the
				child is a child with a disability if--
(aa) despite reasonable efforts to do so, the agency cannot
				discover the whereabouts of the parent of the child;
(bb) the rights of the parents of the child have been
				terminated in accordance with State law; or
(cc) the rights of the parent to make educational decisions
				have been subrogated by a judge in accordance with State law and consent for an
				initial evaluation has been given by an individual appointed by the judge to
				represent the child.
(E) Rule of construction
The screening of a student by a teacher or specialist to
				determine appropriate instructional strategies for curriculum implementation
				shall not be considered to be an evaluation for eligibility for special
				education and related services.
(2) Reevaluations
(A) In general
A local educational agency shall ensure that a reevaluation of
				each child with a disability is conducted in accordance with subsections (b)
				and (c) of this section--
(i) if the local educational agency determines that the
				educational or related services needs, including improved academic achievement
				and functional performance, of the child warrant a reevaluation; or
(ii) if the child's parents or teacher requests a
				reevaluation.
(B) Limitation
A reevaluation conducted under subparagraph (A) shall
				occur--
(i) not more frequently than once a year, unless the parent and
				the local educational agency agree otherwise; and
(ii) at least once every 3 years, unless the parent and the
				local educational agency agree that a reevaluation is unnecessary.
(b) Evaluation procedures
(1) Notice
The local educational agency shall provide notice to the
				parents of a child with a disability, in accordance with subsections (b)(3),
				(b)(4), and (c) of section 1415 of this title, that describes any evaluation
				procedures such agency proposes to conduct.
(2) Conduct of evaluation
In conducting the evaluation, the local educational agency
				shall--
(A) use a variety of assessment tools and strategies to gather
				relevant functional, developmental, and academic information, including
				information provided by the parent, that may assist in determining--
(i) whether the child is a child with a disability; and
(ii) the content of the child's individualized education
				program, including information related to enabling the child to be involved in
				and progress in the general education curriculum, or, for preschool children,
				to participate in appropriate activities;
(B) not use any single measure or assessment as the sole
				criterion for determining whether a child is a child with a disability or
				determining an appropriate educational program for the child; and
(C) use technically sound instruments that may assess the
				relative contribution of cognitive and behavioral factors, in addition to
				physical or developmental factors.
(3) Additional requirements
Each local educational agency shall ensure that--
(A) assessments and other evaluation materials used to assess a
				child under this section--
(i) are selected and administered so as not to be
				discriminatory on a racial or cultural basis;
(ii) are provided and administered in the language and form
				most likely to yield accurate information on what the child knows and can do
				academically, developmentally, and functionally, unless it is not feasible to
				so provide or administer;
(iii) are used for purposes for which the assessments or
				measures are valid and reliable;
(iv) are administered by trained and knowledgeable personnel;
				and
(v) are administered in accordance with any instructions
				provided by the producer of such assessments;
(B) the child is assessed in all areas of suspected
				disability;
(C) assessment tools and strategies that provide relevant
				information that directly assists persons in determining the educational needs
				of the child are provided; and
(D) assessments of children with disabilities who transfer from
				1 school district to another school district in the same academic year are
				coordinated with such children's prior and subsequent schools, as necessary and
				as expeditiously as possible, to ensure prompt completion of full
				evaluations.
(4) Determination of eligibility and educational need
Upon completion of the administration of assessments and other
				evaluation measures--
(A) the determination of whether the child is a child with a
				disability as defined in section 1401(3) of this title and the educational
				needs of the child shall be made by a team of qualified professionals and the
				parent of the child in accordance with paragraph (5); and
(B) a copy of the evaluation report and the documentation of
				determination of eligibility shall be given to the parent.
(5) Special rule for eligibility determination
In making a determination of eligibility under paragraph
				(4)(A), a child shall not be determined to be a child with a disability if the
				determinant factor for such determination is--
(A) lack of appropriate instruction in reading, including in
				the essential components of reading instruction (as defined in section 6368(3)
				of this title);
(B) lack of instruction in math; or
(C) limited English proficiency.
(6) Specific learning disabilities
(A) In general
Notwithstanding section 1406(b) of this title, when determining
				whether a child has a specific learning disability as defined in section 1401
				of this title, a local educational agency shall not be required to take into
				consideration whether a child has a severe discrepancy between achievement and
				intellectual ability in oral expression, listening comprehension, written
				expression, basic reading skill, reading comprehension, mathematical
				calculation, or mathematical reasoning.
(B) Additional authority
In determining whether a child has a specific learning
				disability, a local educational agency may use a process that determines if the
				child responds to scientific, research-based intervention as a part of the
				evaluation procedures described in paragraphs (2) and (3).
(c) Additional requirements for evaluation and reevaluations
(1) Review of existing evaluation data
As part of an initial evaluation (if appropriate) and as part
				of any reevaluation under this section, the IEP Team and other qualified
				professionals, as appropriate, shall--
(A) review existing evaluation data on the child, including--
(i) evaluations and information provided by the parents of the
				child;
(ii) current classroom-based, local, or State assessments, and
				classroom-based observations; and
(iii) observations by teachers and related services providers;
				and
(B) on the basis of that review, and input from the child's
				parents, identify what additional data, if any, are needed to determine--
(i) whether the child is a child with a disability as defined
				in section 1401(3) of this title, and the educational needs of the child, or,
				in case of a reevaluation of a child, whether the child continues to have such
				a disability and such educational needs;
(ii) the present levels of academic achievement and related
				developmental needs of the child;
(iii) whether the child needs special education and related
				services, or in the case of a reevaluation of a child, whether the child
				continues to need special education and related services; and
(iv) whether any additions or modifications to the special
				education and related services are needed to enable the child to meet the
				measurable annual goals set out in the individualized education program of the
				child and to participate, as appropriate, in the general education
				curriculum.
(2) Source of data
The local educational agency shall administer such assessments
				and other evaluation measures as may be needed to produce the data identified
				by the IEP Team under paragraph (1)(B).
(3) Parental consent
Each local educational agency shall obtain informed parental
				consent, in accordance with subsection (a)(1)(D) of this section, prior to
				conducting any reevaluation of a child with a disability, except that such
				informed parental consent need not be obtained if the local educational agency
				can demonstrate that it had taken reasonable measures to obtain such consent
				and the child's parent has failed to respond.
(4) Requirements if additional data are not needed
If the IEP Team and other qualified professionals, as
				appropriate, determine that no additional data are needed to determine whether
				the child continues to be a child with a disability and to determine the
				child's educational needs, the local educational agency--
(A) shall notify the child's parents of--
(i) that determination and the reasons for the determination;
				and
(ii) the right of such parents to request an assessment to
				determine whether the child continues to be a child with a disability and to
				determine the child's educational needs; and
(B) shall not be required to conduct such an assessment unless
				requested to by the child's parents.
(5) Evaluations before change in eligibility
(A) In general
Except as provided in subparagraph (B), a local educational
				agency shall evaluate a child with a disability in accordance with this section
				before determining that the child is no longer a child with a
				disability.
(B) Exception
(i) In general
The evaluation described in subparagraph (A) shall not be
				required before the termination of a child's eligibility under this subchapter
				due to graduation from secondary school with a regular diploma, or due to
				exceeding the age eligibility for a free appropriate public education under
				State law.
(ii) Summary of performance
For a child whose eligibility under this subchapter terminates
				under circumstances described in clause (i), a local educational agency shall
				provide the child with a summary of the child's academic achievement and
				functional performance, which shall include recommendations on how to assist
				the child in meeting the child's postsecondary goals.