Special Services

Dear Special Education Community Members,

The success of our special education students and the educational programs that are instrumental to their growth is a product of a strong team of families, educators, service providers, administrators, and community members. Through your tireless dedication, commitment, and support, our special needs students—regardless of ability, background, language, race, ethnicity, gender identity, sexual orientation, or family structure— are empowered to reach their fullest potential.

The journey starts with our families and caregivers who are essential partners in our educational community. Your insight, advocacy, and involvement are vital for informing and shaping the individualized support your children receive. We want you to feel welcome to communicate with us on a regular basis, allowing us to learn more about you and your child, sharing your perspectives on their learning experience, and helping to set goals that enhance their social, emotional, and educational growth. Our best collaboration will be realized through a continued building of mutual trust that leads to strong, rewarding outcomes for your children.

At the heart of instruction and student care in our classrooms are our special education teachers and related service providers. I am committed to supporting you through ongoing professional development, access to evidence-based and culturally responsive resources, and training that equips you to meet the diverse needs of all learners and to best support our families. Together, we will ensure our classrooms are inclusive, equitable, and nurturing environments where every student feels a sense of belonging.

Equally integral to the special education learning experience in our schools are Speech-language pathologists, occupational and physical therapists, psychologists, behavioral specialists, LDTC’s, social workers and other service providers who play a critical role in our students' development. Through your expertise and teamwork with our classroom educators, you help our team to deliver comprehensive, individualized support tailored to each student’s unique strengths and needs.

School administrators and community organizations are the glue within our greater learning community, strengthening special education by ensuring our services align with the legal and ethical standards that govern inclusive education. Your efforts create a welcoming educational environment in which it is possible for every student to succeed.

Together, as a dedicated team with a passion for wanting EVERY child to grow and succeed, we will provide our students and children with a comprehensive and inclusive education of which we all can be proud.

Please accept my thanks and appreciation for all you do to make a difference in the lives of our students. Your efforts truly matters, and I look forward to our continued partnership and collective successes.

With gratitude,
Nancy Morales-Frigoletto
Director of Special Services

Director of Special Services
Mrs. Nancy Morales-Frigoletto
Phone: 908.436.5253

Welcome Center
507 Westminster Ave
Elizabeth, NJ 07208
Phone: 908.436.5200

Vision and Mission

DIVISION OF SPECIAL SERVICES VISION AND MISSION
Elizabeth Public Schools

Vision
The Elizabeth Public Schools Division of Special Services believes in supporting the whole child by delivering a broad spectrum of educational opportunities for students to successfully develop academic, social, emotional, and career readiness skills through quality, inclusive best practices. The Division of Special Services will work collaboratively with the district to be one of the highest performing urban schools in the nation.

Mission
We ensure the implementation of Individualized Education Programs with fidelity. Coordinate related services, data collection, and progress monitoring, while maintaining compliance with local, state, and federal laws. It is through a nurturing and safe learning environment that we will deliver rigorous, personalized, multisensory, differentiated instruction to meet the individual needs of our special services students whose successful baseline of achievement is met to ensure that every child achieves excellence. Above all, we believe setting high expectations, developing meaningful relationships and working collaboratively with families, staff, and the community will ultimately inspire, engage, and challenge students to become lifelong learners. It is our firm belief that all means ALL.

Division of Special Services

Division of Special Services Directory

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Child Study Team (C.S.T.)

The Child Study Team (CST) is a multidisciplinary educational team responsible for locating, identifying, evaluating, determining eligibility, and developing Individualized Education Programs (IEPs) for students suspected of having educational disabilities. They provide consultative, evaluative, and support to teachers and parents. The CST offers diagnostic services to students between the ages of 3 and 21 who have been identified as potentially having a disability resulting in educational impact, and interpret and apply special education laws to oversee the case management of their students. The members of the CST comprise a school psychologist, a learning disabilities teacher-consultant, a CST social worker, and, when appropriate, a speech-language specialist.

Roles and Responsibilities:

School Psychologist: The school psychologist is proficient in assessing a child's cognition and learning. The school psychologist monitors students’ emotional well-being and considers how internal and external factors may influence behavior and academic performance. The school psychologist collaborates with both general education and special education teachers to support and optimize students’ potential. School psychologists also conduct suicide screenings, FBAs and provide counseling as a related service to classified students.
Learning Disabilities Teacher-Consultant (LDT-C): The LDT-C is a highly qualified educator who serves as an educational diagnostician and educational consultant on the CST. LDT-Cs conduct comprehensive educational assessments and analyze student learning differences. The LDTC communicates effective instructional strategies to classroom teachers through consultation and collaboration.
CST Social Worker: The CST social worker evaluates students within the context of their family, school, and community. The social history assessment encompasses. a review of biopsychosocial factors—such as social, emotional, physical, behavioral, and cultural influences—that may affect a child's adjustment and performance in the educational setting. Additionally, the school social worker offers counseling, crisis intervention, and consultation services, while also assisting families in accessing community resources.

Elizabeth Special Education Parents Advisory Council (E.S.E.P.A.C.)

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Executive Officers

President: Emily Gonzalez
Vice President: Gilda Rodriguez
Secretary: Denise Olivera

Contact information: ESEPAC@epsnj.org

SEPAC Documents

SEPAC Manual
Special Education Parent Advisory Committee
ESEPAC - IEP Navigation

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Individualized Educational Plan (I.E.P.)

Indicators That Your Child May Require an IEP

Your child may be eligible for an Individualized Education Program (IEP) if a disabling condition significantly affects their educational performance and progress.

Referral for Evaluation

A parent, guardian, or the Intervention and Referral Services (I&RS) Team can request an evaluation by the Child Study Team in writing. Written consent from the parent or legal guardian is necessary to initiate the process.

Evaluation Process

Members of the Child Study Team will review the referral information during an Initial Identification meeting to identify any suspected disabilities that may hinder the student's ability to achieve academic success.

Eligibility Meeting

The IEP Team, including parents or guardians, will convene to review the evaluation results and determine whether the student meets the criteria for special education services.

IEP Development and Implementation

If the student is deemed eligible for special education and related services, the team will develop an IEP within 30 days. The IEP will outline the specialized program and services designed to support the student’s learning needs.

Annual Review of IEP

The IEP must be reviewed at least once per year. However, parents or guardians can request an IEP meeting at any time if they believe the student is not demonstrating adequate progress.

IEP vs 504 Plan:

A 504 Plan is a free support plan for students with disabilities that provides accommodations to help them succeed in a general education classroom. Unlike an IEP, a 504 Plan does not include specialized instruction, but it ensures access to learning by removing barriers. Common accommodations may include extra time on tests, a quiet room for testing, help with note-taking, or access to assistive technology. 504 Plans are more flexible than IEPs—they do not require one of the 13 specific disabilities listed under IDEA and do not need to be reviewed annually, though they can be updated if needed.

IEP vs. 504 Plan: Key Differences

Feature	IEP	504 Plan
Age Range	3–21	K–12 (sometimes college)
Special Education Services	Yes	No
Accommodations	Yes	Yes
Specific Disability Required	Yes (1 of 13 under IDEA)	No, just needs to affect learning
Reviewed Annually	Yes (required)	Not required but encouraged
Goal	Support learning with services and instruction	Remove barriers to learning through accommodations

Frequently Asked Questions

What steps can I take if I disagree with the recommendation of the IEP Team?

Collaborating with the Child Study Team is considered best practice. Public schools are legally obligated to provide a free and appropriate education. The IEP team discusses and determines appropriate supports and services in accordance with the least restrictive environment (LRE). Evaluations, teacher reports, test results, medical data, and other relevant information are taken into account. The proposed special education program and related services are based on these considerations. If you disagree with the proposed program or services, you are encouraged to submit your concerns in writing to the Child Study Team case manager and copy their supervisor. The CST will follow up with a meeting to review your concerns. If the issue remains unresolved, you may contact the Supervisor and Director of Special Services and request a review. You also have the option to request mediation or a due process hearing, as detailed in the Parental Rights in Special Education (PRISE) manual.
Will a medical diagnosis automatically qualify my child for special education and related services?

A medical diagnosis by itself does not guarantee eligibility for special education services. In many cases, the needs associated with a medical condition can be addressed through a 504 plan that provides appropriate accommodations. These plans are typically managed by a school guidance counselor or a school-based social worker. A diagnosis may lead to special education classification only when it creates an educational impact that limits the student’s ability to access learning or make progress. If you believe your child’s medical condition is affecting their educational success, you should make a referral to the Child Study Team for further evaluation.
What should I do if I believe my child’s IEP is not effectively supporting him or her?

Any concerns about your child’s IEP should be discussed directly with the assigned CST case manager, who is responsible for the proper implementation of the IEP. If, after your concerns are addressed, it is determined that your child is not making adequate progress, the IEP can be amended with parental consent. Program modifications and related services are reviewed and revised as needed during IEP meetings.
How do I differentiate between an IEP and a 504 plan?

An Individualized Education Plan (IEP) is provided only when a student qualifies for special education services based on specific criteria outlined in the New Jersey Administrative Code 6A:14, which includes 14 classification categories. A 504 plan, on the other hand, is designed for students who require accommodations or modifications within the regular classroom setting to ensure equal access, as governed by the Americans with Disabilities Act (ADA).
What steps should I take if I believe the school is not following my child's IEP?

You should request an IEP meeting with the Child Study Team as soon as possible to discuss your concerns and ensure proper implementation of the IEP.

Facilitated IEP Meeting

Know your I.E.P.

An Individualized Education Program (IEP) must encompass several essential elements to ensure that students with disabilities receive appropriate support and services. These elements are mandated by both federal and state regulations and include:

Present Levels of Academic Achievement and Functional Performance (PLAAFP): An overview of the student's current academic strengths, challenges, and the impact of their disability on progress within the general curriculum.
Measurable Annual Goals: Clearly defined, attainable academic and functional goals and objectives that the student is expected to achieve within the year.
Special Education and Related Services: A comprehensive description of the services the student will receive, such as speech therapy, counseling, or occupational therapy, including the frequency of these services.
Participation in General Education: A description of the extent to which the student will participate in general education classes compared to special education settings, along with any necessary supports.
Accommodations and Modifications: Adjustments to the learning environment, assessment conditions, or instructional methods designed to facilitate access to the curriculum.
Assessment Participation: Details on how the student will engage in state and district-wide assessments, including any required accommodations.
Transition Planning (beginning at age 14): A strategy to prepare the student for post-secondary education, employment, and independent living.
Progress Monitoring: Methods the school will use to assess the student's progress toward annual goals and how parents will be kept informed of their child's development.

These components collectively form a tailored plan aimed at supporting the student's learning, development, and long-term success.

Program Descriptions and Curriculum

Autism Program

Emotional Regulation Impairment (ERI) Program

In Class Support (I.C.S.)

Learning and Language Disabilities Mild (LLDm) Program

Learning and Language Disabilities Severe (LLDs) Program

Mild Intellectual Disability (CMI) Program

Multiply Disabled (MD) Program

Preschool Child Disabled (P.S.D.) Program

Monthly Newsletter

Special Services Monthly Newsletter - ISSUE 04 December 2025

Special Services Monthly Newsletter - ISSUE 03 / November 2025

Special Services Monthly Newsletter - ISSUE 02 / October 2025 (opens in new window/tab)

Special Services Monthly Newsletter - ISSUE 01 / September 2025 (opens in new window/tab)

Child Study Team (CST) Referral Process

Students ages 3 to 21 who are suspected of having an educational disability may be referred for a CST evaluation. Referrals can be initiated by school staff (via the I&RS Team) or by a parent/legal guardian. Parent referrals should be submitted in writing to the Director of Special Services. Referrals can be emailed to cstreferral@epsnj.org

What Happens After a Referral?
Within 20 days of receiving a referral, an Initial Identification Meeting is held. This meeting includes CST members, the classroom teacher, the person who made the referral, and the parent/legal guardian. A decision is made at this meeting to determine if an evaluation is warranted.

Are Students Automatically Tested?
No. An initial Identification Meeting will determine if a CST evaluation is warranted. If so, a written notice is provided to the parent with an explanation of the proposed evaluation and a request for parental consent to evaluate the student.

What If an Evaluation Is Needed?
Once parental consent is provided, the evaluations must be completed, and an eligibility meeting will be held within 90 days. At the Eligibility meeting, the evaluation results are reviewed to determine if the student meets the classification criteria for special education or related services.

Resources

Special Needs Students: 18 years old & Over

Transition to Adulthood

Transition is a formal process of long-range cooperative planning that will assist students with disabilities to successfully move from school into the adult world. High quality transition planning and services will enable students with disabilities to pursue their desired postsecondary goals. The following resources are intended to assist schools, families, students, and others in understanding what to do for successful transition to happen, and how to do it. –NJ.gov

Transition to Adulthood Documents

Transition Planning:

Resource:

NJ Transition Toolkit

Helping Students Prepare for Life After High School

o The New Jersey Transition Toolkit supports students with disabilities, their families, and school staff as they plan for life beyond high school. This process—called transition planning—helps students move from school into adulthood with the tools they need to succeed in college, employment, and independent living.

What Is Transition Planning?

o Transition planning is a key part of a student’s Individualized Education Program (IEP). It involves:

o Setting goals for life after high school

o Identifying services and supports needed

o Building a plan that starts early and evolves over time

o This planning process is required by the Individuals with Disabilities Education Act (IDEA), a federal law that ensures students with disabilities receive a free appropriate public education that prepares them for adulthood.

Collaboration Matters

o Transition planning works best when everyone involved works together, including:

o Students

o Parents or guardians

o Teachers and school staff

o Outside agencies (like vocational or college support services)

o Working together helps:

o Effective transition planning works best when all team members collaborate, ensuring families feel a sense of ownership over the IEP and the student’s transition goals. Each person involved takes responsibility for their role in the plan, helping to ensure that students receive the right support when they need it. This coordinated approach increases the chances that students will be well-prepared and successful after high school.

Guardianship

o Guardianship: Guardianship is a legal process in which the Superior Court appoints a guardian to oversee the care of an adult who is unable to manage their personal or financial affairs. The court initially determines whether the individual is incapacitated, designating them as an alleged incapacitated person (AIP). Upon confirmation, the individual is appointed as a protected person or ward. There are three types of guardianship: guardianship of both the person and estate (covering healthcare and finances), guardianship of the person only, and guardianship of the estate only. Guardianships may be general, providing full authority over the ward's affairs, or limited, offering more specific and less extensive oversight.

o The process involves submitting petitions to the county surrogate’s office, obtaining medical evaluations, and participating in court hearings to establish proof of incapacity. Once appointed, guardians must qualify with the court, receive official Letters of Guardianship, and may be entitled to compensation if they manage the ward’s estate. Guardianship oversight includes mandatory reporting requirements, regular monitoring by trained volunteers through the Guardianship Monitoring Program (GMP), and court supervision to prevent abuse and safeguard the ward’s well-being. Guardians are expected to act with integrity, submit periodic reports, and may be required to post surety bonds to protect the ward’s assets. The court's primary focus is the best interest of the incapacitated individual, and interested parties are permitted to request reviews of the guardianship if concerns arise.

Transfer Students

Transferring Schools with an IEP

If your child has an IEP (Individualized Education Program) and you are moving from/to another school—either within the same district, another district in the state, or out of state—your child still has the right to receive special education services.

Under the Individuals with Disabilities Education Act (IDEA), your child must receive a Free Appropriate Public Education (FAPE) with services that are similar to those in their current IEP, even during the transfer process.

What Parents and Caregivers Should Do:

1. Get Copies of Records: Ask your current school for copies of your child’s IEP and any records related to special education or support services.

2. Communicate with Both Schools: Let both the current and new schools know about the move and confirm the transfer request has been made.

3. Include All Services: Make sure all special education and related service records are shared with the new school.

4. Follow Up: If the transfer isn’t completed quickly, follow up with both schools to help avoid delays in your child receiving services.

If you have questions or need help, contact your school’s CST or the Division of Special Services.