New Jersey Association of Learning Consultants


Council for Exceptional Children
Policy and Advocacy
CEC wants to hear from you!

While we don’t know for sure when the reauthorization of the Individuals with Disabilities Education Act will occur, CEC wants to be ready!

In order to be proactive, the CEC Board of Directors has created an IDEA Workgroup to develop the principles and recommendations for the reauthorization, which will be crafted with input from the membership and be available early in 2017.

We need you to provide your input about the successes and challenges with IDEA by completing the IDEA Reauthorization survey. Feel free to answer all questions or only a select few.

Please respond by Sept. 16, 2016. Thank you for your participation!

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Christie Administration Announces the Launch of the New Jersey Tiered System of Supports

$6.15 Million Federal Grant Will Help 60 Districts Implement the System for Early Reading

Date: September 7, 2016
Contact: Michael Yaple David Saenz 609-292-1126

Trenton, NJ – The Christie Administration announces that the New Jersey Department of Education (NJDOE), in collaboration with educators, higher education representatives and parents, has developed a set of resources for districts to facilitate implementation of the New Jersey Tiered System of Supports (NJTSS) – a multi-tiered framework for delivering instruction, academic and behavioral supports and interventions, and enrichment in a coordinated manner.

NJTSS includes the three-tiered approach to instruction, assessment and intervention found in many models of response to intervention, along with three foundational components: effective district and school leadership, positive school culture and climate, and family and community engagement. Together, these components create an efficient and effective mechanism for schools to improve achievement for all students. NJTSS builds on effective practices and initiatives already in place in schools, and maximizes the efficient use of resources to improve support for all classroom teachers and target interventions to students based on their needs.

"Districts will have a way of utilizing Department and educator-developed resources to help build a continuum of intervention and improvement for all students,” said Commissioner of Education David C. Hespe.

Recently, the NJDOE, in partnership with Rutgers University, was awarded a $6,146,922 grant from the Office of Special Education Programs, United States Department of Education, to provide intensive coaching in 60 districts to implement NJTSS for early reading.

"The grant will assist districts with implementing the Department’s tiered approach to student academic intervention, along with specific supports for early reading, that addresses all underperforming students,” said Commissioner of Education David C. Hespe. "We want to thank our fellow collaborators who donated so much of their time and energy in helping to secure these vital funds.”

The New Jersey Department of Education staff will be working closely with faculty from Rutgers University, co-developers of the grant, to coach educators from three groups of 20 districts each over a five-year period. The New Jersey Principals and Supervisors Association (NJPSA) will work with principals on leadership support for NJTSS and the State Parent Advocacy Network (SPAN) will engage educators and families in a process to enhance family involvement. 

Task Force’s Report on Special-Education Reforms Calls for Changes

Recommendations include return to state aid based on individual students’ needs, not ‘census-based’ method
John Mooney
NJ Spotlight, December 1, 2015

NJ Spotlight Task Force Report on Special-Education Reforms"More than two years after its creation, a state task force looking into special-education funding and services in New Jersey has finally issued its report to the Legislature with more than two dozen recommendations, some sweeping and some technical.

Maybe the most significant recommendation made by the 17-member panel of educators, special-needs advocates and others is that lawmakers significantly rewrite the state’s funding law to better distribute special-education aid to school districts.

The 28-page report says the state’s current method of funding special education – based on a statewide average count of students, a so-called "census-based” method – is ineffective and does little to lower special-needs classification rates in the state, one of the aims of the task force’s study."

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