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The best way to apply for eligibility for intellectual and developmental disability (I/DD) services through CSOC is through our online Family Portal. Get more information about the I/DD application.

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PerformCare - New Jersey Children's System of Care

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PerformCare - A national, full-service, behavioral health managed care organization (BH-MCO) - A Member of AmeriHealth Caritas

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Our Young Athletes Program is designed for children ages 2 through 7 with and without intellectual disabilities and to introduce them to Special Olympics New Jersey. Our program focuses on inclusive sports play that teaches skills like balance, jumping and kicking. Your Athlete will have the ability to learn and improve their social skills like taking turns and playing with teammate's, build their self-confidence, and the opportunity to play as a family and meet new friends.

Young Athletes focuses on the following skills:

Register your Young Athletes!

You will be notified as to when community programs arise in your area.
Versión en español disponible
Young Athletes Community Programming

Interested in enrolling your Young Athlete and/or Unified Partner in community programming in your local area or nearby? Sign-up now for 2024 Summer season below.
Our Summer season is now CLOSED!
Stay tuned for updates regarding the 2024 Fall Season!

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Young Athletes - Special Olympics New Jersey

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Special Olympics Young Athletes is an inclusive program for children ages 2-7 that prepares them for future participation in sports. Play with a purpose!

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The Division on Career Development and Transition of the Council for Exceptional Children defines transition assessment as the ongoing process of collecting data on the individual's needs, preferences, and interests as they relate to the demands of current and future working, educational, living, and personal and social environments. Assessment data serve as the common thread in the transition process and form the basis for defining goals and services to be included in the Individualized Education Program (From: Sitlington, Neubert, & Leconte, Career Development for Exceptional Individuals, 1997 p.70-71)

Documentation of transition assessment should include details of what was done such as names of tools or processes, dates administered, persons conducting assessments, and a summary of results. This documentation can be included in the student's IEP within the Present Levels of Academic Achievement and Functional Performance (PLAAFP) or other appropriate sections or maintained in the student's school file.
Since the Individuals with Disabilities Education Act (IDEA) requires parental consent for all evaluations that are specific to an individual, does that include age appropriate transition assessment?
No, transition assessment in no way affects a student's eligibility for services, which is the mandate for parental consent and evaluation. Second, transition assessment is akin to gathering other measures of student performance (homework, classwork, quizzes, reading measures) for curricular and program planning, which teachers complete with students without parental consent on a regular basis. Finally, transition assessments are ongoing and multifaceted and a requirement of parental consent each and every time you do such is also unreasonable. ( NTACT Indicator 13 Checklist FAQ) However, as students and parents are integral members of IEP teams, it is a best practice to share information with them regarding any planned transition assessments and the results.
How should students be invited to their IEP meeting if transition will be discussed?
According to N.J.A.C. 6A:14-1.1(h) and N.J.A.C. 6A:14-2.3(k)2x, student invitations to IEP meetings need to be documented, so IEP meeting invitation letters (user friendly is recommended) sent or given to students prior to the date and time of meetings, with copies of these letters in students' files, can serve as documentation of student invitation. A note indicating that an LEA representative verbally invited the student to the meeting on the same date as the meeting would not document adequate invitation. ( NTACT Indicator 13 Checklist FAQ)
Is a student's signature on the IEP as a meeting participant evidence of the student invitation to the IEP meeting?
No. There is an expectation that the student be invited prior to the meeting in a formal (but user-friendly) manner. Therefore, a student's attendance in the meeting does not necessarily provide evidence that the student was invited prior to the meeting, giving the student time to prepare to participate in a meaningful way. ( NTACT Indicator 13 Checklist FAQ)
If another agency such as the New Jersey Division of Vocational Rehabilitation Services (DVRS) or the New Jersey Commission for the Blind and Visually Impaired (CBVI) is expected to provide or pay for transition services to the student, such as Pre-Employment Transition Services, does a representative of the agency need to be invited to the IEP meeting? If so, how?
Yes, other agencies that are likely to provide or pay for transition services need to be invited to attend IEP meetings (in a documented manner such as an invitation letter), however this can only be done after consent (in writing) to invite the agency representative to an IEP meeting is obtained from a parent/guardian or student who has reached the age of majority.
What are the four areas to consider for measurable post-secondary goals in the IEP, and do students need to have a post-secondary goal in each of the four areas?
Post-secondary goal areas include: 1) training, 2) education, 3) employment, and 4) independent living. Students' post-secondary goals, based upon transition assessments, should include their desired post-secondary training or education, and employment, and where appropriate, independent living. Therefore, some IEPs may not have post-secondary goals for independent living if the IEP team determines it is not appropriate for the student.
What are some appropriate examples of measurable post-secondary goals?
Training: After graduating high school, student will enroll in a driver training program.
Education: After graduating high school, student will enroll in Montclair State University to prepare for the health sciences field.
Employment: Student will obtain a full-time job in retail fashion sales after graduating high school.
Independent Living: After graduating high school, student will participate in a community tennis league.
If a post-secondary goal in the IEP states that the student will attend college or training after graduation, does that mean that the LEA is responsible for paying the student's college or training tuition?
No. School districts are not expected or intended to pay for attaining the goal after a student has graduated or exited from LEA services. ( NTACT Indicator 13 Checklist FAQ)
Are school districts responsible if after exiting high school, former students do not achieve the post-secondary goals that were in their IEPs?
No. There are numerous mediating factors that positively or negatively affect an adult's acquisition of goals, for which a school could not be held accountable. ( NTACT Indicator 13 Checklist FAQ)
Does the IEP of a student turning age 14 or 15 during the time period covered by that IEP need to include the student's measurable post-secondary goals?
This is an IEP team decision. N.J.A.C. 6A:14-3.7(e)12 states that "Beginning with the IEP in place for the school year when the student will turn age 16, or younger if deemed appropriate by the IEP team, a statement consisting of those elements set forth in (e)11 above and appropriate measurable postsecondary goals based upon age-appropriate transition assessments related to training, education, employment and, if appropriate, independent living and the transition services including a course of study needed to assist the child in reaching those goals." This code allows IEP teams to decide whether it is appropriate or not to begin including post-secondary goals in the IEP of a student younger than turning age 16 during the time period covered by that IEP.
If at an IEP meeting a student turning age 16 or older that year doesn't yet know what she would like to do after high school graduation, should the post-secondary goal section in the IEP remain blank or state that the student is undecided at this time?
No. For students who will be turning age 16 or older, leaving the post-secondary goal section in the IEP blank or stating that the student is undecided is not compliant with IDEA regulations. A proactive approach to avoiding this situation occurs when several months before the next IEP meeting, case managers review the results of all age-appropriate transition assessments that have been conducted with the student to determine if this process thus far has been sufficient to identify the student's post-secondary goals. If not, then additional age-appropriate transition assessments should be conducted with the student prior to the IEP meeting so that the student's post-secondary goals can be identified in the IEP.
If a student is asked "What would you like to do after graduating high school?" and she responds by saying that she wants to become a veterinarian, a professional athlete, or something that the school staff believes to be unrealistic for the student, should the IEP include the student's stated post-secondary goals?
No. Post-secondary goals in an IEP need to be based upon the results of age-appropriate transition assessments, and for many students this assessment process needs to be much more comprehensive than simply asking a student what she would like to do after graduation. The transition assessment process should include multiple and ongoing opportunities to gather information about a student and explore options, and help the student to determine, through analysis of the assessment results, what she hopes her desired future will be. For example, if initially a student states that she wants to become a veterinarian, it would be helpful to explore that option with the student by asking her questions such as:

Why do you want to become a veterinarian?

What experience do you have working with animals?

Do you want to get more experience working with animals?

Since many teenagers have very limited knowledge of and experience with careers, age-appropriate transition assessments often need to include opportunities for students to more fully explore and experience career options. In addition to computer-based resources (e.g. Naviance and NJCAN.org), Work-Based Learning (formerly Structured Learning Experience, SLE) is an excellent way for students to learn first-hand about career options, and help them make more informed choices about what they would like to do after graduating high school.

In the example above, after the student has had the opportunity to gain more experience working with animals (e.g. through several weeks or months of work-based learning at an animal shelter, pet shop, horse farm, etc.), you can ask the student how she liked that experience, or what she liked and didn't like about that experience. You can also help the student to reflect upon and understand her strengths, interests, preferences, and needs that she demonstrated during the work experiences. The next steps in the exploration process for this student will be guided by her answers to these questions.

When a comprehensive transition assessment process has been implemented, the IEP team can confidently include in the IEP the student's post-secondary goals that are based upon this process. For more information about age appropriate transition assessments, please see questions #1, #2 and #3 above.
What is the course of study in the IEP?
The course of study is a detailed listing of the classes, both general and special education by course title (e.g. Chemistry, Geometry, English 10) that the student will be taking for the entire duration of the current IEP, and projections for classes to be taken in subsequent years up until high school graduation. Since the classes identified for the time period after the duration of the current IEP are projections, they should be labelled as such, and IEP team members should understand that projected classes are not promised or guaranteed, but rather provided in the IEP as information about what may happen in future years. Conversely, the classes identified for the duration of the current IEP are not projections, but rather the student's actual courses. Therefore, if a student's classes change from what is identified in the course of study in the student's current IEP, the course of study must be updated to reflect these class changes. This change in the IEP may or may not require a meeting of the IEP team based on whether the requirements in N.J.A.C. 6A:14- 3.7(d) to amend an IEP without a meeting of the IEP team have been met.
What should the course of study look like if the student is in a functional life skills program that doesn't have traditional course titles such as Algebra I and Biology?
A purpose of the course of study is to help the student, parents, and other members of the IEP team to understand the progression of courses through the middle and high school years, and how these specific courses related to and can help in preparing the student for her desired post-secondary goals. If the student will not be enrolled in any courses that have traditional titles, then it is recommended that the course of study include a sentence or two that describes the content that the student will be learning for each school year. The content described should include enough detail to show a progression of learning from one year to the next, and not simply a repeat of the same content/program year after year which does not show a progression. For example,

10th grade - Instructional areas include simple meal preparation, safe use of exercise equipment in the gym, food shopping, self-advocacy, using public transportation, job shadowing, and effective communication strategies.

11th grade - Instructional areas include meal preparation for self and others, exercise routines for home and community, comparison shopping online and in the community, safety procedures for use at home and in the community, using a taxi service, work based learning in the school building, maintenance of living spaces, and communicating with others in the community.

12th grade - Instructional areas include eating out at restaurants, using a community gym, work based learning in the community, using a community laundromat, simple repairs at home, making and maintaining friendships, and creating and maintaining a budget.

Can the course of study in a student's IEP include "electives" if the IEP team doesn't know what specific elective courses the student will get into for the next semester?
No. The course of study must include all the student's courses by specific title (see the instructions for course of study contained in the annotated State model IEP). If the timing of the IEP meeting is such that the student's final schedule of elective courses for the next semester cannot yet be scheduled, to avoid having to later modify the IEP, it is recommended that the IEP team include in the course of study for this semester a list of possible elective courses (e.g. Photography, CPR training, Guitar, or 3-D art) with a note explaining that the student will have one (or more) of these courses based upon scheduling or availability. This practice is acceptable as long as all of the listed courses are consistent with the strengths, interests, and preferences of the student ( N.J.A.C. 6A:14-3.7(e)11), and other areas of the IEP (such as annual goals and objectives, accommodations and modifications, etc.) will not need to be modified regardless of which courses the student ultimately gets into. If the IEP team is unable to do this, then the student's IEP would need to be modified later when the student's schedule of courses is finalized. This change in the IEP may or may not require a meeting of the IEP team based on whether the requirements in N.J.A.C. 6A:14- 3.7(d) to amend an IEP without a meeting of the IEP team have been met.
For students in an 18 to 21-year-old program, are there any credits that they are required to earn to graduate high school with a State-endorsed diploma?
Yes. If students in an 18 to 21 year old program have earned the academic credits needed to graduate (as defined in the New Jersey Standards and Assessment Code) but remain enrolled in school due to other educational needs (such as transition services, etc.), then the only remaining State requirement is that students earn "At least 3 ¾ credits in health, safety, and physical education during each year of enrollment, distributed as 150 minutes per week, as required by N.J.S.A. 18A:35-5, 7 and 8."

Using the "independent study" option mentioned in the New Jersey Standards and Assessment Code, students aged 18 to 21 are often able to earn the required 3 ¾ credits in health, safety, and physical education by participating in age-appropriate activities in the community (such as using a community gym, YMCA, etc. for at least 150 minutes per week) and having documentation of these activities (attendance, activity, progress, etc.) collected by a teacher who can issue the student a grade.
Does the school district need to wait until students are in their last year of high school to refer them to the New Jersey Division of Vocational Rehabilitation Services (DVRS) or the New Jersey Commission for the Blind and Visually Impaired (CBVI) for services?
No. Both DVRS and CBVI offer pre-employment transition services (Pre-ETS) to all students with disabilities (IEPs and 504 plans) ages 14 through 21, based on their individual needs. Pre-ETS include the following:

Job Exploration Counseling

Counseling on enrollment opportunities in comprehensive transition or postsecondary education programs at institutions of higher education

Work based learning experiences

Workplace readiness training to develop social skills and independent living skills

Instruction in Self Advocacy

To receive Pre-ETS, students with disabilities do not need to apply to, or be determined eligible for DVRS or CBVI because they are considered "potentially eligible" based upon the Federal law known as the Workforce Innovation and Improvement Act. To request Pre-ETS from NJDVRS, please complete the online Pre-ETS referral form. To request Pre-ETS for a student who is blind, deaf-blind, or visually impaired, please contact the student's NJCBVI teacher of the blind or visually impaired for a referral (if applicable), or a regional NJCBVI office.

If students with disabilities need traditional vocational rehabilitation services (e.g., supported employment and job coaching) that go beyond what Pre-ETS can provide, they will need to apply for eligibility for DVRS or CBVI, and after being determined eligible, they can receive these services in addition to Pre-ETS while still in high school, and/or after they exit high school based on their needs. To apply for traditional vocational rehabilitation services from DVRS, students, school staff, family members and others can use the DVRS online application or obtain an application in one of the local DVRS offices. Students who are blind or visually impaired, their family members, school staff, or others can apply for traditional vocational rehabilitation services by contacting a regional NJCBVI office. If a student is already receiving Pre-ETS from NJCBVI, an application can be requested through the student's NJCBVI Transition Counselor.
Can school districts contract with community rehabilitation providers that are approved by DVRS to provide extended employment (i.e. subminimum wage employment or "sheltered workshop") so that students can participate in these programs as part of their transition services?
No. The federal "Workforce Innovation and Opportunity Act" (WIOA) Section 511 and related regulations places limitations on the use of subminimum wage. As of July 22, 2016, WIOA prohibits LEAs from entering into a contract with an entity holding a special wage certificate under Section 14(c) of the Fair Labor Standards Act (often referred to as a Sheltered Workshop Certificate) for the purpose of operating a program under which a youth with a disability is engaged in work at a subminimum wage. For example, students with disabilities can no longer be placed by their school district in a sheltered workshop to perform work and receive a subminimum wage, including non-paid work. Please note: WIOA does allow LEAs to contract with entities that have a certificate under Section 14(c) of the Fair Labor Standards Act to provide other services for students with disabilities such as supported employment, job coaching and community-based vocational assessments, but not programs where work is performed by a student for subminimum wage including non-paid work.
Why should students who will need the adult services of the New Jersey Division of Developmental Disabilities remain enrolled in school until age 21?
The New Jersey Division of Developmental Disabilities (DDD) will only provide services to eligible individuals who are age 21 and over. If students who are destined to become eligible for DDD services exit high school prior to turning age 21, then they will need to wait, potentially years, until they turn 21 to access any DDD services. Information about applying for eligibility for DDD is available online.

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The Division on Career Development and Transition of the Council for Exceptional Children defines transition assessment as the ongoing process of collecting data on the individual's needs, preferences, and interests as they relate to the demands of current and future working, educational, living, and personal and social environments.

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NAMI Basics is a 6-session education program for parents, caregivers and other family who provide care for youth (ages 22 and younger) who are experiencing mental health symptoms.

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We are committed to children and families with the greatest need due to disability or special health/mental health needs; poverty; discrimination based on race/ethnicity, gender, gender identity, sexual orientation, language, immigrant or homeless status; involvement in the child welfare or juvenile justice systems; geographic location; or other special circumstances. SPAN's individual assistance, workshops, and resources are available in languages other than English. Learn more about us.

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Empowered Parents: Educated, Engaged, Effective!

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For Families

When Does a Child Need Early Intervention?

Children develop at different paces, but there are developmental milestones that children should reach by certain times during the first three years of their lives. When children fail to reach these milestones, parents and other caregivers should consider contacting Early Intervention for an evaluation.

System of Payment and Family Cost Participation

The cost of Early Intervention services for a child is determined by their family income. Families whose income is less than three times the federal poverty level will receive Early Intervention Services at no cost.

Procedural Safeguards

The Department of Health is committed to maximizing family involvement at each step of the New Jersey Early Intervention System. As part of ensuring the parents' involvement in decision-making and maintaining the partnerships critical to the success of the program, NJDOH encourages and recommends that all parties work together using informal means to resolve disagreements that may arise.

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For Families When Does a Child Need Early Intervention? Children develop at different paces, but there are developmental milestones that children should reach by certain times during the first three years of their lives. When children fail to reach these milestones, parents and other caregivers should consider contacting Early Intervention for an evaluation.

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Child Protection and Permanency is New Jersey's child protection and child welfare agency within the New Jersey Department of Children and Families. Its mission is to assist all New Jersey residents to be safe, healthy and connected. CP&P is responsible for investigating allegations of child abuse and neglect and, if necessary, arranging for the child's protection and the family's treatment. The Child Abuse Hotline (State Central Registry) receives reports of child abuse and neglect 24-hours a day, 7-days a week. Reports requiring a field response are forwarded to the CP&P Local Office who investigates.

List of CP&P Local Offices After standard business hours, the hotline is linked to a statewide network of Special Response Units that respond to reports.

About reporting child abuse CP&P contracts with community-based agencies throughout the state to provide services for children and families. Services include counseling, parenting skills classes, substance abuse treatment, in-home services, foster care and residential placement. If a child has been harmed or is at risk of harm, CP&P may ask the county family court to place the child in foster care. Foster homes are provided by caring individuals who have completed an extensive licensing program.

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about the division of youth and family services

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Child Protection and Permanency is New Jersey's child protection and child welfare agency within the New Jersey Department of Children and Families. Its mission is to assist all New Jersey residents to be safe, healthy and connected. CP&P is responsible for investigating allegations of child abuse and neglect and, if necessary, arranging for the child's protection and the family's treatment.