1. 2 The Purpose of the Special Education Program Profiles Ensure consistency across the district Ensure consistency across the district Help determine.

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The Purpose of the Special The Purpose of the Special Education Program Profiles Education Program Profiles

Ensure consistency across the districtEnsure consistency across the district

Help determine appropriate programHelp determine appropriate program

Align district with IDEA mandate to Align district with IDEA mandate to increase students in the least increase students in the least restrictive environment (LRE)restrictive environment (LRE)

Ensure that students with disabilities Ensure that students with disabilities will remain in their neighborhood will remain in their neighborhood schools with their same age peers schools with their same age peers whenever possiblewhenever possible

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What Do the Special What Do the Special Education Programs in Your Education Programs in Your

School Look Like?School Look Like?

School Name:School Name: Number of Administrators:Number of Administrators: Grade Range:Grade Range: Special Education Programs:Special Education Programs:

worksheetworksheet

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Who Makes the Program Who Makes the Program Decision?Decision?

Once a child is classified the program Once a child is classified the program decision is made by the IEP Team decision is made by the IEP Team

IEP Team: case manager, teacher(s), IEP Team: case manager, teacher(s), parentparent

Other participants such as: Other participants such as: • • student student (when appropriate)(when appropriate)

• • discipline members who evaluated the studentdiscipline members who evaluated the student • • administrators and/or other school staff administrators and/or other school staff

involved with the student’s educationinvolved with the student’s education • • advocatesadvocates

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How is a Program Chosen How is a Program Chosen for the Student?for the Student?

The IEP Team considers all aspects of the The IEP Team considers all aspects of the student’s needs stemming from the student’s student’s needs stemming from the student’s disabling condition in disabling condition in eacheach academic areaacademic area taking taking into account: into account:

• • strengths strengths • • weaknessesweaknesses • • successful strategies successful strategies • • possible accommodations /modifications / possible accommodations /modifications /

servicesservices • • IDEA mandate for the least restrictive IDEA mandate for the least restrictive

placementplacement

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All Newark’s Special All Newark’s Special Education ProgramsEducation Programs

Require that assigned students have been Require that assigned students have been classified with one of the classified with one of the 14 disabling 14 disabling conditionsconditions delineated in the code delineated in the code

Are dictated by each student’s IEPAre dictated by each student’s IEP Promote student access to the Promote student access to the general general

education curriculumeducation curriculum UtilizeUtilize demonstrably effective teaching and demonstrably effective teaching and

learning strategieslearning strategies Focus on achieving Focus on achieving IEP goals and objectivesIEP goals and objectives Fully Fully integrate assigned teacher aidesintegrate assigned teacher aides into into

programprogram

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All Newark’s Special Education All Newark’s Special Education ProgramsPrograms

Utilize Utilize effective classroom effective classroom managementmanagement

Include Include parental involvementparental involvement Require an IEP team review at least Require an IEP team review at least

once a year and explore movement to once a year and explore movement to a less restrictive environment a less restrictive environment partially based on the student’s partially based on the student’s ability to achieve educational benefit ability to achieve educational benefit in a general education classroom with in a general education classroom with supplementary aids and servicessupplementary aids and services

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What Determines the Inclusiveness What Determines the Inclusiveness of a Special Education Program? of a Special Education Program?

The percentage of time that The percentage of time that students with disabilities are students with disabilities are educated with their same age educated with their same age peers in a general education peers in a general education classclass

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Inclusive Special Education Inclusive Special Education Programs Programs

General Education with General Education with Supplementary Aids and Supplementary Aids and ServicesServices

Resource Center: In-Class Resource Center: In-Class

Support Support

1010

Program: General Education with Program: General Education with Supplementary Aids and ServicesSupplementary Aids and Services

Be able to benefit educationally not only as it exists Be able to benefit educationally not only as it exists but as it can be modified but as it can be modified

Educational benefits can derive from social Educational benefits can derive from social interactions and high expectations with same age interactions and high expectations with same age peerspeers

Students do not have to learn everything or at the Students do not have to learn everything or at the same rate as the typical grade student same rate as the typical grade student

Modifications/accommodations/strategies/services/Modifications/accommodations/strategies/services/ therapies/consultation/and assistive technology are therapies/consultation/and assistive technology are

designed and specified by each student’s IEPdesigned and specified by each student’s IEP Support and/or tutoring can be supplied by general Support and/or tutoring can be supplied by general

education teachers/staffeducation teachers/staff All schools have the ability to supply general All schools have the ability to supply general

education with supplementary supports and services education with supplementary supports and services to each studentto each student

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Who and/or What are the Who and/or What are the Resources in Your Building ?Resources in Your Building ?

Ancillary Personnel such as literacy or Ancillary Personnel such as literacy or math coach, guidance counselor, math coach, guidance counselor, social worker II, I&RS staff etc.social worker II, I&RS staff etc.

Programs such as Read 180, Wilson Programs such as Read 180, Wilson Reading, Reading Recovery, specific Reading, Reading Recovery, specific grant supported programs, etc.grant supported programs, etc.

worksheetworksheet

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Program: Resource Center Program: Resource Center

in Class Support in Class Support Determined to be unable to benefit and progress in a Determined to be unable to benefit and progress in a

general education class with supports and services for a general education class with supports and services for a particular subject areaparticular subject area

Student has demonstrated significant learning problems Student has demonstrated significant learning problems in designated academic areas which may be manifested in designated academic areas which may be manifested by:by:

• • progress significantly below grade levelprogress significantly below grade level • • poor motivation / organizational and/or study skillspoor motivation / organizational and/or study skills • • difficulty recalling, remembering, integrating and or difficulty recalling, remembering, integrating and or

applying learned skillsapplying learned skills • • short attention span, limited time on task, short attention span, limited time on task,

distractibility and/or hyperactivitydistractibility and/or hyperactivity • • challenging behaviorchallenging behavior In class support services must be supplied by a special In class support services must be supplied by a special

education teacher education teacher

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What Determines a Self-What Determines a Self-Contained Special Education Contained Special Education

Program?Program?

State code only defines program State code only defines program types as number of students in a types as number of students in a class and teacher certification class and teacher certification

Self-contained programs are Self-contained programs are defined by a student with defined by a student with disabilities not being educated disabilities not being educated with same age peers with same age peers

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Program: Resource Center Pull Program: Resource Center Pull Out- Support and/or ReplacementOut- Support and/or Replacement

Determined to be unable to benefit and progress in a Determined to be unable to benefit and progress in a general education class with supports and services for a general education class with supports and services for a particular subject areaparticular subject area

Beginning of removal from the general education Beginning of removal from the general education classroom and is considered restrictive by Federal and classroom and is considered restrictive by Federal and State guidelinesState guidelines

Student has demonstrated significant learning problems in Student has demonstrated significant learning problems in designated academic areas which may be manifested by:designated academic areas which may be manifested by:

progress significantly below grade level, poor motivation, progress significantly below grade level, poor motivation, organizational and/or study skills, difficulty recalling, organizational and/or study skills, difficulty recalling, remembering, integrating and /or applying learned skills,remembering, integrating and /or applying learned skills,

short attention span, limited time on task, distractibility short attention span, limited time on task, distractibility and/or hyperactivity, challenging behaviorand/or hyperactivity, challenging behavior

Support and/or replacement services must be supplied by Support and/or replacement services must be supplied by a special education teachera special education teacher

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Program: Learning/Language Program: Learning/Language Disabilities: Mild-Moderate or Disabilities: Mild-Moderate or

SevereSevere

Can be addressed together or as separate Can be addressed together or as separate programs dealing with learning or languageprograms dealing with learning or language

Similar criteria as resource center programsSimilar criteria as resource center programs

Program is considered for each subject areaProgram is considered for each subject area

Program is determined by the severity Program is determined by the severity and/or combination of the factors for each and/or combination of the factors for each student student

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Program: Behavioral Program: Behavioral DisabilitiesDisabilities

Demonstrate physically and/or verbally Demonstrate physically and/or verbally aggressive and/or defiant behaviors over a aggressive and/or defiant behaviors over a significant period of time with increased significant period of time with increased intensity and frequencyintensity and frequency

Behavior that violates NPS discipline policy Behavior that violates NPS discipline policy and/or school/classroom rules that and/or school/classroom rules that interferes with learninginterferes with learning

Functional Behavioral Assessment (FBA) Functional Behavioral Assessment (FBA) must be conducted leading to a Behavioral must be conducted leading to a Behavioral Intervention Plan (BIP) in the IEP Intervention Plan (BIP) in the IEP

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Program: Cognitive Impaired- Program: Cognitive Impaired- Mild/Moderate/SevereMild/Moderate/Severe

Demonstrated problems in the quality and Demonstrated problems in the quality and rate of learning, adaptive functioning rate of learning, adaptive functioning and/or communication skillsand/or communication skills

Difficulty using symbols for the Difficulty using symbols for the interpretation of information and solution of interpretation of information and solution of problemsproblems

Significant academic problemsSignificant academic problems

Placement would be determined by the Placement would be determined by the severity and/or combination of factors for severity and/or combination of factors for each studenteach student

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Program: Multiple DisabilitiesProgram: Multiple Disabilities

Demonstrate Demonstrate significantsignificant problems in two or problems in two or more areas which have a negative impact more areas which have a negative impact on learningon learning

Delayed cognitive developmentDelayed cognitive development

Physical problems with mobility, vision, or Physical problems with mobility, vision, or hearinghearing

Significant ongoing medical issuesSignificant ongoing medical issues

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Program: AutismProgram: Autism Demonstrate one or more characteristics:Demonstrate one or more characteristics: • • severe communication deficitssevere communication deficits • • significant problems with social interaction significant problems with social interaction and/or adaptive skills, severe repetitive and/or adaptive skills, severe repetitive activities and/or stereotypical movementsactivities and/or stereotypical movements • • extreme resistance to environmentalextreme resistance to environmental changes and/or changes in daily routinechanges and/or changes in daily routine • • unusual and/or lack of response to unusual and/or lack of response to sensory experiencessensory experiences

Functional Behavioral Assessment (FBA) must be Functional Behavioral Assessment (FBA) must be conducted leading to a Behavioral Intervention Plan conducted leading to a Behavioral Intervention Plan (BIP) in the IEP (BIP) in the IEP

Program requires a teacher and a program aideProgram requires a teacher and a program aide

2020

Program: Preschool DisabilitiesProgram: Preschool Disabilities Functioning Functioning significantlysignificantly below age expectations in below age expectations in one or more areas: New criteria is 25% deficit in two one or more areas: New criteria is 25% deficit in two

areas or 33% deficit in one.areas or 33% deficit in one.

• • academic skillsacademic skills • • speechspeech • • languagelanguage • • cognitive performancecognitive performance • • gross motor skillsgross motor skills • • fine motor skillsfine motor skills • • socializationsocialization • • emotional developmentemotional development • • self help skills self help skills

Program requires a teacher and a program aideProgram requires a teacher and a program aide

2121

Program: Auditory ImpairmentsProgram: Auditory Impairments

Experiencing significant problems Experiencing significant problems understanding and using verbal information understanding and using verbal information and/or cues manifesting in one or more and/or cues manifesting in one or more areas:areas:

• • academic difficultiesacademic difficulties • • significant communication problem that significant communication problem that requires learning a visual language for requires learning a visual language for direct communication with teachers anddirect communication with teachers and peerspeers • • insufficient skills in sign language to insufficient skills in sign language to successfully utilize interpreting servicessuccessfully utilize interpreting services • • limited incidental knowledgelimited incidental knowledge

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Program: Visual ImpairmentsProgram: Visual Impairments

Demonstrates significant problems understanding Demonstrates significant problems understanding and using visual information and/or cues manifesting and using visual information and/or cues manifesting in one or more areas:in one or more areas:

• • significant academic skillssignificant academic skills • • adaptive skills in school, home andadaptive skills in school, home and communitycommunity • • ability to access printed material ability to access printed material

Requires alternative methods such as:Requires alternative methods such as: • • Braille servicesBraille services • • mobility trainingmobility training • • various Assistive Technology services and various Assistive Technology services and

devicesdevices

NPS collaborates with the services of the NJ NPS collaborates with the services of the NJ Commission for the Blind and Visually Impaired Commission for the Blind and Visually Impaired

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Contact InformationContact Information

For more information on NPS’s Program For more information on NPS’s Program Profiles consult with your Child Study Profiles consult with your Child Study Team, Ose Supervisors, RTCS or contact Team, Ose Supervisors, RTCS or contact OSE’s Professional Development Center OSE’s Professional Development Center (PDC) (PDC)

Mitchel Gerry 973-733-6959Mitchel Gerry 973-733-6959Mary Hart 973-792-6506Mary Hart 973-792-6506Sakinah Springs 973-792-6059Sakinah Springs 973-792-6059Alexandra (Sandy) Bruno 973-792-6006Alexandra (Sandy) Bruno 973-792-6006