The Teaneck Public Schools provide a full continuum of alternative placements to meet the needs of students with disabilities ages 3 through 21 eligible for special education and related services. The IEP Team collaboratively determines the program that most appropriately meets the needs of that individual student in the least restrictive environment. All program placements meet the requirements of the New Jersey Administrative Code Title 6A Chapter 14 Regulations. Educational options available to classified students in Teaneck include:
Instruction in general education with supplementary aids and services.
Resource programs.
A special class program in the Teaneck School District.
A special class program in another local school district.
A special education program in a vocational and technical school (full time or shared time).
A special education program in a county special services school district, educational services commission or jointure commission.
A New Jersey approved private school for the disabled or an out-of-state school for the disabled.
A program operated by a department of New Jersey State Government.
Community rehabilitation programs.
Programs in hospitals, convalescent centers or other medical institutions.
Home instruction.
An accredited non-public school.
Instruction in other appropriate settings.
The goals and objectives in each student’s IEP correlate with the New Jersey Student Learning Standards (NJSLS) and/or Essential Elements (EE). Based upon each pupil’s present level of educational performance, the IEP team develops goals reflecting academic, social, emotional and workplace readiness skills which are addressed in the standards.
The IEP team, including the child study team, general and special education teachers, parents, therapists, school counselors and the student, when appropriate, meet annually to review the pupil’s functioning status and to determine the least restrictive educational placement in which these goals can be addressed.
Progress Reports are completed in accordance with the district’s schedule. Each student’s IEP is reviewed at least annually to update goals and objectives based on the child’s progress in each area.
The IEP team makes an individual determination regarding the need for an extended school year program for each pupil. The decision is based upon consideration of all relevant factors including whether an interruption in education programming causes the student’s performance to revert to a lower level of functioning and recoupment cannot be expected in a reasonable length of time.
Related services are provided to pupils eligible for special education services throughout the district according to the individual needs of the students. These may include, but are not limited to counseling, occupational therapy, physical therapy, speech-language services and transportation.
Students in special education programs participate in the statewide assessments according to the accommodations and/or modifications in the IEP. If the nature of the student’s disability is so severe that the student is not receiving instruction in any of the knowledge and skills measured by the statewide assessment, New Jersey Student Learning Assessment (NJSLA) and it is determined by the team that they meet the criteria for the alternate assessment, Dynamic Learning Maps (DLM), they would participate in this assessment.
Transition services are available to pupils in all special education programs beginning at age fourteen or earlier if appropriate. With participation of the district’s Transition Coordinator, each pupil’s transition plan is developed based on the individual student’s needs, taking into account the student’s preferences and interests. The transition plan addresses instruction, related services, community experiences, the development of employment and other post-school adult living objectives and if appropriate, acquisition of daily living skills. Interest inventories and vocational aptitude tests may be administered as part of the process. When the IEP team determines the need, the case manager with the assistance of the Transition Coordinator contacts outside agencies such as the Division of Vocational Rehabilitation to participate in the transition plan development and provide services.
The ultimate goal of transition services is to successfully prepare students for adult life in the community. The transition coordinator collaborates closely with the student, parents/guardians, child study team, school counselors, teachers, community employers, community organizations and various state agencies. Strong emphasis is placed upon the development of attainable vocational goals, independent daily living skills, self-advocacy, and self-determination. Students are encouraged to participate in activities which will promote individualized growth, independence, and maturity – all of which are essential components for leading productive and meaningful adult lives.