New Jersey Administrative Code Title 6A Chapter 14 indicates that Students with disabilities shall be educated in the least restrictive environment and to the maximum extent appropriate, a student with a disability is educated with peers who are not disabled. Consideration is given to: i. Whether the student can be educated satisfactorily in a general education classroom with supplementary aids and services; ii. A comparison of the benefits provided in a general education classroom and the benefits provided in a special education classroom; and iii. The potentially beneficial or harmful effects which a placement may have on the student with disabilities or the other students in the class. A student with a disability is not removed from the age-appropriate general education classroom solely based on needed modifications to the general education curriculum and placement in a program option is based on the individual needs of the student.

If the IEP Team determines that a student requires services outside of the general education classroom, Frankford Township School offers the program options listed below.

Unless otherwise indicated by the student's IEP, students are included in general education classes for all specials, cycles, electives, homeroom, lunch and recess.

Inclusive Preschool Program

In our inclusive preschool classroom, typically developing preschoolers play and learn with those students with special needs in a nurturing, language-enriched environment. In addition to special education and general education teaching staff, the program is supported by speech/language specialists, an occupational therapist, a physical therapist and paraprofessional(s) specifically to service our students with special needs. Our program follows the Creative Curriculum, a New Jersey Department of Education Office of Early Childhood Education approved curriculum. Creative Curriculum is a teaching approach that emphasizes hands-on, exploratory learning through diverse activities, encouraging children to actively engage with their environment and develop creativity, critical thinking, and problem-solving skills through open-ended projects and self-directed exploration. Students are active learners in a caring and inviting environment.

Resource Program (pull-out replacement or in-class resource)

The resource programs are designed to support students in grades K through 8 who require more intensive instruction than can be provided within a more typical general education setting. Resource programs offer individual and small-group instruction in either a general education class or in a pullout classroom (based on the student's IEP). Within these settings, students are provided with modifications to the instructional strategies, testing procedures or other specialized instruction to access the general education curriculum in accordance with the student's IEP.

Multiple Disabilities Program

The Multiple Disabilities program shall serve the students who have similar intensive educational, behavioral and other needs related to their disabilities in accordance with their individual education programs. Placement in this special class program shall occur when the IEP team determines that the nature and severity of the student's disability is such that no other school-based program will meet the student's needs. Special class programs shall offer instruction in the core curriculum content standards unless the IEP specifies a modified curriculum due to the nature or severity of the student's disability.

A classroom teaching assistant(s) and/or 1:1 paraprofessional will provide additional support. ELA and Math instruction takes place in the whole group, small group, and individually. All lessons and classroom activies are differentiated to reach the specific and unique needs of all students. Related services including counseling, speech, occupational and physical therapy are provided as specified in students' IEPs. Social skills lessons are directly taught within the self-contained classroom and a focus towards generalization in the school community is maintained. Mainstreaming opportunities are encouraged and provided on an individual basis. All students participate in lunch/recess with their general education peers. Additional opportunities for generalization of skills are provided by inclusion in classes such as physical education, art, music, etc. Students also participate in special activities (class parties, holiday crafts, etc) with their general education peers. The district behavior specalist is available to support the class. Ongoing communication in collaboration with the students' case manager, related services prociders and parents is maintained.

Learning and Language Disabilities Program

The learning and/or language disabilities program is designed to provide specialized instruction to students who struggle with language-based learning difficulties in understanding or using language, spoken or written, that may interfere with the student's ability to listen, think, speak, read, write, spell, or to do mathematical calculations. The classes are self-contained, small-group instruction using positive support for students who demonstrate mild to moderate, and severe cognitive difficulties. Instruction follows the New Jersey Student Learning Standards (NJSLS) and/or Essential Elements (EEs) using modifications, intensive reinforcement and supplemental materials to provide a successful educational experience for each student. Special education teachers use specialized instructional materials and strategies emphasizing basic reading skills, reading comprehension, oral expression, listening comprehension, mathematical calculation, mathematical problem solving, written expression, and reading fluency. Instruction is differentiated to meet the needs of each student and is guided by the student's Individualized Education Plan. The goal of an LLD program is to help students develop their language skills to meet academic requirements, improve social interaction, and develop abilities to manage their behaviors within the school environment. Students with disabilities are education in the least restrictive environment, and integrated into general education and social settings to the greatest extend possible.

A classroom teaching assistant(s) will provide additional support. Whole group, small group, and individualized instruction is utilized. All lessons and classroom activities are differentiated to reach the specific and unique needs of all students present. Related services including counseling, speech, occupational and physical therapy are provided as specified in students' IEPs. Social skills lessons are directly taught within the self-contained classroom and a focus towards generalization in the school community is maintained. The district behavior specialist supports the class. Ongoing communication in collaboration with the students' case manager, related service providers and parents is maintained. Mainstreaming opportunities are encouraged and provided on an individual basis. All students participate in lunch/recess with their general education peers.

Additional Special Education Supports (list is not exhaustive)

Adapted equipment: Special seating options, cut-out cups, or other adapted equipment
Assistive technology: Word processors, special software/applications, communication systems, or other assistive technology
Training: Training for staff, students, and/or parents
Peer tutors: One-on-one aides or peer tutors
Adapted materials: Books on tape, large print, highlighted notes, or other adapted materials
Curriculum modifications: Accommodations and modifications to the curriculum
Environmental supports: Supports to address environmental needs
Staff support: Specialized support and training for staff who work with the child
Planning time: Planning time for collaboration needed by staff

Frankford Township School District

Special Education

Our Team

Referral Process

Parent Resources

Project Child Find

Special Education Parent Advisory Group (SEPAG)

Support Models