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Student Services and Special Education
Chapter 1 and Basic Skills Education
The Chapter I Program of the Board of Education augments the educationally
disadvantaged pupils through government funds in accordance with, Chapter I,
Education Act of 1981.
The supplemental program is based on an annual assessment of educational
needs and is individualized for pupils in primary grades.
Basic Skills instruction is another supplemental program for both Mathematics
and Reading. Criteria for admission are determined by:
∙ Test scores on the Terra Nova Achievement Test.
∙ Teacher recommendations.
Instructors work closely with the school principals, guidance counselors,
classroom teachers and parents of participating children in planning of each year’s
total program. An on-going evaluation of each student’s progress is maintained by
the instructors. Parents are kept informed through parent conferences and progress
reports. At the end of the year, students are re-evaluated by the staff, by the
classroom teacher, and by standardized tests to determine growth in program areas.
Project Child Find
Project Child Find is a free referral service and public awareness campaign to assist in the identification of unserved/underserved youth with a delay or disabiilty from birth through twenty-one years of age. Call 1-800-322-8174 for infants and toddlers birth through two if you are concerned about your child's development. If you are concerned about your child's development, ages 3 - 21, please call the Secaucus Department of Special Services, 201-974-2068, for information regarding a referral for Special Education and Related Services.
Intervention and Referral Services
The mission of the Secaucus Public School Intervention and Referral Services
Program (I&RS) is to provide teachers with strategies for helping “at risk”
students. Each school building has a dedicated interdisciplinary
team of professional staff members who meet regularly to develop intervention
plans for students to ensure their success in the regular education setting. Areas of concern addressed
through I&RS may include academics, behavior, medical, or social issues. The
I&RS team regularly monitors the progress of students and recommends changes in
strategies if necessary.
Any staff member may refer a student to the I&RS team by using a referral form
obtained from the Guidance department of their building. Parents may also request that their
son or daughter be reviewed by I&RS.
Parents may initiate a referral by contacting their child’s principal, teacher
or guidance counselor. Once a
student is identified, the I&RS team will review the referral, meet with the
teacher and contact other appropriate people involved with the student. The I&RS team will develop an
Intervention (Action) Plan with strategies for the teacher or other staff to use
to help the student. The team will review the student’s progress regularly and
adjust the Intervention (Action) Plan as appropriate. If, after several strategies have
been in place and the student’s academic performance and/or behavior merit a
formal evaluation, the I&RS team may refer the student to the Child Study Team.
ESL - English as a Second Language
The Goal in the ESL program is the acquisition of English skills in listening,
speaking, reading and writing. Each grade level is divided into three parts:
Beginners, Intermediate and Advanced Skills.
The program is individualized as much as possible. The entire program exercises
different modules and integrates reading, writing, memory training and visual
perception for more extensive learning. A total immersion strategy is
implemented.
Speech
Speech and language services are available to students identified as having
communication problems in areas such as articulation, fluency, voice and
language. Clinicians provide speech/language therapy and when necessary,
consult with the basic Child Study Team.
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Child Study Team/Special Education
The Child Study Team consists of a school psychologist, a learning consultant, a
social worker and often a speech correctionist. The Team conducts a multidisciplinary
evaluation of children who are suspected of having a disability and might
need special education services. All parents receive a copy of Parental Rights in
Special Education when their child is referred for a possible evaluation. Programs
provided in this district for a child found to require classification and services are
varied to include accommodations in a general education class, related services,
resource center instruction or enrollment in a special education class. Members of
the Child Study Team also work directly with teachers to assist them in adjusting the
school or classroom environment to the educational needs of their pupils.
If special assistance is needed, a child is referred for formal diagnostic services
Programs available and include resource room programs and self contained
classes. Recommendations for placement/services are made by the Child study
Team. Individualized educational plans (IEP’s) are formulated for every
classified student.
Gifted and Talented
The school system has a series of formal and informal program components for
students with special abilities and talents. Formal components are characterized by
specific identification procedures and regularly scheduled instructional time.
Informal components include options that provide for all interested students.
Formal Components - In keeping with the most recent research, the school system
defines intellectual giftedness as a blending of outstanding intellect, motivation, and
creative thinking. For the formal components of the program, the district uses
multiple criteria to identify pupils who may be gifted. These procedures include the
use of I.Q. Tests, achievement tests, teacher recommendations and peer nominations
to select children in academic areas, as well as the creative arts. Special classes are
held in each elementary school during the regular school day.
The Rogate Program is offered for academically gifted and talented middle school
students selected by their tests scores and on recommendations from their teachers
and guidance counselor. Students meet to discuss test taking and
techniques, current affairs and subjects of intellectual interest, and curiosity.
Another component for middle school students, who demonstrate aptitude in
specific academic areas, consists of accelerated classes for seventh graders and eighth
graders in science and mathematics.
At the high school, a program of honors courses in English, mathematics, science,
social studies and foreign language has been established. Also, advanced courses are
available in art, music, and band. Advanced placement courses in calculus, English
and social studies, as well as college credit course in advanced biology are offered.
Informal Components - To nurture elementary students in areas of specific interest a
regular series of voluntary classes are held by the Continuing Education Department
on Saturday mornings at the high school.
Guidance Services
The mission of the Secaucus School District guidance and counseling
program is to provide a comprehensive, development guidance program to address
the academic, career and personal/social development of all Kindergarten through
grade 12 students. School guidance
counselors are professional school advocates who provide support to maximize
student potential and academic achievement.
In partnership with other educators, parents or guardians and the
community, our guidance counselors facilitate the support system to ensure all
students in Secaucus Public Schools have access to and are prepared with the
knowledge and skills to contribute at the highest level as productive members of
society. Each school has certified
school guidance counselors who provide services that include one-on-one
counseling, group counseling, referrals to social services, college and
vocational school referral, internship and pre-vocational related referrals and
linkage for parents and guardians with community resources. In addition, the guidance department
presents instruction to all students in character education, anti-bullying,
substance abuse, stress and depression related topics, suicide prevention,
school motivation issues, career options, college choice, financing a college
education, career and workplace readiness skills and other topics as may be
required by the New Jersey Core Curriculum Content Standards.
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