North Hunterdon Special Education Department
“One day better”
Chris Schumann-Supervisor
908-713-4159
OVERVIEW:
Ninth grade students with IEP’s follow the same basic academic requirements as all students entering North Hunterdon High School. Students’ levels of support will vary based on their individual needs as determined appropriate via the IEP team process.
Our high schools offer a continuum of placement options. Students may participate in general education programs with the accommodations identified in their IEPs. All students in core level classes are afforded a supported general education model with a special education teacher and a general teacher in each classroom. Students in college prep courses may be considered for an in-class support model which also provides a special education teacher in the general education classroom.
Students determined appropriate for a smaller instructional environment have the opportunity to receive resource pull out replacement instruction by a special education teacher. Other students who require a more supported structured environment for their specialized academic or behavioral challenges are considered for participation in our language learning disabilities program or behavior disabilities program. Students requiring other specialized programs, such as autism or multiple disabilities, may receive this instructional model at Voorhees, our sister school.
We also offer various elective programs that are designed to respond to students’ individual needs including, but not limited to, transition needs, study skills, and reading.
The special education teachers and child study team staff look forward to welcoming your students to our high school.
Please note:
- All special education program placements for students are determined via the IEP team process.
- In academic courses, department sponsored rubrics drive placement.
- Student course selection timelines are the same as regular education students.
OPTIONS:
General Education:
- Students in College Prep classes may be provided in-class support.
- Students in Core level classes are afforded a supported general education model with a special education teacher and a general education teacher in each classroom.
Replacement Resource Center Program: English, Math, Science and Social Studies instruction are provided to students requiring a highly individualized learning program to commensurate with their specific needs and abilities. The program’s focus is on remediating, developing, and improving skills in the core curricular areas.
Special Class Programs:
- Learning and/or Language Disabilities Program– English, Math, Science and Social Studies are offered with the special class program that is designed to meet the academic needs of each individual student. Instruction is varied to include both individual and group teaching. The structured learning environment encourages success while promoting student responsibility and self-discipline. Incorporation of technology is included in instruction.
- Employment Orientation Program (EOP I): This program is focused on teaching students basic skills that are necessary in the workplace. The program is run within a classroom environment providing opportunities in mini business centers supporting students learning skills including, but not limited to customer service, taking orders, billing, copying, engraving, printing, laminating and poster making. Aside from the hands-on- experiences they will receive in this environment, students will learn important general foundation skills relevant to success in the employment world.
- Transitional Learning Community (TLC): provides a nurturing support system for students primarily with emotional issues interfering with academics and/or attendance. Students are assisted by a teacher in the academic basics of English, Math, Social Studies, Science, Study Skills, and Physical Education. All lessons are individualized with a variety of academic materials to meet the students’ individual needs. Of crucial importance, the Child Study Team members assist the students in working through their emotional issues and conflicts on a weekly basis through group counseling.
Electives:
- Study Skills Curriculum: The purpose of the 9th grade Study Skills Curriculum is to develop skills which will allow each student to effectively transition into high school, self advocate, and heighten awareness of a variety of learning strategies. This course will also provide educational tools that can be accessed in the regular education setting. The class is designed to encourage students to define, explore and understand their learning styles. The goal of the program is for each student to demonstrate successful implementation of the educational and technological tools that have been acquired through a variety of student-centered exercises and multi-media presentations.
- Reading: Two intensive intervention programs created by Scholastic, System 44 and READ180, are used in the class to help accelerate academic achievement for struggling readers. System 44 systematically integrates lessons on sounds, sound spellings, high-utility sight words, and strategies for unlocking multisyllabic words, providing deep instruction and systematic, adaptive practice. READ 180 is an intensive reading intervention program designed to meet the needs of students whose reading achievement is below the proficient level. Both directly address individual needs through adaptive and instructional software, high- interest literature, and direct instruction in reading and writing skills. These instructional models enable the acceleration of struggling readers toward grade-level reading proficiency through a proven balance of direct instruction, small-group differentiation, and individual practice.
Transitional Center: This center is designed to give students the opportunity to practice transitional skills necessary in post secondary institutions and everyday life. Reinforcing transitional skills, enhancing self-advocacy techniques and providing assistive technology are available within this unique center. It is designed for the student who has a learning disability, participated in a study skills program and/or exhibits self-advocacy skills necessary for success in traditional academic settings. The center is available to students throughout the day and the student can enter during his/her study hall, lunch time or other appropriate setting. The center offers extended testing, additional academic support, a supported study hall, an alternative testing site, assistive technology programs and is a resource center for post secondary institutions.
