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MPS Home ➤ District ➤ Special Education ➤ Overview 4/14/17

Special Education Overview, April 12, 2017

See PDF of presentation

Theodore Kozlik, Interim Director
Nicholas Del Re, Interim Supervisor
Jennifer Finnerty, Supervisor
Rebecca Ross, Supervisor

Topics

  • Enrollment
  • Staffing
  • Programs
  • Disproportionality
  • Challenges

Special Education Enrollment*

  • Bradford — 75
  • Bullock — 90
  • Buzz Aldrin — 134                                           
  • DLC — 70            
  • Edgemont — 18                                               
  • Glenfield — 113
  • Hillside — 90                                     
  • Nishuane — 33
  • Northeast — 44
  • Renaissance — 57
  • Watchung — 46
  • Montclair High — 366
  • Out of District — 89
  • Total — 1225

 Factor Group Comparison

  • Montclair17.87%
  • Livingston16.52%
  • West Orange19.69%
  • South Orange/Maplewood14.09%
  • New Jersey State16.47%

Classifications

  • Auditory Impairment — 12
  • Autistic — 134
  • Communication Impaired — 71          
  • Intellectual Disability — 26 
  • Emotionally Disturbed — 94
  • Multiply Disabled — 113
  • Orthopedically Impaired — 0
  • Other Health Impaired — 408
  • Preschool Child with a Disability — 70
  • Specific Learning Disability — 295
  • Traumatic Brain Injury — 0
  • Visually Impaired — 2

Teacher Certification

  • All Special Education teachers possess either Teacher of the Handicapped (TOH) or Teacher of Students with Disabilities (TOSD) certification.
  • All teachers are highly qualified as required by New Jersey regulations.

Special Education Teachers

  • Bradford — 8.6                            
  • Bullock — 9
  • Buzz Aldrin — 15.5
  • DLC — 4.6
  • Edgemont — 2.5                                  
  • Hillside — 10.5
  • Glenfield — 12
  • Nishuane — 5                               
  • Northeast — 6.5
  • Renaissance — 7
  • Watchung — 5                              
  • Montclair High — 32.5               

Case Managers

  • A case manager is assigned to a student when it is determined that an initial evaluation will be conducted.  The case manager will coordinate the development, monitoring and evaluation of the effectiveness of the IEP. The case manager will facilitate communication between home and school and will coordinate the annual review and reevaluation process.

Child Study Teams

  • L D Teacher Consultants — 11.8
  • Psychologists — 14.6
  • School Social Workers6

Related Service Providers

  • Speech Language Specialists — 14.1
  • Occupational Therapists — 6
  • Physical Therapists — 1 PT, 1 PT Assistant
  • Teacher of the Deaf — 1

                *Additional Services Contracted*

Referrals/Declassifications

  2015-2016 2016-2017
(As of April 5)
Pending Referrals   63
Referral Process Terminated 118 40
Declassified 22 14

Resource Programs

  • In-Class
  • Pull-out Support
  • Pull-out Replacement

Modifications to the instructional strategies or testing procedures or other specialized instruction to access the general education curriculum are provided in accordance with the student’s IEP.

Least Restrictive Environment

  80% or more Less than 40%
 (includes out of district)
Asian 30 8
Hispanic 75 16
Black 229 82
White 390 66

Supplementary Instruction

  • In-Class
  • Pull-out Support

Provided to students with disabilities in addition to the primary instruction for the subject being taught

Special Class Programs

Special classes, separate schooling or other removal of a student with a disability from the student’s general education classes occurs only when the nature or severity of the educational disability is such that education in the student’s general education class with the use of appropriate supplementary aids and services cannot be achieved satisfactorily.

  • Autism (ABA)
  • Behavioral Disabilities (BD - MAP)
  • Language/Learning Disabilities (LLD)
  • Multiple Disabilities (MD)
  • Preschool Disabilities (PSD)
  • Out of District (OD)

Community Based Transition
Students Ages 18-21

  • Community Life/Daily Living
  • Budget/Money Skills
  • Transportation/Travel Training
  • Recreation/Leisure Activities
  • Continuing Education
  • Advocacy Skills

Disproportionality

  Black Males* White Males Black Females White Females  
  919 1861 897 1638
% Enrollment
(District)
13.4% 27.1% 13.1% 23.9%
Special
Education
%
(333)
27.1%
(357)
29.0%
(199)
16.2%
(170)
13.8%
% of Total
Enrollment
Classified
4.6% 5.2% 2.9% 2.5%

Special Class Programs

  Asian (M/F) Hispanic (M/F) Black (M/F) White (M/F)
Behavior Disability 0/0 0/0 13/2 3/0
Multiple Disability 0/0 0/0 7/2 0/1
Preschool Disability 4/3 10/5 17/9 42/10

 

Out of District

  Males Females
Asian 2 1
Black 25 13
Hispanic 4 3
White 28 11

Parent Survey

  Highly Effective Effective Partially Effective Ineffective
Elementary 74% 26% 0% 0%
Middle School 75% 22% 2% 1%
High School 68% 32% 0% 0%


Items asked parents to rate:

  • Did the parents receive an invitation to the meeting?
  • Was the parent asked to provide input into the IEP?
  • Did the IEP include strengths and weaknesses?
  • Were the legally required members present?
  • Were goals and objectives discussed?
  • Was LRE discussed?
  • Did the parent believe the proposed program was appropriate to support their child’s strengths and needs?

Parent Survey

  • Surveys were distributed via mail and at IEP meetings.
  •  32 surveys were returned (representing prek – grade 12)
  • Areas of weakness, though small,  were in the areas of:
    • Required members attending the IEP meetings     
    • discussion of LRE.
  • In Summer 2017, Pupil Services will mail survey to all families directly to ensure receipt and increase number returned.

Challenges

  • Building Space/Locations
  • Changing Enrollment
  • Staff/Scheduling
  • Professional Development
    • multi-sensory reading programs
    • Positive Behavioral Interventions and Supports
    • Inclusion (NJCIE)

Updated: 4/13/2017