Wyckoff Public Schools

Special Services

Student Personnel Services Staff

Section 504

Special Education for Preschoolers with Disabilities

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Summary of State Monitoring

Summary of State Monitoring

On February 9, 2004, The New Jersey Department of Education (NJDOE) conducted a monitoring visit of the Wyckoff School District to determine the district's compliance with the requirements of the Individuals with Disabilities Education Act (IDEA) 1997 and the New Jersey Administrative Code (N.J.A.C.) 6A:14.
As a result of these monitoring activities, areas of strength and noteworthy programs have been identified. This is a brief summary of their findings:
The district is commended for its intensive pupil assistance program. Every child's academic performance is reviewed four times a year by the school principal and the social worker. If it appears a student is having difficulty, the child is referred to the Pupil Assistance Committee(PAC). The PAC, which is comprised of all teachers divided into grade level teams, CST members, the principal and parents, meets every week during the school day. One of the interventions recommended is the Academic Support Program(ASP). The ASP is facilitated by a certified reading specialist who customizes a reading program for each student.
The district is also commended for providing a full time social worker in every building. The social worker assists with the PAC process, facilitates parent training programs during and after the school day, and is a member of the child study team. Additionally, the use of the building based social worker contributes to a positive school climate by providing interventions for general education teachers in implementing educational and behavioral strategies within the classroom.
The district is further commended for its parent training opportunities. Child study team members, guidance counselors and principals have collaborated and implemented parent training on the following topics this year: Homework without Tears, Fostering Respect, Bullying and Peer Relationships, Transition Process and Learning Styles.
The district is commended for its successful efforts in placing students with disabilities in the least restrictive environment. Based on the review of the district data from the 2001 and 2002 school years, over 70% of classified students are educated with their non-disabled peers more than 80% of the school day. This exceeds the state average of 41.6%. The district is recognized for its efforts to continually increase the number of pre-school students educated with non-disabled peers. The district has developed a district -wide goal to increase the opportunity for disabled pre-schoolers to be placed in the general education setting.

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