Special Education: Programs

Our Special Services Department is dedicated to ensuring that every student has the resources, support, and opportunities they need to thrive academically, socially, and emotionally. We provide a wide range of programs and services designed to meet the diverse needs of learners, from early intervention and specialized instruction to related services such as counseling, occupational therapy, physical therapy, speech and language services, and behavioral support.

Through individualized planning, collaboration with families, and partnerships with teachers and staff, our programs are tailored to address each student’s unique strengths and challenges. Whether through Child Study Team evaluations, specialized classroom supports, or targeted interventions, our goal is to create an inclusive learning environment where all students can reach their fullest potential.

SPECIAL EDUCATION PROGRAM OFFERINGS

Consultation Model

Overview:

In accordance with NJ Administrative Code Title 6A:14, our district implements a Consultation Model as part of its Special Education services to ensure compliance with state regulation and to support students in the general education setting whenever possible. Under N.J.A.C. 6A:14-4.3(a), every student shall be considered for placement in the general education classroom with supplementary aids, services, and consultation services before alternative placement options are considered. Consultation services are among the supports that may include curricular modifications, assistive technology, in-class resource programs, and related services.

Under this model:

General education teachers, special education staff, and related service providers collaborate to identify students who may exhibit academic, behavioral, social, or communicative needs.
Through formal and informal evaluations, data, observation, and screening, the team determines if consultation and accommodations will address the student's needs without the need for removal from general education.
Consultation involves regular, ongoing collaboration among educators and specialists to support instructional strategies, classroom modifications, and accommodations that help the student access the curriculum and demonstrate progress.
When consultation and supplementary aids/services are not sufficient, a referral for full special education evaluation is pursued per N.J.A.C. 6A:14-3.5 to determine eligibility and need for services.

This model is designed to preserve inclusion, ensure early intervention, and focus on minimizing any adverse effects on a student's educational performance by using consultation and supports prior to more restrictive placements.

Classroom Environment:

Single, General Education Teacher
Whole, Large Group
- There is no maximum overall class size set by the State, only that of space-per-pupil requirements set by NJDOE and Fire & Safety codes. The District always utilizes best-practices for all settings.
No Instructional Aide requirement

Curriculum:

Aligned to New Jersey State Learning Standards, at grade-level for the specific course. Curriculum is accessible through the Hackettstown Public School District's Rubicon Atlas Curriculum platform.

Accommodations & Modifications:

Provided as per Individual Education

In-Class Resource Support Model (ICRS)

Overview:

In alignment with N.J.A.C. 6A:14-4.6, the district provides an In-Class Resource Program as a method of delivering special education services within the general education classroom. This model ensures students with disabilities are educated in the least restrictive environment (LRE) while receiving the individualized supports necessary to access the general curriculum.

In this model, a general education teacher and a special education teacher collaborate within the same classroom. The special education teacher is responsible for modifying instruction, adapting materials, and implementing accommodations as outlined in each student’s Individualized Education Program (IEP). The general education teacher maintains responsibility for delivering content instruction aligned to grade-level standards.

Key components of the In-Class Resource Support Model include:

Collaborative instruction by both teachers to address diverse learning needs.
Supplementary aids and services as required by the student’s IEP.
Ongoing consultation and planning between general and special educators to ensure instruction is accessible and effective.
Progress monitoring to evaluate the effectiveness of strategies, accommodations, and modifications.

This service delivery model reflects the state’s commitment to inclusion and ensures that students with disabilities can learn alongside their peers while receiving the specialized support they need to succeed.

Classroom Environment:

Co-Teaching, General & Special Education Teachers
Whole, Large Group
- There is no maximum overall class size set by the state, only that of space-per-pupil requirements set by NJDOE and Fire & Safety codes.. However, according to NJAC 6A:14-4.6(m), there are limits on the number of students with IEPs in a class:
  - no more than 8 students with IEPs in preschool through grade 5, and
  - no more than 10 students with IEPs in grades 6 through 12.
No Instructional Aide requirement

Curriculum:

Aligned to New Jersey State Learning Standards, at grade-level for the specific course. Curriculum is accessible through the Hackettstown Public School District's Rubicon Atlas Curriculum platform.

Accommodations & Modifications:

Provided as per Individual Education

Pull-out Resource Support Model (POR)

Overview:

In accordance with N.J.A.C. 6A:14-4.6, the district offers a Resource Program as a special education service designed to provide targeted instruction to students with disabilities outside of the general education classroom, when their Individualized Education Program (IEP) team determines that supplementary aids and in-class supports are not sufficient to meet their needs. This model maintains compliance with the principle of the least restrictive environment (LRE) by ensuring students are removed from the general education setting only to the extent necessary.

In the Pull-Out Resource Support Model, a special education teacher provides small-group or individualized instruction in a separate setting. Instruction is aligned with the New Jersey Student Learning Standards and individualized according to each student’s IEP goals. Services may include:

Targeted instruction in core academic areas to address identified skill deficits.
Remediation and intervention using specialized teaching methods, strategies, and materials.
Support in developing learning strategies that foster independence and success in the general education setting.
Collaboration with general education teachers to ensure alignment between resource instruction and classroom curriculum.

This model is designed to strengthen student skills and address unique learning challenges while preparing students to engage more fully and successfully in the general education environment.

Classroom Environment:

Single, Special Education Teacher
Whole, Small Group; following code NJAC 6A:14-4.7(c)
- Class SIze:
  - no more than 9 students with IEPs in preschool through grade 5, and
  - no more than 12 students with IEPs in grades 6 through 12.
- Instructional Aide
  - Not required when class size is under
    - 6 students with IEPs in preschool through grade 5, and
    - 9 students with IEPs in grades 6 through 12.
  - Required if class size exceeds
    - 7 students with IEPs in preschool through grade 5, and
    - 9 students with IEPs in grades 6 through 12.

Curriculum:

The content is aligned to New Jersey State Learning Standards to match the student’s individual academic level and performance. Curriculum is accessible through the Hackettstown Public School District's Rubicon Atlas Curriculum platform.

Accommodations & Modifications:

Provided as per Individual Education

Self-Contained Model (SC)

Overview:

In compliance with N.J.A.C. 6A:14-4.6, the district provides Self-Contained Special Education Programs for students whose needs cannot be met in the general education setting, even with supplementary aids, services, or resource supports. Placement in a self-contained program is determined by the IEP team and is considered only after less restrictive options have been evaluated. This model ensures that students continue to receive a free and appropriate public education (FAPE) in the least restrictive environment (LRE) appropriate to their individual needs.

In a self-contained program, students receive instruction in a separate classroom led by a certified special education teacher, often with additional support staff. Instruction is closely aligned with the New Jersey Student Learning Standards but is highly individualized to address each student’s academic, social, behavioral, and functional goals as outlined in the IEP.

Key features of the Self-Contained Program Model include:

Smaller class sizes that allow for more individualized instruction.
Specialized curriculum and teaching strategies designed to meet diverse learning needs.
Therapeutic and behavioral supports integrated into daily instruction.
Collaboration with related service providers (e.g., speech, occupational therapy, counseling) to address the whole child.
Opportunities for inclusion, when appropriate, in general education classes, activities, and schoolwide programs.

This model provides a structured and supportive environment where students with significant learning or developmental needs can make meaningful progress while still participating as much as possible in the broader school community.

Classroom Environment:

Single, Special Education Teacher
Whole, Small Group; Following code NJAC 6A:14-4.6(m)
- Class Size based on specific program;
  - Autism Spectrum Disorder (ASD)
    - no more than 9 students with IEPs in Kindergarten through grade 12
  - Learning and/or Language Disability (LLD)
    - no more than 16 students with IEPs in Kindergarten through grade 12.
  - Multiple Disability (MD)
    - no more than 12 students with IEPs in Kindergarten through grade 12.
  - Preschool Disability (PSD)
    - no more than 12 students with IEPs in preschool
- Instructional Aide
  - Autism Spectrum Disorder (ASD)
    - Not required when class size is under 4 students
    - Required:
      - 1 classroom aide required if the class has 4-6 students with IEPs
      - 2 classroom aides required if the class exceeds 7-9 students with IEPs
  - Learning and/or Language Disability (LLD)
    - Not required when class size is under 10
    - Required if the class exceeds 10 students with IEPs
  - Multiple Disability (MD)
    - Not required when class size is under 8
    - Required if the class exceeds 8 students with IEPs
  - Preschool Disability (PSD)
    - Required:
      - 1 classroom aide required if the class has 1-8 students with IEPs
      - 2 classroom aides required if the class exceeds 9-12 students with IEPs

Curriculum:

The content is aligned to the New Jersey State Learning Standards to match the student’s individual academic level and performance. Curriculum is accessible through the Hackettstown Public School District's Rubicon Atlas Curriculum platform.

Accommodations & Modifications:

Provided as per Individual Education

SPECIAL EDUCATION CO-CURRICULAR PROGRAM OFFERINGS

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