The Special Services staff of Franklin Lakes Public Schools believe in success for all children. We are dedicated to providing a safe and nurturing environment in which each child has the opportunity to reach his or her fullest potential. Learning is an individual process in which each child will have the optimum opportunity to develop academically, socially, and emotionally. We strive to foster individual strengths while developing areas in need of more support. We support students through a variety of specialized instructional strategies, techniques and models.
In-Class Supplemental/Replacement Instruction (ICS / ICR)
In-Class Supplemental/Replacement instruction is implemented at both the elementary and middle school levels for Reading and Writing, Mathematics, Science and Social Studies. ICS/ICR recognizes that some students are capable of assuming academic responsibility for the general education curriculum, but continue to require support from a special education teacher in the general education classroom. In this model, both general and special education teachers collaborate together in teaching the class, with specific accommodations and modifications being provided to students that are specifically outlined in their IEP. While this support is designated for identified students in their IEP, this push-in support model helps all learners in the classroom whenever necessary.
Pull-Out Supplemental Instruction
Supplementary Instruction is offered to both students with and without an IEP. SI is designed to help students 2 to 3 times per week in addition to the time spent in the general education classroom, based on the needs of the student, in reading and writing and or mathematics. The instruction can be provided by either a special education teacher or an identified Interventionist. At the elementary level, this support is referred to as Collaborative Supplemental Instruction (CSI) and at the middle school it is referred to as Strategies and Intervention.
Pull-Out Replacement Instruction (Resource Room)
Pull-Out Replacement is an instructional model that exists in grades K through 8. This model includes subject replacement opportunities for reading, writing and mathematics in a small group setting to ensure successful academic progress ranging in class sizes up to 9 students at the elementary level and 12 students at the middle school. The instruction is a modified version of the grade level curriculum, often using supplemental resources to ensure instruction is skill-level and age appropriate. Instruction is individualized for students based on the goals, objectives and instructional needs outlined in the student’s IEP.
At FAMS, the PREP class is offered daily to students who require additional support in their day with executive functioning skills, including organization, time management, stress management, test preparation, self-monitoring, and self-advocacy.
BRIDGES is a self-contained program located at Woodside Avenue School designed to assist students with mild to moderate learning and/or language disabilities in grades K through 5. Each class contains a special education teacher and a ParaEducator with an emphasis on individualized small group instruction in all content areas, including reading, writing, mathematics, science and social studies. The limited class size maximized at 10 students helps to intensify instruction on a daily basis. Daily social skills instruction and application are provided for students. Opportunities for mainstreaming and inclusion in the general education setting are available at all grade levels through the IEP team process.
CAPS is a self-contained program at Colonial Road School providing individualized instruction to students with autism in grades PreK through grade 5. Personnel in this program are highly trained in the area of autism with particular expertise in assessment, IEP development, curriculum planning, Applied Behavior Analysis (ABA), communication programming, and emotional/social development. The curriculum emphasizes the following: communication and language, social skills, play, engagement, academics, replacement of challenging behaviors, recreational skills and self-management. The students are supported by Special Education teachers and related service providers in collaboration with the district behaviorist and ParaEducators in a 1 to 1 ratio with students. There is a very strong team approach that is promoted by ongoing communication and weekly clinics amongst staff members.
FAMS LLD Program
The middle school self-contained LLD program provides individualized support to students with mild to moderate learning and/or language disabilities in grades 6 through 8. Instruction is provided in the areas of reading and writing, mathematics, science and social studies, with an emphasis on pre-vocational and real world application of skills. The Beads ‘N Me class is offered to students as an elective course that teaches entrepreneurial and problem-solving skills and applies the concepts covered in mathematics. Social skills instruction and support is provided in the classroom and supported through related service providers in collaboration with the classroom teacher.
Bright Horizons Preschool Program
Bright Horizon is an integrated preschool program located at High Mountain Road School providing a unique opportunity for both general and special needs students to receive an education in a half or full day inclusive setting. Each classroom is taught by both a general and special educator in collaboration through a co-teaching model. This team teaching approach provides the opportunity for preschool students who experience early developmental delays to be educated with their non-disabled peers. Additionally, related service providers support students in the classroom setting determined by the IEP Team.
Communication is essential for all students to achieve academic and personal success. The Speech/Language Pathologists are dedicated to providing a structured and positive environment in order to facilitate each child’s ability to communicate to his or her optimal level. We believe in a multi-sensory approach to build confidence, social interaction, and independence. Our services include direct, small-group and integrated instruction in the classroom, as well as consultation with classroom teachers to help children generalize skills across different settings.
Occupational and Physical Therapy Services
The Occupational and Physical Therapists use their unique expertise to help children prepare for and perform important learning and school-related activities to fulfill their role as students. In this setting, OTs and PTs support outcomes including: social skills, math, reading and writing, behavior management, participation in recess and physical education, navigation throughout the school, self-help skills, prevocational/vocational participation, and more. Practitioners are particularly skilled in facilitating student access to curricular and extracurricular activities through supports, adaptations, modifications and planning. Additionally, they play a critical role in training classroom teachers, parents, other staff members, in how to support students with unique fine and gross motor needs. Our services include direct, small-group and integrated instruction in the classroom, as well as consultation with classroom teachers to help children generalize skills across different settings.
More information to come
The Franklin Lakes School Counseling Program believes that all people can learn and grow physically, intellectually, emotionally, socially and also develop a strong sense of moral responsibility. Our comprehensive program is built on the assumption that educational, career, and personal objectives are attainable when all students are supported by school counseling services. All students in Franklin Lakes, grades K-8, have the right to receive school counseling services and discuss unique needs. The counselors will serve as a liaison between students, parents and teachers to maximize student success. The links below provide more specific information:
The middle school self-contained program Pathways is designed for students with autism at the secondary level. Personnel in this program are highly trained in the area of autism with particular expertise in assessment, IEP development, curriculum planning, Applied Behavior Analysis (ABA), communication programming, and emotional/social development. The curriculum emphasizes function within the context of core academic areas such as reading, writing, math, science, social studies, physical education, art, community-based instruction, and self-management. The students are supported by Special Education teachers and related service providers in collaboration with the district behaviorist
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