Special Education
District Director of Special Service: Mrs. Sonya Orentas-Boyer, sboyer@mhrd.org
District Supervisor of Special Education: Mr. Kevin Kelly, kkelly@mhrd.org
Embedded Files
The Morris Hills Regional District Board of Education has approved curriculum for the district’s multiple disabilities, learning/language disabilities, and resource center programs of study. Students are expected to meet the goals and objectives as outlined in their Individual Educational Plans as they address proficiencies within the established courses of study. Unless the child study team has approved modified objectives or an alteration in course content in the IEP, students must meet course objectives. In-class support is provided via team teaching across a variety of general education subjects such as English, mathematics, social studies, and science.
Our Inclusion Model
Our Inclusion Model
In an in-class resource program, also known as co-teaching, the student shall be provided modifications to the instructional strategies or testing procedures or other specialized instruction to access the general college preparatory education curriculum in accordance with the student's IEP. The primary instructional responsibility for the student in an in-class resource program shall be the general education teacher unless otherwise specified in the student's IEP. An in-class resource program shall be provided in the student's general education class at the same time as the rest of the class. A student receiving an in-class resource program shall be included in class activities as deemed appropriate with regard to the student's IEP.
In an in-class resource program, also known as co-teaching, the student shall be provided modifications to the instructional strategies or testing procedures or other specialized instruction to access the general college preparatory education curriculum in accordance with the student's IEP. The primary instructional responsibility for the student in an in-class resource program shall be the general education teacher unless otherwise specified in the student's IEP. An in-class resource program shall be provided in the student's general education class at the same time as the rest of the class. A student receiving an in-class resource program shall be included in class activities as deemed appropriate with regard to the student's IEP.
Our Pull Out Resource Model
Our Pull Out Resource Model
In a pull-out replacement resource program, the general college preparatory education curriculum and the instructional strategies may be modified based on the student's IEP. The resource program teacher shall have primary instructional responsibility for the student in the replacement resource program and shall consult with the general classroom teacher as appropriate.
In a pull-out replacement resource program, the general college preparatory education curriculum and the instructional strategies may be modified based on the student's IEP. The resource program teacher shall have primary instructional responsibility for the student in the replacement resource program and shall consult with the general classroom teacher as appropriate.
Our Multiply Disabled Model
Our Multiply Disabled Model
A special class program shall serve students who have similar intensive educational, behavioral and other needs related to their disabilities in accordance with their individualized education programs. Placement in a special class program shall occur when the IEP team determines that the nature and severity of the student’s disability is such that no other school-based program will meet the student’s needs. Special class programs shall offer instruction in the core curriculum content standards unless the IEP specifies a modified curriculum due to the nature or severity of the student's disability.
A special class program shall serve students who have similar intensive educational, behavioral and other needs related to their disabilities in accordance with their individualized education programs. Placement in a special class program shall occur when the IEP team determines that the nature and severity of the student’s disability is such that no other school-based program will meet the student’s needs. Special class programs shall offer instruction in the core curriculum content standards unless the IEP specifies a modified curriculum due to the nature or severity of the student's disability.
Our LLD Model
Our LLD Model
The Language and Learning Disabilities program targets the needs of students with learning disabilities who require intensive instruction in an atmosphere that offers small group and individualized instruction with a classroom teacher and at least one instructional staff assistant. Students are provided instruction in areas such as history, language arts, science, mathematics, community based instruction, learning strategies, and adaptive physical education.
The Language and Learning Disabilities program targets the needs of students with learning disabilities who require intensive instruction in an atmosphere that offers small group and individualized instruction with a classroom teacher and at least one instructional staff assistant. Students are provided instruction in areas such as history, language arts, science, mathematics, community based instruction, learning strategies, and adaptive physical education.
Our Introduction to Workforce Readiness Model
Our Introduction to Workforce Readiness Model
The Introduction to Workforce Readiness Instructional Program teaches students the skills necessary to succeed in the workplace. With an emphasis on career exploration and preparedness, the students are exposed to a multitude of hands-on experiences both inside and outside of the school setting.
The Introduction to Workforce Readiness Instructional Program teaches students the skills necessary to succeed in the workplace. With an emphasis on career exploration and preparedness, the students are exposed to a multitude of hands-on experiences both inside and outside of the school setting.
Students develop skills by working in the Morris Knolls cafeteria, delivering supplies throughout the school, completing district mailings, loading vending machines, collecting recycling, and running the Eagle Cafe.
Students develop skills by working in the Morris Knolls cafeteria, delivering supplies throughout the school, completing district mailings, loading vending machines, collecting recycling, and running the Eagle Cafe.
Our Introduction to Workforce Readiness program has also partnered with several local businesses allowing our students to further develop skills in order to prepare them for our S.O.A.R Program Model.
Our Introduction to Workforce Readiness program has also partnered with several local businesses allowing our students to further develop skills in order to prepare them for our S.O.A.R Program Model.
SOAR Transition Program
SOAR Transition Program
Students Out Achieving Results
Soar from the Nest and Strive for the BEST! The S.O.A.R Program is designed for students that have fulfilled their academic requirements and are recommended to continue to develop a connection between school based learning and community based work experiences. Students will be enrolled in Work Based Learning and may be enrolled in additional courses such as: Integrated Academics, Technology for Living, Physical Education, Elective courses. This experience, along with previous community based experiences, will allow students to be exposed to internship and volunteer opportunities in the community. Students will gain the confidence, experience, and skills necessary to seek supervised or independent employment.
Soar from the Nest and Strive for the BEST! The S.O.A.R Program is designed for students that have fulfilled their academic requirements and are recommended to continue to develop a connection between school based learning and community based work experiences. Students will be enrolled in Work Based Learning and may be enrolled in additional courses such as: Integrated Academics, Technology for Living, Physical Education, Elective courses. This experience, along with previous community based experiences, will allow students to be exposed to internship and volunteer opportunities in the community. Students will gain the confidence, experience, and skills necessary to seek supervised or independent employment.
Our Flex Model
Our Flex Model
The Flex program targets the needs of students with emotional and behavioral disabilities through small group instruction, a high ratio of staff to students, behavior modification. Students are provided counseling by school psychologists and social workers as defined by given student IEP’s.
The Flex program targets the needs of students with emotional and behavioral disabilities through small group instruction, a high ratio of staff to students, behavior modification. Students are provided counseling by school psychologists and social workers as defined by given student IEP’s.
Related Services
Related Services
Related Services are offered in conjunction with the individual student needs as per the IEP. Related services consist of, but are not limited to, counseling, reading, occupational therapy, physical therapy.
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