CHILD STUDY TEAM SERVICES

When a student has experienced serious, persistent difficulties with some aspect of school, staff members or parents may seek assistance from the school's Child Study Team (CST). Children between the ages of three (3) and twenty-one (21), whose parents are legal residents of the Morris School District, can be evaluated by the Child Study Team (CST) to determine if there exists an educational disability.  

A basic Child Study Team is comprised of three members:

• School Social Worker

• Learning Disabilities Teacher-Consultant

• School Psychologist

A Speech and Language Specialist is a member of the team for evaluations of preschoolers and those school age students whose presenting problems appear to be in the area of language development. Other specialists are included for some types of evaluations (e.g. an audiologist for a student with a hearing impairment or a physician when there are medical issues). 

Each school in the Morris School District has a Child Study Team assigned on a regular basis. The District contracts with a variety of agencies and professionals in private practice for some types of specialized evaluations.

The purpose of a Child Study Team evaluation is to determine if a student has a disability and is eligible for special education and related services. The criteria for making these judgments are outlined in the New Jersey Administrative Code, Title 6A, Chapter 14(N.J.A.C. 6A:14).  

Child Study Team Process

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  1. Referral: A referral is the first step in the special education process.  It is a formal written request that a student be evaluated by the CST to determine whether an evaluation will be conducted and/or if a student is eligible for special education and related services.  A case manager is then assigned and the identification meeting is scheduled within 20 calendar days (excluding holidays).  The information is collected regarding the child’s educational process.

  2. Identification Meeting: Participants include parent/guardian, all CST members, at least one of the student’s general education teachers. A decision is made as to whether a CST evaluation is warranted.

  3. No Evaluation or Evaluation: If an evaluation is not deemed appropriate at this time, the student will return his current educational setting.  If an evaluation is deemed appropriate, an evaluation plan is written describing the required evaluations and parental consent is obtained.  The process begins and the evaluations are completed within 90 days.

  4. Eligibility: Once evaluations are completed, an eligibility meeting is scheduled to determine whether the student is eligible for special education and related services.  The case manager or evaluator will review the evaluation results and answer all questions.  The case manager will discuss the rationale for determination of eligibility or non-eligibility.

  5. IEP Meeting: Once a student has been found eligible for special education and related services or speech and language services, and IEP must be held.  This meeting is required before any special education services can commence.  The purpose of the meeting is to determine the student’s current educational status and develop a program designed to meet the student’s unique needs.  This meeting may be held immediately after the eligibility meeting with parent consent or within 15 days of the eligibility meeting.

  Parental Rights in Special Education (P.R.I.S.E.) English version (revised August, 2019) 

  Parental Rights in Special Education (P.R.I.S.E.) Spanish version (revised August, 2016)

Summer of 2021 Pupil Services ESY Plan

The Morris School District’s Extended School Year (ESY) Program will be delivered in person for the summer of 2021.  In light of the changing conditions of COVID-19, and in accordance with the NJ Department of Education, the Office of Emergency Management, and State and local agencies, the in-person ESY Program is our best choice for our students and our community. The Pupil Services Leadership Team will closely monitor the ESY Program and will be accessible throughout the summer.  We wish you and your family a healthy, safe, and successful summer.  

If you have any questions or if you would like to make changes to your child’s enrollment status please contact your case manager.  

Following, please find detailed information about our ESY Plan.

English: Pupil Services ESY 2021 Plan

Spanish: Pupil Services ESY 2021 Plan 

Preschool Programs for Children with Special Needs

Lafayette Learning Center

31 Hazel Street, Morristown, NJ 07960
Deanne Guastello, Principal 
973-292-2222
deanne.guastello@msdk12.net

The Lafayette Learning Center Preschool is a full day, 5 day a week program for all students. Our full-time staff, all of whom have met highly qualified state standards, includes certified teachers, speech therapists, behavior specialists, occupational therapists, teacher assistants, assistant behavior specialists, and a school nurse.  A school social worker is also available on a daily basis, serving as the case manager for most children with identified disabilities.The Morris School District Lafayette Learning Center Preschool was developed to address the educational and developmental needs of students ages 3-5. It is comprised of three types of classes: inclusive classes that educate both typically and specially developing three and four-year old students; preschool classes for students with Individualized Educational Programs and the need for smaller groups sizes and more individualized programming. Although there may be a waiting list during some points in the year for general education students, there are always openings for students who are classified by our Child Study Team (CST).

Please see the attached preschool Child Study Team timelines for evaluation and classification.

• Preschool CST Timeline (English) 
• Preschool CST Timeline (Spanish) 

Description:

The Creative Curriculum® for Preschool is a comprehensive, research-based curriculum that features exploration and discovery as a way of learning.  The goal of the Creative Curriculum is to help children become independent, self-confident, inquisitive and enthusiastic learners by actively exploring their environment. The curriculum is one of the New Jersey Department of Education’s four recommended curricula. 

The preschool system is based on 38 different objectives for development and learning, and offers educators daily opportunities to individualize instruction. These  research-based objectives are the heart of the curriculum and define the path teachers take with children in their classroom. 

Philosophy:

The philosophy behind Creative Curriculum© is built on theories of development in young children, that all children learn through active exploration of their environment and therefore the environment plays a critical role in learning.  It is built on the importance of using developmentally appropropriate practices that match how children develop and learn so as to promote their optimal development and learning.  Early childhood educators make informed decisions about their teaching with an understanding of child development and expectations, interest of the children, strengths and areas of growth, and the cultures of each child’s family and community. 

The curriculum is rooted with five key principles that guide and support the intentional setup of the environment and other programs aspects.  These principles include positive and supportive interactions and relationships, a constructive, purposeful play based approach, teaching of social-emotional competence, a quality physical environment, and family partnerships.  All of these principles influence an understanding of development and learning and are essential to a child’s physical structure of the brain.

Assessment:

The Morris School District is driven with a comprehensive strategic plan, The Way Forward, in which it is committed to ensuring each student entering Kindergarten will meet or exceed standards in all core subjects by the end of 3rd grade.  The Preschool Program will support this plan with a rigorous developmentally appropriate curriculum and an assessment program that deepens our knowledge of each student in all areas of development and learning.   With Teaching Strategies GOLD, the 38 objectives inform every aspect of teaching, include predictors of school success, and are aligned to the New Jersey Preschool Teaching and Learning Standards as well as the New Jersey Student Learning Standards.  Throughout the day teachers use observation to collect anecdotal notes, and other forms of evidence such as work samples, pictures,  and video interactions between peers and with teachers.  This information is carefully analyzed to identify areas of strength and growth in each student, inform instruction, create lesson plans, and guide individual learning.  

STUDIES:

The study approach is a method of integrating content learning through children’s investigations of a meaningful topic. Children raise questions about the topic, and through exploration and discovery they find answers to their questions. Plus, the study approach not only allows children to gain a deeper understanding of the topic but also encourages them to develop skills across all domains as they apply the investigative process. 

Teachers will be receiving ongoing professional development to support the implementation of the curriculum. In addition, we have support staff that will also provide individualized coaching opportunities throughout the school year. 

Parent involvement: 

Opportunities for involving families are built into The Creative Curriculum® for Preschool. The resources and guidance embedded throughout the curriculum help teachers build essential bridges between school and home and create meaningful partnerships with families. Guidance and support for including families are built right into daily plans, with regular opportunities to invite and include family participation.

Click here for more information not the Creative Curriculum

Elementary Program Options

Program in the Elementary Schools  include the following:

• In class support (ICS) classes are available in all schools and provide support instruction from a special education teacher.  This is a class that is co-caught by a general education teacher and a special education teacher.  This additional support from a special education teacher takes place in the general education classes.  The specific type of service for each student is determined through the Individualized Education Plan.  ICS classes are offered at every grade-level in every elementary school here in the MSD. 

• Self contained classes are located in most buildings. The preschool handicapped program offers special education and related services for children beginning at age three and continuing until they are eligible for Kindergarten. These Multiple Disability classes serve the needs of students with Autism and other significant disabilities, who cannot make appropriate progress in a general education class. 
  • Language and Learning Disabilities Program: The Language Learning Disabilities (LLD) program targets students grades 2nd through 5th who are in need of intensive instruction in order to make meaningful progress. This includes but is not limited to students with moderate to severe dyslexia, dyscalculia, and language based learning disabilities. These students have required more intensive instruction, such as increased multisensory instruction that cannot be provided in the general education setting with special education support. 

• Comprehensive Application of Behavior Analysis to Schooling (CABAS©): The Morris School District partners with Columbia University to educate students in the Morris School District. The CABAS© program offers a self contained program, grades preschool through 5 in two of our elementary schools and grades 6-8 in our middle school.  If you would like to learn more about this program, please see the tab above dedicated to our CABAS program.  

• Out of District placements are made when a student's needs can not be accommodated within the District. There are a range of programs available in other public school districts that accept tuition students, and in programs administered through various agencies. Private schools approved for services to children with disabilities also provide specialized programs. Occasionally, the IEP Team places a student in a school that is an accredited facility, but not approved by the New Jersey Department of Education for special education services.

• Transitional Support: All case managers discuss each and every student's educational plan with their new case managers during transitions from school to school. Parents may also request the new school case manager be present at their annual IEP meeting.  Requests should be made to the current case manager at least two weeks prior to the annual review meeting.  

• Transitional Support: All case managers discuss each and every student's educational plan with their new case managers during transitions from school to school. Parents may also request the new school case manager be present at their annual IEP meeting.  Requests should be made to the current case manager at least two weeks prior to the annual review meeting.  

• More information is to come regarding middle school, high school and post-secondary transitional presentations.  Please stay tuned for more information.

• In-class support classes are available in all schools and provide support instruction from a special education teacher.  This is a class that is co-caught by a general education teacher and a special education teacher.  This additional support from a special education teacher takes place in the general education classes.  The specific type of service for each student is determined through the Individualized Education Plan. ICS classes are available for Science, Social Studies, Math, and English Language-Arts at FMS. 

• Pull-out resource replacement is available in the high schools and provides support and/or replacement instruction from a special education teacher. Students are usually in general education classes for a portion of the day, depending upon their needs. The specific type of service for each student is determined through the IEP.  These classes are available as replacements for the Math and English courses at MHS. Self contained classes are available at MHS for eligible students.  Classes for students with multiple disabilities serve the needs of students with Autism and other significant disabilities, who cannot make appropriate progress in general education.

• Self-contained classes are available at FMS.  Classes for students with multiple disabilities serve the needs of students with Autism and other significant disabilities, who cannot make appropriate progress general education.  FMS offers two Self-Contained classes: a CABAS and a Multiple Disabilities class.  The Morris School District partners with Columbia University to educate students in the special education students at the middle school level. If you would like to learn more about this program, please see the tab above dedicated to our CABAS program.

• TeenPride : TeenPride strives to help young people improve their lives by providing free individual, group and family counseling so they may build self-esteem, self-reliance and practice healthy lifestyles.  Our counseling program is centered at Morristown High School with intensive therapeutic services also offered at Frelinghuysen Middle School. TeenPride provides individual, group and family counseling. The TeenPride staff consists of licensed mental health professionals, in addition to counselors with an expertise in drug and alcohol prevention and career counseling.  Our counselors work with students struggling with academic, social, emotional, psychological and behavioral issues. Counseling takes place during the day or in the evening, on school premises, in a student’s home, or at a mutually agreed upon location. To access the Teen Pride website for additional information regarding the organization and program, please click the following link.  Teen Pride Website

• Out-of-District placements are made when a student's needs can not be accommodated within the District. There are a range of programs available in other public school districts that accept tuition students, and in programs administered through various agencies. Private schools approved for services to children with disabilities also provide specialized programs. Occasionally, the IEP Team places a student in a school that is an accredited facility, but not approved by the New Jersey Department of Education for special education services.

• Transitional Support: All case managers discuss each and every student's educational plan with their new case managers during transitions from school to school. Parents may also request the new school case manager be present at their annual IEP meeting.  Requests should be made to the current case manager at least two weeks prior to the annual review meeting.  

• In-class support classes are available in all schools and provide support instruction from a special education teacher. This is a class that is co-caught by a general education teacher and a special education teacher.  This additional support from a special education teacher takes place in the general education classes.  The specific type of service for each student is determined through the Individualized Education Plan. ICS classes are available for a variety of Science levels, History courses, Math, and English at MHS.

• Pull-out resource replacement is available in the high schools and provides support and/or replacement instruction from a special education teacher. Students are usually in general education classes for a portion of the day, depending upon their needs. The specific type of service for each student is determined through the IEP.  These classes are available as replacements for the Math and English courses at MHS. Self contained classes are available at MHS for eligible students.  Classes for students with multiple disabilities serve the needs of students with Autism and other significant disabilities, who cannot make appropriate progress in general education.

• Effective School Solutions (ESS) : ESS is a program located in Morristown High School that provides therapeutic supports to students on an individual basis who may be experiencing academic, behavioral and/or emotional challenges. Please see the link below for a complete description of the ESS program offerings and click here to access the ESS website.  If you are interested in this program, please contact Natalie Balon , Supervisor of Special Education 6-12 for additional information. 
• For more information regarding this program please see the tab below labeled- Effective School Solutions (ESS)

• TeenPride: TeenPride strives to help young people improve their lives by providing free individual, group and family counseling so they may build self-esteem, self-reliance and practice healthy lifestyles.  Our counseling program is centered at Morristown High School with intensive therapeutic services also offered at Frelinghuysen Middle School. TeenPride provides individual, group and family counseling. The TeenPride staff consists of licensed mental health professionals, in addition to counselors with an expertise in drug and alcohol prevention and career counseling.  Our counselors work with students struggling with academic, social, emotional, psychological and behavioral issues. Counseling takes place during the day or in the evening, on school premises, in a student’s home, or at a mutually agreed upon location.
• Click here to access the Teen Pride website for additional information regarding the organization and program.

• Transition Skills Program at Morristown High School: Our Transition Skills Program is located in Morristown High School and equips learners with special needs the skills and capabilities they will need to develop a productive life outside of the classroom.  The program is based on the individual needs of each learner. A variety of instructional settings are offered for core subjects such as math, language arts, history, and science. In addition, students are offered the opportunity to enroll in our Transition Skills elective that offers weekly Community Based Instruction trips and a formal Structured Learning Experience or certification program once the students turn 16.
  • Click here to access our Transition Skills Program Facebook page.
  • For more information regarding this program please see the tab below labeled- Colonial L.I.F.E. Program

• Out-of-District placements are made when a student's needs can not be accommodated within the District. There are a range of programs available in other public school districts that accept tuition students, and in programs administered through various agencies. Private schools approved for services to children with disabilities also provide specialized programs. Occasionally, the IEP Team places a student in a school that is an accredited facility, but not approved by the New Jersey Department of Education for special education services.

 Project Child Find

New Jersey School Districts are required to establish "Child Find" procedures to identify children who may have disabilities. Parents, physicians, agency representatives, school staff or administrators and others may refer a child for an evaluation. For additional information on Project Child Find, please click here for more information regarding the program.

Do you have a child that needs help? If YES, we are here to help you. 

If you have a child between the ages of three and  five whom you believe may be experiencing difficulty  in one or more of the following areas: sitting,  standing,walking, talking, learning, getting along  with others, seeing or hearing... 

Please contact the Department of Pupil Services at: 973.292.2300 Ext 2040 or Marc.Gold@msdk12.net. 

All information is confidential

The District provides direct services to students with disabilities between the ages of three and twenty-one. Children with disabilities below the age of three may be eligible for an Early Intervention Program (EIP) and services coordinated through the State Department of Health, Special Child Health Services. Information about these services within Morris County is available through:

HEALTH INFORMATION AND RESOURCES

A child's health plays an important role in his or her intellectual, physical, and social growth and development. Recognizing this relationship, the Morris School District is committed to working alongside parents to support the health and wellness of our students.

Each Morris School District has on staff one or more Registered Nurses to provide guidance and support for parents and to answer questions regarding school-related health issues. Contact information for school nurses may be found below:

• 2022-2023 MSD Nursing Directory

Reporting a Student's Absence or Late Arrival

If a child in grades Pre-K to 5 will be late or absent from school, parents are to call the school health office prior to the start of the school day and leave a message that include's the child's name, his/her teacher's name, and the reason for absence or lateness.

Parents of students at Frelinghuysen Middle School are to call the FMS Attendance Office at 973-292-2200, ext. 8066.  Parents of students at Morristown High School are to call the MHS Attendance Office at 973-292-2000, ext. 3. 

Informational Resources for Families

• Concussion Information (English)
• Concussion Information (Spanish)
• Lice Information, Detailed Slideshow
• Lice Information, Overview (Spanish)
• Lice Information, Overview (English)

Counseling and Crisis Intervention

 Elementary School Counselors

Each elementary building within the Morris School District has an elementary counselor (either a School Social Worker or a School Psychologist) who focuses on specific social and personal issues that may affect student performance in the school setting. Counseling services are usually short term with clearly defined purposes, related to:

Counseling sessions are provided to small groups or individuals. Parental permission is required for participation on a regularly scheduled basis. Teachers, administrators, and parents may ask the counselors to assist a student. Students may also seek this help themselves. 
 
In addition to these counseling sessions, the elementary counselors have a variety of other responsibilities with staff and students. They collaborate with teachers for projects or special activities involving whole classes (e.g. transitioning to a new school). The elementary counselors are available for crisis intervention when students and families are experiencing serious distress and may need immediate assistance and possible referral to community based agencies. They are familiar with a full range of resources and can facilitate the often complex process of gaining access to community social, medical and support services.  

Elementary counselors may be contacted by phone, email, or by mail through the main office at each elementary school.

Middle School and High School Counselors

Frelinghuysen Middle School and Morristown High School provide counseling and crisis intervention services through the Guidance Departments, the Student Assistance Counselors, and Child Study Team members. The Guidance Department at Morristown High School is also responsible for college and career counseling. The handbooks for both schools describe the specific services, personnel, and procedures for contacting counselors in more detail. MHS Guidance Department

Crisis Counseling

In cases of serious mental health emergencies or when there has been a tragic episode related to students or staff in the District, mental health personnel from outside agencies provide interim counseling and consultation. Counselors from Morristown Memorial Hospital and other agencies such as the Traumatic Loss Coalition have provided assistance when sudden, violent death has occurred. Follow-up assistance from other agencies also has been made available when loss or a tragic event has affected students and families.

Resources

Perform Care is the single point of entry for children and families in need ages 3-21 who may be experiencing emotional or behavioral difficulties, developmental/intellectual disabilities, substance abuse, or trauma. Perform Care provides children and their families with counseling services, mobile response to stabilize crisis situations, behavioral supports, substance abuse treatment (up to age 18), respite care, family support, and care management for complex needs. They are available 24 hours a day, 7 days a week, 365 days per year, 877-652-7624. Please click here for additional information. You can also access their website: http://performcarenj.org

Mobile Response and Stabilization Services are available for children and youth who are engaging in a behavioral or emotional crisis. This service is provided 24 hours a day, 7 days per week. The purpose of these services are to deescalate a crisis, keeping the child and family safe. Please click here for additional information or to access services, call 1-877-652-7624. 

Communication Protocol

To address any of your child's educational and/or related services concerns please adhere to the following communication protocol.  

• STEP 1: Teacher, Specialist, or Child Study Team Member (Psychologist, Counselor, Social Worker, Speech and Language Pathologist, Occupational Therapist, Physical Therapist); if not resolved…
• STEP 2: Case Manager; if not resolved…
• STEP 3: Building Principal; if not resolved…
• STEP 4: Supervisor of Special Education (PreK-5 or 6-12)
  • PreK-5: Danae Heywood 973-292-2300 Ext. 2113
  • 6-12: Natalie Balon 973-292-2000 Ext. 2148 (Start Date TBD)
• STEP 5: Director of Pupil Services; if not resolved…
  • Marc Gold 973-292-2300 Ext. 2040
• STEP 6: Superintendent of Schools

Non-Public School Support Services 

Students ages 5-21 who are placed by their parents in nonpublic schools may be referred for Child Study Team evaluations through their schools. The district in which a private school is located, not the district in which the parent resides, is responsible for the Child Study Team evaluation. 

The Morris School District contracts with a private agency for all evaluation services to students attending the nonpublic schools located within its boundaries. In order to initiate a referral:

1.      The non-public school submits a state form (407-1) to the Pupil Services Department at 31 Hazel Street, Morristown, NJ 07960

2.      After approval by the Superintendent, the form is sent to the agency, which:

• Contacts the parent to obtain parental permission
• Conducts the evaluations
• Determines eligibility for services
• Develops an Individualized Education Program (IEP)

The District contracts with a public agency for speech and supplemental education services for classified students placed by parents in nonpublic schools.

Allies in Learning and Leading: Inclusive Network   (ALL IN)

ALL IN began at Morristown High in 2014. It is a student-led unified social club that provides its members with opportunities to get together during and outside of school. Members demonstrate respect, kindness, and helpfulness to those in the Morris School community with the emphasize that all students belong. Members of this ever expanding club participate in twice weekly lunchtime activities and a variety of  monthly after school events including Homecoming, Morristown sporting events, movie & game nights, Action for Distraction 5K, and an ALL IN holiday dance.  ALL IN emphasizes that all students in the Morris School District belong and that human relationships are central in personal and academic growth. The Morris School District believes that diversity should be celebrated and leveraged in order to enhance our school community.  

What has ALL IN accomplished? 

• Team Builders provided the FMS and MHS ALL IN Boards and the larger school community with lunchtime and after school team building activities in 2018-2019. 

• During the Spring of 2018, the ALL IN Boards at Frelinghuysen Middle School (FMS) and Morristown High School (MHS) organized a Week of Respect and partnered with the Morris Educational Foundation (MEF) to plan a visit from a youth motivational speaker, Eric LeGrand. 

• The ALL IN Student Board at MHS was recognized by the NJ State Board for their significant contributions to MHS and the Morris School District community in May 2017. 

• ALL IN partnered with the MHS Theatre program for the 1st sensory friendly performance of Legally Blond in 2017 and Anything Goes in 2018. The Theatre Program was awarded the Access and Inclusion Award by the Papermill Playhouse in 2017. 

• During the Spring of 2017 the ALL IN Boards at FMS and MHS organized a Week of Respect and partnered with the Morris Educational Foundation (MEF) to plan a visit from a youth motivational speaker, Rohan Murphy. 

• Dr. Anjalee Nirgudkar, Dr. Barbara Miller, and Philip So presented two workshops on ability awareness and diversity to a group of student leaders at MHS. 

• The ALL IN Boards at FMS and MHS were established in 2017 and included students with and without intellectual disabilities. One of the founding principles of this group was to ensure that all students have accessibility to all planned activities and that no volunteer hours are provided for participation, however, students may volunteer and earn hours as a group.

• ALL IN was awarded a Special Olympics Project Unify grant in the amount of $15,000 over the course of 3 school years to provide funding for a unified swim and track programs at FMS and MHS.

• The Key Club, Peer Group Connection and ALL IN Board partner in organizing an inclusive annual winter dance at MHS. 

• Twice weekly inclusive lunch time activities are planned by the ALL IN Board and advisors at MHS.

• Monthly after school activities to ensure all student participation are planned by the ALL IN Boards and advisors at FMS and MHS.

Comprehensive Application of Behavior Analysis to Schooling© (CABAS®)

A Learner Driven Science of Instruction.  Our mission is to provide students with a research based, individualized educational program that will accelerate learning, enhance their daily lives and enable them to reach their fullest potential.

CABAS Program: The CABAS® Program is offered in two types of educational settings; a self-contained, small group setting and our CABAS® Accelerated Independent Learner (AIL©) classroom, which is a general education full inclusive classroom.   Several tactics are utilized in both settings such as learn units, choral responding, response boards, Programmed Instruction, Personalized System of Instruction, and point systems.  In the self-contained classroom, students are taught the necessary skills to be successful for inclusion in a low staff to student ratio (1:1 and small group settings).   Parents, child study team, building administration, CABAS© consultants, and classroom teachers collaborate to make decisions regarding the inclusion of students in the general education setting. In the AIL© inclusive classroom, students are taught grade level objectives to mastery.  Progress is continuously monitored so learning can be accelerated for all students. In the CABAS® setting, the classroom environment is positive where one of our major goals for students is to learn to enjoy learning and engaging in learning activities.

The CABAS© Program educates preschool through middle school age students.  Currently, the program is located in 3 different sites throughout our school district.  The instructional classroom staff includes both graduate level students from the Teaching as Applied Behavior Analysis Program at Columbia University and Morris School District staff.  In the CABAS® classrooms, all teachers receive continuous in situ training through training modules leading to the achievement of CABAS® Professional Advisory Board Certified competencies for Teacher ranks.  Our classroom teachers are doctoral candidates and/or have mastered the competencies in two CABAS® Teacher ranks. Classroom teachers work with both master level graduate students in the classroom and Morris School District Assistant Behavior Specialists and Teaching Assistants .  Columbia University professors also provide training and support to the teachers, teaching assistants, and students in the classrooms on a weekly basis.  In addition, child study team, speech and language specialists, occupational therapists, and physical therapists, provide supports to students in need of such services. Staff working with students is trained in crisis management. A registered school nurse is also on site to address any medical concerns and perform daily nursing activities.

Parents are strongly encouraged to participate in the program and observe their child directly in the educational environment.  Teachers communicate on a consistent basis with parents data regarding student progress is always available to students. 

CABAS Curriculum: The CABAS® program is based on the principles and behavior change tactics of Applied Behavior Analysis (ABA).  We offer a student centered, data driven and researched based program specific to the needs of each individual learner.  Our goal is to foster each student’s development across all areas of academic, behavioral, physical and social domains.  The Early Learner Curriculum & Achievement Record ® (ELCARÒ) is utilized in our program to assess student skill levels, as well as the Verbal Behavior Development Assessment.  Student programs are derived from Accelerated Independent Leaner (AIL_ objectives that align with the New Jersey State and Common Core State Standards.

FAQ's: 

How are students considered for the program?  Students who receive special education services through a CABAS  AIL or CABAS self-contained program are selected on an individual basis and have a variety of diagnoses and learning needs.  Morristown residents have priority into the program over non-Morristown residents.

My child is in CABAS AIL but doesn't have an IEP. Why is that? Students without IEPs placed in a CABAS AIL class are selected at random as this is a general education program.  These general education students provide general education peer role models for students who are placed in CABAS by design. 

What is the program fee? There is no program fee for students who reside in Morristown.  For students who do not reside in Morristown, the program fee is based on state tuition regulations.

Does the program have an extended school year (ESY) program?  Yes, the ESY program runs for 4 hours per day usually through the month of July for students who are eligible through their Individualized Education Plan.  Related services are also provided throughout the ESY program.

Does the program offer parent training?  Yes, parent training is offered during the school day either in individual setting for students in our self-contained program and in group settings for students in our AIL© Program.  In addition, parents are welcome to observe their child in the classroom environment.  Please contact the Child Study Team to set up an appointment for visitation. 

CABAS Website: If you would like to learn more about this program, please the link to access the CABAS Website.

Colonial Learning Independence For Employment (L.I.F.E.) Program:

Mission: Developing partnerships between Morristown High School and the Morristown area business community to provide our students with access to learn independence for employment.  

Curriculum: In the classroom our program assists students with special needs in developing the skills they will need for a full life outside post-secondary transition.  The program uses evidence based instruction and an individualized curriculum to prepare students for various job experiences.  Students who participate in the program are guided through the entire employment process by trained staff to acquire the work habits and skills needed to be successful in the workplace.

Developing a Partnership Within the Community:

How can you get involved?

• Provide Learning experiences for students and job coaches for 1-2 hours a week  for 10-12 weeks
• Develop internships for the purpose of on the job training
• Provide an opportunity for a group site visit and tour of your place of business
• Provide feedback on progress and performance of students involved at your business

Possible work study opportunities:

• Office clerk: copying, filing, collating, stuffing envelopes, labeling, shredding, delivering mail
• Custodial Services: vacuuming, dusting, sweeping, mopping, washing windows, emptying trash, paper, and recycling
• Retail: restock and replenish, folding, ticketing and stocking merchandise
• Culinary Services: washing trays, wrapping silverware, setting and clearing tables, filling condiment containers or beverage refrigerators, filling food containers
• Any opportunities unique to your place of business

Benefits to your business:

• On the job training support provided by our teaching staff
• Supplement your workforce with dependable student interns
• Recognition as a partnering business on our Facebook page and promotional literature
• Personal satisfaction from making a positive  contribution to the community
• Potential to hire pre-trained employees promoting cost-effectiveness and greater profits

Special Education Resources:

• Parental Rights in Special Education (P.R.I.S.E.) English version (revised August, 2019) 

• Parental Rights in Special Education (P.R.I.S.E.) Spanish version (revised August, 2016)

• MHS - Effective School Solutions Website (ESS) (Counseling Services)

• FMS and MHS- Teen Pride Website (Counseling Services)

• Perform Care 

• Morris- Union Jointure Commission

• Kids-to-Kids
  • Kids-to-Kids Flyer
• SEPAG Facebook Page
• NJ Coalition Inclusive Education Parent Resources 
• The Division of Disability Services
  • NJ-DHS DDS Brochure
  • New Jersey Department of Human Services Resources  
• Navigating Hope Mobile Outreach Program

H.S.A. Information 

• MSD School Community
• MHS
• FMS
• AH
• NPS
• SX
• TJ
• AV
• HC
• WD
• LLC

SNAP (Special Needs Athletic Program) is a non-profit organization designed to improve both athletic and social abilities of special needs individuals through weekly sports clinics and special events. 

SNAP (Special Needs Awareness Program) provides “disability awareness training” to students. Through this experience, kids are taught tolerance and acceptance for all children, thus enabling students to embrace SNAP’s “kids helping kids” motto and learn the importance of empathy. 

Who is impacted by SNAP? 

● Approximately 12-15 Special needs kids participate each week at SNAP’s clinics. Special events like ice skating, Lifetime Fitness, etc. typically draw as many as 50 special needs kids. 

● Middle school and high school students have an opportunity to volunteer, show leadership, and help others. They can include SNAP on their college/job applications and also have scholarship 

opportunities from being a mentor. Each clinic typically has 20-25 mentors. 

● Parents of special needs kids program have an hour to relax and benefit through the “Peace for Parents” program offered simultaneously with SNAP’s sports clinics. 

● Each 3rd grade class in Morris School District experiences SNAP’s “Disability Awareness Training” facilitated by 5th grade leaders called SNAP “Ambassadors”. 

● Each year, 60 5th graders from Sussex, AH, TJ and NP are selected to be SNAP “Ambassadors” for their school. They spread the message “it’s cool to be kind” all while learning leadership skills and being a positive role model. 

● Students in grade 3-5 have an opportunity to earn a SNAP award as a result of showing kindness and compassion. 

Media Update:

2/29/2020: It was an exciting weekend for SNAP since approximately 100 kids came together at Aspen Ice to learn how to skate.  

Here is an article written by NJ Freeze with some pictures. http://www.newjerseyfreeze.com/133.php

New Jersey Parent Resource Guide for Children who are Deaf or Hard of Hearing Guide

School Social Work Program

The  School Social Work Program will place graduate school social work interns in each of the elementary schools as well as at the high school in the Morris School District. Interns will work collaboratively with each school's staff and will provide a full range of counseling services for  students and their families.

Goals

The program’s aim is to respond to the rapidly increasing awareness among educators and parents that our schools need additional support in their effort to cope with the multiplicity of non-educational issues brought to school each day by students. The program’s goal is to relieve the significant burden the educational staff experiences in supporting students who are experiencing social / emotional stressors or challenges and to help those students become more available to the learning process. 

The structure of the program reflects the growing consensus within the educational and social service communities regarding the significant value of providing additional  services in the school setting. This body of literature stresses that on-site treatment offers a unique capacity to identify children in need of services and to provide early intervention to students and families who otherwise may not have sought out such services. 

Moreover, the literature points to the considerable benefit of working within a child’s school setting in that it fosters collaboration between the student, the parent, the educational staff, and the social worker. This is a crucial and powerful asset to the counseling process. In addition, it offers a continuous feedback loop, which helps to ensure that treatment interventions are effective and relevant. 

Staffing

The  School Social Work Program will receive the services of 10 - 16 social work interns who will be supervised by an on-staff social worker.  Ideally we are looking to place two social worker interns at each of our identified locations for 3 days a week.  Social work interns will be recruited from the following graduate schools:  Columbia University, Rutgers University, New York University, Kean University, Seton Hall University, Ramapo College, Montclair University, Monmouth University, Fordham University and possibly more to come

Services

The School Social Work Program will work collaboratively with building principals, the counseling and educational staff as well as  parents to identify students who are experiencing difficulties which negatively impact on their ability to feel successful at school and to be a cooperative member of the educational community. 

The program will offer a full range of  counseling services  in individual, family and group modalities.