Special Services | Toms River Regional School District

2026-2027 Toms River Special Education Department Goals

Goal 1: Improve Student Achievement, Inclusion, and Social-Emotional Outcomes

By June 2027, the Special Education Department will improve academic, behavioral, and social-emotional outcomes for students with disabilities by strengthening specially designed instruction, evidence-based interventions, inclusive practices, and positive behavioral supports. Key actions will include: Reviewing achievement, IEP progress, attendance, behavior, discipline, and placement data by school, grade, program, and student subgroup. Establishing measurable growth targets in ELA and mathematics. Strengthening standards-aligned instruction, differentiation, evidence-based literacy and mathematics interventions, assistive technology, and progress monitoring. Expanding effective in-class resource, co-teaching, supplementary support, and inclusive programming. Increasing opportunities for students in self-contained programs to participate in academic classes, electives, extracurricular activities, and schoolwide events with nondisabled peers. Strengthening positive behavioral interventions, restorative practices, individualized behavior plans, and staff collaboration.

Goal 2: Strengthen Program Quality, Staff Capacity, and Compliance

By June 2027, the Special Education Department will establish consistent expectations for high-quality special education programs and ensure that services are implemented effectively and in compliance with federal and state requirements. Key actions will include: Developing and monitoring program expectations for preschool disabled, autism, multiple disabilities, learning and language disabilities, emotional regulation and impairment, resource, and transition programs. Conducting structured program reviews, classroom walkthroughs, IEP reviews, and compliance audits. Strengthening the alignment among present levels, identified needs, measurable annual goals, services, accommodations, progress monitoring, and placement decisions. Monitoring required timelines for evaluations, eligibility determinations, annual reviews, reevaluations, IEP implementation, and service delivery. Providing targeted professional development in specially designed instruction, inclusive practices, behavior support, disability-related discipline, IEP development, and legal compliance. Strengthening coaching, mentoring, and supervision for special education teachers, Child Study Team members, related-services providers, BCBAs, RBTs, and paraprofessionals.

Goal 3: Strengthen Family Partnerships and Postsecondary Transition Outcomes

By June 2027, the Special Education Department will increase meaningful family and community engagement and improve students’ preparation for postsecondary education, employment, independent living, and community participation. Key actions will include: Expanding SEPAG participation and using family feedback to guide department planning and improvement. Providing parent workshops on the IEP process, behavioral supports, assistive technology, transition services, community resources, and postsecondary planning. Improving access to clear, family-friendly, and translated special education information. Strengthening transition assessments, measurable postsecondary goals, course-of-study planning, and agency referrals. Expanding job sampling, community-based instruction, workplace readiness, travel training, and School-to-Work opportunities.

Information

Special Education Parent Advisory Group

Parent's Rights in Special Education

https://www.nj.gov/education/specialed/parents/ParentalRightsinSpecialEducation_June26.pdf

N.J.A.C 6A:14; NJ Special Education Code

A copy of New Jersey Special Education Code, N.J.A.C 6A:14

Office of Special Education

https://www.nj.gov/education/specialed/parents/

Child Find Information- English

Any district parent, including homeless or migrant workers, who have concerns about the physical (including gross motor, fine motor and sensory), cognitive, communication, social/emotional, and adaptive development of their child should contact the Office of Special Services at 1144 Hooper Ave. Toms River, NJ 08753 732-505-5500, select #4.

Child Find Information- Spanish flyer

Disability Resources from the Department of Labor

Resources for persons with disabilities.

The Family Support Center of New Jersey

National, state, and local family support programs and services.

The Arc of New Jersey Family Institute

Resource for families of individuals with intellectual and developmental disabilities.

Programs Offered

Supplemental support with an aide

A general education program that offers supplemental support to a student that requires prompting, redirecting, organization support, and/or reinforcement of personal, social, academic and behavioral goals.

In-Class Resource (ICR)

In-Class Resource (ICR)- A general education program that offers specialized instruction with a general education and special education teacher. The student shall be provided with accommodations, instructional strategies, testing modifications, or other specialized instruction to access the general education curriculum in accordance with the student's IEP. ICR is offered in various classes in each building throughout the District.

Preschool Disabled (PSD)

Preschool Disabled (PSD)- A program for students who have been found eligible as a "preschool child with a disability". Students would be between the ages of 3-5 and experience at 33% delay in one of the 5 required areas, or a 25% delay in two or more of the required areas. Gen Ed preschools are offered at the following schools: Citta, Silver Bay, and the Early Learning Center. Preschool Disabilities Programs are offered in: Cedar Grove, Silver Bay, Pine Beach, Citta, and North Dover Elementary.

Pull Out Replacement Resource (POR)

Pull out Replacement Resource (POR)- A special education pull out class providing small group instruction to students with disabilities and run by a special education teacher. POR classes are offered at various levels in each school across the District.

Learning and Language Disabilities (LLD)

Learning and Language Disabilities (LLD)- A special class program, taught by a special education teacher, that is organized around the learning disabilities and/or language disabilities. LLD classes are offered at the elementary level.

Auditory Impairment (AI)

Auditory Impairment (AI)- Our deaf and hard of hearing students are integrated in programs throughout the District and receive Teacher of the Deaf and/or interpreter services for support.

Autism

Autism- This special class program is designed for students with an autism diagnosis and/or a severe communication delay. Instruction is based on Applied Behavior Analysis (ABA) methodology to support skill development in communication, academics, socialization, and daily living.

Emotional Regulation Impairment (ERI)

This special class program, led by a certified special education teacher, is designed for students who exhibit behavioral needs and require specialized instruction to support their success. The program focuses on developing strategies for emotional regulation, social skills, and academic growth in a structured environment.

Intellectually Disabled (ID)

This special class program, taught by a certified special education teacher, is designed for students with cognitive disabilities. The program provides individualized instruction that emphasizes academic growth, functional life skills, and social development within a supportive and structured environment.

Multiple Disabilities (MD)

This special class program, taught by a certified special education teacher, is designed for students with multiple disabilities who require a highly individualized educational approach. Instruction focuses on developing academic, communication, daily living, social, and motor skills within a supportive and structured environment. Related services are integrated into the program to address each student’s unique needs, fostering independence and growth.

Another type of MD program is our Medically Fragile MD, which is specifically designed for students who require a higher level of nursing services and medical support throughout the school day.

Post-high school 18-21

This program is designed for students who have reached graduation age but still require additional education to meet their IEP and graduation goals. A special class program is available at High School East, providing continued academic and functional instruction in a supportive setting. In addition, the School to Work Program offers students the opportunity to gain real-world work and employment skills, helping them prepare for greater independence and success beyond high school.