Staff Resources

The Irvington Public Schools pursuant to Section 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990, ADA/New Freedom of Initiatives, Title VII of the Civil Rights Act of 1964 amended by the Equal Opportunity Commission and Title I of the ADA will, in good faith, provide reasonable accommodations for its qualified employees. The District may require additional information in order to consider when to provide a reasonable accommodation and when to be interactive with certain parties in an effort to determine what, if any, accommodations should be provided. The District will regard the dissemination of information in order to make determination regarding accommodations on a “need to know basis”. In addition, the District will act in a timely manner on such requests for accommodation. It should be noted information submitted is kept in confidence. Please complete the attached form, have it signed by you immediate Supervisor, and submit to Patricia Dowd, 504 District Coordinator at the Department of Special Services. 

504 Procedures | 504 Request Form | 504 Waiver

Special Services has worked with our behaviorist, Michelle Lockwood, in presenting the attached “Irvington Resource Manual”. The purpose of this “Behavior Support Manual” is to provide information, ideas, materials, and other resources regarding interventions and strategies to support positive student behavior. It has been designed to be used as a toolkit for classroom teachers, administrators, child study team members, and other school staff in promoting Positive Behavior Support In Schools. There are numerous model forms in this booklet and additional resources are also available in folders on the Special Education tab in On Course.

Resource Manual Download

“Building Wide Accommodation Plans” will assist regular education teachers in providing intervention practices that are helpful to students, are reasonable to implement and are an accepted classroom practice. Creating a set of accommodations or supports to be used in all classrooms throughout the building by staff will accommodate the needs of diverse learners and enhance the participation and learning of students. The “Building Wide Accommodation Plans” are living documents that will be revised and improved on an annual basis.

Each school’s specific “Building Wide Accommodation Plan” will assist the Principal in ensuring that all efforts have been made to meet students’ needs in regular education. It is designed to assist the regular classroom teacher in analyzing and accommodating diverse learning styles of all children in general education and in providing appropriate services and support within the general education classroom.

The school plans in this booklet reflect the unique needs of each building but can be used as a resource since all plans are included. This final document will be shared with each Building Principal and Intervention & Referral Services Team. It includes curriculum accommodations for elementary, middle, and high school and includes suggestions for accommodating concerns around academic progress and social and behavioral issues. This project is a result of Special Services’ training by the New Jersey Office of Special Education in an effort to improve the functioning of the Irvington I&RS Teams in assisting students in general education. 

Building Wide Accommodation Plan

Irvington Special Education Inclusion teachers collected an array of strategies they use in the classroom and composed a booklet entitled “Successful Classroom Strategies” to share with all Irvington staff to improve instruction.

 Successful Classroom Strategies

The Present Level of Academic Achievement and Functional Performance, PLAAFP, includes information on all areas that are affected by a student’s disability and how the disability impacts the child’s progress within the general education curriculum. Using the PLAAFP information, the IEP Team determines appropriate supplementary aids/service/personnel support, annual goals and short term objectives, state and district-wide assessments and, when age appropriate, transitional services. In other words, it is the foundation for every decision made by the IEP team. Please refer to the Teacher’s Guide to the Irvington PLAAFP. 

 Download Guide to the Irvington PLAAFP

Instructional staff will be able to access student’s PLAFFP, accommodations, modifications, and Goals and Objectives through Easy IEP’s website. It is the responsibility of the teacher and/or provider of services to be knowledgeable of the student’s IEP and responsible to implement the specific accommodations, modifications, and supports to be provided for the student in accordance with the IEP. N.J.A.C 6A:14-3.7, expects “Every Student’s IEP shall be accessible to each regular education teacher, special education teacher, related services provider, and other services provider who is responsible for it’s implementation.

  Download Guide to Using Easy IEP

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ENSURING ACCESS TO LEARNING
MOVING TOWARDS GREAT DIFFERENTIATION
COLLABORATIVE CONSULTATION
KEY INSTRUCTIONAL STRATEGIES
MOVING TOWARD GREATER STRATEGIES
ORIENTATION TO INCLUSION