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NJDOE Series 2: Session 3 - April 23, 2024

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NJDOE Series 2: Session 3 - April 23, 2024

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NJDOE Series 2: Session 3 - April 23, 2024

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NJDOE Series 2: Session 2 - April 16, 2024

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NJDOE Series 2: Session 2 - April 16, 2024

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NJDOE Series 2: Session 2 - April 16, 2024

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NJDOE Series 2: Session 1 - April 9, 2024

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NJDOE Series 2: Session 1 - April 9, 2024

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NJDOE Series 2: Session 1 - April 9, 2024

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Revised High Leverage Practices for Students with Disabilities 

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Revised High Leverage Practices for Students with Disabilities 

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Instructional Practices to Support Oral Language 

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Instructional Practices to Support Oral Language 

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IEP Team Checklist for Multilingual Learners 

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IEP Team Checklist for Multilingual Learners 

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NJSLA Accessibility and Accommodations Manual

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NJSLA Accessibility and Accommodations Manual

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WIDA Accessibility and Accommodations Guidelines

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WIDA Accessibility and Accommodations Guidelines

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NJDOE Supporting Inclusion with Culturally Responsive Teaching

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NJDOE Supporting Inclusion with Culturally Responsive Teaching

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Overcome language barriers with TransPerfect interpretation services. Choose from simultaneous and consecutive interpretation, remote interpreting and more.

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ML Support Plan- Delaware Valley High School Frenchtown Elementary School

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ML Support Plan- Delaware Valley High School Frenchtown Elementary School

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Bilingual Child Study Team (CST) Professionals Directory 2023-2024

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Bilingual Child Study Team (CST) Professionals Directory 2023-2024

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Potential Bilingual Assessment Tools Inventory 

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Potential Bilingual Assessment Tools Inventory 

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Interpretive rubrics are analytic scales that describe various aspects of spoken and written language to help educators recognize what speaking and writing sound and look like at various levels of English language proficiency. Use the WIDA Speaking Rubric to understand the scores students earn on ACCESS for ELLs (Online and Paper) and WIDA Screener, analyze student performance in the classroom, and plan ways to scaffold language learning.

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Directory of Bilingual Child Study Team Professionals 

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Directory of Bilingual Child Study Team Professionals 

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Regulated by New Jersey Administrative Code 6A:14-5.1 through 5.2
The clinics and agencies in this directory are approved to contract with public school districts to provide services for two categories of students: 1) Eligible students, enrolled at public expense, in public school districts and 2) Eligible students, enrolled at parental expense, in nonpublic schools. Clinics may be approved to provide services on-site at the location listed and/or off-site at the student's home, school or other appropriate location.

SERVICE LOCATIONS: Clinics and agencies may be approved to provide services on-site at an approved clinic/agency location and/or off-site at the student's home, school or place of confinement (e.g., hospital). The approval permits each clinic/agency to operate in any area of the state. However, each clinic/agency determines the geographic area to be served. For specific information as to the areas served, please contact the agency directly.

As of July 1, 2017, the New Jersey Department of Education (NJDOE) will no longer maintain a list of approved clinics and agencies providing one-to-one skilled nursing services. Clinics and agencies providing one-to-one skilled nursing services to students attending school must appear on the New Jersey Department of Human Services (DHS) Medicaid Provider Directory. Please access the NJMMIS website to determine if an agency appears in the DHS Medicaid Provider Directory. Under the 'Provider Specialty' drop-down menu, select "Private Duty Nursing" and submit the request. The NJDOE will continue to maintain a list of approved clinics and agencies providing substitute nurses and nurses for nonpublic schools.

The New Jersey Department of Education (NJDOE) Approved Clinic and Agency Directory has a new look. You will notice that the Directory has migrated to an Excel spreadsheet. Users are able to download, save and search the spreadsheet which eliminates the need to open multiple links to access information. The Directory will be updated monthly, if not more frequently, with new provider information. Please direct questions about the Directory to clinicagency clinicagency@doe.nj.gov.

Approved Clinics and Agencies Directory
New Update to directory dated: 3/6/2024

To access application and amendment forms, please see below.

The Directory of Bilingual Child Study Team Professionals is a list of individuals who, by self-report, possess the certification and are proficient in the language under which they are listed. The New Jersey Department of Education updates the list annually. However, the DOE neither endorses nor attest to the veracity of the information. It is the responsibility of districts to ensure that anyone considered for a child study team evaluation holds the appropriate certification and is proficient in the language of the student. Bilingual CST Professionals Directory is found under the New Jersey Department of Education Resources on the Title III, Part A website.

The entities in this directory are approved to contract with public school districts to provide transition services for students with disabilities. While these programs are available to provide transition services to all eligible students, these programs will be particularly beneficial to those students who would benefit from additional transition services to ensure successful post school outcomes.

These entities may be approved to provide transition services on-site at the location listed and/or off-site at the student's school or other appropriate community location, in accordance with the students' IEP.

NOTE: The county in which the community transition program is located is noted in parentheses next to the name. The geographic service area is not restricted by the location of the program. Each Community Transition program determines its geographic service area.

Approved Community Transition Programs Updated 9/30/22

To access the application forms, please see below.

The following is a list of Out-of-State Private Schools that have met the requirements for approval to serve New Jersey students with disabilities. This means the private school has been approved by the education authority in the state where the school is located (home state). Also, if the private school is a residential school, it has been approved by the residential licensing authority of the home state or by the New Jersey Department of Children and Families. In addition, during the previous school year, the approved private school was able to demonstrate a need by serving a specific student or students with disabilities from New Jersey whose particular circumstances required the services of that school.

If you are seeking placement for a student with a disability in a particular out-of-state private school that is not listed below, the out-of-state private school must complete an application for approval and verify that a New Jersey school district is seeking placement of a student with disabilities. Upon receipt by the Office of Special Education, the application review will be expedited to ensure a prompt response. To request an application, the out-of-state private school must contact the Office of Special Education via email at OSEinfo@doe.nj.gov.

Approved Private Schools for Students with Disabilities (Out of State) Updated January 2024

The schools listed in this section are identified in New Jersey Administrative Code 6A:14-7.1(a), under the broad category of receiving schools, and represent a type separate from that of approved private schools for the disabled. They are provided under the auspices of New Jersey public institutes of higher education. Public college-operated programs represent one of many placement options public school districts may consider in meeting individualized education needs of students.

Consistent with regulations governing all receiving schools, public college-operated programs must comply with federal and state special education regulations. Compliance monitoring is carried out by the Department of Education. Tuition rates, however, are determined solely by the individual school and not by the Department of Education.

For additional information about these special education programs, please contact the schools directly, at the addresses and telephone numbers provided.
Public-College-Operated Schools for Students with Disabilities
County: Hudson

School Name: A. Harry Moore School
Code: 18 8385 001

Telephone: (201) 200-3138

Fax: (201)200-2526

Contact Person: Catriona Franci

Title: Principal

Type of Program: Day School

Length of Program: 10 Months

School Day: 8:30 to 2:15

County: Essex

School Name: Demonstration Program at Montclair State University
Code: 14 8332 001

Telephone: (973) 655-7177

Fax: (973) 655-5515

Contact Person: Ms. Lyudmyla Yakubov

Title: Director

Type of Program: Day School

Length of Program: 11 Months

8:30 to 3:30 (therapeutic hours are 8:30 - 1:30); 5 days per week

County: Middlesex

School Name: Douglas Developmental Disabilities Center
Code: 24 8333 001

Rutgers, The State University of New Jersey
25 Gibbons Circle
New Brunswick, NJ 08901-8528

Telephone: (848) 932-4500

Fax: (732) 932-8011
Contact Person: Catriona Francis
Title: Director

Type of Program: Day School

Length of Program: 10 Months/ 12 Months Option

School Day: 9:15 to 2:45

County: Middlesex

School Name: Rutgers Day School
Code: 24 8334 001

Contact Persons: Kimberly Baltrop, M.A.

Title: Principal

Type of Program: Day School

Length of Program: 12 Months

School Day:
9:00 to 3:00

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The NCII tools charts include a large amount of information and the "best" tool is not going to be the same for everyone. Users should review all the elements of the charts before making decisions. This user guide reviews a series of recommended steps that users should consider when making decisions including:

1. Gather a team.

2. Determine your needs.

3. Determine your priorities.

4. Familiarize yourself with the content and language of the chart.

5. Review the data.

6. Ask for more information.

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The NCII tools charts include a large amount of information and the "best" tool is not going to be the same for everyone. Users should review all the elements of the charts before making decisions. This user guide reviews a series of recommended steps that users should consider when making decisions.

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Homework Resource: Why UDL Matters for English Learners

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Homework Resource: Why UDL Matters for English Learners

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Homework Resource: Universal Design for Learning Guidelines 

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Homework Resource: Universal Design for Learning Guidelines 

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Homework Resource Meaningful Classroom Talk 

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Homework Resource Meaningful Classroom Talk 

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In September of 2016, OSEP funded three projects focusing on tiered approaches to improving reading and language outcomes for English Learners (ELs). These projects are developing and implementing culturally and linguistically responsive models for multitiered system of supports for ELs, including those with or at risk of having a disability.

Features of these models include:

Appropriate research-based reading instruction and intervention for ELs

Culturally responsive teaching strategies and principles

Professional development and strategic coaching for teachers

Linguistically aligned progress monitoring and screening measures

Data-based educational decision making

Please click on each project to learn more about each model and to access additional resources.

Project ELITE2 is a model demonstration project sponsored by the Office of Special Education Programs in the U.S. Department of Education. The project operates within the Language for Learning Institute of The Meadows Center for Preventing Educational Risk at The University of Texas at Austin.

The goal of the Project ELITE2 is to develop, implement, and evaluate a multitiered instructional model for English learners in the elementary grades that focuses on language and literacy development. We are one of three model demonstration sites collaborating to optimize educational outcomes for English learners, specifically those with or at risk for having a learning disability.

Through this newly funded cooperative agreement, Project ELITE2 is working with a school district in Central Texas to extend our previous work from ELs in the primary grades to ELs in grades three through five.

Project ELLIPSES is a model demonstration project sponsored by the Office of Special Education Programs in the U.S. Department of Education. The goal of the project is to assess the implementation of multi-tiered system of supports (MTSS) focused on culturally and linguistically responsive teaching (CLRT) to meet the needs of English learners and English learners with disabilities in the area of literacy and language development. Project ELLIPSES will provide training and technical assistance to build staff capacity to support MTSSCLRT implementation and high-quality literacy instruction for English learners and English learners with disabilities in grades third through fifth.

Project Lectura para Excelencia y Éxito (Project LEE) is a model demonstration project at Portland State University, sponsored by the Office of Special Education Programs in the U.S. Department of Education. The goal of Project LEE is to improve literacy and language outcomes for ELs in grades 3-5 with or at-risk for being identified with a disability. Within this context, we intend to support schools to use a framework, PLUSS (Sanford, Brown & Turner, 2012), to adapt existing evidence-based interventions for the unique linguistic and cultural needs of ELs. The PLUSS Model provides a replicable model of literacy instruction and intervention through embedding culturally and linguistically appropriate instruction into existing multi-tiered system of supports.

PLUSS stands for:

P: Preteaching language and vocabulary and priming background knowledge
L: Language use and modeling
U: Using visuals and graphic organizers
S: Systematic and explicit instruction
S: Strategic use of native language and culture

As one of three model demonstration sites, Project LEE is collaborating with other projects and the outcomes of this project will be disseminated nationally. Specifically, the goals of our project are to: (1) improve the literacy outcomes for ELs with or at-risk for being identified with a disability, and (2) create a replicable and sustainable model of culturally and linguistically responsive instruction that can be overlaid across all tiers of instructional support within a multi-tiered system of supports.

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Multitiered System of Supports for English Learners

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Research-based practices, guides, and tools for Response to Intervention (RTI) with English Learners, the U.S. Department of Education funds model development of MTSS with ELs.

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NJDOE English Language Learner Entry and Exit 

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NJDOE English Language Learner Entry and Exit 

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Virginia Differentiating Language Differences From Suspected Disabilities 

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Virginia Differentiating Language Differences From Suspected Disabilities 

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Directory of Bilingual Child Study Team Professionals 

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Directory of Bilingual Child Study Team Professionals 

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Directory of Bilingual Child Study Team Professionals

The Directory of Bilingual Child Study Team Professionals is a list of individuals who, by self-report, possess the certification and are proficient in the language under which they are listed. The New Jersey Department of Education updates the list annually. However, the DOE neither endorses nor attest to the veracity of the information. It is the responsibility of districts to ensure that anyone considered for a child study team evaluation holds the appropriate certification and is proficient in the language of the student.

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Directory of Bilingual Child Study Team Professionals

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Directory of Bilingual Child Study Team Professionals The Directory of Bilingual Child Study Team Professionals is a list of individuals who, by self-report, possess the certification and are proficient in the language under which they are listed. The New Jersey Department of Education updates the list annually.

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Strategies to Identify and Support English Learners with Learning Disabilities

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Strategies to Identify and Support English Learners with Learning Disabilities

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U.S. DOJ and U.S. DOE Combined letter addressing English Learners and English Learners with Disabilities. 

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U.S. DOJ and U.S. DOE Combined letter addressing English Learners and English Learners with Disabilities. 

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Language Difference VS Disability Chart (USDOE EL Toolkit)

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Language Difference VS Disability Chart (USDOE EL Toolkit)

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Homework - Video High Leverage Practices 

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Homework - Video High Leverage Practices 

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Welcome to Our New Series on High-Leverage Practices

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This introductory video introduces and defines high-leverage practices (HLPs) and provides a roadmap for the remainder of the HLP Video Series.

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CA Practitioners Guide- Appendices with Interview Protocols and Observation Tools 

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CA Practitioners Guide- Appendices with Interview Protocols and Observation Tools 