At Upper Elementary School (UES), we are committed to providing high-quality, individualized special education services that meet the diverse needs of our learners. All services are guided by each student’s Individualized Education Program (IEP), which is developed through a collaborative process based on the student’s unique strengths and needs.
Students at UES may receive support through a variety of service models, which can include:
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Pull Out Resource (POR):
Also referred to as resource replacement, POR classes are standards-based but offer modified instruction in a separate setting from general education peers. UES offers POR in reading, writing, and math to help students build foundational skills at their own pace in a smaller, more individualized environment.
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In Class Resource (ICR):
ICR follows a co-teaching model where a special education teacher and/or paraprofessional works alongside the general education teacher within the classroom. This inclusive approach provides increased opportunities for small group instruction, individualized support, and accommodations while allowing students to remain in the general education environment. ICR is considered the least restrictive environment and is the placement we strive toward when appropriate.
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Consultation Services:
Some students may receive support through consultation, where a special education teacher collaborates regularly with the general education teacher to provide guidance on accommodations, modifications, and instructional strategies. This model allows the student to remain fully in the general education setting while still benefiting from expert support tailored to their IEP goals.
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Unity Program:
The Unity Program is a highly individualized, self-contained setting for students who benefit from intensive support. This program emphasizes discrete skill development and the functional application of academic, social, and behavioral goals. Students in the Unity Program may participate full-time or part-time, based on their needs and IEP team decisions.
In addition, some students may require behavioral supports as part of their IEP. These supports are developed on an individual basis in collaboration with the student’s teachers, our district behaviorist, and families. Strategies may include behavior intervention plans (BIPs), social-emotional support, and structured reinforcement systems to help students be successful in the classroom and beyond.
All special education services at UES are provided in compliance with the federal Individuals with Disabilities Education Act (IDEA) and New Jersey state regulations.
If your child is transferring to UES with an active IEP, we encourage you to contact our main office directly. Our team is here to support a smooth and successful transition for your student.