Parsippany-Troy Hills Township Public Schools' Pupil Services is committed to making a difference in the lives of every child in our District from ages 3-21. We understand and champion the notion that learning is a life-long process and strive to give all of our students the opportunity to thrive in their least restrictive environment with their peers.

This website is intended to be a resource for both parents and educators. If you would like more information on any part of the services we offer or if you have a student that you suspect may have a disability, please do not hesitate to contact us.

The Parsippany-Troy Hills Township Public Schools provide a full continuum of placements to meet the needs of students with disabilities ages 3 through 21 eligible for special education and related services. The IEP Team collaboratively determines the program that most appropriately meets the needs of that individual student in the least restrictive environment. All program placements meet the requirements of the New Jersey Administrative Code Title 6A Chapter 14 Regulations. Educational options available to classified students in PTHSD include:

• Instruction in general education with supplementary aids and services;

• Resource programs;

• A special class program in the school district;

• A special education program in a vocational and technical school (full time or shared time);

• A special education program in a county special services school district, educational services commission or jointure commission;

• A New Jersey approved private school for the disabled or an out-of-state school for the disabled;

• A program operated by a department of New Jersey State Government Community rehabilitation programs;

• Programs in hospitals, convalescent centers or other medical institutions

• Home instruction;

• An accredited non-public school;

• Instruction in other appropriate settings.

Goals and objectives in each student's IEP correlate with the NJ Student Learning Standards (NJSLS) and/or Essential Elements (EEs). Based upon each student's present level of educational performance, the IEP Team develops goals reflecting academic, social, emotional, and workplace readiness skills which are addressed in the standards.

The IEP team, including child study team, general and special education teachers, parents, therapists, guidance counselors and the student, when appropriate, meet annually to review the pupil’s functioning status and to determine the least restrictive educational placement in which these goals can be addressed.

Progress Reports are completed in accordance with the district’s schedule. Each student’s IEP is reviewed at least annually to update goals and objectives based on the child’s progress in each area.

The IEP team makes an individual determination regarding the need for an extended school year program for each pupil. The decision is based upon consideration of all relevant factors including whether an interruption in education programming causes the student’s performance to revert to a lower level of functioning and recoupment cannot be expected in a reasonable length of time.

Related services are provided to pupils eligible for special education services throughout the district according to the individual needs of the students. These may include, but are not limited to counseling, occupational therapy, physical therapy, speech-language services and transportation.

Students in special education programs participate in the statewide assessments according to the accommodations and/or modifications in the IEP. If the nature of the student’s disability is so severe that the student is not receiving instruction in any of the knowledge and skills measured by the statewide assessment and the student cannot complete the types of questions on the assessment in a subject area with or without accommodations the student shall participate in an Alternate Proficiency Assessment.

Transition services are available to pupils in all special education programs beginning at age fourteen or earlier if appropriate. With participation of the district’s Transition Coordinator, each pupil’s transition plan is developed based on the individual student’s needs, taking into account the student’s preferences and interests. The transition plan addresses instruction, related services, community experiences, the development of employment and other post-school adult living objectives and if appropriate, acquisition of daily living skills.

The ultimate goal of transition services is to successfully prepare students for adult life in the community. The transition coordinator collaborates closely with the student, parents, child study team, guidance counselors, teachers, community employers, community organizations and various state agencies. Strong emphasis is placed upon the development of attainable vocational goals, independent daily living skills, self-advocacy, and self-determination. Students are encouraged to participate in activities which will promote individualized growth, independence, and maturity – all of which are essential components for leading productive and meaningful adult lives.