Union City holds the distinct honor of having the lowest classification rate among the Abbott Schools in the state of New Jersey. While the state classification average is 16% and the Abbott average is 18.1%, Union City continues to boast the lowest classification average.

This happened as a result of a district mandate to revamp all support services including special education, speech, guidance counseling, social counseling, psychiatric evaluations, OT/PT evaluations and therapy, Title I and Alternative Education, by bringing them under one umbrella.

Using the guidelines from the NJ Department of Education, Division of Student Services, each school in the District reorganized its Pupil Assistance Committee (PAC) under an appointed assistant principal or designee. The goal is to provide as many social and academic services as possible so that students will not “fall through the cracks” but will be able to perform up to their ability on standardized state and district tests. Each Support Services Task Force (SSTF) is directed to “know the students” by tracking progress of children who might be “at risk” or on “the cusp” and not only to offer as many interventions as possible but to also track progress on a 6 to 8 week basis.

These interventions may include: counseling by a school social worker, inclusion in an after school academic program, a change in the level of support in the classroom, or other academic interventions as deemed necessary by the SSTF. At the end of the 6 to 8 week cycle, the students are again evaluated by the committee so that if required, more interventions can be added or the student can be designated “504” with all of the rights and services entitled to him/her under the law. It is not until all avenues of intervention are exhausted that a discussion will even begin to take place about classification under IDEA.

Union City has a statewide reputation for its excellent use of inclusive practices in our buildings. A certified special education teacher who works with the regular education teacher to deliver lessons in a cooperative manner supports many classes. In a few cases we are fortunate to have a pair of teachers in the classroom for the entire school day. Most times, however, a support teacher is assigned to a class for at least two to three periods per day to work with the designated class. This pair works with all the students, including classified 504 “at risk” and cusp students. The groups seen by the support teacher are never static but reflect the content of the lesson and the goals and objectives in both the curriculum, the IEP of the classified student or the 504 plans.

Another support service has been provided for over-age, disaffected 6th, 7th and 8th grade students chosen by the SSTF to participate in a middle school Alternative Education Program. Here students in three strategically located schools are placed in small classes, get individual and group counseling, use the 8th grade curriculum and prepare for the GEPA while taking some high school classes. As a part of the program, they work as volunteers in county hospitals and nursing homes, which afford them the ability to earn high school credits.

The High School Alternative Education Program is housed in its own building, annexed to one high school. This program supports over-age students who for whatever reason cannot work under the rules and regulations of a regular high school. The students strive to improve their attendance rates and to pass the HSPA so that they too may graduate, and like the middle school program, the program includes an important work component.

Support can mean many things to many people. Union City strives to be an all-inclusive support system that will allow all students to make academic progress and to reach their maximum potential.