Mar 14, 2025, TAP into Paterson: Paterson School District Transitions to Autism-Multiple Disabilities Program, Prioritizing Parental Involvement and Student Independence
Paterson’s Special Education Department is undergoing a significant transformation with the introduction of a new autism-multiple disabilities (MD) program designed to better serve students with autism and other disabilities. The transition, which will begin in the 2025-2026 school year, is aimed at increasing independence among students while also providing enhanced support through a structured, individualized curriculum.
The announcement was made during Wednesday's school board meeting, where district officials provided an update on the changes and the ongoing engagement with parents. The shift from a traditional autism program to a more inclusive MD autism program involves changes to class structure, student-to-staff ratios, and curriculum approaches. The program will feature a two-to-one staff ratio for each student, ensuring more focused attention and tailored support as children progress through different levels of the program.
As part of the ongoing effort to keep parents informed and involved, the district sent out a robocall on Friday, offering a video presentation in both English and Spanish to families of students in the autism program. The video—which featured a QR code for feedback—has already been viewed over 200 times. It is currently available on YouTube and will soon be accessible on the district website. Additionally, an in-person meeting was held the following evening, where 18 parents attended to ask questions and gain further insights into the program changes.
“We want to make sure parents are fully informed, and that there’s no delay on their part in understanding what the changes mean for their children,” Cheryl Coy, Assistant Superintendent of Special Education and Services said. Parents were also encouraged to attend additional sessions, with another scheduled for Thursday evening to address any further concerns.
The new autism-MD program is designed to support students at various stages of development, and will be structured into three levels:
• Level 1: For students in the early stages, the class will have a maximum of eight students with two staff members for each child. The focus is on introducing independent skills, social skills, and foundational academic skills through a discrete trial teaching approach.
• Level 2: Students who progress from Level 1 will be placed in classes with up to 10 students. Here, they will continue to develop independent skills and academic lessons with minimal support.
• Level 3: This level will cater to students who have mastered the foundational skills and are ready for greater independence. The class size will be up to 12 students, with a continued focus on direct instruction and building independence across various areas, including self-help, social skills, and academic lessons.
Notably, there will be no mixing of students with physical disabilities into the autism-MD program. The district has emphasized that classes for students with physical disabilities will maintain a separate ratio of six students per staff member and will not be co-mingled with the autism-MD program.
During the forum, Coy said, parents expressed concerns about the changes, particularly regarding the transition of their children into new classrooms. Some worried that students would be “randomly pulled out” of their current classes without consideration of their emotional well-being. The district addressed these concerns by assuring parents that the transition process will be gradual and deliberate, with each step communicated clearly to families.
“We want to ensure that every parent is part of the process,” Coy said. “We will never move a student who isn’t ready, and we are committed to making sure that every change is in the best interest of the child.”
Coy also explained that no immediate transitions would take place this year. Instead, they plan to begin expanding classes in July 2025, ensuring that all students are grouped appropriately as they enter the program.
The district is also expanding its team of special education professionals, including hiring additional staff to meet the growing needs of the autism-MD program. Staff training on crisis prevention, de-escalation, and reinforcement strategies is also a priority, ensuring that all educators are equipped with the tools they need to support students effectively.
“We are committed to transparency and ensuring that all parents are heard and supported throughout this transition,” Coy said. “This is a community effort, and we’re excited to continue working together to provide the best education possible for our students.”
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