Students with special needs may need additional support. Clinton Elementary School works with students and their families to identify individual student needs and, where appropriate, implement supports and accommodations so that students can learn in the least restrictive environment. These individualized plans are often referred to as 504 accommodation plans or Individualized Education Programs (IEPs).  


If you believe your child may need additional support you should talk to your child’s teacher or Clinton’s administration to begin the discussion. Informational resources are also available through the following:



Special Education Parent Advisory Committee

The Special Education Parent Advisory Committee (SEPAC) is an advocacy group focused on policies, programs, and practices within the South Orange/Maplewood School District. SEPAC provides parents with tools and information to work collaboratively with the school district and to be more effective advocates for their children with special educational needs.  


Families and caregivers of student(s) with learning needs or students eligible for or receiving services under an IEP or 504 plan are encouraged to attend SEPAC meetings. Meetings consist of featured conversations/ presentations as well as support, resource sharing, and the ability to connect with other members of the special education community. Meetings with featured topics are an attempt to get those with similar concerns in the same room at the same time but all are always welcome!  


For more information and a schedule of monthly meetings, visit: https://sepacsoma.org/


Intervention and Referral Services

The Intervention Committee provides assistance to teachers, support staff, administrators, and parents in developing preventive interventions to successfully accommodate the diverse learning and behavioral needs of students who are experiencing difficulties in their classes. It is led by our Assistant Principal, and is composed of general and special education teachers, reading and math specialists, an Academic Intervention Teacher and the building social worker. The team collaborates with the student’s teachers and parents to develop an action plan that will support the specific needs of the student.


By its nature, intervention is a process. Often, action plans are revisited and modified. In most cases, a successful action plan, which is created and shaped over a period of time, leads to the student’s academic and behavioral success. In some cases, the Intervention Committee may feel that referring the student to the Child Study Team is necessary. Even in these cases, the prior period of intervention is valuable. Action Plans will illustrate that a referral is appropriate and it will help inform the Child Study Team about strategies that have or have not been successful for the student. It is important that the intervention process is not seen as merely a waiting process or a “red tape” step for special education, but rather as a means to support teachers in meeting the needs of all students.





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Clinton School PTA

27 Berkshire Road

Maplewood, NJ 07040


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