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Advanced Education Services, Colton, California Along with core classes to prepare for graduation, the students enrolled in AES High Schools are completing apprenticeship programs on campus and working paid jobs in the community. Two schools have opened on-campus businesses to provide hands-on training and promote the expansion of their vocational programs. Students requiring more intensive job training participate in JTPA programs, also offered on campus. The following provides a glimpse into two of Advanced Education Services' High School programs where students are successfully paving a path to work. Rio Rancho Jr./Sr. High School, a division of AES, offers vocational programs in culinary arts, printing, and landscaping/maintenance. The print shop is divided into two sections, and students must pass a competency exam before advancing to the second course. Local businesses support the hands-on programs by placing print orders that students complete. Plans for expansion include a graphics art division and silk screening. All three programs are offered year round, but culinary arts and landscaping also function as JTPA job sites during the summer. This past summer, students planted a vegetable garden as part of a landscaping project, and the culinary class was able to use the produce. Students wishing to pursue a career in culinary arts are encouraged to attend the Riverside County Culinary Program after graduation. Whitewater Jr./Sr. High School, a division of AES, offers vocational programs in retail/business management and construction. Whitewater also has on-campus JTPA positions available to students year round. In the retail/business course, students must complete competency tests in various aspects of retail such as pricing, inventory, cash registers, and customer service before actually going to work in the Whitewater Student Store. The store is open Monday through Friday and is operated by students with continuous assistance and supervision from their retail instructor. The structured setting is the ideal place for these students to train for retail positions. Plans for expansion include more supplemental retail materials and student made gift items such as ceramics, woodworking products, and greeting cards to place in the store. The construction course is designed as a strict apprenticeship program, whereby students must complete safety and basic job skills before a hammer can even be held. This design enables the instructor to provide the top students or "Journeymen" with an opportunity for real-life experience. Last spring, all journeymen helped build a house in collaboration with Habitat for Humanity. As a number of the High School age students served by AES come from disadvantaged backgrounds, the strong emphasis on vocational education provides them with alternatives otherwise unavailable. The enthusiasm with which students approach their vocational courses is testimony to the program's inherent value. Overall, students participation in a vocational program gives real meaning to their education and motivates them to plan for a future in the workforce.
Alternatives for Children, East Setauket, NY Alternatives for Children has become a leader in early childhood and special education for children under the age of six with disabilities and their typically developing peers by exploring, adopting and implementing creative approaches to learning. By keeping this mission in the forefront of everything it does, Alternatives for Children can now count itself among the very few educational and/or therapeutic programs on Long Island, and one of the only preschools, that are fortunate enough to be able to provide a dedicated sensory environment to its children.
Through a $20,000 grant received by Senator Kenneth LaValle, the School was able to design, build and furnish a Sensory Integration (SI) Room, which was recently opened for therapies in its East Setauket location. This grant also covered training for the staff on the specialized equipment installed.
There are many approaches to working with children with sensory issues. If it is deemed appropriate, the therapist might work with the child in a dedicated SI Room. An SI Room is a dedicated environment with little unintentional distraction, in which a focused isolation of the senses can be accomplished through the use of specialized lighting and lighting fixtures, aromatherapy, different sounds/music, swings, mats and mirrors. The goal of this focused isolation of the senses is to modify or control certain behaviors, ultimately resulting in improved attention, motor functioning, communication and an enhanced learning experience.
Alternatives for Children, established in 1988 as the St. Charles Educational and Therapeutic Center, is a not-for-profit, private school that provides early intervention, day care and therapeutic preschool programs for developmentally delayed and typically developing children ages 6 weeks to six years across Long Island. Taught by NYS certified special education teachers, the School's Preschool programs include self-contained classes for children with extensive developmental delays, physical disabilities, and those with Autism and Autism Spectrum Disorders, as well as integrated classes for typically developing children and those with less extensive developmental delays. Therapeutic services offered include speech, occupational, physical therapies, vision services, computer/technology enrichment, and play, music and dance therapies. With locations in East Setauket (which serves as the School's main campus), Melville, Aquebogue and Southampton, Alternatives for Children provides services to over 600 children every day.
Arrow Child & Family Ministries, Baltimore, MD Tavon K. has been a student at Arrow for three years. He has made outstanding progress with us during that time, but most notable are his achievements this past year. He was most recently voted Student of the Month by the staff based on his behavioral and academic progress. He is a member of the varsity basketball team, as well as a mentor for the students on the JV team. Tavon earned B Honor Roll for 2nd quarter, and he is well on the way to graduating! In November, he was hired at Casual Male Big and Tall, and he maintained his position through the bustle of the holiday season. Tavon is a true Arrow warrior!
Nick M. has been a student with us for five
years. He started with Arrow when he was in middle school. Nick always
displayed a passion for nature and animals. He was able to use this
interest to motivate him through the program at Arrow. During the 2nd
quarter, Nick was able to take one class at his home school, as a
gradual transition. Starting this quarter, Nick is a full time student
at his home school. We wish him the best of luck in his new endeavors!
Bancroft Neurohealth, Haddonfield, New Jersey Individuals with chronic, long-standing impairments such as mental retardation, autistic-like behaviors, and severe learning disabilities often make limited academic progress. They exhibit severe maladaptive behaviors which prohibit them from participating in less restrictive programs in their home, school, and community. As a result, they are prohibited from leading fulfilling lives, either with their families or independently in the community. Effective educational strategies must be developed to improve the cognitive skills of these individuals that can improve their adaptive behavior and allow them to live and work more independently. Prior to beginning the classroom, a student's current status will be evaluated to identify strengths, weaknesses, and areas of impaired or deficient neuropsychological functions. This evaluation produces the basis for the development of individually prescribed instruction on an individual and group basis. This procedure makes it possible to tailor the cognitive remediation program to the individual student's specific needs. The evaluation procedures used in the program include: Halstead-Reitan Neuropsychological Test Battery - this widely used instrument for assessment of brain-behavior relationships measures more highly specific functions and identifies deficits attributable to cerebral damage. Cognitive Assessment System (CAS) - assesses four basic processes involved in cognition: planning, arousal-attention, simultaneous and successive information processing. California Verbal Learning Test (CVLT) - this test measures components of memory: encoding, storage, and retrieval processes; vulnerability to proactive and retroactive interferences; use of effective or ineffective learning strategies. AAMR Adaptive Behavior Scales (ABS) - assesses the level to which a student has acquired or gained real world skills needed in everyday living: grooming, dressing, basic health care, writing, arithmetic, self-direction, responsibility, socialization, and communication. Woodcock-Johnson Achievement Battery (WJ-R) - this battery assesses academic achievement in areas of letter work identification, passage comprehension, calculation, applied math problems and dictation. After the individual's strengths and weaknesses are identified, he/she will receive cognitive remediation through REHABIT. Traditionally, REHABIT training involves working with a therapist using materials designed to improve cognitive abilities such as reasoning, organization, planning, and abstraction skills. This project will bring REHABIT materials and training procedures into the classroom. The curriculum will involve individual, small group, and classroom activities that develop cognitive abilities in areas of verbal comprehension, organization, planning and reasoning skills, and visual-spatial and manipulatory abilities. Bancroft's Education Department School Program, will provide the basis for project operations. This program has extensive experience in providing comprehensive evaluation, education, and vocational training for children and adolescents with developmental disabilities, neurological impairments, autism, and severe learning, emotional, and/or behavioral disabilities. The school program has three Ph.D. level psychologists, school psychologists, occupational, physical, speech, and language therapists, and social workers. Bancroft has well-qualified individuals and an operating unit to provide a supportive base for this proposed project, including twelve Ph.D. level staff who have collectively published over 150 articles, books, and book chapters and have presented over 500 papers and workshops. The school's Professional Advisory Board, which includes individuals from Harvard Medical School, Duke University, Temple University, Yale University, and Brown University, can provide other support for this project. This project will conduct a comparative study between an intensive mediated cognitive remediation, treatment classes, and current educational practices control classes. Forty-eight students will participate in the study. Based on matched random pairs, twenty-four will be assigned to three treatment classrooms, and twenty-four will be assigned to three control classrooms. Scientific research strategies will be employed to document and verify improvement. An empirical evaluation of the comparative effects of cognitive remediation will include pre and post-treatment measures on adaptive behavior, academic achievement, cognitive processes, and memory. Assessments will measure the differential effects between these two groups with the pre and post tests outlined above. Dr. Ruthanne Jepsen will supervise the project. The curriculum will be developed and carried out by Dr. Jepsen, who is a post-doctoral level neuropsychologist, three certified special education teachers, three teacher aides, and a teacher supervisor. Dr. Gregory Alberts, who has extensive experience in REHABIT, will provide support and consultation to the project. Clinicians assigned to students in the medicated cognitive remediation groups will receive training methods to incorporate mediated teaching and REHABIT materials into their disciplines to insure continuity of treatment methodology.
Chapel Haven, New Haven, CT The nutritional therapist spends many hours working with both the clients and the life skills counselors in the residence and in the community. In the residence, the nutritional therapist observes planning sessions and reviews Chapel Haven's present system for creating weekly menus and shopping lists. In the community, the nutritional therapist meets with Chapel Haven's community counselors to identify questions and problems that seem to be consistent among clients. Adjustments are recommended, and a paradigm for community life skills counselors are developed. A manual that provides instruction on a process and lays a foundation for a consistent approach to nutrition is currently being developed. This manual will become a part of each client's comprehensive life skills package. Nutrition classes that might be conducted as part of the overall curriculum are also being developed. These classes will be available for both private group and individual sessions. Healthy eating begins with knowledge. Just as with life skills and academics, it is the responsibility and mission of Chapel Haven to offer those skills that will permit each individual to achieve his or her potential for independent living. The nutritional program adds one more layer of foundation for sound and healthy independent living.
The Children's Guild, Baltimore, MD The Guild utilizes state of the art approaches to create a culture that motivates the desire to learn in challenging children. It has also designed the physical environment of its schools and classrooms to foster change and growth, holistic thinking, and character development in its students. A great deal of emphasis is placed on academic performance, parent involvement, and the arts. All of The Guild schools are staffed with a board certified child psychiatrist, registered nurses, certified special education teachers, speech and language therapists, and licensed clinical staff. Occupational therapy after school and summer school programs are available on an as needed basis.
CPC Behavioral Healthcare - High Point School,
Morganville, NJ As students demonstrate an ability to work with different peers and job supervisors, they may apply for High Point School jobs in several different areas. The application process includes completing a job application form and a personal interview with their prospective job supervisor. Many students work in the JOBS program which is run by the pre-vocational teacher. The JOBS program offers a variety of job experiences including food service (selling bagels and preparing student "scholarship" lunches), production and assembly of craft items for sale to staff and students, and office skills (making and collating educational reinforcement materials, labeling, and laminating). Some of their proudest accomplishments have been designing and constructing bids, corsages, and boutonnieres for the school prom. The Building Trades teacher offers experiences in carpentry, furniture repair, horticulture, and vehicle maintenance. Students complete personal projects or work on repair projects. They may also clean and perform simple, but vital, maintenance on the fleet of school vans such as checking documents, tire pressure, lights, horn, wipers, brakes, etc. High Point Adolescent School has a small greenhouse, and (in summer) a large vegetable garden where students learn the basic principles of plant growth management. Produce from the summer garden is sometimes incorporated into the menus planned by the High Point Inn during the extended school year program. The High Point Inn is a small, commercially equipped, take-out restaurant managed by our home economics teacher. It is staffed by students who prepare, package and sell between 50-70 lunches daily. Customers include students, school staff, visitors and our agency's administrative staff. Skills taught include those needed to operate a small restaurant-menu planning, hot and cold food preparation, food and kitchen safety, marketing, sales, and clean up. On many occasions, the High Point Inn staff have been asked to cater lunches and refreshments for executive level meetings attended by both CPC staff and staff from other agencies. Our school year culminates with a graduation held at a local church for which the High Point Inn plans, prepares, and serves the refreshments for graduates, their families, school staff, and peers. All of the students who work in programs where they are supplying a product or service are paid for their work. They complete time cards, receive pay envelops weekly, are evaluated on a regular basis, and are promoted (or fired) as they would be in a community job. All of the above is undertaken with sufficient staff support and program flexibility to ensure success as the students learn the skills needed to compete in the job market after graduation.
Crotched Mountain School
& Rehabilitation Center, Greenfield, NH Established in 1953, the philosophy of Crotched Mountain is to work in partnership with families and local communities to achieve the highest degree of educational, physical, and social independence possible for every student. The new Family Resource Center on the Crotched Mountain campus is a resource area where families and those with questions and concerns about disabilities can come to gain knowledge through a variety of sources. The Family Resource Center operates a Lending Library using a computer with Internet access for informational sources as well as access to specific information through Internet subscriptions. Files contain extensive links to a variety of sources, including organizations, support groups, area agencies state and national supports and services. The Family Resource Center also provides families with workshops, seminars, speakers, and opportunities for training as well as social purposes. Based at Crotched Mountain, the Family Resource Center is expanding to include community networking. Services will be available to families at large, promoting the well being of the family.
Devereux Foundation - Kanner Center, West Chester, PA The Devereux Kanner Center is involved in a partnership with its new Center Bases ABA Program and the Mission for the Education of Children with Autism (MECA), a parent organization. This is a non-profit group that is offering support to Devereux concentrating on program development, fund raising and public awareness. This partnership was formed to ensure that the school is a state-of-the-art and quality based program.
Glenholme School, Washington, CT Because this work was so successful with the Glenholme student population, children ages 5-16 who are experiencing some emotional behavioral or learning difficulty, the school's Executive Director Gary Fitzherbert began to raise awareness about character education with other educators, parent, and professionals who work with children. Today, Glenholme is the base for the Children Resource Institute, a faculty of highly trained individuals who provide half and full day training for other educators. Glenholme's Director of Training, Mary Guilfoile, visits schools across the country, working with teachers and parents to identify core values and achieve a consensus as to what efforts are needed to help children develop morally. In workshops the behaviors of both adults and children in the community are analyzed. Those that need to be changed are targeted, added to, or emphasized, to create that moral voice and ensure the correct action. The workshops facilitate people doing things together, as a community. "One of the reasons why Glenholme has been successful integrating values education and moral development is because values education is the positive side of behavior management," Ms. Guilfoile explained. "This is something we've done all along, having worked with a special needs population, but now we've developed a new vocabulary, and we're taking it out to other people." An integral part of Glenholme's success in character education has been the Community Service Program. Coordinated by two faculty members, Bonnie Goulet and Lisa Williams, this program received national recognition in two short years, being selected as a Teaching Example for the President's Summit for America's Future. Students racked up an impressive 3,000 hours of volunteer service in two years. They assisted with Red Cross Blood Drives, raised funds for soup kitchens and homeless shelters, made weekly visits to a convalescent home, sewed scarves for cancer patients and quilts for newborns, conducted community-wide events for younger children, and many other activities. "Community service is important to help children develop morals," Ms. Guilfoile said. "They have to know what these values are, care about them, and have chances to practice the moral lessons. By doing this, they develop an awareness of how important they are to the world." Both Ms. Williams and Ms. Goulet were asked to serve on the Task Force for the Connecticut Summit, "Connecticut's Promise to Our Youth." Our work integrates emotional growth, behavioral self control, and the development of values and character all at once," Ms. Guilfoile explained. "We are weaving them into one program for the kids. They have different choices and opportunities to develop emotionally and morally while they're working on special needs. If you're just indoctrinating a child, he/she isn't necessarily equipped to make good decisions, but we're looking at the whole child and his/her social, emotional, moral, and intellectual growth."
Dr. Gertrude A. Barber Center, Inc., Erie, PA The program strives to enhance community awareness regarding the importance of early identification and education of the child who is deaf or hard of hearing. The program is a 5 day a week program for children 3-5 years old. The room is acoustically sound and features an FM Auditory Loop System. This system sends the teacher's voice from the microphone through a special under-carpet 3D Loop Mat to the student's hearing aid. This reduces the effects of background noise in the room by presenting the teacher's voice directly into the child's ear. Although paddling has long been known to be therapeutic, developmentally disabled children are now being introduced to kayaking in a therapy program believed to be the first of its kind in the world. The Physical/Occupational Therapy Department and Dr. Joseph Barber, a pediatric neurologist, have developed a unique kayaking program for the students. Many of the children are exposed to the kayak throughout the school year. During the summer, a one-week kayak camp is offered to families. Potential paddlers beginning the program are evaluated by physical and occupational therapists to address each child's needs and capabilities to determine whether adaptive equipment will be necessary. After several sessions on land, students move into the Barber Center pool. Paddling is great for strengthening upper extremities and increasing range of motion, but it also improves coordination and balance. Another benefit is the promotion of a safe, economical recreational activity for the entire family, something not always readily available for families with a developmentally challenged child. The Happy Hearts early childhood preschool program is another service of the Barber Center. Happy Hearts' goal is to foster the optimal development of the whole child through quality programming, delivered within a curriculum based on state of the art educational methods. Educational experiences are offered throughout a child's day which emphasize
Durand Academy, Woodbury, NJ The Durand Academy - Woodbury Public School Partnership began in 1995. The strengths of both the private and public school were blended into a unique program which allowed public school students to remain in-district in a class operated, staffed, and supervised by the Durand Academy. While the program was developed by Durand Academy and the Woodbury Public School District, any district in southern New Jersey was afforded the opportunity to refer students to the program. The students benefited from Durand's highly structured education and clinical program while enjoying the opportunity to participate in in-district programming whenever possible. The program evolved into a cooperative effort among school personnel with the public school staff becoming more aware of the abilities of their students and the strength of private school programs. Administration of the program rested with the Durand Academy. However, as issues such as discipline, program philosophy, and IEP format surfaced, it became clear that the administration of the program would also be a cooperative effort with each side developing recognition and respect for each others' position and expertise. At the conclusion of the 1997-1998 school year, it was mutually agreed upon for the class to move in another, but similar direction. The Woodbury Public School District hired the Durand Academy's teacher, who expressed a strong desire to continue with Durand's strong clinical support for the students. The teacher recognizes that Durand Academy is available to act as a resource and for support if needed and the district will continue to benefit from input regarding program and full scope of clinical support for the students. The Durand Academy - Deptford Public School Partnership also began in 1995. The partnership continues to benefit children with multiple disabilities who remain in district and the staff of the Deptford Public School. The Durand Academy provides clinical/counseling services to students who do not need out-of-district placement but require more intensive behavioral interventions and emotional support. Students benefit from services provided by highly skilled clinical staff members who have the support of the Durand Academy's clinical staff, child study team and administration. Initially, the Durand Academy also provided classroom consultation in classes serving children with multiple disabilities. This allowed public school staff the opportunity to work cooperatively with experienced private school staff with the benefits being the development of stronger programs in classes for children who did not require the intensive and highly structured environment of a private school placement. This part of the partnership was gradually phased out with the clinical support to students continuing on an ongoing basis.
Eden Institute, Princeton, NJ The new program is, in the words of Eden President and Executive Director Dr. David L. Holmes, "a classic example of tapping and developing the resources at hand to meet a very real and growing need." Eden Florida provides clinical, evaluative testing, consulting, and training services designed to enable children and adults with autism to reach their potential and to train parents in using therapeutic techniques with their children, as well as becoming resourceful advocates for them. Staff also provide consultations and other technical assistance to education and health care professionals seeking to provide effective services to people with autism. The facility, located in South Fort Myers, is presently serving 35 individuals and their families. This June, in concert with the Lee County School District, Eden Florida began to offer alternate summer programming for students with autism, the first such program in southwest Florida. Low student-teacher ratios (3:1) and a behavior-based approach afford maximum focus on student's communication skills and maintenance of academic performance in accordance with Individualized Educational Plan (IEP) goals. Eden Florida opened in a temporary location and moved in late spring to its present address, name-appropriate Learning Court! The new facility, originally a day care center, is undergoing renovation to create therapy rooms, classrooms, offices, and conference space. Eden recently announced a $400,000 capital campaign for Eden Florida for the purchase and retrofit the new facility and to establish a modest building maintenance fund endowment. Ms. Sinclair is enthusiastic about Eden Florida's potential for collaborative efforts with school district personnel, health care professionals, and parents - a team "empowered to move services into the future, expanding the range of programming available and increasing public awareness of autism and its challenges."
The Felician School, Lodi, NJ Beginning at the primary level and continuing through to the job-training level, the curriculum focuses on six essential skill areas: functional academics; socialization; independent living skills; personal/family life development; pre-vocational skills development, and vocational/job-training. Through these six areas, our students are prepared to function in the community; to travel, shop, work, enjoy leisure time, and relate to others. Upon entering the program, regardless of the level, each student's class schedule, activities, tasks, and assignments are carefully planned to reflect the preparation needed to become viable, working citizens in the community. At age 14, transitioning becomes an important element in planning goals and objectives. More emphasis is placed on enabling each student to acquire self-sufficiency to the greatest degree possible. Pre-vocational skills are incorporated in all learning areas. In planning daily tasks and assignments, a greater focus is placed on developing attitudes and behaviors necessary when engaged in a working situation. At age 16, functional, vocational, and job-training skills are the main focus of each student's daily routine. At this level, each student is assessed to determine individual and group level functioning. Students are then grouped according to ability and attend classes in each of the six curriculum areas with their groups. They are assigned to a homeroom and given individual schedules to follow. They transition from a self-contained classroom setting to a departmentalized approach to classes. In preparation for the experiences the students will face upon graduation, each one is presented with a variety of simulated work situations. Participants "punch" time clocks, report to job assignments, take breaks, and learn to fill out necessary forms. They are involved in such tasks as assembling, packaging, and collating. Students are trained to participate in the "World of Work" program in which they are "hired" by teachers within the school to assist with classroom activities and tasks. This variety of in-school training builds proper attitudes and basic pre-vocational skills. It prepares our students to work with others and to develop a sense of responsibility and self-assurance. The more advanced students participate in a formal on-the-job training program which reflects community employment opportunities. Flexible on-the-job training allows participants to experience a variety of vocational environments and enables project staff to access the students' aptitudes, interests and progress. At present, the students are receiving vocational-on-the-job training in the following situations: day care center, high school cafeteria, local K-Mart, and Hunger Zone Pizzeria. In the past, work has been contracted by various businesses to be completed by the students within the school setting. This will continue as the opportunities occur. With emphasis on pre-vocational skills, opportunities for job-training, along with continued development of independent living skills and functional academics, we believe we are providing the older students with a comprehensive program which will prepare them to become viable, working citizens in the community. Each student is appreciated for his/her own individual potential, and each student in his/her own way responds positively to this very effective and innovative program. Learning at the Felician School has proven to be fun and exciting for those who are preparing to enter the final phase of transition from school to the workplace.
The Foundation School, Rockville, MD Small academic classes, individual therapy and the structured school and therapeutic activities motivated Andre to succeed. Andre learned to use individual therapy to gain insight into his behavior and become a positive force in the school his eighth grade year. He was able to express his feelings of anger as well as draw from his life experience and his surroundings as he worked to understand himself.
His goal was to return to public school by the time he reached high school. Over time, Andre's grades and academic skills improved. He learned to handle multiple transitions.
Thomas’ Story: Thomas was referred to The Foundation School due to severe anxiety, depression and school phobia. He was only able to attend school for part of each day due to his sensitivity to medication and to perceived stress. Thomas' therapist, in consultation with other staff members, developed a plan to gradually increase his school attendance. In just a short time, Thomas demonstrated a major improvement in his attendance. He excelled in academics, especially science. Through his conscientious efforts, he achieved honor roll status every marking period and met and exceeded the goals of his plan.
Expectations were raised and a plan was established for partial inclusion into Montgomery County Public Schools' Thomas Edison High School of Technology's Biotechnology Program. Thomas met the challenge and began attending Edison for part of each school day while continuing to attend The Foundation School for other courses. Within a few weeks of attending Edison, Thomas was selected to lead tours through Edison's varied science programs. His self confidence grew by leaps and bounds. Thomas has received numerous awards and is now an intern at NIH.
Hannah More School, Reisterstown, MD The Decker Program offers training and skills in five areas: automotive, building trades, horticulture and landscaping, culinary arts, and information and communications. The program has community focus. There is an advisory board for each area, comprised of working professionals who will review curriculum, make program recommendations, and provide internship and entry level job openings for qualified students. Through in-school projects, students can also give back to the community. Students may provide meals through the culinary arts program to residents at the women's shelter; build picnic tables for the department of parks and recreation through the building trades program, or plants to the residents at the senior citizens home through the horticulture program. Students in the Decker Program will take a semester long core evaluation course - a sampling of all of the programs. The next two semesters will be spent in their area of concentration. A state of the art kitchen, greenhouse, auto bay, and complete communications center with telecommunications equipment ensure that students will have a solid base in whichever field they select to pursue.
The Harbour School, Annapolis, MD The school serves a wide variety of students with cognitive scores ranging from intellectually limited to gifted and talented. All of the students have moderate to severe learning and other disabilities. The Harbour School curriculum is competency based and utilizes performance assessments for all evaluations, including staff evaluations. School staff identified twelve competencies that were needed for graduates to succeed as adults, and faculty identified specific competencies that were necessary for each job title. Each instructional team has identified interim competencies that are required for the student to achieve the exit skills. There are no tests at The Harbour School, only activities which demonstrate that a student has achieved a competency. For example, students learning ratios and fractions might be required to build a scale model of an object for which the actual measurements are available. In being able to apply the content, the student demonstrates an understanding that is not demonstrated by mere paper and pencil activity. Memorization of facts is minimized in this program. Instead of memorizing facts about how government is organized, students are required to "design" a government for a political entity of their own imagination. The only requirement is that the government not be a dictatorship and that the "designed" government must meet the minimum requirements of government. The students' political systems are then "tested" by peers in trial runs of political problem solving. In this manner, our students learn and retain more about government than they would by memorizing the terms of office for political figures. In the high school, credits are earned when all competencies for a course have been demonstrated. Students earn "grades" of pass, honors or incomplete. No one fails, he/she simply takes longer to learn to do what is required. With this system, a student may graduate in three years or alternately, need five years to complete the program. Courses are not necessarily completed in one school year. It is not unusual for a student to complete a grade of a course and begin the next grade all within the same school year. Students learn the skills needed for adult success and learn to apply those skills while still a student. Eighty-three percent of Harbour School graduates are employed or in higher education 5 years after graduation as compared with a national average of 53% for students with moderate to severe learning disabilities. Students know what is required of them to complete a course. There is no guessing about "what the teacher expects" or what will be on the test. Students gain a sense of responsibility and ownership for their own programs. Students do not speak of being "failed by a teacher" instead teachers and staff function as coaches enabling students to meet their goals of completing the competency demonstrations. There are tangible stepping stones toward the completion of coursework which students celebrate along the way.
Illinois Center for Autism, Fairview Heights, IL The following year, it established a middle school classroom. This year ICA is in discussion stages with another school district to provide an early childhood classroom. These classrooms have been phenomenally successful. They allow children with severe disabilities to remain in their home school district. The children attend the school they would normally attend and avoid a long bus ride. At the same time, the children receive services they would not normally have available to them. These partnerships between public and private schools are a benefit to all concerned. They save the local educational agencies and the State of Illinois funding due to a reduction in transportation costs. They save the private providers money by eliminating the need to expand their physical plants. They enhance relationships. Most of all they allow children to receive appropriate service in the least restrictive environment.
Judge Rotenberg Educational Center, Inc., Canton, MA Dr. Ogden Lindsley, the founder of Precision Teaching, is on the Board of Directors at the Judge Rotenberg Educational Center. We are proud to say that, with the help of Dr. Lindsley, we have recently introduced Precision Teaching to our classrooms, "Precision Teaching is basing educational decisions on changes in continuous self-monitored performance frequencies, displayed on 'standard acceleration charts' " (Lindsley, 1992). The basic components of Precision Teaching are: to set time-based mastery criteria for each curriculum step, to provide daily opportunities for practice and timed measurement, to chart performance on a graph called the Standard Behavior Chart, to advance to the next curriculum step when criterion is met, and to change procedures when the chart shows they are not working (Pennypacker, Koenig and Lindsley, 1972; White and Haring, 1980), Our Precision Teaching is done using both a flash card style and written practice sheets in which the students are learning to be fluent in a Math, Reading, and English series. We use Precision Teaching with most of our students regardless of their abilities, because we are able to individualize and modify it to meet the student's special needs. The students are taught to use the flash cards in a way that will enable them to retain the knowledge of the subject that they are learning and to become fluent with the answers. Students must first achieve fluency in the "tool" skills before progressing to more advanced materials (Binder, 1988). For example, if a student is learning to do addition, that student will start on the first lesson and will begin learning 1+0 = 1, with the answers on the back of each card. The student will go through a 52 card deck of math problems consisting of 1+ 0 = 1 and 0 + 1= 1. While the student is going through the deck of cards, he/she is timed. The goal of all teaching and learning should be behavioral fluency, which is a combination of accuracy and speed. Our teachers strive to minimize the think time and help the student become more fluent in problem solving, After a student feels confident that he/she knows the lesson well, the teacher can then administer a timed test. After this test, the students plot the number correct and incorrect on a daily chart. Each day the student tries to beat the previous, day's score and reach a point at which he/she can complete the lesson with 0 at his/her target fluency level. Once the student has passed that lesson, he/she will move on to the next lesson. We have found that Precision Teaching is most effective when students take responsibility for their learning and chart their own daily results. In this way, a student can be proud of his/her successes and set new performance goals each day. Our students are also invested in this type of learning because we have a strong point-based reward system. If a student has a high score or has finished his/her lesson in record time, the student is given points which will enable him/her to exchange those points for a reward of choice. These rewards may take the form of a social opportunity with a preferred staff member, extra time on the internet, renting a movie from our reward store, or saving the points to exchange for money to spend at one of the malls. We have seen a tremendous improvement in the student's grades, and we are seeing students jump entire grade levels in a very short time. One of the benefits at JRC is that students are taught individually so that a teacher can immediately provide help in any area that proves problematic. Each student's data is kept on separate charts for a variety of reasons. If a student is having difficulty with a certain lesson, the teacher and classroom supervisors will be able to catch the problem and provide immediate intervention. Using individualized charts is also important to display the progress that the student is making in a certain subject and to give the student a learning picture to see where he/she is, and where he/she need to go.
Menta
Group Programs, Aurora Illinois PHILLIPS Programs, Annandale, VA Joe is a 23-year-old young man who graduated from PHILLIPS School in Annandale last year. He has been enrolled here for the majority of his elementary and high school years equaling out to approximately 13 years. Joe conquered many challenges while at PHILLIPS, learned many skills and developed significant relationships with students and staff during these years.
Joe came to PHILLIPS lacking many important skills and displaying behaviors that interfered with home, school and community functioning. He came to PHILLIPS at nine yrs. of age, virtually mute. He was highly aggressive and wild. His parents had to redo his bedroom because of the holes in the walls. He had no sense of "I", no eye contact and no ability to discern the identity of others. He had no sense of time or space.
Staff worked with him literally hand over hand. While he had several language therapists working on the basic language skills of building both his receptive and expressive vocabulary, he also had two staff working with him in Occupational Therapy. They taught him to navigate time and space and to build his physical skills; although he was an amazing runner he did not have the coordination to throw, catch, and dribble a ball.
His counselor helped Joe construct a self. After working in clay for two years, he worked on paper people that he would carry around with him. His counselor always worked on his construction of reality, self and others. Meanwhile he had a break-through in reading with his teacher in reading. He began to sound out words at the age of 12; he began to read single words with much difficulty. Nevertheless, he continued to persevere!
Another great breakthrough in his social, academic, and emotional growth took place when Joe was about 15 years old. Over the years, teachers, language therapists, reading specialists, tutors, parents, and others worked with Joe to help him learn to read. During this time, many different strategies were tried, as were many formalized reading programs, however nothing seemed to work. Joe continued to struggle, continued to be angry and upset over this deficit, and struggled to be like everyone else. During this school year, a teacher new to Joe took on the task of working with Joe helping him learn to read. Again, many different techniques and strategies were tried, with similar results. However, when trying out another strategy, called chunking, Joe stopped the teacher saying, “You mean that’s the way you’re supposed to do it. Wait, wait I can do that. That’s all”. Joe finished reading the page, then wanted to go throughout the building to show everyone that he could read. He took home a book that evening and read it to his mother, and began a new chapter in his life that continues today. It was a quest for knowledge and a passion to learn new things, and to dream about what lies ahead.
Ultimately, he began to relate to his peers, began playing team sports, and learning how to conduct himself socially with the coach and teammates. Joe has become a motivated learner. He frequently set academic goals for himself and often requested additional instruction. Joe enjoyed engaging with staff and peers over topics in History, Science and Current events. He frequently participated in class discussions that are both academic and social. Joe’s school attendance was near perfect for many of the school years. Joe is highly involved in recreational activities as well. He was involved with the PHILLIPS sports teams and in Special Olympics. Joe came to enjoy most school activities that are both social and academic, always demonstrating a contained excitement. He prides himself on being responsible and mature. Joe is involved in his community, attending recreational activities on weekly basis as a member of specific organizations.
Joe excelled in classroom activities that focused on group discussions and opportunities to offer personal opinions. He frequently would participate and lead discussions relating to current events and earned high marks on his history assignments. Joe has a strong understanding of basic math facts and demonstrates a desire to solve equations relating to addition, subtraction, multiplication and division without the use of a calculator. Math concepts have largely focused on activities involving daily living skills, but Joe has perused extra credit work in the area of Pre-Algebra concepts.
He was able to develop some problem-solving skills and strategies to evaluate and assess difficult situations that are compromising. His genuine interest on improving his emotional development is evident in his active participation in counseling activities. Joe developed strategies that allow him to utilize his skills and work to resolve some conflicts with peers and adults. Joe’s emotional and behavioral progress has been a key factor in his success in his off-campus internship, where he demonstrated an increased amount of independence on his various job sites and frequently performs work tasks without excessive supervision or guidance from staff.
He began high school in the Career and Independent Living (CIL) program at PHILLIPS. The focus of the program was both vocational and daily living academics. Joe would attend off-campus work activities with the support of school staff two times per week. He worked with the support of teachers and vocational staff at many different job sites performing duties primarily in area of food service, stocking/maintenance and retail. He obtained a paid internship his final year at PHILLIPS working as a warehouse stock clerk.
Since graduating from PHILLIPS in June, Joe took
some time to explore his opportunities in the work world. He applied for
a position as a store clerk for a major retail food store in Alexandria
and was hired in the fall of last year. He enjoys going to work on a
daily basis, but looks forward to his free time, which he often spends
with his friends. He is still active in recreation in the community and
enjoys going to the movies and reading one of the latest novels.
Phoenix Center, Little Falls, NJ This February, TPC obtained approval and State funding from DDD (Division of Developmental Disabilities) to provide day program services for up to ten individuals, which can and will encompass respite care services, too. What once the school had to provide on its own through a myriad of fund-raising avenues was now going to be contracted by the State of New Jersey. A poignantly honest portrayal of the real need for this service, accompanied by meaningful letters written from the heart of those directly involved parents and care givers, was submitted by the school's directors as a formal proposal, which days later gained approval from State representatives. Since its inception in 1991, Drs. Berrian and Gibbia defined their Phoenix Center School's mission as "offering a well integrated program focusing on the development and the education of the whole child and his/her family." Other programs initiated and implemented successfully to date are as follows: community-based instruction (CBI), whereby students are taken in small groups to run everyday errands within the community, enriching their daily living skills; supported employment for those students 16 and over, whereby a school employment specialist is assigned to him/her to match and encourage success for this individual's off-site job placement; and FEATHER YOUR NEST, our consignment store which opened only last October 31st in nearby Cedar Grove, for added student employment opportunities, as well as additional revenues for school programs. Therefore, with present funds being received from DDD, these socialization opportunities and activities for daily living that the Phoenix Center School could once offer only clients under the age of 21, are now being offered to those 21 and older on a consistent basis. This is our school's greatest accomplishment this year and pause for true celebration within our close-caring family of clients, parents, and school personnel.
Skills of Central Pennsylvania, State College, PA Recently, Skills developed a relationship between three different school districts in three different counties in central Pennsylvania with the basic purpose of working with students who were nearing graduation. Utilizing the resources of the school district, the Office of Vocational Rehabilitation, and the county’s Office of Mental Health and Mental Retardation, Skills developed a seamless transition process for the student to move from the school setting to full-time employment. Services for the student ranged from assessment and vocational counseling to job searching, job coaching, and supportive employment. While it is known that quality supported employment is an intensive service that often requires many hours of working with the student, case management, marketing the student and working to find the appropriate position, training the student to be able to successfully complete the job requirements and then provide support to the student as well as the employer, it is also expensive. As a result of each of the above agencies working together and sharing their funds, the school district is responsible for the costs of the service while the student is in school. However, as the student moves from the school to the ‘work world’, the Office of Mental Health and Mental Retardation assumes the cost of the service until such time as the Office of Vocational Rehabilitation is able to become financially involved. Skills brings to the equation both expertise through its employment counselors and a proven approach in preparing the student for employment, as well as its guarantee of a 100% successful placement in employment. Each agency wins, but most importantly, the student wins!
Youth Consultation Service, Montclair, NJ The two classrooms have evolved as the students have advanced in age. One class is located in an elementary school, while the other is in a middle school. As the students have grown, so have the staff. The Sawtelle Learning Center staff have been able to integrate themselves into the Ridgewood staff, which has taken a great deal of the stigma away from the inclusion of the students with autism and PDD-NOS. It took approximately 3 years for this process to take place. Currently, many of the students are included in a variety of classes with their typically developing peers. This is very exciting, however, even more exciting is that these students are in their home district and even one is in her home school. Each student afforded inclusionary opportunities based on availability and readiness. Each classroom is supervised by one certified teacher who holds a special education certificate, one head assistant who holds a substitute teacher certification, and 1 teacher assistant, to make up the 2:1 student/staff ratio. There is also one speech and language therapist and one teacher assistant floater who split time between the two classes. This allows 1:1 initial shadowing for inclusionary activities. The certified teacher of the class meets with the teachers of the potential inclusion classes to discuss the students and also obtain the work being done in the class. This is done to enable the teacher of the class with the student with autism an opportunity to teach the curriculum in a discrete trial setting initially, so that the student can be more successful in the inclusion setting. This allows for a lower frustration level on the part of the student. Initially, the project was to last only two years, with the plan that Ridgewood would take over supervision of the program. Now the program is in its fourth year, and Sawtelle Learning Center continues to supervise the program in conjunction with the director of special services in the Ridgewood district. |
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NAPSEC Private early intervention services, schools, residential therapeutic centers, and adult living programs serving individuals with disabilities and their families since 1971. Home • Visit Member Programs • For Members • For Parents |
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