ELEMENTARY SCHOOL PROGRAMS
PACE PROGRAMACHIEVE PROGRAM
CHALLENGE PROGRAM
DYNAMITE PROGRAM
PACE (People Achieving Curricular Excellence) PROGRAM
The Elementary School provides the students with a comprehensive academic program, as well as instruction in life skills and personal-social development. The IEP goals and objectives are based on the student's current level of functioning and developed utilizing the New Jersey Core Curriculum Content Standards. An individualized approach is used to teach and reinforce learning. At the elementary level, emphasis is placed on the acquisition and development of new skills. Occupational therapy, physical therapy, speech therapy and counseling services are also provided for students, as indicated in the IEP.
GOALS
- The develop academic skills in the nine areas of the New Jersey Core Curriculum Content Standards (NJCCCS).
- To develop life skills and personal-social skills to function as independently as possible in the home and in the community.
ENTRY CRITERIA
- Eligible for Special Education Services as cited in N.J.A.C. 6A:14.
- Chronological ages 5 to 10 years.
- Identified as needing an alternative
ELEMENTARY PROGRAM, consisting of
small structured, self-contained classrooms based upon the
developmental needs of the students. - Student needs for program placement are reviewed on an individual basis.
PROGRAM DESCRIPTION:
- ACADEMIC SKILLS - The academic component of the program is based on the NJCCCS. Instruction is presented at the functional levels of the students. Individualized strategies and materials are utilized according to the varying needs, abilities and learning styles of the students. Computer technology is also incorporated into instruction. Communication skills are an integral part of all classroom activities. These skills are achieved through various modes of instruction, which may consist of speech, sign language, picture communiocation symbols, the Picture Exchange Communication System (PECS) or through the use of augmentative communication devices.
- PERSONAL-SOCIAL SKILLS - The Elementary Program gives the students many opportunities to develop and practice appropriate personal-social skills. Students in this program learn about themselves, as well as social boundaries and expectations. Healthy interpersonal relationships are developed and nurtured within the classroom through various cooperative and interactive activities.
- LIFE SKILLS - Life Skills activities provide a hands-on approach to facilitate the development of independent self-help skills in the areas of eating, dressing, personal hygiene, grooming and safety. The Activities of Daily Living (ADL) Room also provides a kitchen setting in which students develop basic food preparation skills, table setting, and appropriate table etiquette.
- CAREER AWARENESS - The Career Awareness component of the program begins to explore various workers in the community, why people work and the traits of a good worker. Developing good work habits is emphasized and reinforced in the Elementary Program. Students are also given the opportunity to visit the work programs in the high school and eat at the school restaurant.
- PERSONAL-SOCIAL SKILLS - The Elementary Program gives the students many opportunities to develop and practice appropriate personal-social skills. Students in this program learn about themselves, as well as social boundaries and expectations. Healthy interpersonal relationships are developed and nurtured within the classroom through various cooperative and interactive activities.
- LIFE SKILLS - Life Skills activities provide a hands-on approach to facilitate the development of independent self-help skills in the areas of eating, dressing, personal hygiene, grooming and safety. The Activities of Daily Living (ADL) Room also provides a kitchen setting in which students develop basic food preparation skills, table setting, and appropriate table etiquette.
- CAREER AWARENESS - The Career Awareness component of the program begins to explore various workers in the community, why people work and the traits of a good worker. Developing good work habits is emphasized and reinforced in the Elementary Program. Students are also given the opportunity to visit the work programs in the high school and eat at the school restaurant.
- HEALTH & PHYSICAL EDUCATION - These classes provide students with the opportunity to participate in various games and activities, while improving their health and fitness. Through these experiences, students develop a positive self-image, an understanding of teamwork and an appreciation of good sportsmanship.
- ART - Art activities serve to build student confidence and self-esteem. Students generally receive art instruction on a weekly basis. Students have the opportunity to develop their creativity through individual projects, cooperative learnaing projects, and sensory experiences. These activities also encourage the students to develop their listening skills, fine motor abilities, perceptual skills and interpersonal relationships.
- MUSIC - Music instruction is provided by the music teacher. The music program provides a wide variety of activities and experiences including movement, song, listening and instrument-playing. Some activities are structured so that the student's visual and auditory attending skills are emphasized; other activities are left open to the student's internal creativity through improvisation. The music activities stimulate the student's receptive and expressive communication skills and motor skills. Social skills are also developed by using turn-taking and participating in partner and group activities. The goal of the program is to provide these students with a positive interactive music experience.
- PHYSICAL THERAPY - Physical therapy offers expertise that helps to develop functional mobility through the use of therapeutic exercise and adaptive devices.
- OCCUPATIONAL THERAPY - Occupational therapy offiers expertise that encourages student engagement in activities that promote successful participation in school and community environments. This includes educational tasks, activities of daily living, and social participation, play and leisure activities.
- SPEECH THERAPY - Group and individual therapy services are provided as needed to facilitate functional communication. A total communication approach (verbal output, sign language, pictures, and voice output devices) are implemented to provide optimal opportunities of communication.
- To provide a caring environment that stimulates the development of learning readiness, pre-academics, academics, receptive and expressive language concepts and life skills.
- To utilize the discrete trial method in conjunction with the principles of Applied Behavioral Analysis to teach the above skills and appropriate behavior.
- To use incidental learning to generalize skills learned through direct and small group instruction.
- Eligible for Special Education Services as cited in N.J.A.C. 6A:14.
- Medical diagnosis within the Autism Spectrum Disorder.
- Chronological ages 3-13 years.
- To provide an environment and experiences that will result in the improvement of behaviors and social interaction with peers and adults.
- To provide extensive emotional support and program opportunities while maintaining flexibility to meet individual student needs.
- Classified as Multiply Handicapped or Emotionally Disturbed.
- Chronological age 5-16 years.
- Demonstrates an inability to develop or maintain satisfactory interpersonal relationships with peers and/or adults.
- Exhibits an inability to follow conventional school rules, routines or procedures to a degree which is detrimental to the traditional educational process.
- Student needs for program placement are reviewed on an individual basis.
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ACHIEVE PROGRAM
The ACHIEVE program serves the needs of children medicallydiagnosed as within theAutism Spectrum Disorder. The program opportunities for these children are very comprehensive. Areas addressed in the program include the teaching of language and communication skills, prerequisite learning, developmental academic skills, socialization skills, life skills and appropriate behaviors. IEP goals and objectives are based on the student’s current level of functioning and developed utilizing the ACSSSD’s Transition Curriculum. This curriculum is relevant to the needs of the students and cross-correlated with the N.J. Core Curriculum Content Standards.
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GOALS
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ENTRY CRITERIA
• DISCRETE TRIAL INSTRUCTION AND APPLIED BEHAVIOR ANALYSIS (ABA)
- Discrete trial instruction utilizes an individualized systematic approach
to teach specific skills. Clear, concise, consistent directions are given
to the student. If an error is made by the student, the instructor assists
the student with the correct response. Reinforcement is individualized
and given systematically, and responses are recorded. Skills are taught
in a progression, after a baseline of abilities is established. Skills
may include appropriate eye contact, following simple one-step commands,
gross motor imitation skills, basic self-care, and pre-academic skills.
Applied
behavior analysis is utilized which involves systematic teaching strategies
and
objective measurement procedures.
• HIGH STAFF TO STUDENT RATIO -In order for these students to be
successful, a program requires a high staff to student ratio. As the students
increase their learning and appropriate behaviors, the ratio of staff
to students
decreases. The success of the students is highly correlated to staff ratio
and the
ability to teach skills and modify behaviors at an early age. These supports
provide optimal educational opportunities for the students.
• THE COLLABORATIVE THERAPEUTIC MODEL - Speech and Language Therapy, Occupational Therapy, and Music Therapy are included in the learning process, as per the students' Individualized Education Programs. A collaborative therapeutic model is utilized to support the students and classroom staff. In addition to direct therapy with the students, the therapists also consult with the teacher and classroom aides so that therapy goals and objectives are reinforced in the classroom on a daily basis. This model maximizes student learning and the generalization of skills.
• CORE CURRICULUM CONTENT STANDARDS - Lessons in Language Arts Literacy, Math, Science, Social Studies, Life Skills, World Languages, Health and Physical Education are presented to the students at their individual level of functioning.
• SPEECH AND LANGUAGE - As a consultant, the speech pathologist analyzes communication during the discrete trials and makes suggestions to be used with each student. The objective is to develop individualized pragmatic communication skills for each student through the use of verbal language, gestures, simultaneous communication (verbal approximations paired with signs), the Picture Exchange Communication System (PECS) or augmentative communication systems, such as picture books, language boards or voiced output computers. In all cases, however, verbal/oral training is considered before any other forms of communication.
• PHYSICAL THERAPY - Physical therapy offers expertise that helps to develop functional mobility through the use of therapeutic exercise and adaptive devices.
• OCCUPATIONAL THERAPY - Occupational Therapy offers expertise that encourages student engagement in activities that promote successful participation in school and community environments. This includes educational tasks, activities of daily living, and social participation, play and leisure activities.
• MUSIC THERAPY - Music instruction is provided by the music teacher. The music program provides a wide variety of activities including movement, song, listening and instrument playing. These activities are structured so that the student’s visual and auditory attending skills are emphasized. The music activities stimulate student’s receptive and expressive communication skills and motor skills. Social skills are developed by using turn-taking and participating in partner and group activities. The goal of the program is to provide these students with a positive interactive music experience.
• ART - Art activities serve to build student confidence and self-esteem. Students have the opportunity to develop their creativity through individual projects, cooperative learning projects, and sensory experiences. These activities also encourage the students to initiate communication, develop their listening skills, fine motor abilities, perceptual skills and interpersonal relationships.
• GROUP INSTRUCTION/SOCIALIZATION - In addition to discrete trial instruction, students work in a group setting to generalize skills that they learned through discrete trial sessions. Group instruction is also used to increase social skills and promote socialization.
• TECHNOLOGY - The Achieve Program has a designated resource center with computers, printers, literacy and math software programs, and augmentative communication programs to support classroom instruction. This resource center has been set up with the equipment and materials that can be utilized by the students. Through technology, the students receive instruction in the following areas of comprehension of written and oral information, word recognition skills, fluency, listening skills, math skills, and proficiency in using technology.
TRAINING/HOME PROGRAM
As a part of a child’s total education, Atlantic County Special Services School District recognizes the parents as playing a vital role in the maintenance and generalization of skills acquired in the school setting. In addition, parents are critical in establishing appropriate behaviors in the home and community settings. Consistent communication and cooperation between parents and staff facilitates more positive growth in the child, both educationally and emotionally. This is accomplished throughout the year via log books, school and home visits, telephone calls, and report cards. Workshops are also provided throughout the year for both staff and parents. They are facilitated by consultants from Eden Institute Behavioral Technology and include topics such as creating a structured environment, enhancing communication skills, increasing appropriate behaviors and decreasing inappropriate behaviors.
CHALLENGE PROGRAM
The CHALLENGE PROGRAM serves the needs of students with severe emotional and behavioral disorders and a classification of Multiply Disabled. A primary emphasis of this program is to assist students in achieving their individual goals by addressing their social, emotional, and behavioral needs. IEP goals and objectives selected for this population are based on the student’s current level of functioning and developed utilizing the ACSSSD’s Transition Curriculum. This curriculum is relevant to the needs of the students and cross-correlated with the N.J. Core Curriculum Content Standards.
The program uses a comprehensive classroom management and behavior modification program as a means of
motivating students and fostering appropriate behaviors. All staff are trained in Non-Violent Crisis Intervention as a means of effectively dealing with students in crisis and their related behaviors. A support team of trained staff is available for intervention when student behaviors reach a pre-crisis or crisis level requiring additional staff support. This team ensures proper management of students by supporting the students and classroom staff when intervention is warranted. Through a team approach, the program has assisted students in accessing other programs within the school, participating in the community based work settings and returning to their home district.
GOALS
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STAFF/STUDENT RATIO: Two staff (teacher and aide) to eight students.
Project Challenge provides students with many specialized program opportunities. Examples of the programs are as follows:
• ACADEMIC INSTRUCTION – The IEP for each student reflects unique learning needs and identifies the NJ Core Curriculum Content Standards that will be targeted. Every effort is made to expose students to grade-level content and topics while striving for proficiency at the student's developmental level.
• BEHAVIOR MODIFICATION PROGRAM – A point system is employed to reward positive behavior and track student progress. A feedback sheet, detailing student behaviors, is sent home to facilitate school/home communication.
• EXPERIENTIAL EDUCATION – Students are provided routine opportunities to participate in physically interactive group activities to facilitate the development of trust, communication skills, problem solving skills and pro-social skills.
• SOCIAL PROBLEM SOLVING – This aspect of the program promotes decision-making and problem-solving skills. A nationally validated curriculum is used by classroom teachers to develop and implement group lessons, on a weekly basis, within the classroom setting.
• COUNSELING – Counseling is provided to students on an individual and/or group basis by school psychologists and social workers.
• MENTAL HEALTH SERVICES – Students within this program receive extensive psychiatric support services. These services include therapy by certified psychiatric therapists and behavioral intervention programs when appropriate.
• PRE-VOCATIONAL / VOCATIONAL OPPORTUNITIES – As students progress in taking responsibility for managing their behavior, they are offered the opportunity to participate in the school-based Career Exploration Program.
• STUDENT INCENTIVE PROGRAM – When students are capable of managing their behavior, they can access a specialized behavioral program outside of their classrooms. Under the supervision of certified teachers, these students are used as classroom assistants with younger or less capable students. The points earned in this program are connected to a financial value and the student receives a “student incentive” check for the points.
• STUDENT RECREATION CENTER – A Student Recreation Center has also been created as a reward for students who demonstrate appropriate behaviors for a given period of time.
LEAST RESTRICTIVE PLACEMENT OPTIONS:
As students learn to successfully manage their behavior and respond appropriately to rules and procedures, they have the opportunity to move from a self-contained setting to less restrictive settings. These include access to the
following programs outside of the self-contained classes:
• Multiply Disabled Class (non-E.D.)
• Vocational Department within ACSSSD on a part-time or full-time basis for high school age students
• Student Incentive Program
• School-Based and Community-Based work experiences
• Home district placement on a part-time or full-time basis
• Enrichment – Students that can manage their behavior have the opportunity to participate in school teams, specialized art and music skill development and other extra-curricular activities at ACSSSD as well as in their home districts.
DYNAMITE PROGRAM
The DYNAMITE (Disabled Youth Needing Assistance Medically, Individually, Therapeutically, Educationally) Program serves the needs of children with the most severe cognitive impairments. The philosophy of the DYNAMITE Program is to provide students with a caring and supportive environment that fosters the development of their individual strengths and meets their highly specialized needs. IEP goals and objectives selected for this population are based on the student’s current level of functioning and developed utilizing the NJ Core Curriculum Content Standards (NJCCCS).
The Collaborative Therapeutic Model is utilized to support the students and classroom staff. This Model incorporates an interdisciplinary team of certified personnel trained in assessment procedure and program planning. This team consists of the following members: child study team, speech therapist, physical therapist, occupational therapist, teacher, nurse, parents, and a sending district representative. By using a team approach, these students are assured of receiving the most comprehensive services.
The Collaborative Team works together to perform functional assessments of the children and utilizes this information to develop the Individualized Education Program. In addition to assessment, members of the team perform their therapeutic services within the classroom setting. As they administer therapy in class, they are training the classroom teachers and paraprofessionals to provide follow-up support in each therapeutic area. This promotes generalization and reinforcement of therapeutic services throughout the day.
Students in the DYNAMITE Program are very medically fragile. Many of these students require a special feeding program and highly specialized nursing care in order to ensure their health and safety. Through the interactions of the teacher, specialists and parents, this program offers a caring, supportive and stimulating environment that fosters student growth and development.
GOALS
- To develop each student’s strengths in order to facilitate optimal independence.
- To provide multi-sensory stimulation that fosters student growth and development.
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To create a nurturing environment that enables the students to develop the Core Curriculum Content Standards at their individual level of functioning.
- Classified as Severe Cognitively Impaired.
- Chronological ages 5-21 years
- Pervasive developmental delays in the areas of language,
adaptive skills, motor skills and cognition - Requires adults to perform and/or provide essential care
- Requires support services through physical therapy,
occupational therapy, speech and nursing services - May not be physically aggressive toward others
- Student needs for program placement are reviewed on an
individual basis.
ENTRY CRITERIA
- May not have the type of life threatening condition(s) that
require acute care. (The program is an educational model
and cannot accommodate certain medical needs.) - STAFF/STUDENT RATIO: One staff member to three students.
- LIFE SKILLS – Life Skills are an integral part of the DYNAMITE Program. Since each child’s individual needs are unique, a specific life skills program is developed and implemented for each student to help them maximize their level of functioning. In order to achieve independence, personal hygiene and self-help skills are incorporated into the daily routines. Self concepts, the family, the community and current events are also covered in this area.
- TECHNOLOGY – Students are provided with ongoing opportunities for adapted access to their environment through the use of various equipment. For example, by using an environmental control unit (ECU), a student can activate a common food blender, radio or tape player by touching a switch located on their tray or wheelchair. Switches can also be used to activate communication devices or battery operated toys. Touch screens for computer access, headsets and electronic books are also used in class.
- SOCIAL-EMOTIONAL DEVELOPMENT – Interaction with others is a vital aspect of the DYNAMITE Program. Structured time is scheduled on a daily basis to encourage socialization. Students are encouraged to interact with one another and use social communication skills.
- VISUAL AND PERFORMING ARTS
- ART – Through art, students are given the opportunity to express themselves creatively and work on motor skills, attending, socialization, communication skills, etc. The art experience also promotes feelings of positive self-esteem.
- MUSIC – Music is a powerful medium for the DYNAMITE students. Music activities are structured to allow positive student interaction and an appropriate outlet for creativity and enjoyment.HEALTH, SAFETY AND PHYSICAL EDUCATION – Adaptive Physical Education is provided at the student’s ability level. Body awareness, spatial awareness, and creative movement are reinforced through participation in a wide range of motor skills and group activities.
- FEEDING – Students receive oral motor stimulation and feeding training. The emphasis is on providing a positive and safe feeding environment. Trained staff assist the students at lunch and provide adaptive equipment and techniques to maximize feeding potential.
- LANGUAGE ARTS LITERACY – Communication skills are an important part of all classroom interactions. Throughout the day, students are provided the opportunity to request, make choices and respond using various means of communication consisting of verbal speech, sign language, picture communication symbols or augmentative communication devices.
- SCIENCE – Students are encouraged to use their five senses to begin exploring and interacting with their environment.
- MATHEMATICS – Math concepts are integrated into all aspects of daily routines and supported through teacher directed activities.
- SOCIAL STUDIES – Concepts of “self,” family members, the neighborhood, community, and current events are covered in this area.
- PHYSICAL THERAPY – Physical therapy offers expertise that helps to develop functional mobility through the use of therapeutic exercise and adaptive devices.
- OCCUPATIONAL THERAPY – Occupational therapy offers expertise that encourages student engagement in activities that promote successful participation in school and community environments. This includes educational tasks, activities of daily living, and social participation, play and leisure activities.
- SPEECH THERAPY – Group and individual therapy services are provided as needed to facilitate functional communication. A total communication approach (verbal output, sign language, pictures, and voice output devices) are implemented to provide optimal opportunities of communication.
PROGRAM OPPORTUNITIES:
Program Components: The DYNAMITE Program provides students with many specialized program opportunities. Components of the program are as follows.