Atlantic County Special Services School District

• ACADEMIC SKILLS - The academic component of the program is based on the New Jersey Core Curriculum Content Standards. Instruction is presented at the funcitonal 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 instruciton. 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 communication symbols, the Picture Exchange Communication System (PECS) or through the use of augmentative communication devices..

LIFE SKILLS - This program component is designed to develop student independence in areas such as Nutrition, Food Shopping, Meal Planning, Food Preparation, Table Etiquette, Home Safety, Dressing, Clothing Care, and Civic Responsibilities. CAREER EDUCATION - This program component gives students the opportunity to participate in work experiences in the classroom and throughout the school. Students are involved in activities such as clerical skills, recycling, shredding, delivery services, environmental services, and development of the Middle School newspaper.

• PHYSICAL EDUCATION - These classes provide students 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 develop their creativity through individual projects and group projects, while also being exposed to art production, art history, and art appreciation. All activities encourage students to develop their listening skills, fine motor abilities, perceptual skills, and interpersonal relationships.
• MUSIC - The music program provides a wide variety of activities and experiences including theory, movement, song, listening, instrument playing, and creativity. Some activities are structured so that visual and auditory receptive skills are emphasized. Other activities are left open to express the student's internal creativity through improvisation. Students are exposed to music technology as another tool for learning, performance, and creativity. The music activities help to refine students' receptive and expressive communication skills by recalling and using skills and information that they have been taught. Social skills are also emphasized by turn-taking, participating in group and partner activities, and active and passive participation in performances. The goal of the program is to provide the students with a positive interactive music experience as well as an outlet for their creativity.
• OCCUPATIONAL THERAPY - This therapy provides training of functional skills needed to successfully perform activities of daily living. This includes the areas of self-care, such as personal hygiene, grooming and eating as well as work skills and leisure activities. Independent living skills are taught through the use of assistive technology such as environmental switches for use with computers or small appliances. A variety of strategies and techniques are also employed to ensure successful transition into the community and adult life.
• PHYSICAL THERAPY - This therapy is directed toward a student’s ability to function in a school and/or work environment. A physical therapy evaluation can help determine any adaptations that may help place students in an appropriate work setting according to their physical and/or medical limitations. Ongoing physical therapy can help prepare the student for successful life experiences by educating students about their physical limitations and maintaining their level of function.

• SPEECH & LANGUAGE THERAPY - At this level, Speech and Language Therapy focuses largely on speaker and listener skills. Pragmatic language is incorporated through small group communication classes. Clarity of speech, turn-taking, relevant information, memory and body language are a few components addressed. All of these skills enhance communication for daily living and/or learning.

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.

GOALS 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.

ENTRY CRITERIA

• 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.

• 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.

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CHALLENGE PROGRAM

The program uses a comprehensive classroom management and behavior modification program as a means of motivating

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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

• 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.

ENTRY CRITERIA 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.

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

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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.

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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

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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.
• To create a nurturing environment that enables the students to develop the Core Curriculum Content Standards at their individual level of functioning.

ENTRY CRITERIA 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.

• 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.

PROGRAM OPPORTUNITIES:

Program Components:  The DYNAMITE Program provides students with many specialized program opportunities. Components of the program are as follows.

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