!!

WE BELIEVE that society is enriched by the inclusion and participation of diverse people. As members of the Jersey City Public Schools community everyone must be treated with RESPECT, creating an inclusive society where individual differences are valued and enrich our lives at home, school and the community.!

!

"#$%&'(!)*+%',&-.!/)0"1)22)3!

"#4&.5!6789!!!!!!!!!!!!!!!!!)*&,&-.!8!

The Department of Special Education provides support through our Leaders Integrating and Networking Knowledge and Support Team (L.I.N.K.S.). L.I.N.K.S. facilitates program development, training and professional seminars on inclusion practices, assessment, differentiated instruction, cooperative learning, interventions, behavioral strategies, adapted physical education, life skills, social skills, verbal behavior, and much more.

!"#$%&'(&)#"*+,-&./0*,$+'1&:!

;$4<$=!>&,=!?+@(&%!"%A--(<!

BCD!>('4$E-.,!FG$.+$H!9,A!I(J!

;$4<$=!>&,=H!/J;J!!7KB7D!

:!

L&4$%,-4H!L4J!M$4'4*!>4&<-.&.-!

"+#$4G&<-4H!>'.*'%$!>-%%'4-!

lives at home, school and the communi!

The Department of Special Education provides support through our Leaders Integrating and Networking Knowledge and Support The Department of Special Education provides support through

!

!"#$%&'()&(*+',- #../.0/12'$234567689':- ;-#-&-<-'=- ;-;-$'>- ;-"-#-?-<-&-'@- ;A/./.'<A21250/65'(502A1250/65B- CD5EFG250F7.'C/052..'C6DA'H- IAF50.'J- (*+#'K- /L/0',M- LF58DF82'#A0.'(502A1250/65.'',,- ?(&&(N)'O2FE',:- O-(-&-+-',=- $-+-#-;-"-'

''''''',>-'P5/Q/2E'&R6A0.'

WHAT WE BELIEVE!

The belief that each child matters is at the heart of our efforts in the Department of Special Education. We are dedicated to creating all-inclusive schools with programs and services that promote the success of all students. We nurture collaboration between students, families and school staff. Our collaborative efforts provide support for students with disabilities and their parents in the implementation of individualized education programs in the students’ least restrictive environment.!!!

!!Schools!in our district are supported by our comprehensive academic and behavioral support continuum. Students with disabilities are educated with their non-disabled peers, receiving the instructional programs and services available to our general education population.

! !!!

"#$%&'(!)*+%',&-.!/)0"1)22)3!

?'4$.,'(!N.G-(G$E$.,!

Looking for Additional Resources? Visit the Special Education link on the NJDOE website to view a list of organizations that promote the concept of Assistive Technology (A.T.) and Universal Design for Learning (UDL), and provide education or information about specific products. These resources serve as an overall means for professionals seeking information pertaining to some aspect of A.T. and/or U.D.L.!

Visit the Special Education link on the NJDOE

!

The Department of Special Education ensures that parents are an integral part of our comprehensive support system. The Special Education Parent Advisory Council (S.E.P.A.C.) program consists of a parent representative as designated by each school's principal. The parents meet monthly and in turn assist in planning and disseminating information on programs and services to the community.

!!The Department of Special Education has been working diligently to help teachers succeed in providing high quality, differentiated instruction. The goal is for all students to triumph both academically and socially.

To achieve this, Lead Teachers are designated to provide professional development, on-site modeling and coaching, and in-class support throughout the school year to classroom teachers and paraprofessionals.

In addition, the Special Education link on jcboe.org provides teachers with multiple tools and resources to assist with a variety of educational issues. For example, a teacher can complete and submit an online request for support, download Math and Language Arts intervention information, and view upcoming workshop schedules.

! !!!

!

I enjoy utilizing the Promethean Board with the ActiVotes. The ActiVotes can be used as a quick assessment to check for understanding. The Promethean Board and ActiVotes are an excellent way to engage all learners during instruction. You can quickly identify students who are struggling with the content. Utilizing technology in the classroom makes learning fun.

Ms. King, P.S. #5/ 2nd grade

Assistive Technology enables people with disabilities to accomplish daily living tasks, assist them in communication, education, work or recreation activities. The end goal is to help them achieve greater independence and enhance their quality of life.

!

!"#$%&'())($*+,-.+!

!!!Ms. Garcia is a teacher of students with Autism at P.S. 22 who loves to incorporate technology into her lessons. Speaking of her Promethean Board, Ms. Garcia said, “I just love my board. It’s engaging and my students can’t get enough of it”. In one particular lesson, she did a brief demonstration using ActivExpressions. The Language Arts segment consisted of a listening activity where by students were instructed to listen to animal sounds from a text called Percy the Park Keeper, then using their ActivExpressions, were asked to choose which animal makes that sound. The excitement came afterwards when students saw their responses appear on the Promethean Board. “I like to answer the questions using my ActiVotes”, one student said. “I love it because I get to see my answer on the board”, said another. It was wonderful to see both the teacher and students actively engaged when using technology.

Teachers throughout the district are taking advantage of the various workshops that are offered by the JCPS Dept. of Special Education. When it comes to Promethean Technology, many levels are available. Such as, ActiVotes, ActiExpression, ActivInspire levels 1-3. To date, we have completed 17 workshops, most of which were offered at P.S. 22.

$$$$$/(-0'.-+1$23445,)$

As with any technology comes the need for technical support. Technical support for the Promethean Board is provided by the J.C.P.S. Special Education Department. We aim to provide the best support possible to Special and General Education Teachers with Promethean Boards throughout the district, including non-pub schools. To date, the L.I.N.K.S. Computer Technology Specialist has had 207 requests for assistance and counting. In addition to replacing and fixing parts, technical support provided includes; assisting with Promethean equipment, such as how to register devices, quick orientations on how to use the Promethean boards, installing and updating software, firmware, and drivers, troubleshooting and fixing laptop and desktop issues provided they are being used with the Promethean Board.

way to engage all learners during instruction. You can quickly identify students who are struggling with the content. Utilizing technology inlearning fun

Ms.

$$$$$/(-0'.-+1$23445,)

Over

Support

Requests!

!"##$%&'%()"(!&!'

!!"#$#%#&#'#!"()*!+(),-(./!-)0(!1((2! 0(.3! 14/3! )**.(//526!70(.! 8999! /4::7.;! .(<4(/;/#!!!+(),-(./=! :).):.7>(//572)?/!)2* )*@525/;.);7./=! ,)2!),,(//!74.!?52A!72!B,17(#7.6!;7!.(<4(/;! /4::7.;! 52! )! 0).5(;3!7>! ).()/! 52,?4*526=! "#$#%#&#'#=!C.(D&=! E//5/;50(! +(,-27?763=!+#F#E#G#H=! G-5?*! G).(=! I#$#'#F#=!)2*!@7.(#

!"#"$"%"&!'()*+,(&#'*&$-../'*&%'/0')11&

*Many celebrations during the course of the school year are part of a child's learning experience. Valentine’s Day is a great time to address relationships and encourage a child to articulate and draw about their feelings.!

Some children may find it difficult to talk about family while others may have a lot to say. Through encouraging listen-ing and conversation the children learn to share and care. One project, shown above, directs each child to make an individual heart for each person they care about. All of the pieces are then attached to a larger heart and becomes a family of hearts. The piece is colorful and has a 3 dimensional appearance. For the students the art brings fun to this sometimes difficult subject. The children are able to express themselves individually and in the end be part of the larger community of their classroom. !

!

*Recently, students in grades Pre"K through 5th enjoyed working on a St. Patrick’s Day mixed media art piece…a colored rainbow stream-ing from a puffy white cloud that connects to a pot of glittering gold. Through the use of this specific holiday students were invited to identify and discuss their own cul-tural heritage and identity, which encourages self"expression and effective communication skills. They were also given the oppor-tunity to engage in a sensory expe-rience, practice cutting and tracing skills, and reinforce color recogni-tion & identification. !

Touching and feeling to explore texture, pulling cotton material to refine pincher grasp and reinforce concept of large and small, paint-ing/coloring to refine fine"motor skills, and gluing/shaking on glitter to enhance eye"hand coordination are just some of the important ther-apeutic goals and aspects of this art therapy lesson. This group based art"making process also fosters social skills, as well as the ability to follow directions, share materials and space, help one another, wait patiently, and delay gratification. While the goals and focus of this art therapy lesson were modified according to the needs, skills and developmental level of the stu-dents, all were able to complete this lesson and as a result hold a tangi-ble piece of artwork that makes them feel proud, successful and happy.!

The Creative Arts Support Program provides students in self"contained classrooms with creative arts experiences designed to help them grow developmentally, socially, emotionally, and academically. The purpose of the program is to help students be more receptive to academic instruction and to be more successful in the school setting. In addition, skills acquired through the creative process can help students function more effectively in life. The C.A.S.P. Lead Teachers service students in multiple schools throughout the district.!

*C.A.S.P. Lead Teachers frequent-ly use clay and similar materials in their work with children of all ages. Young children use their hands and simple tools to roll balls and coils, cut out shapes, form letters,! and make pretend food, allowing them to! engage in a!playful sensory activity!while at the same time working on fine motor skills.! The focus is on the creative process;!there is no perma-nent artwork!produced, so the clay can be saved to use again another day.!Types!of clay used in this way include modeling dough, plasticine, and! foam clay. This year some classes also enjoyed playing with Gak, which can be made using a simple recipe. Chil-dren love! the feel of this material, and especially!enjoyed!pulling and stretching it with their hands.!!Older and more developmentally advanced students use! different types of self"hardening! clays! to make specific art projects. One example this year!is C.A.S.P. Lead Teacher Tina Boscarino's use of Model Magic in an activity! to make finger puppets and small figures for use in dramatic play. Students used these figures and others! to! perform! improvisational puppet plays with and for their classmates, allowing them to work on speech, language arts, and so-cial skills while engaged in a crea-tive activity.!

"#$%&'!()*+—,-%.%/&!0!

*The image above portrays the importance of autonomy and awareness.! At multiple schools, the students created individual silhouettes.! The students dis-cussed different linear forms and what defines a “profile”.! They asked each other “WH” ques-tions to learn about themselves and others.! Symbolism was also addressed throughout the thera-peutic lesson.! The students seemed enthusiastic about draw-ing their images and painting the inside of their silhouette.! This lesson promoted self"expression, perseverance, social skills, boundary awareness, and fine motor enhancement.!

What are the program goals?

Support students with IEP’s in a class without an in-class support teacher or paraprofessional.

Monitor and support students with IEP’stargeted for possible declassification.

Provide strategic instructional interventions to increase academic performance.

Provide co-teaching support to general education teachers servicing students with IEP’s without an inclusion teacher.

Roles & Responsibilities

-Provide support to students through direct instruction, consultations and observations. -Provide literacy and math instructional interventions with consistency and fidelity. -Facilitate professional development for teachers. -Communication with parents and teachers is on-going. -Monitor student progress and utilize assessment data to ensure appropriate placement in interventions. -Modify lessons,provide grades, and update goals & objectives, and modifications for those students with IEP’s in a class without a Special Education Teacher.-Spend 75% of the day in the classroom working with studentsand teachers. -Attend mandatory monthly PD sessions. -Submit documentation as per established requirements and deadlines.

PROFESSIONAL DEVELOPMENT

Maria Aurora-Enriquez Daily Living Skills Teacher

T

Donation Funded Project: “Sew and Clean: Daily Living Skills for Teenagers with Special Needs” In February 2015, the Daily Living Skills teacher, Maria Aurora-Enriquez from the Leaps and Bounds Program at Ferris High School received donations for materials to be used for sewing and cleaning. We are very excited, as the “Sew and Clean: Daily Living Skills for Teenagers with Special Needs” Project was funded 100% thanks to several generous donors. “It is the long term goal of this program to provide skills that our students can use long after they graduate from Ferris High School. Sewing and cleaning are independent living skills that can benefit our students tremendously. This donation provides the opportunity to gain self-worth, self-confidence and as future workers, a sense of community.” –Maria Aurora Enriquez, Daily Living Skills Teacher

Life skills + Functional Academics = Student Success

Throughout the 2014-2015 school year, teachers and para professionals attended various workshops. Pictured below are staff members participating in “simulated stations” to help raise awareness and discuss strategies to support our students in the

C.H.A.M.P.S. Program.

Creating Happy And Motivated Pupils to Succeed

Students in our program are afforded the

opportunity to further develop their math skills. The Above and Beyond with KP Tiles Math

Program is one of the strategic interventions offered by the Department of Special Education.

Pictured below are students from

Mr. McAuliffe’s class at Academy 1 using base 10 blocks to learn place value.

The focus of the C.H.A.M.P.S. program is to increase cognitive abilities, communication skills, motor skills, adaptive behaviors and personal independence through intensive support. Students in the program require significant modification and

adaptations of their instruction to acquire new skills. Therefore, students in the program receive instruction using various academic interventions, daily living skills and vocational training to better prepare them for post-secondary life.

Living Skills Teacher

!

!

!!

Kagan Cooperative Learning Structures have revolutionized the

way tens of thousands of teachers teach. Students achieve remarkable academic gains and acquire a range of social skills.

This training focuses on the “Care, Welfare, Safety and Security” of students and staff. The emphasis is on crisis prevention, verbal de-escalation, and the use of physical intervention only as a last resort. The 2-day CPI Workshop focuses on the child restraint and team control positions. !

These sessions are specifically designed for Para-educators and focus on collaborative working relationships, providing in-class supports, classroom management, behavior support and effective communication.

Cooperative Learning & Co-Teaching

Crisis Prevention Intervention

Para-Professional Workshops

Each of the sessions are specifically designed for all district educators and will provide different content strategies: teambuilding, class building, information exchange structures, and communication structures, thinking skills, social skills, brain breaks, cooperative sports and cooperative projects.

"#$%&'!'($%)!!*+'(!+,!-+.!/%+.0(!,+1!-+.1!2/234$'/2!5.66+1'78!!97!:1;3%0/1!

"<($%)!-+.!,+1!-+.1!5.66+1'!$%2!'(/!=$'/13$>5!-+.!0$;/!=/7!!?!>++)!,+1@$12!'+!.'3>3A3%0!'(/=!3%!'(/!4>$551++=87!!!!!!!!!!!!!!!!!!!B7!C$10$5!

"?!@35(!'+!4+==/%2!$%2!'($%)!'(/!2/234$'/2D!'$>/%'/2D61+,/553+%$>!$%2!$>@$-5!,13/%2>-!5'$,,!+,!E7?7F7G7B7!,+1!'(/31!/H/=6>$1-!5/1;34/!'+!'/$4(/15!$%2!5'.2/%'5!+,!I7#7J7B78!!!!!!!!!!!!!!!!!:7!K$55!

Kagan Cooperative Learning Structures have revolutionized the

way tens of thousands of teachers teach. Students achieve remarkable academic gains and acquire a range of social skills.

This training focuses on the “Care, Welfare, Safety and Security” of students and staff. The emphasis is on crisis prevention, verbal de-escalation, and the use of physical intervention only as a last resort. The 2-day CPI Workshop focuses on the child restraint and team control positions.

These sessions are specifically designed for Para-educators and focus on collaborative working relationships, providing in-class supports, classroom management, behavior support and effective communication.

Cooperative Learning & Co-Teaching-Teaching-

Crisis Prevention Intervention

These sessions are specifically designed for Para educators and

Para-Professional Workshops

Each of the sessions are specifically designed for all district educators and will provide different content strategies: teambuilding, class building, information exchange structures, and communication structures, thinking skills, social skills, brain breaks, cooperative sports and cooperative projects.

"#$%&'!'($%)!#$%&'!'($%)!*+'(!+,*+'(!+,-+.!/%+.0(-+.!/%+.0(,+1!-+.1!,+1!-+.1!2/234$'/2!2/234$'/2!5.66+1'785.66+1'7897 :1;3%0/1:1;3%0/1

"<($%)!-+.!,+1!-+.1!5.66+1'!$%2!'(/!=$'/13$>5!-+.!0$;/!=/7!!?!>++)!,+1@$12!'+!.'3>3A3%0!'(/=!3%!'(/!4>$551++=87!!!!!!!!!!!!!!!!!!!B7!C$10$5

"?!@35(!'+!4+==/%2!$%2!'($%)!'(/!2/234$'/2D!'$>/%'/2D61+,/553+%$>!$%2!$>@$-5!,13/%2>-!5'$,,!+,!E7?7F7G7B7 ,+1!'(/31!/H/=6>$1-!5/1;34/!'+!'/$4(/15!$%2!5'.2/%'5!+,!I7#7J7B78!!!!!!!!!!!!!!!!!:7!K$55

!

!

Fundamentals Fitness

Four Program

!!"#$$%&'()!*#++,-#.,('#&!/'(0!12/!32.42)!"'()!5&'62.4'()7!32.42)!"'()!8'.2!92:,.($2&(7!;%<4#&!=%(#!>.#%:7!,&<!(02!92:,.($2&(!#?!@,.+)!"0'+<0##<7 :.#6'<2!4(%<2&(4!/'(0!'&*.2,42< #::#.(%&'('24!(#!+2,.&!,&<!'$:.#62!,(0+2('*,++)7!4#*',++)!,&<!,*,<2$'*,++)A!

!!!!12/!B#.C!>',&(4!+'&2-,*C2.D3,$22+!E*"+,'&!,&<!(2,$$,(24!02+:!4(%<2&(4!F2(!.2,<)!?#.!(02!&2/!4*0##+!)2,.A!

The Fundamentals Fitness Four Program provides children the opportunity to participate in lessons to improve their gross motor development. Children have the opportunity to improve their locomotor movements, cardiovascular fitness, eye-hand and eye-foot coordination.!

"#$$%&%'(%!)*+%&,!#'!-.%!/0122344)!*'5!/4))6789:!

GRANTS Special Education Makes Advances as it Receives Grants from

Rutgers, NYU, Subaru & Goldman Sachs

!

!"#$%&'("#$%&'(!)*++,-*',./&!0'*1&2$!

"&(&,'23!"#$%&'(!45++!6'*/57&!2*,23&(!8*'!$&,23&'(!$*!+&,'9!9&4!&:&2./&!

$&,2359%!($',$&%5&(!,97!2+,(('**;!-&3,/5*',+!;,9,%&;&9$!($',$&%5&(<!=3&!2*++,-*',./&!2*,2359%>!$&,23&'(!;,?!57&9.8?!5;6*'$,9$!6'*8&((5*9,+!%*,+(!,97!6+,9(!$3,$!&93,92&!8&&+59%(!*8!&@2,2?!,97!&:&2./&9&((!,(!4&++!

,(!($#7&9$!+&,'959%<!=&,23&'(!4*'A59%!59!35%3!6*/&'$?!(23**+(!;,?!&93,92&!A9*4+&7%&!,97!(A5++(!$3,$!+&,7!$*!5;6'*/&7!($#7&9$!*#$2*;&(<!!=3&!,4,'7!4,(!'*#%3+?!BCDE>FFF!$3'*#%3!$3&!G',7?!H7#2,.*9!

I*#97,.*9<!

)%*(+,&-(./01%&'0#2()+,(('**;JI*2#(&7!K&,(#'&;&9$!

I&&7-,2A!L?($&;!MNO!6'*/57&7!$&,23&'(!(#66*'$!

$3'*#%3!#(59%!$3&!&:&2./&!#95/&'(,+!,97!$,'%&$&7!2+,(('**;!6',2.2&(!

'&+,$&7!$*!&;*.*9,+!,97!-&3,/5*',+!5((#&(<!L23**+!6&'(*99&+!8'*;!(&/&9!

&+&;&9$,'?!,97!;577+&!(23**+!2+,(('**;(!6,'.256,$&7<!!03,(&!P!

59/*+/&7!7&/&+*6;&9$!,97!'&Q9&;&9$!*8!,!(?($&;!$3'*#%3!,!

-,(&+59&!9&&7(!,((&((;&9$!,97!',657J2?2+&!8&&7-,2A<!03,(&!PP!2*9(5($&7!*8!7&$,5+&7!2,(&!($#7?!,9,+?(5(!*8!6'&J$*J

6*($!R#,9.$,./&!,97!5;6+&;&9$,.*9!7,$,<!S9!,'.2+&!5(!

6&9759%!6#-+52,.*9!59!$3&!S7;595($',.*9>!0*+52?!,97!K&9$,+!T&,+$3!L&'/52&!"&(&(&,'23!U*#'9,+<!

((

3"45&"(L3,'&!$3&!V*/&!!

T#7(*9!S#$*!W'*#6!L#-,'#!3,(!23*(&9!$3&!U&'(&?!)5$?!0#-+52!L23**+(!X&6,'$;&9$!*8!L6&25,+!H7#2,.*9!,(!$3&5'!+*2,+!23,'5$?!

$3'*#%3!,!%',9$<!!=35(!5(!$3&!(&2*97!?&,'!$3,$!$3&!I#97,;&9$,+(!I5$9&((!I*#'!0'*%',;!3,(!-&&9!,4,'7&7!$35(!

%',9$!-?!4*'A59%!!2+*(&+?!45$3!T#7(*9!L#-,'#!'&6'&(&9$,./&(>!Y,?9&!L3&?!,97!)3'5(.9,!X5I&*<!!Z9!K,'23![\>!]F[^!L#-,'#!*8!S;&'52,!6'&(&9$&7!,!23&2A!8*'!B[^>_EF<!=3&!($#7&9$(!8'*;!$3&!

S9$3*9?!U<!P98,9$&!L23**+!,22&6$&7!$3&!23&2A!*9!-&3,+8!*8!$3&!L6&25,+!

H7#2,.*9!X&6,'$;&9$<!!!!

(6,7895/(35:;'(

X5(2*/&'?!G'5%3$&'!I#$#'&!I#97!W*+7;,9!L,23(!5(!7*9,.9%!B_>FFF!8*'!$3&!6#'23,(&!*8!_FF!S2&++#(!+52&9(&(<!L$#7&9$!V52&9(&!X5(2*/&'!5(!;,A59%!,!B[F!;5++5*9!59/&($;&9$!$*!,7/,92&!Q9,925,+!+5$&',2?!59!$3&!O95$&7!L$,$&(!$3'*#%3!5$(!0,$34,?!$*!I59,925,+!

L#22&((!6'*%',;<!X5(2*/&'!'&2*%95`&(!$3&!9&&7!8*'!Q9,925,+!&7#2,.*9!$*!-&!$,#%3$!59!$3&!2+,(('**;<!=35(!%',9$!

3,(!-&&9!,4,'7&7!%',9$(!$*!8#97!$3&!5;6+&;&9$,.*9!*8!,!Q9,925,+!

&7#2,.*9!2#''52#+#;!8*'!35%3!(23**+(!$3'*#%3*#$!$3&!75($'52$<!

!!

!

!

!

!

!

! !

IDEA15 IDEA CONTINUE TO SUPPORT INTERVENTIONS The Department of Special Education has utilized the monies provided by the IDEA to fund the interventions within the department’s continuum to help reduce the disportionality rate across the district. This is being accomplished through the use of the following programs and interventions:

! Let’s Play Learn and Sonday System - uses an Orton Gillingham based multisensory approach.

! My Sidewalks on Reading Street - an intensive reading intervention program that accelerates the reading development of struggling students.

! iLit - a core intervention program designed for struggling readers which is built and delivered entirely on the iPad, enabling back and forth functionality between teacher and student.

! Holt McDougal Literature Adapted Interactive Readers - (Middle School) this comprehensive program provides popular literature and the most robust selection of informational text. It scaffolds instruction in analysis and critical thinking so that every student can succeed.

! Above & Beyond - written for a wide range of students and offers each of them the opportunity to engage in “real” mathematics and to develop understandings and insights that are both exciting and useful.

! Moving with Math - an intensive math intervention program that develops students’ conceptual and procedural understanding through the Concrete to Representational to Abstract methodology.

! Steelcase - furniture design that is outside of the box. It is interactive furniture, where technology can be incorporated. Classrooms can easily be transformed from lecture learning mode to presentation mode to small group and discussion, and back again.

! Promethean Boards - continue to be used in our classrooms along with other Promethean technology, iPads, cameras and camcorders.

Let’s Play Learn

Sonday System 1 & 2

My Sidewalks

iLit

Moving With Math

Above and Beyond KP Tiles

Reading Mastery

Let’s Go Learn

Adaptive Interactive Readers

STEELCASE Interactive Furniture

iPads

Promethean Boards & Accessories

Iraida Cesar P.S. # 5 Steelcase Furniture & Promethean Board

!

Working Together for a Brighter Future !!"#$%!&'%%'(!)$*!%+!,-./,('!0,112'!$-1!#,3#!.4#++2!.%51'-%.!%+!('$1!%#$-!%#(+53#!%#'!/+)'(!+6!%#'!,7$18!9#'!:/'4,$2!;154$%,+-!<'/$(%0'-%!#$.!'=/$-1'1!%#'!7'$(.+-!,>,%!4+('!('$1,-3!/(+3($0!,-%+!+-'!0,112'!$-1!6,?'!#,3#!.4#++2.@!,>,%!,.!/('.'-%2*!5%,2,A'1!$%!B($-C2,-!>@!",22,$0.!D,112'!:4#++2!EF!G'-$,..$-4'!H-.%,%5%'F!<,4C,-.+-F!:-*1'(F!B'((,.F!$-1!>,-4+2-!I,3#!:4#++2.@!

!,>,%!'-3$3'.!.%51'-%.!&*!1'2,?'(,-3!$!('$1,-3!/(+3($0!%#$%!,.!,-%'($4%,?'!$-1!/'(.+-$2,A'1!%+!0''%!%#'!,-.%(54%,+-$2!-''1.!+6!'$4#!.%51'-%@!9#'!/(+3($0!,-4251'.!&5,2%J,-!(')$(1!.*.%'0.!%#$%!#'2/!,-4('$.'!0+%,?$%,+-!$-1!%($4C!/(+3('..@!

Today a Reader, tomorrow a Leader - Margaret Fuller

!"!#$!%$&%'($!)$*+,-'$./$#0'$12,('3

+'4'+$+!#'2,#&2'$,)($(!%#2!-#$-&22!-&+&56$70'$!"!#$+!#'2,-8$

!)#'24')#!.)$*2.12,5$!%$('%!1)'($#.$-.59!)'$5.('+!)1:$(!2'-#$

!)%#2&-#!.):$,)($1&!('($*2,-#!-'$#.$1!4'$%#&(')#%$#0'$%#2,#'1!'%$

#0'8$)''($#.$%&--''($!)$#0'$,2',%$./$2',(!)1$,)($;2!#!)16$

!"!#$#',-0'2%$,)($%#&(')#%$,2'$*2.4!('($.)3%!#'$-.,-0!)1$,)($

%&**.2#$#02.&10$+',($#',-0'2%$,)($!"!#$-.)%&+#,)#%6$70'$1.,+$!%$#.$-2',#'$,)$!"!#$-.55&)!#8$;0'2'$#',-0'2%$-,)$'<-0,)1'$!(',%$,)($%&**.2#$.)'$

,).#0'2$,%$#0'8$5.4'$#.;,2(%$,-,('5!-$%&--'%%$/.2$'4'28$%#&(')#6$

You know you’ve read a good book when you turn the last

page and feel a little as if you have lost a friend.

!"!#$&%'%$,%%'%%5')#$2'%&+#%$#.$('4'+.*$!)%#2&-#!.)$#0,#$!%$

/.-&%'($.)$#0'$)''(%$./$',-0$%#&(')#6$7.$,-0!'4'$#0!%$1.,+:$!"!#$!)#'12,#'%$,$-.59!),#!.)$./$

(!,1).%#!-:$/.25,#!4':$,)($%&55,#!4'$,%%'%%5')#%$!)#.$,$0!103!)#'2'%#$-&22!-&+&56$70'$

!"!#$(,#,$#0')$*2.4!('%$#',-0'2%$,)($,(5!)!%#2,#.2%$;!#0$#0'$!)/.25,#!.)$)''('($#.$#,21'#$

,)($,(,*#$!)%#2&-#!.)6$

Great books help y ou understand and they help y ou feel understood.

-John Green

!"#$%$&'#'($()*$'+'($,-.##/001#2$%$.1$.1.3*4$.($()*$(/.5#60/1.('05$7*60/*$1*8$"40-*#,*5(#$./*$

.,(9.--:$*;,'(*4$.709($<).($()*:$./*$/*.4'5=$'5$,-.##$.54$*.=*/-:$>./(','>.('5=$'5$=/*.($4'#,9##'05#$<'()$()*'/$(*.,)*/#$.54$>**/#8?$

$@$"55$"7*-#2$+*.4$A*.,)*/$

!'+'($+'(*/.,:$).#$/*,)./=*4$.54$/**#(.7-'#)*4$.,.4*1',$

/'=0/2$4'#,'>-'5*$.54$>/0=/*##$.105=#($1:$

#,)0-./#B60/$#(94*5(#$<)0$6*-($().($()*:$,09-45C(B'+'($.660/4#$()*1$()*$='6($.54$

#9,,*##$06$!%$D"E8?$$

@$F/',G.$H(/**(*/2$'+'($H5:4*/$

www.jcboe.org

Sonday Coaching Session 1

Developing a Continuum n December 3, 2004, Congress reauthorized the Individuals with Disabilities Education Improvement Act (IDEA 2004). IDEA 2004 and No Child Left Behind (NCLB 2001) stress

the use of professionally sound interventions and research based instruction, as well as the delivery of effective academic and behavioral programs to improve student performance.

In 2011, an instructional Supervisor for the Department of Special Education formed a team comprised of Lead Teachers, classroom teachers, Reading Specialists, and consultants to develop a multi-tiered intervention continuum. The goal was for the continuum to be fully implemented throughout the district to bridge the learning gap in Language Arts Literacy (L.A.L.) for our Students with Special Needs as well as “At-Risk” General Education Students. The Intervention Committee selected several research based interventions including Windsor Learning Sonday System for students who have difficulty decoding and were significantly below grade level, My Sidewalks on Reading Street for students slightly below grade level and the Adapted Interactive Reader for Middle School students. These interventions have allowed many students to actively participate in grade level curriculum alongside their peers in the inclusive classroom. J.C.P.S. Staff may access the full continuum for guidance via the district intranet.

Providing Support and Professional Development he Department of Special Education continues to support district staff to ensure interventions are implemented with fidelity. This school year, teachers

have received professional development, coaching and in-class one-to-one support.

During the current school year, The Department of Special Education has provided professional development pertaining to Language Arts interventions to approximately 400 district staff which includes administration, teachers, para professionals and Child Study Team Members. In addition to these Professional Development sessions, we have provided one-to-one coaching sessions to many of our classroom teachers at no cost to the individual school, funded fully through the IDEA-B Grant.

Professional development is not the

only form of support offered to help district staff

learn, understand and utilize the LAL interventions. The Department of Special Education has established a strong team of Lead Teachers ready and able to support district staff upon request. The L.I.N.K.S. (Leaders Integrating and Networking for Knowledge and

Support) Lead Teachers support Special Education staff and students and the R.I.S.E. (Resources and Interventions for Student Excellence) Lead Teachers provide support for our general education “at-risk” population and their teachers.

An online support request can be submitted via the district intranet.

O

T

JCPS Department of Special Education • March • 2015

Language Arts Interventions

www.jcboe.org

Language Arts Interventions The Sonday System

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

Shamiah, P.S. #15 “I felt there was no point for me to read. I did not know how to read well, but when Ms. Maye introduced me to the Sonday System, I saw myself improving in my reading. I read more now than ever. Learning with the Sonday System helped me because the rules are easy to remember. I also enjoy the different training methods like tracing on the table, on our bodies or in the air.”

Ms. Maye, a POR teacher and 18 year veteran at P.S. #15 utilizes the Sonday System to provide intensive intervention to her students.

When asked how she felt about the Sonday System when it was first introduced to her she replied “When I was first introduced to the Sonday System, I thought it was too simplistic for middle school students. I also thought my students wouldn’t enjoy the program. However, my students seem to enjoy it and I truly love the explicit instruction and how easy it is to diagnosis and remedy errors.”

Ms. Maye works hard to ensure her students are also making great strides in their inclusive classrooms. “According to my students’ classroom teachers, many of my students are more eager to read aloud in class. Furthermore, some classroom teachers commented on how their students’ spelling has changed from inventive to phonetic based which in turn has also improved their writing.”

Ms. Maye also reflected on the moment when she noticed the Sonday System was making an impact on her students’ achievement “Last February, when my students took DORA, their comprehension and word recognition scores grew exponentially. They also had increased engagement; my students took almost sixty minutes to complete the test instead of the usual twenty minutes.”

Motivation is the key to success for Ms. Maye. “In the beginning my students were a little apprehensive about the program, so I had to use tangible rewards to keep the students motivated. For example, our school participates in PBSIS, so I would give out golden tickets throughout the lesson and prizes to my students who score a ninety or above on their spelling and/or reading test. I also use the data wall and timed races. Now, I have noticed my students are more intrinsically motivated, since they realized the impact the program has on their reading ability.”

Dionna, P.S. #15 “Before learning with the Sonday System, I felt nervous about reading aloud in class. I feel more comfortable reading aloud in my class and I’m getting better with my writing because my spelling has improved.”

Hyshera, P.S. #15 “I didn’t like Reading. My Mother had to yell at me to get me to do my independent reading at home. The Sonday System helped me to learn different ways to sound out long words. This has helped me improve my Reading. The touch spelling has helped me with my writing. I also use the Sonday System rules in class like the Fizzle rule.”

P.S. #15, POR Teacher

“Commit to it and do it. You may not see results immediately but they will come.’

-Tracey Maye

“Ms. Maye is always there for me. She buys

from my family reunion fundraisers, she helps me

with my projects from other teachers and she

also encourages me to try out for school shows.”

-Dionna

“Ms. Maye has built up my self confidence in reading and writing. I focus more in class

because I can read the passages. I am happy to

be doing the Sonday System.” -Shamiah

“Ms. Maye helps me when I’m struggling. She

motivates me to do well with prizes. She also

believes in me and makes me want to work harder.

-Duconti

“Ms Maye has made my life much easier because

before I couldn’t read well and now I can. I hated reading before I

went to Ms. Maye’s class and now reading is fun.”

-Hyshera

Special Education News Flash

The Adapted Interactive Reader is a Middle School Intervention that directly parallels the Essential Course of study as defined in the district mandated curriculum. This resource provides students access to grade level text by fully adapting and modifying content complications, vocabulary and syntax. Since the implementation, 1,155 Adapted Reader books have been distributed to students throughout the district.

Meet the Staff:

Dr. Gerry Crisonino, Director

Candace Coccaro, Supervisor

My Sidewalks and Adapted Interactive Readers Make Inclusion Possible

nder the IDEA-B Grant and the Supervision of Dr. Gerry Crisonino, Director and Candace Coccaro, Supervisor, My Sidewalks has been provided to all

Special Education and Inclusive classrooms throughout the district. Providing this intervention allows students to participate in grade level whole group lessons and still receive intervention during small group time.

My Sidewalks on Reading Street is an intensive reading intervention program that accelerates the reading development of struggling students. It aligns instruction perfectly with Scott Foresman Reading Street, but can be used with any core classroom reading program. My Sidewalks accelerates reading through 30 weeks of reading intervention, 30-45 minutes every day; emphasis on deep meaning of vocabulary and concepts; and highly specified instruction so you teach more thoroughly.

It Takes A Village

U

T

Amanda Sica-Irizarry Sabrina Martin Peter LaMonica Ann Abels Lead Teacher, Enterprise Div. Lead Teacher, IDEA Lead Teacher, Div. B Lead Teacher, CCT

Sean Healy Heather Piechocki Pedro Lopez Donna Middlebrooks Lead Teacher, Div. A Lead Teacher, C.H.A.M.P.S. Lead Teacher, Secondary Lead Teacher, Div. A

Kathy Kowana Kara Ryan Jennifer Arrends Kristen Nardini Lead Teacher, Div. B Lead Teacher, Pre-K BCBA BCBA

Jaime Merced Isabel Cruz Mary Hussey Eileen Herron Assistive Technology Lead Teacher, Pre-K Adaptive Phys. Ed. Adaptive Phys. Ed.

he Department of Special Education has worked diligently to provide J.C.P.S. students with individualized

interventions to help close the achievement gap and give all students, general or special education, the skills needed to be successful. We believe that it is a group effort to assure that all students receive the proper placement and instruction. Under the supervision of Candace Coccaro, the L.I.N.K.S. and R.I.S.E. Support Staff work closely with the Department of Special Education Leaders, school administrators, teachers and students to improve literacy skills and promote positive self-esteem.

Dorothy Walsh- Calabro Robyn Drag Lead Teacher, Autistic Lead Teacher, C.H.A.M.P.S.

!

!

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

!

RAISING!Expectations,!Achievement!&!Determination!!!!!!!!!!!!!!!!

!

!

!

Designed to support General Education and

Special Education students

Implemented during 30 minute small group Language Arts instruction

Utilizes My Sidewalks, The Sonday System and Adaptive Readers to reach all ability levels of students

According!to!Ms.!Gonzalez@Jamison!at!PS!5!

who!implements!My!

Sidewalks!!

"My!favorite!part!of!the!intervenIon!in!the!My!

Sidewalks!program!is!Day!One’s!rouIne!of!each!week.!The!students!are!exposed!to!the!new!

vocabulary!words!and!are!given!the!chance!to!

explore!the!new!concept!and!share!what!they!know,!or!have!experienced!that!may!pertain!to!the!subject!

maPer.!They!are!also!expected!to!apply!what!they!know!about!each!vocabulary!word!in!different!ways."!

"The!part!that!I!!think!my!students!enjoy!the!most!is!when!they!get!to!partner@!read!a!

given!selecIon!and!when!they!get!to!do!Word!Work!on!their!individual!White!

Boards."!!

"An!area!I!feel!is!beneficial!for!the!students!is!the!Word!Work!Phonics!lessons!and!when!I!model!fluency!or!the!Skill!and!Strategy!PracIce!for!Comprehension!parts!of!the!lesson.!I!feel!that!students!learn!most!by!what!they!see!and!hear,!and!not!so!much!by!what!you!tell!them!to!do.!There!are!plenty!of!Teacher!Modeling!opportuniIes!for!students,!which!I!feel!is!

necessary."!

� Professional Development � Academic Support � Behavioral Support � Math / Literacy Interventions � Technology

Resources and Interventions for Student Excellence

!"#$%&'()*#+,&-./0/&1234&5"67,8"9&7,66"($:";&<(+#7"&=)"*(&(+9&>"8()(&?#+$&-./0/&1@4&#+*,&%")&76(;;),,8&A,)&(&6";;,+&;*:9B&(+9&CDE&;";;#,+/&&&F(7#6#*(*"9&GB&HI0J&!"(9&>"(7%")K&."*")&!(',+#7(K&*%";"&

;";;#,+;&()"&9";#$+"9&*,&$#L"&*"(7%");&*%"&,MM,)*:+#*B&*,&7,88:+#7(*"&5#*%&*%"#)&M"");K&(+9&$(#+&#+7)"(;"9&N+,56"9$"&,A&7:))#7:6:8/ >%#;&9#AA");&A),8&*%"&*BM#7(6&6()$"&$),:M&.),A";;#,+(6O"L"6,M8"+*&#+&*%(*&*%"&*"(7%");&%(L"&*%"&(G#6#*B&*,&L#"5&(+&(7*#L"&76(;;),,8K&(+9&(99)";;&*%"#)&#+9#L#9:(6&P:";*#,+;&(+9&7,+7")+;K&

7)"(*#+$&(+&(:*%"+*#7&(+9&8"(+#+$A:6&"QM")#"+7"/&

�������� “�������”� �� 1 1 2 1

/ , / , , , �

0B6L#(&H(G(9#K&*%#)9&$)(9"&*"(7%")&(*&./0/&1RSK&:;";&(+&E7*#L.(+"6&-)"7"#L"9&*%),:$%&*%"&HI0J&.),$)(84&5#*%&%")&;*:9"+*;&9:)#+$&'(*%&6";;,+;/&&');/&H(G(9#&5(+*;&*,&"QM6,)"&+"5&5(B;&*,&"+$($"&%")&;*:9"+*;&*%),:$%&

*%"&:;"&,A&*"7%+,6,$B/&&');/&H(G(9#&A""6;&*%(*&*"7%+,6,$B&#;&T(&$)"(*&*,,6&A,)&M),L#9#+$&9#AA")"+*#(*"9&#+;*):7*#,+&#+&(&;8(66&$),:MUK&(+9&:;";&%")&E7*#L.(+"6&

A,)&8:6*#M6"&;:GV"7*;/

� General Education “At Risk” Students

� K – 12 � Supplemental

Resources � Student AND

Teacher Support

Teachers change the world one CHILD at a

time!

Mr. Morin (top), a teacher at P.S. #22, has his students working in a small group for a Direct Instruction lesson on Reading Mastery.

Ms. Proctor (below), a teacher at P.S. #22, works with her students during morning meeting activities on manding (requesting) items to promote a meaningful learning environment that provides many opportunities for learning and expanding language.

Below, Mr. Morin is working on the students taking turns participating in a lesson on the Ipad.

Applied Behavior Analysis

The T.E.A.C.H. Program provides professional collaboration to support students with Autism and Cognitive impairments. Students receive services including Applied Behavior Analysis, Art, and adapted Physical Education. Interventions will support students’ developmental growth; address life skills, gross and fine motor development, sensory processing, self-expressions, communication, and social and emotional needs.

T.E.A.C.H.

T.E.A.C.H.Teaching and Education of Autistic Children through Collaboration and Harmony

Teaching and Education of Autistic Children through Collaboration and Harmony Spring 2015

What is T.E.A.C.H.?

Through the use of ABA, students with developmental disabilities will enhancefunctional communication skills, increase social initiations and reduce problem behaviors. Teachers implement instruction through Intensive and Natural Environment Teaching (N.E.T.). The N.E.T. is used to teach skills such as language development and appropriate play. Teaching in the natural environment is child-centered, as it uses activities that are of interest to the child in a natural setting.

Check Out Our Students!

�YAP & S.T.R.I.K.E. YAP Unified Sports Young Athlete Program is an after-school opportunity from the Special Olympics New Jersey Sports Program. Students throughout the district ages three (3) through seven (7) are afforded the opportunity to participate in sports skills training.

The Socialization Techniques and Recreational Instruction through Kinesthetic Education (S.T.R.I.K.E.) program is the result of school based corroboration with the Director of Special Olympics New Jersey Area 1, and the Special Education Department of Jersey City Public Schools. Teachers of Students with Autism have integrated sports as part of the socialization strategies implemented during the school day. Students are afforded the opportunity to bowl once a week for approximately one and half to two hours for two months and then participate in a culminating event.

Unified Sports Unified Sports Special Olympics is an outgrowth from the Special Olympics New Jersey Sports Program. The program, now in its 18th year, began with four Track and Field sites, and has grown to include multiple teams competing in Aquatics, Basketball, Bowling, and Softball. The Unified Sports Special Olympics Program was designed to include students with disabilities and classmates ages eight (8) – twenty one (21) in sporting events and competitions throughout the school year.

More than 200 athletes are participating during the 2014-2015 school year. Athletes are afforded the opportunity to participate in Special Olympics New Jersey sponsored events. Many of the athletes are currently preparing for their playoff competitions that will take place in the spring and summer. An additional honor of note, three Jersey City coaches and fourteen players were selected to represent New Jersey in the 2014 National Games. They not only hosted the Games graciously, but won gold medals in both Track & Field and the 1st ever Baseball playoffs!

Unified SportsSpecial