PRESCHOOL PROGRAMMING

 

Preschool Learning Sensory Social Preschool Program (LSS)

The LSS program provides specialized instruction to children who require a small, highly structured learning environment with a behavior management component. These classrooms consist primarily of students on the autistic spectrum as well as students with emotional and behavior disorders.  All students are provided with individualized academic instruction within the context of a structured behavior management plan.The classroom teacher uses a variety of behaviorist based classroom management strategies in order to promote appropriate classroom behavior as well as appropriate social skills. This is a key component to the classroom. Students in this class receive therapy for physical, occupational, and speech therapy. The amount of therapy is determined by the district's physical, occupational, and speech therapists.  Mainstreaming with support is available when educationally appropriate.



Preschool Child with a Disability Program (PSD)

PSD is a self contained classroom program that focuses on a variety of teaching modalities. All modalities and lessons are targeted around the NJ Core Curriculum Standards as delineated by the state and school district. Students in this class receive therapy for physical, occupational, and speech therapy. The amount of therapy is determined by the district's physical, occupational, and speech therapists.Whole group, small group, and one to one instruction are used. All lessons and classroom activities are differentiated to reach the specific and unique needs of all students present.  Many activities are created and supplemented with a variety of instructional tools and manipulatives by the classroom teacher in order to reach all academic and social levels. Mainstreaming with support is available when educationally appropriate.

 

 Integrated Preschool Program

The Verona Board of Education offers an integrated preschool experience for residents of the community between the ages of three and five years old.  The program seeks to provide a safe and nurturing learning experience in which children can play and learn.  Special needs and typically developing children are placed together in an integrated learning environment that utilizes a developmental approach.  Children are immersed in a variety of planned activities that promote readiness skills, language and social/ emotional growth.  Research has shown that all students benefit from being in this type of program.

 

 

 

KINDERGARTEN THROUGH 12TH GRADE PROGRAMMING

 

Language Sensory Social (LSS K-8)

LSS is a self contained classroom program that serves children ranging from  Pre -Kindergarten to eighth grade. The LSS program provides specialized instruction to children who require a small, highly structured learning environment with a behavior management component. These classrooms consist primarily of students on the autistic spectrum as well as students with emotional and behavioral needs.  All students are provided with individualized academic instruction within the context of a structured behavior management plan. The classroom teacher uses a variety of behaviorist based classroom management strategies in order to promote appropriate classroom behavior as well as appropriate social skills. This is a key component to the classroom. Students in this class receive related services for physical, occupational, and speech therapy. The amount of therapy is determined by the IEP Team.  Mainstreaming with support is available when educationally appropriate.

 

Learning Language Disability (LLD K-6)

LLD is a self contained classroom program that serves children ranging from Kindergarten to sixth grade. This program focuses on a variety of teaching modalities. All modalities and lessons are targeted around the NJ Common Core and Core Curriculum Standards as delineated by the state and school district.Whole group, small group, and one to one instruction are incorporated into the classroom throughout the day. All lessons and classroom activities are differentiated to reach the specific learning needs of all students.  Many activities are created and supplemented with a variety of instructional tools and manipulatives in order to reach all academic and social levels.  Students in this class receive related services for physical, occupational, and speech therapy. The amount of therapy is determined by the IEP Team.  Mainstreaming with support is available when educationally appropriate.

 

Resource Room Replacement (2-4)

The Resource Room Replacement Program provides specialized instruction of the general education ELA curriculum to children who require a smaller, more structured learning environment than the regular education classroom can provide. Instructional modalities and supplemental materials are provided to students based on individual learning needs. Students in this class generally participate in the regular education setting for all other subjects except, for ELA and Math.  This program supports students who are struggling with one or two particular subjects in the regular education classroom but who are not appropriate for a full-day, self-contained special class.

 

Resource Room Replacement (5-8)

This intermediate level replacement program  provides instruction of the general education ELA and Math curriculum to children who require a smaller, more structured learning environment. This program provides instruction for students who are struggling with the pacing and curricular demands of  general education classroom. All lessons and classroom activities are differentiated to reach the specific learning needs of all students while maintaining a parallel curriculum to the general education curriculum. This class consists primarily of higher level functioning classified students with moderate learning deficits in ELA and Math.

 

Resource Room Replacement (9-12)

This intermediate level replacement program  provides instruction of the general education ELA, Math, Science and Social Studies  curriculum to children who require a smaller, more structured learning environment. This program provides instruction for students who are struggling with the pacing and curricular demands of  general education classroom. All lessons and classroom activities are differentiated to reach the specific learning needs of all students while maintaining a parallel curriculum to the general education curriculum. This class consists primarily of higher level functioning classified students with moderate learning deficits in the four major content areas.

 

Resource Room Support (5-8) 

Students with disabilities who are part of the resource room support program will receive instruction by a special education teacher to support the student’s academic day. This includes, but is not limited to, content area skills, projects, re-teaching/pre-teaching, and learning strategies/skills (i.e., organization, study skills, test taking skills) required for success in all academic areas.

 

Supplemental Instruction (K-4)

The Supplemental Instruction program  provides direct/indirect academic instruction to the general curriculum for classified students in order to reteach/reinforce concepts that are taught in the regular education classrooms and provide necessary remediation of skill deficits.

This program provides students who are struggling with one or two particular subjects in the regular education classroom but who are not appropriate for a replacement or self-contained program. This class consists primarily of higher level functioning disabled students with moderate learning deficits.

 

In Class Instruction Class (ICI 5-12)

Students with disabilities who are part of the ICI program are educated with age appropriate peers in the general education classroom. ICI provides students the opportunity to be educated alongside their non-disabled peers with the support of a special education teacher to assist in adapting and modifying instruction and providing accommodations as per the IEP.

 

In Class Support (ICS 5-8)

Students with disabilities who are part of the  ICS program are educated with age appropriate peers in the general education classroom. ICS provides students the opportunity to be educated alongside their non-disabled peers with the support of a teacher assistant to assist in supporting the student’s needs as per the IEP.

 

 

 

 

 

 

 

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