PRESCHOOL PROGRAMMING

 Preschool Learning Sensory Social Preschool Program (LSS)

The LSS program consists of self contained classroom programs that serve children ranging from Pre -Kindergarten to eighth grade.  These classrooms consist primarily of students on the autism spectrum as well as students with emotional and behavioral needs.The LSS program provides specialized instruction including  the  systematic teaching of goals and  objectives based upon the principles of Applied Behavior Analysis (ABA), which includes, but is not limited to, discrete trial teaching, incidental teaching, shaping, and positive reinforcement.  It provides a language, sensory and social focused highly structured learning environment. The LSS program provides an intensive, language focused environment with opportunities for direct expressive and receptive language instruction. Sensory needs are addressed in close collaboration with the occupational and physical therapist. Social engagement opportunities include but not limited to free play, reverse inclusion and specials.  In addition to targeting individualized academic goals and objectives the LSS program also utilizes antecedent and consequence based behavior management strategies. Ongoing data collection occurs to monitor IEP and behavior goals.  Data is graphed utilizing RethinkED.  Data are monitored by the teacher and BCBA to ensure skill acquisition. 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)

The LSS program consists of self contained classroom programs that serve children ranging from Pre -Kindergarten to eighth grade.  These classrooms consist primarily of students on the autism spectrum as well as students with emotional and behavioral needs.The LSS program provides specialized instruction including  the  systematic teaching of goals and  objectives based upon the principles of Applied Behavior Analysis (ABA), which includes, but is not limited to, discrete trial teaching, incidental teaching, shaping, and positive reinforcement.  It provides a language, sensory and social focused highly structured learning environment. The LSS program provides an intensive, language focused environment with opportunities for direct expressive and receptive language instruction. Sensory needs are addressed in close collaboration with the occupational and physical therapist. Social engagement opportunities include but not limited to free play, reverse inclusion and specials.  In addition to targeting individualized academic goals and objectives the LSS program also utilizes antecedent and consequence based behavior management strategies. Ongoing data collection occurs to monitor IEP and behavior goals.  Data is graphed utilizing RethinkED.  Data are monitored by the teacher and BCBA to ensure skill acquisition. Mainstreaming with support is available when educationally appropriate.

Learning Language Disability (LLD K-8)

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. 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.