Applied Behavior Analysis (ABA) Classroom

ABA classrooms offer a highly structured learning environment designed to meet the unique needs of students on the Autism spectrum. Through intensive teaching methods like Direct Trial Instruction (DTI), students receive individualized attention and support. Curriculums are aligned with New Jersey State Standards and adapted to meet the specific goals and objectives outlined in each student's IEP. Small group and whole-group instruction are utilized to provide a variety of learning experiences.


Multiple Disabilities (MD) Classroom

MD classrooms are designed to accommodate a wider range of student needs. With larger class sizes, these classrooms offer a diverse learning environment where students with varied academic and developmental abilities can have opportunities for small group instruction as well as inclusion opportunities. To ensure effective instruction, our teachers differentiate lessons and activities to meet individual student needs. This approach allows for flexible pacing and targeted support, enabling students to progress at their own pace.
 

Behavioral Health

Annex classrooms follow a school-wide behavior management system adapted to the specific needs of each age group and developmental level. Individualized behavior plans and interventions are developed as required, with behaviorists providing weekly consultation to each classroom.

We prioritize positive behavior supports to foster positive behavior change. By observing behavior, collecting data, and identifying the underlying function, we can implement effective strategies such as positive reinforcement and the use of visual and auditory supports. Guided by the principles of Applied Behavior Analysis, we aim to create a positive and supportive learning environment where students can thrive.
 

Inclusion and Peer Interaction

Annex classrooms offer a more inclusive learning environment, with opportunities for peer interaction with a diverse group of students. Students participate in specialized instruction while also engaging in inclusive activities such as physical education, art, music, and STEAM alongside their general education peers. Paraprofessionals provide support to facilitate learning and socialization during these inclusive experiences.

Students also participate in school-wide events like lunch, recess, field trips, assemblies, and other activities. Academic inclusion may be considered for students who are ready both socially and academically, with the approval of the general education school administration, parents, and the Child Study Team case manager.
 

Skill Development

Classrooms emphasize skill acquisition across various domains, including communication, social, self-help, and academic skills. The goal is for our students to fully integrate and generalize skills across all environments including school, home, and the community. A primary focus is building skills to increase independence, autonomy, and access to the least restrictive classroom experiences.
 

Community-Based Instruction

Community-based instruction (CBI) is an educational approach that involves teaching and learning in real-life community settings rather than exclusively in the classroom. It is particularly beneficial for students with disabilities as it provides them with practical skills and experiences in various community environments. Individualized goals for each student are identified and targeted skills are taught, rehearsed, and generalized to community settings.  Collaboration between educators, parents, and community members is essential to ensure a seamless learning experience.
 

Related Services

All related services of Occupational Therapy, Physical Therapy, Speech Therapy, and Counseling are available according to the student’s Individual Educational Plan (IEP). Services include comprehensive assessments, pull-out therapy, in-class support, ongoing monitoring of progress, and collaboration with teaching staff and parents. Services may be provided individually or in a small group setting as per the student’s IEP.