S.T.A.G.E.S OF LEARNING CENTER
Preschool and Day School

     Scientific, Technological, Analytic, Generalization, Evidence Based, Socially Significant

Staff to Student Ratio

 

Our overall staff to student ratio is better than 1:1. A high staff to student ratio is necessary to allow for the various rates students acquire new skills. Being able to provide 1:1 instruction allows each student’s programming to move at a pace that is appropriate for that student and enables staff to make modifications to ensure that students are making desired gains. Additionally, a high staff to student ratio allows for increased ability to provide individualized instruction across environments including school, home and in the community.


 

Behavior Analyst

 

The Board Certified Behavior Analyst (BCBA) directly supervises all programs.   The BCBA works in conjunction with the Special Education Teacher to develop goals, monitor student progress, create and implement individualized systems of reinforcement, and train classroom teachers.

 


Special Education Teacher

 

The teacher works in conjunction with the Behavior Analyst to develop, implement, and monitor student programming and progress. The Special Education teacher trains and works hand in hand with the instructional assistants in their classroom to provide each student with a highly individualized program of instruction that is tailored to each student’s unique needs.

 


Classroom Staff

 

All of our classroom staff  work under the direction of the Behavior Analyst and Special Education teacher. They receive on-going training in ABA and evidence based teaching methods. They play an integral role in the daily instruction and set up for individual students. They work together with the Behavior Analyst and Special Education teacher and related services personnel to ensure that each student’s program is implemented effectively.

Each day, each student will work with several staff members. This helps to ensure generalization of skills and limits the disruption to students’ programming when there are changes in staffing.

 


Supported Inclusion

 

Supported inclusion enables our students to be involved with the general population via participation in school and community events and programs. S.T.A.G.E.S. staff provides individualized support to ensure the experiences are positive and successful for the students.

 

Staff from S.T.A.G.E.S. who know the student and their programming, accompany the student and offer support, monitor reinforcement systems, and provide pre/post – teaching, create necessary material modifications, and collect data to ensure that the inclusion opportunity is meeting the needs of the student.

 



Below is a list of the curriculums that are currently being used:


Saxon Math 

SRA Reading Mastery 

SRA Language for Learning

SRA Thinking Basics

Eden Curriculum for Adult & Vocational skills

STAR Curriculum

Lindamood Bell Visualizing and Verbalizing

LIndamood Bell Seeing Stars

and other supplemental books and curriculums



The number of hours per day, week, month is flexible and based upon the student’s needs and the schedule of the inclusion location. Generally, the initial time spent in supported inclusion is low and it is gradually and systematically increased in accordance with progress in the location.



Locations are determined based upon the goals of inclusion and the individual student’s needs. It may take place at a school within the student’s home district, a private school, or in community based programs and activities such as summer camps and clubs.



Areas of Instruction:

Full Range of Academic Subjects

Social Skills Training

Problem Solving

Leisure and Recreational Skills

Daily Living Skills

Communication Skills

Health and Fitness

Self Advocacy

Pre-Vocational Training

Community Involvement & Participation

Replacement of Challenging Behavior



The team meets every Friday to review the week and plan for upcoming events.



Related Services


In order to maximize the effectiveness of our related services, we employ a consultative model of service provision. Within this model, related service providers collaborate with the educational team in the determination of goals, identification of targets, provision of staff training and translation of targets across activities throughout the school day. The service providers work in conjunction with the Behavior Analyst and Special Education Teacher to design, model, and train classroom staff on the implementation of teaching procedures as well as overseeing the implementation of those techniques as provided by classroom staff. This enables target skills to be imbedded into appropriate tasks across the day as opposed to having those skills only targeted in isolation for a finite period of time. As a result, learning opportunities are maximized and generalization of skills to the natural environment is promoted. It also allows for the integration of various IEP objectives to be targeted simultaneously.



In order to provide a seamless program, we regularly collaborate with private and/or district provided service providers including, but not limited to Speech Therapists, Assistive Technology, Occupational Therapists, Physical Therapists, Reading Specialists, Augmentative Communication Experts, Psychologists, and Medical Experts.



In accordance with our commitment to ensuring our students live life in a least restrictive environment, we collaborate with the community at large. This includes bus drivers, sports instructors, dentists, emergency responders and the many other people in the community who play a role in the lives of our students.



 



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