SERVICES AND PROGRAMS
Special programming has been developed for or autistic students. Their classroom and curriculum are designed to meet their specific needs in the areas of sensory experiences, behavior intervention communication, and pre-academics. Some classrooms contain sensory equipment including suspended apparatuses, climbing structures, movement equipment, and tactile stimulation materials.
Students eligible for physical therapy, occupation therapy, speech therapy, vision orientation & mobility or hearing services receive intervention to augment their education program. Integration of therapeutic strategies into students’ classroom routines increases their success rate.
M.O.V.E., Mobility Opportunities Via Education, is an activity –based classroom curriculum designed to teach students basic, functional motor skills needed for adult life within the home and community environments. The program focuses on three general areas:
It combines natural body mechanics with instructional process designed to help students acquire increasing amount of motor independence.
The M.O.V.E. program uses a team approach to offer therapy and education to address the functional needs of the students. Equipment is used to assist the children in attaining their goals. It uses prompts that may be decreased or removed as the students increase their skills and independence.
The Physical Therapy staff works with identified students to promote functional mobility throughout the school setting. Services include direct intervention and consultative services to assist students in accessing their educational environment. Their focus is on developing functional gross motor skills to coordinate efforts throughout all aspects of the student’s day. In addition, the PTs collaborated with families, school staff and equipment vendors to obtain necessary equipment for use at home and school to meet each child’s needs. The school’s M.O.V.E. program is coordinated and monitored by the physical therapy staff.
Occupational Therapy (OT) specializes in improving the development of the small muscles of the body, such as in the hands, fingers, and face. Occupational therapists use specific activities to improve fine motor skills and to work toward the prevention of musculoskeletal complications, such as preventing the weakening or deterioration of muscles that can result from lack of use or abnormal tone or positioning. OT’s teach students better or easier ways to write, draw, cut with scissors, brush their teeth, dress and feed themselves. OT’s also teach daily living skills such as dressing, eating, and manipulating objects (i.e., school supplies), as well as making sure children are properly positioned in wheelchairs.
Switch toys, sign language, thematic units, pictures, prints, words, computers, facilitated communication, PCS (picture communication, symbols) and voice output devices are used to help students improve communication skills. Communication aides are utilized throughout the school day, and are adapted to every location in the school.
The Speech/Language Pathologist (SLP) assesses and provides therapy for students in the use of augmentative communication systems receptive and expressive language skills (both verbal and non-verbal) and to determine presence and management of dysphasia (swallowing disorder). Additionally, the SLP is responsible for recommending and ordering augmentative communication devices and in training students, staff and parents in their use. Consults are provided to the teachers, parents, and school staff regarding all communication and swallowing needs in addition to providing individual and group therapy.
Picture Communication Symbols (PCS), signing (American Sign Language), and augmentative communication devices are utilized with the vast majority of our students due to their severe speech and language deficits.
VOCATIONAL TRAINING PROGRAM
Vocational training is emphasized after the age of fourteen through daily classroom practice of vocational skills and participation in weekly-supervised community work experiences. Stipends reinforce the concept to work for pay and money handling skills. A School wide Vocational Plan has been developed to enhance practice. In addition, the Vocational Training Site (VTS) (2012) will be relocated for students to further gain daily living skills & practice with a real life feel to include a sink and computers.
The Aquatics program provides various adapted activities emphasizing therapeutic needs, swimming skills, and safety skills. While in our heated pool, students are taught components of water safety to enhance their coordination and movement efficiency, and develop a level of swimming skills commensurate with their capabilities.
The purpose of the motor development program is to give all students the opportunity to develop gross motor skills that will allow their successful participation in the school, home and community. By participating in varied movement experiences, the students develop movement patterns enhance basic motor abilities, increase level of physical fitness, and refine needed lifetime motor skills. The students practice individual activities as well as develop appropriate interactive behaviors with adults and peers along with developing a positive self-image.
Through interactive activities the student’s social skills are developed as they learn to share equipment, wait for a turn, take a turn, and follow simple directions.
Students are taught lifetime recreational motor skills that help them realize personal enjoyment and the value of physical activity.
Basic music skills and music appreciation using a multi-sensory approach will be infused at scheduled times throughout the year.
COMMUNITY BASED INSTRUCTION
Instructors accompany students during community trips (CBI), designed to enhance classroom instruction. Students practice functional skills used to access their community environment.
The school guidance counselor provides 1:1 and small group guidance along with providing classroom lessons, which deal with appropriate behaviors and social skills-, provides teachers and parents with counseling intervention strategies, which are often, reflected Functional Behavior Plans. The guidance position encompasses a certified Nonviolent Crisis Professional responsible for the care, welfare, safety and security of our students. The guidance counselor acts as an advocate for students and promotes partnerships between home, school and the community. As a regular member of the MDT Team, the counselor provides guidance and information to parents/guardians relative to referral for resource services outside of school while monitoring daily attendance along with the records secretary on a monthly basis.
The Trans disciplinary team is comprised of teachers and therapist who share strategies and appropriate approaches for best practices. Information derived from these discussions is shared with classroom teams, parents and/or advocates for instructional purposes.
Mentoring sessions provides opportunities for New & Provisional Teachers to engage in structured activities with team leaders to increase their knowledge base of classroom practices and special education administrative processes. An additional component will be added to provide supports to staff members pursuing certification as a paraprofessional, teacher and/or an administrator.
“Starting Five” – Strategies to increase the number of students moving to CRI Programs-Within 3 years, (13) students have enrolled in a least restricted environment
“FAB Five” – Functional Behavior Plans enhanced to include specific strategies for specialized placement
“IN” Program – The “IN” Program is to ensure that student’s activities create Instruction, Independence, Inclusion and Internships -Are you IN? The “IN” program is instrumental in fostering partnerships with nondisabled students in PGCPS by inviting them to Rieg to interact and share their talents & skills with our students, staff and parents alike.
Established Partnerships through “IN” Program:
Charles H. Flowers HS
Forestville Military Academy
Judy P. Hoyer
Tall Oaks School
Thomas Pullen Performance Academy
Are you "IN?"
C. Elizabeth Rieg Girls Scout Troop 2839
The Alliance for a Healthier Generation’s Healthy Schools Program – C. Elizabeth Rieg’s Wellness Council Members will attend Alliance sponsored Technical Assistance sessions and other professional development trainings
NEW 2012-2013 -PILOTS
COMPUTER LAB & VOCATIONAL TRAINING SITE (COMBINED)
DEMONSTRATION CLASSROOM – (VISION)
GYMAZING – (ADAPTIVE PE)
“MOVE STATION” - (PHYSICAL THERAPY)
RIEG’S CINEMA – SOUND, TOUCH & IPADS - (SPEECH)
SENSORY & STRETCH – (OCCUPATIONAL THERAPY)