Serving up Job Skills with Hands-On Learning

From school stores to student-run cafes and job shadowing out in the community, Career and Technical Education (CTE) is an essential component that provides incredible opportunities for students in special services school districts.�� CTE gives students an opportunity to learn skills and gain experiences outside of a typical classroom and helps students develop not just vocational skills, but also social skills while helping them set goals and potentially carve out a path for gainful employment.

“We are unrelenting advocates for our students,” said Dr. Howard Lerner, Superintendent of and Chairman of the NJ Joint Council of County Special Services School Districts.�� “Getting them involved in hands-on learning and preparing them for their next steps in life is one of our biggest missions here and in all of the special services districts.�� There’s no greater joy than seeing our students succeed.”

That joy and pride from Lerner was felt earlier in March when students from the district’s Career Crossroads program collaborated to put together a luncheon for some distinguished guests.�� The culinary students have been hard at work running the school’s bistro and that hard work was showcased when Bergen County Executive James Tedesco, County Commissioner Mary Amoroso, along with Maria Marte, as well as the Bergen County Special Services Board of Education President Gary Lentini, and other board members, William Barnaskas, Kelly Epstein, and Ana Marti visited to see the program in action.

“The students did a phenomenal job on the meal, presentation, service and interacting with our guests for the day,” said Lerner. “The students were so excited to demonstrate their skills and we were so proud.�� That’s what this program is all about.”

Culinary programs are popular within special services districts, offering students an opportunity to learn and practice technical skills like basic cooking, meal presentation, and how to follow and create recipes.�� These programs also utilize students’ critical thinking, having them plan, purchase, and manage inventory.�� Students in the are responsible for creating daily specials, working the register, and stocking all items at their Back Porch Cafe.�� Serving breakfast and lunch Monday-Friday, the students learn interpersonal skills by interacting with customers and get to practice math by working the register.�� Stocking all of the items daily also helps students refine motor skills and proper storing procedures, especially when it comes to food handling safety – something that’s also learned in the school’s food pantry.

“Building confidence and giving students the soft skills needed to succeed is a major focus for us, and all special services schools,” said Jamie Moscony, Superintendent of Cape May County Special Services School District. “We know how important it is for our students to practice skills in a real-world scenario.”

At Cape May County Special Services School District, students in the Community Based Instruction program also remain on campus for work-based learning. Instead of learning through simulations, they have opportunities to take on a job that supports their school community, whether that’s through the café, laundry services, or assisting the facilities staff.

In , Mercer High School students have the opportunity to work with the district’s littlest learners.�� The district has successfully placed several graduates in classroom assistant positions in the Joseph Capello School, which serves children ages 3-7.�� Currently working with preschool and physical education classes, MHS student workers facilitate group activities with the students, while promoting language and appropriate social skills.

“We hope to continue to strengthen this career path for several of our current student workers”, said Kristen Taylor, Assistant Superintendent of Mercer County Special Services School District.�� “Our work-based learning programs provide students the opportunity to develop independent skills in a structured, supported environment that they can then transfer to employment outside of the district.”

Another way Mercer County does that is through the Friends and Helping Hands program.�� Students at MHS package and distribute meals for 300 families in nearby communities on a weekly basis.�� Partnering with a Trenton-based food bank, the school receives the raw food materials on a bi-monthly basis.�� Students use critical thinking to plan and coordinate meal boxes and work together to consistently put together balanced meals for those they are serving.�� Additionally, the students learn about civic pride and the power of giving back.

CTE students had an opportunity to give back while getting hands-on skills training.�� Students in the woodshop class recently built and sold bat houses as part of a fundraiser for the Cedar Run Wildlife Refuge.�� Each project done in the wood shop allows students to do the part of the project that helps them achieve the most success; this was also true for the bat houses. Some students cut the wooden components with the saw, others sanded and smoothed the rough edges of the wood and nailed parts together, while some students painted. Teaching staff in the wood shop work to ensure that each student uses their strengths to create an enjoyable experience of building things in the shop.

There is no shortage of work-based learning at BCSSSD—the Transition program offers opportunities for students to work in a retail setting as one of their in-house experiences. The Pioneer Posh online store is operated just like a traditional Poshmark closet; students use their organizational, writing, and technology skills to carry out all tasks associated with online sales. From intake of new items to writing descriptions and researching prices online to tracking and shipping sales. Students learn and use a variety of skills that can be carried with them into the future.

“We are grateful to the our staff at BCSSSD, who constantly generate ideas for new, innovative projects to help our students learn valuable skills that can be adapted to many different areas of their lives,” Dr. Christopher Nagy, Superintendent of Schools.

Throughout the state, work-based learning and CTE programs run by county special services school districts help form strong, diverse communities by empowering students with developmental disabilities. The administration and staff in our programs work together to ensure that students are prepared for the future and offered many opportunities to be successful.

We are fortunate to live in an age when infinite information is delivered almost instantly.

But the digital experience isn’t seamless for everyone.

Some people struggle to read small or light text, or become overwhelmed by animated graphics and dense content.

More than 1 billion people worldwide have disabilities or impairments, some of which can cause difficulty with using typical websites.

, observed on May 19, highlights the need for inclusive digital experiences.

As the Chair of the 51�Թ�, I am proud to provide an accessible website to our community. We were ahead of the curve, introducing our inclusive website before passage of the 2022 state law requiring school districts to provide accessible websites.

The customizable features on the Joint Council website are especially important for the student population we serve. Increased text spacing and text size assist people with visual impairments. The option to stop animations can be helpful for some users, such as those with autism and ADHD/ADD. Other user-friendly components include highlighting links and buttons for easy navigation, and enabling keyboard navigation for those unable to use a mouse.

As advocacy for people with disabilities shifts from awareness to acceptance, businesses and institutions must seek ways to better serve all audiences.

People with disabilities consult websites to learn about educational opportunities, find work and conduct the business of daily life, just like everyone else.�� The digital resources they use should be just as accessible as they are for everyone else.

There are also clear benefits for any organization that provides an inclusive website:

• Create a much wider potential audience. With more than 1 billion people with disabilities or impairments, there is a built-in demand for accessible websites.
• Generate goodwill. By offering an accessible website, a business or organization demonstrates its social and moral responsibility.
• Improve the website experience for everyone. Accessible features such as uncluttered pages, simple content and easy navigation will be appreciated by all digital users.

The use of technology is critical to our daily lives. Let’s work together for people with disabilities to make sure it creates opportunities, not obstacles.

Members of the South Shore Stitchers Guild stand with the stacks of blankets they made especially for students at Atlantic County Special Services School District.

Santa returned to Atlantic County Special Services School District (ACSSSD) this year, much to the delight of staff and students.�� A group of local “elves” helped make his visit extra special.�� The South Shore Stitchers Guild, a group of local quilters, delivered beautiful quilts made for preschoolers and those with severe cognitive disabilities. The quilters also worked with school therapists to make sensory blankets for students, which combine different colors, textures, and materials.

“It was so special to see the children light up when visiting Santa,” said Dr. Kerri McGinley, ACSSSD assistant superintendent. “The only things more special were the quilts. So much love and thought went into each one…they are even personalized to include each student’s name.�� We are so thankful to have a community that loves our students as much as we do.”

An Atlantic County Special Services School District student holds Santa’s hand as he looks at her, with a present in his other hand. Frosty the Snowman watches while smiling behind them.

Santa also was the centerpiece of another special celebration at Bergen County Special Services School District’s Union Street School, which educates students who are deaf and hard of hearing in grades pre-k through four. Santa’s special “elf” for this visit was an interpreter who made sure the children could easily communicate with the big man.�� This year, each small class visited Santa in the cafeteria so there was plenty of space to spread out, for safety’s sake.�� All 26 students also received a gift, thanks to a parent’s fundraising effort.

“We didn’t get to see Santa last year, so while things were a little different this year, we were all just so happy to have him here,” said Lisa Stewart, supervisor of Deaf and Hard of Hearing Programs for BCSSSD.

Union Street students started their holiday celebrations on Dec. 1, and focused on learning about all the holidays in December, like Hanukkah, Kwanzaa, and even Letter Writing Day.�� There’s also an elf, Comet, who has popped up in a different place every morning, doing something “off the wall.” Staff members have built vocabulary lessons around Comet’s hijinks.

“Just like the English language, American Sign Language has different signs for the same word, which has different meanings,” explained Stewart.�� “We spent the mornings working on words to describe what Comet was doing, where Comet was found, and then worked on that vocabulary.�� Students learn through repetition, so we are constantly incorporating language and finding ways to make them understand through oral input, signs, gestures, and visuals.”

Staff members smile behind a table of goodies made by students at Burlington County Special Services School District for their annual craft fair.

Burlington County Special Services School District found many ways to spread cheer and goodwill this season. The district’s annual holiday craft fair included items made by students in the career and technical education shops. Seasonal treasures like wooden snowflakes, evergreen centerpieces, and yummy baked goods were just a few of the items available for purchase. Shoppers could find beautiful items for their homes or to gift while supporting the students.

Students across the district also worked to give back to their community this holiday season.�� After a successful food drive, students at the Westampton Campus – South Wing decorated boxes for distributing the donated items to those in need. Students also collected dozens of stuffed animals and created more than 100 handmade cards to be delivered to a local nursing home.

And, despite downsizing the annual holiday show and moving it into a virtual format, the show did, indeed, go on. Students performed skits for their peers, showing off their skills and providing uplifting entertainment.�� In addition to their own holiday show, BCSSSD Pioneer Marching Band and Cheer Team also performed in the annual Moorestown Holiday Parade.

“It was so great to return to some of our beloved traditions here in Burlington County,” said Dr. Chris Nagy, superintendent. “The excitement of the kids is contagious, and what’s even more inspiring, is to see them so engaged in helping others.�� This is an example as to why I refer to this district as a place where miracles are realized.”

A Burlington County Special Services School District student wearing an elf hat loads a box up with food collected by the school to be distributed to those in need.

The spirit of “it’s better to give than to receive” was also alive this holiday season at the Cape May County Special Services School District (CMCSSSD). CMCSSSD staff members collaborated with various community organizations and sponsors to assist community members in need, including students and their families. This annual period of giving back supports 50 families every year within the district through collections of toys, food, gift cards to the district’s food pantry, and other gifts.

“This is one of our favorite activities to be involved in as a school community,” said Nicholas Bailey, CMCSSSD assistant principal. “It is absolutely wonderful to see everything come together, and the smiles on the faces of the families are priceless. We appreciate the support of everyone involved and cannot thank them enough for all that they do for our school district and families.”

Efforts started in November at CMCSSSD with a holiday food drive for Thanksgiving. Students created holiday food baskets featuring all the classic items included in a holiday meal, like turkey or ham and all the fixings.

“Everyone helps to make this program possible, and we are extremely grateful, especially to big donors like the Elks, who always help out during the holidays,” added Bailey.

“This is the season to celebrate our sense of community at county special services school districts, and it’s so wonderful to see the return of so many beloved traditions in a safe and responsible manner,” said Dr. Howard Lerner, chairman of the Joint Council and superintendent of Bergen County Special Services School District. “We hope each and every student and staff member had a joyous and memorable start to this holiday season.”

While Dec. 2 is recognized as National Special Education Day throughout the country, every day is focused on meeting the educational needs of students with special needs across New Jersey. The administrators, teachers, and staff at the eight districts composing the 51�Թ� make sure of that.

Dec. 2 is a significant day in special education, because on this day in 1975, the country’s first federal special education law, the Individuals with Disabilities Education Act (IDEA), was signed, giving all children access to free and appropriate public education regardless of their disabilities. Since 2005, the 30^th anniversary of IDEA, Special Education Day has celebrated progress made, but also raised awareness of current challenges and issues faced in special education.

“Special education is always a work in progress,” said Dr. Howard Lerner, chairman of the Joint Council and superintendent of Bergen County Special Services School District. “We always work to improve programming, improve supports, and advocate for our students. That’s why the Joint Council is so important. This organization gives us a unified voice as we work to stay on top of policies, trends, and emerging ideas and issues.”

Collectively, the Joint Council’s eight county-based districts serve approximately 3,900 students with significant disabilities and special needs throughout New Jersey. District administrators work together to make county special services school districts the best providers of highly specialized placements for these students.

“Working collaboratively with colleagues from across the state to discuss issues and gain knowledge of best practices and innovative programs has helped me create better programming within our district,” said Jack Swain, superintendent of Salem County Special Services School District.

“I believe we’ve had a significant impact on special education in New Jersey through the Joint Council,” said Tara Bohan, director of instruction for Bergen County Special Services School District. “We have the ability to speak as one voice to address a host of issues that directly impact special education and the students who have benefitted from the advancements we’ve advocated for and brought forth over the years.”

The Joint Council not only works to give county special services school districts a more powerful voice, it also showcases the transformative programming districts offer. Each member district aims to raise awareness of its goal to work with local school districts, students, and families as dedicated partners in educating and empowering individuals with significant disabilities and special needs.

“I’m most proud of the fact that Bergen County Special Services School District continues to change and adjust how we meet the educational needs of the students from the local districts we serve,” said Bohan. “Over the years we have moved from a strictly receiving school district into an entity serving students through an ever-expanding spectrum of programs and services, such as contracted services and consultant programs provided within local schools; we also have regional and stand-alone programs.”

“Through the Joint Council, we celebrate and share one another’s best practices, successes, and innovations and ways to improve upon our mission, purpose, and value to the state, students, families, and staff,” said Dr. Christopher Nagy, superintendent of Burlington County Special Services School District. “Our school district is at the cutting edge of innovation, which is evident by the number of new programs created during the pandemic. The district is the recipient of a number of honors pertaining to areas of communication, creativity, and responsiveness to students.”

The Joint Council also won accolades from the New Jersey School Public Relations Association for school communications for both its website and social media, which help raise awareness of the strengths of New Jersey’s county special services school districts. They also give the districts platforms for advocating on behalf of their students, families, and staff and sharing best practices.

Despite the wins and how far special education has come since 1975, Joint Council members keep moving programming and approaches forward, determined to help every student reach his or her fullest potential.

“I personally want each of our students to experience the best we have to offer socially, educationally, and physically,” added Swain. “I want to ensure that as many of our students as possible gain the life skills and potentially vocational skills to work toward independence and thrive. These students deserve the best we have to offer.”

“My goal is to be a better educator tomorrow than I was today and push our district, our staff, and our students to work at their very best levels while embracing the disruptions that inevitably come along the way,” added Nagy.

“As county special services school districts, we owe it to our students to have a stimulating play environment where children, despite their disabilities or challenges, can safely play together,” said Dr. Howard Lerner, Superintendent of (BCSSSD) and Chairman of the Joint Council.�� “Playgrounds are the source of such simple, pure joy, and every child deserves to experience that.”

The Bleshman Regional Day School, part of BCSSSD, educates students ages three through 21, with multiple disabilities. The school’s fully accessible playground is complete with an adapted basketball net, gazebos, and wheelchair-accessible picnic tables. Outfitted with a rubberized surface for an added layer of safety around the equipment, the playground offers all students fun options for outdoor play. The jungle gym consists of slides, a basic climbing area that helps students practice coordination, a wheelchair ramp, and multiple sets of swings.�� The playground has seated swings, which offer more support than a traditional swing, and special swings designed to accommodate students in wheelchairs by allowing them to enjoy the flying, free feeling without having to leave their chairs.

A young man shrieks with joy as he enjoys the feeling of being on a specialized wheelchair swing at Bleshman Regional Day School.

Specialized wheelchair swings vary in design, but all are costly pieces of equipment that also require special preparation of the grounds to ensure the safety of the users and those nearby.�� (SCSSSD) purchased one in spring of 2020 and is excited to finally see it in use.

“It’s worth the price tag,” said Meggin Wentzell, Principal of SCSSSD’s Cumberland Campus.�� “These swings not only give the student more independence, which we are always working towards, but also take the strain off our staff members, who otherwise would lift children out of their chairs and maneuver them onto seated swings so they could experience this childhood rite of passage.�� It’s such a simple pleasure, and we are excited to better offer that to our students.”

The (CMCSSSD) is in the process of fundraising to purchase a specialized wheelchair swing for its playground and to cover costs associated with installation. It’s just one piece of the renovation project happening at the school’s two playgrounds, which were built nearly 20 years ago.

A Bleshman student enjoys the challenge of climbing up a brightly-colored wall to get to the platform of the jungle gym.

“All children love playgrounds, and all children should be able to enjoy them,” said Jamie Moscony, Assistant Superintendent of CMCSSSD.�� “We have a whole committee working along with our PT, OT, Speech Development specialists, teachers, and students to expand the footprint and ensure the space is best used for all our students to enjoy.�� It’s been so wonderful to see the collaboration.”

Collaboration has been key in the planning and development of these playgrounds.�� Each district seeks input from staff on how to best accommodate students, yet also challenge students and help reinforce things they learn in school.

“It’s learning in a different environment and also transferring skills you acquired in the classroom to a community-like setting,” said Wentzell. “And the students just love it.�� Sometimes it’s hard to get them to come back inside!”

SCSSSD has a fenced-in, three-acre backyard, which recently underwent renovations to include a new half-mile walking track that goes around the perimeter.�� Administrators were hoping it would encourage everyone to get outdoors more often, and it has. Both students and staff have been taking advantage of the space.

“On any nice day you can find learning happening outside – physical education, health, music therapy, and more. As educators we always talk about how you can teach anywhere, so why not go outside in the fresh air and sunshine and enjoy being in nature?�� The kids just love it,” emphasized Wentzell.

A student at BCSSSD’s Bleshman School enjoys peddling along the paved path that weaves through the school’s playground.

BCSSSD also recently installed a newly paved path that leads students from their classrooms to the playground.�� While the path gives students clear and barrier-free access to the playground equipment, the smooth surface also is being used by students in adapted tricycles and gait trainers, helping them build up their endurance.

“There’s nothing like seeing the smiles on the students’ faces as they play outside,” said Mitch Badiner, Director of Instruction for BCSSSD. “This outdoor area has quickly proven to be a valuable space where physical activity and social-emotional learning come together in a way that the children really enjoy.”

A student at The Bankbridge Development Center points to a square on the playground core board to help communicate with other students and staff members.

The Bankbridge Development Center, part of (GCSSSD), also utilizes its outdoor space to engage students using something called core boards.�� The boards, varying in sizes and located around all of the outside playground areas, help students communicate with staff.�� The core boards, also known as communications boards, display photos, symbols, or illustrations to help those with limited language skills express themselves.�� By pointing at pictures on the boards, staff members can identify what students are trying to convey.

“We are in the second year of our Core Word Curriculum that coincides with our playground and classroom core boards,” explained Michael Dicken, Superintendent of GCSSSD.�� “This curriculum focuses on one core or “power word” a month for all teachers, staff, parents and caregivers, and students to focus on learning through literacy, sensory, music, and motor skills.�� Extending these lessons outside of the home and classroom and into areas like our playground has been a great reinforcement.”

These communications boards also are becoming increasingly popular in outdoor play areas, which help promote both independence and inclusion for children who use augmentative and alternative communication (AAC).�� SCSSSD is hoping to install a large one in its play area, and CMCSSSD also is considering it as part of the planned playground overhaul.

New Bridges students enjoy playing with the interactive soccer wall that lights up when a ball is kicked against it.

BCSSSD has a whole wall that encourages activity through the use of cutting-edge technology in the New Bridges Middle and High School, which serves students with Autism.�� An interactive soccer wall in the outdoor play area offers multiple games that are challenging and exciting for all ages and abilities. Illuminated LED panels register ball contact using vibration sensors. The manufacturer, Yalp, prides itself on creating products that have no barriers, are not stigmatizing, and are accessible for all abilities.

“We are always learning, growing, and adapting in special services,” said Lerner.�� “We try to embrace anything that opens doors for our students in any aspect, even playground equipment and designs.�� So many of these spaces are works in progress, because we always want to add meaningful, educational, and fun components to engage our students.�� School is allowed to be fun, and we’ve had a good time designing these areas with all of our students in mind.”

LIVE AUCTION PLANNED TO HELP CMCSSSD PURCHASE SWING

While districts budget for playground enhancements, bigger purchases are often made possible with support from corporate or community donors.�� CMCSSSD recently began fundraising to assist with the purchase of a wheelchair accessible swing. The district has planned a virtual live auction on Friday, November 12, 2021 from 6-7:30 p.m.�� For more information, please .

Vrancik also currently serves as the legislative advocate for the New Jersey Association of School Business Officials (NJASBO). The��relationships he has built with staff of both the executive and legislative branches, as well as education stakeholder groups, will help Vrancik work on behalf of Joint Council member districts to anticipate and respond to issues and polices that impact them and their students.

Prior to working with the Joint Council and NJASBO, Vrancik worked with the New Jersey School Board Association (NJSBA) for more than fourteen years, most recently as the director of��governmental��relations.�� As chief lobbyist for the group, he advocated for the interests of local school districts and worked to maximize opportunities for local board members to participate in the administrative rulemaking and legislative oversight processes in place to regulate the state’s public school system.

Vrancik also worked for NJSBA for several years in the early 1990s as the associate director of��governmental��relations��but, left to serve as the legislative representative for the NJ Association of Counties, where he represented the interests of county freeholder boards, county executives and other county officials.�� From there, he transitioned to the Office of Management & Budget within the NJ Treasury Department, serving as a manager before moving on to be the chief operating officer for the Casino Reinvestment Development Authority.

“I’m excited to extend my reach and lend further support to our state’s exceptional educators by working with the Joint Council,” said Vrancik.�� “This is such a crucial time in education policy, and I’m looking forward to helping our county special services schools navigate new legislation mandates and have a say in decisions that impact all aspects of their operation and goal to help students with special needs reach their greatest potential.”

“We are so lucky to have Mike on our team,” said Dr. Howard Lerner, superintendent of Bergen County Special Services School District and chairman of the Joint Council.�� “With his connections and knowledge, he will become our eyes and ears to stay on top of policy, trends and emerging ideas and issues so we, as superintendents, can remain focused on educating students.

Vrancik replaces Judy Savage, who retired after 15 years with the Joint Council. He currently resides in Cinnaminson, Burlington County, with his wife of 45 years, Darlene.

The New Jersey Joint Council of County Special Services School District won statewide recognition for the second year in a row for communications.�� Hosted by the New Jersey School Public Relations Association (NJSPRA), the annual School Communications Awards recognize outstanding print and electronic supporting material in New Jersey educational communications programs.

This year, the Joint Council won 3rd Place in the Social Media category for the organization’s Twitter account, which unifies the voices of the eight special services districts across the state and strengthens their messages by creating a common brand.�� The Twitter account is used to showcase the transformational programming provided to students and the community as well as the important work being done to empower students with special needs and significant disabilities.

NJSPRA developed the School Communication Awards competition to “recognize professional school communicators and other school leaders managing communications for developing tools that go above and beyond in disseminating important messages to their publics.”

Last year, the Joint Council won 2nd Place in the Website category for the newly launched ADA-compliant website, which gives the special services school districts a collective voice on a range of issues and gives an inside look at the highly specialized services offered through compelling feature stories.

This year, 78 entries were submitted for eight different award categories – the largest number of submissions to date. Judges were communications professionals from nine states.

“Communicating what we do has also been a major goal of the Joint Council,” said Dr. Howard Lerner, superintendent of Bergen County Special Services School Districts and chairman of the Joint Council.�� “We are thrilled to be honored again by the New Jersey School Public Relations Association.�� Social media has been a tremendous tool in helping us tell our stories, recognize our incredible staff members and students, and even strategically target stakeholders and policymakers to help further our reach and gain more visibility for our organization.”

Additionally, Burlington County Special Services School District won a Communications Award for the second year in a row, also.�� This year, BCSSSD won 3rd Place in the Photography category for a photo featuring a proud graduate during their commencement ceremony.�� BCSSSD won 2nd Place last year in the Social Media category.

Supporting Students During a Year of Changes & Challenges

When schools in New Jersey quickly moved to remote learning in March 2020, it was especially jarring for students with disabilities in the county special services school districts; many thrive on having a routine and depend on the services provided within their schools. The districts jumped into action, finding ways to introduce additional mental health and social-emotional support. That heightened level of support continues, even as many students have returned to in-person learning. The educators realize when students feel safe, relaxed, and connected to their teachers, therapists, and classmates, they are better positioned to succeed.

The (GCSSSD) has introduced students and parents to the virtual Calm Room created by the Center for Regional Education Support Services (CRESS), which provides opportunities for shared educational programs and services for the county. The site features videos, SEL activities, behavioral strategies, and other interactive elements to ensure the sensory, emotional, and physical needs of each student are addressed.

“This year, we have faced many challenges as we aimed to best meet the needs of students, staff, and parents at a time when support is needed more than ever,” said Cindy Fornes, LCSW, who serves as an occupational therapist and assistive technology specialist for GCSSSD.�� “My focus has been meeting those needs in ways that are both creative and effective by providing tools to help them through these tough times. The Calm Room for GCSSSD was developed to be a support for anyone who may need to take a break, reset or regulate any time of the day or in any setting.”

Additionally, GCSSSD has students participate in a daily reflective social and emotional review with their teacher, as well as social problem-solving skills with their speech therapists. Virtual assemblies like school-wide BINGO and a wacky science show help students reconnect and infuse some levity into the school days, which helps everyone relax.

(BCSSSD) has adopted the “Zones of Regulation” this school year, which helps students learn skills to consciously regulate their actions, leading to increased control and problem-solving abilities. “One of my missions since becoming the superintendent nearly five years ago was to promote social and emotional well-being,” said Dr. Christopher Nagy.�� “It’s always been an important component for a positive learning environment, and the pandemic has just highlighted how truly crucial it is for our students to be able to adapt and connect.”

This year, classroom staff and therapists strived to weave social-emotional  learning into  their classrooms and students’ routines. From warming up for the day ahead to assessing students’ feelings, students and staff alike embrace the Zones curriculum. The activities look different from school to school, but some classes engage as a group at least once every day, whether that’s through breathing and stretching, listening to calming music with and without visuals, taking brain breaks, or following a guided meditation.

BCSSSD’s Westampton Campus was recently named a 2021 Honorable Mention School of Character by Character.org for its social-emotional programming.�� BCSSSD has also been selected by the Foundation for Educational Administration as one of 26 schools in the state to be a part of its Healing-Centered Engagement Initiative.�� The grant-funded program will include training and coaching to help teachers, administrators, and staff introduce new techniques to help a child counteract the effects of Adverse Childhood Experiences (ACES.)

Recognizing just how much focus is needed on mental health, the has created a new position for the upcoming school year – a social skills and wellness teacher, who will help address student anxiety, mental health, and school phobia. This teacher will have weekly classes with students in grades K-12 and work directly with teachers, case managers, and therapists to help address issues and promote health and wellness for students and staff.

In the meantime, CMCSSSD case managers and support staff have been vital in connecting with students and their families to provide support and community resources. They have provided school-based counseling and resources and referrals to community mental health providers, as needed.

“This year has been very challenging since COVID changed our way of life,” said Jamie Moscony, Assistant Superintendent of CMCSSSD.�� “As a team, we recognize that we need to be able to provide extra support for the mental health and social-emotional wellness of our staff and students; we also recognize it won’t be a quick fix. That’s why we’re already looking ahead and planning for the upcoming school year.”

At (ACSSSD), school officials believe the strict safety protocols and precautionary measures put in place this year have helped alleviate some of the stress and concern of students and their families.

“For our families, this was important so that they felt comfortable sending their children back into school during a pandemic,” explained ACSSSD Child Study Team Supervisor Jennifer Cruickshank.�� “To help those families who still have their children at home, we are offering an in-person extended school year program so that there is an opportunity to slowly transition students back to the school building.”

Extending Supports Beyond the Student

Districts are mindful that many families need mental health support as well during a year when they have been asked to do even more to support their child’s learning and development. has worked through its CAPE Resources Center to help parents navigate and connect with different resources available for their child in the community. The free service has been around for more than a decade and points families to accessible and appropriate services and resources, but also connects them with others who are facing similar struggles. When the pandemic struck, the monthly meetings moved online.

“We’ve always had a core group of parents participating, but it’s expanded during the pandemic,” said Linda Wieseneck, the director of CAPE Resource Center.�� “Sometimes parents just need to talk. They talk about the joys of raising a child with developmental and other disabilities, and also the pain and the challenges they go through, too.”

Wieseneck says the pandemic has actually allowed them to connect more with families than during previous, “normal” school years.�� “Parents have opened up more and have shared more personal issues around food insecurity, finances, and mental health struggles. Requests for these kinds of resources weren’t something we were used to seeing, but through extended outreach happening because of COVID, parents really opened up to our case managers and leaned on them for support.”

Burlington County Special Services School District has also instituted check-ins to each home by teachers, administrators, related services staff, and child study team members to ensure that not just students, but also families, are ok. The goal is to help them understand a support system exists and encourage them to use it.

Districts have also set aside time and resources to care for their staff members, who have no doubt worked in overdrive since the start of the pandemic.

GCSSSD instituted “Coffee Talk” for their staff members at Bankbridge Elementary School, where social workers facilitate sessions two days a week to bring concerns and challenges into the open. Staff meetings conclude with coping strategies to try, and district-wide students and staff are recognized weekly with positive praise for going above and beyond. They district also instituted a walking program to get staff members out from behind their keyboards and moving to help ward off depressio

CMCSSSD has established a virtual staff support group, which meets two times a week and allows staff members to have the time and opportunity to process traumatic events, re-establish connections with co-workers, and obtain resources. Through Teacher Advisory Committees (TAC), educators and staff are given opportunities to learn and reflect on social-emotional competencies both monthly and weekly.

“Special services school districts are special places, because they are full of empathetic people,” said Dr. Howard Lerner, Superintendent of Bergen County Special Services School District and Chair of the NJ Joint Council of County Special Services School Districts. “This became increasingly more evident over this past year. I am so proud of how all our teams, across all eight districts, worked to take care of their students, their students’ families, and their colleagues. They sprung into action when mental health and wellness support was needed most, and much of what was implemented will endure. We know there is a correlation between academic progress and mental health, so our districts will only grow stronger from what we put in place over the past year.”

She said other skills such as self-regulation and self-monitoring are taught to pave the way for students to succeed both in and out of the classroom. These skills are reinforced year after year in the classrooms across New Jersey’s county special services school districts to help students grow and often transition from school to career.

“I believe it is so important for the community to see that just because [individuals] are diagnosed with autism or other disabilities, they are still able to learn and contribute so much to our society – as well as have society learn so much from them,” said Shanell Principato, a special education teacher and coordinator of Work-Based Learning/Community-Based Instruction at Gloucester County Special Services School District’s (GCSSSD) Bankbridge Development Center.

At GCSSSD, each student receives an individualized plan based on what he or she has enjoyed and done well in prevocational training. A team of teachers works to help each student move through that plan by helping to secure community-based work opportunities with specific supports in place depending on the student’s needs.

Students at Salem County Special Services School District practice a range of life skills throughout their educational journey, and some students even move on to more technical training in partnership with the Salem County Vocational-Technical School.

For one student who was working to portion frozen chicken wings into serving-sized bags, those supports included a visual schedule, a template to count out how many food items are in a serving, and a communication board with core vocabulary words along with words specific to the job site. The student previously had difficulty following directions, but Principato consulted with bus drivers and job coaches to guide the student toward greater autonomy. After a few months, the student was able to independently get ready for work, ride the bus, and successfully prepare for and complete job requirements.

Bergen County Special Services School District’s Sandra Melicharek, who serves as principal of the Autism Continuum, said it is not uncommon for staff to go the extra mile to develop such individualized plans for students.

Her colleague, Anik Ostrowski, a job coach at the district’s New Bridges Middle/High School,�� shared how a team approach helped a soon-to-be graduate transform from “missing classes to being ready for interviews remotely.” This team of individuals, knowing the great potential of this student, focused their collective efforts on preparing the student for a successful future. Two of the district’s Board Certified Behavior Analysts, Cassie Romano and Christopher Colasurdo, tackled distinct goals: to develop a motivation that re-engaged the student in learning, and to conduct an in-depth social skills assessment focused on employment-related instructional goals. Jennifer Venezio, the Structured Learning Experience teacher, worked with the student to create a resume, and a host of faculty across the district then participated in mock interviews with the student. These were recorded so the student could learn to self-assess the social skills he had been working on. “The student transformed from a state of disinterest to a state of preparedness – dressed and ready for success,” emphasized Ostrowski.

Training and Job Coaching Help Employees with Autism Showcase Strengths

Salem County Special Services School District (SCSSSD) has extended its team preparing students with autism for the workforce to include educators at the Salem County Vocational -Technical School. Now three years old, the district runs a career training program for higher functioning students with autism in partnership with the neighboring vocational- technical school. Students spend a year in a career exploration program and then choose an area of focus for their remaining high school years.

“So far we have students excelling in computer assisted design and drafting (CADD) and auto maintenance,” said Dr. Jane Whittinghill, Director of Related Services and Autism Programs for SCSSSD. She explained that students participate in their selected shops, lunch, and physical education/health class with same-age peers and receive support in other academic areas from SCSSSD teachers. The program has proved successful thus far, with students learning technical skills for a transition into the workforce while practicing important life skills and making friends with an expanded student population.

Cape May County Special Services School District (CMCSSSD) also shares many success stories of students with autism thriving at work. Ian Thompson has been employed at Smeltzer’s & Sons Feed and Garden Supply since 2019 and is a valued member of the store’s team. Ian worked alongside his job coach to learn the skills needed to accomplish inventory and pricing, stock shelves, weigh and bag birdseed, and assist customers with large, heavy purchases.

Billy Vogt, a student at Cape May County Special Services School District, works on his school’s maintenance and custodial team and hopes to remain employed with the team after graduation.

Billy Vogt, another CMCSSSD student, worked at ACME and ShopRite before participating in work-based learning at The Habitat for Humanity Resale Store. He now works as a member of his school’s maintenance and custodial team and plays a vital role in keeping the school safe, clean, and in good working order. It’s something he wants to continue after graduating this year.

“Behind every individual with autism who is working in the community, there is no doubt a support system largely comprised of teachers and other professionals who supply endless encouragement, support, and lessons to help that individual succeed,” said Jamie Moscony, assistant superintendent of CMCSSSD.

“There is also an employer who took a chance on that employee, who extended a bit of kindness,” added Dr. Howard Lerner, Superintendent of Bergen County Special Services School District and Chair of the NJ Joint Council of County Special Services School Districts.

Each person who takes the time to get to know an individual with autism and develop trust and understanding through that relationship contributes to the greater goal of : fostering worldwide support and inspiring a kinder, more inclusive world. The importance of that goal is further magnified by statistics from Integrate Autism Employment Advisors revealing the unemployment rate of college graduates with autism is an astounding 85%.

Read Part 1 of our Autism Acceptance Month feature about the importance of teacher-student relationships.��