When BCSSSD district leaders prepared the grant application, they saw it as an opportunity to strengthen existing programs by sustainably addressing resource gaps for young adults. The Transitions program is dedicated to improving post-school outcomes through future-focused planning that prepares students for essential aspects of adult life. The grant funding has allowed the district to expand services with a variety of new program development, strengthen partnerships, program enhancements, parent resources and supports, expanded adult education and community support and increased local educational agencies (LEA) involvement.

Program Development

• Taste of Transitions – The recent launch of the on-campus culinary program, Taste of Transitions, marks a significant milestone, made possible through the generous grant funding. This initiative has fully equipped a full kitchen with state-of-the-art appliances, necessary startup supplies, and uniforms for students, in addition to hiring a dedicated teacher and assistant to run the program. Taste of Transitions aims to foster independence in meal preparation, enhance daily living skills, and provide valuable work-based learning experiences that will improve students’ future employment prospects. Participants will not only learn essential skills in cooking, catering, custodial tasks, inventory management, customer service, and workplace etiquette, but the program will also host bake sales, take-home meals, and catering services for various school and community events.
  

  The addition of our Culinary Program, ‘Taste of Transitions,’ has proven to be one of the most impactful aspects of the grant. Its success has exceeded our initial expectations, leading to a multitude of positive outcomes that benefit our students and the entire community.” — Transitions at BCSSSD Principal Mary Jean Kneringer

  Taste of Transitions is also a new partner with the Burlington County Library where young adult workers in this program prepare food for daily sales at the Community Blend at the Bestsellers Café . Both these programs enhance the soft and hard skills essential for employment success. Taste of Transition also keeps a cold vending machine, which was purchased with grant funding, fully stocked for library functions that occur outside of café hours.

• – Students utilize the Taste of Transitions classroom to prepare the food that is sold in the vending machines and storefront at Community Blend at Bestsellers Café, a functional eatery located at the main branch of the Burlington County Library in Westampton. The Café also benefits students with additional application of technical skills such as custodial work, retail skills and inventory management while also offering further practice with interpersonal skills such as customer service, workplace etiquette and problem solving.
  

  The Community Blend at Bestsellers Café is more than a Café. It gives students real-world experience, building skills and confidence for success. This partnership with the Burlington County Library creates meaningful opportunities that empower students and strengthen the community. We are proud to see them thrive and we’re grateful for our partners’ support.” — Superintendent Dr. Ashanti Holley.

• Transitions Treats – is a student-led vending machine business created through the school’s Work-Based Learning (WBL) program. The grant funding allowed the purchase of five vending machines to provide convenient access to snacks for staff and visitors. Transitions Treats is more than just a vending solution—it’s a real-world learning experience. Students take charge of operations, marketing, inventory, and customer service, gaining hands-on skills in entrepreneurship, teamwork, and financial literacy while serving the school community.
  

  The power of entrepreneurship and innovation offers invaluable real-life skill opportunities for our students. These experiences not only prepare them for future careers but also foster creativity and problem-solving abilities, essential for success in today’s ever-changing world.” — Transitions at BCSSSD Work-Based Learning Coordinator Kelly Fletcher

• – BCSSSD has partnered with Virtua Memorial Hospital in Mt. Holly to bring the international Project SEARCH program onboard as another opportunity for young adults. As the educational partner, BCSSSD will collaborate with a steering committee, including the Division of Vocational Rehabilitation Services, Division of Developmental Disabilities, Department of Labor, and Best Buddies International. Prospective students must submit an application to be considered for the program and will undergo a comprehensive review by a designated steering committee prior to enrollment. The program employs a collaborative, team-based model, where each student receives individualized guidance and oversight from the steering committee. The objective of this partnership is to facilitate gainful employment for students following the completion of their internship experiences. A full-time teacher, whose position along with the Project Search licensure fees are supported through grant funding, provides consistent support throughout the duration of the program. Upon acceptance, students will engage in a series of three internship rotations, tailored to their interests, in areas such as patient services, custodial operations, and administrative office settings. To ensure meaningful engagement, no more than two students are assigned to the same internship at any given time. The program is designed with the ultimate aim of enabling students to transition successfully into the workforce upon conclusion of their internships.
• @ Rutgers (NJTIP) – After hearing from many caregivers that transportation can be a challenge, BCSSSD used grant funding to partner with NJTIP to increase independence and self-sufficiency for young adults by empowering them to use the public transit system and rideshare safely and independently. Understanding how to use public transportation and rideshare helps students maintain their employment.The program consists of one full day of instruction in a classroom every other week for a marking period (two groups of students have gone through this program so far and two groups are participating currently). In the classroom, students learn how to access transportation schedules, use an app for transit, and pay. On the weeks when they are not in the classroom, they participate in community practice to gain firsthand experience using local public transportation such as BurLink, River Line, and New Jersey Transit buses. Topics like reading time schedules and allowing enough time to get to the bus stop are covered, as well as what to do when facing obstacles (e.g. seats are all taken or navigating with a wheelchair).

Strengthened Partnerships

Partnerships, both new and existing, have been strengthened with the help of grant funding. These include:

• Rowan University – Through a collaboration between Rowan University and Transitions, Rowan professors and college students are creating a portfolio that is central to the philosophy of person-centered planning. Part of BCSSSD’s goal is for students to begin developing their digital portfolios starting at age 14.
• In collaboration with at Rutgers University’s Robert Wood Johnson Medical School, Transitions at BCSSSD is participating in two specialized training cohorts focused on intensive professional development and technical assistance. The first cohort centers on Person-Centered Planning in Schools (PCAST), while the second focuses on Community-Based Instruction (CBI).With strong support from district administration and grant funding to provide staff coverage, comprehensive training is being delivered to personnel across the district—including teachers, case managers, teacher assistants, and job coaches.Community-Based Instruction (CBI) cohort – The goals of this initiative involve providing comprehensive training in Community-Based Instruction that greatly enhances classroom teaching, ultimately better preparing students for real-world application and outcomes. This training includes targeted support to Job Coach training, CBI teacher development, and guidance on implementing the CBI curriculum.
  

  The Rutgers Boggs Center is providing invaluable training to our teaching staff on the importance and value of Community-Based Instruction. This support empowers our educators to enhance their classroom practices, ultimately leading to improved outcomes for our students as they learn to generalize skills in their communities.” — Transitions at BCSSSD Principal, Mary Jean Kneringer

• Person-centered approaches in schools and transition (PCAST) – The training offered is elevating Transitions by embracing a philosophy that empowers every student to have a voice. It emphasizes teaching self-advocacy and recognizing the unique strengths and abilities of each individual. Teachers and every member of the Child Study Team are learning to facilitate this approach in classrooms and during IEP and other meetings. Trainers provide a curriculum, observe teachers with their students, model with the students, and then help the teachers with feedback as part of an in-depth process. PCAST meetings are inclusive and encourage participation from the education team, community team, behavioral supports, caregivers, friends, employers, and representatives from outside service agencies. The meetings encourage mutual respect, free writing, and open conversations about the student and how to support their success. The primary goal is to develop a deep understanding of each student and support their personal vision for a positive future. These meetings enable teams to collaboratively design positive and respectful support strategies to use daily and which can follow them into adult services.

Program Enhancements

Enhancing existing WBL and life skills experiences at Transitions to better prepare students for greater success was also a goal. Teachers and WBL Coordinators are integrating simulated work practices into current programs using technology such as smartphones, cash registers, credit card readers, touchscreen Chromebooks, FitBits, VR headsets, tablets, and inventory systems. Grant funding allows the district to pilot curriculum resources over a two-year period to determine which resources best meet students’ needs.

• Workplace training and Life skills programs – which is an online training in safety with industry-recognized credentials; , a work-readiness program used in classrooms to prepare students for today’s workplaces; and , �����Ի�  programs teach independent living, work skills, communication skills and more.
• Sexuality Education – School counselors received training in , an evidence-informed, trauma-informed curriculum, which will be used to teach students about the importance of a healthy lifestyle. Training included workshops that prepared counselors to skillfully navigate the sensitive topic of sexuality. Students are now benefiting from having an outlet and getting factual answers to their questions.
• Washer and Dryer – , this WBL program received a washer and dryer to assist students in preparing clothing items for online sale and to support further laundry skills to promote independence at home.
• Culinary kitchen – Upgraded commercial equipment as well as additional equipment has been purchased to support the new Taste of Transitions Students prepare food and baked goods for Community Blend at Best Sellers Café, cater for professional development events, manage vending machines, and participate in many other activities. Through these hands-on experiences, students develop essential work skills.
• Other equipment – Cell Phones, computers, virtual reality programs, touchscreen laptops, tablets, and Fitbits help students develop familiarity with these technology resources.

Parent Resources and Supports

Facilitating partnerships and collaboration with stakeholders was one focus area to enhance outcomes for students and families. Grant funding made it possible to add a Transition Coordinator position to the team. Recognizing that families could benefit from more education and guidance when it comes to understanding and making the necessary connections to adult service providers, Transitions made a commitment to better evaluate programs and services. To keep this commitment, Transitions implemented the following initiatives to improve outcomes for students and caregivers:

• Stakeholder Surveys – These surveys were implemented to evaluate both the historical impact and current effectiveness of available programs. Surveys were distributed to key stakeholder groups—including sending districts, families/caregivers, students, and WBL business partners. The feedback collected will offer valuable insights to enhance collaboration and support data-informed improvements to our program.
• Parent Training Series – Supporting families with knowledge and resources was made available this year by introducing an evening Parent Training Series. Fourteen parent training topics were identified and offered to families while also providing parents with connections to adult service providers and agencies. Parent training is being offered in conjunction with the Pathways Plus program, the district holds parent training while the students are participating in their activities. These are open to anyone in the community.
• Resource Fairs – The Transition Coordinator also organized parent resource fairs in both the fall and spring. Each featuring over 40 community vendors, providing families with vital tools and helpful resources.
  

  Providing families with the information they need to help their young adults access adult services and community resources is invaluable. Knowing that we can assist them in navigating this overwhelming information ensures vital connections are made before they age out of the school system, which is incredibly rewarding for our entire team.” — Transition Coordinator Samantha Weight

Expanded Adult Education and Community supports

• Pathways Plus – This is an adult education program that engages students in activities to increase the soft skills, such as problem solving and requesting help, needed for an independent life in a home or workplace. This program was born out of knowing that the district is doing an excellent job of teaching technical work skills, but the interpersonal skills which are important for both everyday life and at places of employment, needed further development. Pathways Plus includes activities like culinary and baking classes and clubs for Lego building, coding, and board games. Local high school seniors have been invited to participate as mentors and help reach the program’s goals of fostering social cohesion and a sense of belonging.
  

  Teaching life and employability skills in the culinary and baking fields provides a unique opportunity to not only impart technical knowledge but also to reinforce essential hidden skills like problem solving, asking for help, and teamwork. The Pathways Plus program has been an incredible addition to our curriculum, enriching the learning experience and preparing our students for real-world challenges.” — Transitions Culinary Teacher Mike Romano

• and – These partnerships are being expanded so BCSSSD students can attend as part of the day program and also in the evening hours. Twelve BCSSSD students attend classes on the RCBC campus every Tuesday and Thursday. Classes include reading, writing, math, study skills, and computer literacy and give students the opportunity to be immersed on the college campus all day. The first BCSSSD student is now attending the BCIT Adult Education program in the Electrical Trades program earning an A, and is now in his second class in the sequence. This student’s success helps to encourage further participation.
• Job Coaching – Individuals in these roles receive additional hours to support students working in the community during evenings and weekends. The grant enables extended job coaching services, providing enhanced support to help student workers thrive in their positions.

Increased LEA Involvement

LEA involvement is being expanded to include neurotypical students at local schools. Partnerships have been formed to foster interactions between BCSSSD students and their peers from local schools and give them the opportunity to earn service hours.

• Two new opportunities have been added through the YMCA, with memberships and transportation paid for through the grant. The district has purchased 20 memberships to the local YMCA to help reinforce soft skills while interacting with the community in prosocial ways, promoting health and wellness, and learning to utilize community resources. Students are bussed from the district on Fridays and also have the option to take advantage of the membership on their own time.
• and opportunities are extended for CBI trips to other venues to attend karate classes and bowling with LEAs. This partnership includes senior student volunteers from Riverside High School and BCAS who participate in these activities alongside BCSSSD students. The grant also pays for transportation to pick up our LEA student volunteers.
  

  Reinforcing soft skills with students without disabilities from Riverside High School was incredibly rewarding for both groups. It was a win-win situation, allowing students to build empathy and understanding while enhancing their communication and teamwork abilities. This collaborative experience fosters inclusivity and strengthens our community as a whole.” — Work Based Learning Coordinator Matt Dennion

Coming Soon

The following initiatives are planned for the next school year, which would be covered in the second year of the grant funding:

• Vehicle simulator – This will be used for driver’s education and transportation training for a personal vehicle. Topics like rules of the road and preliminary education needed for the driver’s test will be covered.
• Fitbits – These are being purchased for students to use in school as part of a curriculum to encourage healthy habits and lifestyles.
• Inventory control and logistics program – This program will help develop workplace skills that are sought by area employers. Items within the in-house employment experiences will be barcoded to simulate what students would see in various warehouse positions.
• Adaptive equipment for the Independent Living Center will be added to support skills needed for independent living.
• The gaming equipment including New XBoxes, VR headsets, and monitors, in addition to adapted controllers will also support BCSSSD’s goal to form an Esports team where students can compete with neurotypical peers from other schools.
• QR code employee (student) badges for clocking in and out will be added to assist with program implementation and familiarize students with this process.

As exemplified by the abundance of initiatives that are being implemented by BCSSSD, this grant funding has a far-reaching impact. By strategically planning where to allocate funds, the district has been able to significantly bolster the services provided to students.

To read more about Transitions at BCSSSD, .

After noticing that the high price of prom attire was a barrier for students to attend their school prom, the occupational therapists (OTs) were inspired to organize and distribute free prom dresses and suits. This opportunity serves an additional purpose – it provides students with tools to build their skills in a simulated retail environment, which builds toward their transition to post-school success and improves skills for independence. The OTs started the process by outlining the supplies needed to run the Prom Boutique, such as technology, materials, space, and time. Then, they requested donations and arranged the space with clothing racks. As donations started to come in, students created tags, sorted inventory, entered data into the system, staged and photographed the items, and developed a webpage to advertise the items.

The Prom Boutique is primarily funded through donations of clothing items. To allow students to choose their attire, the boutique was set up by the students both as an online store, accessible from home, and an in-person boutique. This included dresses, suits, shoes, and accessories. The staff members used in-house technology (ie. Chromebooks, and iPads) and free online platforms (ie. Google Sites) to build the online store. The district generously supplied the rolling racks and space for the boutique, making this service accessible to all students interested in participating.

The occupational therapists at Mercer High School have demonstrated how applying the occupational therapy framework to the high school prom boutique is one way to equip students with special needs the tools needed for post-school success and highlights the role of OTs in successful secondary education transition planning and programming. Skills gained during this experience are focused on technology (building a database and website, photography) as well as motor skills, processing skills, and opportunities for social interaction. In addition to the current opportunities for students, this initiative has room to grow. Future opportunities for the Prom Boutique might include broadening the scope of services to the local community by offering dress rentals, laundering, alterations, and styling; offering salon services like hair, nails, and makeup; operating as a thrift store; partnerships with speech therapists; and more. 

This concept was so successful that Amy and Patricia presented the idea at AOTA INSPIRE 2025: The American Occupational Therapy Association National Conference in Philadelphia at the beginning of April.

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The Bergen Bistro welcomes patrons from other BCSS campuses, adult programs, and out-of-district programs in the surrounding communities, as well as guests from Bergen Tech, the Sheriff’s Department, the district’s custodial/maintenance department and central office. Class trips to the Bistro have become so popular that most visits are booked months in advance and additional openings, in addition to their usual Wednesday and Thursday hours, had to be added to accommodate the demand. Each customer is provided with a full dining experience, and students perform all front and back-of-house tasks.

When food is prepared, food allergies and dietary requirements are taken into consideration and special requests, including for various ethnic foods, can be accommodated. Breakfast items like muffins and bagels are made from scratch and customers can choose from a selection of made-to-order specialty egg sandwiches. The lunch menu features favorites such as burgers, hand-cut fries, salads, and mac and cheese, and every meal is capped off with a complimentary dessert. Orders can be placed via email for pickup, and on-campus orders can be delivered. Custom catering is available, and has been enjoyed by organizations like the BCSS Board of Education, Maywood and Rochelle Park American Legions, and the Bergen County LBGTQ Alliance.

In addition to the experience students gain while working at the Bergen Bistro, they also have the opportunity to obtain their ServSafe Food Handler Certificate, which is a nationally recognized industry certification for food safety procedures. Not only do students walk away with food service industry skills, they also learn a variety of business and financial skills as they calculate profit and loss, budget, and gain an understanding of how to reinvest into their own business. Most recently students designed and purchased embroidered “Bergen Bistro” aprons and hats and screen-printed shirts that now serve as their uniforms. Each month students are treated to an off-site breakfast or lunch as a thank you for all their hard work, and have someone serve them for a change.

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BCSSSD assists students with meeting their individual goals

Programs for All

The district offers a variety of programs that tailor the educational experience to student populations, including Autism Spectrum Disorder, Multiple Disabilities, Emotional Regulation Impairment, Severe Cognitive Disabilities (known as Sensory), and young adults from 18 to 21 who are transitioning out of the structured environment of school into adulthood.

The Westampton Main Campus is divided into three wings: South, East, and North. South Campus serves students pre-K through eighth grade in programs such as Preschool, Emotional Regulation Impairment, Multiple Disabilities, Sensory and Autism Spectrum Disorder. East Campus serves students with Autism Spectrum Disorder in middle and high school. North Campus serves high school students in the following programs: Emotional Regulation Impairment, Multiple Disabilities, and Sensory.

On the East Campus, students work on job skills first on campus and then through project-based community outings.

Each wing has case managers/counselors as well as nurses and related service providers, that are centrally located in an area with private classrooms and a gym devoted to delivering services to students. All career and technical education (CTE) shops are located on the Westampton Campus, as well as a pool that is used to enhance strength and coordination as well as sensory integration and social interaction and communication.

Communication boards are located at the pool and on each floating device, to give nonverbal students a voice.

The Transition Campus assists young adults, ages 18 to 21 in moving from a school setting to greater independence in their daily lives. The program utilizes a multi-tiered skills development framework that takes into account each individual’s goals, needs, and interests. On-campus work experiences help foster employability skills through outsourced production and assembly projects from local businesses and organizations. These activities focus on refining skills that students can transfer to off-site work environments.

The Transition Campus participates in a number of initiatives that provide opportunities for young adults. For example, the Resources for Independent Living program, funded by a grant from the New Jersey Division of Vocational Rehabilitation Services, offers pre-vocational training, internships, and paid employment. For the past two years, young adults have also participated in the New Jersey Travel Independence Program (NJTIP), which empowers young adults in the program to use the public transit system safely and independently. Young adults benefit from the 17 (and growing) current business partnerships, which help them secure employment, in both paid and unpaid opportunities. Currently 60 students are placed at work sites, and 18 have secured paid positions within their home communities. The Transition Campus also has a college preparation program called ACHIEVE that prepares students to take college-level classes on the campus of Rowan College at Burlington County (RCBC) during the school day. Another initiative gives eligible students in the Transition Campus program the opportunity to also attend the Adult Education program at Burlington County Institute of Technology (BCIT) and take courses toward a professional certification. Young adults on this campus also participate in the CTE programs at the Westampton Main Campus that align with employment skills such as horticulture, food service, auto shop and child care.

Transition Campus students engage in college life experiences while attending classes led by Transition teachers on the college campus to help them acclimate to college expectations.

Two new partnerships are in the works. One with Project Search, which will offer an internship program with the goal of gaining competitive employment within a local hospital, government, or business setting. And an opportunity with the Burlington County Library’s main branch in Westampton has opened – a work-based learning cafe. Students are running the storefront operation with food items that are prepared through an on-campus culinary program and brought over for sale at the cafe. This location serves as the main hub for the entire library system, and hosts guests in its storytelling room and auditorium, in addition to those who visit the library.

Burlington County Alternative School (BCAS) is the only proficiency-based credit remediation and recovery school in the county. BCAS serves both general education and special education students in middle and high school. This unique approach allows students to graduate once they have completed all the state’s graduation requirements. Students meet or exceed state graduation requirements and earn diplomas from their sending schools. BCAS teaches skills beyond academics, evidenced by the National and State School of Character designations in both 2017 and 2022. The school is outfitted with something for everyone, including technology, a Zen Den where students can regroup, and a wellness center that features a wide variety of workout equipment. Students enrolled at BCAS have access to 30 college courses per year, free of charge, thanks to a partnership with RCBC.

BCAS students look forward to visits from Say It With Clay.

In addition to the campus-based services, BCSSSD also has the Educational Services Unit  (ESU), a professional team of service providers who provide high-quality services on-site to students in public and nonpublic school districts throughout the county. ESU offers professional development for staff members around the county through the Burlington County Professional Development Institute as well as support to districts in need through the Burlington County School Crisis Response Team.

Related service providers integrate their lessons with curriculum in the classroom.

Innovative Technology Use

BCSSSD’s integration of technology is among the district’s strengths. While the district has offered Augmentative Assistive Communication (AAC) devices to students for years, this year the initiative took on a new mission: ensuring that every student has a voice. To accomplish this goal, BCSSSD offers free AAC evaluations with support from specialized Speech Language Therapists who help the family determine the most appropriate device for their student and then aid in navigating next steps with the family’s insurance carrier. The district has purchased AAC devices to lend students for trial before they decide which is appropriate and it provides training and consultation to parents/guardians and classroom staff on how to use them. The campus has access to a 3D printer, which is used to create “key guards” and other adaptive equipment for each device. The key guard is a grid system that is used to help students new to AAC devices learn to navigate them by isolating the buttons they need.

Innovative technology allows students to communicate with AAC devices that are guided by their eyes.

Interactive technology is incorporated into the building to benefit students who are participating in related services activities or as a fun reward for appropriate behavior. The interactive wall and floor display images on these surfaces that students can also use to help with socialization and interaction with staff members and peers. Milo the Robot is a tool that is used to engage students in learning and helps generalize and improve social skills for students with autism. Activities with Milo are overseen by a Speech Language Pathologist in consultation with classroom teachers. Promethean boards are located in classrooms to enhance lessons and increase engagement for students.

Cutting Edge Initiatives & Programs

Mental Health

The mental health and well-being of both staff and students are a large focus at BCSSSD. A partnership with Care Solace, a complimentary and confidential care coordination service, quickly connects students, staff members, and their families to treatment options for mental health and substance abuse. BCSSSD also collaborates with InSite Health to refer students in need of medication management. The case managers are able to refer students via an electronic referral system, and then InSite reaches out directly to the parent/guardian to schedule a telehealth meeting within 72 hours.

Zen dens are a tool used by Reset Teams to help de-escalate students who are in need of a break.

BCSSSD participated in the Developing Resiliency with Engaging Approaches to Maximize Success (DREAMS) initiative last school year. This program is designed to enhance implementation of trauma-informed and healing-centered practices as well as the Nurtured Heart Approach (NHA). Case managers received training to be certified trainers of NHA and then shared the information with other staff members.

BCSSSD also has a partnership with the New Jersey Department of Education and the Rutgers Center for Comprehensive School Mental Health to support the development and implementation of a comprehensive school mental health system. The system will promote a positive school climate, social-emotional learning, well-being, and mental health supports and services. As part of this program, BCSSSD will receive assistance in conducting a formal assessment of the current school mental health system, obtain free intensive technical assistance and training, gain access to a collaborative peer community, build internal capacity and expertise to support the implementation and sustainability of a comprehensive school mental health system, and receive assistance administering school mental health screenings to identify student strengths and needs.

Youth and Teen Mental Health First Aid has been implemented through a partnership with the Mental Health Association of NJ. This training is primarily designed for adults who regularly interact with young people as an introduction to common mental health challenges for youth. BCSSSD receives free training and resources, which reviews typical adolescent development, and teaches a five-step action plan for how to help young people in both crisis and non-crisis situations.

BCSSSD participated in a grant opportunity that provided training on Preventing Adverse Childhood Experience (ACES), trauma-informed practices, and healing centered-engagement. The training included three virtual sessions and the partnership with the Tri-State Canine Response Team, which provides an animal-based therapeutic interaction for students and staff members. During sessions with the dog teams, students work on social skills, safety skills, communication, and other practical skills while experiencing the inherent benefits of spending time with animals. In addition to this partnership, BCSSSD also has an on-campus support canine who visits the students to offer comfort and help them develop social skills.

Visits from Tri-State Canine have a variety of benefits for students.

BCAS has a partnership with Say It With Clay, a local nonprofit organization, whose mission is to help people benefit from the therapeutic power of clay. BCAS welcomes Say It With Clay instructors to the campus several times throughout the school year to help create a level of relaxation, pride, success and motivation for healing through the process of working with clay.  Working with clay also offers an effective alternative channel for communication and fosters inclusion and peer to peer encouragement.

An on-campus support canine provides a calming presence for students and staff members.

To support students with positive, encouraging techniques, BCSSSD participates in the New Jersey Positive Behavior Support in Schools (NJ PBSIS) initiative. The mission of this initiative is to build a multi-tiered system of support for behavior, conduct, and social-emotional wellness that promotes equity for all students. As one of the districts selected for participation in the NJ PBSIS Network, BCSSSD receives comprehensive professional development (training and coaching) at no cost.

Security

CrisisGo, an app focused on increased security and communications, has been implemented in collaboration with district security and IT. When a crisis arises in the district, alerts are set up on classroom computers, as well as emails and text messages for immediate reach. The app also streamlines other communication and security-related functions, such as hallway notifications, sharing student contact information, in-place attendance, and student sign-outs.

Something for Everyone

BCSSSD offers many different activities that give students the opportunity to explore and find their passions and interests. Clubs meet every Friday, such as Girls Club, Dance, Weight Room, and Movie Club. There are CTE shops where students gain hands-on experience working with things like wood shop, bake shop, music/band/chorus, daycare, horticulture, floriculture, automotive shop, computers, and functional living skills.

The Westampton Campus Bake Shop has been expanded to include a storefront and features items prepared by students.

Auto Shop students helped to modify this donated car with switches and a custom paint job to make it fully accessible to all students (and look great).

BCSSSD has recently implemented an adapted physical education program, which is a modified version to meet the individual needs of students with special needs. This program complements each student’s goals and individual education plan, while strengthening motor skills, physical fitness, wellness, and social skills as well as developing leisure, recreation, and sports skills. Additionally, students have access to a fully accessible playground.

The accessible playground was built in 2023, and was dedicated to former Board of Education President Robert C. Silcox.

Students have the option to participate in a variety of Special Olympics sports like track, basketball, swimming, bowling, and volleyball. This year, the wood shop is in partnership with the Special Olympics of New Jersey. Students will work to craft wooden podiums for the ceremony this spring. The wood was donated by the Special Olympics and all labor will be donated by the students and staff members who work on this project during class time.

Students had the opportunity to participate in NFL PLAY 60, a youth health and wellness initiative that the National Football League sponsors and created to encourage a healthy lifestyle. PLAY 60 empowers youth to get physically active for at least 60 minutes a day, and through this program, BCSSSD received a visit from former New York Giants quarterback Eli Manning. He interacted with students and helped them understand the benefits of a healthy lifestyle.

Learn More

Those interested in BCSSSD can visit the district or watch this to learn more about the variety of services offered.

Increased access to transportation to work sites throughout the county with the help of grant funding has been a critical element to this growth. For some of our students, using transportation is a new experience. To help them become comfortable and understand how to safely use transportation, we will host presenters from New Jersey Transit and the police department to talk to students about travel safety and how to stay safe in the community.

The hands-on work experiences gained at the WBL sites is invaluable in helping students prepare for their future as independent adults in both the workforce and life. Experiences vary from site to site, and are chosen according to each individual’s interests and abilities. At retail sites like the Ocean City boardwalk stores and TJ Maxx, students take and prepare inventory, tag merchandise, greet customers, stock shelves, organize, and complete small cleaning projects. At animal-care facilities, like the local cat shelter and Able Acres, students care for animals, clean, do laundry, stock supplies, and landscaping. At the in-house work sites, like the on-campus Front Porch Cafe, students gain valuable experience in customer service and using a cash register. Students also assist on-campus with serving refreshments and hosting events like the holiday show, book fair and picture day.

Students use their WBL skills to serve refreshments to guests at the annual holiday show.

In addition to the new work sites, the funding has also allowed the district to add staff members. CMCSSSD welcomed one new WBL coordinator and three new job coaches to help oversee students. The increased number of staff members means that more students are now able to participate in WBL. In fact, the district has nearly doubled the number of students going out to work sites since the end of last school year, from 27 to 49, and that number is still growing. Students participate in leisure activities such as hayrides, chair yoga and shopping on a budget with the help of the grant funding as well.

Three WBL students presented to the Transitions Coordinator Network of Southern New Jersey at one of their meetings. The presentation gave students the opportunity to share information about their job experiences, strengths and personal interests. They also discussed the importance of self-advocacy and how it positively impacts their self-esteem. The CMCSSSD Transitions Coordinators who attended with students gained information about a greater range of work experiences available and how they can network to develop more job sites for their district. Coordinators were able to share with everyone in attendance about new placements and how the grant has helped to increase the district’s access to transportation, number of placements and variety of services.

For more information on Cape May County Special Services School District, please visit their . To learn about the Maximizing Post-School Outcomes for Students with Disabilities Grant, please .

View All Organization Highlights, Student Spotlights and Staff Spotlights

View All Organization Highlights, Student Spotlights and Staff Spotlights

The motto Building Bright Tomorrows speaks to objective of helping each student work toward their goals. But as is the case for all Joint Council districts, they don’t just talk about this goal, they embody it. ACSSSD staff members’ work goes beyond the district’s mission to provide innovative educational programs and related services to their students, ages 3 to 21. It takes the extra step when offering specialized and individualized instruction that is aligned with the New Jersey Student Learning Standards to meet each student’s unique needs. ACSSSD is dedicated to helping students prepare to become contributing members of the communities in which they live.

Serving students from Atlantic County, ACSSSD turns this mission into action, which is apparent by the dedicated staff members who walk the halls. From the moment someone steps into the school, they are greeted by a kind security guard, who is retired from law enforcement and finds his new role incredibly rewarding. One theme is common among every employee at ACSSSD and extends to every Joint Council member district: gratitude.

The thing about gratitude is that it cannot be taught. But at ACSSD it is cultivated every day through the actions of staff and students across the district. Staff members at ACSSSD are thankful for the role they play in the lives of the young men and women who enter their programs and consider it a gift to be able to teach and learn from these individuals daily. In addition to a full child study team, the district also employs Board-Certified Behavior Analysts (BCBA) and related service providers to meet students’ needs. Enrollment at ACSSSD is growing, after some recent changes over the past couple of years, and the staff members are willing to go outside the box to seek ways to meet students where they are in their academic journey.

Goals to Benefit Everyone

Among this year’s goals are strengthening the curriculum and reading instruction. To further support teachers with the curriculum, a reading coach has been brought on board to provide research-based best practices. Part of this includes a co-teaching relationship and working alongside students and staff members to help identify needs and opportunities. Since beginning to work with the reading coach, student growth has already been observed by their teachers.

Other areas of focus for opportunity include enhancing prevocational, transitional, and functional academic skills and helping families navigate the process beyond school. This year, young adults in the 18- to 21-year-old programs are receiving more universal assessments and person-centered planning to provide support in preparing for the future. A partnership with a local provider gives families access to guidance with understanding the NJ Division of Developmental Disabilities, completing necessary paperwork, and obtaining guardianship. The district offers this service at no cost to families who need help with this transition.

Initiatives with Purpose

New initiatives for staff this year include keeping the momentum going that has been created with staff morale. The district has been successful with filling open positions. The interview process has been expanded to include building tours, as a way to give prospective staff members a preview of a typical day for students. Another impactful addition to the new staff member onboarding process is the mentoring program. Knowing that new staff members benefit from guidance as they navigate their new role, the administration came up with a process that offers targeted supports, meetings, and structured check-ins to ease the transition.

Another update that benefits ACSSSD staff members is the new coaching model for BCBAs, which assists staff members with implementing behavior plans for students. The BCBAs also serve as go-to resources for staff members as they navigate crisis moments, helping to identify coachable situations, and debrief after a crisis occurs to identify opportunities for improvement.

A large focus this year is ACSSSD’s work to cultivate partnerships with outside organizations such as Atlantic County Community College, the Atlantic County Prosecutor’s Office, the Sheriff’s Office, along with first responders and local police departments. This initiative started in Hamilton Twp. when ACSSSD conducted training with their police force to help learn how to identify and handle situations that involve people with special needs and identifying someone who may be in a mental health crisis. The long-term goal is for this type of training to be mandated in every department to help raise awareness of these situations. During this educator and law enforcement training, real-world applications and techniques were highlighted to offer a captivating and realistic experience. Testimonials from professionals who have woven these applications into their practice were also shown to emphasize the training’s ability to provide valuable tools for use in the field.

Through this partnership, ACSSSD administrators participated in a panel with the prosecutor’s office where they discussed unintended bias in law enforcement against the special needs population and how this can be prevented. This training has the potential to have a widespread impact, and educators offer a different perspective and insight on the issue.

Part of building a relationship with local law enforcement agencies is making ACSSSD buildings available for SWAT training. This helps students become comfortable with having officers in the building, building trust and developing an understanding that they are there to help. Another benefit is that the officers become familiar with the building and understand the students so they can respond accordingly in the event of an emergency.

To also enhance the relationship between law enforcement and students, a mentor program has been introduced at ACSSSD. Middle school students who have been diagnosed with Emotional Regulation Impairment have this character-building opportunity, in a small group setting of about 10 students. This works to build positive experiences with law enforcement through communication and game-based learning and activities. Students in this program have gained confidence and a new perspective on law enforcement.

ACSSSD provides guidance to outside organizations on developing spaces that are welcoming to children and adults with special needs. Recognized as experts in the field, administrators with Atlantic City Airport and Shore Medical Center called upon district leadership for guidance on what to include and how to lay out their sensory-friendly spaces. Staff members from ACSSSD also conducted staff training for de-escalation strategies at Shore Medical Center. ACSSSD participated in an open house event at Seaville Fire Rescue Station 19. The event was hosted by Shore Medical Center and Upper Township EMS and Rescue Squad 21 with the goal of helping individuals with sensory needs become more comfortable with the emergency process and more familiar with uniformed personnel, Emergency Medical Services (EMS) vehicles, and equipment in a safe setting.

Enterprise Opportunities

There are several in-house opportunities available to help students develop workplace skills and independence. The on-campus restaurant, called the Forest Cafe, is frequented by local businesses as an eatery and it also has a conference area that is used for business and community meetings. As a farm-to-table opportunity students grow herbs in the greenhouse that are used by the cafe and grow plants that are used in centerpieces created and delivered by the horticulture classes. Students work with the food services staff in the cafeteria by assisting with set up and classroom food deliveries. The greenhouse also helps reinforce job and financial literacy skills by having the students participate in houseplant orders and sales transactions.

Other on-site and work-based learning options for students are the school store and media center, where they are in charge of running the behind-the-scenes operations. There is also an area set up like a food bank where students assemble bags of food for those in need both inside and outside of the district. In the on-campus business center, students prepare everyday school supplies and larger items for delivery and work in the copy center. Other enterprise opportunities are available for students in grades 9 through 12, where they can participate in operating the on-campus media center and caring for our gardens and courtyards.

Wherever possible, the district seeks job placements in the community for the students who are part of the program for 18 to 21 year olds. Students are provided with a job sampling to see what is the best fit for their skills and interests. ACSSSD has partnerships with Shore Medical Center and AtlantiCare as well as a local farm and food pantry where students can go make meals and soup, and the connection with ACIT brings their students together with special services students for various activities. These are specifically designed for 18 to 21 year old young adults.

Recreational Activities

At ACSSD, students can choose to participate in the club that suits their interests every Friday afternoon.  The music program is in the process of being revitalized as an extracurricular outlet for growth, expression and creativity. The current music teacher has established a relationship with students and encourages them to explore music as another way to express themselves. Music is available for students as a club choice; there are also other options like pickleball and chess. Clubs are optional activities that are open to all students.

Other options for students to participate in the arts are the two musical shows that ACSSSD hosts annually, in the winter and spring. The winter show consists of group performances, by classroom, and the spring show is open to individual acts. Teachers practice with their classes and the music teacher organizes the acts into a performance. Other events include a talent show for students and an art show, where students have the opportunity to showcase their self-expression. Parents are invited to the school to attend these events, which offer an opportunity for students to build their confidence and pride.

In the art classroom, students are encouraged to use a variety of mediums to create works of art. There is a working kiln, which opens up possibilities for many different expressive activities such as ceramics and painting. Some of the art-related activities that students look forward to most are International Peace Day where they each create a flag to represent their heritage, and a social-emotional learning lesson that incorporates feathers.

There are opportunities for students to participate in physical activities such as the annual Cherry Blossom Trot and Unified Sports in partnership with Atlantic County Institute of Technology, which is starting this year.

“As a district, our goals include helping students reach their next steps,” said Erin Lichtenwalner, Director of Instruction, Programs and Services, ACSSSD. “Our mission includes so much more than that; we want to see our students succeed in their own ways and we work toward that by providing them with an individualized program tailored to their needs and abilities.”

There are great things on the horizon for ACSSSD, and we will continue to share updates on their progress.

For more information on ACSSSD and their programs, please visit the district website at.

At Bergen County Special Services School District (BCSSSD), the Bleshman Regional Day School was recognized as an Apple Distinguished School (designated from 2023-2026), based on the innovative and creative ways technology is utilized in meeting student needs.

The school year starts with students receiving an iPad when they join the Bleshman Regional Day School community. The use of technology, especially devices with projected capacitive technology, has facilitated access to curriculum, engagement with instruction, interaction with their environment and communication with others. Bleshman has incorporated technology in all the classrooms as well as the specialized areas that are designed to meet the unique needs of our students. This includes the sensory room, makerspace room, school store and apartment.

In the sensory room, students engage with equipment and materials designed with a dual purpose of stimulating the senses or providing a calming outlet that contributes to the cognitive, social and emotional well-being of children.   Features in the room are controlled through an app, where students touch a picture to customize their experience.

Technology in the Sensory Room allows the students to tailor their experience.

Problem solving through exploration is encouraged in the makerspace room, through robotics, coding and 3D printing. The school store sells student-made products created in the makerspace, and is run by the students as they stock shelves, manage inventory, and handle orders/money transactions.

The Bleshman apartment is a state-of-the-art living space that includes a kitchen, dining room, bathroom, living room, bedroom, laundry room and entry area. This space offers Bleshman students the opportunity to work on functional skills that can be generalized to the home environment. It includes accessible features such as adapted cabinets and appliances, as well as lights and blinds that can be controlled through touch or voice-activated controls. These built-in modifications and technological supports assist students in accessing this environment as well as in improving their ability to navigate the apartment with increased independence.

Students use the Bleshman apartment to learn skills, such as cooking and laundry, that translate to independent living.

Bleshman continues to explore technological advances in the area of accessibility, which can assist students in increasing their ability to advocate for themselves, access their environment and interact with others.

At special services districts across the state, students have access to a variety of devices that assist with their learning experience. For example, Cape May County (CMCSSSD) had interactive touch boards installed in every classroom. These boards are instrumental in enhancing interactive learning and bringing technology and movement together for our specialized learning needs. At Mercer County (MCSSSD), teachers, students, and related services providers throughout the district use interactive touch boards to enhance instructional lessons through multi-sensory engagement, interaction and accessibility.

These students are using an interactive touch board to engage with classroom activities and lessons.

A newer piece of technology that is being used at CMCSSSD is the Sensory Projector, which displays large games and sensory walks on the floor and walls. There’s a dedicated room for these activities, which provides a perfect reward or break for students.

CMCSSSD students enjoy the Sensory Projector, which offers another way for them to engage

To accommodate students with speech or language impairments, Assistive Technology (AT) and Augmentative and Alternative Communication (AAC) devices are used to support learning and help with the critical component of effective communication. The devices create access to educational materials, enable students to participate more fully in classroom activities, and allow nonverbal students to communicate in their own voice. In CMCSSSD, devices are used by classroom teachers as well as the speech department to develop vocabulary and language skills.

AT and AAC devices give students a voice and allow them to fully interact with their surroundings.

The type of device varies and is matched to suit each student’s unique needs, and these tools range from simple picture boards to advanced speech-generating devices. For example, screen readers are available for students with visual impairments, while adaptive keyboards or speech-to-text software are provided to students who experience challenges with motor skills. By using AT and AAC, students can engage more independently in their learning.

Students who are unable to point to pictures or on-screen buttons have access to an AAC Device that tracks a student’s eye gaze to register a response on the screen. The joy is evident on a student’s face when he or she is able to communicate thoughts and feelings with the help of this device.

This student uses his eyes to look at the word he would like the AAC device to say for him.

“For the students in our districts, technology is a bridge that removes barriers,” said Jamie Moscony, Chairperson of the 51�Թ� and Superintendent of Cape May County Special Services School District. “These innovative technology tools provide an excellent platform for our staff members to connect with their students and help connect their students with the world around them.”

Each Joint Council district has their own unique way of using technology to best fulfill the needs of their students. There are varied devices and techniques for using them, which are as diverse as the students served. Read more about the Joint Council districts on the website .