Wildwood School’s Mission is to educate students with autism spectrum disorders, neurological impairments and complex learning disabilities by developing skills to live, work and recreate at their highest level of independence.
Wildwood School’s Vision The vision of Wildwood School is to be recognized as a school of distinction rooted in best practice and innovation.
Wildwood School’s Administrative Structure Director of Education Assistant to the Director Cheryl Marcella and Intake Coordinator Nancy Robochik Associate Director of Associate Director for Operations Curriculum, Instruction, Cindy Riggi and Assessments Heather Quinn Assistant to the Assoc. Assistant to the Assoc. Director for Operations Director for C.I.A. and and Medicaid Student Information Coordinator Systems Specialist Gabi Hastings Kim Witkowski
Associate Director Teaching of Operations Assistants Admissions Cindy Riggi Sarah Collins Occupational Therapy Physical Therapy Nursing Department Department Department Supervisor: Supervisor: Supervisor: Cheryl Nelson Kim Perrine Heather Isabelle Social Work Department Speech & Language Supervisors: Department Maureen Behuniak (Elem. & Inter.) Supervisor: Beth Turner Sue Frost (HS & YAP)
Associate Director for Curriculum, Instruction, and Assessments Heather Quinn Behavior Support Physical Education Technology Department Department Department Supervisor: Supervisor: Supervisor: Heather Quinn Meghan Whelan Heather Quinn Music Therapy Work Based Learning Transition Department Department Department Supervisor: Supervisor: Supervisor: Diane Woodward Beth McLaughlin Ron Gordon Program Coordinator for Program Coordinator for Program Coordinator for Instruction Instruction Instruction Elementary Program Intermediate Program High School Program Heather Quinn Laura Schaefer Stacey Jantzen Program Coordinator for Instruction Art Department Young Adult Program Supervisor: Heather Quinn Matthew Wright
FOUR PROGRAM LEVELS Elementary (Students Grades K-5) Program Coordinator for Instruction: Heather Quinn Intermediate (Students Grades 6-8) Program Coordinator for Instruction: Laura Schaefer High School (Students Grades 9-12) Program Coordinator for Instruction: Stacey Jantzen Young Adult (Students 18-21 yrs) Program Coordinator for Instruction: Matthew Wright
ELEMENTARY PROGRAM Classroom teams are working collaboratively within their program level to develop common languages across the 4 classrooms Class sizes are small and staff intensive to place an emphasis on student learning and skills Program expectations are in place so that all staff have common knowledge of what is important for our students
ELEMENTARY PROGRAM CONTINUED Focuses on the early developmental pre-requisite skills that students need Strong emphasis on communication development, skill acquisition, and decreasing socially significant behaviors
INTERMEDIATE PROGRAM Developing an outstanding curriculum that supports grade level expectations set forth by the State of New York without losing sight of the fundamental life skills necessary to achieve our mission.
INTERMEDIATE PROGRAM CONTINUED Together, we have developed 10 Essential Outcomes that reflect necessary skill in the areas of: o Safety o Self-awareness o Relationship building o Health o Hygiene Curriculum mapping initiative supports the collaborative efforts of our PLC and clearly defines the instructional methods that will ensure student achievement.
HIGH SCHOOL PROGRAM Five cross-classrooms based on student’s cognitive abilities and academic needs All five groups are learning the same content Collaboration between classrooms through the use of cross-classrooming for our science and social studies curriculum
HIGH SCHOOL PROGRAM CONTINUED Overall outcomes are: o Advance communication skills o Develop peer relationships o Develop leisure skills Students participate in the Work Training Center, practicing skills that will transfer to the workforce Students participate in a Foundations of Work class Students participate in weekly health class, in which the Physical Education Teacher is the instructor
YOUNG ADULT PROGRAM LATHAM Composed of six classrooms and seventy-two students Students are focused on the following skill areas: o Functional Academics o Communication (workplace and social) o ADL’s o Self-advocacy o Safety (Home, School, Community) o Prevocational and work skills o Transition to the community
YOUNG ADULT PROGRAM CONTINUED Students have the opportunity to practice skills/tasks in the classroom, Work Training Center, Training Apartment, and Community Worksites. Focus is on post-graduation preparation
NEW INITIATIVE: PROFESSIONAL LEARNING COMMUNITIES (PLC’S) Overall goal for staff members to work together in collaborative teams to: • Clarify what students must learn • Gather evidence of student learning • Analyze that evidence • Identify powerful teaching strategies
PLC Format is driven by our Professional Development Plan • Trainings on Staff Days for all staff • Structured Process • Clarify what each student must learn by the end of each level • Developed Essential Outcomes for program levels and departments • Establish benchmarks that will lead to success
• Analyze the results • Identify and implement improvement strategies • Continuous process of collaboration within designated staff time and throughout each day • Clarify what staff outcomes are needed to be successful for students to meet their essential outcomes • Program levels and department teams present to the PDP on progress with PLC’s and to get support when needed
WWS Action Planning Groups Curriculum Behavior Professional Framework Support Development Action Systems Action Group Group Action Group Assessment All Working Action Data Action Together… Group Group Hiring, Appraisals, & Technology Orientation Action Group Action Group
CURRICULUM INITATIVES ELEMENTARY LEVEL: The Autism Curriculum Encyclopedia (ACE) at the Elementary Level: • The ACE is the culmination of over 35 years of research and practice conducted at The New England Center for Children (NECC), a leader in the fields of ABA and Autism • The ACE provides an interactive database containing assessment tools, lesson plans, teaching materials, and student performance reports for over 1,300 skills drawn from the curriculum used at NECC (www.acenecc.org)
INTERMEDIATE LEVEL: The Intermediate Level has begun curriculum mapping with the use of Rubicon Atlas Our Goals: • To streamline instruction and provide continuity in skills taught across all classrooms and prevent the “re- teaching” of learned skills • To define a common method in which materials are stored and shared
• To establish a clear connection between our Essential Outcomes and the Common Core Learning Standards • To band grades so each teacher can access instructional materials based on student age and grade level • To enable administrative leaders, school districts, and parents to see we are planning for students' educational careers and what supports are needed to ensure success
Each class at the Intermediate Level educates students ranging from grades 6 to 8. Grade banding was established in an effort to reach the individual needs of each student through the collaborative effort of all 6 teachers. Banding is as follows: o 6 th grade: Classes 5 & 6 o 7 th grade: Classes 7 & 8 o 8 th grade: Classes 9 and 10
NEW POSITION: Instructional Technology Specialist • Collaborate with teachers and instructional staff to develop curriculum materials and lesson plans that integrate technology • Provide training in the use of technology as it relates to the development of instruction • Facilitate school participation in technology programs through curriculum methodologies • Implement best practice related to technology use in school, based on research, pilot programs, and state/national standards • Ensure the integration of technology in all curriculum areas and across all ages. • Serve as the school contact for selecting instructional programs (apps, software, etc).
DATA TO DRIVE INSTRUCTION • By developing these opportunities for our students and staff at Wildwood School we will better be able to use data to drive our instruction • Through systematic processes data will be examined daily and decisions made so that students are always learning
NEW POSITION: Student Information Systems Specialist • Manage IEP Direct Student Information System and Train New Users • Oversee all active student information for Wildwood School • Respond to inquiries and request for data information from IEP Direct and FileMaker Pro databases • Organize and prepare system software documentation, procedural documentation and operation instructions for promoting efficient utilization of system software • Manage User Accounts, security setup, and custom screens • Manage the compliance of student paperwork cycle • Creates and maintains Behavior Database and create reports from this database
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