230 Diamond Spring Road Denville, New Jersey 07834
Dear CTC Families and Stakeholders,
Hope you enjoyed some warmer days as we continue to eagerly inch towards the spring and sunshine. The year seems to be flying by and yet we still have many more initiatives to roll out We are very excited to collaborate with the University of Michigan and The Kessler Foundation on a research project at CTC. The project looks at the effectiveness in using Virtual Interview Training (VIT) to support individuals on the spectrum to build job interview skills. The participants are ages 16-26 years of age. More information to come and a very exciting opportunity for us!
This month I would like to highlight our Eagle Scouts and all of the absolutely amazing outdoor spaces that have been created to support our students Thank you, we truly appreciate and value all of the wonderful work and craftsmanship. At CTC, we proudly endorse hands-on learning in our outdoor spaces Our students love nature and the opportunity to enjoy experiential learning in the fresh air. We want to encourage this and move away from screens and smart boards when appropriate. Please check out all our campus has to offer our students. These incredible spaces are getting spruced up and ready as the warmer weather sets in and we can get exploring and learning outside.
Explore CTC’s outdoor spaces here, on our Celebrate Nature webpage.
We invite you to come out and share in the CTC school spirit on April 19th for our 2nd Annual Neurodiversity Walk! Please consider supporting CTC by setting up a team, becoming a sponsor, buying a vendor space, donating an experience, or purchasing a program ad.
As always, thank you for your generosity and support.
If you have any questions about our events, please contact Kristin Polster at kpolster@celebratethechildren org
Regards,
Lauren Blaszak, Executive Director & Co-Founder of Celebrate the Children
StudentSpotlight Student Spotlight
Each month, one randomly selected CTC student shares their school experience and what makes them unique!
MarchStudentoftheMonth: March Student of the Month: Thomas! Thomas!
Max: Hi, Thomas. You are the Student Spotlight this month! What is your favorite thing to do in school? Thomas: Ride the bus with friends.
Max: What do you want to be when you grow up? Thomas: Fireman.
Max: Who are some of your friends? Thomas: Amelia, Angel, and Jay.
Max: What is your favorite thing to watch? Thomas: I like animals!
Max: Very good, I love animals! Which animal is your favorite?
Thomas: Giraffes.
Max: Maybe you will be tall like giraffes one day. And lastly, what do you like learning in school?
Thomas: Math.
Max: Great job, Thomas. Have a great day!
Interview conducted by Y.A.P. student Max. Thank you to Ms. Nicole and Ms. Samantha for facilitating!
Members of our amazing staff share their CTC stories, personal hobbies, and professional motivations!
ool.
Q: How long have you been working at CT
A: I have been at CTC for almost seven ye
Q: What is your favorite part about workin
A: Helping students grow.
Q: What do you like to do in your spare tim
A: I like to spend time with my three child
Q: What inspired you to become a teache
A: Helping my son and daughter, who hav
Q: What was your favorite school subject
A: Art class.
Q: What is your favorite moment of your time at CTC so far?
A: When I was asked to be a classroom teacher.
Q: Is there anything else you would like to share with me?
A: I love the annual spring concert because I get to show my creative side!
CTCC CTC Community ommunity
Celebrate the Children is deeply grateful for all of the wonderful community partners we and our students are fortunate to work with. Every month, we shine a light on just one of the many amazing establishments in our community.
You might not realize that across New Jersey, community colleges are creating meaningful pathways for students with intellectual and developmental disabilities to experience college life in authentic, inclusive ways Through New Jersey’s Comprehensive Transition and Postsecondary Programs for Students with Intellectual Disabilities Act (CTP Act), each county college offers programming designed to support independence, career readiness, and connection beyond high school While each college brings this to life differently, the Opportunities Program at County College of Morris (CCM) is a powerful example of what this can look like in action
At CCM, students are not simply visiting a campus They are becoming part of it The Opportun Program is designed with multiple pathways, allowing students to step into experiences that a with their interests while building confidence, independence, and real-world skills along the w Two of our students, Ishan and Kevin, are currently participating in the program through full scholarships generously provided by CCM They are engaged in a home maintenance pathway where their learning is hands on, purposeful, and directly connected to the rhythms of everyda
To support their success in this new environment, CTC has paired both students with a job coa Mark Boyd, who attends the course with them This helps to scaffold their experience while continuing to promote independence. However, Mark's role extends beyond the CCM campus. Through this connection, the learning does not live in just one place It travels Skills practiced CCM are carried back into our school community, woven into our in house internships, and strengthened through repetition, relevance, and relationship. In this way, each experience buil upon the next, creating an education that is not siloed, but whole Intentionally connected, an deeply supportive in every arena
Each week, their growth is tangible. In a recent update, job coach Mark Boyd shared that they “finished building walls for their skill station, continued developing their use of drills and clamp were introduced to plumbing, learning about different types of pipes and how to cut them to s He reflected that “each week they continue to show a strong desire to learn and be productive growing with every new opportunity in the real world ”
Kevin captured that growth in his own words: “I have learned a lot and made some friends. I have learned to use different types of tools such as a hammer, drill, chainsaw, and saw I also learned how to build something like a shelf ”
For students in our Young Adult Program, opportunities like this represent more than skill building. They offer a bridge into adulthood, into community, and into a deeper sense of self As students navigate a college campus, form relationships, and engage in meaningful work, they are not just preparing for the future. They are actively stepping into it.
Partnerships like the one we share with County College of Morris remind us that when students are given access to the right environments, alongside thoughtful and intentional support, they rise not just to meet expectations, but to expand them. As we continue to grow post 21 pathways, experiences like these ensure that our students are not only prepared for what comes next, but inspired by it
- Vanessa Graves Foster, Vice Principal for High School and Y A P at Celebrate the Children School
EducationHQ Education HQ
From internships, to specials, C.B.I.s, and more, Education HQ features topical program initiatives each month!
SiLASCurriculumintheMiddleSchoolWing SiLAS Curriculum in the Middle School Wing
SiLAS (Socially Interactive Learning Avatar Software) is an avatar-based, social-emotional learning and behavior platform designed for K–12 students, including special education It uses a Screen-Teach-Create-Assess model to help students build SEL, behavioral, and executive functioning skills through interactive, animated movie-making, and data-driven instruction.
One of our own middle school teachers, Lisa Hodgins, has been implementing the SiLAS curriculum into her executive functioning class to great success As Lisa shared, “I have used the SiLAS curriculum to teach three different topics so far this year We started with Working Memory, then covered Initiate, Stop, and Shift, and most recently Focus and Sustained Attention ”
Executive functioning covers many different lessons. One such lesson, the clear favorite of the class, focused on the directionfollowing skills and creativity of the students Students created robots by following directions and visualizing them in their minds before drawing them As Lisa explained, “All of the robots looked a little different, which was interesting because it showed how each student pictured it as they drew.”
Students also enjoy the creative side of the platform. As Lisa noted, “They really love using the Movie Creator, where they get to choose avatar characters, select a background, and write a script for their movie Some students prefer to work independently, while others enjoy collaborating in a group ”
One student, Eva, shared her experience using the platform: “SiLAS is an amazing website to make videos about educational things people should know I made a couple about bullying, handicap, and special needs It's a great way of learning how to understand people that are a bit different and how bullying can make a huge impact on people's lives It really can hurt them To me, SiLAS is one of the most interesting creative apps I have ever seen. ”
Teachers have also noticed how the lessons support students’ thinking and emotional development. Dawn Pensack shared, “I appreciate the Jumpstart lessons and how easy they are to implement while remaining highly engaging for students I also like that the lessons align with topics connected to each month or special events I especially enjoyed the activities and readings included in the March Jumpstart. My favorite unit so far has been the Be Flexible unit the videos were both fun and thought-provoking for my students, and I have noticed an increase in their flexible thinking since completing the unit.”
Students have noticed the difference as well As Jacob shared, “It has helped me be flexible with my worry thoughts ” Lisa’s next lesson will focus on organization. I hope her class enjoys their new topic as much as their previous ones!
- Written by Young Adult Program Student James
Floortime Floortime
Floortime is the heartbeat of CTC.
Learn more about Floortime and the DIR® model here each month.
FEDLLevel4:CommunicationandProblem-Solving FEDL
Level 4: Communication and Problem-Solving
We have been sharing many joyful moments in the kindergarten wing over the past few months as students continue to grow! For many of our students, staff have been focusing on supporting FEDL Level 4: Two-Way Purposeful Problem Solving Interactions/Development of Complex Sense of Self
At Level 4, children begin to use back-and-forth interactions to solve problems, communicate intentions, and stay emotionally regulated during challenges Rather than relying on single actions or gestures, children engage in longer chains of interaction opening and closing many circles of communication with purpose and flexibility
In a recent floortime session, Floortime specialist Elizabeth Simons, along with classroom staff, engaged a student in a child-led balloon play activity By following the child’s lead and using affect, anticipation, pace, and rhythm, the team supported sustained engagement and co-regulation The simple act of blowing up and releasing the balloon created meaningful opportunities for the child to initiate, respond, wait, request, and problem solve within a shared emotional experience.
Throughout this interaction, the balloon became a meaningful tool for fostering intentional communication, shared attention, and engagement. As challenges naturally arose such as waiting, requesting “ more, ” or figuring out how to keep the play going the child practiced problem solving within the safety of a playful, supportive relationship. Moments like these highlight how play becomes an impactful vehicle for learning, allowing students to practice communication and shared problem-solving skills while experiencing joy and connection supported in developing the skills needed to explore, engage, and communicate meaningfully with the world around them.
So how do we get there?
and connect with the student emotionally. We understand the y and developmental profile From there, we follow the child’s ate playful opportunities for them to reciprocate and engage. these interactions, we build natural back-and-forth circles of unication, support the child’s motor and emotional capacities, rtantly celebrate and expand every attempt the child makes!
abeth Simons, Floortime Specialist at Celebrate the Children
SpellingtoCommunicate Spelling to Communicate
Spelling to Communicate (S2C) is a powerful practice that allows non-speaking individuals to communicate their thoughts through typing or utilizing a letterboard. Celebrate the Children is proud to empower and amplify their voices.
YoungAdultProgramInternshipClass Young Adult Program Internship Cl
ult Education Internship Class. This class gives students from our Young Adult rticipate in college-level academic classes as part of their weekly internship or typers who use alternative communication methods to participate in the
The Y A P Adult Education Class provides individuals with motor challenges and their CRPs (Communication and Regulation Partner) the ability to practice on the boards or keyboard while participating in high-level academic content. It is a critical component in S2C (Spelling to Communicate) for building bridges between cognitive understanding and expression (motor output). Purposeful motor skills involve conscious, planned actions allowing individuals to move beyond impulsive or automatic movements The primary goal in S2C is to establish synchrony between cognition and motor skills
After voting on what topics/subjects the students would like to p ti i t i d id d t ith i d h since covered many topics in that focus area This past month, w created through vibrations We read about Dr Masaru Emoto, a consciousness could affect the molecular structure of water. We on the human experience. Last week, the students conducted an music on the movement of water on a metal pan
There is also a focus on purposeful motor skills off of the boards has been working on learning the steps of the Macarena dance the beginning of the year The last 15 minutes of our hour-long c spent coaching them to get their bodies moving. The S2C motto our classroom motto is “practice makes permanent”, meaning we don’t expect perfection, we want those motor skills to become purposeful and automatic
Our students have made tremendous progress in learning the da and have demonstrated an eagerness to participate in the prac each week The more we practice, the more those skills become We all learn together and have fun!
BehaviorTeam Behavior Team
The Behavior Team provides insights and tools to support student success, at school and at home
ReframingLanguageandAffecttoSupport Reframing Language and Affect to Support
Healthy Relationships and Mindset
This month, we are focusing on how to say “No” without saying No!!!.
For our staff at Celebrate the Children, we are always thinking of how we can reframe our language to promote success with our students Traumainformed approaches are critical to supporting an individual through challenging or “tricky” moments. These practices help to provide reflection and to support the child’s rebound and reset without the shame or feeling “bad,” oftentimes due to circumstances beyond their control.
Over the past 3 years, CTC Staff have been trained intensively on the Nurtured Heart Approach (NHA) to make deeper connections with our students. NHA is a relationship-based methodology used to increase positive behaviors and support the student in the moment to make good decisions by focusing on what they are doing right vs. just focusing on the negative or challenging behavior The philosophy encourages “watering the flowers”, or acknowledging any positives and “ignoring the weeds” to reduce challenging behavior. To expand, caregivers acknowledge any positives within the interaction while also validating emotions around the specific behaviors When working through frustration, specifically related to the unavailability of requests, it is important to use this language followed by alternative choices, or providing a clear time the request may be honored.
This may look, or sound like, “I see you want to go outside. It is frustrating that it’s raining right now. Do you want to look for cars out the window, or listen to music instead?” An example of when you could say yes if the request will be available soon, could be, “I love how you are asking for ice cream! Yes, we can have ice cream when I’m done cleaning. I’ll set a timer for 5 minutes!”
For more information regarding The Nurtured Heart Approach you can visit https://www.nurturedheartinstitute.com/
- Anthony Hellman, Board-Certified Behavior Analyst at Celebrate the Children
CARESCorner CARES Corner
CARES stands for Counseling, Advocacy and Resources for Educational SupportOur School Social Workers and Counselors are here to support you and your child.
CARESLiftsYouUp! CARES Lifts You Up!
The CARES team is excited to participate in the 2nd Annual Neurodiversity Walk on Sunday, April 19th to support Celebrate the Children School. Jess Gosses has spearheaded the CARES walking team and we have come up with a theme that encapsulates all that we believe our department represents.
The CARES department works with every age group at CTC. Our department focuses on supporting our students and their families through counseling, education, advocacy and providing resources to them Our primary goal is to provide our students with skills to help them navigate through their day better and feel lighter. We hope that they rise above their daily challenges and do not feel as though they need to carry their feelings alone. So to symbolize this overarching mission the CARES team will be called “CARES Lifts You Up”
To support this theme on the day of the 2nd Annual Neurodiversity Walk we will be each wearing brightly colored clothes and we will be attaching balloons to ourselves to show our entire CTC community that we hope that you know we are here to “Lift You Up!” Please be on the lookout for us in these symbolic costumes!
We are hoping that you can visit us at our CARES Department table. We have a table with markers, stickers, and uplifting and inspiring words. We are asking anyone that stops by to spend some time thinking about “What Lifts You Up?” You can tell us and add your answer to our CARES “What Lifts You Up” Banner. We are hoping to inspire our CTC community to focus on what brings them meaning and helps support getting them successfully through each day? When our CTC community lifts each other up it increases our interconnectedness and reminds us that we are all here for each other. That is definitely a reminder that should “Lift Us All Up!” Looking forward to seeing you on Sunday, April 19th at Gardner Field in Denville from 9-11am. If you would like to support our team please see the QR Code attached Thank you!
- Kelly Parrella, School Social Worker
PhysicalTherapy Physical Therapy
Initiatives and activity recommendations from our P
DevelopmentalDisabilityAwarenessMonth
Developmental Disability Awareness Month
March is Developmental Disability Awareness Month, a strengths, resilience, and individuality of our students w promote meaningful inclusion across all environments. disabilities can impact muscle tone, strength, postural coordination, motor planning, endurance, and more. T make navigating school routines, playground activities more physically demanding. As physical therapists, our these motor challenges and provide targeted support access their environments with greater independence
At Celebrate the Children, our physical therapy appro DIR® model. We consider each student’s development profile, and emotional regulation when creating individ Because every child’s needs and goals are unique, eac py y look different, adapting activities, and strategies to support their growth. By following the child’s lead, we can target skills through meaningful and engaging movement activities to build strength, stability, motor planning and functional mobility through supportive, relationship-based interacti Providing students with the opportunities to actively engage with and le from their environment is key. Through encouragement, adaptive equipm environmental modifications, and individualized movement strategies, w reduce barriers and increase participation. Whether a student is walking through the hallway, climbing on the playground, participating in classr routines, or engaging in community-based instruction, creating opportu for independence is essential for motor learning.
Movement is more than a physical skill, it is a pathway to agency. As students develop motor competence, they also build confidence, proble solving abilities, and a stronger sense of self. Developmental Disability Awareness Month reminds us that with the right supports, every student move through their world with greater independence and purpose. We a proud to celebrate our students’ progress and remain committed to fos strength, accessibility, and inclusion every day, while always believing in their potential. The physical therapists at Celebrate the Children integr the principles of DIR® to support the nuances of movement and body thinking, which maximize gains for the developing child
- Liz Foye, Physical Therapist at Celebrate the Children
Occupational Thera
A look into our Occupational Therapists’ involvement in student development at CTC.
HookedonLearning:TheBenefitsofCrochetinginSchool Hooked on Learning: The Benefits of Croc
heting in School
This month our students are exploring this relaxed, leisure-based activity which gives our students a chance to slow down, be creative, and build important skills at the same time. Hand crocheting might look like just a fun craft, but in occupational therapy, it’s much more than that. With every loop and stitch, students have been working on strengthening both their hands and their minds while enjoying a meaningful, hands-on activity
As students learn to hold the hook, loop the yarn, and follow patterns, they develop fine motor skills, finger dexterity, and hand-eye coordination the same skills needed for handwriting, cutting, buttoning, and other classroom tasks. Hand crocheting also promotes bilateral coordination, sequencing, and problem-solving, as students plan each row, track their stitches, and correct mistakes.
The repetitive, rhythmic motion of hand crocheting has a calming effect, helping students regulate their emotions and maintain focus For children who struggle with anxiety, distractibility, or sensory overloa soothing activity that encourages patience a small project gives students a sense of ac
Because hand crocheting is a leisure activity, students can continue it outside therapy, building lifelong hobbies. Whether they make a small bookmark, a coz scarf, or a stuffed toy, the pride that comes from finishing a project is tangible and lasting.
Group crocheting sessions add another layer of benefit, offering natural opportunities for social interaction Students practice conversation, turn-takin teamwork, and peer support while sharing tips, helping each other with tricky stitches, and celebrating each other’s progress. These social skills are essentia for school and community participation.
In OT, we look for activities that are fun, purposeful, and meaningful Hand crocheting hits all those marks It combines skill-building, emotional regulation social connection, and creative expression in a single, engaging activity. Through hand crocheting, students gain more than just a craft they develop skills, confidence, and healthy leisure habits that can last a lifetime
- Dawn Smith, Occupational Therapist at Celebrate the Children
Speech-LanguagePathology Speech- Language Pathology
Speech-Language Pathologists detail their work at CTC and provide options for furthering communication at home.
limbing Up the Ladde
r
ClimbingUptheLadder C
At Celebrate the Children, our Speech Department has been using games and group activities to help students practice communication and social skills in a fun, engaging way. Students at higher levels of the DIR® Developmental Ladder (Levels 6, 7, and above) play favorites like Trouble, Funny Bunny, and Zingo, while working on using social language to interact with peers and adults. The students also demonstrate increased sustained attention as they engage with each other These skills are reinforced not only in speech groups, but also during Related Service groups, where speech, occupational therapy, and physical therapy staff join the classroom to run coordinated lessons. During these activities, students often show shared joy, laughter, success, and support of one another, making communication practice both meaningful and motivating
Promoting higher level thinking, such as logical thinking, building bridges between ideas, understanding different perspectives, and grey area thinking, are also practiced outside of the therapy setting. Students practice these skills in communitysed instruction (CBI), where they use communication in realorld settings During CBI, students help their peers out in the community and advocate for what they like and don’t like It’s exciting to witness their development of skills. When disagreements arise, students are increasingly able to ompromise, often using strategies like rock-paper-scissors or red problem-solving Staff guidance helps students practice flexibility, cooperative problem-solving, and social decisionmaking in the classroom and in the community, all while also reinforcing positive interactions and teamwork
Robust speech groups, Related Service activities, and CBI experiences, provide our students with varied contexts to strengthen communication while building confidence, independence, and social awareness. The speech department is proud to support students climbing the Developmental Ladder
- Anissa Kurian, Speech-Language Pathologist at Celebrate the Children
ParentTrainings Parent Trainings
Upcoming workshops and events designed to strengthen the home–school connection. Highlighting opportunities for parents to learn, share, and partner with the school in supporting every child’s growth and success.
Upcoming March 2026 Parent Trainings
March 25th 1:30 pm - Parent Healing Group with Glenn (On-Campus Event)
March 25th 6:30 pm - Maximizing the NJ CAT with Hinkle, Fischer, Prior, and Oberweis (Virtual Event)
March 26th 12:00 pm - NJ TIP Travel Training with NJ Transit (Virtual Event)
We loved having parents join us on March 10th for our “Putting Play into Action” training, where we watched and discussed Floortime videos of our kiddos. It was wonderful to share strategies and see the amazing progress our children are making.
Looking ahead, our next Parent Partnering sessions will be on April 14th and May 12th, where you can book individual sessions with Beth and me to focus on your child’s specific goals.
As always, you ’ re welcome to schedule an individual Parent Partnering session with Antoinette any day or time throughout the month.
Thank you for your continued partnership in supporting your child’s growth and development the DIR® way!!!
Email Antoinette Price to reserve a play session: aprice@celebratethechildren org
- Celebrate the Children's Developmental, Training, and Support Department
