APRIL 2019 VOL. 2
5th grade student Khatim
SNOEZELEN ROOM Welcome to the Therapeutic Day School (TDS) Snoezelen Room--a new hotspot for our students. The Snoezelen Room, comparable to a multisensory room, is designed to stimulate all our senses while fostering a feeling of relaxation. Young children to adults, with a wide spectrum of developmental needs and sensitivities can benefit from spending time here. The room is intended to help students reduce agitation and anxiety with long-term goals of increased emotional regulation and independent functioning. The various components of the room work to stimulate a specific sense, such as: aroma therapy for smell; bubble tube and infinity panel with changing colors for sight; fiber optics, bean bag and various surfaces for touch; and music for hearing are all options for input. The user has full control over how much or how little each
sense is stimulated by making choices based on their their liking. With adult supervision, this experience is meant to transition a student from a heightened state of arousal to one of calm. In order to take in information, our brains need just the right amount of activation to reach an optimal state, which helps students learn. When our integration systems are not working quite right, we benefit from sensory input to help our bodies adjust, regulate, and refocus so that learning and socializing can be more successful. Khatim, a 5th grade student, was excited to share about his time in the Snozelen Room. “It’s awesome–all you have to do is flip a switch on the iPod and you can turn on anything.” Khatim uses the room from time to time to get grounded and back into the mood for learning. When asked what his favorite parts of the room
are he shared,”I love the fiber optics because they feel like ramen noodles and watching the bubble tube is really relaxing. I love watching the bubbles float to the top.” The Snoezelen Room has become an exciting part of TDS for many students. The room was made possible by a very generous donor and the TDS staff and students are extremely appreciative!
”I love the fiber optics because they feel like ramen noodles and watching the bubble tube is really relaxing. I love watching the bubbles float to the top.”
A CHAMPION FOR EVERY CHILD
MAKING A SPLASH WITH INTERSCHOLASTICS We have an exciting new program at TDS this year–CAAEL (Chicago Area Alterative Education League.) Used throughout the school day, CAEEL is intended to motivate students to come to school, complete their assignments, and behave appropriately. Through this organization, students in Therapeutic Schools have an opportunity to participate in interscholastic sporting and other types of events throughout the year, such as: basketball, chess, bowling, a spelling bee, flag football, volleyball, soccer, softball and more. Patrick Cash, TDS Physical Education Teacher, who largely oversees basketball has noticed CAAEL’s impact on members. “The students love playing in these games, and because each game is earned through positive behavior and good grades, some students have really displayed an increase in motivation to work harder in school.” Davianna, a 7th grader, was recognized by the TDS coaches as a leader and someone who exemplifies true sportsmanship. She received the “Blue Ribbon” award on numerous occasions for displaying the most positive and encouraging attitude among her teammates. When asked what she likes about CAAEL, she shared, “I love [basketball],
DID YOU KNOW?
and I also like that I’m with all my friends. We work nicely together and have a strong team. CAAEL gives us a break from whatever stress might be going on during our day to play basketball and have fun.” Davianna also explained that practice is a time where her and some of the older students help the younger students learn basketball skills. “It’s nice when we all get to practice together because we can encourage each other to do better and work harder.” CAAEL also helps Davianna stay focused towards having a positive week, “Sometimes it’s hard to earn CAAEL. Becoming eligible can be a huge motivator that helps students stay ontrack.” A 9th grade student, Jimmy, shared his thoughts about CAAEL. He also plays basketball, l in addition to bowling and chess. He explained that CAAEL gives him the chance to do something he normally doesn’t get to do. “I like CAAEL because it allows me to interact with people whom I don’t regularly see. It gives me the added motivation I need sometimes.” Left photo: Davianna during a basketball game. Middle photo: Nathan in a game of chess. Right photo: TDS Student bowling
JCFS Chicago is our agency’s updated name and we have new fresh logo, too! This rebrand will help people better understand the different services JCFS Chicago provides, while distinguishing the JCFS Therapeutic Day School and Yeshiva as being an integral part of the family of services.
From Left to Right: Jim (owner), Ania (TDS student), Nick (main worker of shop), Kelvin (TDS work coach)
EMPLOYMENT PARTNERSHIP For the past 5 years, the TDS vocational program has partnered with local candy store, Mini Man Monkey Brains. Founded by Gloria and Jim Iverson, the store provides young adults diagnosed with Autism Spectrum Disorder and varying abilities a place to practice and implement work expectations. Gloria and Jim’s son, Nick, diagnosed with Autism Spectrum Disorder at an early age, spent two years at the JCFS Virginia Frank Nursery. Jim explained, “JCFS provided the school
program and advocacy services that helped Nick and us go on to receive the right care and support for Nick’s abilities. JCFS means so much to us.” Gloria, a teacher with a Master’s in Special Education, saw both on a personal and professional level, the lack of employment opportunities for people on the Autism Spectrum. Gloria came up with the idea to open a candy store as a place for their son to work, eventually becoming a place for others who are looking for meaningful work options.
Walking into the store, you are immediately brought back to your childhood where candy is a quarter and the options are limitless. Nick greets customers and works the register up front, while Jim oversees the day-to-day operations. The TDS students follow a routine to ensure the space is clean and that all bins are stocked and ready for the day’s customers. The students really enjoy the opportunity to work in a fun atmosphere, but the welcoming staff and the chance to score some yummy candy is a bonus.
USING TECHNOLOGY AND CREATIVITY Students in Mr. Mike’s Elementary Yeshiva Classroom spent time creating their very own Arcade Game using a Shoe Box and a You Tube video for inspiration. Students were super excited to share their creations with other classrooms and held an open house for other students to come play! Left photo: Elementary Yeshiva Student, Yoni, proudly displaying his Ski Ball Shoe Box Arcade Game Right photo: Elementary Student, Eli, trying out a Soccer Shoe Box Arcade Game
EMOTIONAL LEARNING AND GROWTH Second-Step, a curriculum designed to promote social and emotional learning for children is being piloted in some of the TDS elementary classrooms. While academic instruction is a key component of our program, fostering emotional growth is also crucial to learning. For many students at TDS, development in emotional growth is the key to long-term school success. Studies show that students who can regulate their emotions, display empathy, and problem solve through peer conflicts experience higher rates of success. Julie Noparstak, TDS Clinician, leads a weekly Social Work Group in an elementary room. “I really enjoy using this curriculum because it offers our students the vital tools they need to be successful.” Julie shared that the curriculum offers common vocabulary, body language signals, visual cues, learning posters, puppets, music, and reinforcing group activities that facilitate an interactive group. Students know what to expect with a consistent and
Drawing by High School student, Michaela
structured lesson plan which is also positive. “I think students have become more motivated to participate in group and will work through topics that were previously difficult to grasp. I’ve seen students much more connected to one another with an increase in respect and listening to one another.” For group this week, students were introduced to the next concept of compassion and took turns going around the room to determine what each one was feeling based on their face. A song about feelings and an interactive puppet show demonstrated this concept even more. At the end of the lesson, students talked about real-life scenarios by sharing how they’d feel in the same situation. We are very proud of our student’s persistence in learning new concepts and skills. Students in Ms. Larissa's Elementary Classroom during a Second Step Lesson, with a special visit from Sparky and Sue
"I've seen students much more connected to one another with an increase in respect and listening to one another. "
It’s been a great first semester at TDS, with so many exciting things to talk about! We have new computers and technology being used throughout the school, including with our new Fast Bridge academic assessments. We have welcomed new staff members and students, which brings a lot of energy and fresh perspectives to our school. One of the things I’m most excited about is our Snoezelen Room, which is finally up and running and being used by students every day. I must admit, sometimes I wish that I could steal a few minutes in the room when I’m feeling a bit dysregulated; it’s a very cool spot! It’s also our first year using the Second Step curriculum in our K-5 elementary classes and we are thrilled with our early success. In rooms that are consistently using the lessons throughout the week, the students are developing a whole new social emotional vocabulary and demonstrating a solid understanding of the concepts being taught. Additionally, now that
STUDENT SPOTLIGHT
Dominic, a 9th grader and former TDS student made a special visit to speak to a group of students hoping to follow in his footsteps of returning to a public school. The reintegration process can bring new challenges, so all TDS students in this phase receive support and guidance through biweekly group meetings lead by TDS Reintegration Specialist, Stephen Jones and TDS Clinical Director, Allison Stevens.
we have seven elementary and three high school part time students reintegrating to public school, our reintegration groups this year have been filled with energy and excitement. The elementary group is full of enthusiasm and the students have a lot to share with each other. Our high schoolers have shown much self-reflection about their experiences. A former student came back to share his experiences about successfully returning to a public school, reinforcing the value of the program. One of the reintegrating students expressed it best when he said that hearing Dominic’s success story let him know that, if he just perseveres through the challenges, he could attain success too. I would say that is good advice for us all to keep in mind as we face the new opportunities and challenges that the second half of the school year will bring. Allison Stevens, Clinical Director
DONUTS WITH DOM
What made you decide to make the changes to fully reintegrate? I decided it wasn’t worth [not changing] anymore when I knew what I had to do to reintegrate fully. What were the challenges you faced while reintegrating to a public school while also being a TDS student? It was kind of hard to balance the different classwork. The amount of work from both schools and staying on-top of both responsibilities was hard. At TDS, students have a lot of support when they’re feeling upset. What supports do you have in a public school? You can’t take any walks with staff and there aren’t really time away rooms to decompress. Some of the classrooms had a couch, and teachers sometimes let us chill there when we need a break. Also, I had certain accommodations that carried over from TDS to my public school which were helpful. When things weren’t working well, I was able to rearrange my schedule to help make the work load expectations a bit lighter.
WELCOME MESSAGE At TDS, the classrooms sizes are smaller, but in public school it can be a lot larger–how did you handle that? It took a little patience–here when you raise your hand a teacher can come right away, and at a public school you could raise your hand along with many other students, so you had to wait. What kind of role did your TDS teachers play in your reintegration experience? They were very supportive. If I was having a bad day, they would provide me what I needed to help me get through it. What’s the best part of being at your current school? Being able to meet lots of people. There are 4,500 kids at my school, it’s a big school. What activities are you participating in? RTO, a military program and football. What do you miss most about TDS? The friends; there were more situations to work through and therefore, a lot more opportunities to get closer to people.
Dominic with Reintegration Specialist, Stephen Jones, and TDS Clinician, Alex Joseph
"Our family will forever be grateful for everyone that was instrumental in helping Dominic get where he is today; past and current staff included. I wanted to take the time to specifically address how much we appreciate Steve (your Reintegration Coordinator) and all that he has done and continues to do for Dominic post-JCFS. I hope that all of your students continue to benefit from the work done at JCFS and achieve the same successes and victories that you have helped my son achieve." – Dominic's Mother
Joy Faith Knapp Children’s Center 3145 W. Pratt Blvd. Chicago, IL 60645 773.467.3900 JCFSschool.org
STUDENT ART GALLERY
This art unit focused on creating Paper Mache Letters. Students picked a letter, drew out the skeleton frame, covered that frame in tape, covered that in plaster gauze, and then painted and decorated the final shape. At the decoration phase, students painted and adorned their letters tailored to their personalitieswho knew glitter was so popular among our students!
A comic strip made by Yeshiva middle school student, Nutah; an ode to former JCFS TDS Gym Teacher, Chris
EVENTS
JCFS.org/TDS for information related to TDS events and CAAEL activities. April 10 Teacher Conference Night - In Session April 15-19 Spring Break - No Classes April 22 Classes Resume April 26 Passover (Day 7) - No Classes
FAQs
How long will my child attend TDS? I’d like for him/her to have a chance to return to their home school.
Your child will be working on the specific things that brought them here, which may include emotional regulation, behavior, school attendance and social skills. Utilizing the Reintegration
JCFS Chicago is a partner with the Jewish United Fund in serving our community. We embrace diversity. Our commitment to inclusivity is woven throughout our services, programs and welcoming workplace.
May 27 Memorial Day - No Classes June 10 Shavuot - No Classes June 19-20 Graduation - In Session June 27 Last Day of Classes
Checklist, your child’s IEP team will assess when your student is ready to transition back to a public school. Once it’s determined they are ready, the Reintegration Specialist will
provide ongoing support to your child and family through this process. The average length of stay for each student can vary, but the average length is 1.6 years.