FEBRUARY 2019 VOL. 1
STUDENT ART GALLERY
Sand-sketch by a middle school student. Sand-sketching, sometimes referred to as “Table Decking,” was popular during the 17th and 18th centuries. Wealthy patrons commissioned artists to create elaborate designs in colored sand for the banquet tables, which then discarded at the end of the celebration. A Bavarian table decker named Benjamin Zorbel was distraught about losing his works of art, so he invented a way to permanently affix the sand to a board. Our students were given small tablets and a variety of colors to make these masterpieces.
Faux cubist style art created by a 9th grader in Ms. Hillary’s classroom. In this art unit, students created a contour line drawing, divided their paper into sections, and colored each space using a different color.
Hand-made mugs created by TDS students using the pottery wheel. Students had the choice of making a cup, plate, mug or a hand sculpture during the Pottery Wheel Art Unit. The mugs in this picture are just some of the pieces made by students from various classrooms. Check out the JCFS TDS Bulldog News on our website to learn more about the special order the TDS art room received.
EVENTS
JCFS.org/TDS for information related to TDS events and CAAEL activities. February 1 - end of 2nd quarter March 19 - High School & Yeshiva Pizza Lunch February 15 - No class April 5 - End of 3rd quarter February 18 - Presidents Day - No class April 10 - Conference Night February 19 - Elementary Pizza Lunch April 15-19 - Spring Break - No class March 15 - Staff In-Service - No class
OUR MISSION
We believe students can reach their full potential when given the opportunity to journey towards a path of self-discovery. Driven by nurturing relationships and strengths-based supports, the JCFS Therapeutic Day School provides a holistic educational experience to K-12+ learners with diverse social/emotional and academic needs.
WE WANT TO HEAR FROM YOU! Have you seen growth from your child or did you have a positive interaction with a TDS Staff member? We’d love to hear from you and welcome your feedback. Contact Rachel London, Admissions and Marketing Coordinator at RachelLondon@JCFS.org or 773.467.3711.
Jewish Child & Family Services 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.
OUR TECHNOLOGY PROGRAM
Grace Hollander, a middle school teacher, is conducting a history lesson using Pear Deck, an interactive tool used for learning. In 2017, JCFS Therapeutic Day School (TDS) began to shift in their approach to everyday academic instruction. Trends in education are moving towards “blended learning environments,” a style of teaching that infuses technology into the curriculum. According to Chava Saul, Technology Resource Teacher, the results have been overwhelmingly positive. She’s seen a huge shift in student learning experiences and academic growth for those classrooms that piloted the program. “Teachers found that administrative tasks became more automated and therefore, they could spend more time focused on student learning.” She added, “a blended learning environment provides personalized instruction that allows each student to work at their own pace, with consideration for learning style and skills. Currently, the TDS technology program is running in seven classrooms, with the plan to run in each classroom by the end of 2020. Another benefit of a technologically
infused curriculum is the ability to electronically administer curriculum-based assessments and measure student growth. Fast Bridge, a new testing resource for our teachers, allows them to better evaluate students current academic skill level and track student growth. The testing data shows areas for improvement and areas of competency/mastery, which helps identify the skills that still require attention. At the end of every quarter, students are tested to monitor their progress. If they fall in moderate to highrisk ranges, their teacher can provide more intensive interventions. The goals of the technology program are closely connected to the school’s mission which promotes academic and social/emotional growth with an end-goal (when appropriate) of reintegration. “We know that in today’s world, technology is at the forefront of everything. We want out students to be ready to transition into whatever may be next- their home school, a job in the workforce, or to higher education.
Technology integration, when used in the right way, can only prepare our students to be successfully contributing members of our society.” The technology program was made possible by generous donors; please reach out the school if you’re interested in learning more about how you can support the JCFS TDS Technology Program.
“This school has given my family peace of mind. From the day our daughter started at JCFS we felt she was in a safe, comfortable, encouraging, environment. Her whole person was taken into account, not just her academics.” –TDS Parent A CHAMPION FOR EVERY CHILD
WHAT’S NEW
We are thrilled to announce the opening of our new Snoezelen Room. Look out for a future story on the benefits our students are gaining from spending time in our multi-sensory room. We’d like to thank a generous anonymous donor for making this room possible.
STUDENT SPOTLIGHT
TDS is excited to be one of the many schools joining CAAEL (Chicago Area Alternative Education League), an organization that provides interscholastic programming to therapeutic day schools. This season, TDS students will have the opportunity to participating in basketball, chess, bowling and a spelling bee. Visit JCFS. org/TDS to learn when events are scheduled.
TEACHER SPOTLIGHT
Meet Dana Freeman, JCFS TDS Special Education Teacher and Aaron Barber, JCFS TDS Classroom Assistant. Combined, they’ve been at TDS for over 12 years and have been a part of the same classroom team for the last four. A unique feature at TDS is the partnerships students have with a consistent, multidisciplinary team of teaching staff, classroom support, social workers and ancillary staff such as a Speech/Occupational Therapist and a School Nurse. Trey Taylor, a TDS support team member, also partners with the classroom staff to provide aide when needed. Dana laughed as she shared some of her memories and what makes their formula one of success: “We work well together because of our different personalities. I have a great deal of energy, but Aaron is calm and mild-mannered. When partnered together, our two styles provide a beautiful balance that seems to work well for our students.” Dana explained that they share a mutual respect when working side-by-side and that the students benefit from seeing their problemsolving in action. “We may not always agree with each other’s approach, but we believe that appropriately handling a disagreement is a priceless tool to model for our kids.”
In addition, each classroom creates a behavior plan tailored to fit the group of students. Aaron oversees the implementation of this plan and shared the positive impact this program has for his students. “Each student has responsibility to monitor their point bank, a task they’re excited about and one that makes them an integral part of their school success.” When asked about their favorite part of their work, Dana and Aaron both agreed it’s watching their students make progress, no matter how small. “We’ve seen four kids return to a public school setting since working together; not only is this a huge accomplishment for the individual student, it’s a success that the other students see as being attainable for themselves.” How do they take care of themselves after a long day? Dana enjoys spending time with her family (nephews and niece) and is a proud dog-mamma to Olive. Aaron enjoys time decompressing listening to music or hitting the gym.
Working with a Dance/Movement Therapist from the Institute for Therapy through the Arts, TDS students have been receiving weekly dance movement therapy. Students have been enjoying this unique and different experience. More to come in the future! Learn more at itachicago.org One view of the Snoezelen Room in action.
“(TDS) has given us peace of mind to know that our son is in a supportive environment.” –TDS Parent
DID YOU KNOW?
JCFS TDS therapy dogs, Sparky and Ashton, spend a whopping 30 hours a week or more with their favorite fans -- TDS students. Sparky, accompanied by Sue Shulman, visits TDS on Wednesdays and Fridays. Ashton joins Elizabeth, our new Curriculum and Instruction Director, on a regular basis and is ready to support however needed. Animal assisted therapy is one of the many unique services provided to the TDS student body, and by far a favorite among staff and students.
Greetings All! It has been a fantastic start to our 2018-19 school year, making it hard to believe that with the close of first semester we are now officially half way through the school year! I am so excited to have our new Bulldog Bulletin to share the endlessly wonderful things our students, teachers and staff members do here daily. I have always known that our school is like no other–magic, success and growth happen here every day and those of us fortunate enough to work with our students get to witness this first-hand. Sharing this magic with those who matter has always been a challenge, so we hope this newsletter, along with some other exciting new initiatives, will keep you informed about the impressive activities and achievements happening at TDS. I have had the pleasure of being the principal of TDS for almost 8 years and dedicated
FAQs
Can a family submit an application for a student?
Miguel, a 5th grader in Ms. Katie’s classroom, has been at TDS for a little under one year and has made huge strides. “TDS gave my son a new life,” Miguel’s mom shared. “At previous schools, Miguel didn’t have the proper supports and individualized attention that he needed. This school is different. His teachers understand what he needs and ask him for his own thoughts and ideas.” She feels one of the major differences is that the students are given the space and time to grow. “Miguel has a long bus ride to school, but it is worth every minute,” she states. TDS has even impacted Miguel’s home life. “Now Miguel will ask how he can help me; he’ll offer assistance in different ways at home. I don’t know what else to say except that having my son be a part of TDS is the best thing that’s ever happened to him.” TDS School Clinician, Jane Matthewson, shared her own observations, “when Miguel started here, he was a very different student. Now he will verbalize his feelings, identify his triggers, and utilize appropriate coping strategies to handle stressful situations.” Jane also shared that Miguel regularly advocates for himself and that the ability to do so is an important life skill he’ll need for when he transitions out of TDS. Jane provides weekly clinical therapy and consultation to Miguel and his classroom staff, a support all students at TDS receive.
13 years of my career to this uniquely special place. Greatness occurs all the time here, but with the new enrichments to our school’s programming and student activities I can say with heartfelt certainty that this last year and current school year have been exceptional. We have much to celebrate and be thankful for. I also wish to express my gratitude to our students, teachers, staff, parents and guardians, and partnering school districts for a great first half of the school year. I often say, “It takes the village and then some,” and I am grateful for all each of you contribute to our village as well as what you individually do to support our students and school. All that is achieved, we achieve together! I cannot wait to see what the second half of the year has in store for us! Warmly, Sandra Spicher, Principal
Most students do not need to submit an application to the JCFS Therapeutic Day School, as they are referred for placement by their home school district
MEET MIGUEL
Favorite Movie Anything scary Favorite Sport & Athlete Soccer and Messi, Ronaldo, Chicharito Favorite subject Math, specifically the timestables and word problems Favorite Superhero Superman Favorite Animal Cats What do you want to be when you grow up An engineer in the military Favorite Color Black Who inspires you My classmates inspire me. They are doing a good job in school with classroom behavior and homework–I look up to them. What do you like about your teacher Ms. Kate is kind and encourages me to make good choices. Do you have any cool talents I can make cool things out of paper using origami, like a fortune teller, hearts, airplanes. I like to cook fish and eggs. What do you do for fun When it’s warm, I go to the beach. Every week I sing in a choir at church.
WELCOME MESSAGE
after it has been determined in their Individual Education Plan (IEP) meeting that a separate day placement is needed due to the child’s academic and social/
emotional needs. However, if parents would like to apply for a private placement in either the secular or Yeshiva program, an application is required.