Bulldog Bulletin

JUNE 2019 VOL. 3

Transition student, Nathan, sorting Library books

SKOKIE PUBLIC LIBRARY PARTNERSHIP JCFS Chicago Therapeutic Day School (TDS) partnered with the Skokie Public Library for more than 5 years to provide students with a wonderful opportunity to build skills and gain confidence. Dawn Wlezien, Volunteer/ SALS Specialist, has overseen the partnership program since its start and as the number of volunteers grew, she has seen the opportunities for students increase too.

Dawn came up with different jobs that the library needed that were also suited for individuals with different functioning levels. Some of these jobs included maintaining each kiosk for member use, dusting and cleaning DVDs and CDs, shredding, sorting and cleaning toys in the play area, making buttons for the summer reading program and so much more. In total, there are 24 tasks available that can be

requested depending on the time of year or individual need.

Lorrie Hansen, School Services Librarian for grades K-12 shared that these students are a valued and important part of the staff. “We love having them in our space. They provide a great energy and it’s noticeable when they aren’t here. I also appreciate their attention to detail and follow through with all the tasks they complete. It’s important that things are done in a certain way, and they are always extremely reliable and accountable with their work.”

Kelvin Warner, JCFS TDS classroom aide for more than 18 years who’s overseen the JCFS TDS Transition and Vocational program since its start in 2013 shared his observations. “I’m so very proud of the work we do with our students. I recognize that in today’s

workforce, the skill set needed is very different from what was needed 20 years ago. I’ve seen our job sites including the Skokie Public Library provide a place for students to develop the skills necessary to be successful once they leave our setting.”

“This experience has helped me to realize what a business is looking for. I have much more confidence in my skills in the workplace.”

-Nathan

A CHAMPION FOR EVERY CHILD

TEACHER SPOTLIGHT: DAVE & JANNA

Welcome to room 151, Dave and “We aim to understand kids, rather Janna’s classroom. Known for providing than fixating on managing behaviors or consistent support and an empathic ensuring work is completed. We come ear, Dave and Janna have been working up with individualized plans to help together as a classroom duo for the past make the best of their experience here. three years, teaching primarily high school When attention is placed on social and students. emotional development and folded into Dave Blum, Special Education the academic program, overall progress Teacher, has been teaching at TDS for of each student becomes greater.” Janna over 10 years. When asked what keeps finds the opportunity to intervene him coming back every year he answered, in a student’s life rewarding. She also “I like the coziness of the small school appreciates the team-approach shared environment; we have a good group of among her colleagues. students. They are fun to teach and they How do Dave and Janna take care get along well with one another.” Dave of themselves when they’re not at TDS? shared that a few of his students recently Dave enjoys weaving and plays in a dart found jobs and one of them is college league. Janna keeps busy by dancing bound; he finds it rewarding to see how professionally, studying aerial arts and far his students progress. riding her motorcycle! TDS is lucky to It’s obvious to those close to Dave have such dedicated staff–thank you for and Janna’s classroom that a warm and supporting our students in all the ways respectful social community exists. Open you do! communication, mutual respect and positive social skills create a safe space “TDS has such great for everyone. Staff shared that they strive comradery. Everyone is to provide an open door for students to feel comfortable to talk to them about working towards the same anything. In addition, they are regularly goal as you, and they in touch with each student’s treatment team including parents to foster open do whatever they can to communication as a bridge between ensure each student reaches home and school.

Janna Barta, Classroom Aide for maximum potential and the past three years shared how the beyond.” culture of the classroom has evolved.

DID YOU KNOW?

Student Art, Chris B.

Summer programming (what we call ESY) has multiple academic, social/ emotional and behavioral benefits. Students who participate in regularly scheduled academic programs are more likely to retain information they learned throughout the year. For students with behavioral and learning needs, regularly structured programming ensures maintenance of critical life skills such as social/emotional regulation and independent functioning!

It has been a year of growth and change at TDS. We have welcomed a large group of new students and staff this year, myself included. As the Director of Student Support Services, it has been a pleasure getting to know the school, its resilient students, and its talented staff. We have been working to provide even more opportunities for students to develop their skills with an emphasis on social-emotional growth. To this end, we have further infused into our daily practices elements of Collaborative Problem Solving, our model that emphasizes thoughtful and therapeutic relationship building and problem solving.

We have also incorporated movement and music therapy into classrooms.

Students have been enjoying the opportunity to express themselves in creative ways.

STUDENT SPOTLIGHT

This year, our students had the opportunity to participate in extracurricular activities through Chicago Area Alternative Education League (CAAEL), including basketball, bowling, and chess. CAAEL was a great fit for the school, serving as a powerful motivator for several of our students. While CAAEL provided a physical and intellectual outlet for students, its primary focus on leadership and sportsmanship provided valuable skill building opportunities.

A special thank you goes out to the number of staff members who dedicated their time and talents to coaching and facilitating these opportunities. As the school year nears to a close, I look forward to seeing what else will develop over the summer and next school year.

Liz Mullens, Director of Student Support

Just over 10% of our student population each year reach the exciting milestone of reintegration. Students who attend TDS work to develop the academic and social/emotional skills necessary to be considered eligible to take classes at their mainstream school.

Once a student has demonstrated mastery over certain skills, their educational team, along with their family, decide the next steps in the process. Reintegration Coordinator, Stephen Jones, oversees students and their families throughout this transition so there is additional support for whatever may arise.

Middle school student, Justyn, has recently begun to embark on this process, and has been doing great.

Justyn shared how his experience has been so far: How has the reintegration process felt?

So far, it’s gone really well. In the beginning it was fun and scary because there were lots of new people. But now it’s just fun; there are many more people to meet so you have the opportunity to make more friends and talk to more people.

WELCOME MESSAGE

What do you think helped you become ready for this next step of reintegration?

I stopped doing all the stuff that I used to do. I felt like if I wanted to be successful, I’d have to do things differently.

What classes do you take at your mainstream school?

I take science, social studies and each day my elective changes. I have choir, gym, technology, STEAM and art.

You recently performed in a choir concert with a solo! How do you enjoy participating in these activities like choir?

It’s so much fun, especially choir. The concert was fun to perform in too!

Any advice for other students who are preparing for their next steps of reintegration?

Don’t think too much about what people think of you at the mainstream school.

Just focus on yourself!

TDS teachers, Stephanie, Nikki, student Justyn, Reintegration Specialist Stephen and proud Mom, Ingrid

“We were afraid of losing our son to his difficulties. We feel like we got him back and more. He’s happy and moving ahead with life” - TDS Parent

TECHSPERTS: STUDENT TECHNOLOGY GROUP

The TDS technology program continues to blossom. Now we are lucky enough to have the capacity for individual student chromebooks! In addition, teachers continue to experiment with technology programs that provide interactive learning and assessment tools.

Perhaps what we are most excited about is what our students are doing. Techsperts, the group of students involved in the TDS technology program meet weekly with a mission to involve themselves in anything related to technology and the operations of the school and agency at large. Under the direction of Chava Saul, Technology Resource Teacher, students are regularly exposed to different projects and tasks that involve the development of

technological skills.

Participation in Techsperts provides exposure and skill building according to Saul, “our students go onto participate in technology programs in their reintegrated schools–and beyond. It gives our students the confidence they need to pursue science and technology-based careers.”

Techsperts are assigned two or three classrooms to assist in trouble shooting and can be independently contacted to assist classrooms in need. As students gain the skills needed to address these challenges, they can earn badges that demonstrate their mastery of certain skills.

After speaking to TDS students on career day, Craig Nakamoto, JCFS

Director of IT Services, realized there was a lot of interest in IT and had an idea to further expand learning opportunities for the Techsperts. JVS Career and Employment was looking for a way to update laptops for use with their career counseling clients. Students would be responsible for wiping the hard drive of the laptops, installing software, and ensuring everything was working properly.

“We are excited to connect these two parts of the agency. It’s great that our students can develop their IT skills while fulfilling the needs of our client’s. It’s a positive outcome for everyone involved”, shared Nakamoto. We look forward to seeing the progress of this project!

Dance Movement Therapist, Julie, leading group in Ms. Kate’s middle school classroom

DANCE/MOVEMENT THERAPY TDS offers many unique therapeutic programs, giving students creative ways to learn new skills and explore interests.

A Dance Movement Therapy Group was introduced this year, in partnership with the Institute for Therapy through the Arts.

Dance/Movement Therapy (DMT) is the psychotherapeutic use of movement to further one’s cognitive, social, physical, and spiritual growth. The main goal of DMT is to facilitate healthy experiences using the mind-body connection. Benefits can include increased self-awareness, positive self-esteem, and growth of healthy peer connections and social skills.

Every week, Julie Brannen, a Dance/ Movement Therapist visits a handful of elementary classrooms. Each group is tailored to the needs and strengths of the students, with a focus on emotional regulation. “The students and I are engaging in dance/movement therapy to help regulate and tolerate emotions such as stress, frustration and sadness in the body.” Many students at the TDS are working on managing negative emotions appropriately, so learning ways to manage emotional discomfort can lead to better emotional well-being. Julie also shared that students have begun to focus on

interpersonal relationships in a safe and expressive way, combating problematic behaviors such as bullying and isolation.

The students are enjoying the various ways DMT can be used in the classroom.

Brannen shared, “DMT is a psychotherapy that uses the body as the primary storyteller with movement as the story. My role with them is to facilitate and be a container for healthy attachment and emotional expression. These students have wonderful energy and I am helping them channel it into something positive.”

OUR SCHOOL HAS A NEW NAME

We are very excited to announce that the JCFS Therapeutic Day School and Yeshiva will now be the Knapp School and Yeshiva. The process of choosing the name involved a few steps and some thoughtful conversations.

We asked our school community to brainstorm ideas for potential school names, also asking our Facebook community to weigh in.

After suggestions were reviewed, the names best representing our school remained. At a round table discussion involving community stakeholders and school staff, we began to think about the impact of the school in addition to those who have made our work possible.

The Knapp family has long been involved in the JCFS Chicago community and their dedication and partnership have made our work possible. They are extremely committed to our school by ensuring we have the tools to provide a warm and therapeutic setting to our students.

It seemed only natural that our school name would recognize those who’ve made what we do possible. We are appreciative of their support and we cannot wait to share our school spirit at the Knapp School with the rest of the community.

Student presenting Solar System Presentation

BLENDED LEARNING IN OUR CLASSROOMS Learning at TDS happens differently and even varies between classrooms.

Why is this so? Each classroom has students with diverse, social/emotional and academic levels. Therefore, the instructional approaches need to be tailored to fit that group. Even in public school classrooms, students fall within varying ranges, requiring teachers to be thoughtful regarding instructional methods. Using blended learning that includes a component of technology, students can pace themselves, take ownership of their work, and remain connected to their teacher, which is proven to be one of the most influential components of the learning process.

At TDS, the technology capacities– including individualized chrome books for our students–are making this type of learning more common. Recently, Mr. Mike’s elementary Yeshiva classroom began a unit on the solar system.

Students were responsible for researching their chosen planet and designing a presentation. Not only was it a success for the listeners, but the students, too.

Students were first exposed to the solar system unit via a scavenger hunt!

Mr. Mike shared how amazing it was to see the wealth of knowledge they already had on the subject and their enthusiasm sharing what they knew. To create their slides presentations students highlighted

information from an article they read about their specific planet and selected pictures from Google. Each student willingly shared their presentations on the classroom TV in front of invited guests and their classmates. They all did an amazing job and were extremely proud of what they had accomplished.

“I was amazed how much they already knew, along with the excitement they had to share their knowledge.”

– Mr. Mike

Joy Faith Knapp Children’s Center 3145 W. Pratt Blvd.

Chicago, IL 60645 773.467.3900 JCFSschool.org

STUDENT ART GALLERY

Students were responsible for cutting the felt shapes out and sewing the pieces together in a recent art unit.

Student Art, Aidan R.

EVENTS

JCFS.org/TDS for information related to TDS events June 27 - Last Day of Classes

September 2 - Labor Day

June 28 - July 5 No Classes

September 3 - First day of Classes

July 8 - First Day of Summer School

September 5 - Back to School Night

August 6 - Last Day of Summer School

“This school has changed my life by making me feel I have a school that cares about my well being, and I understand certain subjects and topics I didn’t understand at my old school.”

– TDS Student

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.