Programs

Health and Sun Safety

10 Ways to SunGuard Your Skin

  1. Limit sun exposure between 10 a.m. and 4 p.m.
  2. Avoid sun tanning and tanning beds.
  3. Generously apply a broad-spectrum (UVA/UVB) sunscreen with a minimum SPF of 15. Reapply every two hours and after swimming or sweating.
  4. Wear sun protective clothing such as a wide brimmed hat and a long sleeved, dark colored shirt.
  5. Wear UV protective sunglasses.
  6. Seek shade of umbrellas, trees, and awnings.
  7. Use extra caution when near water, sand, snow, and concrete, as they reflect the UV rays.
  8. Get vitamin D safely through a healthy diet; don’t seek the sun!
  9. Send sunscreen to school and camp with your children and encourage them to use it.
  10. Remember to Slip, Slop, Slap, Wrap!

Information Provided by: Maryland Skin Cancer Prevention Program

www.sunguardman.org

 

Project Greenhouse

Our beliefs are firmly rooted in the acheivement of the personal growth for all our students. What better way to help nurture our students growing processes than having them learn about and helping the growth of other living things. The on-site Greenhouse at CCSS gives students an opportunity to participate in various gardening activities. Students gain valuable reading, math and science education through this very hands-on academic environment.

 

You can see the joy in the faces of our kids watching them dig and prepare the dirt for planting and really see it when they watch as the fruits of their labor yields produce or just a beautiful flower knowing what they have helped accomplish. We all love this program.

 

Work Experience Program

work2Students in grades 11 and up begin participating in the Work Experience Program (WEP) with school-based jobs. The school-based WEP includes a variety of jobs throughout the school and vocational skills training in the classroom.

In the classroom, students learning a variety of skills by completing vocational task boxes. Tasks include simple assembly, 2-piece nut and bolts sets, and more complex assembly, 8-piece pen lights. Students also practice collating papers, sorting items by categories and assembling various kits.

Throughout the school, students perform a number of jobs that prepare them for custodial work as well as incorporate daily living skills that crossover to skills in the home. Students collect lunch envelopes and breakfast coolers to return to the cafeteria. Students also collect dirty laundry and dishes that they bring back to the home arts room where they learn to operate a washing machine and dishwasher.

Students perform these jobs using a variety of work systems and adaptations including pictures and voice output devices to communicate steps needed to complete a task. By participating in the school-based WEP students are better prepared to make the successful transition into the Community Work Experience Program.

 

Structured Teaching

Structured Teaching is a tool used by CCSS teachers and staff to organize student work and provide access to Content Curriculum. The “structure” consists of modifications in the environment, concrete and visual ways of presenting information, and proactive routines. It is individually designed around each student’s strengths, skill, interests and needs.

The goal of structured teaching is to promote independence and meaning through structure over the life time of the individual. As an individual grows and changes, the structure may be adjusted but it will always be necessary, in much the same way that people always wear their eyeglasses to see properly. In many ways, Structured Teaching is simply a more concrete, conscious version of the organization we use in our daily life. For example, we depend on our daily planners and calendars to understand what we’re supposed to do, when and where.

Physical Structure

This is the way the classroom environment is set up so that each area of the classroom is visually organized; each space has a specific purpose and set of expectations.

Clear physical and visual boundaries

  • Boundaries are in place to help the child understand where an area begins and ends. It helps to establish context and segments the environment for the student.

Minimize visual and auditory distractions

  • Helps the student focus on the concept and not the details.
  • Develops basic teaching areas: Independent Work, One-on-One, Leisure, Transition, Group, Computer, Snack, Lunch …based on the needs of the students.

 

Schedules
The Daily Schedule tells the student where they need to be, where activities will occur, and the order in which they will take place.

The length of the schedule is dependent upon the needs of the individual student. It can vary from one item, a full day, a full week or a month.

  • Object schedule
  • Object card schedule
  • Photograph schedule
  • Picture/Symbol Schedule
  • Picture/Symbol with written Schedule
  • Written List Schedule
  • Sentence Schedule

 

Work System

This is what tells the students what they will be doing once they are where they need to be in the environment. The work system clarifies information for the student.

The work system tells the student:

  • How much work
  • What work
  • When work will be finished
  • What comes next

 

Visual Structure

This is what helps students keep working by providing information within the environment that clarifies, organizes or instructs.

  • Clarifies by drawing attention to the important details. (labeling, highlighting, color-coding …anything that makes the relevant more obvious)
  • Organizes materials in the space and sequences. (all items in their place, limited number or spacing …anything to organize)
  • Instructs by giving visual information about how to complete the task. (jigs, arrows, pictures, product samples …anything that makes no verbal instructions necessary)

 

 

Learn more about structure and how we work with our students…

The following websites will help you to learn about visual strategies, Picture Exchange Communication system, visual schedules, errorless learning and discrete trials, TEACCH structured work tasks and structured classroom strategies. Here are a few links to get you started:

 

http://www.teacch.com/

The official TEACCH website, which includes information on structured teaching and work tasks, which are useful for all special needs children.

 

http://www.csun.edu/cod/conf/2000/proceedings/1014Rouse.htm

This first link provides a useful and short description of Augmentative Communication and explains why AC is so important, how to implement AC strategies to help children communicate and provides some troubleshooting suggestions.

 

http://www.speakingofspeech.com/

This is an excellent site for Speech Language Pathologists, but it also provides tons of visual resources that teachers can use in their classrooms. I get a lot of visual strategies, schedules and social stories from this site.

 

http://www.cindysautisticsupport.com/

This is a classroom teacher and she has lots of details about how she sets up her classroom for students on the spectrum, including lots of pictures. While it is designed for autism, you’ll probably find you have several students with autism in a multi-disability classroom and many of these strategies work for all children.

 

http://www.cindysautisticsupport.com/

A general special education site that includes links to all kinds of great information helpful for sped teachers.

 

http://room5ideas.com/

Another wonderful teacher of students with autism that is full of pictures and useful ideas for the classroom teacher.

 

http://ex.susd.org/smcclure/index.htm

This is one of our favorite websites. While this talks about a high school class, most of the ideas work for children of all ages. Click on the link How to Set up a Classroom, as it has a wonderful detailed PowerPoint with lots of pictures showing tons of visual strategies.

 

http://www.preschoolfun.com/pages/teacch.htm

California Avenue School in conjunction with project TEACCH has offered the core TEACCH Training in Vista, California. These are the work tasks that were developed by the TEACCH trainers and students during these training sessions.    This site has lots of pictures of structured work tasks to look at!

PBIS

pawsPositive Behavioral Interventions and Supports or PBIS is a process for creating safer and more effective schools. PBIS is a systems approach to enhancing the capacity of schools to educate all children by developing research-based, school wide, and classroom discipline systems. The process focuses on improving a school’s ability to teach and support positive behavior for all students. Rather than a prescribed program, PBIS provides systems for schools to design, implement, and evaluate effective school-wide, classroom, non-classroom, and student specific discipline plans. PBIS includes school-wide procedures and processes intended for ALL students, ALL staff and in ALL settings.

How Does it Work?

As students are “caught” following the school-wide rules:

  • Students are reinforced for their positive behavior with a CCSS PAW Reward as well as a verbal recognition for their hard work. (Staff also uses a Teaching Matrix to explain and visually describe the positive behavior.)
  • PAWS are collected and names are drawn weekly.
  • When a student name is called they will receive a prize and their photo on the “PAW PRINTS” bulletin board.
  • In addition, all students are given an opportunity to spend their hard earned PAWS at the CCSS School Store, while also learning how to make purchases.

Sensory Integration Program

sensorysInformation we receive about our world comes to us through our sensory systems. Much of this input comes to us on an unconscious level. Aside from the sense of taste, smell, sight and sound, there is also the sense of touch, movement, gravity and body position. All these sensory systems have receptors that pick up information to be perceived by the brain. All of these systems work together with one another to form appropriate responses.

For some children, sensory integration does not develop as efficiently as it should and a number of problems occur in learning, development or behavior. In therapy, a child will be guided through activities that challenge his or her ability to respond appropriately to sensory input by making organized responses. Therapy will involve activities that provide vestibular, proprioceptive, and tactile stimulation and are designed specific to the child.

Typically, a variety of activities will be used to develop abilities as opposed to specific tasks. The child will rarely be a passive recipient, but will rather be an active participant in this play-like therapy. This type of therapy is almost always fun for children. When a sensory integrative approach is successful, the child is able to automatically process complex sensory stimuli more effectively. The child will have more normal responses to stimuli and an improvement in coordination and motor planning.

Specials

adapted
  • Fine Arts and Music – The Cedar Chapel Special School Art and Music Program are easily motivated by the use of various art media and music instruments. As our “artists” and “musicians” experiment with media, concepts such as color, shape, line, balance, rhythm, tempo, dynamics, and tone color develop. It becomes obvious that the process of art and music is just as important as the product of art and music. For our very special students, art and music becomes a voice for silent thoughts and provides an alternate outlet for self-expression.

 

  • Adapted Physical Education – Students are offered many opportunities to interact with their classmates and participate in an adapted physical education program. This structured program is designed to meet the special needs of each student.

 

 

  • Adapted Aquatics Program – Warm water (typically between 89 and 93 degrees) provides a calm and relaxing, yet motivating and unique environment. In water children are able to complete functional activities that they may not be able to on land. In aquatic therapy it is assumed that the increased function in the water will carry over to increased function on land. Research indicates that aquatic therapy has produced functional outcomes in fewer therapy sessions than land based therapy.

       Reasons for Use: 

  • Performing therapy in a warm water environment assists with muscle relaxation, tone reduction and pain control. 
  • Provides freedom of movement, promotes movement in a reduced gravity environment 
  • A therapist can utilize the properties of water to address strength, motor control, proprioception (knowing where an extremity is in space), conditioning, endurance, edema, range of motion and coordination concerns.
  • Promotes activities of daily living 5. Encourages vocalization and verbalization

 

Summer Program

The Cedar Chapel Summer Program is a 4 week social and academic enrichment activity experience for students of the Worcester County Schools who receive special education services from the Worcester County Board of Education during the regular school year. The Program is located at Cedar Chapel Special School in Snow Hill, MD.

Children who attend the Cedar Chapel Summer Program are encouraged and guided to develop and improve academic as well as socialization skills by participating in activities such as: Reading, Mathematics, Science, Swimming/Water Games, Field Trips, Technology Skills, Music, Arts and Crafts, Physical Education, and Language Enrichment.

Students are encouraged to share ideas, cooperate with others, respect self and others, and appreciate personal achievements. Emphasis is placed on assisting children and young adults in understanding their community and the role they play in the community.

2013 Cedar Chapel Special School Summer Program

June 24 – July 19

July 4 & 5 – No School