The Preschool program is a self-contained classroom setting designed to support students age 3 to 5 on communication, social, pre-academic, adaptive skills, fine and gross motor skills. The classrooms maintain a ratio of at least one staff member to five students. The classroom utilizes research-based strategies to inform individual and group instruction and support skill acquisition. Individual skill assessments are used to assess student strengths and needs which further drives goals and objectives. Staff collects data to track learner performance. Communication with parents occurs daily through a communication log. The program is supported by a speech-language pathologist, occupational therapist, and physical therapist. The therapists collaborate weekly to provide a kinesthetic, multi-sensory language-based session, and a gross motor session for all students that encompasses communication and motor skills.  

The Tides Preschool program is a self-contained classroom setting based on the principles of Applied Behavior Analysis (ABA). The classrooms maintain a ratio of at least one staff member to every student. The Tides classroom utilizes research-based, ABA strategies to inform individual and group instruction, support skill acquisition, and support the development of behavioral skills. Individual skill assessments are used to assess student strengths and needs which further informs programming decisions. Staff collects data on a daily basis to track learner progress. A board-certified behavior analyst consults with the program on a weekly basis. Staff receives training and support in order to ensure program effectiveness. The program is supported by a speech-language pathologist, occupational and physical therapists. The therapists collaborate weekly to provide a kinesthetic, multi-sensory language-based session and a gross motor session for all students that encompasses communication and social skills. 

The Tides program is a self-contained classroom setting based on the principles of Applied Behavior Analysis (ABA). Elementary Tides classrooms maintain a ratio of at least one staff member to every one or two children based on the needs of the individual student(s). The Tides classroom utilizes research-based, ABA strategies to inform individual and group instruction, support skill acquisition, and support the development of behavioral skills. Individual skill assessments are used to assess student strengths and needs which further informs programming decisions. Staff collects data on a daily basis to track learner performance.  Communication with parents occurs daily through a communication log. A board-certified behavior analyst consults with the program on a weekly basis. Staff receives training and support in order to ensure program effectiveness. The program is supported by a speech-language pathologist, occupational and physical therapist.  Each week, the therapists collaborate to provide a kinesthetic, multi-sensory language-based session and a gross motor session for all students that encompasses communication and social skills. 

The LLD program is a self-contained classroom setting designed to meet the needs of students who require modifications to grade-level curriculum, and need additional support with communication, transitions, social and emotional support. The program utilizes a multi-sensory approach to learning, focusing on the development of foundational academic skills in support of the NJSLA standards. Research-based strategies are used to inform individual and group instruction, support skill acquisition and individualized skill assessments to assess student strengths and needs, and further inform IEP goals and objectives. The classrooms maintain a low student-to-staff ratio with paraprofessional support. In addition to the district ELA curriculum, decoding-focused reading instruction is provided based on a multisensory approach, which utilizes proven Orton Gillingham methodology. The program is supported by a BCBA, Speech, Occupational and Physical therapist to provide integrated and/or pull-out support in the classroom, therapy room, and/or specials as determined by individual student’s IEPs. Social skills instruction is incorporated into the program through an integrated approach. Students are provided the opportunity to mainstream in the general education setting to the greatest extent possible as deemed appropriate by the IEP team.

The REACH Program provides a highly structured behavior management system for students whose problem behaviors substantially impede their learning and inclusion in the mainstream classroom. The program utilizes an Applied Behavioral Analysis approach to teach replacement behaviors and modify student behavior for maximum personal growth. Elementary Reach classrooms maintain a ratio of at least one staff member to every three students. Students earn incentives (both class-wide and individual) based on their progress in a class-wide level system, a token economy point system, and are provided with Social/Emotional training to aid in their self-regulation and management of problem behavior.  Students who have demonstrated social and emotional growth are integrated back into general education through a leveled systematic system. The program is supported by a licensed mental health professional (School Social Worker, School Psychologist) and consultation is provided on a weekly basis by a Board Certified Behavior Analyst.  The program strives to have a seamless collaborative approach between staff, students, and home.

The Vista program is a self-contained classroom setting designed to meet the needs of students who require modifications to grade-level curriculum that incorporates application to communication, life, and other real-world skills. The middle and high school program maintains a low student-to-staff ratio based on the individual needs of the students with paraprofessional support in the classroom. Research-based strategies are utilized to inform individual and group instruction, support skill acquisition, and individualized skill assessments to assess student strengths and needs and further inform goals and objectives. Classroom and community-based instruction focus on developing learner skills across the school and greater community. Staff collects data on a daily basis to track learner performance. The program is supported by a BCBA, Speech, Occupational and Physical therapist to provide integrated and pull-out support in the classroom and therapy room as determined by individual student’s IEPs.

The emotional/behavior disabilities program housed in Eisenhower Middle School and Roxbury High School provides a highly therapeutic and structured behavior management system for students whose behaviors, social and/or emotional difficulties substantially impede their learning and inclusion in the mainstream classroom. The classrooms maintain a ratio of at least one staff member to every five students. The program utilizes an Applied Behavioral Analysis approach to teach replacement behaviors, differentially reinforce established positive coping strategies, and modify student behavior for maximum personal growth. Students earn weekly and monthly incentives and are immersed in Social/Emotional training to aid in their self-regulation and management of problem behavior. Students who have demonstrated social and emotional growth are integrated back into the least restrictive environment based on IEP team decisions. The program is supported by Thrive Alliance counselors, case managed by a School Psychologist and School Social Worker, and consultation is provided on a monthly basis by a Board Certified Behavior Analyst. Students and their families are given access to individual and group counseling sessions with a licensed mental health provider (licensed counselor, school psychologist). The program strives to have a seamless collaborative approach between staff, students, and home through the use of technology, meetings with students and parents, and phone conferences on an as-needed basis.  

The Success program is designed for individuals age 18-21 who have met their high school requirements but require additional support to meet transitional goals. The program integrates concepts and skills acquired throughout the typical high school progression and allows individuals to apply independent living skills in work-based learning opportunities (WBL), community-based instruction (CBI), and recreational activities. Support is available while individuals are at their job sites from Job Coaches who help navigate the job site experience, foster self-advocacy, and apply job skills appropriately. In addition to a focus on independent living skills and social integration, real-world academic instruction is provided to further support students’ postsecondary vocational transition goals.