Whether you are initially coming in for a tour of Harbor School, or the family or guardian of an enrolled student, below is a sampling of some of the most common questions that come up.
As always, call us at 732.544.9394 with any of your concerns or questions about our academic, support, and extracurricular activities here at the Harbor School.
Students arrive at 8:30am and bus dismissal is 2:30pm.
A typical class of eight to ten students has one special education teacher and a student to staff ratio of less than two to one.
Each classroom teacher develops a classroom plan for their students to work on encouraging: following directions, appropriate social interaction, and building student confidence. This is based off the work of Lee Canter’s Assertive Discipline theory. The teacher identifies the Classroom Rules; identifies the negative consequences for noncompliance; and identifies the positive consequences for appropriate behavior.
If a student needs an additional individualized behavior plan, the student’s team of Harbor staff (which may include teacher, paras, related services staff, and behavior analysts) will meet to develop a Behavior Intervention Plan to target the goals for that student best. The team will collect data and communicate regularly to make necessary changes and build skills.
- This plan will also include parent input and will be included in the IEP.
- Harbor School also implements Crisis Prevention and Intervention strategies as necessary and appropriate.
ll of our teachers and therapists hold certifications or licenses that allow them to work with special needs students. All of our assistants have completed two years of college or they have taken and passed the Para-Pro Praxis Test.
There are usually six to ten students in a class.
The school has an “open door” policy and parents can visit and observe their child. Parents can also observe their child having therapy. Therapists are willing to train parents in what they are working on with a particular child so that the parent can do the same activities at home. This will serve to enhance the child’s program and help the parent and therapist to work together to improve the child’s skills.
Therapy sessions are thirty minutes long.
Therapy can be done individually or in a group. The therapist decides which format is appropriate and will best meet each child’s needs.
Transportation is provided and arranged by the sending school district. Transportation can be done by a public school van or bus, or by vehicles that are privately contracted by the sending district.
All teachers use the classroom dojo app to communicate with parents directly and in real time. Some teachers also use a communication book that goes back and forth with students for teachers and parents to write anything of importance in.
In addition, parent conferences are held in November and March and they afford the opportunity for parents and staff to meet.
Progress reports are sent home to the parents in November, March and June. The annual IEP which is held at the school is another forum in which the school staff and parents can communicate with each other.
The principal will review the child’s records. During the initial visit the principal, classroom teacher and therapists will observe the child and determine if the placement will meet the child’s educational and therapeutic needs. The parent will be informed of the school’s decision to accept or not accept their child at the end of visit.
The child can start as soon as Harbor School receives the IEP and as soon as transportation can be set up with the school district.
