Wow - what an amazing response to our first issue! Thanks to everyone who read, shared, and contributed to our special education newsletter. You all made it happen, and we couldn't be more grateful.

With spring just around the corner, we're buzzing with ideas for the warmer months ahead. Think outdoor sensory activities, playground learning opportunities, and more opportunities for community based instruction! There's something magical about taking learning outside when the weather cooperates!

This edition is packed with practical ideas you can apply in any setting, success stories that'll make you smile, and resources to support both educators and families.

Thanks for being part of our Cliffside community. Stay tuned for more monthly editions as we continue to share and connect through June!

Stay tuned and stay connected!

As the weather warms and flowers begin to bloom, spring offers a perfect opportunity to refresh our approach to social-emotional learning (SEL). Just as nature awakens during this season, students can experience growth in their social-emotional skills when these learning opportunities extend across all environments. The changing season provides unique opportunities to connect SEL with the natural world around us (see below for a fun activity that you can try at home)!

Children learn best when skills are reinforced consistently across different settings. When SEL practices at school are complemented by similar approaches at home and in community settings, students have more opportunities to practice these skills and internalize them as habits—much like how consistent sunshine and rain help spring flowers thrive.

Teachers can incorporate spring-themed SEL throughout the school day by:

• Using the concept of growth and blooming as metaphors for emotional development
• Taking learning outside when possible to practice social skills in a new environment
• Creating nature journals that combine observation skills with emotional reflection
• Implementing collaborative garden projects that teach cooperation and responsibility
• Using spring-themed books to discuss changes, transitions, and resilience
• Creating outdoor calm spaces for sensory regulation
• Connecting weather changes to emotional changes ("Sometimes we feel stormy...")

Parents and caregivers can support spring-inspired SEL development by:

• Going on nature walks to practice mindfulness and observation
• Planting seeds together and discussing patience and nurturing
• Using outdoor time to practice emotional regulation in a less confined space
• Creating family traditions around spring cleaning or renewal
• Discussing seasonal transitions as parallels to emotional transitions
• Exploring new outdoor environments to build flexibility and adaptability
• Using longer daylight hours for extended family connection time

Spring's warmer weather creates new community-based SEL opportunities:

• Participating in community clean-up events to build citizenship
• Visiting farmers markets to practice social interactions and decision-making
• Attending outdoor community events to work on social navigation
• Exploring neighborhood parks to practice sharing public spaces
• Joining community gardening projects to build teamwork skills
• Using seasonal changes as conversation starters with community members
• Practicing appropriate greetings and interactions during increased outdoor activities

Materials Needed:

• Paper cut into flower shapes (or real planting materials if available)
• Markers or colored pencils
• Craft sticks or straws
• Optional: Small pot or container with soil for real planting

Instructions:

1. Discuss how emotions, like plants, need attention and care to grow in healthy ways
2. Have children identify different emotions they experience
3. Create a flower for each emotion, using colors that represent that feeling
4. On each petal, write ways to care for that emotion (e.g., "When I feel sad, I can talk to someone I trust")

Classroom Application:

Create a classroom "Emotion Garden" where students can add flowers throughout the spring. Use it as a visual resource for emotional regulation strategies.

Home Application:

Create a family emotion garden for the refrigerator or a window. Add to it together when experiencing new emotions or discovering new coping strategies.

Community Application:

Share emotion flowers with trusted community members (grandparents, trusted neighbors) to help them understand how to support the child's emotional needs.

The spring season reminds us that growth often requires patience, nurturing, and the right conditions. By implementing consistent SEL practices across environments during this season of renewal, we create the ideal climate for children's social-emotional skills to truly blossom.

Discover how our students are thriving both inside and outside school walls. We spotlight engaging classroom activities, showcase our Community-Based Instruction (CBI) adventures, and celebrate Work-Based Learning (WBL) success stories. These experiences are building real-world skills and creating meaningful connections across all environments.

Students in Ms. Citko & Ms. Khanukayev's second grade class are mastering sight words through an engaging reward system. Each time a student spells a sight word correctly, they receive a word card which they then use to create sentences with their collection of "red words." This interactive approach not only reinforces spelling skills but also encourages students to practice sentence structure and build confidence in their writing abilities.

Small gestures make big impacts in creating truly inclusive spaces! At School #3, Ms. Guider exemplified this when two students from the self-contained Autism class began trialing in her ICR class. She thoughtfully sent a general education student to deliver special gift bags to these students, ensuring they received the same items as their classmates even when they weren't physically present.

Similarly, Ms. Azzari and Ms. Cantor have formed an exceptional partnership supporting an MD student transitioning into the LLD class. Their collaborative approach has helped this student participate actively, connect with peers, and develop self-advocacy skills. As Ms. Azzari wisely noted, "If we don't give kids the opportunity to try, how will we be able to know if they will be successful?"

These dedicated educators remind us that inclusion thrives through everyday actions, creative problem-solving, and a genuine belief in every student's potential.

Students from School 3's ABA and MD classes recently enjoyed an exciting field trip to We Rock the Spectrum in Paramus, NJ. This specialized indoor playground provides a sensory-rich environment designed specifically for children with various sensory processing needs.

We Rock the Spectrum offers a unique approach to therapy through play, featuring specialized equipment including suspended swings, zip lines, crash pits, and climbing structures. The facility was founded by Doris, a dedicated special education professional with years of experience who believes in a family-oriented, immersive approach to sensory therapy.

The trip provided our students with valuable sensory experiences in a safe, supportive environment where they could explore, play, and engage with specialized equipment designed to meet their unique needs. These kinds of community-based experiences help students generalize skills while having fun in an accepting environment.

A special thank you to all the teachers and related service providers who organized, chaperoned, and supported our students during this valuable experience. Your dedication to creating meaningful learning opportunities outside the classroom makes a tremendous difference in our students' educational journey!

Students in Miss Russo's class combined mathematics with holiday fun during a creative St. Patrick's Day activity. Each student received their own portion of Lucky Charms cereal for this engaging lesson in data collection and visual representation.

The young mathematicians carefully sorted their colorful marshmallow charms onto designated papers, creating organized collections of rainbows, pots of gold, and other magical shapes. Once sorted, they used their data to construct bar graphs, discovering that each student's sample yielded unique results—a perfect real-world lesson in distribution and variability!

After completing their mathematical analysis, students were rewarded for their hard work with the ultimate incentive: permission to enjoy their colorful marshmallow subjects as a special treat. This hands-on activity successfully transformed abstract graphing concepts into a memorable, delicious learning experience that had everyone feeling lucky indeed!

The AAC Parents Education presentation provided valuable insights to families on the importance of giving their children effective communication tools. Mrs. Courtney Rotundo (speech therapist) led a training on AAC tablets and programs, helping parents become comfortable with these powerful communication devices.

Students had already been introduced to Core Boards and communication boards at the beginning of the school year—tools designed to match the same language program used on the tablets. This thoughtful alignment ensured consistency between school and home communication supports.

By combining access to appropriate tools, frequent practice opportunities, and family involvement through the Parent Education presentation, we're creating new pathways for our nonverbal students to express themselves effectively. This collaborative approach between school and home is giving students what everyone deserves—a voice and the power to communicate.

SHOUT OUT: "COURTNEY ROTUNDO! Seriously, she is awesome and has been a pioneer in helping my students and their families this year. We've been collaborating with parent training and its been a great experience with parents showing interest. We will see if its possible to do this every year!" -Ioanna Dristas (Preschool Teacher)

The sixth graders in Ms. Winter's class recently embarked on an astronomical adventure, designing and creating their very own solar system projects! Working collaboratively in groups, students combined science knowledge with artistic flair to produce stunning planetary models.

Each team carefully painted their planets with attention to detail, correctly labeled the celestial bodies, and thoughtfully arranged their solar systems. The finished projects showcased not only the students' understanding of our cosmic neighborhood but also their remarkable creativity and teamwork skills.

These hands-on projects brought space science down to earth, allowing students to physically engage with concepts they've been studying. The colorful, three-dimensional models transformed abstract astronomical knowledge into tangible creations that the whole class could admire and learn from!

In Ms. Guerriero’s 7th Grade Social Studies class, we became Constitution creators! After learning about the U.S. Constitution, we put our knowledge to the test and wrote our very own Classroom Constitution. Everyone pitched in ideas for rules to make our class a respectful, fair, and fun place to learn. From being kind to raising our hands, we made sure our class rules represent what matters most to us. Then, we made it official by signing our names — just like the Founding Fathers! Now, we have a set of rules we all believe in — made by us, for us!

Cliffside Park High School's commitment to inclusive education is creating positive experiences for special education students who now spend significant portions of their day in mainstream classes. This initiative has opened doors to new academic and social opportunities.

Many students have reported forming meaningful friendships with peers outside their special education classrooms and have expressed enthusiasm about experiencing different teaching styles and classroom environments. The variety of instructors and classroom dynamics has provided fresh perspectives and enhanced engagement.

These mainstream experiences are helping students build confidence and develop important social skills as they navigate different classroom expectations and work with diverse peer groups. Teachers have noticed growth as well, with many reporting that students return to their special education classrooms with new ideas and a sense of pride in their mainstream achievements.

This mainstreaming initiative represents an important step in our district's ongoing commitment to creating an educational environment where all students have opportunities to connect, learn, and grow together.

Ms. Molina, Occupational Therapist, recently engaged students in a festive St. Patrick's Day activity where they colored and cut leprechaun beards! This creative project combined fun with purposeful therapy by incorporating water drop crayons, which enhance fine motor skills by promoting a functional grasp. These specialized crayons not only helped students develop important motor skills but also allowed them to create beautiful holiday crafts they could proudly display. Activities like these demonstrate how our OT team skillfully blends therapeutic objectives with engaging seasonal themes.

School 4 Speech-Language Pathologists collaborated with special education classroom teachers on an engaging speech and language activity with a St. Patrick's Day twist! Students worked in small groups to design and create Leprechaun Traps, then presented their inventive creations to their peers. The activity culminated in a friendly competition where everyone voted for their favorite trap.

This creative project provided authentic opportunities for communication skills practice while building teamwork and presentation confidence. A huge thank you to our amazing team who made this possible: Speech-Language Pathologists Carli Wiley and Kelly Hassler; LLD Teachers Michaella Toumazou and Nicole Weinstein; ABA Teachers Brandy Luderer and Lindsey Russo; BCBA Ashley Ellias; Supervisor Yahaira Canales; and SLP Interns Kelsey Contrareas and Gabriella Mirza.

During our Read Across America celebration, students engaged in a delightful fusion of literacy and physical therapy with Dr. Seuss's Super Stretchy ABC game. Students took turns directing each other where to place their hands, feet, and occasionally even their ears, while maintaining each position for a full 10 seconds.

This playful activity served multiple therapeutic purposes, helping students develop core strength, improve balance, increase range of motion, and enhance motor planning skills. Beyond the physical benefits, the game fostered essential social skills as students practiced clear communication and cooperation with their peers.

Amidst the concentration and occasional wobbles, there was no shortage of giggles and smiles as our students stretched their bodies and their imaginations—proving once again that learning works best when it's fun!

The Unified Club is off to an exciting start at both the middle and high school! Students have been engaging in a variety of interactive activities designed to foster meaningful connections and build an inclusive community.

Our first meeting kicked off with Human Bingo, where students discovered surprising commonalities while getting to know each other. The following week featured a STEM challenge where teams constructed the tallest possible towers using only marshmallows and toothpicks, encouraging creativity and collaboration.

Most recently, our "Connections Challenge" used yarn to create a physical web between participants, visually representing the relationships forming within our group. As students shared interests and found common ground, they could actually see their community connections taking shape before their eyes!

The Unified Club meets weekly—Wednesdays from 11:30-12:00 in the high school and Thursdays at the start of lunch in the middle school. Students of all abilities are welcome and encouraged to join our inclusive community!

For more information, parents or students can contact Allison Goodman, Behavior Specialist, at agoodman@cliffsidepark.edu.

Cliffside Park schools enthusiastically participated in Read Across America Week, the annual national literacy celebration held in early March to coincide with Dr. Seuss's birthday. This cherished tradition promotes the importance of reading among students of all ages.

Throughout the week, our classrooms welcomed a variety of guest readers. Teachers, related service providers, and community members generously volunteered their time to share stories with our students. The diversity of readers brought fresh perspectives and voices to familiar and new tales alike.

A highlight of the celebration was our middle school students' visit to elementary classrooms as guest readers. This cross-age reading experience created meaningful connections between our older and younger students while reinforcing the value of literacy at all levels.

From themed dress-up days to engaging activities, the week was filled with experiences that made reading exciting and accessible. These community-wide efforts help instill a lifelong love of reading in our students.

Thank you to everyone who contributed to making this year's Read Across America celebration a memorable experience for our Cliffside Park students.

In celebration of St. Patrick's Day, our culinary class embraced the festive spirit with some delicious themed creations! Students made chocolate chip cookies adorned with St. Patrick's Day sprinkles, bringing a colorful touch to this classic treat. They also crafted adorable leprechaun pot cupcakes, complete with fluffy marshmallow "clouds" and sour belt "rainbows" - a creative way to practice decorating techniques while celebrating the holiday.

March has been an exciting month in our kitchen as we explore the versatility of Jell-O pudding and regular mix. Students are testing various recipes to discover how these ingredients can be incorporated into different combinations to enhance flavors or create entirely new taste experiences. This experimental approach not only builds culinary skills but also encourages creativity and problem-solving in the kitchen.

This month, we celebrate Maggie Brown, an exceptional OT whose inclusive approach makes a real difference at School 5. Maggie creates innovative therapeutic activities accessible to all students while actively changing mindsets about what's possible in therapy.

As her colleague, Courtney, notes: "Maggie is a skilled occupational therapist whose enthusiasm is a joy to work with! She makes our co-treats engaging and fun. Maggie is also very receptive to speech strategies and implements techniques, including use of AAC devices, in her sessions. I am so thankful to have her support and expertise during our collaborations."

Thank you, Maggie, for your dedication to creating an environment where everyone feels included and has the opportunity to thrive!

This month, we recognize Ms. Josie Kennedy from School 4 for her extraordinary dedication to fostering an inclusive culture, even while facing personal challenges.

As shared by Eileen Young: "The OT team would like to give a huge shoutout to Ms. Josie at School 4! Even though she should be resting at home and recovering from an injury, she has made the time to continue to help out her students. For example, she made packets for us to distribute to her students/teachers with activities and tips to promote executive functioning skills. We love you, Josie! Get well soon!"

Thank you, Ms. Josie, for your unwavering commitment to your students and for showing us all what true dedication looks like!

"Ms. Hernandez has an energetic, positive attitude every single day! She creates an enthusiastic and encouraging environment for both her young learners and colleagues. Her ability to inspire and motivate, even during challenging times, is truly remarkable. Her passion for teaching is contagious and she always displays ways to make learning exciting, fun and engaging. She was also the driving force behind the inclusive Sensory Integration program last month and has great ideas for the upcoming spring theme in April. This program has brought together different types of learners to participate in a variety of activities that cater to various learning styles with the assistance of related service therapists. I am happy to work with her and be a part of her team."- Ms. Deirdre Colasuono, Physical Therapist

A special round of applause to the amazing related service providers and special education teachers at School 4! Their collaborative efforts on St. Patrick's Day projects created wonderful opportunities for students to shine while presenting to their peers.

This inspiring partnership between professionals demonstrates the power of teamwork in creating meaningful learning experiences. By combining their expertise and creativity, these dedicated educators designed activities that allowed students to build confidence, practice presentation skills, and celebrate the holiday together.

The collaborative spirit on display enriches our school community and directly benefits our students. Thank you to everyone involved for your commitment to creating inclusive, engaging educational opportunities!

Positive reinforcement is the practice of encouraging desired behaviors by providing rewards or acknowledgment when those behaviors occur. Simply put, it's recognizing and rewarding the good things your child does, which motivates them to continue those positive actions.

Consider implementing these effective strategies:

• Be specific with praise: Instead of "good job," try "I noticed how carefully you put away your toys without being asked—that was very responsible!"
• Immediate recognition: Acknowledge positive behavior right when it happens. "Thank you for using your indoor voice at the dinner table tonight" is more effective than mentioning it hours later.
• Personalize rewards: Discover what motivates your child—it might be extra reading time, a special activity with you, collecting stickers on a chart, or earning points toward a desired item.
• Create a token system: For older children, consider a system where they earn tokens for positive behaviors that can be exchanged for privileges or rewards.
• Morning routine example: If getting ready for school is challenging, break it down into steps (getting dressed, brushing teeth, eating breakfast) and celebrate each completed step.
• Homework example: "I noticed you started your homework without a reminder today. That shows great responsibility! Would you like to choose the game we play after dinner?"
• Sibling interaction example: "I saw how you shared your toys with your sister when she was upset. That was very kind and helped her feel better."

Remember that consistency is key—behaviors learned over time take time to change. By focusing on the positive and celebrating small wins, you'll help your child build confidence and develop skills that last a lifetime.

When a child is facing challenges to their functioning and well-being, finding the right services and support can be overwhelming. PerformCare is committed to helping families access the right services for children through the New Jersey Children's System of Care (CSOC).

Services include:

• Behavioral Health: Support for children and adolescents with behavioral, mental health, or emotional challenges
• Intellectual and Developmental Disability Services: Assistance with eligibility, applications, and connecting to appropriate resources
• Substance Use Treatment Services: Information and resources for eligible youth needing treatment

PerformCare offers emergency services, care management organizations, family support services, and maintains a Family Portal for convenient access to information. Their Quality Improvement program continuously monitors and evaluates care quality, while the Family Leaders Group ensures families stay informed about available services.

For more information or to determine eligibility for services, visit PerformCare's website or contact their 24/7 helpline. Services are available in English and Spanish.