TYPICAL DAILY SCHEDULE FOR Primary and Intermediate Classrooms

INTENSIVE THERAPEUTIC DAY PROGRAM for students with Autism Spectrum Disorders

The program is in session Monday through Friday with an early release for continued staff training and collaboration. Program hours are as follows: Monday, Tuesday, Thursday and Friday 9:00-3:00 and Wednesday 9:00-1:00.

FULL DAY SCHEDULE
9:00-9:15am	Entering school, unpacking backpack, greetings of teachers and peers, preview of the day, free play/Floortime with their Instructional Assistant.
9:15-9:45am	Gathering Time - Group based engagement on topics and themes drawn from current curriculum. This is a time for students to share experiences with their peers while supported by their individual Instructional Assistant. It also works to support and to expand meaningful understanding of curriculum concepts.
9:45-10:15am	Individual Floortime - This can include listening center, computer center, library, symbolic play center, blocks/building center, sensory rooms, water table, science, arts and crafts. This is individualized based on each child’s IEP goals. Areas addressed within this timeframe include regulation, mutual engagement, language and communication (expressive, receptive, and pragmatic), problem solving, symbolic play, abstract and critical thinking opportunities, motor planning, peer interactions and expression of ideation.
10:15-10:30am	Bathroom Break/Regulation
10:30-11:15am	Small Group Academics – Lessons based on current curriculum. Goals are established through the IEP process and include, but are not limited to – Language Arts (Reading and Writing), Math, Science, and Social Science.
11:15-12:00pm	Individual Academics – Lessons based on current curriculum. Goals are established through the IEP process and include, but are not limited to – Language Arts (Reading and Writing), Math, Science, and Social Science.
12:00-12:45pm	Lunch – Facilitated peer interactions during eating portion of lunch. Specific support for pragmatic language deficits. Self-help, daily living skills and independence will be promoted throughout this time period.
12:45-1:00pm	Individual Floortime/Preview of Small Group
1:00-1:30pm	Recess/Small Group Play – Peer play is facilitated with the students, therapists, and Instructional Assistants.
1:30-2:00pm	Individual Academics – Lessons based on current curriculum. Goals are established through IEP process and include, but are not limited to – Language Arts (Reading and Writing), Math, Science and Social Science.
2:00-2:10pm	Get belongings together.
2:10-2:25pm	Gathering Time – Group based engagement on topics and themes drawn from current curriculum. This is a time for students to share experiences with their peers while supported by their individual Instructional Assistant. It also works to support and to expand meaningful understanding of curriculum concepts.
2:25-2:30	Putting away school supplies and toys, packing backpack, maintaining or attaining regulation for transition home, expressing goodbyes to staff and peers.

Throughout the day, Floor Time principles are infused and utilized when addressing any academic, individual or group goal, and throughout each interaction with the child. Individual speech and language, occupational therapy, music therapy, art therapy, recreational therapy and counseling minutes are scheduled and occur at various times throughout the school day. Throughout the day, depending on the child’s individual needs and profile, there will be integration of auditory intervention treatment and augmentative and alternative communication into the daily curriculum and activities. Opportunities for community trips to facilitate curriculum studies and to promote life skills, will be scheduled on a monthly basis.

We follow Dr. Stanely Greenspan and Dr. Serena Wieder's guidelines for instruction in a classroom environment:

Developmental Level - Until a child is consistently engaged and interactive with one adult; 1:1 interaction is necessary to help the child develop mutual attention, reciprocal interaction and continuous communication. At this time, the child would not benefit from being in a group.

Once the child is interactive with adults, small group experiences for sensorimotor experiences can proceed. Child begins with 1:1 support with one, two or three children. Group Size - 4.

As the child moves to the next developmental level, 1:1 support is provided for symbolic play. Once underway, mediation with one other child can be added. Group size - 2.

Once the child is interactive with one other child, group size can slowly be expanded for sensorimotor playground/gym activities and games or center work. Child first works with one other child on cooperative tasks and then expands from there. Group size - 4-6.

Once the child is symbolic and verbal, he may be engaged in both 1:1 and 2:1 interactive symbolic play sessions. Group composition can now be larger to encourage the child to play with different children and themes. Group size - 4-6.

When some social skills are in place, the ratio of teacher to child can be increased to 1:2 in a larger group composition. Group size 8-10.

Soaring Eagle Academy shall admit students of any race, creed, color, national or ethnic origin, gender and disability to all the rights, privileges, programs and activities generally accorded or made available to students of the Academy, and shall not discriminate on the basis of race, creed, color, national or ethnic origin, gender, disability or marital status in the administration of its educational policies, admissions and employment policies, scholarship and loan programs, athletic or other school administered programs, or in any other activity, program or policy.

Soaring Eagle Academy is a 501(c)(3) not for profit organization

Soaring Eagle Academy is approved by the Illinois State Board of Education