- Autism (age 3-21.11)
- Other health impairment (age 3-21.11)
- Developmental delay (age 3-21.11)
- Specific learning disability (age 3-21.11)
- Emotional disability (age 3-21.11)
- Intellectual disability (age 3-21.11)
- Speech/Language disability (3-21.11)
- Traumatic Brain Injury (3-21.11)
- Multiple disabilities (3-21.11)
- Empower each student to achieve peak academic performance
- Data collected to support this outcome will include results of teacher observations, trial-by-trial, portfolios of work completed by students following the implementation of evidence-based curricula such as Unique Learning Systems, and documentation of field trips and community based activities; and records of extra-curricular activities, thematic projects and whole school events.
- Develop skills critical to development and educational growth
- Data collected to support this outcome will include individual student progress towards IEP goals which fall within the domains of development and educational growth. This data includes but is not limited to observation of student behavior, running records/frequency tallies of behaviors targeted for reduction, records of successful completion of tasks and preferred behaviors, data derived from student performance on the curriculum, classroom based assessments, probes and evaluations.
- Provide opportunities (for students) to be reintegrated with typical peers and their home school.
- Placement is reviewed at all annual reviews. Discussion of the least restrictive environment appropriate to a given student will be included in the meeting notes. Data will also include the number of students each year who are given the opportunity to a) tour a less restrictive setting at their home school b) take part in an extra-curricular activity with typical peers from their home school; and/or C) scheduled to take a class or classes at a less restrictive environment in their home school
The Winston Knolls School at Hoffman Estates Campus is a private, non-profit school for children with autism and developmental delays, located in Hoffman Estates, Illinois. Students are in school for a minimum of 179 school days during the regular school year. During the regular school year, the school hours are 8:50 AM-2:50 PM Monday, Tuesday, Thursday, and Friday. Students attend The Winston Knolls School 8:50 AM- 1:50 PM on Wednesday.
Extended School Year (ESY) runs approximately mid- June through the end of July. Classes are in session for a total of 120 hours over the ESY session, which is approximately 8:50 AM- 2:00 PM; Monday through Thursday. The exact end time for ESY varies year-to-year, due to when the July 4th holiday falls on the calendar.
Students are transported to school as determined by their IEP; typically in a bus or taxi, or driven by the parent. Students are met each day at the appropriate vehicle and escorted into the building by a familiar member of staff. At the end of the day, students are escorted to their vehicle by a member of staff. The Winston Knolls School, at Hoffman Estates Campus works closely with drivers to ensure that students are secured appropriately in their vehicle.
The classroom team is led by a state-certified teacher. Classes have a maximum size of eight students, with a minimum of three staff (one classroom teacher, and two assistants) depending on student need. Children enrolled in the program are between the ages of 3 and 19. The Winston Knolls School, at Hoffman Estates Campus educates students in grades pre-kindergarten through high school. Students are assigned to classrooms based on ability level, while still maintaining only a four year age span in each classroom. Classroom Assistants and Life Skills Assistants are trained in the implementation of behavior intervention plans and program instruction. They assist with behavior management and instruction, and support the classroom teacher.
The school is overseen by the President/CEO and the Principal. The Principal directly supervises the Assistant Principal, the classroom teachers, and the related service staff. The Assistant Principal oversees the BCBA, Behavior Specialists, Classroom Assistants and Life Skills Assistants. The Behavior Specialists collect data on student performance, which is used by the classroom team to develop behavior intervention plans. Consultation with a Board Certified Behavior Analyst (BCBA) is provided to assist in the development and implementation of appropriate behavior intervention plans as needed, and to supervise the behavior specialists.
Speech and Occupational Therapy services are provided by licensed Speech/Language Pathologists and Occupational Therapists. Speech and Occupational Therapy are incorporated into the curriculum, but students will receive direct and group therapy minutes as determined at their Annual Review. Where appropriate, related services staff will work with and train families and school staff to ensure that augmentative communication devices are being used appropriately in both school and at home. All related service professionals consult with the classroom team on a regular basis to ensure program integrity.
Students will receive Adaptive Physical Education as part of their weekly schedule. The Adaptive PE teacher is a state certified special education teacher. Students receive two, 30 minute Adaptive PE sessions per week, which are held in the school gym.
- Allergy Awareness
- Care of Illness and Injury
- Communicable Disease Management
- Health and Wellness
- Health Policy
- Nutrition Initiatives
- Website Monthly Health Tips
- Medication Distribution, Management and Policy
- Required Health and Immunization Recording
The classrooms at The Winston Knolls School at Hoffman Estates Campus are all self-contained. In order to provide a safe, structured and predictable learning environment for the students, the classroom team remains with the same students throughout the school day. Students enrolled at The Winston Knolls School at Hoffman Estates Campus have gone through an admissions process that includes review of special education eligibility and related paperwork, a parent interview, and a student observation and/or interview. In order to be considered for placement at The Winston Knolls School at Hoffman Estates Campus regardless of disability, students must require significant behavioral support.
Evidence-based methodologies, techniques and programs are utilized as the foundation of individual program development. Individual Education Programs (IEPs) are developed based on the student’s present levels of performance and their educational needs, which are determined using norm-referenced assessments, data collected by classroom staff, and parent and professional input. Goals and objectives are measured on an ongoing basis through comprehensive data collection. Assessments like the Assessment of Basic Language and Learning Skills, Revised (ABLLS-R, Partington, J. and Sundberg, M.), the Assessment of Functional Living Skills, the Verbal Behavior Milestone Assessment & Placement Program (VB-MAPP, Sundberg, M.) is used to determine student progress.
The Winston Knolls School at Hoffman Estates Campus uses the Unique Learning Systems curriculum, an online, interactive, standards-based curriculum specifically designed for students with special needs. Students are screened by teachers to determine the appropriate level within the curriculum. The program includes principles of universal curriculum design and is aligned to the Common Core State Standards. Students will receive instruction in large group, small group, and one-to-one setting. For example, the introduction of a topic may be given to the entire class, but students will then be grouped with one to two peers based on ability.
Teaching strategies include a highly structured, evidence-based method of instruction, incorporating principles of applied behavior analysis, verbal communication development and other best-practices associated with the instruction of children with disabilities. The areas of learning are focused on developing skills in the following domains:
|• Reading||• Socialization|
|• Math||• Problem solving|
|• Writing||• Generalization|
|• Social Studies||• Visual performance|
|• Science||• Imitation|
|• Expressive and receptive language||• Emotional development|
|• Life skills||• Spelling|
|• Gross motor||• Self-help|
|• Fine motor||• Toileting|
|• Play||• Behavior|
In addition to the Unique Learning Systems curriculum, The Winston Knolls School at Hoffman Estates Campus uses several well-recognized curriculums in classroom instruction and to support learning on individual student IEP goals:• Jolly Phonics and Jolly Readers • Language for Learning • Language for Thinking • Reading A to Z • Vocabulary A to Z • Touch Math • Early Literacy Skill Builder (ELSB)
All students will have their academic courses entered into the Student Information System via the ISBE website. Elementary and middle school students will be assigned courses according to their grade levels in the following areas: Reading, Spelling, Language Arts, Mathematics, Science, Social Studies, and Physical Education. Academic updates will be completed at the end of each semester, based on the child’s academic and cognitive ability. For some students, this report will look similar to a general education report card, and for other students, this will be a pass/fail report.
Additional progress reports based on student IEP goals and objectives are sent to parents and home districts on a quarterly basis, based on the most recent Annual Review (every three months following implementation of goals). Data collected includes, but is not limited to, progress towards annual goals and objective benchmarks and behavior intervention plans. Data collection methods include, but are not limited to, percent correct, frequency count, duration, rate, and cold probe data.
There will be two Parent-Teacher conference opportunities each school year for parents to meet with their child’s teacher. Parents will be asked to schedule a 20-30 minute time slot with teachers prior to attending. These opportunities will be in addition to the annual review.
At the start of the school year, The Winston Knolls School at Hoffman Estates Campus will hold a “Meet the Teacher” Open House for students and their families. This will be a time for staff members to introduce themselves to parents. It will also provide a time for students and their families to tour the school and meet classmates.
At the end of each day, a Daily Note Home will be provided for each child. This note will address the basic activities the child participated in each day, as well as accomplishments and challenges that occurred throughout the day.
Students enrolled at The Winston Knolls School at Hoffman Estates Campus have a behavior intervention plan documented in their IEP. The plan describes specific proactive and reactive behavior management strategies to manage behaviors targeted for reduction. Targeted behaviors are those which impede the students learning or that of others. They may also include behaviors which endanger the student or others.
The specific function of a behavior targeted for decrease is determined using a functional behavioral analysis. Behavior plans identify replacement behaviors, positive supports, instructional strategies, and antecedent management strategies that will help the student increase their repertoire of skills, learn new skills and enable them to make better choices. Behavior plans also describe reactive consequence management strategies in order to make behaviors targeted for decrease irrelevant, inefficient, or ineffective.
The Winston Knolls School at Hoffman Estates Campus favors proactive strategies such as expectation statements, replacement skill acquisition, communication training, and discrimination training, to teach students how to make positive behavior choices instead of engaging in maladaptive behaviors. When reactive strategies are necessary The Winston Knolls School at Hoffman Estates Campus uses research-based methodologies.
For crisis intervention, we use the Professional Crisis Management system. The Winston Knolls School at Hoffman Estates Campus will use Non-Physical and Physical Interactions with students, per the PCM Training Manual. The Non-Physical Interactions are: Prevention Strategies, De-escalation Strategies, and Post Crisis Strategies. The Physical Interactions are Personal Safety Techniques and Crisis Intervention Procedures, both Transportation and Immobilization (vertical and prone). Only staff members trained in PCM can participate in protective holding.
The Winston Knolls School at Hoffman Estates Campus has a full year staff training program, which focuses on best practices for teaching children with special needs, applied behavior analysis techniques, and effective use of curriculum. All staff members attend two days of professional development activities at The Winston Knolls School at Hoffman Estates Campus, before classes resume. During this time, staff training includes Blood Bourne Pathogens and Mandated Reporting for DCFS. There are two additional professional development days included in the school calendar. Each Wednesday during the regular school year, students are dismissed at 2 PM to allow for staff training and development. The Winston Knolls School at Hoffman Estates Campus also holds weekly classroom meetings to review individual student needs and to provide a forum for additional professional development. Staff training also includes appropriate training for new hires.
Staff members are trained in the Professional Crisis Management system, which includes a full range of strategies and procedures targeting a wide spectrum of adaptive functioning (positive and productive behaviors) and maladaptive functioning (aggressive and self-injurious behaviors).
THE WINSTON KNOLLS AT HOFFMAN ESTATES CAMPUS SCHOOL HIGH SCHOOL PROGRAM
The Winston Knolls School at Hoffman Estates Campus uses the Unique Learning System and News-2-You as its two major sources for curricular material. This is used in the high school program, but will be supplemented based on student ability and interest. The Winston Knolls School at Hoffman Estates Campus high school course catalogue follows the high school graduation requirements as suggested by the Illinois State Board of Education. All students are expected to meet these guidelines, unless determined at the student’s IEP meeting. Students are enrolled in courses as required by their home district. If the student’s home school district has stricter credit requirements for graduation, every attempt will be made to meet these requirements.
Academic credit is awarded to students based on a combination of achievement and time spent in class. In general, students earn academic credit by passing regularly scheduled classes. Students earn course credit based on work done in class, assessments, and homework. Students are educated based on their intellectual and cognitive functioning. All curricular content and lessons are modified to meet their needs and ability level. Grades earned by students may be impacted by attendance. English, Mathematics, Social Science, Science, and electives meet five days a week. All high school students participate in Adaptive Physical Education three times a week. All academic lessons are administered in a self- contained classroom setting, where one teacher delivers all subjects. The Winston Knolls School at Hoffman Estates Campus has an Adaptive PE teacher who is responsible for delivery of instruction in this area.
The Winston Knolls School at Hoffman Estates Campus administers both the Partnership for Assessment of Readiness for College and Careers PARCC assessment and the Dynamic Learning Maps Assessment (DLM). Student participation in, as well as accommodations and modifications for, either assessment will be determined at the IEP meeting. All students enrolled in The Winston Knolls School at Hoffman Estates Campus high school program are eligible for the Extended School Year (ESY), but participation in this program will be determined at the IEP meeting. Students participating in ESY earn credit toward graduation.
Lessons are created with the belief that students learn best through interaction and activity rather than by listening. Adolescents, more specifically those enrolled at a therapeutic day school, have intellectual capacities seldom tapped by traditional schooling. Instructors make a connection to students because these connections can help teachers make better instructional choices. Lessons are designed to include a full range of sensory motor experiences, including music, smell, touch, and emotion. Lessons are designed to encourage the use of inquiry or problem based learning. We address the cognitive changes that occur during adolescence, as students move from concrete thinking to abstract thinking. In many cases, the change from concrete thinking to abstract thinking presents stressors for our students; we are ready to address these concerns as they arise.
The Winston Knolls School at Hoffman Estates Campus uses a child centered approach to learning. Ideally, we honor how students learn and nurture their unique talents because engaging the senses and emotions will increase student attention span and heighten memory. We use adolescent literature to boost literacy and address contemporary issues. When students see how what they study in school is relevant to them, they become excited about learning and bring a passion to the classroom.
The Winston Knolls School at Hoffman Estates Campus recognizes that the high school years are the years during which each individual forms his/her adult personality, basic values, and attitudes. Students in this age group often also have a strong need for group belonging. The Winston Knolls School at Hoffman Estates Campus hopes to establish a learning environment where all students are able to have a sense of belonging within the school community. The Winston Knolls School at Hoffman Estates Campus hopes to build the student social skills through the social nature of adolescents. Opportunities are given throughout the day for students to socialize with one another and with the teachers and related service providers. These social opportunities take into consideration that many students feel vulnerable and are not comfortable interacting with peers or adults. We also address relationships and social interaction with the opposite sex by working on appropriate topics of discussion, non-verbal communication, and issues related to different genders.
Adolescents greatly need and are influenced by adult role models. Teachers, program assistants, and related service providers are seen as role models to build a trusting relationship with. The student’s classroom teacher is not just someone who provides academic instruction, but an adult who is expected to answer, “how can I help you get through the school day better?”
The Winston Knolls School’s at Hoffman Estates Campus clinical model is Applied Behavior Analysis; we will continue with this model in the high school program. When the student’s behavior impacts their learning, or the learning of others, a Functional Behavior Analysis and Behavior Intervention Plan will be completed.
As part of the high school program, a token economy will be used across all classrooms. This token economy is adapted to student need based on academic/intellectual ability and behavior. Students have opportunities to earn tokens at all times in the school day. The “school store” allows students to purchase items or activities with their earned tokens.
The Winston Knolls School at Hoffman Estates Campus transition program focuses on life after high school. Students enrolled in the high school program will address their lives after high school, starting at 14 ½ years old. A Transition Plan will be added to the student’s IEP and will address the student’s interests and goals after high school, as well as skills needed to meet these interests and goals. Part of The Winston Knolls School at Hoffman Estates Campus high school program is to help students build their independence, regardless of their disability.
A work program will be set up throughout The Winston Knolls School at Hoffman Estates Campus. Students in this program must meet a pre-determined set of criteria, have parent permission, and be at least 14 ½ years old. Students participate in jobs around the school such as collecting recycling, stacking chairs in the cafeteria, running the dishwasher, and watering plants. Students earn “money” based on the established token economy and the guidelines in their behavior intervention plan.
Students in The Winston Knolls School at Hoffman Estates Campus high school program have the opportunity for service learning in the community surrounding the school. There are 4 service projects which will provide students the opportunity to give back to the community. For example, the students may have a school supply drive for children who are less fortunate, students may work in a food pantry, or students may write letters to soldiers serving overseas.
Students in the intensive rate program are students who exhibit behaviors that are extremely disruptive to the educational process at The Winston Knolls School at Hoffman Estates Campus. Students in the Intensive Rate Program are those who spend a significant amount of time in isolated time out and / or physical management because they are a danger to themselves or others.
There are two ways that students will be chosen for this program, but in both cases, the student’s IEP team will drive the decision making in this process. All students enrolled in this program will have a 1:1 assistant specified in their IEP.
First, a student currently enrolled in The Winston Knolls School at Hoffman Estates Campus, the student’s team of care givers, educators, and district representatives will have met at least twice to discuss options for a change to the IEP and/or behavior plan. The call to this meeting will be the result of more than 50% of class time, in a two week period, spent in Physical Crisis Management, Isolated Time Out, or as the result of the student working in a 1:1 setting due to dangerous or unsafe behavior. In all cases, The Winston Knolls School at Hoffman Estates Campus will have initiated a Program Assistant working with the student on a 1:1 trial basis prior to the change in IEP/ program.
The second way a child can be chosen for this program is by recommendation of the placing school district for a student who attends school at a placement other than The Winston Knolls School at Hoffman Estates Campus. Even with the district’s suggestion, the student would be observed at the current placement, and our staff would interview the current team to determine what methods were sued to extinguish the unsafe behavior.
Once determined that a student should be a part of the Intensive Rate Program, the effectiveness of 1:1 program will be analyzed on a yearly basis, at the Annual Review. Data will be collected in a trial-by-trial basis throughout the school year. In the weeks and months leading up to the Annual Review, the intervention of the 1:1 assistant would be decreased in prescheduled situations to determine if the 1:1 assistant is still necessary. The determination for placing a student in the Intensive Rate Program will not be a quick and easy decision.