Pre-School Programs

  • Preschool Disabilities (PSD) 1

    Jackie Liberti—Harrison School

    Full Day 9:00 AM—2:45 PM

    Student Profile:  3, 4, or 5 year old PSD child with significant issues:  minimal or no language, not self-toileting, behavioral problems, fine and gross motor issues, poor socialization, eating issues, or a combination of the above.  Child may receive a significant amount of related services due to their disabilities. 

    Class Size:  12

    Classroom Para:  up to 8 students

    2nd Classroom Para:  over 8 students

      

    Preschool Disabilities (PSD) 2

    Erin Matysik—Harrison School

    Half Day Program

    9:00 AM—11:30 AM or

    12:15 PM—2:45 PM

    Student Profile:  3, 4, or 5 year old PSD child with lesser issues in the above listed skill areas, but to a lesser degree than the previous profile.  (For example:  weak language (but language is present), or fine motor or gross motor is intake or age appropriate.)  This child would receive less related services.  This provides a continuum from PSD 1. 

    Class Size:  12

    Classroom Para:  up to 8 students

    2nd Classroom Para:  over 8 students

     

    Integrated Pre-K (IPK)

    Harrison School

    Full Day 9:00 AM—2:45 PM

    Half Day 9:00 AM—11:30 AM or

    12:15 PM—2:45 PM

    Student Profile:  This is a tuition based general education program for preschoolers ages 3, 4 or 5 (not Kindergarten eligible or turning 5 by October 1st), where PSD students may be placed if appropriate.  The PSD student should be well along the developmental matrix for the young child so that he/she can benefit from the general education preschool classroom and the larger number of peers in the room.  The PSD child may spend time in this room for socialization, role models or be placed in this class as part of our PSD continuum. 

    Class Size:  16 max

    Classroom Para

     

    ABA Preschool

    Michelle Kubilus—Harrison School

    Full Day 9:00 AM—2:45 PM

    Student Profile:  3, 4, or 5 year old classified child who has a need for the Applied Behavioral Analysis approach for a good part of their school day.  This may include, but not be limited to discrete trials.  Data is an important aspect of a program such as this and drives the instruction.  A diagnosis of ASD may or may not be in the child’s record, but it must be collaboratively decided that an approach such as this is necessary for the child’s success and progress in preschool.  Mainstreaming opportunities are available when deemed appropriate. 

    Class Size:  6

    Behaviorist

    Paras:  1:1 ratio