Our Principles
At REC, each student will be provided with 1:1 or small group instruction to not exceed 1:3 teacher:student ratio or 1:4 (dependent on the students level of learning) for a minimum of two / maximum of three core subjects a day. This grade level curriculum is based on Florida state standards and may include; Math, Science, Arts/Humanities, Social Studies, and Language arts. REC bases student support on comprehensive assessments and observations of classroom performance in order to be able to better modify what each student needs. Social emotional lessons, handwriting, art and physical education will be integrated into the program on a daily basis alongside Occupational Therapy, Speech Therapy, and DIRFloortime, which will be infused into every piece of the curriculum. Teachers will use a multi-sensory teaching technique combined with evidence based curricula to meet the needs of every individual child, with a focus on their strengths. The learning environment has been designed to enhance the students’ learning and support individual differences.
Developmental, Individual Differences, Relationship-based Framework (DIR)
- DIRFloortime ®
- Social Emotional Development
- Regulation
- Engagement/Shared Attention
- Purposeful Communication
- Social Problem Solving
- Individual Differences (sensory processing, motor planning, speech/language, visual/spatial processing, postural stability and core support)
- Relationship-based
Academics
Child-centered educational approach, where our view of the child is as one who is naturally eager for knowledge and capable of initiating learning in a supportive, thoughtfully prepared learning environment. It is an approach that values the human spirit and the development of the whole child—physical, social, emotional, cognitive.
- We follow basic tenets from the Montessori approach:
- Each child is valued as a unique individual. Montessori education recognizes that children learn in different ways, and accommodates all learning styles. Students are also free to learn at their own pace, each advancing through the curriculum as he is ready, guided by the teacher and an individualized learning plan.
- Beginning at an early age, Montessori students develop order, coordination, concentration, and independence. Classroom design, materials, and daily routines support the individual’s emerging “self-regulation” (ability to educate one’s self, and to think about what one is learning), toddlers through adolescents.
- Students are part of a close, caring community.The multi-age classroom—typically spanning 3 years—re-creates a family structure. Older students enjoy stature as mentors and role models; younger children feel supported and gain confidence about the challenges ahead. Teachers model respect, loving kindness, and a belief in peaceful conflict resolution.
- Montessori students enjoy freedom within limits.Working within parameters set by their teachers, students are active participants in deciding what their focus of learning will be. Montessorians understand that internal satisfaction drives the child’s curiosity and interest and results in joyous learning that is sustainable over a lifetime.
- Students are supported in becoming active seekers of knowledge. Teachers provide environments where students have the freedom and the tools to pursue answers to their own questions.
- Self-correction and self-assessment are an integral part of the Montessori classroom approach. As they mature, students learn to look critically at their work, and become adept at recognizing, correcting, and learning from their errors.
- Social Emotional Curriculum
- Mind Up Curriculum
- Emotional ABC’s
- Kindness Curriculum
- Calm Schools
- Math
- Education.com
- Khan Academy
- Math is Fun Curriculum
- Science
- Education.com
- Khan Academy
- Core Knowledge
- Arts/Humanities
- Education.com
- Khan Academy
- Social Studies
- Education.com
- Core Knowledge
- Language Arts
- Education.com
- Khan Academy
- Explode the code
- Core Knowledge
- Literacy Through Unity
- Handwriting
- Handwriting Without Tears
Grading & Assessments
- An in-depth intake will be collected at the time of registration
- Students may be assessed annually using the Kaufman Test of Educational Achievement (KTEA) as required by the State of FL
- If observational data or prior standardized speech/language or occupational therapy assessments are not available, a full battery of assessments will be provided
- Individual therapy and academic plans will be developed
- Progress reports and report cards will be disseminated quarterly
- Parents can observe their student or schedule a progress meeting at any time
Related Services
Speech / Language Focus
- Each student will receive 1 hour of INDIVIDUAL/DIRECT speech therapy weekly
- LAMP (Language Acquisition through Motor Planning) is a set of principles related to speech-device programming and therapeutic intervention
- AAC Language Lab
- Weekly Core word
- Lots of practice with AAC device
- Integrated Listening System (iLs)
- Lindamood Phoneme Sequencing (LiPS)
- Visualizing and Verbalizing
Occupational Therapy Focus
- Each student will receive 1 hour of INDIVIDUAL/DIRECT occupational therapy weekly
- Regulation from the bottom up
- Integrated sensory breaks before meltdowns/tantrums
- Opportunities to work in locations of the student’s choice (pillows, swing, table, floor etc.)
- Handwriting Without Tears
A Day at REC
Before/After Care
- Before Care: $8/day if dropped off between 8 AM – 8:30 AM; $5/day if dropped off at 8:30 AM – 8:45 AM
- After Care: starts at $5/day and increases by $5 increments by the half hour and caps at $130/week
| Pick Up From | Pick Up To | 1st Child | 2nd Child |
|---|---|---|---|
| 2:15 | 2:30 | $5 | $2.50 |
| 2:31 | 3:00 | $10 | $5 |
| 3:01 | 3:30 | $15 | $7.50 |
| 3:31 | 4:00 | $20 | $10 |
| 4:01 | 4:30 | $25 | $12.50 |
| 4:31 | 5:00 | $30 | $15 |
| 5:01 | Or later | $35 plus a late fee of $1/minute | |
Daily Schedule
Our school name is REConnections Education Center as our school focus is on Regulating Emotions and developing connections with peers and staff. Therefore, all activities throughout the school day incorporate regulation. Each student’s schedule will vary because of the individualized nature of our program, but the following is a list of typical daily experiences:
Arrival / Upack
Each student will be responsible to unpack their snack/lunch and bag for the day. This will help foster independence and autonomy from the start. It’s not expected that all children will initially be able to do this independently, however.
Morning Meeting
This is an opportunity for each student to check in, get a feel for his/her day, sing, do some yoga/stretching and listen to a story about the theme for the week.
Bathroom Breaks
Students will have bathroom breaks built into their day. They can use the restroom at any time, but this will be an opportunity to try whether the sensation is present or not.
Snack / Lunch
Students and staff will sit around a table to simulate one of the most common social opportunities children experience. Students will be supported to be independent in preparing their food and eating in socially appropriate ways. Students will also be responsible to clean up after meal time.
Academics
The lead teacher will provide direct instruction and support to each child as is developmentally appropriate in the main areas of Practical Life, Sensorial, Language, Mathematics, and Culture.
Floortime
The school’s Floortime Player will support each student as he/she works on regulation, engagement, reciprocity and problem solving.
PlayGround / Sensory Gym
Students and staff will take frequent breaks to recharge, reregulate and refresh.
Specials
Students will have weekly art, music, movement, and physical education opportunities.
