The purpose of the curriculum is to present a comprehensive plan which will be used as a guide line for the education of The Milton School's student body. The curriculum will provide parents/guardians, the students and Child Study Teams, with a description of the school's student population and their program, emphasizing social, behavioral as well as academic goals and objectives. Included in the curriculum will be essential characteristics of the teaching-learning process, the courses offered and the appropriate materials needed to implement the instruction.
1) The Milton School students are classified by their sending school districts as emotionally disturbed.
2) The age range of the students is twelve and up. Some of the school's students will complete their high school program after their eighteenth birthday. They are included in our population.
3) Significant characteristics of The Milton School students are:
a) Inability to concentrate on tasks for age-appropriate length of time. (attention deficits)
b) Inability to follow directions.
c) Defiance of authority.
d) Excessive absences or lateness.
e) Inability to relate appropriately with peer and/or adults.
f) Excessive shyness.
g) Poor or inappropriate communication skills - rudeness and profanity to excess.
h) Inability to meet success in a large school setting.
i) Low self-esteem.
j) Poor motivation for academic accomplishments.
k) Youngsters may have residual perceptual or neurological involvement, but to a minimal extent. These youngsters are able to use regular text books, work books, etc., but may need extra teacher assistance in order to complete their assignments successfully.
l) Inability to integrate and organize information.
m) Excessive need for teacher involvement in order to complete tasks.
n) The students often crave affection, attention and recognition.
o) Most youngsters would benefit from counseling.
p) All students are able to read and comprehend, approximately on grade level.
q) Students mathematical ability may be slightly below grade level, but they have mastered the four basic Math skills.
r) At least one-half of the population is employed after the school day or on week-ends.
s) Approximately one-half of the student population continue their education in either vocational schools, four year colleges, or two year Junior colleges.
t) After completion of the high school program youngsters have had careers in Armed Forces.
4) Previous Educational Setting
a) Regular classroom instruction, main-streamed, New Jersey public school setting.
b) Partially main-streamed, but receiving instruction in a resource room setting for several courses.
c) Self-contained program for emotionally disturbed located in public school.
d) Home instruction.
e) Educational setting as part of a hospital treatment program.
f) Other private schools.
5) The Focus of Individual Educational Programs
6) Completion of high school requirements -
a) HSPA – All students must take but requirements for passing are determined by the sending school district.
b) District credit requirements for graduation may or may not be waived.
c) Attendance requirements are stated.
7) Emphasis is placed on appropriate school behavior and
8) Academic skills.
9) Counseling is often recommended.
10) Goals often include trying to improve self-image, meliorating hostility and depressions, and improving interaction with peers and authority.
11) Speech Therapy