All classrooms are run by our well-trained, highly-qualified and NJ-certified teaching staff. Paraprofessionals hold at minimum an Associates Degree, with 90% of our staff holding a bachelor's degree or higher. Our students and classrooms are supported by our behavioral staff, consisting of School Psychologists, Social Workers, and Teachers with vast and varied experiences in working with students exhibiting challenging behaviors. Our speech and language department is comprised of professionals with expertise in varying areas, including working with children with apraxia, oral motor issues, implementing the principles of verbal behavior, and the use of prompt therapy. Our occupational and physical therapists provide services both in the classroom and in the pull-out therapy area as well as consulting with the classroom teachers. Additionally, our special-area teachers provide the students with physical education, art, and music classes. Our staff participates in in-service training on fifteen different occasions throughout the school year. These full-day, half-day, and after-school workshops focus on providing strategies specific to the needs of the teaching staff and the population of students with whom they are working. Topics include but are not limited to: strategies for handling challenging behavior, integrating technology into the classroom, development and implementation of curriculum, and providing effective group instruction.

All staff are trained and certified in the use of crisis intervention techniques. Training is provided via our on-site trainers and all staff members receive certifications from the Crisis Prevention Institute (CPI). Hands-on training in the classroom setting occurs on an on-going basis and is provided by classroom teachers, behavioral staff, and administration.

Our program is self-contained, serving students in Preschool through 5th Grade. We are a public school district that teaches to the standards and where academic expectations are held high.

Classrooms serving children diagnosed on the Autism Spectrum Disorder maintain a ratio of at least one staff member to every two children. Instruction is provided individually, in dyads, and in groups. Programming incorporates the principles of Applied Behavior Analysis (ABA) and Verbal Behavior (VB). Teaching is individualized and center-based with an emphasis on development of communication skills, social skills, academic skills, and self-help skills. Teaching centers include Intensive Teaching (development of targeted skills specific to each particular child), Fine Motor, and Natural Environment Teaching (generalization of skills learned and development of social and play skills). The head teacher provides this instruction, leads group lessons, and monitors all additional classroom instruction and activities. Transitional ABA classes have been established for some of our students--these classrooms maintain use of the principles of ABA while grouping students whose language and social skills are emerging to provide increase opportunities to learn from each other.

We have full time behaviorists for the program who work hand-in-hand with the administration and the classroom teachers. Behavioral staff conducts Functional Analysis of Behavior, and provides social skills instruction in each classroom. All aspects of the program are overseen by the school principal who also maintains certification as a Board Certified Behavior Analyst (BCBA). Related service staff is on-hand to provide speech, OT or PT, as needed.

Our program has contracted with Pediatric Psychiatric Nurse Practitioner, Christine Doerr, APRN-BC,MA, LPC (Advanced Practice Nurse), who is in our building every week. She can observe, evaluate, prescribe, and monitor medication. Her services are optional; any family who chooses to work with her receives her services free of charge.

Our overarching philosophy is that we maintain focus on the whole child/family. We are not only concerned about supporting our students in the school setting, but also in their home and community. We are very familiar with all available supports and services available to families in the county and work closely with Bergen's Promise as well as other agencies.

There are opportunities for mainstreaming for students in the 4th and 5th grade for some special area classes. Our administration works closely with the Superintendent of Maywood Public Schools, and mainstreaming opportunities are provided at the Maywood Middle School which is just steps away from our own building.

Our ERI program is self-contained, serving students in Preschool through 5th grade. We are a public school district so we teach to standards and academic expectations are held high.

Classrooms are staffed at a 2:1 ratio. This enables us to really individualize instruction which is provided as needed (individually, small and large groups). Behavior intervention is tiered. We have a program-wide point system, and also develop individualized behavior intervention plans for students that require the additional level of support. The hallmark of our behavioral program is the implementation of Positive Behavior Supports. We maintain a reinforcement-rich environment; we do not punish students, nor do we send them home when they exhibit challenging behavior, as it is our responsibility to understand and change this behavior. Attention to problem behavior is minimized and excessive attention to appropriate behaviors is provided. Replacement behaviors are taught and reinforced.

We have a full-time behaviorist for the program who works hand-in-hand with the school principal and the classroom teachers. Social skills instruction is provided in each classroom. We have a counselor who is in the school 3.5 days per week to provide individual and group counseling. The principal oversees all aspects of the program and works collaboratively with the behaviorist and counselor. Related service staff is on-hand to provide speech, OT or PT, as needed.

Our program has contracted with Pediatric Psychiatric Nurse Practitioner, Christine Doerr, APRN-BC,MA, LPC (Advanced Practice Nurse), who is in our building every week. She can observe, evaluate, prescribe, and monitor medication. Her services are optional; any family who chooses to work with her receives her services free of charge.

Our overarching philosophy is that we maintain focus on the whole child/family. We are not only concerned about supporting our students in the school setting, but also in their home and community. We are very familiar with all available supports and services available to families in the county and work closely with Bergen's Promise as well as other agencies.

There are opportunities for mainstreaming for students in the 4th and 5th grade for some special area classes. Our administration works closely with the Superintendent of Maywood Public Schools, and mainstreaming opportunities are provided at the Maywood Middle School which is just steps away from our own building.

In our day-to-day work with students of the South Bergen Jointure Commission, it is not uncommon that we encounter behaviors that may interfere with the child’s ability to learn, behaviors that may be socially stigmatizing to the child, and/or behaviors that may be dangerous to the child or to others. In these instances, our SBJC team works together to modify the behaviors. We firmly believe in and rely on the use of positive behavior supports to change behavior. Behavior is observed, data is collected, and staff determines the function of the behavior (why is this happening?). Strategies are then put in place to both treat the behavior and to teach new, appropriate behavior. Reinforcers are identified to ensure that appropriate behavior occurs repeatedly. Visual and auditory supports are implemented as needed. The principles of Applied Behavior Analysis guide our decision-making and the interventions utilized with our students.

The SBJC prides itself on services to the families of the children in our schools. We greatly value and understand the need to work collaboratively to maximize the outcomes for the children on a daily basis. Communication between home and school is on-going, occurring daily between classroom and parent/guardian. Family members are welcomed and encouraged to visit the school as arranged with classroom teachers and therapists. Parent training sessions are offered throughout the year, with topics focusing on handling challenging behavior in the home, teaching methodologies, and parent/family resources. Our Parent-Teacher Organization meets monthly and welcomes all new families to the Jointure. Their efforts support our classrooms and schools with special activities and materials.