Unique Programs

Carpentry students work on a variety of projects while learning basic woodworking skills. Depending on age and ability level, projects are mainly student-led, but themes have been developed for certain times throughout the year. While students are working on their assignments, they are getting exposure to, and getting comfortable with, using a variety of hand and battery operated tools. These skills are essential among all of the construction trades. Our goal is for students to get comfortable operating them and be able to do so independently. We also incorporate a wide range of mathematical skills, such as using a tape measure, utilizing multiplication and becoming familiar with fractions. Students also get to use their creative side by painting different color schemes and learning how to stain their finished product.

The community-based program is designed to give students an opportunity to experience working in the community in conjunction with learning academic skills. Students selected for the program have a supportive or competitive employment goal in their Transition Plan within their IEP.  Recommendations from the case managers and teachers are necessary along with assessment data on the student’s vocational job performance, personal/social behavior skills and their levels of independence in the community.  Commonly referred to as “classrooms without walls”, students work side by side with community mentors performing basic entry job skills.  In this setting, students learn basic work ethic skills, personal/social skills, effective communication skills, and functional math and reading skills. These students are between the ages of 18-21, have met their graduation requirements, and need more support in a work-place setting to be successful.  A certified teacher and aide are on site to add the extra support necessary for success. The students are at their workplace setting every day, all day and are transported by their district’s transportation so they do not enter our school building…hence the “classroom without walls”. Community based sites include Congress Hall, Atlantic Cape Community College, Cape May Technical High School, Acme, ShopRite, and others.

After success in these supportive sites, students then have an opportunity to be placed in an independent work site.  In these sites, students work side by side with a community mentor and are supported by the Work-Based Learning teachers who visit once a day to assist and assess the students’ success.  Independent work sites are based on the students’ needs, interests and proximity to their home.  These independent work sites are usually considered prior to Graduation and in congruence with the student’s transition plan.

District students operate our county food bank throughout the year, for use by all of our families.  Using generous donations from staff members and community organizations, as well as funding from FEMA, food baskets are provided to needy families from Cape May County Special Services School District and the community at large.

Through a variety of outdoor and indoor activities in the community (hikes, camping trips, community recreation activities, service projects, etc.,) OXE builds self-esteem, self-confidence, and self-awareness.  Problem solving skills, recreation participation skills, a strong environmental ethic, and an experiential base for educational programs are also developed in each student.  The OXE teacher works collaboratively with the classroom teacher to ensure cross-curricular activities.

A Pet Therapy Program is incorporated into our program as one of the many services we provide for staff and students.  Trained therapy dogs will come in to "work" with us from time to time with their co-worker teacher/owner, providing the unconditional love, affection, and acceptance that only these special "guests" can bring.  Research has shown that therapy dogs in schools can help build strong social emotional skills in students.  A therapy dog’s presence has also been shown to reduce anxiety, help students work through anger management concerns, reduce bullying tendencies, and address other personal and social issues that students deal with.

As students age their bodies adjust over time, and medications may not be as effective after years or months of use.  In cases where medication needs to be adjusted, our students now have access to a professional who can monitor and assess the effectiveness of their current medications and make adjustments as needed.  Throughout the school year we will work closely with an Advanced Practice Nurse who will be available to support our students and their individual needs.

The Restaurant Occupations program develops career awareness, practical skills and experience in the food services industry along with appropriate work behaviors and attitudes.  Students are prepared for entry-level employment in restaurants and other food services settings, with concentration on six basic areas: food preparation, cooking, serving, stocking and sanitation, safety, and inventory.

Students develop specific skills in food set-up and preparation in our restaurant such as sandwich making, slicing and weighing, taking phone and counter orders, setting up and operating a bagel cart, maintaining inventory and stocking shelves, cashiering and bagging at the check-out counter, and custodial skills necessary for maintaining the restaurant.

Other skills introduced include table setting, bussing, dishwashing, as well as reading, researching, and preparing recipes.  Students work in a realistic work setting and gain practical experience through this vocational program.

The Social Skills Development/Character Education program is based on the five competencies as outlined in the Collaborative for Academic, Social and Emotional Learning (CASEL) Social Emotional Learning Framework. Those competencies are: Self Awareness, Self-Management, Responsible Decision Making, Relationship Skills, and Social Awareness. The CASEL framework includes a systemic approach that highlights the importance of an equitable learning environment and allows for practices to be generalized across key settings of classrooms, schools, families, and communities in order to enhance our students’ social and emotional needs as well as their academic learning. Our Social Skills/Character Education program is taught and reinforced in the following two ways: direct instruction in a separate class to provide selected students who have the cognitive and language skills necessary to actively participate in the curriculum; and the skills are reinforced through use of common language embedded in the daily routines and lessons in all of our classes. The goal of the program is to create a safe and caring classroom and school environment. Students and staff members share in learning and practicing effective social emotional skills that help them interact effectively with one another in school, the community, the workplace, and throughout their lives. Teachers are trained in the program and incorporate the common language and skills into their routines.

Activities occur throughout the school year, including special guests and events.  In addition, counseling is provided by our district Substance Abuse Counselor who will promote wellness and focus the students’ attention on positive alternatives to alcohol and drug use.