24 | Acton-Boxborough regional school district
Carol Huebner Early Childhood Program (CHECP)
The Carol Huebner Early Childhood Program (CHECP) provides an integrated learning environment for pre- school-aged children. Students with identified special education needs and those who are developing typi- cally learn and play together. One hundred six students were enrolled in the program by the end of the school year, which included students supported with drive- in related services that included speech-language therapy, physical therapy and occupational therapy. CHECP staff work in collaboration with parents and area preschool/daycares and provided over 75 eval- uations, observations, screenings and consultations, to support students and families in the community. Throughout this very different year staff, students and families adjusted to remote instruction, quarantining, testing to return to school and wearing masks. Staff partnered closely with parents to share developmen- tally appropriate strategies to support learning and development for students learning in-person and remotely.
Some of the highlights of the year have been: • Increased Outdoor Learning Time . • Continued collaboration with Dr. Joan Kelly, creator of ABOUND app (formerly Pup Reading app) to support PreK-grade 2 early literacy development at home in engaging, informal and interactive ways. Due to our ongoing partnership this app is free to ABRSD families. • CHECP students at the Acton and Boxborough Sites decorated a beam for the new school building project that will bring the early childhood program together under one roof during the 2022–2023 school year. • With support from the Teaching and Learning Department, summer bags were distributed to PreK students with fun ideas and activities to sup- port literacy, math, science and nature explorations, cooking and visual/performing arts.
The philosophy of the Carol Huebner Early Childhood Program is that • All children can be successful • All children can learn and develop. • All children learn and develop at their own pace given their unique learning styles. • All children learn through active exploration of their environments. • All children learn through interaction with peers and adults. • All children need a nurturing, predictable environ - ment in which to grow and learn. • Play is the foundation of a child’s learning and development. • All children learn best in an “inclusive,” child- centered, developmentally appropriate environment. • The role of adults is to support and facilitate each child’s learning.
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