ANNUAL REPORT 2021–2022 | 27
Carol Huebner Early Childhood Program (CHECP)
The Carol Huebner Early Childhood Program (CHECP) is a developmentally-based learning environment that provides each child with the opportunity to learn and grow at his or her own pace. Students with identified special education needs and those who are developing typically learn and play together. By the end of the school year, 153 students were enrolled in the program, which included students supported with drive-in related services that included speech-language therapy, physical therapy and occupational therapy. Throughout the year CHECP staff also worked in collaboration with parents and area preschool/ daycares and provided 63 evaluations and over 40 observations, screenings and consultations, to support students and families in the community.
Some of the highlights of the year have been: • Continued to prioritize Outdoor Learning Time. • With support from the Teaching & Learning depart- ment the Heggerty Curriculum was introduced to help support students’ phonemic awareness and early literacy skills. • During outdoor games day the Speech/Language Pathologists and Motor Therapists provided fun, theme based activities that connected with class- room curriculum activities and supported speech/ language and motor skill development. • In collaboration with the Teaching & Learning depart- ment, the preschool students participated in STEAM experiences by building with KEVA planks and exploring coding with Beebots . • CHECP staff said goodbye to their buildings, as they packed and prepared for the move to the Boardwalk Campus School which will bring the early childhood program together under one roof.
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 environment 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.
Joseph Gibowicz COORDINATOR
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