John F. Kennedy School

John F. Kennedy (JFK) is a public, segregated site serving the multiply handicapped and severely handicapped behavioral population ages 5-22.  The program centers around positive behavioral strategies, sensory integration and a functional skills curriculum that facilitates independence.  Each student has an individualized plan that incorporates vocational training, life skills instruction and transition skills, including mobility.  The highly trained staff at JFK are committed to maximizing student potential by giving our students the skills to become contributing members of our society.


Multiply Handicapped Special Day Class

SCOE offers a specialized program that delivers an environment tailored to meet the unique sensory, cognitive, movement, and medical needs of each individual student ages 5-22.  The philosophy of the MH/MF Program is to provide students with a caring and supportive environment that fosters the development of their individual strengths and meets their highly specialized needs.  IEP goals and objectives selected for this population are based on the student's current level of functioning and developed utilizing the California Core Curriculum Content Standards and the M.O.V.E. curriculum. (The M.O.V.E. [Mobility Opportunities Via Education] Program is designed to help people with severe disabilities learn the skills needed to sit, stand, walk and transition.  Combining natural body mechanics with instruction, learning occurs while students are engaged in real life activities.)

     

       


Severely Handicapped Behaviorally Challenged

SCOE has a state of the art segregated school site that offers a specialized environment tailored to meet the unique sensory, cognitive, vocational communication, behavioral, and functional life-skill needs of each individual student ages 5-22.  The philosophy of the SH Behavioral program is to provide students with a safe and supportive environment that fosters the development of their individual strengths and meet their highly specialized needs with an emphasis on positive behavioral management.  The goals selected for this population are based on the students current functioning level and developed utilizing the California Core Curriculum Content Standards.  The primary focus for this population is developing behavioral supports for students that will allow them to regulate their own behaviors in order to access their educational setting.

              


John F. Kennedy Administrative Staff

Krissy Zapien, Principal/Program Director
(209) 541-2304
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Pamela Cameron, Administrative Assistant I
(209) 541-2301
pcameron [ahtsym] stancoe [dhotsym] org

Michelle Parra, Administrative Assistant I
(209) 541-2303
mparra [ahtsym] stancoe [dhotsym] org
 

John F. Kennedy (JFK) School Calendar

JFK Event Calendar

Special Education Organizational Chart

 

Campus Photos of John F. Kennedy

                 
            
John F. Kennedy School (JFK)                                     Life Skills

             
                         
      Music Room                                              Sensory Room

         
            Vocational Room                                      Trampoline Room

                            
                                                                  Track and Playground
 


 

Program Goals 

Multiply Handicapped
     
    
The goals of the multiply handicapped program are:

  • To develop each student's strengths in order to facilitate optimal independence

  • To provide multi-sensory stimulation that fosters student growth and development

  • To create a nurturing environment that enables the students to develop the Core Curriculum Content Standards at their individual level of functioning


Severely Handicapped Behaviorally Challenged
    
    

The goals of the severely handicapped behaviorally challenged program are:

  • To develop each student's skills and strengths in order to facilitate optimal independence

  • To provide behavioral and sensory supports that allow students to access their educational setting and show growth and development in all educational areas

  • To create a nurturing environment that enables the students to develop the Core Curriculum Content Standards at their individual level of functioning


 

SCOE Provides 

Itinerant professionals are skilled and trained to provide support to students with severe developmental, speech, language, hearing, health, orthopedic, or vision impairments to be successful in general education classes in their neighborhood schools.

Special class teachers, instructional assistants and itinerant professionals provide a specially designed curriculum for students with similar disabilities. These services and classrooms are located on general education school sites which enable students the opportunity to participate with non-disabled peers to the greatest extend possible.

 

Mission Statement

Mission Statement 

The staff at John F. Kennedy is committed to maximizing student potential utilizing a functional skills curriculum that focuses on independent living skills, communication, self-help, and positive social interactions for students 5-22 years of age with intellectual, behavioral, and physical disabilities.  All students are valued members of society who are capable of learning and deserve to be treated with dignity, understanding, and respect.

 

Vision Statement 

Our vision at JFK is to empower and support students by employing three basic standards of practice.  Everything we do should be Justified, Functional, and Kind (J.F.K.).  Justified is looking at the “what” in our action.  We consider if what we are doing will move students toward their goals while adhering to our training and best practices.  Functional is looking at the “why” we do what we do.  We look at the skills we are giving our students to ensure they translate to real world application for independent living skills, vocational or job skills, and self-help skills. Kind refers to the “how” we do things.  We should all be cognizant to respect each individual’s humanity. 

 

 

Key Contacts

Krissy Zapien

Principal/Program Director, John F. Kennedy School

Laura Bartlett

Program Specialist

Frequently Asked Questions

What do the students learn at JFK?

Our students are exposed to the same content standards that the state requires for general education students, with significant modifications.  Much of our curriculum is delivered as functional skills with the content standards embedded.  (Ex:  If the content standard  is math calculations, we may teach a student how to add up the amount of money needed to purchase items on a shopping list.)

Do you have a regular school calendar?

We have a traditional calendar with 180 school days.  For students who qualify, we also offer an extended year program for an additional 19 days.

My doctor told me my child needs speech therapy. Where do I go to get help?

Call you school district's Special Education office.

I have heard about this new law requiring my child to be immunized before they start school. Where do I find out more information about this new law?

http://www.shotsforschools.org has many of the answers you are looking for.

I'm not sure if I have all the immunizations my child needs to start Kindergarten. Where can I find a list?

http://www.shotsforschools.org has the list you need.

I'm not sure if I have all the immunizations my child needs to start 7th grade. Where can I find a list?

http://www.shotsforschools.org has the list you need.

What do I do if I think my child has Autism?

Under 3 years old, call Valley Mountain Regional Center (VMRC), Early Start Station for an assessment.  (209) 529-2626.  Over 3 years old, call your school district's Special Education office.

What are some reputable sites to find out more about Autism?

CAPTAIN is a multiagency network developed to support the understanding and use of Evidence Based Practices for individuals affected by Autism Spectrum Disorder across the state: http://www.captain.ca.gov/ . 

National Professional Development Center on Autism Spectrum Disorder (NPDC) has worked to develop free professional resources for teachers, therapists, and technical assistance providers who work with individuals with ASD.  Resources include detailed information on how to plan, implement, and monitor specific evidence-based practices.  http://autismpdc.fpg.unc.edu/

 

 

What are some local resources to help me as a parent with a child who has disabilities?

Valley Mountain Regional Center (VMRC).  We serve children and adults with developmental disabilities in San Joaquin, Stanislaus, Amador, Calaveras and Tuolumne counties.  Free diagnosis and assessment services are available to any person suspected of having a developmental disability, such as intellectual disability, cerebral palsy, epilepsy, or autism.  To qualify for ongoing support and services, a person must be found to have a developmental disability which began before the age of 18 and is a substantial handicap.   http://www.vmrc.net/

The Family Resource Network.  A leading provider of family support services to individuals with intellectual and developmental disabilities and their families.  http://www.frcn.org

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