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.
PROGRAM GOALS
Multiply Handicapped Program
The goals of the multiply handicapped program are:
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To develop each student's strengths in order to facilitate optimal independence
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To provide multi-sensory stimulation that fosters student growth and development
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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 Program
The goals of the severely handicapped behaviorally challenged program are:
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To develop each student's skills and strengths in order to facilitate optimal independence
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To provide behavioral and sensory supports that allow students to access their educational setting and show growth and development in all educational areas
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To create a nurturing environment that enables the students to develop the Core Curriculum Content Standards at their individual level of functioning
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Message from the Principal:
Dear Families,
Our JFK team goal is to ensure staff are well supported, trained and equipped with all they need to implement quality,
functional and fun programming for all students. In addition, families need to feel comfortable, informed and have
access to resources, tools, and supports applicable to their own needs. We want you to know that we are dedicated,
passionate and enthusiastic about focusing on what we can do to support our students and families.
This year may be a little different, but we can still make our educational programs engaging and meaningful
to our students. Please know that as your school principal, I am here to support you however I can.
Reach out to me any time with questions, comments, suggestions and ideas. Your input and support is invaluable.
Thank you,
Krissy Zapien
kzapien [ahtsym] stancoe [dhotsym] org
209-541-2304
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 Program
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
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Krissy Zapien, Principal/Program Director |
Pamela Cameron, SPED Administrative Coordinator |
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Kandace Dray, Administrative Assistant I
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JFK School Calendar
JFK School Event Calendar
Special Education Organizational Chart
John F. Kennedy Campus Photos
John F. Kennedy School (JFK) Life Skills
Sensory Room
Vocational Room Trampoline Room
Track and Playground
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
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.
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.
