New Directions

New Directions Program


Coordinator:  Maura Burns, (331) 228-4858                                            Maura.Burns@d303.org
Administrative Assistant: Dominia York                                                     Dominia.York@d303.org
 
Mades Johnstone Center (MJC)
1304 Ronzheimer Rd., St. Charles, IL 60174
(Staff phones are voice mail only)
Teacher: (K-2) Ms. Cady Hanson, (331) 228-5500                                Cady.Hanson@d303.org
Teacher: (3-4) Ms. Joanne Warren, (331)228-5997           Joanne.Carrington-Warren@d303.org   
Teacher: (4-5) Ms. Myra Stinson, (331) 228-6033                                  Myra.Stinson@d303.org
Teacher: (6-7) Ms. Magen McCarthy, (331) 228-4858                      Magen.McCarthy@d303.org
Teacher: (7-8) Mr. Jayson Via, (331) 228-2696                                          Jayson.Via@d303.org            
Teacher: (9-12) Mr. Doug Mavity, (331) 228-2785                                  Doug.Mavity@d303.org
Teacher: (9-12) Ms. Ginger Rohde, (331) 228-6027                              Ginger.Rohde@d303.org
Teacher: (9-12) Mr. Michael Denslow, (331) 228-TBD                       Michael.Denslow@d303.org
Teacher: (Ph.Ed) Ms. Jeanne Schultz, (331) 228-6031                          Jeanne.Schultz@d303.org
Art & Music: Mr. Paul Scanlan (331) 228-6030                                        Paul.Scanlan@d303.org
Vocational Specialist: Kevin Molidor, (331) 228-2695                            Kevin.Molidor@d303.org
Social Worker: Mr. Scott Carchedi, (331) 228-2783                               Scott.Carchedi@d303.org
Social Worker: Ms. Marlene Ramsey (331) 228-5652                           Marlene.Ramsey@d303.org
School Nurse: Ann Aderman (331) 228-4859                                          Ann.Aderman@d303.org

The New Directions program is designed to work with students whose primary needs are emotional or behavioral in nature, and whose needs cannot be successfully met in a traditional public school setting. The program serves students in grades K-12.  

The classrooms are small, structured settings that focus on differentiated academic instruction. In addition, the staff employ a variety of positive behavior interventions, including consistent feedback on behavior, social skills instruction aligned with the Illinois Social Emotional Learning Standards, specialized learning strategies, and vocational instruction and support. Intervention techniques aim to help students develop self-management skills, effective decision making, problem-solving strategies, and improved interpersonal skills. Students are taught self-regulatory strategies to monitor their ability to stay on task, complete work, focus on instruction, and interact well with teachers and peers.
 
The physical structure of the school is smaller to allow for greater individualization of instruction and increased opportunities to learn and practice positive coping strategies throughout the entire day. The classes generally have 8-12 students, with a 3:1 staff to student ratio in the high school program, and a 2:1 staff to student ratio in the elementary/middle school program. Students spend up to 100% of their day in this specialized program, with the goal of a gradual transition back to their home school or graduation, depending on the student's needs and IEP goals. 
 
Related services may be integrated into the classroom activities with direct and/or consultative services provided, as appropriate. Two full-time social workers assist students with problem-solving, crisis intervention and social skills development. Information is also provided to families about community resources available such as mental health services, substance rehabilitation and vocational or post-secondary educational options. 
 
The New Directions Program includes the following key components:
  • Academic instruction aligned with the Illinois State Standards and IEP's 
  • Positive behavior interventions and support 
  • Participation in local and state assessments with appropriate accommodations 
  • Functional behavior assessments and behavior intervention plans 
  • Transition planning which includes cooperating with community colleges and other community agencies 
  • Vocational education and support with the opportunity to earn additional credits 
  • Group and individual social skills education and counseling 
  • Therapeutic support for students' emotional well-being 
  • Structured environment with immediate constructive feedback 
  • Accelerated credit recovery  
  • Community service activities