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Written by: Dr. Sarah Valley PT, DPT, Physical Therapy Lead/Diagnostician and Therapy Outreach Liaison With the summer just a few weeks away, it’s a good time to remember how important freedom is for our children, developmentally, cognitively, physically and emotionally. There are many “containers” we tend to put our children into, perhaps to keep them safe while we are doing something, but that can lead to some serious consequences. Some containers include strollers, bouncers, infant swings, car seats (when used to hold a child outside of the car), molded support seats, and highchairs (when used other than feeding). While these can be useful to provide support during a specific activity, children should also be given frequent opportunities throughout the day to have the freedom to move.   Positioning is important.  Imagine sitting in a stroller or car seat for several hours and you are semi-reclined. Your eyes are looking up at the top of the walls and ceiling. You would miss all the action of what is happening around you. Your vestibular system is developing and will be associating “upright” with that reclined position. This means that when you actually are upright, your vestibular system will tell you that you’re falling forward. Your core muscles aren’t getting the opportunity to strengthen to hold you up. Your movements are restricted, and your arm and leg muscles can get tight. Instead of putting them in a container, lay a blanket on the floor or outside in the grass and place your child on their stomach. This allows their neck muscles to be activated to lift up their head. The child can freely move their arms and legs and change positions. They are able to explore different ways of moving including rolling, crawling, and pulling to stand. Ways to combat or prevent container baby syndrome: Limit time in a container to 10-15 minutes as much as possible. For every 10 minutes spent in a container, spend double that on the floor. If the child falls asleep in the car seat or stroller, move them to their crib as soon as possible. Having them sleep in an inclined position can increase the risk of SIDS and head flattening. Consider using a carrier to take your child for a walk, instead of a stroller. It allows the child to move their arms and legs and strengthen their neck muscles. It also lets them see things from an upright angle and be close to you. Have a place where the child can play freely such as in a playpen or gated off area with frequent opportunities for them to spend time on their stomach and back. They will still need to be supervised but will have the freedom to change positions and explore.

As the school year comes to a close, many families celebrate milestones like graduations or the transition into summer break. While these moments can be exciting, they may also bring about stress, anxiety, and emotional upheaval—especially for children who struggle with change or separation anxiety. As school clinical counselors, we often work with parents to help them support their children during these sensitive transitions in ways that build emotional resilience and create a sense of safety. One of the most important steps is to acknowledge your child’s feelings. Changes such as leaving a beloved teacher, saying goodbye to friends, or graduating to a new school level can trigger feelings of grief, fear, or uncertainty. It's important to normalize these emotions by validating them without rushing to “fix” them. Simple statements like, “It’s okay to feel sad about leaving your classroom” or “I know change can feel scary” go a long way in helping children process transitions in a healthy way. For children who struggle with anxiety, especially around separation or uncertainty, establishing predictable routines during the summer can provide much-needed structure. Routines help children feel secure, offering a sense of control amid the unknown. This doesn’t mean overscheduling, balance is key, but having consistent sleep times, meal routines, and planned activities can prevent feelings of aimlessness or overwhelm. Preparing for transitions early is another helpful strategy. Talk about what’s coming next in an age-appropriate way: visit the new school, look at pictures of the upcoming grade level, or involve your child in planning their summer activities. For younger children, using visual calendars or storybooks about change can be very effective tools. For older kids, journaling or family discussions can help process emotions and set positive goals. Finally, let your child know that they are not alone. Stay connected, offer reassurance, and emphasize your confidence in their ability to handle change. If needed, don’t hesitate to reach out to a school counselor or therapist for additional support. With patience, empathy, and preparation, transitions can become powerful opportunities for growth and resilience.

Written by: Anna O'Connor-Morin, Senior Director of Education Artificial intelligence is rapidly transforming elementary education across the United States. Our research indicates that approximately 43% of students already interact with AI-powered educational tools in some capacity , demonstrating the growing prevalence of these technologies in early education settings. This significant adoption rate reflects both the increasing availability of child-friendly AI applications and the natural affinity young learners have for interactive digital experiences. The awareness and understanding of AI technologies among elementary students has grown substantially in recent years. Even children in the earliest grades demonstrate remarkable adaptability when introduced to age-appropriate AI tools. This growing awareness is partly attributable to the increased presence of AI in everyday life—from voice assistants in homes to smart features on devices families use regularly. At UCP Charter Schools, we've observed that this familiarity provides an excellent foundation for building more structured educational experiences. Perhaps most significantly, AI technologies enable an unprecedented level of personalization in the learning experience. Traditional classroom models necessarily operate at a pace that accommodates the average learner, but AI-powered systems can adapt in real-time to each student's unique learning style, pace, and interests. This personalization creates more engaging educational experiences that respond dynamically to student inputs, challenges, and achievements. The responsive nature of these technologies helps maintain student interest while delivering content in optimal ways for individual learners.

Written by: Vanessa Ewbank, Professional Learning Specialist Ever wonder what your child’s school day looks like? Connecting with your student about their experiences can strengthen your bond and encourage their love of learning. It’s not just about asking questions—it’s about showing them that their school day matters to you. With a little effort, you can create meaningful conversations that foster connection and curiosity. Ask Open-Ended Questions Skip the usual “How was school?” and ask something more engaging, like, “What was the best part of your day?” or “Did anything make you laugh?” These questions encourage your child to share stories, making the conversation more interesting for both of you. Review Together Spend time looking at their assignments or creative projects. Instead of focusing on grades, highlight their effort: “This drawing is so colorful! What inspired you?” or “Your essay has such great details—how did you decide on this topic?” This not only boosts their confidence but also gives you insight into what excites or challenges them. Share Your Day Model openness by sharing something from your own day. For example, “I learned something interesting in a meeting today, and it reminded me of what you’re learning in science!” Sharing your experiences creates a comfortable, two-way dialogue that builds trust and encourages them to open up. Encourage Reflection Ask questions that help your child focus on growth and positivity. “What’s one thing you’re proud of from today?” or “What are you excited about tomorrow?” Reflection helps them build a growth mindset and stay engaged with their learning. By taking these small steps, you show your child that their school experiences are important—and that you’re their biggest cheerleader. Over time, these moments of connection can grow into traditions that strengthen your relationship and help your child thrive. Start building those bridges today, one conversation at a time!

Notification of Rights Under FERPA for Elementary and Secondary Schools The Family Educational Rights and Privacy Act (FERPA) affords parents and students who are 18 years of age or older (eligible students) certain rights with respect to your student’s education records. These rights are: 1. The right to inspect and review the student’s education records within forty-five 45 days of the day the school receives a request for access. Parents/guardians or eligible students who wish to inspect their child’s or their education records must submit a written request to the principal that identifies the record(s) the parents/guardians or eligible student wishes to inspect. The principal will make arrangements for access and notify the parent/guardian or eligible student of the time and place where the records may be inspected. 2. The right to request the amendment of the student’s education record that the parent/guardian or eligible student believes is inaccurate, misleading, or otherwise in violation of the student’s privacy rights under FERPA. Parents/guardians or eligible students who wish to ask the school to amend their child’s or their education records must write the school principal, clearly identify the part of the record they want changed, and specify why it is inaccurate, misleading, or otherwise in violation of the student’s privacy rights under FERPA. If the school decides not to amend the record as requested, the school will notify the parent/guardian or eligible student of the decision and of their right to a hearing regarding the request for amendment. If, as a result of the hearing, the school still decides not to amend the record, the parent/guardian or eligible student can insert a statement into the record setting forth his or her views regarding the nature of the inaccuracy. The statement must remain with the contested part of the record for as long as the record is maintained. Please note, while the FERPA amendment procedure may be used to challenge facts that are inaccurately recorded, it may not be used to challenge a grade, an opinion, or a substantive decision made by a school about a student. FERPA was intended to require only that schools conform to fair recordkeeping practices and not to override the accepted standards and procedures for making academic assessments, disciplinary rulings, or placement determinations. Additionally, if FERPA's amendment procedures are not applicable to a parent's/guardian’s request for amendment of education records, the school is not required under FERPA to hold a hearing on the matter. 3. The right to consent to disclosure of personally identifiable information contained in the student’s education records, except to the extent that FERPA authorizes disclosure without consent. One exception, which permits disclosure without consent, is disclosure to school officials with legitimate educational interests. A school official is a person employed by the district as an administrator, supervisor, instructor, or support staff; the person elected to the school board; or, a person or company with whom the district has contracted to perform a specific task. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility. Additionally, personally identifiable information will be released without consent to appropriate officials in emergency situations, to comply with a lawfully issued subpoena and in cases involving compulsory school attendance and child abuse. Further disclosures of personally identifiable information from educational records of a student without obtaining prior written consent of the parents/guardians or the eligible students can be found in 34 C.F.R. Part 99.31 . Please note: Per FERPA, disciplinary records are also considered educational records and cannot be disclosed unless one of the above exceptions applies. 4. The right to file a complaint with the U.S. Department of Education concerning alleged failures by the school to comply with the requirements of FERPA. The address of the office that administers FERPA is: Family Policy Compliance Office U.S. Department of Education 400 Maryland Avenue, SW Washington, DC 20202-4605. Release of Directory Information The Family Educational Rights and Privacy Act (FERPA) , a Federal law, requires that UCP CHARTER SCHOOLS, with certain exceptions, obtain your written consent prior to the disclosure of personally identifiable information from your child’s education records. However,  UCP CHARTER SCHOOLS may disclose appropriately designated “directory information” without written consent, unless you have advised UCP CHARTER SCHOOLS to the contrary in accordance with UCP CHARTER SCHOOLS procedures and Board Policy JRA, Student Records . The form to opt-out of the release of directory information can be obtained from your child’s school. Please note, directory information, as permitted by the Board, will only be shared with contracted entities and is pursuant to Board Policy JRA, Student Records. In accordance with FERPA and Board Policy JRA, Student Records, the following information, also known as “directory information,” can be found in your child’s school records and is not confidential: • Student name; • Student address; • Telephone numbers, if listed; • Name of the most recent previous school or program attended; • Dates of attendance at schools in the district; • Participation in officially recognized activities and sports; • Diplomas, certificates, and honors received; • Date of graduation; and • Date and place of birth. Directory information, which is information that is generally not considered harmful or an invasion of privacy if released, can also be disclosed to outside organizations without a parent’s/guardian's prior written consent. Outside organizations include, but are not limited to, companies that manufacture class rings or publish yearbooks. Military recruiters may also request the name, addresses, and telephone listings of students pursuant to federal law. Local educational agencies (LEAs) receiving assistance under the Elementary and Secondary Education Act of 1965, as amended (ESEA), must provide the requested information to the military recruiters, unless parents/guardians have advised the LEA that they do not want their student’s information disclosed without their prior written consent. [Note: These laws are Section 9528 of the ESEA (20 U.S.C. § 7908) and 10 U.S.C. § 503(c) , and Section 1003.451, Florida Statutes.] In addition, the names and directory information pertaining to children of active or former law enforcement officers, investigative personnel of the Department of Health and Rehabilitative Services, firefighters, justices and judges, and other officials, as outlined in Section 119.07, Florida Statutes , are exempt from disclosure. If such a parent/guardian makes a written request to the school that information not be released by the school without parent/guardian consent, the school shall not release such information. Release of Educational Records to Other Educational Agencies FERPA permits disclosure of educational records to other educational agencies or institutions in accordance with 34 C.F.R. § 99.34 . UCP CHARTER SCHOOLS may disclose educational records to other educational agencies or institutions that have requested the records and in which the student seeks or intends to enroll or is already enrolled so long as the disclosure is for purposes related to the student’s enrollment or transfer. The parent/guardian may request a copy of the record that was disclosed, and/or the parent/guardian may request a hearing as outlined in this Section. In addition, pursuant to Section 1003.25, Florida Statutes , educational records transferred to another educational agency shall include: verified reports of serious or recurrent behavior patterns, including threat management evaluations and intervention services; and psychological evaluations, including therapeutic treatment plans and therapy or progress notes created or maintained by UCP CHARTER SCHOOLS, as appropriate.

Written by: Dr. Christina Restrepo Nazar, Ph.D., Curriculum & Instruction Specialist-STEAM Science can often feel like a challenging field, especially when STEM education focuses more on memorization rather than hands-on discovery. However, in today’s ever-evolving technological world, it’s crucial to encourage all children to explore science and engineering. Every student brings unique perspectives that can lead to groundbreaking ideas. By fostering inclusive environments, we can help every student realize their potential and succeed. 2025 Science Consortium Event In January 2025, I returned to K-12 education after being a university STEM researcher— as Curriculum & Instruction Specialist in STEAM at UCP of Central Florida. My first big task was organizing campus science fairs with the help of dedicated science and math teacher leads at each of the seven campuses that have any of our K-12 students. These fairs led to the second annual UCP consortium-wide science fair, which took place on March 13, 2025. This year’s UCP science fair was a huge success, celebrating STEM education for all students. Over 50 families, along with teachers, administrators, and community members, attended the event. Students presented their creative projects with excitement, and Mad Science! activities made science engaging and fun. One student shared that they were “happy to love science” after the event, showcasing the joy and enthusiasm sparked by these hands-on experiences. The science fair featured winners in each grade category (K-2, 3-5, 6-8, and 9-12), with projects on topics like melting crayons, acidity of fruits, and the colors of Skittles. This event highlighted the ingenuity of our students and the tremendous support from teachers, families, and the community. Their encouragement created a space where every student could thrive, showing that all children have the potential to be the next great scientist or engineer. We look forward to celebrating the third-annual UCP consortium-wide science fair in March 2026. Looking forward to learning from the ingenuity and creativity of our students!

Written by: Danielle Waters MA CCC-SLP May is National Speech-Language-Hearing month. This month provides an opportunity to raise awareness about communication disorders, as well as, highlight the amazing team of speech and language providers we have at UCP that are dedicated to unlocking all children’s potential to communicate. More than 1 million children nationwide receive treatment services for speech and language disorders each year through the school system. Left unaddressed, speech and language disorders can affect a child’s academic and social success. Speech-language pathologists in schools work with children who have communication disorders. What is a communication disorder? Communication disorders are a type of disorder that affects an individual’s ability to comprehend, detect or apply language and speech when communicating with others. Four main types of developmental communication disorders that SLPs support include language, speech sound, fluency and social communication. What is the difference between speech and language? Speech Sound/Articulation – occurs when a child has trouble making certain sounds. For example, they may not be able to produce a specific sound like “r”. Children often mispronounce sounds when they are learning to talk. However, if these errors don’t go away on their own, that’s when they may need a little help from an SLP. Language – occurs when a child has difficulty understanding words, using words, putting words together to make sentences, or difficulty using words in the correct context. Fluency – this is most often referred to as “stuttering”. Keep in mind that stuttering can be a developmental phase that children go through as they are learning to talk because they are working hard to combine their thoughts into words. Sometimes stuttering can persist beyond a certain age or develop later in childhood and then an SLP can be of help! Social Communication – occurs when children have difficulty with using language in social contexts and interacting with others. What do SLPs do in the schools? Listening, speaking, reading and writing are how children learn in school. SLPS contribute significantly to the achievement of students. SLPs provide a wide range of services in our schools, from prevention to intervention. They may collaborate with teachers to identify potential issues before they become barriers to learning and support the teacher in providing strategies to use with all children to ensure their language skills are developing in both academic and social settings. SLPS diagnose, assess and treat students with communication difficulties. Why is my child receiving group therapy at school? The ultimate goal of school based SLPs is to help children reach their greatest academic potential. SLPs support communication skills in your child’s educational setting by being in the classroom with them! By providing services in the classroom, the SLP can work with your child on what they are learning in class and support teachers in demonstrating communication strategies that they can carry over daily in the classroom when the SLP is not present. In order to communicate, you have to have someone to communicate with, so group settings also provide opportunities for interactions with peers allowing the SLP to support communication skills in a natural way. My child has been in therapy for over a year, and they are still not talking. When will they talk? Every child learns differently and there is no given time frame for when a child will begin talking. Sometimes the goal of therapy may not be “speaking” but communicating in alternative methods. Progress can be slow, but parents and caregivers can help in the process by working on skills at home! Discuss with your child’s SLP what your child’s goals are and what their future may look like. Should I stop using my native language with my child once they enter school to promote learning English? No. You will not confuse your child, set them back academically or prevent them from learning English if you use your native language. Research shows that even children with communication disorder or other developmental disorders can learn additional languages. The key is lost of exposure and opportunities to practice. Ask your child’s SLP about activities you can do with them to support their communication skills in all languages. My child’s therapist recommended using AAC, but I really want them to speak. Won’t this prevent them from talking? Augmentative and Alternative communication (AAC) is one way that a person may communicate without talking. Augmentative means to add to someone's speech. Alternative means to be used instead of speech. Research shows that using AAC actually supports verbal speech and language development. While some people use AAC their whole life, others use it temporarily (even for a few months). AAC can reduce frustration and set the foundation for improved communication skills. At UCP our speech and language providers help our students engage, express and thrive in the classroom and beyond. We are extremely proud of our team and the amazing work they are doing to ensure communication for all!

Written by: Dr. Kristy Bautista-Harris, Occupational Therapy Lead/Diagnostician Sensory refers to something that is of or relating to sensation or the physical senses, or something that is transmitted or perceived by the senses. Behavior refers to the way in which one acts or conducts oneself, especially toward others, or the way in which an animal or person acts in response to a particular situation or stimulus.

Written by: Gabriella Oliveira, MSW, Family Engagement Coordinator April is Stress Awareness Month , making it a great time to focus on helping children manage academic pressure, especially with state testing season approaching. Testing can feel overwhelming for many students, but with the right support, parents can help them build confidence, resilience, and a healthy mindset. Here are some practical ways to prepare your child for testing while reducing stress. Set a Positive Tone About Testing Children take cues from adults, so it’s important to speak about testing in a calm, encouraging way. Avoid phrases that add pressure and instead focus on effort and progress. Remind your child that tests are just one way to measure learning, not a definition of their intelligence or abilities. Try saying: “This test is a chance to show what you’ve learned. Just do your best! ” “Mistakes help us grow. You are capable and prepared.” Create Healthy Routines A well-rested and nourished child will feel more focused and confident during testing. Leading up to test day, prioritize: Consistent Sleep  – Ensure your child gets 9–11 hours of sleep for elementary students and 8–10 hours for teens. Nutritious Meals   – A protein-rich breakfast (eggs, yogurt, oatmeal) supports focus and energy. Physical Activity  – Daily movement, even a short walk, can help relieve stress and improve concentration. Teach Simple Stress-Relief Strategies Help your child develop healthy coping tools   they can use before and during the test: Deep Breathing   – Inhale for four counts, hold for four, and exhale for four to calm nerves. Positive Self-Talk  – Encourage statements like “I am ready”  or “I can handle this.” Mindful Breaks  – Short breaks with music, stretching, or doodling can help reduce anxiety.  Remind Them They Are More Than a Test Score It’s important for children to understand that one test does not determine their intelligence, abilities, or future success. While academic achievement is valuable, so are qualities like creativity, perseverance, kindness, and problem-solving. Reinforce the idea that tests are simply a way to measure learning progress, not a judgment of their worth. Celebrate your child’s effort and growth, regardless of the test outcome. Encourage them to focus on what they have learned rather than worrying about perfection. If they feel disappointed by a score, help them see it as an opportunity to grow and improve. You can say things like: “I’m proud of how hard you worked, and that matters more than any test score.” “This test is just one moment in your learning journey—you are capable of so much more.” Additionally, remind them of their strengths outside of academics—whether it’s their artistic skills, leadership, compassion, or resilience. When children feel valued for who they are, not just for their grades, they are more likely to approach challenges with confidence rather than fear. By reinforcing these messages, you help your child develop a healthy relationship with testing and a stronger sense of self-worth, setting them up for success beyond the classroom.

Written by: Anna O'Connor-Morin, Senior Director of Education  Here at UCP Charter Schools we believe all students can, will, and should have access to the highest level of education for all students all the time. We focus on a methodology of teaching beliefs through Growth Mindset. This is where we live the practice that we can learn new things, achievement means different things for different needs, and we are in this community of learning together.   Growth mindset will focus on the process and effort in which we make gains in our learning, participation, or day to day approach to learning. This means that we replace the idea that we are limited to learning by simply doing but instead focus on how hard we worked to get there. The science of brain research in how we use words to impact our thinking is powerful in preparing our students beyond the brick and mortar learning of yesterday’s education needs.   Common language can be updated to support the Growth Mindset in your classroom, home, and daily life. These phrases will impact your child’s self confidence and willingness to take appropriate learning risks and be less afraid of failure. Below are some examples of how you can use phrases in your life to help your student believe that they can learn new things, all the time, through hard work and effort.  Common Phrases  Try this instead….  You’re so smart, you got that A.  Wow, you worked hard on that!  These math problems are hard, just do your best!  Sometimes the problems are hard. When you make mistakes, you learn and when you think through difficulties you will learn more too.   You’re so good at that. Great job!  You really used your practice skills to learn that and were able to persevere through that situation.   Overall a growth mindset can significantly impact learning in various ways. Here are some key ways it affects the process:  Increases Resilience: Students with a growth mindset are more likely to persist through challenges and setbacks. They see failures as opportunities to learn rather than as signs of inability.  Encourages Effort Over Innate Ability : Instead of thinking intelligence is fixed, learners with a growth mindset focus on improving through hard work, practice, and strategies. This can lead to greater engagement and effort in tasks.  Fosters a Love of Challenges: Individuals with a growth mindset are more open to taking on challenges because they believe that overcoming them leads to growth. They view difficult tasks as chances to develop new skills.  Enhances Problem-Solving Skills: A growth mindset encourages learners to approach problems with the belief that they can improve their skills. This promotes creative thinking and the use of various strategies to tackle obstacles.  Promotes Constructive Feedback: Learners with a growth mindset are more likely to embrace feedback. They see it as a tool for improvement, not as criticism, which leads to continuous self-improvement.  Reduces Fear of Failure: Instead of avoiding mistakes, students with a growth mindset are more likely to take risks and see mistakes as a part of the learning process. This reduces anxiety around failure and promotes experimentation.  Builds Confidence: Over time, a growth mindset helps build self-confidence, as learners see the direct link between effort and improvement. This makes them more confident in their ability to learn new concepts or skills.  Increases Motivation: When learners believe their abilities can grow with effort, they are more intrinsically motivated to keep working, even when external rewards or recognition are not immediate.  Promotes Lifelong Learning: Individuals with a growth mindset are more likely to continue learning throughout their lives. They believe learning is a never-ending process and seek out new opportunities to improve.  Improves Self-Regulation: Students with a growth mindset are more likely to set goals, monitor their progress, and adjust strategies when necessary. This leads to better self-regulation of learning and time management.  If you want to learn more about Growth Mindset visit https://www.mindsetworks.com/science/

Written By: Meredith Daniels, M.Eds. Curriculum and Instruction Specialist-Humanities From January 27-31, UCP celebrated Literacy Week with a focus on building the foundational skills essential for reading success. The week was filled with engaging activities and interactive lessons designed to build foundational skills—cornerstones of reading. Throughout the week, classrooms buzzed with creativity as teachers implemented evidence-based literacy practices. Students participated in hands-on activities, read leveled texts, and engaged in collaborative group discussions, all designed to reinforce their understanding of the building blocks of reading. The emphasis on “building foundations” was evident in every activity, encouraging students to develop the skills necessary to become confident, independent readers. UCP also believes in the important role of parents in supporting literacy at home. Here are a few steps that can be taken at home to help your child build a strong reading foundation: Daily Reading Routine : Set aside a specific time each day for reading together. Whether it’s a story before bedtime or a quiet morning session, consistency is key. I nteractive Reading : Engage with your child during reading by asking questions about the story and predicting what will happen next. This promotes comprehension and critical thinking. Phonics Practice : Encourage your child to play with letter sounds and word formation through fun games and apps that focus on phonemic awareness. Visit the Library : Make regular trips to the local library to explore new books. This not only improves reading skills but also fosters a love for reading. Model Reading Behavior : Let your child see you reading, whether it’s a book, newspaper, or magazine. Your example reinforces the value of reading. UCP’s Literacy Week was a reminder of the importance of a strong literacy foundation. By combining innovative classroom strategies with at-home practice, we know that our students will become lifelong readers.

As a parent, finding a place where your child can truly belong is one of life’s greatest challenges and joys. For Nicole Delgado and her daughter Brooklyn, UCP West Orange has become that place—a home filled with hope, love, and understanding. Brooklyn, a bright and resilient child with autism, is non-verbal and possesses what Nicole lovingly describes as her “superpower.” But navigating the world with that superpower has not always been easy. Nicole reflects on how overwhelming it was to receive Brooklyn’s diagnosis, sharing feelings of fear and uncertainty: “When I first learned about Brooklyn’s diagnosis, I felt lost, overwhelmed, and terrified. The world can be a difficult place for children like her, a world that often doesn’t understand or know how to support kids with autism.” Through word of mouth, Nicole discovered UCP West Orange, a place she describes as nothing short of a blessing. From their very first visit, they were welcomed with warmth and compassion. Nicole quickly realized that this was more than just a school—it was a family. “The staff at UCP doesn’t just care for Brooklyn—they see her. They understand her in a way that’s so rare, and they embrace her for who she is, helping her to shine in ways I never thought possible.” Brooklyn’s journey at UCP has been transformative. With the unwavering support of teachers, therapists, and staff, she has grown not only academically but also emotionally and socially. Where communication was once a significant challenge, Brooklyn is now finding ways to express herself. Nicole proudly notes how her daughter, who once withdrew, is now more engaged with the world around her. “They’ve worked so hard to help her develop the skills she needs, not just academically, but emotionally and socially as well. The staff at UCP have made this possible—they’ve opened doors for Brooklyn to experience joy, independence, and connection.” Nicole highlights the dedication of every individual at UCP West Orange, from Brooklyn’s teacher, Mrs. West, to the therapists and office staff who provide daily encouragement and care. “It’s not just about the education—although that’s been incredible too—it’s about the deep, emotional support they offer Brooklyn every single day. Each person plays a vital role in ensuring that Brooklyn feels safe, understood, and loved.” For Nicole, UCP West Orange represents more than just a school. It is a beacon of hope and a testament to the power of acceptance and understanding. “UCP West Orange has not just been a school for Brooklyn; it has been a home, a family, and a beacon of hope. They’ve shown me that there is a place in this world where my daughter belongs, and for that, I will forever be grateful.” Nicole’s story is a powerful reminder of the incredible impact UCP West Orange has on children and families alike. Through their dedication and compassion, they have created a place where every child, including Brooklyn, can be seen, valued, and empowered to thrive. To the staff at UCP West Orange, Nicole offers her deepest gratitude: “Their support has been life-changing, and I will always feel blessed that Brooklyn has found a place where she is truly seen, truly loved, and truly understood.” Brooklyn’s journey is a testament to the power of community, understanding, and love—and a reminder that with the right support, every child can shine. Thank you, UCP West Orange, for being a beacon of hope for families like Nicole’s.