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Jamestown School Department


... Holistic, Student Social Development We see a new emphasis on holistic development for our students with social-skills instruction for all grades, ... – PowerPoint PPT presentation

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Title: Jamestown School Department

Jamestown School Department
  • School Support Visit
  • Presentation
  • January 20, 2004

  • The purpose of educational change is to help
    schools accomplish their goals more effectively
    by replacing some structures, programs and
    practices with better ones. More effective
    ones.         Michael Fullan

  • School District Strategic Plan, Vision and Goals

District seeks to partner with the community to
provide a safe, nurturing learning environment in
which each child is challenged to fulfill his/her
unique potential.   CORE VALUES AND
BELIEFS     SAFETY We believe that a safe,
nurturing environment is essential to
learning.   RESPONSIBILITY We believe that all
Jamestown School Community members must accept
accountability for their individual and
collective actions. We believe that
responsibility for self will nurture
self-direction and promote a sense of
independence.   RESOURCEFULNESS We believe that
the Jamestown School Community must provide
opportunities for the development of creative
approaches to problem-solving and the acquisition
of knowledge.   RESPECT We believe that Jamestown
School Community members must promote respect for
self, others and the environment by modeling
positive, supportive problem-solving
behaviors.   FISCAL RESPONSIBILITY We believe
that Jamestown School District should strive to
meet the needs of all students while being
responsive to the needs of the community.
DISTRICT     Instructional Practices To Meet Each
Childs Individual Needs   Central to our
picture of the future is the vision of each
Jamestown student being challenged and performing
at his or her full capacity. We see our students
enthusiastically and actively engaged in learning
through educational offerings that meet their
unique needs, regardless of ability level or
position on the performance continuum. We see as
aspects of this kind of education such strategies
as differentiated instruction flexible
groupings across grade level assessment that
measures individual childrens development an
emphasis on higher order thinking skills and
authentic, real world learning contexts. We
envision students participating as active
learners, making choices, generating important
questions, often using the islands unique
resources to pursue answers. Our vision includes
safety nets for the academically at-risk
accelerated options for the ablest students and
an ongoing experimental component that keeps us
exploring at the cutting edge and continuously
testing and applying promising approaches.   Expan
ded Learning Opportunities   We anticipate
expanded learning opportunities that guarantee
each child is challenged to his or her furthest
potential, with activities well beyond the
current rubric. We see class sizes not exceeding
19 students, and envision such new offerings as
foreign languages, the arts, and technology,
appropriately integrated into the core curriculum
and beginning at the early levels. We see
preschool available to more children and look
forward to an array of after-school activities to
enrich our students development.   Community
Ownership  We envision a rich, dynamic
relationship between the school and every
dimension of the community, with the school
functioning as a hub that links the many
resources that support our childrens education
(social, political, recreational, and
educational). We see an educational partnership
in which the school staff, families, and members
of the community share the responsibility for
educating each student. We see consistent,
high-quality communication between teachers and
parents, and between the school and the broader
Jamestown community, with active partnerships
resulting. These might include parent education
programs using community resources student
internships student involvement in community
service projects or community tutors providing
curricular enrichment.
Improved Health and Physical Environment   We
envision improved physical facilities that
support the health and learning of our students.
We see healthier food options on the lunch menu
age-appropriate recreation areas improved air
quality, lighting, and acoustics in both schools
and renovated and expanded space for high-quality
teaching and learning.   Position of Excellence
Within the Community   We look forward to our
schools holding a position of excellence in the
community, meeting the needs of students residing
on the island. We see new, distinct identities
(including new names) for each school we
envision a community that is proud of its schools
because they set the standard for the whole state
and systematically continue to raise the
individual learning expectations for each child.
  Intentional, Holistic, Student Social
Development   We see a new emphasis on holistic
development for our students with social-skills
instruction for all grades, emphasizing community
values and respect for others. This might
include the integration of a community service
component into the curriculum for every grade as
well as increased opportunities for interaction
among students in different grade levels through
something like a buddy system.   Proactive
Legislative Agenda   We see ourselves proactively
pursuing a legislative agenda that translates
into higher quality, more cost-effective
education for our children. Specific foci for
advocacy efforts could include state and federal
government accountability for funding mandates
exemption from assessment for charter schools,
assuming we maintain excellent performance and
uniform state-wide standards for defining special
needs students and funding their
education.   Systematic K-12 Articulation We
look forward to excellent communication between
Jamestown and the high school of record, with
regular verification that the same high standards
of K-8 education apply to our students during
their grades 9-12 years.
FIVE-YEAR GOALS       1. Student
Achievement   By 2008 student achievement will
improve as indicated by           Jamestown
schools continued ranking as high performing
according to the Rhode Island state performance
and accountability system.           All
students performing at or above standard in all
English language arts and mathematics content
sub-categories, as measured by required state
assessments, progress reports, and evaluation of
student portfolios.           Each individual
students progress, as measured by annual
performance growth in the areas of academic,
cultural and character development.     2.
Educational Programs   By 2008 the Jamestown
schools and community will provide academic and
enrichment activities that challenge every
  • Community Engagement
  • By 2008 the Jamestown School District will have
    established a broad-based, school-community
    outreach and partnership program.

STRATEGIES AND 2003-2004 ACTIONS   Strategy A
Promoting Success for All Students (1) Goal 1
(2) Goal 2 (3) Goal 3 Ddistrict
Sschool Actions   1. Initiate student-led
conferences (1) S   2. Promote new
opportunities for spotlighting student
accomplishments beyond the Jamestown community.
(1) D   3. Assess the extent of student
interest in and community commitment to expanded
arts education. (1) S   4. Encourage ongoing
celebration of the educational progress of each
student. (1) D, S   5. Develop a mechanism to
assess the learning styles and levels of each
student. (2) S   6. Develop a program framework
that allows for the planning and implementation
of individual learning (2) S   7. Develop a
series of curricular and extra-curricular
enrichment activities for students. (2) D,
S   8. Establish a school/community review team
to oversee Jamestown students transition to high
school and monitor their high school experience
(2) D   9. Conduct research to identify the
reasons why some students are not attending the
Jamestown schools. (2) D   10. Conduct a pilot
program (with input from parent, student and
teacher) for establishing an annual goal for each
student. (2) S   11. Promote community service
activities for all students. (2) D   Strategy B
Maintaining an Emphasis on Foundational
Skills   Actions 12.    Develop Personal
Learning Plans for all students not reading at
grade level.
13. Develop methods consistent across the
district to keep parents informed of student
progress and expected outcomes and how they can
support their childs education. (3) S   14.
Develop mechanisms for identifying at-risk
students, Providing safety net remediation as
required. S   15. Review and expand screening
mechanisms currently in place for Jamestowns
pre-school population. S   Strategy C
Empowering Decision-Making at All
Levels   Actions 16. Take the lead in
initiating collaboration between the
superintendent and the town administrator on
potential budget goals and ways to share
community resources to support educational
excellence and a healthy school environment. (3)
D   17. Take the lead in initiating collaboration
between the school committee and town council on
potential budget goals, needs and ways to share
community resources to support educational
excellence and a healthy school environment.(3)
D   18. Develop a mechanism to include students
and staff in district and school decision-making.
S   Strategy D Developing Well-prepared
Teachers and Administrators   Actions 19.
Provide teaching staff with opportunities to
examine best practices within and outside the
district through supportive instructional
networks (ex learning walks, critical friends,
etc.) (1) D   20. Assess and address the
professional development needs of individual
teachers based on all available data. (1)
S   21. Implement and support systemic
professional development focused on
differentiated instruction. (1) D   Strategy E
Engaging Families and Community   Actions   22.
Develop programs to guide parents in supporting
their childrens education (including homework
assistance) (3) S
  23. Encourage and support teacher efforts to
initiate and maintain communication with families
throughout the school year. (3) S   24. Invite
members of the community to volunteer in the
classroom. (3) S   25. Inform parents on a
regular basis of school activities and
improvement initiatives.(ex. Newsletter) (3)
S     Strategy F Making Community
Connections   Actions 26. Network with the
community to expand opportunities for authentic
learning experiences (real life) in content
areas (ex. tutoring or mentoring) (1) D, S   27.
Launch public relations campaign to inform
general public of school activities and invite
diverse, broad-based public involvement.(by means
other than the local newspaper) (3) D, S   28.
Enhance the school website (including its link
with town website) and post content that invites
frequent use (ex. list of staff e-mail addresses,
newsletter on line) (3) D, S   29. Create a
school-community task force to explore ways to
share resources (ex. recreation, parking,
meeting space, IT, performance facilities, etc.)
(3) D   30. Survey families to determine their
knowledge about current Jamestown curriculum,
instruction, and assessment and to identify
their information needs. (1) D, S   31. Develop
and maintain a legislative agenda in consultation
with local, state, and national
Special Education Local Advisory Committee

Our 2003 Annual Report
  • Introduction of SELAC by Co Chair at the Melrose
    Ave School Teachers Meeting
  • Offered the opportunity to all parents to join
    the SELAC at Melrose Ave School Open House and
    Lawn Ave School Open House, including a handout
    and sign up sheet
  • Supplied Quarterly Newsletter on upcoming SELAC
    Events for Referral Packets
  • Mailing to all Parents of Special Education
    Students listing upcoming events for the fall.
  • Sponsored ADHD talk by Anne Gorman,
  • Sponsored SIBLINK Program presentation by Dr.
    Wendy Plante Ph.D. of the Hasbro Childrens
  • Letter of support for North Kingstown High School
    Professional time dedicated to facilitating a
    positive transition for students.
  • Created a Referral Packet Tri Fold Flyer to
    introduce the SELAC to parents of children
    referred for special education services.
  • Coordinated Jamestown Education Awareness Day. A
    day that combined regular and special education
    topics for all community members. Special
    Education Topics Included Co Teaching, ADHD, and
    The IEP Process. The keynote speaker was Dr.
    Thomas DiPaola, Director of Special Needs for the
    Rhode Island Department of Education.
  • SELAC representatives attended Lawn Ave SIT and
    Melrose SIT committee meetings monthly.
  • Co Chairs attended Joint Committee Meetings in
    October and April
  • Professional Development for Educational Support
    Staff regarding children with Special Needs via
    Beth Pintos attendance at Educational Support
    Staff meetings.
  • SELAC representative(s) attended R. I. Dept. of
    Education Leadership Conference on NCLB in
  • SELAC Co Chair attended RIPIN Meeting for LAC
    Chairs to share ideas, information, and

Our 2003 Annual Report contd
  • Goals for 2003-2004
  • Support Transition to North Kingstown High School
    with planning meetings.
  • Welcome Brochure to be included in the Start of
    School Year Packet that will be sent home to all
    Parents in September
  • Prepare Awareness Day Special Education Track
  • Co Sponsor Differentiated Instruction
    Informational Session
  • Continued program review and input into annual
    budgeting process
  • Develop A Resource Library with relevant material
    for parents of children with Special Needs at
    each School
  • Participate in Joint Committee Meetings with PTO,
    SITs, Facilities, and Technology Teams
  • Continued involvement in the SITs and PTO
  • Continued program review and input into the
    annual budgeting process
  • Introduce SELAC at September Teachers Meetings
    and Open House
  • Participate in at least one R. I. Dept. of
    Education Leadership Forum during 2003-2004.
  • Participate in at least one State Level Local
    Advisory Committee Meeting in Warwick.
  • Determine the impact of NCLB and HR 1350
    legislation on the current state of the Jamestown
    Special Education program and assist in
    communicating information to the community
  • Compile a Program Description Document for
    Student Services
  • Update the SELAC bylaws
  • Actively participate in School Improvement Team
    Plans and the Strategic Plan to ensure the
    special needs are being addressed.

Our 2003 Annual Report contd
  • Commendations
  • Jan Kraus- For Artwork and Layout on the Parent
    Referral Packet.
  • Tony Rafanelli for attending the Leadership
    Conference in January 2003
  • Beth Pinto for Special Education Budget
  • Karen Camp as PTO representative attending SELAC
  • PTO for their assistance with Awareness Day
    including Name Tags, Registration Copies and
    Distribution, and the wonderful Breakfast Buffet.
  • Barbara Davis for her continued support and
    informational exchange with the School Committee.
  • Beth Pinto for attending JESPA meetings and
    keeping the Support Staff informed and updated on
    the children with special needs.
  • Congratulations to Bev Green and Cara McDermott
    for successfully completing their 3 years of Co
  • Ginny Perry and other Educational Support
    Personnel who have supported the SELAC programs
    with their attendance and feedback.
  • Peggy Wark and Jane Mitchell, Theresa Cal, Terri
    Kahn and the Kindergarten Staff working in the
    K-3 Program for their recognition Universal best
    practice for children with low incident
  • Gaeli Greene for her leadership and coordination
    during the entire SELAC year especially in
    support of the Education Awareness Day.
  • Anthony Rafanelli for his Vision of an Education
    Awareness Day, solicitation and organization of
    speakers and programs.
  • The entire Committee for their support of the
    Special Education Initiative at school committee
  • Kate Shuhy for her administrative support for
    SELAC throughout the School Year.
  • The Technology Committee for appreciation their
    support in maintaining our website.

Top Priorities for 2003-2004
  • No Child Left Behind
  • HR 1350
  • A responsible special education budget
  • Continued public awareness and education.
  • The Jamestown SELAC will be carefully monitoring
    the progress of these pieces of legislation.
    There are many concerns regarding these bills
    especially that of HR 1350
  • Extension of IEPs to three years instead of
  • Elimination of short term goals in the IEP.
  • and other issues

Technological Tools at Jamestown Schools
School technology (hardware and software) must be
an easy to use tool that is semi-invisible to
teachers and students.
Sue Murdock Technology Coordinator
Jamestown Technology Department
  • Maintains computers and network
  • Purchase and install computers, software, and
    tech equipment
  • Support Teachers (as requested)
  • Assist in classroom or computer labs
  • Evaluate/Research new technology
  • Web Page support
  • Provide instructions on computer and software

Technology is a tool that makes us more efficient
and productive at our every day tasks
Jamestown Schools Technology
Seelinger Computer Lab
Special Ed Technology
  • Hardware
  • IntelliTools IntelliKeys Keyboard
  • Alphasmart
  • Laptops
  • Software
  • Inspiration
  • Kurzweil 3000 under evaluation
  • IEP Software

Accountability and Assessment
Accountability and Assessment
  • State Assessments
  • Off-grade Math Testing (Stanford Achievement
    open-ended responses)
  • Local Grade Level Writing Assessments
  • Developing Local Mathematics Performance
  • Summative- school report card
  • Formative- to guide instruction

Curriculum Frameworks
  • New Standards Performance Standards and Content
    Area Standards (PSSM, NCSS,etc.) set the
  • Written by teachers through committee work
  • Revised on a continuous five-year cycle
  • For ALL STUDENTS- modification of time and

Programs and Services
  • Curriculum Modification

Melrose Avenue School
  • Looks closely at student work
  • Attends weekly grade level team meetings
  • Shares teaching and learning strategies

School Improvement Goals
  • Develop meaningful ways to broaden the
    partnership among parents,community,school
  • Continue to build effective instructional
    practices with a clear focus on the development
    of higher order thinking skills for all our
  • Continue our commitment to a full continuum of
    services to provide the best education for all

Early Childhood Programs
  • Multiage inclusive program (3,4, and 5 year olds)
  • 3 groups
  • Morning and afternoon
  • 16 children per group
  • 9 typically developing
  • 7 identified with a disability

  • Developmentally appropriate language centers
  • Language based
  • Adult/child ratios
  • Early Learning Standards curriculum
  • Individualized to meet all needs

Resource Grades K and 1
  • Model
  • In class support all children in the classroom
  • Pull-out work with children in the resource room
  • Standards Driven Instruction
  • National, State and School

Resource Grades K and 1
  • Kindergarten
  • In class in the afternoon supporting all
    children during various activities
  • Pull-out in the afternoon in the resource room
  • Pre-reading and writing skills using a
    multi-sensory approach
  • Math skills-identifying and writing numbers, rote
    counting and graphing objects using manipulatives

Resource Grades K and 1
  • Grade 1
  • In Class in the morning support children during
    writers workshop
  • Personal wall words
  • Graphic organizers
  • Therapy balls
  • Binders

Resource Grades K and 1
  • Grade 1
  • Pull-out in the morning small group intensive
    reading and math

  • Small class size
  • Faculty and staff
  • Location and resources
  • Full team collaboration

Creating Environments
  • Supporting all children
  • Not overly distracting
  • Maintain the integrity of the teachers style and
    the general classroom as a learning environment
    for all.
  • Flexible and ever evolving.

Visual supports
  • Schedules
  • Supports for lessons and instruction
  • Communication

Structured Teaching model
  • Teacher time
  • Independent work time
  • Generalization to the classroom and school

Instructional Modifications
  • Ongoing collaboration with teachers and support
  • Based on the needs of the children in the
  • Modifications made to environment, support level,
    materials, and teaching methods

Meaningful Options and Choices for All Students
  • Students are given meaningful choices throughout
    their day
  • Choices are based on both needs of the children ,
    best practice for young children, and extending
    involvement into future settings.

Communities of Learners
  • Teacher collaboration
  • Education of children
  • Teachers and children working and learning

Occupational Therapy Services
  • Models
  • direct pull out (one on one and small group)
  • Integrated play groups
  • Whole class developmentally appropriate
    activities (perceptual, motor and sensory)
  • Co-Treatment with Speech and Language Pathologist

Occupational Therapy Services
  • Consultation with parents and teachers
  • Education of faculty regarding OT research and
    best practices
  • Assistive Technology
  • Approach
  • Sensory Integration

Speech and Language Therapy
  • Communication Disorders including
  • Speech and language delay
  • Articulation/phonological disorder
  • Language disorder
  • Fluency (stuttering) disorder
  • Voice disorder

Speech and Language Therapy
  • Therapeutic Approaches
  • Teacher-oriented mostly for articulation/phonolog
    ical objectives
  • Child-oriented follows the childs lead
  • Hybrid modifying the environment to elicit
    specific targets
  • Example structured teaching

Speech and Language Therapy
  • Models
  • Pull-Out
  • Classroom
  • Small group within the classroom
  • Language lessons
  • Literacy based
  • Peer models
  • Entire class participates

Speech and Language Therapy
  • Models
  • Co-Treatment
  • Language with Movement
  • Taught by SLP and OT
  • Team collaboration to address standards
  • Literacy based
  • Entire class participates
  • Peer models

Speech and Language Therapy
  • Teacher Interaction
  • Consultation and collaboration includes
  • Carry over of new skills into the classroom
  • Use of classroom curriculum in therapy
  • Brainstorming to problem solve
  • Exchange of ideas

Speech and Language Therapy
  • Home Communication
  • Speech and Language Web Page
  • Phone calls and meetings
  • Folder
  • Objective of the days therapy session
  • Progress
  • Notes to and from home
  • Weekly homework
  • Home Communication Book

Planning Center Behavioral Resource
  • All children
  • Peer mediation program
  • Consultation with families, faculty and
  • Behavior planning
  • Functional Behavioral Assessments
  • Organizational skills

Planning Center Behavioral Resource
  • Social skills classes
  • Nonviolent crisis intervention and restraint
  • Facilitate class discussions
  • Day to day discipline

Co Teaching
  • Definition Co teaching is two or more
    professionals participating in cooperative
    teaching who share the responsibility for all
    activities related to planning, teaching,
    assessing, and disciplining a heterogeneous group
    of students in a shared environment
  • Students are taught with their peers in the least
    restrictive environment

Co Teaching
  • Benefits
  • Students do not miss out in the curriculum
  • The curriculum is not fragmented
  • Communication between professionals happens daily
    and is effective
  • Schedules are the same

  • Approaches
  • One-on-one
  • Small Group
  • Whole Group
  • Parallel Teaching
  • Flexible Grouping
  • Stations/Centers

  • In a co-taught classroom there is
  • No labeling of students or teachers.
  • No assignments are missed due to students being
    pulled out for services
  • All children learn patience and tolerance
  • All children benefit from two teachers

  • Examples of modifying standards
  • Reading-Elem.E.L.A.-E.E1dReading
  • The student reads aloud, accurately (in the range
    of 85-90), familiar material of the quality and
    complexity illustrated in the sample reading list
  • MODIFICATION Books on tape, Wilson intensive
    reading instruction

  • Writing-Elem.E.L.A.-E.E2bWriting
  • The student produces a response to literature.
  • MODIFICATION Sentence starters or idea prompts,

  • Math-Elem. E.M1a-Math
  • Adds, subtracts, multiplies and divides whole
    numbers with and without calculators. Addsjoins
    things together. Subtractstake
    away,compares,finds difference.
    Multipliesrepeated addition,counts by multiples,
    combines things that come in groups, use simple
    rates. Divide puts things into groups, shares
    equally, calculates simple rates.
  • MODIFICATION Multi-sensory instruction-Touch
    Math and manipulatives

School Nurse - Teacher
  • One position for the entire school population
  • Screenings for vision, hearing, dental, and
    scoliosis in collaboration with URI Hearing
    Center, RI Hearing Center, and school dentist
  • Administering medications and monitoring
    responses to medications

School Nurse - Teacher
  • Coordinate immunizations and physical exams with
    school physician
  • Provide first aid
  • First responder to any and all emergencies
  • Update any pertinent medical information when a
    referral is made to the Evaluation Team

School Nurse - Teacher
  • Participate in Evaluation, Individual Education
    Program, and 504 Team meetings to assist in
    explaining medical findings and to offer
  • Ensure the safety of a medially compromised
    student by riding her bus

School Social Worker
  • Full-time position servicing both special
    education and regular education students from
    pre-school through grade 8 and, occasionally, at
    the high school level which requires a variety of
    roles and responsibilities.

School Social Worker
  • Assessment
  • Conducts Social Assessments with parents as part
    of the special education evaluation process.
    Also, Functional Behavioral assessments when

School Social Worker
  • Direct Service Provides short-term counseling,
    long term supportive counseling, and group
    counseling (i.e. social skills).
  • Collaboration Works in concert with both members
    of the Evaluation Team (director of special
    education, school nurse, school psychologist,
    speech and language pathologist, occupational
    therapist, physical therapist, resource teachers,
    planning center specialist) as well as other
    school personnel, particularly administration to
    provide for the psycho-social- emotional needs of
    children and their families.

School Social Worker
  • Family Work Advocacy, counseling, education and
    referral services to parents and other family
  • Community Liaison Provides referral and on-going
    follow-up with physicians, private practitioners,
    agencies, hospitals, and other community services
    for students and/or families in need. Continual
    identification and development of outside

School Social Worker
  • Consultation Works with school faculty to both
    identify and provide assistance to students who
    may be presenting with psychological, social, and
    emotional concerns.
  • Classroom presentations Provides education to
    individual classes or grades on such topics as
    bullying, conflict resolution, and sexual

School Social Worker
  • Crisis Intervention Assessment, intervention,
    and referral, if necessary, of individual
    students, groups of students, and family members
    who present in crisis (i.e. suicidal ideation,
    self-mutilation, dealing with death or terminal
    illness). Member of the crisis team that deals
    with students who are in danger to themselves or

School Social Worker
  • Off-Campus Work Attendance at in-district and
    out-of-district schools as well as hospitals to
    discuss IEPs, possible admission, and discharge
  • Mediation Works with pairs and groups of
    students to resolve differences and foster a
    better sense of community and teamwork.

School Social Worker
  • Building Management Assists in overseeing daily
    operations, particularly, student behavior when
    administrators are required to be off-campus
  • Discipline Establishes consequences for student
    misbehavior as necessary
  • Supervision Oversees work of student assistance

School Social Worker
  • Issues requiring intervention
  • Full range of mental health concerns-depression,
    anxiety, school avoidance-student and/or family
    substance abuse, dealing with separation/divorce,
    dealing with personal and/or family illness,
    death and dying, peer difficulties, abuse and
    neglect (physical, emotional, and sexual),
    behavior disorders, anger management, adoption,
    ADHD, etc.

School Social Worker
  • Guidance Visits other schools that might serve
    as a good fit for our students and works with
    students and parents regarding school choice
    specifically for high school.
  • Trainings Presentations to parents and community
    members on selected topics such as child
    development, parent-child communication,
    discipline, sibling relationships, substance
    abuse, special education services, etc.

School Psychologist
  • Consultation
  • Give recommendations to parents, children
    teachers and administrators about problems in
    learning and behavior

School Psychologist
  • Assessment
  • Evaluate academic, cognitive, executive function,
    social skills, learning environments and
    eligibility for special education

School Psychologist
  • Intervention and Prevention
  • Work directly with children and families
  • Individually and in small groups

Lawn Avenue School
  • Mission The mission of the Lawn Avenue School is
    to create a challenging learning environment that
    promotes high performing, creative, life long
    learners who are responsible, engaged members of
    the community.
  • Goals
  • Support a challenging learning environment that
    fosters the development of the middle school
  • Develop a culture that promotes excellence, high
    performance expectations and motivated students.
  • 3. Promote citizenship and civic responsibility
    within the school and the community at large.

LAWN SCHOOL CULTURE Music Performance Jazz
Band Strings Gr. 7/8 Band Gr. 6 Band Gr. 5
Band Musical Gr. 5/6 Chorus Gr. 7/8
Chorus After School Activities Remediation Athl
etics Clubs Yearbook Student
Council Enrichment Cooking and Sewing
Writers Club Science Olympiad
Resource Grades 5-8
  • Curriculum Frameworks and Modifications
  • All students have access to the regular
  • There are no self-contained classrooms
  • Accommodations and Modifications are methods used
    to modify the content

Resource Grades 5-8
  • Accommodations address
  • Instructional strategies (repeat/rephrase
    directions, concrete materials)
  • Study/Work aids (adapted worksheets, access to
    taped books)
  • Classroom organization (preferential seating,
    predictable routine)
  • Access to technology (computer programs/
    Inspiration/Write Outloud)
  • Assessment (oral or taped responses, assessment
    read orally to student)

Resource Grades 5-8
  • Modifications address
  • Change the number of key concepts learned within
    a standard
  • Change in instructional level
  • Limit in number of concepts child is expected to

Resource Grades 5-8
  • Programs and Services
  • Students are provided support in the regular
    classroom setting as well as given an opportunity
    for one on one and small group instruction in the
    resource room setting

Resource Grades 5-8
  • Support includes
  • Pre teaching/reteaching
  • Modeling
  • Redirecting the child to task
  • Rereading directions/highlighting key vocabulary
  • Using manipulatives to reinforce concepts
  • Reviewing planners/creating timeline for long
    term assignments
  • Organizing lockers, notebooks and desks
  • Providing connections with other students
  • Contacting parents (email, phone calls, notes)
  • Establishing routine so child can assume
    responsibility for organization

Resource Grades 5-8
  • Support for students with special needs through
    regular classroom teachers
  • Weekly team meeting with notes explaining

Resource Grades 5-8
  • Other support services
  • Team meetings (writing/discussion of IEP)
  • Evaluations (formal/informal)
  • Preparing for transition at age 14 (grades 78)
  • Connection to regular curriculum through
    workshops (Differentiated Instruction, Connected
    Math, GEMS, CORE)
  • After School Program (homework, projects,
    organization, math skills)

Resource Grades 5-8
  • Servicing the same group of children for 2 years
    allows us to observe progress that may not be
    reflected as clearly on the standards based
    report card. We are able to pass these
    observations onto classroom teachers, which
    provide them with positive feedback.

Interagency Coordination
  • North Kingstown School Department, Early
    Intervention,Valley Community School, Pathways
    Program, Bradley School, Briggs School, Sargent
    Center, SORICO,South Shore Mental Health, Newport
    County Mental Health, RIDE, RITAP, Jamestown
    Early Learning Center,South County Montessori,
    Maher Center, Rogers High School, Newport Area
    Career Technical Center, The Compass School,
    Quest Montessori School, Meadowbrook Waldorf
    School, URI Hearing Center

  • Those who say it cant be done should not
    interrupt the people doing it
  • -Chinese proverb
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