Transcript Jamestown School Department

Jamestown School Support Visit
Jamestown School Department
School Support Visit
Presentation
January 20, 2004
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“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
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School District Strategic
Plan, Vision and Goals
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DISTRICT MISSION STATEMENT
The Jamestown School 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.
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FIVE-YEAR VISION FOR THE JAMESTOWN SCHOOL DISTRICT
Instructional Practices To Meet Each Child’s 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
children’s 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 island’s 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.
Expanded 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 children’s 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.
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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.
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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 student’s 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 student.
•Community Engagement
By 2008 the Jamestown School District will have established a broad-based, school-community outreach and partnership
program.
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STRATEGIES AND 2003-2004 ACTIONS
Strategy A: Promoting Success for All Students
[(1) = Goal 1; (2) = Goal 2; (3) = Goal 3; D=district; S=school]
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.
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13. Develop methods consistent across the district to keep parents informed of student progress and expected outcomes
and how they can support their child’s 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 Jamestown’s 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 children’s education (including homework assistance)9(3) S
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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 representatives.
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Special Education Local
Advisory Committee
SELAC
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Our 2003 Annual Report
ACCOMPLISHMENTS
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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 Children’s Hospital.
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 Pinto’s
attendance at Educational Support Staff meetings.
SELAC representative(s) attended R. I. Dept. of Education Leadership Conference on NCLB in January.
SELAC Co Chair attended RIPIN Meeting for LAC Chairs to share ideas, information, and challenges.
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Our 2003 Annual Report cont’d
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 Meetings
•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.
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Our 2003 Annual Report cont’d
Commendations:
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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 Presentation
Karen Camp as PTO representative attending SELAC meetings.
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 Teaching.
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 disabilities.
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 meetings
Kate Shuhy for her administrative support for SELAC throughout the School Year.
The Technology Committee for appreciation their support in maintaining our website.
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Top Priorities for 2003-2004
• No Child Left Behind
• HR 1350
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 annually
• Elimination of short term goals in the IEP.
• and other issues
• A responsible special education budget
• Continued public awareness and education.
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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
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Jamestown Technology
Department
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Maintains computers and network
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Purchase and install computers, software, and
tech equipment
Lawn Mobile Cart
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Support Teachers (as requested)
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Assist in classroom or computer labs
Evaluate/Research new technology
Web Page support
Provide instructions on computer and software
usage
Melrose Media Center
Technology is a tool that makes us more efficient and productive at our every day tasks
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Jamestown Schools Technology
AlphaSmart
Classroom Computers
(Qty=211)
Seelinger Computer Lab
Epson Computer Projector
Network Servers
Sony Digital Cameras
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Special Ed Technology
• Hardware
– IntelliTools IntelliKeys Keyboard
– Alphasmart
– Laptops
• Software
– Inspiration
– Kurzweil 3000 – under evaluation
– IEP Software
AlphaSmart
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www.jamestownri.com/school
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Accountability and Assessment
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Accountability and Assessment
• State Assessments
• Off-grade Math Testing (Stanford Achievement
open-ended responses)
• Local Grade Level Writing Assessments
• Developing Local Mathematics Performance
Assessments
ALL STUDENTS PARTICIPATE
Summative- school report card
Formative- to guide instruction
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Curriculum Frameworks
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CURRICULUM
FRAMEWORKS
• New Standards Performance Standards and
Content Area Standards (PSSM, NCSS,etc.)
set the foundation
• Written by teachers through committee
work
• Revised on a continuous five-year cycle
• For ALL STUDENTS- modification of time
and instruction
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Programs and Services
Curriculum
Modification
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Melrose Avenue School
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MELROSE SCHOOL
A PROFESSIONAL LEARNING
COMMUNITY
REFLECTIVE PRACTITIONERS
• Looks closely at student work
• Attends weekly grade level team meetings
• Shares teaching and learning strategies
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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 students
• Continue our commitment to a full continuum of
services to provide the best education for all
students
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Early Childhood Programs
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Preschool
• 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
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Preschool
• Developmentally appropriate language
centers
• Language based
• Adult/child ratios
• Early Learning Standards curriculum
• Individualized to meet all needs
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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
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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
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Resource
Grades K and 1
Grade 1
• In Class: in the morning support children
during writers’ workshop
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Personal wall words
Graphic organizers
Therapy balls
Binders
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Resource
Grades K and 1
Grade 1
• Pull-out: in the morning small group
intensive reading and math
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• Small class size
• Faculty and staff
• Location and
resources
• Full team
collaboration
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Creating
Environments
• Supporting all children
• Not overly distracting
• Maintain the integrity of the
teacher’s style and the general
classroom as a learning
environment for all.
• Flexible and ever evolving.
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Visual supports
• Schedules
• Supports for
lessons and
instruction
• Communication
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Structured Teaching model
• Teacher time
• Independent work time
• Generalization to the classroom and
school environment
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Instructional
Modifications
Based
on the
needs of the
children in the
program.
• Ongoing
collaboration with
teachers and
support staff.
Modifications
made to
environment, support level,
materials, and teaching methods
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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.
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Communities of Learners
• Teacher collaboration
• Education of children
• Teachers and children working
and learning together
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Occupational Therapy Services
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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
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Occupational Therapy Services
• Consultation with parents and teachers
• Education of faculty regarding OT research
and best practices
• Assistive Technology
Approach
• Sensory Integration
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Speech and Language Therapy
• Communication Disorders including:
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Speech and language delay
Articulation/phonological disorder
Language disorder
Fluency (stuttering) disorder
Voice disorder
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Speech and Language Therapy
• Therapeutic Approaches
– Teacher-oriented: mostly for
articulation/phonological objectives
– Child-oriented: follows the child’s lead
– Hybrid: modifying the environment to elicit
specific targets
• Example: structured teaching
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Speech and Language Therapy
Models
• Pull-Out
• Classroom
– Small group within the classroom
– Language lessons
• Literacy based
• Peer models
• Entire class participates
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Speech and Language Therapy
Models
• Co-Treatment
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“Language with Movement”
Taught by SLP and OT
Team collaboration to address standards
Literacy based
Entire class participates
Peer models
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Speech and Language Therapy
Teacher Interaction
• Consultation and collaboration includes:
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Carry over of new skills into the classroom
Use of classroom curriculum in therapy
Brainstorming to problem solve
Exchange of ideas
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Speech and Language Therapy
Home Communication
• Speech and Language Web Page
• Phone calls and meetings
• Folder
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Objective of the day’s therapy session
Progress
Notes to and from home
Weekly homework
Home Communication Book
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Planning Center
Behavioral Resource
• All children
• Peer mediation program
• Consultation with families, faculty and
administration
• Behavior planning
• Functional Behavioral Assessments
• Organizational skills
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Planning Center
Behavioral Resource
• Social skills classes
• Nonviolent crisis intervention and restraint
training
• Facilitate class discussions
• Day to day discipline
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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
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Co Teaching
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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
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Co-teaching
Approaches
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One-on-one
Small Group
Whole Group
Parallel Teaching
Flexible Grouping
Stations/Centers
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Co-teaching
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
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Co-teaching
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
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Co-teaching
• Writing-Elem.E.L.A.-E.E2bWriting:
– The student produces a response to literature.
– MODIFICATION: Sentence starters or idea
prompts, Wilson
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Co-Teaching
• Math-Elem. E.M1a-Math:
– Adds, subtracts, multiplies and divides whole numbers
with and without calculators. Adds:joins things
together. Subtracts:take away,compares,finds
difference. Multiplies:repeated 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
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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
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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
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School Nurse - Teacher
• Participate in Evaluation, Individual
Education Program, and 504 Team meetings
to assist in explaining medical findings and
to offer recommendations
• Ensure the safety of a medially
compromised student by riding her bus
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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.
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School Social Worker
• Assessment:
– Conducts Social Assessments with parents as
part of the special education evaluation process.
Also, Functional Behavioral assessments when
necessary.
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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.
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School Social Worker
• Family Work: Advocacy, counseling, education
and referral services to parents and other family
members.
• Community Liaison: Provides referral and ongoing 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 resources.
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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
harassment.
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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 others.
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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 planning.
• Mediation: Works with pairs and groups of
students to resolve differences and foster a
better sense of community and teamwork.
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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 counselor
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School Social Worker
• Issues requiring intervention:
– Full range of mental health concernsdepression, 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.
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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.
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School Psychologist
• Consultation
– Give recommendations to parents, children
teachers and administrators about problems in
learning and behavior
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School Psychologist
• Assessment
– Evaluate academic, cognitive, executive
function, social skills, learning environments
and eligibility for special education
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School Psychologist
• Intervention and Prevention
– Work directly with children and families
– Individually and in small groups
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Jamestown School Support Visit
Lawn Avenue School
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Jamestown School Support Visit
LAWN AVENUE SCHOOL IMPROVEMENT PLAN
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:
1. Support a challenging learning environment that fosters the development of the
middle school student.
2. 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.
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Jamestown School Support Visit
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
Athletics
Clubs
Yearbook
Student Council
Enrichment
Cooking and Sewing
Writer’s Club
Science Olympiad
Robotics
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Jamestown School Support Visit
Resource
Grades 5-8
Curriculum Frameworks and Modifications
• All students have access to the regular
curriculum
• There are no self-contained classrooms
• Accommodations and Modifications are
methods used to modify the content
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Jamestown School Support Visit
Resource
Grades 5-8
•
Accommodations address:
1.
2.
3.
4.
5.
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)
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Jamestown School Support Visit
Resource
Grades 5-8
•
Modifications address:
1. Change the number of key concepts learned within
a standard
2. Change in instructional level
3. Limit in number of concepts child is expected to
master
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Jamestown School Support Visit
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
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Jamestown School Support Visit
Resource
Grades 5-8
•
Support includes:
1.
Pre teaching/reteaching
2.
3.
4.
5.
6.
7.
8.
9.
10.
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
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Jamestown School Support Visit
Resource
Grades 5-8
•
Support for students with special needs
through regular classroom teachers
1. Weekly team meeting with notes explaining
homework/assignments/projects
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Jamestown School Support Visit
Resource
Grades 5-8
•
Other support services
1.
2.
3.
4.
Team meetings (writing/discussion of IEP)
Evaluations (formal/informal)
Preparing for transition at age 14 (grades 7+8)
Connection to regular curriculum through
workshops (Differentiated Instruction,
Connected Math, GEMS, CORE)
5. After School Program (homework, projects,
organization, math skills)
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Jamestown School Support Visit
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.
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Jamestown School Support Visit
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
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Jamestown School Support Visit
“Those who say it can’t be
done should not interrupt
the people doing it”
-Chinese proverb
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