Jamestown School Department

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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
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.
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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
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
student.    

• Community Engagement
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• 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 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.
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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 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
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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
• 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
  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 Pintos 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 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
  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 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
  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
• 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
  annually
• Elimination of short term goals in the IEP.
• and other issues

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Technological Toolsat 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

• 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
  usage

Technology is a tool that makes us more efficient
and productive at our every day tasks
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Jamestown Schools Technology
Seelinger Computer Lab
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Special Ed Technology

• Hardware
• IntelliTools IntelliKeys Keyboard
• Alphasmart
• Laptops
• Software
• Inspiration
• Kurzweil 3000 under evaluation
• IEP Software

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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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ResourceGrades 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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ResourceGrades 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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ResourceGrades K and 1

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

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ResourceGrades 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 teachers 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

• Ongoing collaboration with teachers and support
  staff.

• Based on the needs of the children in the
  program.

• 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

• 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
• 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/phonolog
  ical objectives
• Child-oriented follows the childs 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
• 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
• 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
• Objective of the days therapy session
• Progress
• Notes to and from home
• Weekly homework
• Home Communication Book

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Planning CenterBehavioral Resource

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

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Planning CenterBehavioral 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

• 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
• 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. 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

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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 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
  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 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.

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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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Lawn Avenue School
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• 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
• Support a challenging learning environment that
  fosters the development of the middle school
  student.
• 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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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
Robotics
79
ResourceGrades 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

80
ResourceGrades 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)

81
ResourceGrades 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
  master

82
ResourceGrades 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

83
ResourceGrades 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

84
ResourceGrades 5-8

• Support for students with special needs through
  regular classroom teachers
• Weekly team meeting with notes explaining
  homework/assignments/projects

85
ResourceGrades 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)

86
ResourceGrades 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.

87
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

88

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