Student Support Services
Educational Programs Todd School
The educational programs available at Todd School are determined by student needs through data driven decisions. The following are the educational programs available:
General education is the program that typically developing students receive and includes the Common Core State Standards as well as locally developed assessments and/or State assessments, this may include students with an IEP or 504 Accommodation Plan.
Special education is a continuum of customized instruction intended to meet the unique needs of a child with a disability. These supports and services are documented in a student’s Individualized Education Program (IEP) or 504 Accommodation Plan. Depending on the needs of the child, services may be provided in a general education setting or in a general education classroom with the support of a special education teacher known as an Integrated Co-Teaching (ICT) model.
Consultant Teacher Services are supplemental/support services provided for a student with a disability who attends general education classes on a full-time basis. These services are either in the form of direct instruction or in consultation with the general education teacher, or a combination of direct and indirect services.
Declassification Support Services are provided to students who no longer require special education program but maintain access to testing accommodations and classroom modifications as stated on their last IEP.
English for Speakers of Other Languages is a state-mandated instructional program for English Language Learners (ELLs). Any student who speaks or hears another language at home and who has not yet developed the social and academic English language proficiency needed for success in our school is eligible for the program. ESOL is a discipline that teaches English systematically moving from concrete to abstract levels of language in a spiraling fashion.
Pathways is a specialized enrichment program provided for fourth and fifth grade students in math. To meet the needs of our students, the basic framework of this program has emerged from the current research about gifted students, and recent developments in the nature of intelligence and cognition.
The role of the general education teacher is to provide core instruction to all students and to employ strategies, interventions, modifications and/or accommodations to meet individual student needs.
The role of the special education teacher is to monitor and implement a student’s IEP and/or 504 Plan. In addition, special education teachers employ strategies, interventions, modifications and/or accommodations to meet individual student needs, in consultation with the general education teacher.
to improve instruction in consultation with the students general education teacher.
The role of the speech and language pathologist is to provide students with small group or individual instruction in order to focus on specific deficit areas. Some of the areas targeted in intervention may include improving: intelligibility, vocabulary and basic concepts, syntax, grammar, auditory and language processing/comprehension and written language skills. In addition, the speech and language pathologist consults directly or indirectly with the general education teacher and special education teacher.
The role of the teacher of ESOL is to provide supplemental instruction in small groups or individually to maximize learning for English language learners.
The role of the school psychologist is to provide services for students experiencing social and emotional challenges and resources for families as well as to monitor and implement a student’s IEP and/or 504 Plan.
Psychologists work individually and in small groups to promote practices that accept and embrace individual differences. In addition, the School Psychologist consults directly or indirectly with the general education teacher and special education teacher.
School Psychologist as Evaluator
The role of the school psychologist as an evaluator is to conduct educational and psychological evaluations in order to identify the specific areas of need that could not be met through the RtI process.
The role of the guidance counselor is to respond to the social, emotional and academic needs of our students. The guidance counselor assists students in gaining an understanding of their behavior and learning style, while also providing coping strategies and support. In addition, the guidance counselor works collaboratively with
teachers, students and parents to foster progress in all areas of the educational program.
The role of the occupational therapist is to improve a student’s basic sensory and motor functions as well as visual and spatial abilities in order to gain access to grade level curriculum.