Developmental Reading and Math Support
The Supportive Math Program
The Developmental Reading Program
English as a New Language
(a.k.a. English as a Second Language)
ENL or English as a New Language is a state-mandated instructional program for English Language Learners (ELLs). Any student who speaks and/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. ENL is a discipline that teaches English systematically moving from concrete to abstract levels of language in a spiraling fashion.
The ENL teacher is trained in methods that maximize learning for English language learners by: creating a low-anxiety atmosphere in a small group setting, making "teacher talk" comprehensible by using visuals, dramatics and realia, emphasizing peer interaction, activating prior knowledge, collaborating with classroom teachers, adding a linguistic objective to content material, using a whole language approach and a language experience approach to reading, exposing the student to good models, viewing language as a process and errors as stages in the progression toward competency, and respecting and valuing a student's language and culture.
Because of the numbers of English Language Learners at Todd, our district uses a pull-out program. For beginners and low intermediate level students, two periods of ENL-ELA are given daily. For intermediate and advanced students, one period of ENL-ELA is given daily, and support is given for the regular curriculum when possible. In the pull-out program, the ENL teacher provides English language arts instruction and also teaches English through the content areas. Ideally the groups are homogeneous in age and English proficiency. They may comprise of two consecutive grade levels with diverse English level proficiencies. Sometimes sheltered English content lessons are given that parallel the mainstream content class.
The goals of the ENL program are to enable students to do the following:
- To develop the English language abilities - Basic Communication and Cognitive Academic Language Skills - necessary to communicate in social and academic settings.
- To develop the basic concepts and vocabulary – Cognitive Academic Language Proficiency - that will allow for learning in the content areas.
- To develop the learning strategies and classroom behaviors that are necessary for academic success.
- To have a better understanding of their new culture while maintaining their own heritage.
Integrated Co-Teaching Program
An Integrated Co-Teaching program provides possibilities for disabled students in Kindergarten through Twelfth grade to be included with characteristically emergent peers. Staffing for the K-12 Integrated Co-Teaching program includes one regular education teacher, one special education teacher, as well as one special education aide with the ratio of 12:1. This configuration is characteristic throughout the district, lending to a smooth transition and continuum of services throughout the K-12 model. Elementary Integrated Co-Teaching Program is available in Social Studies and Science. Middle through High School Integrated Co-Teaching Program is available in English, History, Science, and Mathematics.
Pathways - Math
At Todd School, we believe and recognize that students’ academic growth and progress occurs at different rates. As a result, we align our curriculum and course offerings to meet the individual needs of all students. The Pathways Math Program is designed to meet the needs of high achieving students in mathematics. The goal of the Pathways Math Program is to provide an appropriate environment for those students who have demonstrated the developmental readiness for math enrichment. The program focuses on grade level content and extension through higher level problem solving, real world application and algebraic reasoning.
The program begins in grade 4 and runs through grade 6 at the Briarcliff Middle School. At the end of grade 6 all students take place in the placement process for accelerated programs in grade 7.
The selection criteria for Pathways remains consistent from third grade through the sixth grade. Students are placed into the Pathways math class based on:
- A student profile completed by the classroom teacher
- Local assessments to determine readiness for higher level problem solving and application of skills.
- Grade 3 to 4 two screenings in the Spring.
- Grade 4 to 5 screening in the Spring.
- Grade 5 to 6
- Grade level Final
- End of Year Problem Solving
- MAPS test scores
The Reading Specialist serves as a resource person for the classroom teacher. Curricular and diagnostic help is given as well as class lessons that pinpoint specific skills being emphasized. Additionally, the Reading Specialist also provides instructional help to small groups as needed on a long-term basis with children needing remediation, or on a short-term basis with students that require additional support with classroom assignments that involve language arts skills.
RESPONSE TO INTERVENTION
The purpose of Response to Intervention is to:
Help students succeed in the classroom environment.
Model learning strategies to students and teachers to: differentiate learning, and assist students in becoming independent learners in the classroom setting.
Build academic confidence and competence.
THE RESPONSE TO INTERVENTION PROCESS –
Response to Intervention is designed to assist classroom teachers in improving classroom performance of students who are not eligible for other academic intervention services. The classroom teacher can use the Response to Intervention Team process to request assistance when the current strategies they are using are not achieving the desired results.
WHAT IS THE RESPONSE TO INTERVENTION TEAM –
The Response to Intervention team membership is made up of various staff members that can include but is not limited to the principal, assistant principal, school psychologists, reading teachers, math teachers, speech/language therapists, occupational therapist, special education teachers, other teachers or other professionals. Each Response to Intervention support team follows a prescribed process to help all students to be successful.
The team’s strength is that people who can provide support for the student challenges are all working together to make the best plan for each student reviewed. The teacher gathers information about the student when the primary challenge is academic. Other members of the team assist in gathering information about the student when the challenge is other than academic. The purpose of the team gathering information about the student is to:
- identify student strengths and abilities.
- identify gaps in the primary challenge area by using curriculum based and other classroom assessments.
THE CLASSROOM TEACHER’S ROLE –
The classroom teacher is an integral member of the Response to Intervention process. The classroom teacher:
-Makes initial contact with parents.
-Collaborates with various members of the Response to Intervention Team.
-Assists in gathering information about the student and the progress the student is or is not making.
-Tries strategies recommended by the Response to Intervention Team and generalizes them to their students.
-Attends Response to Intervention Team meetings.
THE RESPONSE TO INTERVENTION TEAM PROCESS –
The classroom teacher observes a student challenge that might be:
The classroom teacher contacts the parent and expresses concern.
The classroom teacher makes a request for assistance by filling out forms.
A Response to Intervention Team meeting is scheduled.
The classroom teacher works with Response to Intervention Team members.
-The classroom teacher shares information, observations and data collected to date.
-The Response to Intervention team member and classroom teacher determine if additional information or observations are needed.
An intervention is tried for predetermined time and reviewed.
If needed, a plan of action is devised and implemented.
Progress is checked over time.
If the student challenge requires assistance outside of what can be provided in the classroom setting as evidenced by the curriculum based data collection, parents will be informed in writing. Parents may then be asked to consent to other forms of testing to determine the best way to meet the unique needs of the child.
An Elementary School Counselor provides children with tools for communicating, decision making, friendship building, resolving conflicts and developing coping skills. The counselor works closely with parents, administration, teachers and the school support team.
As a member of the RTI committee, the counselor may do classroom observations, individual consultations and individual or group interventions.
In collaboration with the school psychologist, the school counselor provides mandated individual and group counseling services.
At Todd School, facilitating Mindfulness skills into a weekly practice is currently in place for grades K-2
The School Psychologist is part of a multidisciplinary team which provides consultation services to you, your children and the staff. School Psychologists help schools become places where all children are accepted equally - where every child coming through the door is seen as an individual with unlimited potential; where learning takes place in a developmentally appropriate manner; where supplemental services are provided in a way that's integrated in the classroom and non-stigmatizing; where there is support for children experiencing emotional problems; and where there are resources available for families in distress. Psychologists work to promote practices that accept and embrace individual differences.
School Psychologists are an important resource for the classroom teacher. Upon referral by a parent or classroom teacher, the School Psychologist assesses the situation through parent conferences, classroom observations and interviewing. The goal is to focus on what's going right with your child. Sometimes modifications of teaching procedures or curriculums are helpful. Sometimes relationships need to be worked on. At times a learning evaluation is useful. Together, the teachers and the School Psychologist identify and build upon your child's strengths. In this way we can see new possibilities and solutions.
Above all, a School Psychologist is your child's advocate. If there are any concerns you have regarding your child’s well being please don’t hesitate to call.
Special Class Program
The Special Class K-5 model is an 8:1 ratio special class Orton Methodology Reading and Fundamental Math with a multimodal approach direct instruction. These students are expected to pursue the goals of meeting Common Core Standards, as are offered in the main stream regular education program.
Children who have difficulty with reading, writing, spelling, handwriting, or mathematics may have very different problems, one from another. One child may have small motor problems, another may have developmental lags in terms of maturation, another may be unable to change easily from one activity to another; or, a child may exhibit a combination of any of the above compounded by emotional problems.
Thus, no one approach is used as a "panacea," but rather a careful analysis of the child's learning style is developed and appropriate teaching strategies prescribed by the appropriate specialist working with the classroom teacher and other support personnel. It is the responsibility of the classroom teacher to refer students with learning problems to the Response to Intervention Team. The child may then be recommended for particular programs; may be worked with inside the classroom through modification of the educational program, or may be seen by either the speech and language pathologist, reading specialist, math specialist, occupational Therapist, guidance counselor or psychologist.
Teacher Consultant Program (TCP)
The Teacher Consultant Program services a multiplicity of students ranging from students who require individualized academic support in a mainstream setting to those students exiting formalized supports. Staff for the program includes special education teachers who work directly with the mainstream teacher.