Student & Parent Handbook
Student Support Services
Academic Support Resources
Greenvale's English Language Learner Program
Entrance and Exiting Criteria:
The ELL Program enters and exits students based on the following criteria “The Language Assessment Scales” (L.A.S.), the ELL instructor’s and/or classroom teacher recommendations, and parental input. Students must test at the proficient level as determined by the New York State English as a Second Language Achievement Test (NYSESLAT) in order to exit the ELL program.
Areas of concentration: Listening, speaking, reading, and writing.
Purpose of program: To develop English proficiency in all areas of concentration through special “ELL” teaching materials, methodologies, and techniques.
The program is a pull out setting wherein students attend ELL classes at least 4x to 5x per week, depending upon individual needs. Extra beginner level ELL work is also provided for new students with limited English skills when they are unable to meet the challenges of regular classroom assignments. This enables students to learn at their own pace, while allowing the teachers the teachers to learn at their own pace, while allowing the teachers to distribute their attention to all students equally.
Expected student achievement goals: The immediate goals for newcomers include basic survival and everyday conversational skills, along with beginning reading and writing skills. As students progress, content area lessons are integrated into the program at the appropriate levels of students. The overall goal for the English language learners is to be able to fully participate in all mainstream classroom assignments and activities.
Speech and Language Program
The speech and language program in the Eastchester School District provides services to all children who exhibit difficulties processing or expressing language significantly below chronological age norms. The program also offers articulation/oral motor therapy to students whose speech skills are negatively impacting areas of communication.
Students are expected to achieve goals throughout the year with the joint effort of parents working with the speech and language therapist by reinforcing the skills at home which have been introduced in the school program.
Children enter the program on the recommendation of the speech therapist and they exit the program when goals have been met or when the speech therapist has determined that speech and language services are no longer benefiting the child.
RESOURCE ROOM Academic Intervention Service (AIS)
Students who are in need of significant support in reading and/or mathematics are eligible to attend the Academic Intervention Services (AIS) program. They can be assigned to this program on an informal building level basis, through the Instructional Support Team or as a mandated I.E.P. service through the district’s committee on Special Education. Resource teachers consult and coordinate with classroom teachers and often work with students directly in their regular classes. Students may also be seen in a small group setting. Instruction focuses on building skills and strategies that assist students to succeed academically.
Reading Workshop is an Academic Intervention Service (AIS) provided to help students in the area of Reading/Language Arts. The program provides students with direct instruction in reading skills and strategies, in a small group setting using appropriate materials and methods to meet their needs. This service is provided in addition to the developmental reading instruction in the classroom.
Materials required for Reading Workshop are: paper, pencil, notebook and pocket folder.
The collaborative program is a co-teaching model which utilizes both the classroom teacher and the special education teacher from that grade level. The co-teaching model is centered on reading and language arts instruction. In a typical co-teaching classroom the English Language Arts (ELA) instruction is delivered by the two teachers. These classrooms cover the standard grade level curriculum as is covered in all of the other classes on that grade level. This classroom model benefits students of all ability levels. It allows for a wide range of differentiation of instruction. Students who may need additional exposure in certain areas are able to receive that support while remaining in the regular classroom environment. This model allows students of all ability levels to be successful in the regular classroom environment.