GUIDANCE AND PSYCHOLOGY
Developmental Guidance Curriculum
This aspect for the program encompasses several lessons delivered by the Guidance Counselor in each elementary classroom. At each grade level, a different theme is focused on, aimed at developing children's skills in self-esteem, communication, and problem solving. During each lesson, children are encouraged to share their experiences and feelings regarding the lesson topic. Often a story or video relating to the lesson topic is reviewed and discussed. Reinforcement activities frequently close the lesson in the form of role-plays, work sheets, drawings, or songs, in order to help students retain what they have learned.
In grades two and four, an additional three visits are made to each classroom for the “Good Touches, Bad Touches” Sexual Abuse Prevention Program, which is mandated by the NYS Education Department. This program is delivered in much the same format as the core developmental lessons, with discussions, stories, role-plays, and reinforcement activities.
Counseling Support Services
The opportunity for all students to receive counseling is provided by the school counseling program. Students may be seen individually or in a group depending on their needs. Counseling services are provided by the school psychologist and the guidance counselor. Some group counseling themes include:
. FAMILY CHANGES for students dealing with a divorce, death, or remarriage.
. SOCIAL SKILLS groups for children who exhibit poor social skills and experience difficulty making friends.
. FRIENDSHIP groups for students who wish to improve their ability to maintain and initiate friendships.
. SELF-ESTEEM groups for students who need assistance identifying their strengths and improving their confidence.
In each group, children work on sharing their feelings appropriately and improving their ability to cope with particular concerns. By working on these skills in a group setting, children learn from each other, attain peer support, establish connections and take comfort in the fact that they are not alone in their concerns. Students may be referred for group counseling through a teacher, a parent, or may initiate participation themselves.
THE ROLE OF THE SCHOOL PSYCHOLOGIST
In addition to providing counseling services to students, consultation with teachers and parents, crisis intervention, and IST coordination, the school psychologist also evaluates students for the CSE. When a student is referred to the CSE, an extensive evaluation is conducted by the psychologist, the learning disabilities specialist, and the speech and language therapist. The psychologist's evaluation explores the student's cognitive functioning, perceptual motor integration skills, and emotional functioning.
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.
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 2x 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 information significantly below chronological age norms. The program also offers articulation/oral motor therapy to students whose speech skills are negatively impacting upon academic achievement in the areas of communication and/ or reading. 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 can enter the program on the recommendation of the IST and they exit the program when goals have been met or when the speech therapist together with the child study team have determined that speech and language services are no longer benefiting the academic advancement of the child.
RESOURCE ROOM / ACADEMIC INTERVENTION SERVICES (AIS)
Students who are in need of significant support in reading, written language and/or mathematics are eligible to attend the Resource Room They can be assigned to this program on an informal building level 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 AIS.
The collaborative program is a co-teaching model which utilizes both the classroom teacher and the learning specialist from that grade level. The co-teaching model is centered around reading and language arts instruction. In a typical co-teaching classroom the 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 and, by doing so, students who may need additional exposure to certain curricular area 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.
Reading Workshop is a special program whereby supportive service is provided to help the student improve reading skills. Instruction is provided in a small group setting with appropriate materials and methods to meet their needs. Materials required for Reading Workshop are: paper, pencil, notebook and pocket folder. Various strategies are employed to assist the student in the development of reading skills. This service is provided in addition to the developmental reading instruction in the classroom