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Jamestown School Department

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1 Jamestown School Department
School Support Visit Presentation January 20, 2004

2 “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

3 School District Strategic Plan, Vision and Goals

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.

Instructional Practices To Meet Each Child’s 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 children’s 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 island’s 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. Expanded 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 children’s 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.

6 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.

7 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 student’s 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 By 2008 the Jamestown School District will have established a broad-based, school-community outreach and partnership program.

Strategy A: Promoting Success for All Students [(1) = Goal 1; (2) = Goal 2; (3) = Goal 3; D=district; S=school] 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 12.    Develop Personal Learning Plans for all students not reading at grade level.

9 13. Develop methods consistent across the district to keep parents informed of student progress and expected outcomes and how they can support their child’s 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 Jamestown’s 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 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 22. Develop programs to guide parents in supporting their children’s education (including homework assistance) (3) S

10 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 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.

11 Special Education Local Advisory Committee

12 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 Children’s 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 Pinto’s 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.

13 Our 2003 Annual Report cont’d
Goals for 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 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.

14 Our 2003 Annual Report cont’d
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.

15 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

16 Technological Tools at 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

17 Jamestown Technology Department
Lawn Mobile Cart 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 Melrose Media Center Technology is a tool that makes us more efficient and productive at our every day tasks

18 Jamestown Schools Technology
Classroom Computers (Qty=211) AlphaSmart Network Servers Seelinger Computer Lab Epson Computer Projector Sony Digital Cameras

19 Special Ed Technology Hardware Software
IntelliTools IntelliKeys Keyboard Alphasmart Laptops Software Inspiration Kurzweil 3000 – under evaluation IEP Software AlphaSmart


21 Accountability and Assessment

22 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

23 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

25 Curriculum Modification
Programs and Services Curriculum Modification

26 Melrose Avenue School

MELROSE SCHOOL A PROFESSIONAL LEARNING COMMUNITY REFLECTIVE PRACTITIONERS Looks closely at student work Attends weekly grade level team meetings Shares teaching and learning strategies

28 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

29 Early Childhood Programs

30 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

31 Preschool Developmentally appropriate language centers Language based
Adult/child ratios Early Learning Standards curriculum Individualized to meet all needs

32 Standards Driven Instruction
Resource Grades 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

33 Resource Grades 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

34 Resource Grades K and 1 Grade 1
In Class: in the morning support children during writers’ workshop Personal wall words Graphic organizers Therapy balls Binders

35 Resource Grades K and 1 Grade 1
Pull-out: in the morning small group intensive reading and math

36 Small class size Faculty and staff Location and resources Full team collaboration

37 Creating Environments
Supporting all children Not overly distracting Maintain the integrity of the teacher’s style and the general classroom as a learning environment for all. Flexible and ever evolving.

38 Visual supports Schedules Supports for lessons and instruction

39 Structured Teaching model
Teacher time Independent work time Generalization to the classroom and school environment

40 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

41 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.

42 Communities of Learners
Teacher collaboration Education of children Teachers and children working and learning together

43 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

44 Occupational Therapy Services
Consultation with parents and teachers Education of faculty regarding OT research and best practices Assistive Technology Approach Sensory Integration

45 Speech and Language Therapy
Communication Disorders including: Speech and language delay Articulation/phonological disorder Language disorder Fluency (stuttering) disorder Voice disorder

46 Speech and Language Therapy
Therapeutic Approaches Teacher-oriented: mostly for articulation/phonological objectives Child-oriented: follows the child’s lead Hybrid: modifying the environment to elicit specific targets Example: structured teaching

47 Speech and Language Therapy
Models Pull-Out Classroom Small group within the classroom Language lessons Literacy based Peer models Entire class participates

48 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

49 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

50 Speech and Language Therapy
Home Communication Speech and Language Web Page Phone calls and meetings Folder Objective of the day’s therapy session Progress Notes to and from home Weekly homework Home Communication Book

51 Planning Center Behavioral Resource
All children Peer mediation program Consultation with families, faculty and administration Behavior planning Functional Behavioral Assessments Organizational skills

52 Planning Center Behavioral Resource
Social skills classes Nonviolent crisis intervention and restraint training Facilitate class discussions Day to day discipline

53 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

54 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

55 Co-teaching Approaches One-on-one Small Group Whole Group
Parallel Teaching Flexible Grouping Stations/Centers

56 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

57 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

58 Co-teaching Writing-Elem.E.L.A.-E.E2bWriting:
The student produces a response to literature. MODIFICATION: Sentence starters or idea prompts, Wilson

59 Co-Teaching Math-Elem. E.M1a-Math:
Adds, subtracts, multiplies and divides whole numbers with and without calculators. Adds:joins things together. Subtracts:take away,compares,finds difference. Multiplies:repeated 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

60 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

61 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

62 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

63 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.

64 School Social Worker Assessment:
Conducts Social Assessments with parents as part of the special education evaluation process. Also, Functional Behavioral assessments when necessary.

65 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.

66 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.

67 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.

68 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.

69 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.

70 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

71 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.

72 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.

73 School Psychologist Consultation
Give recommendations to parents, children teachers and administrators about problems in learning and behavior

74 School Psychologist Assessment
Evaluate academic, cognitive, executive function, social skills, learning environments and eligibility for special education

75 School Psychologist Intervention and Prevention
Work directly with children and families Individually and in small groups

76 Lawn Avenue School

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.

78 LAWN SCHOOL CULTURE Music Performance Jazz Band Strings Gr. 7/8 Band
Musical Gr. 5/6 Chorus Gr. 7/8 Chorus After School Activities Remediation Athletics Clubs Yearbook Student Council Enrichment Cooking and Sewing Writer’s Club Science Olympiad Robotics

79 Curriculum Frameworks and Modifications
Resource Grades 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 Resource Grades 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 Resource Grades 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 Resource Grades 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 Resource Grades 5-8 Support includes: Modeling
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 ( , phone calls, notes) Establishing routine so child can assume responsibility for organization

84 Resource Grades 5-8 Support for students with special needs through regular classroom teachers Weekly team meeting with notes explaining homework/assignments/projects

85 Resource Grades 5-8 Other support services
Team meetings (writing/discussion of IEP) Evaluations (formal/informal) Preparing for transition at age 14 (grades 7+8) Connection to regular curriculum through workshops (Differentiated Instruction, Connected Math, GEMS, CORE) After School Program (homework, projects, organization, math skills)

86 Resource Grades 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 can’t be done should not interrupt the people doing it”
-Chinese proverb

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