Special Education
A range of services is offered to students classified by the Committee on Special Education. For example, some special education students get support in all academic areas while some special education students may only need related services, such as speech and language support. Annual Reviews are held to develop students. Individual Education Plans (IEPs). The school psychologist is the case manager for all classified students.
Some special
education students, if appropriate, receive their instruction in the
collaborative mode. Each grade has one or two classes which participate in the
The profile of each collaborative class is similar to all other classes on the grade level, both in terms of academics and behavior. The total number of students in each collaborative class is also similar to other classes on the grade level.
In the collaborative model, the regular education teacher, the special education teacher, and the special education instructional Teaching Assistant work closely to provide instruction to the students. One of the benefits for children in the collaborative class is the low adult/student ratio. Curriculum and pacing in each of the collaborative classes are the same as in any class on that grade level. All students receive instruction at their developmental level.
Speech and Language Services
Speech/language services at French Hill are delivered through several different models. The PSIS program (Programmed Speech Improvement System) provides speech services for children who have mild to moderate functional articulation disorders including sound substitutions, distortions, or omissions. It is not intended for children who have severe communication disorders.
The speech/language pathologist on staff at French Hill provides direct therapy to students who are classified and non-classified for disorders including articulation, language voice and stuttering. Classified children have priority placement on the therapy caseload. Frequency of service varies depending on the severity of the disorder. Students are identified through screenings and/or evaluations and are typically seen in small groups.
Academic Intervention Services (AIS)/Response to Intervention (RTI)
The purpose of Academic Intervention Services (AIS)/Response to Intervention (RTI) is to support students in meeting the New York State Standards in the areas of English Language Arts and Mathematics.
French Hill has various programs/interventions at all grade levels in order to support students. For example, the Kindergarten Early Literacy Program serves approximately 15 morning students and 15 afternoon students. Two days a week, these a.m. students stay an hour later and p.m. students come in an hour earlier. Students in the program have been identified as students who could benefit from additional literacy experiences. Activities in the Kindergarten Early Literacy Program include work in early reading skills, phonemic awareness and concepts about print. The program begins in October - the make-up of the group is reviewed periodically and student participation is adjusted appropriately.
For grades one and two, children are identified as needing additional support on the basis of data obtained from each student's Early Literacy Profile, DIBELS, anecdotal assessments and teacher recommendations. Grade level assessments and teacher observations form the basis for extra support in the area of mathematics.
Just as academic benchmarks are used to help determine which students need services, they are also used to determine when additional support is no longer needed. Thus, students once identified are not locked into additional support/interventions. This is especially true for young children as their development proceeds at different rates.
Various staff members work with students in need of additional support. Services can be provided as a "pull-out" or as "push-in" in the classroom. The time allotment of this additional support is based on student need - more reluctant learners receive more intensive interventions. Staff members who provide additional support work closely with classroom teachers in order to maintain consistency of instruction. In addition, scheduling is done collaboratively with the classroom teachers to minimize the impact on classroom instruction.
Parents are initially informed by the classroom teacher when children are recommended for additional support. The school follows up with a formal letter. The same procedure is followed when students exit the program.
ESL Program
The ESL program gives support to English Language Learners for the purpose of increasing proficiency with speaking and understanding English. Frequency of services can vary from two to five times weekly and can be in a small group or on a one-to-one basis.
Starting in October, Kindergarten English Language Learners are invited to participate in an ESL program which has them expand their K session two times per week.