Special Education
Room 204- Math P.O.W.E.R. Specialist- Mrs. Pam Tabor
Room 200- Speech Therapist- Mrs. Brynn Burke
Room 210- Literacy Coach- Mrs. Annmarie Steltzer
Room 105-
Room 108 -
Room - School Psychologist- Mrs. Tina Wachter
Room 211- ESOL Teacher Mrs. Meghan
Montague
Room 211- Special Educator- Mrs. Teresa Egitto-Kern
Room 304- Special Educator- Ms. Connie Blair
Room 304- Special Educator- Mrs. Lindsey Gilmour
Room 105- Special Educator- Mrs. Heather Minor
Resource Assistants:
Ms. Sandra Baldwin
Mrs. Sandi Davis
Mrs. Linda Gregory
Ms. Amber Guthrie
Mrs. Marguerite
Ms. Amanda Livingston
Ms. Marjory Schultz
Mrs. Melissa Alley (Math Power)
Mrs. Diane Christy
Mrs. Lynn Di Mauro
Mrs. Beth Goodwin
Mrs. Sharon Krown
Ms. Karen Mata (Math Power)
Mrs. Lisa McHugh (Math Power)
Mrs. Melissa Sexton (Home Visitor)
Mrs. Vicki Simpson
Mrs. Crystal Sweigart
The special reading program provides additional reading instruction for children wo are reading both below and above grade level. first and second grade students may become eligible for acceptance into the ReAch (Reading Achievement) Program according to those with the greatest need. Many Title I students are i the special reading program, but it is not limited to Title I students.
The special reading program is an extension of the classroom reading program. Skills taught through classroom reading instruction are reinforced. The Harford County Personal Word Recognition Strategy (PWRS) is regularly reviewed. Much emphasis is placed on strengthening decoding skills, vocabulary development, listening skills, and reading comprehension.
One of the main objectives of our school's reading program is to develop an
enjoyment of reading by all students. We encourage regular reading at
home by both children and parent.
All handicapped children, from birth to age twenty-one, are eligible to receive special education services. Handicapped children are those wo have been determined through appropriate assessment as having special educational needs arising from cognitive, emotional, or physical factors or any combination of these.
Resource services are offered to children at Roye-Williams after appropriate assessments have determined a handicapping condition. Each assessment must include:
1. a description of behaviors which establishes the existence of a handicapping
condition
2. a statement which describes the child's performance as it deviates from
developmental milestones or general education objectives
3. a statement of criteria which establishes eligibility for special education
services
4. the signature and position of the individual who has administered the
assessment
Parent participation and consent is solicited during each step of the ARD process. Parent participation and consent is crucial in assisting team members in determining Least Restrictive Environment when resources services are deemed appropriate.
The speech/language therapy program at Roye-Williams provides services for children from the preschool level to fifth grade. If a child is experiencing difficulties with articulation, the way he/she produces sounds, or with language skills, the child can be referred for testing by teachers or parents. After referral, the child is discussed at a team meeting to determine if testing is appropriate. The main criteria for placement in the program is that the child's speech and//or language skills must be negatively affecting him in his classroom performance.
If test results indicate a problem and the parents give permission, the child is placed in therapy. Direct speech/language services are usually provided tow days a week for twenty-five minute sessions. Therapy is usually in a small group setting and the children are grouped according to age and disorder.
Therapy may consist of practicing the correct pronunciation of sounds, auditory memory skills, comprehension skills, grammar drill, vocabulary and reasoning skills. Therapy is also provided for children with fluency (stuttering) and voice disorders.
A child's progress in therapy is reviewed sixty days after placement, at
regular intervals, and at the child's annual review, which occurs one year
after placement in the program.
Roye-Williams Elementary believes that every child has the right to succeed in mathematics. Through analysis of assessment data and class performance, number sense has been identified as a foundational component of long-term success in mathematics. As a result, we have designated a good portion of our resources in ensuring that our children have every opportunity to develop numeracy from the earliest grades. Roye-Williams has developed a comprehensive program called Math POWER to accomplish this goal. POWER is an acronym for Putting Opportunities Within Everyone’s Reach.
The goal of Math POWER is to ensure that every child at Roye-Williams is successful in mathematics. To this end, formal assessment and observational data are regularly analyzed to identify any child not meeting with success. Any child not meeting with success is placed on a list of children targeted for additional assistance. In the primary grades this takes the form of Math Recovery Intervention and additional within-classroom support. Intermediate children receive additional with-in classroom support from specially trained mathematics paraeducators.
Implementation of the Math POWER program includes:
• The creation of a highly trained school-based mathematics coach is critical for the implementation of the Math POWER program. Pam Tabor is a certified Math Recovery teacher and leader (www.mathrecovery.org). As a Math Recovery leader she is qualified to provide professional development and full Math Recovery training for other teachers. Two classroom teachers from Roye-Williams have completed the year-long Math Recovery professional development program. The math coach also oversees the Math POWER program implementation.
• The math coach trains and oversees three paraeducators. These paraeducators provide one-on-one tutorial intervention to children in the primary grades and “plug-in” support to children in intermediate mathematics classrooms.
• A math club is offered before school. The purpose of this voluntary club is to offer more math instruction to children from the intermediate grades. Classroom teachers can nominate a student or the student may self-nominate for participation in the club. The math coach and the math paraeducators provide the instruction during the club. The math club utilizes a number of carefully screened, interactive Internet math sites.
• A professional learning community culture has developed among the math coach, the math paraeducators, the classroom teachers, and special educators. Best practices and research are shared among these individuals to improve instruction. The math coach supports on-going professional development of all staff.