As we get close to Thanksgiving, we are reminded of the many things we have to be grateful for, especially the wonderful community we have here at Greenwich Public Schools. The support, energy, and involvement of our families make all the difference in creating a positive and enriching environment for our students.
This month, I encourage you to take a moment to celebrate the progress your child has made, both academically and personally. We are proud of the hard work our students have shown so far, and we look forward to all that lies ahead.
Best,
Stacey Heiligenthaler, Ph.D.
Chief Officer of Special Education and Student Supports
Fun With Fine Motor
Throughout the day, students in our preschool classrooms are provided with opportunities to work on their fine motor skills. Naturally working these skills into fun activities is a great way to help them practice. Students in Ms. Danielle's class at North Street School are pictured here working on their fine motor skills through a craft activity.
Multisensory Learning In Preschool
Multisensory learning is an important part of our preschool program which allows students to explore and give them multiple opportunities to practice the skills they are learning. Students in this picture are using shaving cream as a sensory strategy in Ms. Kathryn's class at Old Greenwich School.
PreK Investigation Into Buildings
Ms. O'Neill's prekindergarten students are currently engaged in a new investigation on buildings using the Creative Curriculum. Within this investigation, the students talked about different types of buildings and the shapes associated with these structures (triangles & squares creates a house, etc.). The students also discussed creating buildings using different types of materials, other than just blocks. In fact, one student suggested using geoboards to create buildings, which led to this "Choice Time" activity where the students are using their geoboards to create different types of shapes and buildings.
First Grade Heggerty
First grade students in Ms. Hand's class engage kinesthetically by using hand motions and body movements to reinforce the sounds they hear in words using the Heggerty program. These actions help them connect auditory and physical cues to letter sounds, supporting their reading, spelling, and writing skills. By incorporating movement, students strengthen their phonemic awareness and develop a deeper, more active understanding of how sounds form words.
Reading Support At Julian Curtiss
Mr. Oddo at Julian Curtisss School works with a student using enCORE materials to build vocabulary and strengthen foundational reading skills and behaviors. enCORE are standards-based materials based on Applied Behavior Analysis (ABA) that provides students with disabilities access to the general education curriculum.
Reading Comprehension At ISD
Students in Mrs. Fernandez's class at the International School at Dundee D work on their goals and objectives that focus on Reading Comprehension. Teaching reading comprehension strategies is essential for helping students actively engage with texts, improve their understanding, and retain key information, ultimately fostering stronger critical thinking and academic success.
Reading For Fluency And Comprehension
Mrs. Rich works with her students on specific goals and objectives pertaining to reading multisyllabic words. Reading multisyllabic words is crucial for developing fluency and comprehension, as it helps students decode more complex vocabulary, expand their language skills, and improve overall reading proficiency.
Building Thinking Classrooms at New Lebanon
Students at New Lebanon School engage in a "Building Thinking Classrooms" word problem. "Building Thinking Classrooms" focuses on creating an engaging and dynamic learning environment where students are encouraged to think critically and problem-solve collaboratively. By shifting from traditional teaching methods to ones that promote active, student-driven inquiry, it fosters deeper understanding and cultivates a love for learning.
Parkway - Writing Letters
Mrs. Machi works with a first grade student on writing letters. To support her students with letter writing, Mrs. Machi follows the scope and sequence of the PAF program (Preventing Academic Failure). Students use paper from the Fundations program, along with the accommodations of yellow highlighting to support letter placement and fading directional cues to build independence.
Co-Taught Math At Central Middle School
In Ms. Palace and Mr. Goldberg's sixth grade co-taught math class at Central Middle School, students engage in activities that foster their critical thinking and discussion in a supportive learning environment. Currently, students are learning to use the "box method" as a multiplication strategy. This approach involves breaking numbers into expanded form and organizing them by place value, helping students to build a strong foundational understanding of multiplication.
Western Middle School Academic Lab
Working with a student 1:1 in a seventh grade academic lab at Western Middle School, Ms. Barnett reviews the structure of a story utilizing a plot diagram graphic organizer. By outlining key elements such as exposition, rising action, climax, , falling action, and resolution, the organizer allows students to see how events are interconnected and how the plot unfolds over time.
Central Middle School Academic Lab
Ms. Balducci's eighth grade Academic Lab at Central Middle School uses evidence from a text to understand a character's emotions. Students carefully analyze the dialogue, actions, thoughts, and the author's descriptive language in text, looking for key words and phrases. Through discussion, students consider how a character's actions and words reflect a deeper understanding of the text.
Eighth grade students getting a tour from a Vaughn student. We are taking a look at some of the planes the students work on as part of their training.
GHS Difference Makers
GHS Special Education Teachers and Learning Facilitators Gillian Thompson and Elizabeth Cardini were recently named GPS Difference Makers. The Special Education Department is very proud of this well-earned recognition for Gillian and Lizz. who go above and beyond every day to help the students and staff at GHS.
On November 12, GHS Transition Specialist Mr. Christopher Lovermi made a presentation to GHS students from Ms. Jennifer Lee's Academic Lab about planning for after high school. The presentation helped students think about their destinations after GHS and what they need to do to get there. The Onetonline interest inventory was recommended as a first step to start the process.
GHS Chemistry Teacher Jason Goldstein conducts a chemical flame test demonstration in a chemistry class in the Education and Wellness Center at GHS. Students learned about how different chemicals make different colors when combined with flames. The student then identified unknown chemicals based on the colors they produced when combined with the flame. Students then thought about how the chemicals could be used to create different colors during firework presentations.
Inclusion Corner
With Rachel Rubin
Last month, I shared the Neurodiversity-Affirming Strengths Checklist as a tool to help families recognize and celebrate the unique strengths of their neurodivergent children. This month, let’s deepen our understanding of what it means to be neuro-affirming.
Being neuro-affirming means embracing and valuing the diverse ways our brains work. It is about recognizing that neurodiversity—differences in how people think, learn, and experience the world—is a natural and essential part of human diversity. For parents, being neuro-affirming involves celebrating your child’s unique strengths, supporting their needs, and advocating for environments where they can thrive just as they are.
This approach moves beyond trying to "fix" differences and instead focuses on fostering environments where all learners feel safe, included, and empowered. In schools, this looks like teaching methods that support every learner, using tools like Universal Design for Learning (UDL), sensory-friendly spaces, and communication supports tailored to individual needs.
At home or in the community, being neuro-affirming can include:
- Presuming Competence: Believe in your child’s ability to learn and communicate, even if it looks different from others.
- Celebrating Strengths: Focus on what your child does well and build from there.
- Listening to Neurodivergent Voices: Learn directly from neurodivergent individuals to better understand and advocate for your child.
- Advocating for Inclusion: Partner with schools to ensure that classrooms, policies, and practices honor and include diverse learners.
Explore These Resources to Learn More and Hear from Neurodivergent Voices:
The Neuroaffirming Parent PODCAST
Follow @kaelynnvp - Autistic Therapist and Advocate (From Netflix’s Love on the Spectrum)
Follow @speechdude- Neurodivergent Speech Therapist
Read Jim Sinclair’s “Why I Dislike Person-First Language”
504 Corner
With Michele Iannello
What exactly does it mean to be neurodivergent?
Having been in education for more than 30 years, I have witnessed many changes in terminology. On an average day, this could be confusing, but when combined with the complexities of defining students with disabilities, these changes can quickly lead to frustration and misunderstandings. This is where the term "neurodivergent" comes into play. What does it actually mean? I have received inquiries from several people regarding this term, and I would like to direct you to a few articles that can provide clarification.
In a nutshell, "neurodiversity refers to the concept that variations in human brain function and neurocognitive development are natural and reflect different ways of thinking, processing information, and interacting with the world. It encompasses a wide range of conditions, including Autism Spectrum Disorder (ASD), Attention-Deficit/Hyperactivity Disorder (ADHD), Dyslexia, Tourettes's Syndrome, and Learning disabilities."
If you are a student with one of these conditions and do not require specialized instruction covered by an Individualized Education Program (IEP), a 504 Plan may still provide valuable support. A 504 plan can offer accommodations that help neurodivergent students, such as changes to the physical environment, assistance with note-taking, adjustments to seating arrangements, access to technology, or scheduled breaks.
If you have any questions, please contact your school counselor for grades 6–12 or your Assistant Principal at the elementary school level. As always, I am here for you and enjoy hearing from you! Happy reading!
How Schools Can Support Neurodiverse Students: Giving kids tools to thrive academically and socially
Special Education & Student Supports Information and Resource Website
Please visit the new Special Education and Student Supports Department webpage on the Greenwich Public School Website. Information about Special Education supports and services as well as contact information is provided
The Office of Special Education and Student Supports
Email: stacey_heiligenthaler@greenwich.k12.ct.us
Website: https://www.greenwichschools.org/teaching-learning/special-education
Location: 290 Greenwich Avenue, Greenwich, CT
Phone: (203) 625-7493