Together We Can

I hope that you are enjoying this beautiful fall weather. As the leaves change and the air becomes crisp, we are reminded of the warmth and vibrancy of our school community. In this newsletter, I am excited to share the wonderful learning that is happening across the district.

On Thursday, October 17, the student achievement information was shared with the Board of Education at its recent Board Retreat. It was great to see progress from all of our schools, but also for our Special Education students. Thank you to all of our staff for their hard work. If you want to watch the report, you can find it at our presentation online.

Best,

Stacey Heiligenthaler, Ph.D.

Chief Officer of Special Education and Student Supports

stacey_heiligenthaler@greenwich.k12.ct.us

Students participated in Fundation's lesson in preschool to learn how to identify letters and their sounds, along with learning the formation of letters. In this picture, students in Ms. Darla's preschool class at Hamilton Avenue School are learning how to write the letter A using the sky, airplane, and grass lines.

Mrs. Cyr, the psychologist at New Lebanon School, works with a lunch bunch group, discussing self-talk and how to use this strategy to help when you are feeling distracted. Students loved collaborating and enjoying time with one another

Students at Hamilton Avenue School participated in Discrete Trial Training, or “DT,” an ABA based approach to learning new concepts. DT programming is overseen by our district BCBAs.

Students in Mrs. Horton's fourth grade class at Glenville School are working on word problems within IXL and using their dry-erase boards to label the values and show their work.

In using the IXL platform, Mrs. Horton is able to assess all of her students' work in real time and provide immediate feedback. When she recognizes that a student is struggling on a particular problem, she meets with that student in a 1:1 or small group setting to review their work on their dry-erase board and poses open-ended questions such as: "Can you share your thinking on how you are going about your work to solve this problem?"

This enables the child to explain the strategies they are using to solve the problem and self-identify the error in their work. Due to this, the student is able to internalize the process of their work and establishes a stronger awareness of the types of mistakes they have made, leading them to greater success on these types of problems in the future.

Fifth grade co-teachers Ms. Cofone and Ms. Collins at North Mianus School support students during

Building Thinking Classrooms math lesson. Building Thinking Classrooms is an educational approach that emphasizes active student engagement and collaborative problem-solving in mathematics. By fostering a classroom environment where students explore and construct their own understanding, this method encourages deeper critical thinking and a love for learning.

Principal Dr. Russo at New Lebanon School presented on how students and teachers use technology. He presented on assistive technology and how it helps all students as well as those who are non-speaking. Families were invited into classrooms to see the technology in action.

Eastern Middle School hosted a Special Education parent meeting on Thursday, October 10. Special Education teachers and service providers shared information on the continuum of services and supports. Ms. Schmid discussed the implementation of DIBELs as a progress monitoring tool for students with reading goals on their IEPs and the reading programs middle schools are currently implementing.

Can you find the GCF of 80 and 96? Can you solve 2x-16=26? Ms. Snyder's Fundamentals of Math class at Central Middle School is working on solving equations and finding the greatest common factors. Students engaged in a scavenger hunt for math problems to solve, worked independently implementing strategies to solve the problems, and explained how to solve problems.

Ms. Caldwell, a Special Education teacher at Eastern Middle School, is providing direct, explicit, multisensory instruction in decoding using the Wilson Reading Program. Students are tapping out sounds, identifying syllable types, and marking vowel sounds and digraphs in unfamiliar multisyllabic words.

There was a book share at Eastern Middle School! Ms. Gale and Ms. Espinoza's sixth grade co-taught ELA class as well as Ms. Kakdeles sixth grade ELA class, engages in collaborative discussions thinking about texts, and build on each other's ideas. Mr. Duncan joined in the conversation as students used a discussion prompt to elaborate, clarify, and support ideas with evidence and examples.

Western Middle School sixth grade students engaging in the School Counselor Second Step SEL lesson. Students are sharing their responses to the question, "Think of a time when you were overwhelmed by a strong emotion and, as a result, did something you later regretted." The lesson topic is "How Emotions Affect Your Decisions."

Students worked on a reading and writing assignment in Ms. Flaherty and Ms. Baker's co-taught English 112 Class in Folsom House at Greenwich High School.

At GHS, there are a variety of ways in which students can receive additional support from their teachers.

Ms. Hinkley from Clark House worked with her sophomores during Counselor Advisory. Students learned how to use SchooLinks to develop a resume that will be ready for them to use as they begin transitioning to work and post-secondary education. The School Links College and Career Platform is a comprehensive tool designed to guide students in exploring post-secondary education and career options. By offering resources, such as college search tools, career assessments, and application support, it empowers students to make informed decisions about their futures.

The Greenwich HS Unified Sports Team began practices on October 14, led by Coach Deirdre Burke. The inclusive sports team will practice all year long on Mondays and Thursdays, after school, in three sports: soccer, basketball, and track and field. They will also participate in interscholastic events. The first game is scheduled for October 29 at Staples High School. Go Cardinals!

Community Connections students worked the snack table at Town Hall. The snack table is open for business at Town Hall on Monday, Tuesday, and Thursday mornings. If you are in the area, stop in and purchase a snack.

In this month’s Inclusion Corner, I am excited to introduce the Neurodiversity-Affirming Strengths Checklist. This tool, created by our partners at PINE (Program for Inclusion and Neurodiversity Education), can help families recognize and celebrate the unique strengths of their neurodivergent children. This checklist offers a wide array of categories, from creative and logical strengths to social, emotional, and even community-based strengths. Each category helps highlight talents and abilities that may not always be acknowledged in traditional academic settings. These strengths extend beyond academic performance, highlighting qualities such as creativity, leadership, emotional awareness, and logical abilities that make each child unique.

As families, you can use this checklist at home to better understand your child’s unique capabilities. By recognizing their strengths in areas like communication, self-advocacy, or even nature, you can help foster their growth and confidence. You can also use this tool to guide everyday activities, whether it is encouraging your child’s love for music or nurturing their ability to care for their pets. By focusing on these strengths, you can help your child thrive not just in school, but in all areas of life.

In addition to identifying your child's strengths, the Neurodiversity-Affirming Strengths Checklist and worksheet can be used in several practical ways to enhance daily interactions and support your child's growth:

• Building Self-Confidence: Use the checklist to highlight areas where your child naturally shines. Celebrating these strengths at home can boost their self-confidence. For example, if they are proficient with technology, encourage them to help set up devices or troubleshoot tech issues. If they have strong self-advocacy skills, involve them in making decisions about their daily routines, allowing them to express their needs and preferences openly.

• Goal Setting and Motivation: Use the worksheet to track and build on your child’s strengths over time. Set goals together based on their unique abilities, like improving a creative skill or developing leadership in group settings. This not only keeps them motivated but also allows you to provide structured support in areas where they already excel, making learning and development feel more natural and enjoyable.

• Families, educators, and service providers can use this checklist and worksheet as a valuable tool when preparing for IEP meetings by identifying and documenting their student’s strengths across various areas, such as technology, self-advocacy, creativity, and problem-solving. Bringing a clear strengths profile to the meeting ensures that the discussion focuses not only on challenges but also on the unique abilities their child brings to the classroom. This can help guide the development of personalized goals and accommodations that build on these strengths, ensuring a more well-rounded and supportive IEP.

View the Neurodiversity-Affirming Strengths Checklist online.

How accommodations on a 504 plan may follow a student as they enter college

If you are the parent of a senior planning on attending college next year, you are neck-deep in the college application process. Not only is this process complicated for students, but add in all the changes since many of us attended college, and it can become even more confusing. From Common App to college-specific portals, students can quickly become overwhelmed. The good news is that Greenwich High School has a school counseling staff that is second to none and are experts in college admission practices. But what if your child also has a 504 Plan? How can you help your student ensure they have the support they need to succeed?

Below is a list of things to consider:

• Self-Advocacy: Encourage your child to understand their rights and the accommodations they may need. They should be prepared to advocate for themselves during the application and enrollment process.
• Research Disability Services: Before applying, research colleges' disability services. Each institution has different resources, support systems, and processes for requesting accommodations.
• Prepare Documentation: Most colleges require documentation of the disability for accommodations. Make sure your child has recent and comprehensive documentation ready, detailing their needs and how they affect academic performance.
• Disclose Disability: While not mandatory, your child should consider when and how to disclose their disability. They can do this in the application process or when they meet with disability services at the college.
• Understand Accommodations: Be aware of the types of accommodations that may be available in college, such as extended time on tests, note-taking services, or alternative formats for materials. These may differ from what was provided in high school.
• Explore Campus Resources: Encourage your child to look into additional support services offered by colleges, such as tutoring, counseling, and academic advising, which can benefit their overall success.
• Visit Campuses: If possible, visit campuses to get a feel for the environment and available resources. Many colleges offer tours of their disability services office.
• Connect with Current Students: If feasible, reach out to students with similar experiences. They can provide insights into how well the college supports students with disabilities.
• Create a Support Network: Help your child identify who will be part of their support network, such as friends, family, or mentors, who can provide encouragement and assistance.
• Stay Organized: Encourage your child to keep track of application deadlines, required documents, and communication with colleges. Staying organized is crucial during the application process.
• Plan for the Transition: Discuss the transition from high school to college and what it may look like, including the shift in responsibility for managing their accommodations.

Your child can confidently navigate the college application process by being well-informed and proactive. As always, we are here for you! Please don't hesitate to contact us with questions.

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

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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