Together We Can

Wow! There is so much going on in our schools! Students and staff have jumped right into the 2024-2025 school year. It has been great getting out to the schools and seeing the students hard at work. You would hardly believe that we are only four weeks into the new school year!

GPS has once again contracted for the 2024-2025 school year with Public Consultant Group (PCG), who led the initial assessment of the status of the GPS Special Education program. This resulted in their guidance for recommendations for action. PCG will be conducting on-site visits, interviews, and review of data to provide feedback on how the GPS Special Education Plan is progressing as we begin Year 3 of implementation. The district hopes to have a report on or before March 2025. Dr. Jennifer Meller from PCG, was the consultant who led the initial recommendations and will lead this current review. PCG will be presenting their plan at the September 26 Board of Education Business Meeting.

Best,

Stacey Heiligenthaler, Ph.D.

Chief Officer of Special Education and Student Supports

stacey_heiligenthaler@greenwich.k12.ct.us

Students in Ms. Melissa’s preschool class at Hamilton Avenue School are practicing school norms during circle time.

Students in Mr. Alex's preschool class at Julian Curtiss School got to have some fun with a parachute in the gym last week. The students were all excited to work as a team and shake it up and down and run under with their friends!

Students have been discussing pumpkins in Ms. Kristin’s class at Hamilton Avenue School. The class got to go outside and look at pumpkin plants and explore how they grow.

Dr. Alina Boie meets with Glenville School parents to discuss Back to School Tips and Strategies for a Successful Year. This parent workshop focused on hands-on strategies that can be used at home to foster executive functioning and independence in children.

During an SEL lesson, the preschool students in Mrs. Horan's classroom at Julian Curtiss learn how to take deep breaths and cope with fears and worries through read-aloud and other fun activities.

Independent reading is happening in Ms. DiDonato’s class at North Mianus School. Look at that flexible seating!

ALP students at New Lebanon School actively engaged in a read aloud. Their text to self and text to world connections were impressive! Ms. Pugliano keeps things fun while maintaining a high level of rigor!

Principal Calderón visited Ms. Caryn’s preschool class at Julian Curtiss during a Fundations lesson. The students were incorporating movement into their learning.

Hard working students engage in differentiated work at International School at Dundee. Pencils were safely flying in Ms. Babyak and Ms. Fernandez’s Room!

Mrs. Espinoza's sixth grade academic lab is working on sentence expansion at Eastern Middle School. They are expanding sentence kernels using where, when, and how to add details to sentences.

This is the wonderful Central Middle School counseling team outside the counseling office.

Western Middle School seventh graders enjoyed the wonderful weather with outdoor recess activities.

In Mrs. Jukic and Mr. Goldberg's sixth grade co-taught English class at Eastern Middle School, students are reviewing vocabulary from the week's lesson. Students are sharing with each other in small groups and the large group to help develop a deep understanding of the vocabulary.

School Counselor Mara Subach assists students with a college application at Greenwich High School.

A few seniors start their Monday morning at a college representative visit in the College and Career Center. More than 100 colleges will be visiting GHS this fall. These visits are an excellent way to show interest and learn about colleges for seniors and juniors.

A Greenwich HS student prepares a study guide for an upcoming math assessment. Specialized support and guidance received in a Cantor House Academic Lab taught by Special Education teacher Mr. Richard Kahn.

Small groups work on a creative digital response to a prompt in Global 112. The class is co-taught by general education teacher Mr. Erik Lee and Special Education teacher Ms. Amanda Jagel.

Community Connections and Manhattanville College students participate in an activity as part of the Dream Catchers mentoring program.

The first SEAC meeting of the year is coming up on Tuesday, September 24 at 7:00 PM via zoom. Below is the info needed for posting.

The meeting link is below.

https://us02web.zoom.us/j/81936152094?pwd=v7ug6SyoyeLyXAQygc0LF4iKfnnlYQ.1

Meeting ID: 819 3615 2094

Passcode: 319010

The purpose of a Special Education Advisory Council is to build full, equal and equitable partnerships between families, the school District and community partners, on a council that gives advisory opinions to the Board of Education on matters pertaining to the education and safety of students with disabilities.

Please note that general membership is open to any interested GPS parent or guardian of a child with a disability, previously known to have a disability, or suspected of having a disability, under the IDEA or Section 504, or who is currently eligible to receive Special Education or 504 accommodations and services, from ages 3-21, and who are both residents of the Town of Greenwich. To learn more about the Greenwich SEAC, please refer to our by-laws.

If you would like to be part of the Greenwich SEAC's general membership and be kept up to date on meetings, committee work and workshops, please complete this short form to add your email to the distribution list.

2024-2025 SEAC Meetings

September 24, 2024: 7:00 PM

November 12, 2024: 6:30 PM

January 14, 2025: 7:00 PM

March 18, 2025: 6:30 PM

May 13, 2025: 7:00 PM

Links will be provided closer to meeting dates.

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

SEAC is partnering with the Darien SEPAC and the Darien Public Library to provide a virtual presentation on Navigating Postsecondary Education Options: Resources for Students with Intellectual Disability and Autism on Monday, September 30 from 7:00-8:15 PM. You can read more and register online.

Chelsea VanHorn Stinnett (Think College National Coordinating Center) and Lee Burdette Williams (College Autism Network) will lead an informative conversation for families and students (ages 14 and older) to explore college programs designed for students with intellectual disabilities and autism. College for individuals with intellectual disabilities and autism opens doors to opportunities for personal growth, skill development, and future employment prospects.

Welcome Back to the Inclusion Corner! I am Rachel Rubin, GPS’s inclusion specialist and I am looking forward to sharing research and resources on all things regarding Inclusive education. Let us start the 2024-2025 school year reviewing what inclusive education is and how inclusive practices benefits all students.

Inclusion in education means creating a learning environment where all students, regardless of ability, can participate fully and feel valued. It is about reimagining our classrooms and schools to ensure every child is supported to reach their full potential. Inclusion benefits everyone by fostering a sense of belonging, building empathy, and promoting diversity as a source of strength (inclusive schooling).

When schools adopt inclusive models, all students, including those with disabilities, are given opportunities to learn alongside their peers. Research shows that inclusive education leads to better academic and social outcomes for all students. It encourages understanding, promotes fairness, and prepares children for a diverse world. For example, a 2022 study, published in the Journal of Special Education, found that high schools implementing inclusive classrooms have higher grades and are better prepared for secondary education and future jobs. Additionally, this 2021 study highlights several of these positive outcomes for students with and without disabilities when in inclusive classrooms that utilize interactive groups.

Article Highlights:

• Students without disabilities develop important social skills (empathy, conflict resolution) and cognitive benefits (explaining concepts, learning from diverse perspectives) when interacting with peers.

• The study found no negative effects for students without disabilities; instead, they gained in attitude, social interaction, and cognitive growth by participating in inclusive environments.

• Students without disabilities in interactive groups develop greater respect for diversity, accepting differences and forming new friendships with their disabled or neurodivergent peers, which helps foster a more inclusive and supportive school culture.

How To Know When To Listen And When To Intervene

As a parent of two adult children not too far removed from high school, I clearly remember the times when one of them - or both - would come home from school irritated about something that happened. When I would question them about what was going on, I often got one-word answers or was told, "I'm just venting! Everything is fine." Sound familiar?

Even though I have worked in education for more than 30 years, dealing with our own children is a whole different ball game. The question of whether to intervene and swoop in to save the day, or to wait and see what happens, often leaves us feeling uncertain. I wish there were a guide for parents to help us know what to do and when, but since there is not one, we sometimes have to navigate the uncertainty and hope for the best. What I can tell you with the utmost certainty is that Greenwich Public Schools offers tremendous support for our students and you as parents. If you are worried about something regarding your child, we can assist you. Reach out to your student's school counselor, social worker, or school psychologist if you need help handling a specific situation. You can bet I had my boys' school counselor on speed dial during high school! Sometimes, the best course of action may be to observe and wait, while other times, a more proactive approach may be necessary.

Adolescence can be a challenging time for many people. Although it has been a while since I experienced it myself, I still remember the emotional ups and downs of middle and high school. Adolescence is often when signs of anxiety, attention issues, or executive function problems may start to appear. If you notice changes in your child's grades, their ability to focus, or signs of anxiety that weren't there before, please reach out to us. All students have the right to feel safe and supported at school. We may not always see the same things parents do, so we need your input to ensure we have caught everything. We value our partnership with you and want to help your children succeed to the best of their abilities. Do not hesitate to call, especially if you are unsure of what to do next. Our doors are always open, and we are always ready to offer a helping hand.

Back in December, you read about an incredible new communication board that was installed at Old Greenwich School's playground

Thanks to the Greenwich Alliance for Education and the PTAs, all 11 elementary school playgrounds now have this amazing tool that fosters inclusion, acceptance, and understanding for all students. The boards help students with limited verbal skills communicate with peers and adults and also aids ESL students with symbols that are universal.

North Street School's Ms. Ilene Rietsch, a 2024 Distinguished Teacher, handled all logistics with the production company and communicated with each school principal to get them installed. She is considered by many as a "true champion" for her extra work to make this project a reality.

We remind you to watch, or rewatch, this amazing video that explains how to model language on a communication board.

Dear parents:

We would like to introduce ourselves as your Special Education Support (SES) Co-Chairs for Greenwich Public Schools. We are a committee under the Greenwich PTA Council (PTAC), which is composed of the PTAs from all 15 GPS schools, and we are one of 14 GPS committees working to support our students, staff and families. We are fellow parents of children receiving special education support, and our primary responsibility is to work with the GPS administration and the SES reps in each school to educate, inform and advocate for parents who have children in special education.

There is an SES representative for each individual school building, and you can reach out to the Assistant Principal of your school to connect with your SES representative, or contact us at the email below and we can help connect you. We are here to support you and to address any questions or concerns as you navigate the special education system at GPS. Please do not hesitate to reach out to your SES building representative or to us directly - we are here to help!

Best,

Veronica Chiavaroli & Laura Luckenbach

203-249-8882 203-536-8523

ses@greenwichptac.org

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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