Together We Can

This past Thursday, PCG presented at the Board of Education meeting the status update on the Special Education Action Plan. I want to thank all of the GPS staff, parents, and community members for all of their hard work in implementing the recommendations and action steps during these past three years. Everyone has done amazing work! if you are interested, you can watch a recording of the BOE meeting or read the PCG report and presentation.

Best,

Stacey Heiligenthaler, Ph.D.

Chief Officer of Special Education and Student Supports

stacey_heiligenthaler@greenwich.k12.ct.us

Students in Ms. Danielle’s class PreK class at North Street Street work on matching, through an interactive sock matching activity. Where is my matching sock?!?

Ms. Patrizia’s PreK class at Hamilton Avenue School practice whole body listening. Whole body listening for kids means actively engaging all parts of their body to fully focus on someone speaking, including their eyes, ears, mouth, hands, feet, and even their brain and heart, essentially showing they are paying attention not just with their ears, but with their whole body through posture, facial expressions, and a calm demeanor; it is a way to teach children to be attentive listeners by using their entire selves to engage in a conversation.

Students in Ms. Danielle’s PreK classroom at Cos Cob School participate in their daily "question of the day." Question of the day encourages critical thinking, sparks conversation, builds language skills, promotes social-emotional development, and helps young children practice expressing their thoughts and opinions through open-ended questions, all while creating a fun and engaging learning environment for early childhood development.

Students in Ms. Lori’s PreK classroom participate in a Fundations reading lesson at North Street Street. Fundations introduces basic phonics concepts like letter sounds, letter formation, and the alphabetic principle in a structured and multisensory way, preparing them for more advanced reading skills in later grades.

Ms. Cittadino, special education teacher at Cos Cob School, is pushing into the regular education classroom setting to support students during math instruction. During this time, students are using fraction bars to explore and deepen their understanding of equivalent fractions. Manipulatives like these provide a hands-on way for students to visualize abstract mathematical concepts, making learning more accessible and engaging. Furthermore, providing this instruction within the classroom setting creates an inclusive learning experience that fosters a sense of belonging and encourages positive social interactions with peers across the grade level.

Students at North Street School are actively developing their functional daily living skills by making pancakes! This hands-on activity helps them build independence, while practicing important cognitive skills like following steps, measuring ingredients, and problem-solving. Cooking also provides a structured routine, teaching students to stay organized and focused—skills that extend to other areas of their lives. By learning how to prepare simple meals, they gain essential life skills, boosting both their confidence and well-being in a fun and engaging way!

Students at Julian Curtiss School work on listening to a story, identifying the main points, and then retelling in their own words. The purpose of this activity is to truly visualize as you read (or make a movie in your head) to improve comprehension. Teachers had the chance to observe and ask questions throughout the afternoon!

Seventh grade students at Western Middle School are working on their End of Quarter Reflection. Students complete a Student Success Skills Rating Scale and Open Ended Individual Reflection. After completing their reflections, students bring them home to share with their families.

Daily living skills encompass a broad range of practical skills needed for everyday life. Ms. Catanzaro's Western Middle School community class engages in activities to develop communication skills through hands-on, structured learning experiences. Students are engaged in peer interactions, real life scenarios, and collaborative activities.

Western Middle School Counselor Ms. Lesley Palange discusses the transition process to Greenwich HS with her eighth grade students. All eighth grader across the district will attend an electives assembly at GHS on February 4. This event will mark the first time the entire Class of 2029 comes together!

Ms. Moeller and one of her students are reviewing his grades and how they relate to graduation requirements. Counselors regularly help support students to ensure they have met all necessary graduation requirements. For more information on what students need to graduate, please see the GHS website under the Course of Study Guide: Graduation Requirements.

Congratulations Graduates!!

Rachel Rubin, the district's inclusion specialist, presented to Central, Eastern, and Western Middle School parents on "Building Students Sense of Belonging Through Strength Based IEP's."

Stephanie Vogel, Lindamood-Bell workshop leader, facilitated on-site follow-up training sessions for the Visualizing & Verbalizing program with special education teachers and speech & language pathologists across the 11 elementary schools. Lindamood-Bell's Visualizing & Verbalizing program is a literacy intervention designed to improve reading comprehension, vocabulary, and verbal expression by strengthening the ability to create mental images from text. It focuses on teaching students to visualize and describe the meaning of what they read, which enhances understanding, retention, and the ability to verbalize their thoughts. The program uses a structured, multi-sensory approach to help learners connect words to mental imagery, ultimately improving both their reading and writing skills. During these sessions, Ms. Vogel worked with special education teams to address their specific questions and provided targeted support, ensuring a smooth integration of the program with their students. Additionally, Ms. Vogel modeled key strategies for effective implementation of the V&V program with small groups of students.

Jenn Bulson, our Bridges consultant, worked with Special Education teachers from all 11 elementary schools. The session was focused on strategies to help students, "Tackle Word Problems," an area that students across the district have difficulties with!

Rachel Rubin, the district's inclusion specialist, presented to the sixth grade teams at Eastern Middle School on neurodiversity and strengthening inclusive practices in schools. The presentation focused on Universal Design, differentiation, and specially designed instruction and how we can best support students in the classroom. Rachel works closely with Special Education teachers and general education teachers throughout the district.

Bridging Process for Students with IEP's

The SESS Department will be hosting virtual information sessions on the bridging process during the month of March. Please join us if you have a child transitioning in Fall 2025 from preschool to kindergarten, elementary to middle school, or middle to high school. We will be recording and posting the information on our website if anyone cannot make it. Please see the dates and Google links below:

Our SES PTAC representatives want you to know that they are available to anyone who wants to talk with someone about your childs' receiving school to learn a little bit more about the day to day. Please email them at ses@greenwichptac.org with what the new school will be and they will connect you with the correct person.

Pre-K - Elementary

March 11: Preschool to Elementary School → Special Education Parent Orientation SESS (6:30-7:30 PM, Virtual)

Google Link: https://meet.google.com/zkr-iapo-fnq

Elementary - Middle School

March 5: Elementary to Middle School → Special Education Parent Orientation SESS (6:30-7:30 PM, Virtual)

Google Link: meet.google.com/scf-nbwo-dnz

Middle School - High School

March 4: Middle to High School → Special Education Parent Orientation SESS (6:30-7:30 PM, Virtual)

Google Link: https://meet.google.com/aos-drcv-adq

Take a Deep Breath, as a part of the UNIQUE Series, is on Saturday, March 15 at 1 PM at Concordia Conservatory Stamford (884 Newfield Avenue).

The UNIQUE Series is an interactive music experience created for people with special needs/neurodiverse individuals. The show offers a sensory appropriate experience with music, visuals and family-friendly humor uniquely tailored for this audience, creating an inclusive and engaging environment for all -- students, adults, family members, and caregivers in an intimate show setting. The show is hosted by Rami Vamos and features Conservatory Faculty Clare Hoffman, Flute, and Alec Manasse, Clarinet.

With Rachel Rubin

Did you know that before 1975, students with disabilities did not have the legal right to attend school? Before 1975, many children with disabilities were either kept at home or placed in separate institutions, excluded from learning alongside their peers. That changed with the Education for All Handicapped Children Act (EHA) of 1975—now known as the Individuals with Disabilities Education Act (IDEA)—which guaranteed students with disabilities the right to a free and appropriate public education (FAPE) in the least restrictive environment (LRE).

Since then, our understanding of inclusion has evolved significantly. Traditionally, special education operated under the belief that a student must first demonstrate ability before being given opportunities. Today, research and best practices in inclusive education tell us the opposite is true: opportunities foster ability (see the cartoon below for an exaggerated comparison).

Dr. Richard Villa, a leading voice in inclusive education, explains this shift:

“...traditional special education is built on the idea that we focus on ability first and then you get opportunity. Inclusive education is based on the idea that you give people opportunities first and those opportunities foster abilities.”

This means that when students are included in classrooms, extracurriculars, and community activities, their skills and confidence grow. Research backs this up:

• Academic Gains: Students with disabilities in inclusive settings make greater progress in literacy and math than those in segregated environments.

• Social & Communication Skills: Inclusion provides natural opportunities for students to develop friendships and communication skills.

• Higher Expectations, Better Outcomes: When students are included, educators and peers see their potential rather than their limitations.

Inclusion Beyond the Classroom

Inclusion isn’t just about academics—it’s about belonging in every aspect of life. How can we ensure that school environments, playgrounds, and extracurricular activities are welcoming to all students, including those with cognitive disabilities or extensive support needs?

Playgrounds: Are there accessible swings, ramps, and sensory-friendly areas for all children to play together? Many of our GPS elementary schools have lovely communication boards that create access for our non-speaking students.

Sports & Clubs: Inclusive recreation programs (such as Unified Sports or adaptive PE) allow students with and without disabilities to participate together. GHS offers a variety of Unified Sports.

Performing Arts & School Events: Can students with disabilities take part in school plays, band, or student council? ALL students are able to try out and perform in our school plays and musicals.

The key to inclusion is recognizing that students do not need to ‘keep up’ with their peers—they need to keep learning. As one researcher puts it:

“In an inclusive setting, students with cognitive disabilities or extensive support needs are not expected to work at grade level or ‘keep up’ with other students. Instead, they are asked to ‘keep learning.’”

Together, we can move beyond outdated models of education and embrace a future where every child belongs. Inclusion is not just about where a student learns—it is about who they learn with and the opportunities they receive. Let’s keep creating those opportunities as a GPS community.

with Jocelyn Bruchman

What is Reading Fluency? And Does My Child Have It?

Welcome back to the corner of the world that lives, eats, and breathes reading! Reading fluency is something students (and even adults) continue to improve upon throughout the entirety of their career. It never ceases! So that begs the question: What is reading fluency?

Reading fluency is a measurement of three components: accuracy, speed, and expression (prosody).

Let’s break these three subcomponents down. Accuracy refers to the ability to automatically recognize words without slowing to laboriously decode. Speed, in this context, does not refer to a race! We do not want students reading so fast that they (or others) do not understand the content. Similar to Goldilocks, the speed measured in fluency is achieved at a pace in which your child reads not too fast, but not too slow. Finally, expression and prosody co-mingle in this instance. Both terms demonstrate the tone and natural pauses of written text so to convey meaning. Expression refers to punctuation (exclamation point, question mark, beginning of a dialogue, etc.) while prosody refers to the unwritten breaks between meaningful phrases.

Have you ever listened to a presenter monotonously read all of the words from a sheet of paper? Consider how that experience contrasts someone auditioning for a play or news personnel reading from the projector. Both roles are reading written print and likely doing so with accuracy, but the ladder often includes more emphasis and appropriate pausing. Put into practice with strength, fluency is the cohesion of reading. Fluency also allows the reader to focus on the comprehension of the text.

In some cases, and often in the early grades, disfluency occurs due to the lack of accuracy. Early elementary grades have not yet covered some common morphology (internal structures of a word; i.e. a-r- says /ar/ as in car). Pupils with learning disabilities frequently require additional practice in order to retain these rules. Other times, learners need direct instruction to explain that our pitch rises in the final words of an interrogative sentence (a question). Given the multifaceted nature of fluency, all three components can be advanced upon with continual practice. Not only does continual practice include their own consistent reading aloud (and even silently), but students benefit from listening to others read, as well. If your child has some disjointed reading, you can also model the proper prosody of a sentence.

I would say, “Don’t read like a robot,” but even audiobook recordings and artificial intelligence have improved on their reading fluency! Stay calm and read on.

Navigating one’s way through an airport can be challenging for a healthy adult, but for those on the spectrum it can be downright terrifying. Airports are usually crowded and present a multitude of new and unusual sensory inputs.

These very special programs give you the chance to practice every step of the boarding process at your local airport. It goes like this:

• To participate, register in advance – just like booking a real flight.
• On the day of the event, bring the whole family to the airport.
• Check in at the counter and receive your boarding passes.
• Go through (TSA) security – exactly as when taking a real flight.
• Make your way to the assigned gate and wait for your flight (to nowhere) to be called.
• Board the aircraft, get comfortably settled and fasten your seat belts.
• Listen to all the onboard announcements.
• When instructed, disembark the plane and go through the arrival process.
• The program is FREE. It’s local. You can participate multiple times.

There is a upcoming Spring event at Bradley International Airport. For more information, please go to their webpage dedicated to this event.

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