The Learning Center Classroom is located at the Francis Wyman School in Burlington, MA.
This district initiative is a supportive place for students identified with varying disabilities to learn with small group instruction. We have three staff members that work in our room and in the students' homerooms during academic blocks.
For Literacy we use SRA Language instruction to build general knowledge, communication, and comprehension skills. This is paired with the district-wide initiative to use a phonics-based program called Fundations or the SRA Reading Mastery program depending on the needs of the individual students.
During Math, students use the Saxon Math program. The children are exposed to functional concepts such as calendar, money, and clock skills. This program meets the criteria for the MA Curriculum Frameworks as the students build skills in number sense, geometry, and patterns using hands on materials and worksheets.
Progress is monitored closely to determine mastery of skills through formative and summative assessments. Families receive progress reports three times a year according to the district's report card schedule.
We hope you check back in as we update our blog to see what we've been up to.
Tuesday, November 17, 2009
Saturday, October 17, 2009
The Teachers
Mrs. Schultz
This is my Second year teaching in Burlington. I previously worked in Watertown for 5 years. I have other work experiences in different types of private and public schools. Before I became a teacher I had many odd jobs such as a potter, carpenter, and swim coach.
I graduated from Alfred University in Alfred, NY with a BFA.
I got my Masters Degree in Special Education from UMASS- Boston.
Some things I love: My family, Chocolate, and sports (and in that order)
Best Gift (other than my children): A thank you card from a parent
Some things I want to learn: How to juggle, speak Spanish, and play the piano, but not at the same time.
Mrs. Spinale
With many years of experience in private and public schools, Mrs. Spinale brings knowledge and compassion to the job every day. She has a family of her own that she loves dearly.
Ms. Diamond
New to our staff this year, Ms. Diamond brings a wealth of experience in early childhood and special education, having worked in the Burlington School System for 5 years. She has a wonderful positive energy and understanding of individual needs.
Our Mission For Students
We want students to...
feel safe, confident, and happy.
be proud of the new things they have learned.
dream big and celebrate each accomplishment.
This is my Second year teaching in Burlington. I previously worked in Watertown for 5 years. I have other work experiences in different types of private and public schools. Before I became a teacher I had many odd jobs such as a potter, carpenter, and swim coach.
I graduated from Alfred University in Alfred, NY with a BFA.
I got my Masters Degree in Special Education from UMASS- Boston.
Some things I love: My family, Chocolate, and sports (and in that order)
Best Gift (other than my children): A thank you card from a parent
Some things I want to learn: How to juggle, speak Spanish, and play the piano, but not at the same time.
Mrs. Spinale
With many years of experience in private and public schools, Mrs. Spinale brings knowledge and compassion to the job every day. She has a family of her own that she loves dearly.
Ms. Diamond
New to our staff this year, Ms. Diamond brings a wealth of experience in early childhood and special education, having worked in the Burlington School System for 5 years. She has a wonderful positive energy and understanding of individual needs.
Our Mission For Students
We want students to...
feel safe, confident, and happy.
be proud of the new things they have learned.
dream big and celebrate each accomplishment.
FAQ
What is your job?
Many special educators get this question. The answer varies between each teacher. I have a Special Education Teaching license in Massachusetts. I tend to work primarily with students on Individualized Education Programs (IEPs) who may need extra support in or out of class.
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What is an IEP?
An Individualized Education Program (sometimes called an Education Plan or IEP) is a legal document that helps people working with a student identified with a disability (known as the TEAM). The TEAM sets goals that the student works on for the year. These goals may be to help the student improve in academics, social skills, motor skills, etc. See my link to the government website for more details.
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What makes your teaching different from the classroom teacher?
Classroom teachers have training in elementary education. My training is in Special Education. It includes learning about different disabilities, how the disability changes the way students learn, and how to address those barriers. My focus tends to be on essential skills and using systematic, direct instruction. Some students may learn new things just by exposure in class alone, but others may need to further explanation of what they are seeing and what is happening and a chance for additional support and practice. I may teach small groups or individuals in a setting outside the classroom.
I often collaborate with teachers on methods that may be help in the classroom, provide them with materials to supplement their lessons based on individual students' goals, and assist teachers in implementing accommodations in the classroom.
--------------------------------------------------------------------------------
What are the cartoon pictures I see around the school?
These are icons from a computer program called Boardmaker (see links page). Many words found in the dictionary also have a picture that help students visualize it.
These simple pictures help students remember, categorize, and understand what these words mean, without the pressure of decoding (reading). Icons also help students who haven't learned to read yet.
Think of how helpful pictures are in your everyday life: Bathroom signs, Stop signs, Railroad, Stairs, Dangerous Curve, etc.
--------------------------------------------------------------------------------
What is a Response to Intervention?
(answer taken directly from Burlington Public Schools website)
http://www.burlington.mec.edu/rti/index.htm
Response to Intervention (RTI) is an overall integrated system of service delivery, which consists of providing high quality instruction matched to the student’s needs, using the learning rate over time and level of performance to make important educational decisions. RTI has two components: explicit instruction and progress monitoring.
With explicit instruction, a trained school staff member implements interventions and teaches the student.
Progress monitoring first establishes the baseline of where the student is prior to implementing the intervention then provides the means for data to be collected while the intervention is implemented. The data collected in progress monitoring determines the effects of the intervention. Response to Intervention is a data based decision making process.
Many special educators get this question. The answer varies between each teacher. I have a Special Education Teaching license in Massachusetts. I tend to work primarily with students on Individualized Education Programs (IEPs) who may need extra support in or out of class.
-------------------------------------------------------------------------------
What is an IEP?
An Individualized Education Program (sometimes called an Education Plan or IEP) is a legal document that helps people working with a student identified with a disability (known as the TEAM). The TEAM sets goals that the student works on for the year. These goals may be to help the student improve in academics, social skills, motor skills, etc. See my link to the government website for more details.
--------------------------------------------------------------------------------
What makes your teaching different from the classroom teacher?
Classroom teachers have training in elementary education. My training is in Special Education. It includes learning about different disabilities, how the disability changes the way students learn, and how to address those barriers. My focus tends to be on essential skills and using systematic, direct instruction. Some students may learn new things just by exposure in class alone, but others may need to further explanation of what they are seeing and what is happening and a chance for additional support and practice. I may teach small groups or individuals in a setting outside the classroom.
I often collaborate with teachers on methods that may be help in the classroom, provide them with materials to supplement their lessons based on individual students' goals, and assist teachers in implementing accommodations in the classroom.
--------------------------------------------------------------------------------
What are the cartoon pictures I see around the school?
These are icons from a computer program called Boardmaker (see links page). Many words found in the dictionary also have a picture that help students visualize it.
These simple pictures help students remember, categorize, and understand what these words mean, without the pressure of decoding (reading). Icons also help students who haven't learned to read yet.
Think of how helpful pictures are in your everyday life: Bathroom signs, Stop signs, Railroad, Stairs, Dangerous Curve, etc.
--------------------------------------------------------------------------------
What is a Response to Intervention?
(answer taken directly from Burlington Public Schools website)
http://www.burlington.mec.edu/rti/index.htm
Response to Intervention (RTI) is an overall integrated system of service delivery, which consists of providing high quality instruction matched to the student’s needs, using the learning rate over time and level of performance to make important educational decisions. RTI has two components: explicit instruction and progress monitoring.
With explicit instruction, a trained school staff member implements interventions and teaches the student.
Progress monitoring first establishes the baseline of where the student is prior to implementing the intervention then provides the means for data to be collected while the intervention is implemented. The data collected in progress monitoring determines the effects of the intervention. Response to Intervention is a data based decision making process.
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