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Student Services
Student Services Department
In order to enroll in small-group skills classes offered through the Resource Room, students need to be on an Individual Education Plan (IEP), as decided through the formal special education evaluation process of Massachusetts state law, Chapter 766.
Courses included here are:
- Reading Skills
- Writing Skills
- Math Skills
- Disability Related Skills
- Wilson & Orton Gillingham Instruction
Reading Skills
All of the students in this course are students who require specialized instruction in reading in order to make progress within the general education curriculum. Classes are conducted in small groups and are individualized (when possible) to meet the requirements of each student's educational plan. A variety of strategies are provided to assist students to become successful readers.
Writing Skills
This course is designed for students needing further development of their written language skills. The five-step writing process is utilized with greater emphasis on prewriting strategies before writing as well as specific instruction in skills needed for the final editing stage: spelling, punctuation, and proofreading skills. Whenever possible, classroom writing assignments in English, social studies, and science will be utilized to teach writing skills within the context of the curriculum.
Math
Students with learning disabilities in areas affecting math work on individualized plans in the Resource Room. Areas may include basic drills, basic skills, computation and word problems (simple and multi- step). We also spend time reviewing concepts learned in the regular education curriculum.
Disability Related Skills
Within the Resource Center we also teach disability related skills (i.e. executive functioning, self regulation, etc) to students with disabilities and as prescribed by their Individualized Education Plan. This specialized instruction is designed to teach varying academic skills that are outlined within the students’ IEPs. Additionally we provide emotional and social skills support as delineated by a student’s I.E.P.
Students come to the Resource Center between one and four periods per week to work in small groups with a Special Education Teacher teacher. Special Education teachers work with other teachers to clarify classroom expectations and to help modify work for individual students, if modification is necessary.
Wilson Language & Orton Gillingham
A small number of students with significant word attack and spelling difficulties continue with intensive teaching of using this sequential, multi-sensory reading system. Students meet in groups of 2 to 4 students to receive intensive, small group instruction in decoding, word analysis, syllabication and spelling skills. Students recommended for this course require a specialized, multi-sensory approach to reading.
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Students in the Language Alternative Program are functioning academically two to four years below grade level. They have primary difficulties with language skills, especially reading, comprehension, and writing. Most of the students have problems with receptive and expressive language, demonstrated by limited vocabulary knowledge and below average communication skills. Some receive speech and language therapy services.
Students in the Language Alternative Program often have social/emotional needs and goals which result from their language issues. Some may miss cues for social communication and are challenged by expressing themselves within their peer group. Some struggle with low self-esteem as they work to understand their learning needs and develop coping strategies for academic and social success. We use a supportive, cognitive behavioral approach to help students work toward goals in these socio-emotional areas.
Language Alternative Program students are usually mainstreamed into homerooms, science, social studies, combined arts, wellness, and sometimes math and English. Students sometimes take either science or social studies so that they can more capably manage the academic load. The program staff provides support in the regular classroom when necessary. This may take the form of pre- teaching or reinforcing classroom lessons, modifying class work or tests as appropriate, or serving as an assistant within the regular education classroom to help refocus the student, clarify directions, or help with work completion. Study periods, called Organization Skills, are used to work on homework for students' mainstream classes.
We generally teach reading comprehension and/or writing skills, as well as math, in small groups in the Language Alternative Program, using topics and themes similar to the grade level curriculum when possible. We adapt reading and writing assignments to meet the individualized goals for each student. We read paperbacks, poems, magazine articles, and plays and complete corresponding comprehension skill work. Word processing on the computer is used for writing assignments whenever possible. The Language Alternative Program is flexible, and some students have taken more classes than others. The team decides this on an individual basis. -
Speech-language disabilities are addressed through the Wayland Public Schools by Speech-Language Pathologists who are certified by The American Speech-Language-Hearing Association and Department of Education. They are licensed in Massachusetts to practice speech-language pathology.
Speech and language impairments affect a student's ability to communicate and can contribute to significant learning challenges. The scope of speech-language problems include children with speech difficulties; receptive, expressive and pragmatic language deficits; fluency disorders and hearing impairments that can interfere with academic achievement and success in the classroom.