Math at Riverside
Students are working on a brand new big ideas math concepts in Ms. Prieto’s class at Riverside School. They are beginning regrouping three-digit addition.
Students working collaboratively on their word problems in Ms. Sturman’s class at Riverside. The students are translating the skills they are learning into real world word problems.
Preschool at North Street
Did you know that playing games like, "Would You Rather..." builds vocabulary, decision-making skills, and listening skills? "Would You Rather..." is a fun way to get children used to answering open-ended questions. It gives them a chance to think about the choices and find words to explain the option they prefer. Ms. Mancini's PreK class at North Street Street answers questions such as, "Would you rather have a trampoline or a treehouse?" A treehouse had the most votes!
Math at North Street
Ms. Zygmont's math lesson at North Street School focuses on implementing the compensation method in math. Compensation is a mental math strategy for multi-digit addition that involves adjusting one of the addends to make the equation easier to solve.
Community Connections
Community Connections, the District's program to prepare young adults with disabilities to be active, productive and integral members of their community, has partnered with the preschool at New Lebanon School to provide early childhood experiences. What a great partnership!
Dyslexia Professional Development
In a joint professional development session between the curriculum and special education departments, literacy specialists and SESS staff participated in a two-day training on best practices in evaluation and instruction of students with dyslexia.
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CPAC Presentation on IEP's
The second workshop, "Getting to Know Your Child's Individualized Education Program," was attended by parents and district staff. Please join us for the final workshop on March 15. See the flyer below.
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Inclusion Corner with Rachel Rubin
We hope everyone had an enjoyable February break!
In our last Inclusion Corner, we shared some resources about NEURODIVERSITY, the idea that every person's brain works differently, and that is something to be celebrated. Neurodiversity, in the context of learning, means that students take in, process, and express their learning in different ways.
So, how do we support these differences and ensure that ALL students are engaged, learning, and progressing?
One answer is Universal Design for Learning (UDL). UDL is the practice of embedding flexible strategies into the curriculum during the planning process so that ALL students can access the content. UDL is based on differentiating across three dimensions of learning: engagement, understanding, and action & expression. When planning, teachers consider the barriers their students may face then provide flexibility in how content is presented, in how students respond or express their learning/ understanding, and in how students are engaged.
The goal of UDL is to break down barriers to create meaningful access, engagement, and learning opportunities. Often, a strategy or differentiated material that is necessary for one student will benefit MANY students. The “snow shovel” and “curb cut effect” cartoons below are strong examples of this sentiment, that UDL can positively impact ALL students.
Resource Share:
Here two resources to help you learn more about UDL:
As we continue to share resources and information, let us know what is of interest to YOU. Please take a few minutes to complete this survey.
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The Office of Special Education and Student Supports
