SWEDESBORO-WOOLWICH SCHOOL Web viewswedesboro-woolwich school district. approved curriculum guides....

SWEDESBORO-WOOLWICH SCHOOL DISTRICT

APPROVED CURRICULUM GUIDESPROGRAM DESCRIPTIONS

OUTCOME AND PROCESS GOALS

2009-2010

Submitted By: Rachel M. IaconelliSupervisor of Curriculum

SWEDESBORO-WOOLWICH SCHOOL DISTRICT

ACADEMIC PROGRAM LISTING 2009-2010

• Reading/Language Arts/Literacy (K-6)* Includes: Rigby (K) – Comprehensive Reading Program

Scott Foresman (1-5) – Comprehensive Reading ProgramLucy Caulkins/The Writing Academy/Nancie Atwell (K-6 Writing Programs)McDougal Littel (6) Sitton Spelling Program & Handwriting Without Tears (K-4 only)

• Math (K-6)* Includes: Scott Foresman (K-5); Glencoe Math (6)

• Social Studies (K-6)* Includes: Harcourt (K-6) – Comprehensive Social Studies Series

• Science (K-6)* Includes: Harcourt (K-5); Scott Foresman (5); Holt (6)

• Physical Education/Health (K-6)* Includes: Family Life Education Component

Drug and Alcohol Education ComponentAccident and Fire Prevention

• Visual & Performing Arts (K-6)* ART Includes: Enrichment Art Component (3-6)

Theater Arts Component (K-6) Dance Component (K-6)

* Music Includes: Scott Foresman/Silver Burdett (K-4) Bruce Pearson (5-6) Enrichment Band Component (4-6) & Choral Component (3-6)

• Computer Education (K-6) * Includes: Internet Safety Training

• World Languages (1-6)* Includes: Spanish (**Italian/4th MP in grades 5 & 6)

▪ Library Skills (K-6)* Materials and Activities in alignment with Kingsway Curriculum and NJ CCCS.

• Enrichment Program, Gifted and Talented (3-6) * Includes: QUEST Program

▪ Intervention Programs, ACES & ELL* BSI (Basic Skills Program/ACES) & ELL (English Language Learners)

• Special Services Programs- Resource Programs - Learning and/or Language Disabilities Programs- Multiple Disabilities Program- ABA/Autism Programs- Early Childhood Programs- Preschool Disabilities Program- Speech-Language Services Program

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READING/LANGUAGE ARTS/LITERACY PROGRAM

COMPLETED CURRICULUM GUIDES:

Reading/Language Arts/Literacy (K-6) - 2008

PROGRAM DESCRIPTION/PURPOSE STATEMENT

Reading Component:

Reading is basic to every area of academic endeavor, as well as too many areas of everyday living. Thus, the ultimate goal of the Swedesboro-Woolwich School District is to develop lifelong readers. In the early years, oral language development and phonics are essential pre-reading skills. As students progress through the elementary grades, word recognition, comprehension, critical thinking skills, and study/reference skills are stressed. Reading skills should not be taught in isolation, therefore, students are encouraged to apply them in subject-matter areas and when reading children's literature independently.

The Swedesboro-Woolwich School District recognizes that students have different levels of skills, abilities, and learning styles. Also, they frequently lack a sufficient background of experience and level of concept development. For some, this may be attributed to a simple lack of understanding English, because it is a second language. In any case, the ultimate goal of the district is to help all students understand what they read and use reading as a means of enriching and extending their personal, social, academic, and career lives. Professional Development in the area of Differentiated Learning will continue to be offered this year as a means of addressing the diverse abilities and interests that are apparent in the classroom setting.

Writing, Listening and Speaking Component:

Through the implementation of Writer’s Workshop, Reader’s Workshop, and or Literacy Stations, The students of the Swedesboro-Woolwich Public School District will achieve basic skills in obtaining information, solving problems, thinking critically, and communicating effectively.

In order to accomplish the above, students will develop the following:

1. The ability to write clearly in personal, formal, and creative discourse.2. The ability to recognize that writing is a way to learn, improve reading, communicate with

others, and develop intellectually and personally.3. The ability to write by employing the five steps of prewriting, drafting, revising, editing and

post writing.4. The ability to consider subject and purpose in written work.5. The ability to recognize that language choices (word selection, grammar, punctuation,

syntax) contribute to the effectiveness of written work.6. The ability to listen for understanding and to apply knowledge obtained through listening skills

across the curriculum.7. The ability to speak in complete sentences and thoughts in a manner that is understandable

to others.8. The ability to spell words correctly and recognize their differences.

In Summary:

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The 2004 edition of the Scott-Foresman Reading Program will be in its sixth year of implementation in 2009-2010. The New Jersey Department of Education will release the new LAL standards during the fall of 09. Pacing guides and benchmark assessments will be revised and disseminated to staff in order to ensure horizontal and vertical curriculum alignment. It shall meet the needs of elementary students and prepares them for the NJASK, as well as middle school requirements. Curricular revisions were completed in 2007-2008.

Kindergarten classes will be utilizing the Rigby Reading Program (2003) along with Lucy Caulkins’ Units of Study for Writing (for Primary grades). Both programs are designed to meet the needs of our full-day kindergarten program.

Grades 1 and 2 will be utilizing Scott Foresman in conjunction to Lucy Caulkins’ Units of Study for Writing (for Primary grades.

Grade 3 through 5 will be utilizing Scott Foresman in conjunction to “The Writing Academy” Curriculum.

Grade 6 will use McDougal Litel along with Nanci Atwells’ “Lessons that Change Writers” Kits.

MATHEMATICS PROGRAM

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COMPLETED CURRICULUM GUIDE:

Mathematics (K-6) - 2005

PROGRAM DESCRIPTION/PURPOSE STATEMENT:

Mathematics education is an integrated, problem-solving experience. The curricula integrate concepts in mathematics that are essential to decision-making, risk-taking, cooperative work, perseverance, self-assessment, and self-confidence. This instruction provides students with a variety of skills, strategies, methods, and materials to assist them in becoming proficient in all areas of mathematics. Students learn important mathematical concepts rather than simply memorizing. They practice procedures that will enable them to function successfully in their daily lives and future careers. The curriculum in place meets the needs of elementary students and prepares them for the NJASK, as well as middle school requirements.

We believe that standards express the desirability of providing all students with opportunities to share the new vision of mathematics and to learn in ways consistent with it. Students are encouraged and enabled to explore, reason logically, draw inferences, and employ a variety of mathematical methods to become mathematically literate and capable of developing their mathematical power.

Program Goals:

District educational goals for students must reflect the importance of mathematical literacy. Toward this end, the K-12 standards articulate five general goals for all students as follows:

Students will learn to:

1. Value mathematics.2. Become confident in their ability to do mathematics.3. Become mathematical problem solvers.4. Communicate mathematically.5. Reason mathematically.

SUMMARY:

The New Jersey Department of Education will release the new Math standards during the fall of 2009. Pacing guides and benchmark assessments will be revised during the 2010 school year and disseminated to staff in order to ensure horizontal and vertical curriculum alignment. It shall meet the needs of elementary students and prepares them for the NJASK, as well as middle school requirements.

This year, grades K-5 will continue to utilize text materials from Scott Foresman. Sixth grade will continue to utilize the Glencoe Math Program for the 4th year, which more fully prepares students for the NJASK, state standards, and the upcoming curriculum of the Kingsway Middle School Math Program.

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SOCIAL STUDIES PROGRAM


Social Studies (K-6) - 2005


Social Studies is the integrated study of the social sciences and humanities to promote civic competence and ethical decision making. The Social Studies program should coordinate systematic study drawing upon such disciplines as anthropology, archeology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology. The program also provides for an understanding of the impact of electronic communication and technology on the individual and society, as well as appropriate content from the humanities, mathematics, and natural sciences. The primary purpose of social studies is to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world.

Students in our Social Studies program will learn to formulate, investigate and consider important decisions, problems, and persisting issues in tutorial/independent/cooperative learning environments, with assistance from the teacher in setting goals and clarifying thinking. Frequent examination of past decisions and current choices and consequences assist learners to value an informal approach to dealing with issues from the past and present and how those issues relate to the future. Learning is effectively organized around themes to facilitate the making of connections and the application of knowledge.

The Social Studies Program must include experiences that promote:

1. Respect for and understanding of different cultures, reflective understanding of ethical principles and values and the ability to apply them, with an appreciation of the complexities and interconnectedness of nations and peoples in a global society.

2. Understanding of political principles and systems to encourage competent civic participation in a democratic society.

3. Understanding that historical events usually have multiple causes and effects, and that historical interpretations are open to change.

4. Understanding and appreciation of the humanities and the impact of aesthetic expression.

5. Understanding of economic principles as they apply to various economic systems within a global context.

SUMMARY:

The Social Studies Curriculum has been revised for implementation during the 2005-2006 school year. It emphasizes higher level thinking skills, so that students will demonstrate an ability to complete performance style assessment requiring assimilation of research, drawing conclusions, and utilizing factual information on geography, culture, politics, and the economic and social development of a region. This year, grades K-6 will continue implementing the Social Studies Series from Harcourt Publications (© 2007). Professional Development will be offered to the staff on an as needed basis. A Social Studies Curriculum Committee will be formed during the 2009-2010 school year to revise district/regional curricula in conjunction to the newly released Social Studies standards. This project will begin in the fall 0f 2010.

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SCIENCE PROGRAM


Science (K-6) - 2007


Science education is an integrated activity, utilizing data collection, observation, research, experimentation, and analysis in an applied manner using current and evolving technology. This results in a better understanding of the interrelationship between science and society, both contemporary and historical.

Science education includes the sequential and on-going development of process skills which enhance adaptation and use of the ever changing and expanding body of scientific knowledge. The curriculum provides for maximizing the development of positive attitudes and rational thinking, which will have a direct bearing on the quality of life of each learner.

The science curriculum for the primary (K-4) grades has been intentionally broad based to include the areas of life, physical, earth/space, and environmental science. It also includes appropriate science study skills. The curriculum for grades 5 and 6 include the areas of life, physical, earth, and space science. Specific scientific process skills as well as environmental and technological concerns are integrated within each unit of study.

Science education will:

1. Prepare individuals to utilize science for improving their own lives and for coping with a world increasing in technology.

2. Produce informed citizens prepared to deal responsibly with science related societal issues and problems.

3. Provide students (of varying aptitudes and interests) with an awareness of the nature and scope of a wide variety of science careers.

4. Provide students with academic knowledge appropriate to their needs and long-term professional goals.

5. Develop and maintain a sequential study of interrelated science disciplines involving major areas of life, earth/space, and physical and environmental sciences.

6. Promote the understanding and appreciation of the interdependence of science with other disciplines

SUMMARY:

The Harcourt Science Series (© 2006) was purchased for grades K-4; Grade 5 will continue implementing the Scott Foresman Series (©2006), while Grade 6 continues to utilize Holt, Rinehart & Winston (© 2005). The science curriculum is a comprehensive program that balances science concepts and hands-on activities. It is a meaningful experience for children through the connection of prior knowledge and real world experiences to learning science.

The New Jersey Department of Education has released the new Science Standards during the spring of 2009. During the 2010 school year, pacing guides and benchmark assessments will be revised and disseminated to staff in order to ensure horizontal and vertical curriculum alignment. It shall meet the needs of elementary students and prepares them for the NJASK, as well as middle school requirements. Curricular revisions were completed in 2007-2008.

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HEALTH AND PHYSICAL EDUCATION PROGRAM

SCHEDULED TIMES: PE Grades 1-6 (2x/week) HEALTH Grade 6 (1x/week)

COMPLETED CURRICULUM GUIDES:

Health (K-6) - 2006Physical Education (K-6) - 2006

Human Body & Nutrition (K-6)


Public schools have a responsibility to educate the children of the community, giving them the knowledge and skills necessary for successful living. Comprehensive health and physical education programs encourage students to take responsibility for their own futures by acting conscientiously today and establishing positive health practices that will support and enhance lifelong wellness. The goal of the comprehensive health and physical education program is to develop citizens who are both health-literate and physically educated. Citizens who are health-literate and physically educated strive to achieve and maintain a high level of physical and mental health. The knowledge and skills gained from participation in comprehensive health education and physical education contributes to a better quality of life for the individual, the family, and the community.

The curriculum content standards in comprehensive health and physical education link the efforts of the student, the family, the school, and the community to focus on behaviors that interfere with health and learning. These standards are an integral part of the core education program that considers the whole child - his or her intellectual capacity, physical and emotional health, and social adjustment - and provides students with information and skills that enable responsible citizenship.

SUMMARY:

Our comprehensive K-6 school health and physical education program is a continuous process which encourages students to develop and maintain mental, physical, emotional, and social wellness.

Through our school health and physical education programs, students will:

• comprehend concepts related to health promotion and disease prevention.• demonstrate the ability to access valid health information and health promoting products and

services.• demonstrate the ability to practice physical wellness behaviors.• analyze the influence of culture, media, technology, and other factors on health.• demonstrate the ability to use interpersonal communication skills to enhance health.• demonstrate the ability to use goal-setting and decision-making skills to enhance health.• demonstrate the ability to advocate for personal, family, and community health.

The New Jersey Department of Education has released the new Comprehensive Health & PE Standards during the spring of 2009. During the 2009 school year, a regional committee will be formed with experienced teachers in this area. During the 2010 school year, pacing guides and benchmark assessments will be revised and disseminated to staff in order to ensure horizontal and vertical curriculum alignment.

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VISUAL AND PERFORMING ARTS – ART COMPONENT


Visual and Performing Arts - 2006


An education in the arts is an essential part of the academic curriculum for the achievement of human, social, and economic growth. Our economic well-being and ability to compete and cooperate in the global marketplace require that our students learn to develop original ideas, increase their ability to solve problems, show motivation, and interact in partnerships life skills inherently learned through the participation in the arts.

The emphasis of the goals for art education will focus on the following:

1. the development of knowledge and appreciation of art and culture.2. the acquisitions of vocabulary particular to the discipline of art.3. the development of creativity based upon the needs of the individual.4. the transfer of art skills and technology to everyday life.5. the development of perceptual skills which are basic for cognitive growth.6. an understanding and application of the elements and principles of design.7. the selection of appropriate media and techniques to transform ideas into visual form.8. the development of thinking skills which are fundamental to the understanding and creation of art.9. the fostering of problem solving, decision making, critical thinking, and creative thinking skills.

10. understand, analyze, discuss and study past and current works of art.

SUMMARY:

The Art Curriculum was revised during the 2006-2007 school year and aligned to the New Jersey Core Curriculum Content Standards. The performing art curriculum was revised to include theater and dance in 2001 and was retitled the Visual and Performing Arts Curriculum. Theater activities are provided within classrooms and after school in the Drama Club. Dance is part of the physical education and music programs.

During the 2009 school year, a district/regional Visual & Performing Art Committee will assemble to review the newly released standards. Program goals, objectives, scope and sequence, and evaluation strategies will be further addressed during the 2010 school year.

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VISUAL AND PERFORMING ARTS – MUSIC COMPONENT


Visual & Performing Arts/Music (K-6) - 2006


The Classroom Music program in the Swedesboro-Woolwich School District is designed to help students develop musical skills and to appreciate many different styles of music. In order to understand the interrelationship of the arts, students must discover the common element and properties of music. These elements, such as form, rhythm, timing, movement and mood are common ingredients from which works of art are made.

Through an education in music, students enhance their perceptual, physical, and technical skills and learn that pertinent techniques and technologies apply to the successful completion of tasks. The development of perceptual skills enables students to perceive and acknowledge various viewpoints. Appropriate physical movements, dexterity, and rhythm pertain to fingering of musical instruments, proper stature and breadth involvement in singing and/or instrumental technique.

The Instrumental Program in the Swedesboro-Woolwich School District is designed to introduce the students to the musical instruments and the performing arts. Students in grades 4-6 may select an instrument and be scheduled for lessons. A rental program is available for parents instead of purchasing an instrument.

The Choral Program is designed to teach students lyrics, sound, rhythm, and harmony as they work within a group setting. Students are encouraged to perform at the Winter and Spring Concerts and for the community-at-large during special events. Students in grades 3-6 are encouraged to join the district’s choral program.

SUMMARY:

The Scott Foresman Music Series (©2005) will continue to be utilized in grades K-6 during the year of 2007-2008. Cross content areas will continue to be included to incorporate career planning and workplace readiness, critical thinking, the use of technology, and applying safety principles. Opportunities for the students to perform are scheduled throughout the year and include winter and spring concerts, caroling, and Sixth Grade Honors Night. Program goals, objectives, scope and sequence, and evaluation strategies will be further aligned to the newly released Visual & Performing Arts’ Standards during the 2010 school year.

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COMPUTER EDUCATION PROGRAM

SCHEDULED TIMES: Grades 1-5 1 time per week Grade 6 2 times per week


Computer Education (K-6) - 2006


The Computer Education Curriculum is designed to provide students in grades K-12 with an introduction to the world of computers by developing computer awareness, problem-solving skills, computer application skills, and an awareness of social and ethical responsibilities involving computers.

In the process of achieving these goals, students will be able to:

1. recognize how to input data and receive output.2. use logical thinking skills.3. recognize parts of the computer.4. provide care of software/hardware.5. become familiar with computer terminology and functions of terms6. become technologically savvy in the world around them7. relate computers to various occupations and how they affect our lives.

The students use the computer and programs as tools for remedial, advanced, and regular classroom activities. They become familiar with the computer, its functions, and basic operations. Computer skills are integrated into other areas across the curriculum. Together, classroom teachers work to achieve these goals.

Computer instruction occurs in the schools, individual classrooms, and media center. Instruction is delivered in a variety of ways, including daily instruction and special projects. Students will demonstrate appropriate skills as described in the individual grade level curriculum.

SUMMARY:

The Computer Education Curriculum was revised in 2006. With the newly revised DOE Technology Standards and a push for 21st Century skills instruction; the Swedesboro-Woolwich School District formed a technology committee during the spring of 2009. During the 2009-2010 school year, this committee will work to revise district standards; create a scope & sequence, and benchmark assessments for the staff.

As the state of New Jersey mandates; more technology will be infused across the curricular content areas throughout the next few years.

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WORLD LANGUAGES PROGRAM

SCHEDULED TIMES: Grades 1-4 Grades 5-6Spanish (1x/week) Spanish (1x/week) Italian (4th MP only)

COMPLETED CURRICULUM GUIDE:Spanish (1-6) – 2007Italian (5-6) - 2007


Students in grades 1-4 receive 40 minutes of instruction weekly in Spanish. Grades 5-6 acquire lessons in Italian cultures and basic language during the 4th Marking Periods.

The optimum environment for the foreign language student to learn a second language is by being immersed in the target language; similar to how he/she learned his/her native language. Direct experience with the language in its context, constant exposure to the language, opportunities to practice the language, and applying a student centered approach are key factors in achieving natural language acquisition. The Swedesboro/Woolwich elementary foreign language curriculum focuses on natural language acquisition and language performance.

The goals for Spanish will focus on the following:

1. Students will be involved in the teaching/learning process according to their own ability and rate.2. Students will develop basic proficiency in listening and speaking in the language for effective oral

communication.3. Students will develop basic proficiency in simple reading and writing of the language for effective

written communication.4. Students will develop an understanding and appreciation of the Spanish culture.5. Students will demonstrate a positive self-concept in communication areas.6. Students will achieve a more encompassing understanding of the Spanish culture by studying other

disciplines, such as history and geography.

SUMMARY:

As we move towards the instruction of 21st Century Skills, it is our commitment to offer language lessons in the early primary grades; which send a strong message about the value society places on knowing other languages and cultures. With the newly adopted state standards in World Language, the Swedesboro-Woolwich School District will form a regional “World Language” committee, to develop a more in-depth grade-level scope & sequence, and benchmark assessments. In addition, we hope to continue growing our program to offer more opportunities for our students.

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LIBRARY SKILLS PROGRAM

COMPLETED PROGRAM GUIDE:

Library Skills (K-6) - 2005


The district’s Instructional Media Centers at the Hill, Stratton, and Harker Schools and the library at the Clifford School provide students and staff with reference materials, supplemental instructional materials, and books for research, supplemental and recreational reading. All students are scheduled for library classes 40 minutes per week. Classes include direct instruction in reference and study skills using available print and electronic resources. Follow-up activities reinforce lessons taught.

Additionally, classes introduce children to quality age and grade appropriate children's literature through poetry, choral reading, Readers Theatre, book talks, displays, and read-aloud sessions. Research and computer use skills are included in the curriculum in grades 1-6. These skills further enable students to use computers in the library and classrooms throughout the school to locate materials in the collection and to utilize online resources.

SUMMARY:

The Library Skills Program Guide was revised and completed in 2005-2006. The revisions include instructional practices geared to three major components in the establishment of grade level objectives.

• Children's Literature• Reference Skills• Research and Computer Skills

This hands-on philosophy in utilizing library resources has created an effective teaching and learning process. The District libraries were originally automated during the summer of 1994. The further automation of the library in 2001 allowed our students to interact with technology as they access literature and utilize reference tools. The online patron access catalog is updated continuously.

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ENRICHMENT PROGRAM/ GIFTED AND TALENTED


Gifted and Talented Curriculum (K-6) - 2005


The Swedesboro-Woolwich School District gifted program, known as the QUEST Program will be structured such that the student will be involved in activities requiring thinking, reasoning, analysis, synthesis, judging, evaluation, and creating. They will work cooperatively in group discussions and activities while engaging in independent study and projects. The students will use varied forms of expression and media to communicate ideas and share completed projects. The goals of the program will address further development of students' organizational and research skills, their flexibility, and persistence necessary for undertaking long-range assignments as well as their need to be challenged academically.

Students in Grades 3 through 6 are eligible for participation in the QUEST program. Classes will meet at least twice weekly for forty minutes on a pull-out basis from October through the beginning of June. There will be a maximum of eight students in each class. Evaluation measures will be established in advance of project completion by both the learners and their teacher. Guest speakers, group and individual projects, reports, interviews, films and trips as well as joint activities with students from other schools may be included in the general format of the curriculum. Activities and field trips will be planned to stimulate questions, find solutions, and assist students in their quest forknowledge about the world around them.

SUMMARY:

In addition to the grades 3-6 Gifted and Talented Curriculum (Quest) which maximizes the potential of gifted students, enrichment courses are offered as follows:

Enrichment Band (Music Department) Grades 4-6Enrichment Art (Art Department) Grades 3-6Enrichment Reading Grades 2-6Enrichment Math Grades 3-6

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INTERVENTION, BASIC SKILLS IMPROVEMENT PROGRAM

PROGRAM DESCRIPTION:

The Swedesboro-Woolwich basic skills program, known as “Academic Coaches Enabling Students” (ACES), is designed to provide specialized instruction for those students who are falling behind grade-level standards according to multiple measures, such as: standardized test results, grade-level benchmarks, MAP testing results, and teacher recommendation. Identified ACES students are eligible for additional assistance in the areas of reading comprehension, decoding, and math.

During the 2009-2010 school year, the Swedesboro-Woolwich School District will adopt the Response to Intervention (RTI) model as a guide for intervention. The ACES teachers will serve as the “Level II” intervention which will be “separate and apart” from the basic classroom interventions that will be primarily employed.

The goal of the ACES program is to target “at-risk” students early on (but several weeks after the classroom teacher attempts in-class intervention) and implement scientifically-based intervention programs with the goal of getting students caught up to grade-level standards.

IDENTIFICATION OF STUDENTS:

All students scoring below the district norms on standardized tests, MAP results, and grade-level benchmarks are considered for services. In addition, teacher recommendation and grade-level benchmark assessments are combined to determine both entrance and exit requirements for the ACES program.

INSTRUCTIONAL SCHEDULE AND PRACTICES:

Students who are eligible for ACES support will be pulled out for additional assistance in Reading and/or Math. This additional instruction can be up to 40 minutes 2-5 days per week; depending on the needs of the student. The instruction is provided by an experienced basic skills instructor. The program uses scientifically based intervention strategies along with hands-on manipulatives and a small group setting.

EVALUATION:

Periodic benchmark assessments will be administered periodically throughout the 2009-2010 school year. These benchmark assessments will help determine if and when students are able to exit this program.

PROGRAMS

During the 2009-2010 school year, ACES teachers will receive professional development in “Response to Intervention” and the implementation of Pinpoint Math and Corrective Reading. In addition, Wilson Fundations, Sonday, Visualizing & Verbalizing, SRA, Guided Reading, and Ed Helper will continue to be offered as Tier II Intervention within the ACES program.

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RESOURCE PROGRAM

PHILOSOPHY:

The philosophy of the Swedesboro-Woolwich Public Schools regarding Special Education is that special education programs are comparable to regular education programs on various levels of instruction, while still meeting the needs of the individual student. The programs are based on the regular school curriculum, with particular emphasis on basic skill areas. Specific adaptations to the curriculum are designated in Individual Education Plans (IEP) designed for students annually, and include specific goals and objectives, teaching materials and techniques, and evaluative criteria. Individual learning styles and social and emotional development are also addressed in the individualized programs.

POPULATION SERVED:

Elementary students eligible for special education and related services in compliance with the State and Federal governments’ eligibility categories of various educational handicapping conditions.


The Resource Program provides special education replacement and/or support instruction to eligible students with mild learning disabilities. Basic skills development is emphasized, and students are provided with the supplementary aides and support services described in their IEPs according to State and Federal regulations.

PROGRAM GOALS:

The Resource Program provides opportunities for the students to reach their individual potentials in the areas established as district goals for all Swedesboro-Woolwich pupils. Special emphasis is placed upon:

- Developing the basic communicative skills of reading, writing, listening, and speaking, and developing the basic mathematical skills of computation and problem solving.

- Acquiring skills of creative and critical thinking, enabling students to think and act in an independent manner.

- Developing an understanding of their own worth, abilities, and limitations.

METHODS:

The teaching methods and the instructional pace will be geared to the learning ability of the students. These methods may include, but not be limited to, the following:

1. Individual and small group instruction2. Preteaching, reteaching, and reinforcement activities3. Learning centers4. Use of cooperative learning activities

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MATERIALS:

1. When appropriate, regular classroom materials will be employed.2. When required, due to a disability, specialized instructional materials will be utilized.3. Commercially available and teacher-made materials, which are concrete and manipulative in

nature, will supplement the program.4. Visual, auditory, and concrete materials will be used.5. Assistive technology devices, as required.

STUDENT EVALUATION:

Appropriate evaluative criteria will be selected and may include, but not be limited to, the following:

Report cards issued four times a yearTeacher assessmentsMAP or NJASK Standardized AssessmentAnnual I.E.P. and Child Study Team reviewObservations by appropriate personsChild Study Team reevaluationParental commentsStandardized testing and Rating ScalesModified grading system, as appropriateIEP Progress Reports

PROGRAM EVALUATION:

Program effectiveness is evaluated on a continuing basis and includes, but is not limited to, the following procedures:

1. Administrator observations and evaluations2. Review of special education standardized test results3. Child Study Team/Teacher conferences4. Parent conferences and annual IEP meetings5. Review of student progress reports by teachers and Child Study Team representatives.

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LEARNING AND/OR LANGUAGE DISABILITIES PROGRAMS

PHILOSOPHY :

The philosophy of the Swedesboro-Woolwich Public Schools regarding special education is that special education programs are comparable to regular education programs on various levels of instruction while still meeting the needs of the individual student. The programs are based on the regular school curriculum, with particular emphasis on basic skill areas. Specific adaptations to the curriculum are designated in Individual Education Plans (IEPs) designed for students annually, and include specific goals and objectives, teaching materials and techniques, and evaluative criteria. Individual learning styles and social and emotional development areas are also addressed in the individualized programs.

POPULATION SERVED :

Elementary students classified as eligible for special education and related services in compliance with the State and Federal governments’ eligibility category of Specific Learning Disabled.

Elementary students eligible for special education and classified as Specific Learning Disabled or other disabilities identified by the Child Study Team, are able to benefit from the instructional services offered in this program.


Classes for the Language and Learning Disabled students are provided for students who are functioning below grade level and requiring intensive individualized support. When students have impairment in this area, a variety of multi-sensory strategies and techniques specific to each child’s IEP are employed. Development of basic skills in the total area of language arts is stressed. Students are mainstreamed at or near grade level for all subjects in which they can be successful. Ongoing consultation services are provided by the Child Study Team. Students in this program are generally significantly below grade level.

PROGRAM GOALS :

The Learning and/or Language Disabilities Programs provide opportunities for the students to reach their individual potentials in the areas established as district goals for all Swedesboro-Woolwich pupils.

Special emphasis is placed upon:

• Developing the basic communicative skills of reading, writing, listening and speaking and developing the basic mathematical skills of computation and problem solving.

• Acquiring skills of creative and critical thinking, enabling them to think and act in an independent manner.

• Developing an understanding of their own worth, abilities, and limitations.

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METHODS :

The teaching methods and the instructional pace will be geared to the learning ability of the students. These methods will include:

1. Individual instruction2. Group instruction3. Auditory perceptual training4. Visual perceptual training5. Multisensory instruction6. Alternative methods, reteaching, and reinforcement activities7. Learning centers

MATERIALS :

1. When appropriate, regular classroom materials will be employed2. When required, due to a student’s disability, specialized instructional materials will be utilized3. Commercially available and teacher-made materials4. Auditory tapes, records, and equipment5. Visual hardware and software6. Multisensory and tactile materials7. Assistive technology devices, as required

STUDENT EVALUATION:

Appropriate evaluative criteria will be selected from the following list and included in the student’s IEP:

Report cards issued four times a year Teacher assessment MAP or NJASK Standardized Assessment Annual IEP and Child Study Team review Observations by appropriate staff Child Study Team reevaluation Parental comments Standardized tests and Rating Scales Modified grading system, as appropriate

IEP Progress Reports

PROGRAM EVALUATION:


1. Administrator observations and evaluations2. Review of special education standardized test results3. Child Study Team/teacher Conferences4. Parent conferences and annual IEP meetings5. Review of student progress reports by teachers and Child Study Team representatives

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MULTIPLE DISABILITIES PROGRAM

PHILOSOPHY:

The philosophy of the Swedesboro-Woolwich Public Schools regarding special education is that special education programs are comparable to regular education programs on various levels of instruction while still meeting the needs of the individual student. The programs are based on the regular school curriculum, with particular emphasis on basic skill areas. Specific adaptations to the curriculum are designated in Individual Education Plans (IEPs) designed for students annually, and include specific goals and objectives, teaching materials and techniques, and evaluative criteria. Individual learning styles and social and emotional development areas are also addressed in the individualized programs.

POPULATION SERVED:

Elementary students classified as eligible for special education and related services in accordance with State and Federal governments’ eligibility category of Multiply Disabled.

Elementary students eligible for special education classification as other than Multiply Disabled, but identified by the Child Study Team as being in need of, and able to benefit from the instructional services offered in the Multiply Disabled Program.

PROGRAM DESCRIPTION

Classes for the Multiply Disabled are provided for children with two or more disabilities that impact their education. When students have impairment in this area, a variety of multi-sensory strategies and techniques specific to each child’s IEP are employed. Development of basic skills in the total area of language arts is stressed. Students are mainstreamed at or near grade level for all subjects in which they can be successful. Ongoing consultation services are provided by the Child Study Team. Students in these programs are generally significantly below grade level.

PROGRAM GOALS:

The Elementary Multiply Disabilities Program provides opportunities for the students to reach their individual potentials in the areas established as district goals for all Swedesboro-Woolwich students.

Special emphasis is placed upon:

• Developing the basic communicative skills of reading, writing, listening, speaking, and developing the basic mathematical skills of computation and problem solving.

• Acquiring skills of creative and critical thinking, enabling students to think and act in an independent manner.

• Developing an understanding of one’s own worth, abilities, and limitations.

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METHODS:


1. Individual instruction2. Group instruction3. Auditory perceptual training4. Visual perceptual training5. Multisensory instruction6. Alternative methods, reteaching, and reinforcement activities7. Learning Centers

MATERIALS:

1. When appropriate, regular classroom materials will be employed2. Commercially available and teacher-made materials3. Auditory tapes, records, and equipment4. Visual hardware and software5. Multisensory and tactile materials

STUDENT EVALUATION

Appropriate evaluative criteria are selected from the following list and included in the student’s IEP:

Report cards issued four times a yearTeacher assessmentMAP or NJASK Standardized AssessmentAnnual IEP and Child Study Team reviewObservations by appropriate personsChild Study Team reevaluationParental commentsStandardized tests and Rating ScalesModified grading system, as appropriateIEP Progress Reports

PROGRAM EVALUATION:


1. Administrator observations and evaluations2. Review of special education standardized tests3. Child Study Team/Teacher Conferences4. Parent conferences and annual IEP meetings5. Review of student progress reports by teachers and Child Study Team representatives

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ABA/AUTISM PROGRAM

PHILOSPHY:

The philosophy of the Swedesboro-Woolwich Public Schools regarding special education is that special education programs are comparable to regular education programs on various levels of instruction while still meeting the needs of the individual student. The programs are developed using the regular school curriculum and highly specialized IEP goals, with particular emphasis on ABA methods of instruction. Specific adaptations to the curriculum are designated in Individual Education Plans (IEPs) designed for students annually, and include specific goals and objectives, teaching materials and techniques, and evaluative criteria. Individual learning styles and social and emotional development areas are also addressed in the individualized programs.


Our district provides full and half day programs for children with autism spectrum disorders, ages 3 through graduation. Eligibility for these programs is based upon Child Study Team evaluations, neurological evaluations, and input from a variety of autism consultants contracted by the district. Class enrollment is limited to 6 students with a teacher and 2 instructional aides. In addition to special education instruction, eligible students may also receive related services from educational specialists such as an occupational therapist, physical therapist, and/or speech language therapist, etc., as recommended by the Child Study Team.

PROGRAM GOALS:

The ABA/Autism Program’s goal is to provide opportunities for the students to achieve learning and growth in all developmental areas: sensory awareness, gross and fine motor development, listening and communication skills, as well as to enhance their emotional, intellectual, and social advancement.

METHODS :


1. Individual instruction2. Group instruction3. Multisensory instruction4. Alternative methods, reteaching, reinforcement, and repetitive activities5. Learning centers

MATERIALS :

1. When appropriate, regular classroom materials will be employed2. Due to the nature of the students’ disabilities, specialized instructional materials will be

utilized3. Commercially available and teacher-made materials4. Auditory tapes, records, and equipment5. Visual hardware and software

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6. Multisensory and tactile materials7. Assistive technology devices, as required8. Gross and Fine motor equipment9. Speech and Language Materials10. Variety of craft materials, play props, and additional child-centered materials

STUDENT EVALUATION:

Appropriate evaluative criteria will be selected from the following list and included in the student’s IEP:

Report cards Teacher assessments Annual IEP and Child Study Team review Observations by appropriate staff Child Study Team reevaluation Parental comments Standardized Assessments and Rating Scales Modified grading system

IEP Progress ReportsOngoing consultation with contracted specialists

PROGRAM EVALUATION:


1. Administrator observations and evaluations2. Review of Child Study Team reevaluation results.3. Child Study Team/Teacher Conferences4. Parent conferences and annual IEP meetings5. Review of student progress reports by Child Study Team6. IEP Progress Reports7. Ongoing consultation with contracted consultants

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SPEECH-LANGUAGE SERVICES PROGRAM


The speech-language services program is designed to identify and assist students who have a speech-language communication problem. Students are evaluated, their speech/language needs identified, and an Individualized Educational Program (IEP) is developed.

IDENTIFICATION OF STUDENTS:

Children are identified via parent, teacher, or medical referral. Students may qualify for the Speech-Language Services Program if they exhibit the following types of disorders: articulation (substitution, omission, distortion, and addition disorders), delayed speech, language disorders, fluency (stuttering), and voice disorders. It is important to note that all aforementioned disorders other than articulation may fall under Special Education services in addition to Speech.

INSTRUCTIONAL SCHEDULE AND PRACTICES:

Students who participate in the speech-language services program may attend speech one or more times a week or more depending on the severity of their communication problem. The children attend classes in small groups (not exceeding usually three to five children) or on an individual basis. Students are scheduled by their classroom teacher, and special consideration is given to scheduling students during their recess time, whenever possible. Students do not usually miss any special classes (gym, art, music), and the teachers try to schedule them so they don't miss important content area subjects.

EVALUATION:

Students are evaluated on an ongoing basis through speech sessions. Report cards are sent home quarterly and the student’s progress is assessed on an annual basis during the annual review meeting.

OBJECTIVES/GOALS:

An Individual Educational Program (IEP) is written for every student who receives speech-language services. The IEP lists objectives and yearly goals to be covered. These goals and objectives apply over the course of one year. Each student is assessed by the speech correctionist, the classroom teacher, and the parent. Each year a new IEP is written for students who continue in the program on an ongoing basis.

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ENGLISH LANGUAGE LEARNERS (ELL)


The ELL program is offered to non-English speaking students needing to acquire English language skills in order to be academically successful. It is administered by an ELL specialist, who is skilled in teaching the English language to students. The district provides every opportunity for success through the ELL Program and classroom instruction.

SUMMARY:

It is our obligation to produce educated citizens whose multilingual abilities and multicultural sensitivities prepare them to work in a pluralistic society and a global economy. As countries become increasingly interdependent, it is essential to actively promote proficiency in languages to improve cross-cultural understanding. We need to give students the opportunity to communicate in other languages, and the ability to function in different cultural contexts. As a branch of the humanities, language education facilitates cross-cultural understanding by providing students with the tools to decode the histories and cultural practices embedded in world cultures.

Beginning a language program in the early primary grades sends a strong message about the value our society places on knowing other languages and cultures. Such a message helps bilingual and limited-English proficient students to appreciate their own heritage, language, and culture, and sets the stage for successful school experience. An early start enables all children to view language learning and insight into other cultures as an integral part of their school experience. The study of World languages needs to be an essential part of the education of all students.

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EARLY CHILDHOOD PROGRAMS

PRESCHOOL PROGRAM:

Modified PreschoolPreschool Disabilities (Special Education)


Pre-Kindergarten – Revised 2004

POPULATION SERVED

Students ages 3-5 determined eligible through Early Intervention and/or Child Study Team evaluations and in accordance with State and Federal Government’s eligibility guidelines for the Preschool Disability Program.


Students are identified via screening procedures and placed in the programs if they are at-risk in one or more areas. The students of the Swedesboro-Woolwich School District are exposed to experiences that will stimulate learning in all developmental areas - physical, social, emotional, and intellectual. Each child is viewed as a unique person with an individual pattern and timing of growth and development. The curriculum will be responsive to individual differences in ability and interests. Different levels of ability, development, and learning styles are expected, accepted, and used to design appropriate activities.

In order to accomplish the above, the children will be exposed to the following:

1. activities from among a variety of pre-academic areas.2. a physically and academically active classroom environment.3. social skills such as cooperating, helping, communicating, and conflict resolution. 4. an understanding of pre-reading and pre-writing.5. an understanding of themselves, others, and the world around them through observation and interaction.6. activities to develop gross motor and fine motor skills. 7. an opportunity to incorporate creativity, curiosity, and motivation in the learning process.

INSTRUCTIONAL SCHEDULE:

Students in the Early Childhood half-day program are taught in self-contained classes. The children will work individually or in small informal groups most of the time. The schedule reflects a morning and afternoon session according to these times:

Stratton School:

Morning session 8:35 a.m. - 11:15 a.m.Afternoon session 12:50 p.m. - 3:20 p.m.

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SPECIAL SERVICES CURRICULUM

All educational programs in the Swedesboro-Woolwich School District are structured to reflect an academic environment for all children involved. While meeting the needs of each child based on the Individual Education Plan (IEP) developed by the Child Study Team, programs are based upon the Board approved classroom curriculum with an emphasis placed on basic skill expectations. Specific adaptations to the curriculum in addition to instructional strategies for each child are designated in the IEP and this plan is annually assessed and revised. Specific goals and objectives, teaching materials, and evaluative criteria are also identified in each IEP.

PROGRAM EVALUATION:

Evaluation of the Early Childhood Program reflects the identified goals in the program description and the objectives listed in this guide. The evaluation is based upon the findings of the following:

* Parental Comments* Teacher Observation* Administrative Involvement* Student Participation

TEXTBOOK AND SUPPLEMENTAL MATERIALS:

Teacher-made materials and learning centersComputer softwareFine motor manipulativesGross motor equipmentSpeech/language materialsArt and craft suppliesStorybooks and flannel boardsPuppets and puppet theaterRhythm bandDramatic play props

STUDENT EVALUATION

Report cardsAnnual IEP and CST Reviews (for classified students)Observations by appropriate personsCST Re-evaluationsParental inputStandardized testing and Rating Scales, as appropriateModified grading system, as appropriate

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PRESCHOOL DISABILITIES PROGRAM


Our district provides a full-week, half-day educational program for preschool students ages 3 to 5 years who have been evaluated by the Child Study Team and determined eligible for special education services due to an identified disabling condition or measurable developmental impairment. Class enrollment is limited to eight students with a teacher and instructional aide. Enrollment could be increased up to 12 students with the provision of a second instructional aide. In addition to special education instruction, eligible students may also receive related services from educational specialists such as an occupational therapist, physical therapist, and/or speech language specialist, etc., as recommended by the Child Study Team.

PROGRAM GOALS:

The Preschool Disabilities Program’s goal is to provide opportunities for the students to achieve learning and growth in all developmental areas: sensory awareness, gross and fine motor development, listening and communication skills, as well as to enhance their emotional, intellectual, and social advancement.

PROGRAM EVALUATION:


1. Administrator observations and evaluations2. Review of Child Study Team reevaluation results.3. Child Study Team/Teacher Conferences4. Parent conferences and annual IEP meetings5. Review of student progress reports by Child Study Team6. IEP Progress Reports

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