Rivendell
School is committed to the ongoing professional development
of its own staff and that of teachers across New York
City. This learning takes place in several ways:
Recent
presentations have addressed: aggression,
managing challenging behavior, learning styles, occupational
therapy practice and interventions, brain research and
its application for education, and identifying at-risk
behavior.
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When There is a Problem
Children have different styles and rates of learning. If the child in your class has difficulty participating fully in the classroom, either academically or socially, and the difficulty is beyond the range of your expectation, the class norms and normative data, it warrants a further look. Problems may present themselves in one or more of the learning domains – motor, cognitive, social/emotional, language, sensory or other. Make formal observations of the things that concern you and check your observations with resources within your school. Talk to parents about your questions for a more complete picture of the child. The questions to ask yourself are: “Where is this child experiencing difficulty, how do I need to teach him/her and what information/resources do I need?” If you are unable to meet this child’s needs within your school resources, you might consider an evaluation to answer remaining questions.
How should I talk to/advise parents
- Deal with conflict through consensus building
- Communicate frequently and keep many of the communications positive
- Solicit and respect parent input frequently
- Begin meetings with ideas instead of completed plans
- Try not to be judgmental or convey disapproval
- Be aware of how your personality, belief system, values and biases may effect the conversation
- Be present and available
Click here to download a detailed plan for parent teacher conferences
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IEP stands for Individualized Education Program. It is a document generated by the Committee on Special Education in conjunction with teachers, evaluators and parents that directs the educational planning for the child. It describes the child’s present level of performance based on a recent evaluation, the goals for the year and expected outcomes, the special education services mandated and their frequency and any required accommodations. The IEP is given to the parents and is made available to teachers and service providers. Goals must address issues that are preventing the child from full participation in the classroom at developmentally expected levels and be directly related to evaluation findings. They are written to be achieved within one year with measurable short term goals and accountability built in. The IEP is reviewed each year at an annual review, throughout the year at team meetings and on an on-going basis as part of curriculum development.
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Rivendell School’s philosophy emphasizes the power of team building with and on behalf of each child and family served through its programs. This belief in the power of shared perspective shapes the work of Rivendell administrators, itinerant special educators and related service providers as they collaborate with families and colleagues to provide exceptional service to children and support to the early childhood community through the continuing educational opportunities it offers.
Services to children and families are provided regardless of race, gender, religious belief or socio-economic status. Every effort is made to reach out to the most disenfranchised families in our communities to help link them to the services their children are entitled to by law, but are not now receiving. Rivendell School is committed to pursuing its dual mission of service and continuing education with diligence and enthusiasm.
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 Growing Connections is a unique horticultural program that uses hands-on experiments to stimulate children's innate curiosity regarding the natural world and helps set the basis for scientific investigation. Growing Connections began in 2002 as part of Rivendell School's commitment to homeless families with young children. The program was implemented at a transitional housing shelter in Manhattan using techniques inspired by horticultural therapy. Over 5 years Growing Connections served 2,000 mothers and children and led to the development of a natural science curriculum for young children. In spring 2007 the Growing Connections program, which incorporates a greenhouse, moved to Rivendell Preschool where it continues to evolve in harmony with our Montessori-based science curriculum.
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CALENDAR
OF PLANNED SESSIONS to come
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