Special Services
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Academically Talented Program (AT)
The Academically Talented (AT) Program provides its grades 3rd - 12th student population with services that modify the regular curriculum program. A four-part student identification process is utilized for grades 3rd - 8th. Identified AT students continue in the program grades 3rd through 12th grade unless learning circumstances are not beneficial for the student.
Students who are identified on the district AT Program identification matrix for 3rd - 5th grade reading and/or math are provided opportunities through enrichment, pacing or differentiation of reading or math curriculum delivered by their regular classroom teachers and the building AT resource teacher.
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| Dominique Rquibi |
English Language Learning (ELL) Program
The English Language Learning (ELL) Program is an opportunity for students whose native language is not English to develop basic interpersonal communicative skills as well as cognitive academic language proficiency in English. The program is taught in English by teachers certified in general academics as well as English Language Learning utilizing the district standard curriculum with ELL supplements. Students have a variety of opportunities to develop their English skills based on their personal level of language proficiency. Check out the ELL website at: Oswego Community Schools ELL Program for more information.
Social Work Services
Social Workers are a vital part of the educational team, working together with educational administrators, teachers, counselors, psychologists, nurses, speech and language pathologists and other staff.
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| Kristin Epstein |
Special Education Programs
Oswego Community Schools offer a continuum of Special Education services. Students qualify based on needs that impact students in the academic setting.
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| Jennifer Aughenbaugh |
Cara Chase |
Julie Filiciano |
Sarah Finlayson |
Brittany Gilla |
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| Brianne Hofferkamp |
Jamie Jacobs |
Colleen Meismer |
Julie Tantillo |
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Speech Services
Speech/Language services are provided to students who exhibit an articulation/phonology, language, voice, or fluency weakness which impacts them socially, emotionally, or academically. These services are provided by Speech-Language Pathologists who have had extensive training in the assessment and treatment of these disorders.
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| Stephanie Tarmann |
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Deborah Convey |
School Psychologists
School Psychologists work with students and teachers to help identify academic and behavioral needs and to monitor student improvements in response to interventions provided by support staff.
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| Sue Green |
Reading Programs
I have the pleasure to work with Kindergarten through 3rd grade students. The kindergarten students work on letter and sound identification, 39 common sight words and some fluency. I teach Reading Recovery to 1st grade students in a 1-on-1 setting for 1/2 hour, five days/week. The 2nd and 3rd grade students work in groups of 4 or 5 for 1/2 hour, 5 days/week. We work on phonics skills, fluency, and comprehension in 2nd and 3rd grade. Students also work at an individual pace to read/review 103 common sight words. Each student has a binder that contains all short stories and a pouch of sight(red) words to practice and review at home every night.
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Stephanie Townsend
Reading Specialist |
READ 180 is an intensive reading intervention program that uses technology, print, and professional development. The program directly addresses individual needs through adaptive and instructional software, high-interest literature, and direct instruction in reading, writing, and vocabulary skills. Built on more than a decade of scientific research and best practices, READ 180 is a proven solution that produces quantifiable learning gains among struggling readers whose reading achievement is below the proficient level. We use this program for 4th and 5th grade students.
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Beth Rice
Read 180 Teacher |
I am at Southbury to read with 1st and 2nd grade students. I have 4 groups of students for 1/2 hour, 5 days/week. We review letters/sounds/phonics skills at the board before we read a daily short story together. In addition to the new story, students reread 2 previous short stories for me. Students also work at an individual pace to read/review 103 common sight words. Each student has a binder that contains all short stories and a pouch of sight(red) words for review at home each evening.
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Cheri Davis
Reading Specialist |
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