Special Programs and Resources
ADVANCEMENT VIA INDIVIDUAL DETERMINATION (AVID):
AVID is a college preparatory program designed for students who are in the average range with high academic potential. It is an elective course that uses writing, inquiry, collaboration, and reading to enhance learning. AVID also places emphasis in study skills such as note taking, organizing, goal setting, and vocabulary building. In addition, tutorials and study sessions within the AVID class complement core classes, and planned field trips and guest speakers provide support to the AVID program.
Guiding criteria for candidates include: standardized test stanines between 5-7 in math and language, GPA of 2.0-3.0, a DEROS date at least one year hence, good discipline and attendance record, outstanding teacher/administrator recommendations, strong desire to attend college, and a commitment to be in the program for one year.
Characteristics of the AVID program:
Students who have tested in the academic average on standardized test and are motivated to seek a college education:
Curriculums in the AVID class are rigorous and reinforce standards in subject areas.
Tutors provide support as they lead study groups in inquiry methods of discovery.
Faculty share information about student progress with AVID teacher.
Parents encourage their child to achieve academically and maintain contact with the AVID teacher.
The community supports the program by providing speakers and allowing on-site visitations for field trips.
The mission of AVID is to ensure that all students in the middle range, capable of completing a college preparatory path will:
- succeed in the most rigorous curriculum,
- enter mainstream activities of the school,
- increase their enrollment in a four-year college
- become educated and responsible participants and leaders in a democratic society
ENGLISH AS A SECOND LANGUAGE (ESL):
During registration, parents fill out a home language survey. From this initial information the English as a second language (ESL) teacher makes further evaluation and requests permission from parents to do testing, if necessary. Depending on results, students may be placed in an ESL class for additional help in language or may remain in regular classes while being monitored by the ESL teacher. If teachers suspect that a language or cultural barrier is hindering the progress of a student, the ESL teacher and parents should be contacted.
GIFTED EDUCATION:
DODEA defines gifted learners as "children and youth with outstanding talent who perform or show the potential for performing at remarkably high levels of accomplishment." Teachers or parents may nominate students for screening by the Gifted Review Committee at any point in the school year. Students are evaluated based on the teacher nomination ratings, parent nomination ratings, self-nomination ratings, multiple standardized test scores, and samples of student work. At the end of each school year, the Gifted Review Committee will review each student's progress to determine future eligibility for gifted services.
GUIDANCE PROGRAM:
The goal of the school guidance program is to promote and enhance student learning through the areas of academic development, career development, and personal/social development. Each of these areas of student development encompasses a variety of desired student learning competencies, which are comprised of specific knowledge, attitudes, and skills that form the foundation of the competency based guidance program. The counselor coordinates transition visits between the elementary school and middle school and between the middle school and high school. The counselor also monitors the transition of students transferring in from other schools.
NURSE'S RESPONSIBILITIES:
The school nurse works to maintain a multifaceted health program. Nursing activities include (but are not limited to): daily response to health related concerns, first aid, maintenance of immunization records, health counseling, clinic liaison, parent contact and various committee meetings. The school nurse:
Realizes that providing quality education for our students is the primary goal at MEMS. Therefore, the health room policy is aimed at maximizing students' classroom time and at using nursing time as effectively as possible. Teachers and playground aides are encouraged to send all students with injuries/illness to the nurse's office for evaluation. Every effort will be made to ensure that the students return to the classroom as expeditiously as possible. While classrooms are equipped with first aid kits, they are generally reserved for emergencies.
Serves as the point of contact for all ADHD referrals.
Provides annual health screenings for the students during the fall. These include vision, hearing, height, weight, and scoliosis. These screenings are not mandatory for all grade levels. For planning purposes, the nurses will notify teachers and parents well in advance when students are to be tested. The nurse also provides first aid kits and student medication for field trips.
Focuses on optimal physical and emotional health not only our students, but also for our staff!
PRESCHOOL
McCool Elementary Middle School operates two morning sessions of preschool and one afternoon session of preschool. Children must be 4 years old by 31 October to be enrolled. Parents are responsible for transporting their children to and from school. Teachers follow the Creative Curriculum.
PRESCHOOL FOR CHILDREN WITH DISABILITIES:
Preschool children with disabilities (PSCD) ages 3 through 5 are eligible for PSCD services. Children must demonstrate a significant difference in actual functioning when compared with the functioning of a child without a disability for the same chronological age. For questions regarding the preschool program, call the main office at 339-8676 and ask to speak to the PSCD teacher.
PSYCHOLOGIST:
The services of the School Psychologist are offered for the promotion of mental health and the facilitation of learning. The school psychologist is responsible for consulting with teachers, parents, students, and other staff members regarding the educational and mental health needs of children.
In addition, the school psychologist provides the following services on an as needed basis:
Crisis prevention, intervention and post-intervention assistance.
In-service education for staff development and staff briefings.
Educational intervention which may include implementation of behavior management systems, skills development, affective and social awareness strategies.
Data collection through interview, observation and psycho educational assessment.
Consultation to Child Study Committee and Intervention Committees.
Community consultant and resource person regarding educational and mental health needs of children.
READING SERVICES:
Literacy specialists test students to determine their instructional level in reading, provide resource help and materials to classroom teachers, manage the reading program, and provide remedial reading instruction for identified students, either in a pull-out program or inclusion model, particularly for our beginning readers in first through third grade.
Read 180 is an intensive reading intervention program designed to meet the needs of students whose reading achievement is below the proficient level in the upper grades. The program directly addresses individual needs through adaptive and instructional software, high interest literature and direct instruction in reading skills. Eligibility starts at third grade and continues up through eighth grade.
SPEECH PATHOLOGIST:
Speech/Language/Hearing Specialists provide services for children identified as having a communication disorder. A communication disorder involves one or more of these areas: articulation, dysfluency, receptive language, expressive language, voice, and hearing.
Teachers and parents should consult the specialist for children they suspect of having communication difficulties. The specialist will screen the child and recommend one of these actions: further referral to the Case Study Committee; parent consultation and home-based program; space-available therapy. The specialist is also available on a resource basis for classroom-based oral language enrichment programs.
SPECIAL EDUCATION PROGRAM:
Students with special needs receive individual and/or small group instruction in basic skills and assistance with other subject areas according to the programs described in their Individualized Educational Plan (IEP).
Case Study Committee (CSC):
The CSC meets to consider referrals, plan assessments, determine eligibility, and plan educational programs for children with special educational needs. When a special program is needed for a child, the parents are asked to attend the meeting to help in the planning of an Individual Education Program. The committee follows the procedures of (1) parent notification, (2) parent consent, and (3) assessment and programming.