P009Q, The Walter Reed School ,
serves over 400 students in grades K-8 at six locations across three different geographic regions. The Main Site is a self-contained building; the five remaining sites are located in community school settings. All students are referred to us following an evaluation by the Committee on Special Education and come to us with significant academic delays or neurologically based cognitive limitations of varying degrees. The students are classified as children with Emotional Disturbance, Autism, Pervasive Developmental Disorder, Global Developmental Delays, Expressive Receptive Language and Communication Disorder, and Other Health Impairments. All students have Individualized Education Plans which mandate the instructional setting and the necessary supports and services required in order to meet their educational needs. IEP mandates include the following related services: counseling, speech, occupational therapy, physical thereapy, nursing, support services, and vision and hearing services.
In order to teach students whose functioning levels vary, differentiated instruction and curriculum modifications are made. Differentiation has been supported through professional development focusing on web-based data collection and dissemination towards driving quality instruction. A variety of assistive technology devices are also used to open communication pathways or enhance learning. TEACCH, PECS, and ABA methodology is used to enhance learning for students on the autistic spectrum. To meet the needs of the diverse LEP/ELL population, we provide an array of services including bilingual and ESL instruction using both push-in and pull-out models.
For the students at risk of not meeting State standards and/or New York City promotional criteria, AIS is offered during the regular school day. The school based coach and data specialist assist teachers in using data from periodic assessment tools to provide an emphasis on data driven instruction. Our P009Q Inquiry Team is focusing on building strategies to support achievement of 8th grade students with an intervention team; while grade intervention teams are established at all sites focusing on students who are performing two or more years below grade level.