1. Woodside Elementary School
Is home to the District’s
Special Programs

2. • Located in Topsham, Maine
• Nestled in a residential neighborhood
• Opened in 1991
• Has 360 students enrolled in K – 5 grades
• Employs about 60 staff members
• Has a student to teacher ratio: 18:1, (including
students in special programs; 20:1)
• Houses RSU 75’s special programs

3. » The classrooms are in ‘pods’–
˃centered around a middle
area used for group or
individual activities.
» Each pod has a resource room used for
tier two interventions.
» Grades K – 2 are on the first floor.
» Grades 3 – 5 are on the second floor.
» Special programs use rooms on both
floors.

4. » The classrooms that each class/grade
use are in the front of the building.
˃The cafeteria and gym with stages in
between are located next to the entrance for
easy access to the public.
˃The main office is immediately to the right
with the nurse’s office and principal’s office
tucked behind.
˃The library, art and music are centered
around the entrance, too.

5. » The Special programs are located
mainly in the center of the building.
˃Occupational therapy room includes swings,
therapy balls and matts.
˃The guidance counselor, social worker,
speech therapists have their offices located
in the middle area both downstairs and
upstairs.
˃Special programs use the whole building
including the art, gym, and cafeteria, just
like all the students.

6. The green
indicates
rooms for
special
programs.
This is roughly the first floor.
The second floor is similar, only 2/3’s of
the first, leaving off the front section.

7. » Prevention oriented
» Resource rich
» School within a school
» Changing with the demographics
˃ ‘programs change, demographics change, resources
change’
» Positive about children
» Full of problem solvers who work as
» A team

8. » A three tier approach using Response to
Intervention (RTI)
» First tier is the largest, the general
learning student
» Second tier student needs some help
but gets back into the classroom
» About 15% are in tier two
» Third tier needs more concentrated help
– special needs

9. » 24 students in special programs
» 9 kindergarteners have special
needs
» Out of 24 students, 12 spend some
time in regular classroom
» First time two special ed teachers
» New behavior program (for past 3
years)

10. » Two RTI teachers; Chris Lajoie and
Andrea Frenz
» Ed techs work with these two teachers
» Two Title One teachers with one ed tech
» Special ed teacher for K – 2
» Special ed teacher for 3 – 5
» Speech Therapist
» Occupational Therapist
» 17 special ed techs listed on website

11. » Guidance; Helene McGlaughlin serves
tier one students and mild tier two
» Social worker, Sara Eaton, serves tier
two students not in special education
» Psychological examiner serves the
whole district
˃ Not located at WES
» Physical Therapist serves the whole
district

12. » Response to Intervention = RTI
» A systematic response
» 6 week cycles, then evaluate;
» A delayed referral, sometimes
» Psychological referral to psychologist
if still not progressing
» Individualized Education Program, IEP,
is created
» Higher tier two and tier three

13. » Physical disabilities
» Autism spectrum
» Behavioral challenges
» Gift and Talented
» Healthy Learners
» Everyday Math
» Read 180
» Math 180

14. » Special programs funded through
special education budget
˃ Federally funded with special rules
» Percentage of each community has
special needs children
» Some children stay in their community
school

15. » Students learning math in small groups
within the classroom and in resource
rooms
» Children participating in ‘specials’ like art
and music
» One on one tutoring
» Children with physical disabilities included
in class
» Students mentoring other students in
reading
» Lots of integration and adult interaction
˃ Fair is giving what is needed, not giving the same to all

16. » The scope of the services at WES
˃ Complexity of the school within the school
» The scope of the interventions available
for children
» Resiliency and the positive approach
» From a mental health perspective –
Interventions help the diagnosable
child as well as the child coming from or
going through a difficult family period