Student Supports

At the Rivendell Elementary Schools we utilize an Educational Support Team (EST) approach to supporting students who need additional support to learn at their best.  These supports look closely at a student’s academic progress and/or school behavior.  Parent participation in this process is critical and parents/guardians will be asked for input and kept in the loop regarding additional supports that their student may be receiving.  Initially, supports are put in place at the classroom level and are monitored for efficacy.  These might include a home-school journal or a positive behavior point system that rewards expected behavior and classwork completion.  Student progress with these supports is monitored and adjusted as needed to support student learning.  If additional supports are indicated, they may include having a student work with one of our school’ academic interventionist, guidance counselor or the school student support specialist.   The EST model is part of a collaborative approach to supporting student achievement.  It promotes effective instructional practices and helps make the purposeful use of student learning data central to informing school instructional decisions.

The Rivendell Interstate School District is committed to meeting the diverse needs of English Learners, including:          

• Planning and implementing effective language instruction educational programs (LIEPs) and curricula on teaching English Learners (ELs)
• Identifying or developing, and implementing, measures of English Language Proficiency (ELP)
• Strengthening parent, family, and community engagement in programs that serve English Learners (ELs)

Elementary guidance counselors work with students to help them develop academically, personally and socially. Elementary school counselors work closely with parents, teachers, school administrators and other professionals to provide students with the best possible resources and services. School counselors’ jobs are very varied. Some counselors provide universal interventions to all students like lunch bunch groups. Guidance counselors may observe in the classroom, meet with students individually or in groups, or they may provide crisis intervention. A student, parent, teacher, or administrator may ask the counselor for an appointment. If a plan is made for a student to meet with the school counselor on a regular basis, parent permission is required. Last, counselors can make referrals to outside agencies to help families obtain resources that are available outside of school.

• Ann O'Hearn 802-333-9755 Samuel Morey Elementary School
• Karen Ward 802-333-4668 Westshire Child and Family Support Specialist

• Creigh Moffatt 603-353-4321 x5 Rivendell Academy
• Melissa Storms 802-333-4668 Westshire Elementary School
• Melissa Storms 802-333-9755 Samuel Morey Elementary School

• Civil Rights Legislation 

• Vermont’s Guide to 504 

• Vermont Family Network Guide 

• Section 504 Student Testimonial 

Special Education at Rivendell makes a free, appropriate public education available to all children ages 3 to 21 who have been determined to have a disability. We provide meaningful and challenging educational opportunities for all students. Our vision of inclusion guides our work, meeting students where they are and supporting them in their progress toward academic achievement and independence. Students receive specialized instruction, support, and related services designed to provide an appropriate education and allow them to progress in the general curriculum.