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Overview

Our Program and Services

Gifted and Talented Education (GATE)

The GATE program supports high-achieving and underachieving pupils who are identified as gifted and talented. By state definition, gifted students are pupils who possess a capacity for excellence far beyond that of their chronological peers. This capacity includes many and varied characteristics that require modifications of curriculum and instruction. These modifications form the basis of gifted and talented educational services.

To learn more, visit the district's Gifted and Talented Education (GATE) page.

English Learner Programs

Structured English Immersion (SEI)

Unless they have been approved for bilingual placement, English Learners with lower levels of English proficiency are assigned to the SEI program. SEI provides instruction, textbooks, and materials mostly or only in English and includes sequential ELD instruction, access to core curriculum through SDAIE strategies, and in select cases primary language support. All district schools provide the SEI program.

Mainstream English Cluster (MEC)

This enriched English program is designed for English Learners who are at higher levels of English language proficiency. English Learners at or above the intermediate level of English language proficiency are assigned to the MEC program, unless they have been approved for bilingual placement. MEC provides instruction, textbooks, and materials in English only. Students are clustered in grade-level classrooms that include native and fluent speakers of English. English Learner students may remain in the program until all criteria have been met for reclassification as "fluent English proficient." All district schools provide the MEC program. Parents may request this program at any time.

Volunteer-based Academic Programs

In addition to the standard district curriculum, students benefit from additional volunteer-based programs.

Student Study Team

The Student Study Team (SST) is a forum to discuss student learning and achievement, and any factors that might affect the academic, social, emotional growth or physical health of students. It provides an opportunity to brainstorm about issues and potential solutions in an effort to help each student to achieve his/her potential. Although members of the SST may vary, it usually consists of the principal, a parent, nurse, resource specialist, and a district counselor. If there is an expressive/receptive language concern, the English Learner Support Teacher may attend. A school psychologist may also be present to offer suggestions or possible interventions.

At Hardy Elementary the SST meets weekly on Thursday mornings. Anyone working with a student may request an SST, including a parent. Parents are valuable members of the team, and can share pertinent history, strengths and concerns about their child.

Possible outcomes of the SST might include:

    • Better understanding of the student and his/her needs.
    • Implementation of one or more interventions, such as changing seating arrangements in the classroom, modification of assignments, tutoring, or referral to a community agency.

For more information, contact Linda Wilson, Resource Teacher.