Support Services

Support Services

The Resource Room is available to any child having special needs that cannot be adequately met in the regular classroom.  It is our aim to create and provide supportive environments for all students. We seek to build every student's confidence as a learner so that s/he can function as independently as possible in any learning setting.

Presumpscot is one of five schools in the district that have a Read 180 program for our fourth and fifth grade ELL (English Language Learners - homes where another language besides English is predominately spoken) population. A central part of the program is a self-paced computer program that focuses on phonics, fluency, vocabulary and comprehension. The program also has a teacher-directed whole group component. The idea is that students in this program will make a 180 degree turn in their reading progress.

Most first graders are offered additional reading support for a few months during their first grade year. That support may be offered 1:1 or in a small group.

A Social Worker, Possibilities Worker, Occupational Therapist, Physical Therapist, Reading Teacher, Math Teacher, Speech and Language Therapist, School Nurse, ELL Teacher, and a Project Exploration Teacher contribute to the academic, social, and health support services available to students.

Student AssistanceTeam (SAT) 

Presumpscot's Student Assistance Team is a faculty organized forum that meets to assure that all children are learning for their future. Students are supported in a variety of ways including mentor groups, lunches with another teacher and principal, learning relationship building skills, practicing making good decisions, and helping students develop independence.

Teachers and/or Parents may refer a student to the Student Assistance Team to develop an individualized plan for academic, social/emotional, and/or health support.  The work of SAT is aligned with the Learner Expectations at Presumpscot School. When children belong to a group they become collaborative workers. When children build skills to form positive relationships they become effective communicators. When children strengthen their level of independence they become versatile thinkers. When children give of themselves to others, they become involved citizens. When children learn to persevere, they become quality producers. When children develop internal initiative and positive motivation, they become self-directed learners.  When children develop a love of learning, they become knowledgeable persons.


School-based Occupational Therapy (O.T.)

Occupational Therapists in schools assist students in overcoming physical challenges, allowing them to learn more easily and efficiently. The occupational performance skills and components addressed in school OT programs may include:

Motor Skills:

* Fine Motor - small muscles for writing, cutting and drawing.

* Gross Motor - postural control, hand-eye coordination, efficient use of both sides of the body, within an educational environment.

Visual Perceptual Skills:

* The ability to form letters and numbers, draw, copy, scan, sequence and understand form in space.


Sensory Processing Skills:

* Sensory Modulation and Regulation - ability to maintain an appropriate level of attention, concentration, and self-monitor activity levels that impact behaviors.

* Motor Planning - ability to start, stop, sequence and organize and activity or movement. Educational Environment - ergonomic seating, adaptive equipment and access to the educational environment.

School-based OT is a "related" or "support service" of the special education team. This means it is not a stand alone service but can be called in to assess the performance skills (listed above) for a student who is enrolled in special education.

Speech and Language

The Speech and Language Pathologist at Presumpscot, evaluates and works with students who may have difficulty with listening or speaking.  She works with students who have trouble making sounds in speech, who stutter, or have trouble expressing their ideas easily.  She helps students listen for directions, and to understand the language in the classroom.  She also helps students who have trouble with social language or using their words to express their feelings and thoughts to others.  Time is also spent in classrooms to help all students to use their words to communicate and solve social problems. 

Teachers refer students [with parent permission] who they think need extra help in language to do their best in the classroom.