At Eagle Hill, related Integrated services reflect our school’s goal of promoting a collaborative approach to the development of the whole child and are not isolated entities. These services are designed to complement the program by addressing student skills that extend beyond the classroom.
Members of the Language, Psychological Service, and Occupational Therapy Departments use an integrated approach to complement the academic program.
Through close collaboration with teachers and educational advisors, services are tailored to meet individual student needs. The service delivery model may include collaborative sessions (“push-in”) within academic classes and individual or small group sessions (“pull-out”).
Language services address specific skills and strategies within the expressive, receptive, and pragmatic language domains that are directly related to each student’s academic and social growth.
In order to succeed academically and socially, a student needs to use language to respond verbally and in the written form (expressive language), understand spoken and written language (receptive language), and develop positive peer relationships (pragmatic language).
Language Service Delivery Model:
Upon entry into Eagle Hill School, each new student participates in a screening to assess their language skills. Results are then used to determine services provided by the Language Department. Students are seen in collaborative sessions (“push-in”) within academic classes, small group language sessions (“pull-out”), and/or pragmatic language groups depending on their language profile.
Language specialists serve as critical members of a student’s educational team and closely monitor individual progress through classroom observations and ongoing communication with teachers and educational advisors. Communication with outside providers is also maintained to broaden our understanding of the whole child and to facilitate the carryover of applicable skills to our academic setting.
All language specialists are certified by the American Speech-Language-Hearing Association (ASHA) and the state of Connecticut. Every classroom at Eagle Hill School is equipped with instructional audio systems, commonly referred to as soundfield or FM systems. Each teacher wears a microphone designed to filter out background noise which creates a more focused and optimal learning environment for all students.
Services provided by the Language Department are focused on academic skills within the expressive, receptive, and pragmatic language domains. Given the nature of specific articulation and oral-motor disorders, more frequent and intensive services are needed to make sufficient progress.
Due to this, this type of service is not provided. We partner with outside providers to ensure carryover of learned skills into our academic setting. Referrals for outside providers are made as needed in consultation with the language specialists.
The Psychological Services Team at Eagle Hill is comprised of school psychologists, social workers, and school counselors.
The counseling staff provides services either indirectly via consultations with teachers, educational coordinators, and/or parents, or directly with the students themselves, either individually or in groups.
All students in Upper and Lower School take part in small group sessions weekly with a member of the Psychological Services Team. Some students are assigned to counselors based on previous history, parent discussion, and/or as a result of educational team/teacher recommendation.
Counselors meet with students according to a schedule determined by the nature and scope of the presenting issues, usually in weekly, 40-minute sessions during the school day.
Members of the counseling staff also frequently provide services in the classroom, facilitating discussions related to such topics as the nature and scope of learning disabilities, positive social relationships, conflict resolution, diversity, equality, and inclusion.
Occupational therapists collaborate with teachers and other professionals to provide comprehensive support for students in the classroom. Together, they establish goals, implement and monitor interventions, and track student progress. Clinical observations and recommendations are shared with the faculty to ensure effective occupational therapy support for every student’s success.